Learner Satisfaction Cost Reduction in Redesign

Cost reduction in redesign and learner satisfaction
Training initiatives prove vital to educating partners with regard to a fresh client base and the features of new products. Educational programs are popular, rendering it essential to have in place more accessible and efficient training processes. Autodesk historically held a couple of training events a year, targeted at its Canadian and American partners. Over three- hundred salespersons would be in attendance to learn about the novel client base and the features of new products, whilst over seven- hundred engineers attended to learn more about product support (Noe, 2017). Unquestionably, a broad array of clients demand training services and products.
Training service expenses were undergoing exponential growth, with cost value analysis not favoring conventional training techniques. The exorbitant associated expenditure, logistics support and planning demands linked to these yearly training events called for a redesign in the training program by the company. Novel techniques needed to be cost- effective whilst not compromising on the quality of the training; further, a more extensive audience was to be reached. The alternative strategy needed to be connected with partners’ current job tasks and experiences (Noe, 2017). To make the training content more meaningful, it was essential to convey the message by relying on terms, examples, and ideas the trainees were familiar with.
The best alternative for the company in terms of feasibility was converting the instructor- guided, direct training event into an event conducted virtually. The development of this virtual classroom required the integration of product demonstrations and PowerPoint presentations within the initiative's core content, to be reviewed relative to trainee environment ("Virtual Reality, Immersive Design & Augmented Reality | Autodesk", 2018). Thus, the company retained quality content whilst revising or totally doing away with other program material. Practical experience simulation is integral to the identification of challenges confronting users and enabling personnel to tackle these challenges.
Extensive prior planning was needed for these virtual classrooms. All events had producers, moderators and hosts for facilitating instruction. The trainers’ focus now shifted from simply dealing with their training content to also helping trainees process the knowledge and skills provided, such that learning would be facilitated and effectively employable in their everyday jobs (Noe, 2017). This called for the application of numerous approaches including question- answer exercises, quizzes, and polls, for ensuring trainee interest is retained. These tools helped ensure learners remained attentive, besides aiding trainers in determining whether or not learning was taking place.
Key design components to facilitate effective learning within a virtual instructional environment include attractive content arrangement, learner motivation, and interactive instructors ("Virtual Reality, Immersive Design & Augmented Reality | Autodesk", 2018). Interactive tools like question- answer exercises, quizzes, and polls helped ensure trainees remained motivated and engaged. Trainees must accept accountability for their own learning and the application of this learning to their job; this includes preparation for training, attentiveness and engagement in the training session, and effective application of training content on their jobs.
Instructors were equipped with session maps which served as presentation outlines. This assisted them in planning interactions, identifying required technical assistance, and organizing content (Noe, 2017). Prior to the event, all related responsibilities and roles were carefully delineated. Programs were facilitated by producers, moderators and hosts. The function of the producer in facilitating the program included loading files to be shared, carrying out rehearsals and ensuring the session ran on time. The moderator’s function was resolving technical problems and replying to the questions put forward by trainees. Lastly, the function of the host was presenting a session overview, reviewing tools, and offering closing comments.
Effective coordination helps guarantee trainee learning is not interrupted by external disruptive events. Pre-program activities include communication of training initiative purpose to participants, date and time of training session, the individual to be contacted for any queries or for more details, and pre-program tasks which ought to be completed. The producer ought to arrange for any related books, videotapes, speakers, and handouts. All requisite arrangements for securing these tools and equipment ought to be made in advance. The sessions’ technical and logical arrangement ought to match the training method employed.
Virtual classrooms foster learning in the course of training sessions and transference of knowledge and skills acquired onto actual jobs, through impacting long-term memory, administering quizzes for determining learner understanding, and simulation of practical scenarios (Noe, 2017). Memory functions through the processing of stimuli perceived via senses into one’s short-term memory. Information regarded as "important" will be transferred to a person’s long-term memory. Such deeper-level information processing is vital to trainees as they need to apply these lessons to their everyday job settings.
Content and classroom ‘automatization’ decreases memory demands. With increased automatization, more memory gets freed to focus on other areas of thinking and learning (Noe, 2017). Increased trainee engagement in training and practice increases skill proficiency and knowledge retention within the long-term memory, with lesser memory decay occurring as time passes. Hence, learners’ remote engagement within the virtual classroom is important. Technical challenge simulation using software allows for inculcation of desired capabilities to meet the current job environment’s expectations. The use of boosters (e.g., short-answer exercises, multiple choice questions and other such exercises which call for the trainees to retrieve information learned from their long-term memories) allows opportunities for retrieval, which aids the learner's mind in establishing that the training content is important and, thus, has to be retained.




References
Noe, R. (2017). Employee Training & Development (Irwin Management) (7th ed., pp. 32-35). McGraw-Hill Education.
Virtual Reality, Immersive Design & Augmented Reality | Autodesk. (2018). Autodesk.com. Retrieved 8 February 2018, from https://www.autodesk.com/solutions/virtual-reality