Corporate Strategy and Learning Center

Training content on onboarding information, product knowledge, or processes can be inherently dry and hard to deliver in an engaging manner. But dry or not, this content is important for employees to learn about their workplace, the processes they need to follow, regulations they need to comply with, and changes or initiatives happening throughout the company. It’s up to the training department to deliver this content properly.

However, because this information often does not apply directly to everyday tasks, it’s difficult to train using performance-oriented learning methods. Therefore, before training on informational content, it’s important to consider the learners’ perspective, existing knowledge, and how motivated they are to learn the content.

One of the most common mistakes instructional designers make when creating virtual instructor-led training is failing to account for VILT’s high engagement need.

Because of potential distractions and the feeling of disconnectedness that can come from learners and facilitators being geographically dispersed, designers are wise to treat virtual training similarly to post-lunch classroom training. That is, realize that participants may be sluggish and unenthusiastic, particularly at the outset, and make extra efforts to keep them energized and on task. In general, VILT should include more activity and screen actions than would be appropriate for a comparable training in a traditional classroom setting. Include a physical interaction—typing, speaking, clicking, etc.—at least every three to five minutes, and never go more than 90 seconds without some kind of visual engagement.  

Exactly what those interactions and engagements should look like depends in large part on the technology platform being employed, as well as the course content and objectives. Many off-the-shelf VILT platforms have webinar-like interfaces, with varying features like virtual whiteboards, drawing tools, chat boxes, and polling functionality, and it goes without saying that designers and facilitators should know the capabilities of a given platform before going too far down the rabbit hole.

This is part of our ongoing series, Interviews with Learning Leaders.

Chad Venable is director of enterprise IT training for AmerisourceBergen. For the past 18 years, he has performed training and technology consulting across multiple industries, with a special focus on SAP training and support. He has a master's in economics from the University of Missouri at Columbia. His bachelor's degree, also in economics, is from Truman State University.

When your training program includes participants from different cultures or across borders, there are inherent sensitivities that can derail virtual instructor-led training experiences. Skilled facilitation and advanced technology combine to create effective VILT, but hiccups can happen. With planning and preparation, some of those hiccups can be avoided, or at least minimized.

First and foremost, realize that virtual training has important, inherent differences from traditional classroom facilitation. You may be tempted to take your existing pool of facilitators and just give them virtual materials to instruct; this is a bad idea, as it takes special skills and training to make this switch. When selecting and preparing global virtual facilitators, consider both their individual skills as well as best practices relating to preparation.

There are some important qualities when choosing facilitators, foremost being adaptability. Sometimes a course plan needs to change on the fly, and technical issues can create a situation where an interaction needs to be altered. Having the ability to adjust and be flexible is important.

Taking instructor-led training online with virtual ILT or eLearning carries a host of potential benefits, both financial and practical. When making the transition from classroom training to an online or blended learning program, though, it may be better to scope the project as a new build of the training, rather than incorrectly scope it as a direct conversion of existing content.

There are many reasons why converting ILT to eLearning or VILT might be a good idea. Offering the content online grows the potential audience, while reducing time and travel costs. Today's workers are used to digital knowledge transfer formats, and they appreciate being able to set their own pace. And, in the case of eLearning anyway, it's available on demand any time.

But online training formats come with challenges that in-person learning programs don't have. When taking ILT online with VILT or eLearning, it's important to thoughtfully consider the qualities that make good ILT successful, like hands-on practice and interpersonal interaction. Instructional designers must not fail to account for intrinsic differences of the platforms when converting training to VILT or eLearning.

In theory, it should be simple—take existing instructor-led training programs and put them online. Set up a webcam or shoehorn the training into a webinar platform, and get all the benefits of in-person ILT without the costs of travel, facilities, and time away from the job.

It’s a great idea, and we’re seeing more and more learning organizations attempt this straight conversion to virtual instructor-led training from traditional ILT. But in reality, going virtual is a lot more complex, requiring careful thought about how to retain those components that really make in-person ILT shine, like participant-centered interactivity, interpersonal camaraderie, and hands-on practice.

ILT conversion to VILT can absolutely be a smart and successful move, but only if it’s done right.

As training budgets continue to expand and then contract again, learning organizations are desperate for reliable avenues to deliver value to the organization beyond the initial delivery of training. Virtual instructor-led training, also known as virtual ILT or VILT, can provide this value within the confines of a tight budget.

Launching a virtual learning initiative, whether on its own or as part of a blended learning program, is easier than ever, and it provides numerous benefits to an organization and its infrastructure. Used strategically, VILT provides three core investment opportunities for organizational infrastructure: financial savings, support and reinforcement of the organization’s people, and enhancement of the organization’s knowledge management practices.