This article first appeared in the January 2003 edition of E-Learning Magazine Online and is reprinted here with their permission.

Self-service training applications that simulate business experiences, such as sales or customer service, are e-Learning solutions with compelling rationales. Self-service training applications provide opportunities for learners to practice what they need to learn most, at their own pace, in their own friendly environments. They offer learners an opportunity to succeed or fail, and to benefit from this experience in an environment that in many ways surpasses “on the job” training.

But many e-Learning solutions, including self-service training applications, are under scrutiny today for failing to live up to expectations. As compelling as the rationale is for self-service solutions, there are a few serious pitfalls to avoid. Start by learning the distinguishing features of true self-service training, its benefits, the diverse challenges in its application and realistic ways to measure its success.

Why the Interest in Self-Service Training Solutions?

A key driving force behind interest in self-service applications is the pressure to move away from herding people into classrooms and find more cost-effective ways to train. “If there is certain material that a business needs to train everybody on and if they can pop them on a Web site or onto a CD ROM as opposed to a trainer in a facility there is some real value there,” says Warren Bobrow, Ph.D., industrial psychologist and Principal of The Context Group, Los Angeles.

Other forces behind self-service training solutions come from technological advances overall in e-Learning. Software for asynchronous learning is more powerful than ever before and readily available, partially due to large R&D expenditures for game simulations such as Sim City. Says Bobrow, “Those who have entered the workforce over the past 10 years and especially those who are entering it now are perhaps more adept at being involved in their learning than previous generations.” According to Bobrow, it is assumed that generations familiar with commercial simulation games can learn by doing, thus controlling their learning environment with something more active than just sitting and listening.

Cognitive studies on learning theory lend further support to the efficacy of simulation-based solutions. Says John Cleave, Ph.D., Principal of Experience Builders in Chicago, “As human beings we thrust ourselves into situations, reason our way through them and as a consequence we then develop ‘scripts’ so that next time we handle them smarter and a little more efficiently. That’s the way the human mind tends to acquire information and simulations play off of that. They put you in a very realistic situation and have you work through it.”

Benefits of Self-Service Training Solutions

The documented benefits of e-Learning simulations in the corporate world have especially fueled interest. While other training methods are “linear” and provide one hour of experience in one hour of training, the “richness” of simulation-based learning provides two to 10 hours of experience in one hour. Pre and post-tests of learners - comparing those in the classroom to those using simulations - validate its effectiveness.

At its worst, classroom education might be termed “sheep-dipping”: just in case, someday, somewhere, somehow, if I need it I may be able to remember it. Says Gloria Gery, founder of Gery Associates, a business learning and performance support systems consulting firm based in Tolland, MA, “People are more self-conscious in the classroom. When you give them role-plays they are so focused on how they appear, they can’t get into it. If you look at the large number of people who have to be trained in any business, the ability to do anything more than superficial practice with limited feedback often makes the classroom a poor method for developing many complex skills.”

In contrast, self-service, simulation-based learning lends itself to: just in time, just when I’m ready, just what I need, just where I need it. Learning occurs when training participants are prepared to absorb it and can immediately apply it in the workplace. Says Gery, “People learn over time and simulations enable people to develop core skills just before they need to apply them. That, coupled with repeated application of the new skills on the job, coaching, and periodic visits to the simulation, allows employees to further develop their skills. You can’t master every stroke, for example, when you’re learning how to play golf or tennis. It takes repeated practice, coaching, and time.”

Simulation-based training helps learners recall information in the way they are going to need it - in the context of a business situation. The alternative is “fire hosing” employees with more information than they can possibly absorb and apply on the job.

Pitfalls in Implementation

If self-service training applications offer such a bright promise, how and why do failures occur? Plenty of avoidable pitfalls occur in its design and use. The ‘band wagon’ popularity of a new and exciting application can prevent a balanced view of where and how it can best be applied.

Says Hank Kearny, Senior Director of Processing Services, Independence Blue Cross of Philadelphia and Co-Chair of the Blue Cross/Blue Shield Customer Contact Center Committee, “A smart organization is going to use e-Learning to supplement, not supplant, classroom training. It’s never going to replace all instructor-led training. Don’t think if you put in e-Learning you’re going to cut your training budget in half.” Electronic page-turners in the guise of self-service training simulations are another pitfall. “Learners confronted with e-Learning applications that do ‘content, picture, question, test’ know they are being ripped off,” says Gery. These applications can be even more boring than poorly designed classroom training.

There is also the inherent challenge of using a new medium. Infatuation with the technology at the expense of true learning gains is especially a problem. “You see that time and again,” says Cleave. “They’re simulating for the sake of simulating rather than simulating the things that actually contribute to learning. You have to understand on a deeper level, what are the mistakes people are making and why are they making them? Simulations operate on the assumption that people operate on autopilot until they make a mistake and it’s only then that they slow down and say, ‘What went wrong?’ and ‘Why did it go wrong?’ That’s when just-in-time coaching steps in, built into the more robust simulations, and helps the learner become smarter.”

Individuals learn more from their failures than their successes. Simulations allow learners to step into the “potholes” of life and – having recognized their mistakes – accept coaching. The ability to exploit this trainable moment is the inherent strength of simulation-based learning.

The Question of Privacy

One pitfall deserving special attention is the question of privacy. Simulation-based applications support risk taking, allowing the learner to explore new ways of doing tasks. The ability to fail is essential to skill development. But can learning occur if a participant believes his or her mistakes are being reported to management?

Says Cleave, “In a real simulation-based environment you’re encouraging and almost imploring people to make mistakes because mistakes are really what drives learning. It’s only when one’s (personal) scripts fail that they learn. If I’m begging people to make mistakes and then I report those mistakes, it’s unfair to the participant and it gives a distorted picture to management.”

Without privacy, the corporate learner is stuck in a “goal oriented” mode, competing on a test, and cannot lay the groundwork for true skill development. It can even be argued that those who make more mistakes in simulation exercises have learned best and will likely make fewer mistakes and be more effective on the job.

Testing and Measuring Success

After a learner has completed the simulation-based training in private as many times as he or she would like, it’s appropriate to test with simulations and report the results to management as long as the learner is aware in advance that the test (as opposed to the practice) scores are being reported. These results can be used for further coaching or to identify candidates for advancement.

At the corporate-level, a number of measures can be translated into a return on investment for simulation applications. These metrics for sales and service applications include:

• Improved customer satisfaction
• Improved scores on quality monitoring
• Increased average monthly product sales
• Improved ratios on customer calls and contacts converted into sales
• Increased resolution of customer concerns and issues
• Reduction in customer complaints escalated to supervisors
• Decreased callbacks by customers
• Improved productivity by more efficiently and effectively handling customer contacts

According to research, the primary reason customers defect to a competitor is lack of sound judgment by a company’s representatives, judgment that can be directly developed through simulation-based learning. Ultimately, increased customer satisfaction and retention will flow directly to an organization’s bottom line.

Eight Tips For Success

With so many divergent paths leading to failure with self-service simulations, it’s worthwhile to outline a clear path to success. These eight tips can mean the difference between success and failure:

1. Understand the medium. Simulation-based learning is a different medium, especially when compared to more traditional methods such as classroom training. Identify those issues and ensure that the implementation strategy addresses and manages any related issues or concerns. Gain buy-in from senior executives, line managers and training staff so they can help influence learner acceptance.
2. Use a blended learning model. E-learning simulation training is best for addressing certain training objectives; other training methods may be better suited for other objectives. For that reason it is often best to use a blended learning model that uses the best mix of methods for the training task at hand.
3. The learning system is only as good as the content it delivers. With all the focus today on the technology and design of simulation-based learning, the quality and validity of the content are often overlooked. Great content is the foundation of a great learning system. Great simulation-based design will never compensate for nor overcome poor content.
4. Test, test, test the technology. If it doesn’t work, the learners will quickly get frustrated. Technological mishaps will leave a sour taste about the learning, no matter how good that learning is.
5. Clarify the traditional trainer’s role. Get their buy in so they don’t sabotage the process out of fear of losing their jobs. The trainer’s role will likely transition from one that primarily presents information to one that facilitates the learning experience and supports the application of skills and knowledge on the job.
6. Include management. The presence of front-line managers, supervisors, team leaders and coaches in the first roll out offers positive role models and supporters of the program. It also helps clarify and explain the new skills team members will be expected to reinforce.
7. Commit learning to a schedule. Have a 90-day roll out with planned check-in dates for leaders and learners. Whether it is a calibration session, feedback on how behaviors are being used, or refreshers, make sure learners know the training is serious and not a new “flavor of the month” training initiative.
8. Communicate success clearly. Clearly define what constitutes success and communicate progress on a regular basis. Also, remember to tie it back to customer satisfaction if that is one of the key measures of success.

Software applications may be created in-house, of course, or through partnership with a vendor. Vendor partnerships have some caveats. “Definitely get the customer references and contact them because you’ll get a lot of insight into how the company supports (the simulation learning) after it’s installed,” says Kearney. “And understand that you will have the occasional problem or technology issue. It’s not going to work perfectly all the time. You’re going to have to manage the expectations of your line staff and your leadership.”

Exploding the Fallacies

A number of fallacies obstruct effective self-service training solutions. These include:

• Technology itself is the greatest challenge
• Self-service training’s impact can’t be effectively measured through traditional means (targeted individual skills, corporate sales and service goals, ROI)
• Technology-based learning can effectively replace all other forms of training
• Simulation-based learning must be “fun” or “game-like” to be effective

Tolstoy’s observation that all happy families are alike, but all unhappy families are different, might be extended to self-service training applications. There are many ways they can fail. They may be “content stupid,” sabotaged by traditional trainers, poorly measured, under-funded, or simply perceived as the latest e-Learning fad. While there are many ways to fail, however, self-service training applications can be highly effective toward increasing an organization’s competitive advantage, when its inherent challenges and possibilities are understood and effectively managed. Successful applications have a great deal in common, including extraordinary benefits.

• Evaluation Checklist: Essential Application Features
• Realistic, validated content
• Validated pre-test and post-test assessments
• Varied learning paths based on the participant’s skill level
• Simulations with dynamic branching that challenge participants
• Opportunities for real mistakes and real successes
• Intelligent, just-in-time coaching
• Voice interaction with recording and playback features
• Suitable skill development for new hires and veterans that can be used over and over again to reinforce and further develop skills
• A comprehensive implementation approach and support that integrates the training with an organization’s information technology and performance management processes

About the Author:

Mark W. Brodsky, President and CEO of Ulysses Learning, is known for his straight talk and keen insights into e-Learning and industry trends affecting organizational profitability and growth. As a senior executive and consultant with over 25 years of experience, Mr. Brodsky has managed complex national and global projects to develop service-quality and sales skills for such diverse clients as American Express, DuPont, GE Capital International, Georgia Pacific, Bank of America and Westinghouse. Headquartered in Charlotte, NC, with offices throughout the U.S., Ulysses is a global learning and performance improvement company that helps organizations build judgment, sound decision making and advanced interaction skills - applied at the point of customer contact through its dynamic simulation-based learning and related services. Mr. Brodsky can be contacted at mbrodsky@ulysseslearning.com or at (800) 662-4066. For more information on Ulysses Learning, visit the company’s website at www.ulysseslearning.com.