A Successful Blended Learning Strategy for Technical and Soft Skill Training

By Michael McGinnis

Published by LTI Newsline
June 24, 2005

There may be reluctance in transitioning instructor-led training (ILT) to a blended
learning format. This may be due to resistance on the part of the organization or training
department to change existing classroom session formats. Another reason I believe is
more prevalent is not knowing how. The case study below is an example of how our
training department made a very successful transition prior to knowing what blended
learning meant. The change began with a familiar story to most training organizations, a
need for change, doing more with less, reducing the learning curve with better trained
personnel. The change in this case began with our technical training programs. Our
success in this area led to the transformation of the leadership development initiatives
using the same format. The case study below describes the method we used and the
results that were achieved.

Technical Training

Our facility manufactures and assembles high performance electronic products. This
involves a highly technical and automated manufacturing process using complex
component placement equipment, test platforms and robotics. The technical skill set for
the machine operators, test and machine technicians, supervisors and engineers increased
dramatically requiring comprehensive training on safety, operation, programming, fault
recovery and preventative maintenance.

Training initially consisted of instructor led classes (ILT) and OJ T. The classroom
sessions were designed using the Tell Me, Show Me, Let Me and Assess Me format.
Classes ranged from 3 6 days in length and were taught by technical trainers who had
experience on these platforms. The Tell Me and Show Me sections of the class were
often based on PowerPoint presentations filled with pictures and text showing the basic
operational steps.

Operations made the request to reduce the length of time the participants were in the
classroom. Ramp ups required shorter turnaround time and became the driving force for
change. Our initial reaction was the typical response, Are you kidding me?. However,
with our positive relationship with our customer, we avoided this canned response and
instead set out to see what we could do.

Over the past several months we had begun an on-line learning initiative primarily
consisting of the presentations we used in the classes, adding audio, video, basic
interaction and animation. The modules were provided as refresher material for those
attending the training along with those who may be interested in learning more about the
various platforms. On-line learning was received very well which prompted setting up
our computer lab to access these modules.



Our training staff conducted a brainstorming session regarding the challenge mentioned
above, to reduce the amount of time new hires were in training. Our first step identified
the reasons driving the current length of the classes. Top of the list was the challenge
identified by the technical trainers relating to the delays associated with slower learners.
The pace of the class was dictated by the slowest learner which frustrated the instructor
and those that learned at faster rates. Second were the dreaded lectures which were
considered by the trainer and participants as dry and boring. It was not uncommon for the
instructors to speak about participants dozing off or disengaged from the learning
process. Instructors often responded by speeding up the delivery of the material,
providing only cursory overviews of the material. Third was the agenda itself and the
amount of time we felt was necessary to review each topic. Although we were open to
revise the content, we also did not want to compromise the quality of training.

From this discussion we recalled a recent article stating that one of the benefits of on-line
learning was its ability to be tied to the pace of each learner. After a broad set of ideas
were input, an idea was born. This was to have the participants use the on-line learning
modules during the classroom session. The on-line modules would replace the lecture
segments of the current classes. The class itself would be revised to focus on brief
reviews of the on-line material with the primary emphasis on hands-on learning. We
decided to experiment with the design of one of our technical classes.

First, we would have to modify our current on-line modules to make sure they covered all
of the required material that was presented in the class. To do this, the instructors used
the instructor notes portion of PowerPoint to write down what they would have said in
the class. This became the script and used as the basis for recording an audio file into
each slide. We also added some basic interaction where employees had to select correct
answers and were given an audio response whether they were right or wrong. We had
learned by this time to keep each module to a maximum of 30 minutes in length. This
kept the user from getting bored with the on-line training.

By this time we had basic pre and post testing functionality using the LMS test developer.
Each test consisted of true/false and multiple choice questions based on the material in
the module. We created a pool of 30 questions and randomly asked 10 questions for each
module. Employees were required to meet minimum score requirements of 80%. The
questions came from the knowledge tests that were already being administered after each
topic in the class. This gave us a basic way of determining the effectiveness of this type
of training and whether the individual gained the required knowledge.

Here is an example of our first experiment with a blended learning format using our
soldering class.

Agenda Day 1 Delivery Method Before Delivery Method After
The Role and Expectation
of Solderers
Lecture - PowerPoint On-line module
Tools & Equipment Lecture - PowerPoint On-line module


Soldering Techniques PowerPoint and
Presentation
On-line module using video
Seven Sins of Soldering CBT presented in class On-line CBT
Review session
Through Hole Component
soldering
Video and demonstration Video and demonstration
Hands On Practice 4 hour hands-on session 4 hour hands-on session
End of Day 1

Participants were welcomed into the class, provided with the usual time for introductions
and housekeeping, and were then directed to our learning lab where they took the initial
on-line module(s). Here, they were introduced to using the LMS and how to navigate
through the modules. They were then provided with a set time to complete the pre-test,
module and post-test and then return to the classroom. If they completed the module and
passed the test prior to the designated time, they were rewarded with a break. If they
needed extra time due to failing the test or simply needed more time to review the
material, they could use the entire allotted time.

Once they returned to the class, the instructor briefly reviewed the material, focusing on
those areas that tended to need more explanation or were more prone to questions. Then
the focus quickly became on engaging the students into hands-on activities.

Our initial experience found that the on-line modules truly lived up to the concept of self-
paced learning. The fast learners loved the opportunity to speed up this process and being
rewarded with a break. The slower paced learned appreciated the opportunity to review
the material and re-take the tests. The instructor enjoyed a break from the class, where
they were able to use this freed up time to develop new training materials. This improved
dramatically the productivity levels of our instructors. The overall length of the class was
reduced since we found that employees were learning faster and in most cases
demonstrating a better skill set than with the previous ILT only class.

Over time we modified this approach to require that current employees take some of the
modules as pre-requisites prior to attending the class. This further reduced the amount of
time needed in the class. The revised class agenda started with an overview of the on-line
modules taken, a test was administered to ensure that they retained the needed
knowledge, with the remaining time focused on hands-on activities.

Additional benefits we discovered were the following:

1. Consistent delivery of message
It was common to hear that certain information was not presented in certain classes,
along with various twists. A common issue relating to instructor led classes. The use
of the modules ensured that everyone heard the same message every time.
2. Self Paced
Each user was able to direct their speed of learning. This alleviated the challenge of
who does the instructor teach to in the class. As previously mentioned faster learners


were rewarded with a break. It was typical that these learners returned to the class and
began their hands-on assignments. In many cases they completed their requirements
earlier and were released to the floor, which was met with gratitude on the part of
their supervisors. Regarding the slower paced learners, they had more time to retake
the modules and tests. If they did not complete the modules during the designated
time, they were required to finish them during their breaks or lunches. These
individuals were also easy to recognize on the part of the instructor, who would spend
extra time with them during the hands-on activities as appropriate.
3. Refresher materials
Knowing that retention of materials presented is a challenge associated with adult
learning, users were directed to the on-line modules for refreshing themselves on this
material once back to the floor. We combined this with job-aids that summarized key
information. We also launched quick reference guides which provided tailored
information specific to a particular line that the employee could reference in more
detail. These were housed wherever possible on workstations on the factory floor.
4. Reduced Classroom Time
Across the board we realized an approximate 25% reduction in classroom time for
technical training classes. This appeared to be primarily due to the new blended
format. Employees were more engaged in the learning process in part due to greater
accountability for their self-paced learning. Classes were no longer run to the lowest
common learning style. Over time the percentage grew as we pushed the sessions for
existing employees to taking the modules as a prerequisite.
5. More Effective Training Staff
Instructors now utilized the 25% savings in instructor time to focus on other training
projects or working with the faster and slower paced learners.

Leadership Development

Prior to transforming leadership training to the blended format, we offered the traditional
set of soft skill classes. Each was 1-2 days in length and covered various topics such as
Time Management, Effective Communication, Coaching, Giving and Receiving
Feedback, etc. The sessions covered the basic theory, skills associated with the topic and
skill practice. The classes were well attended and we offered these sessions as a part of
Silver, Gold and Platinum certificate series. These series included specified classes, lunch
and learn sessions, assessments and finally a presentation relating to what they had
learned and how they applied their learnings.

Attendance began to drop off significantly as our operation became more lean and shifts
transitioned from 8 hours to 12 hours. These employees were still eager to attend
leadership training, but no longer had the time to commit 1-2 days away from their day-
to-day operations. Once again we were presented with a challenge and opportunity.

When the leadership instructors met, we first realized how deja-vu this was to what we
had recently heard from operations with respect to technical training. This time we had
the advantage of considering how to apply an already successful blended learning format.
The question was how to do this with leadership development training.



We began by looking at the agendas and we noticed that each session had lecture
segments. On-line modules were created to cover this material. Using the same
philosophy from our technical training transformation, we identified the skill practice
segments and created a shortened session focusing only on these areas. The result was a
similar success story. We created what was referred to as e-Follow Up Sessions. Each
session was limited to 2 hours. Employees were instructed to take in most cases 4-5 on-
line modules relating to each topic, which were pre-requisites to attending the follow up
session. Each module was limited to 30 minutes in length which we learned was the ideal
time so not to bore the user and allow them to fit this into their busy schedules.

Attendance quickly picked up and the feedback was excellent. In fact attendance actually
increased from our previous levels. Those that were reluctant or hesitant to attend for a
variety of reasons, now found that they had no more excuses. We asked them for their
feedback and responded with a solution that met their needs.

Once again we found that employees were more knowledgeable upon arriving to the class
and anxious to get started on the skill practice segments. We provided them with a quick
recap of the modules they took, along with any questions they had. Then we quickly
jumped into the exercises and within now time was able to let them go. Their activity
levels in the skill practice sessions was also noticeably higher. Their concerns about
having to be away from their jobs for a day or two gave way to excitement that it was
only 2 hours now.