About a week ago I heard a comment from a senior manager that again reminded me of one of the challenges we face in the training field. He stated that he did not believe in e-learning, especially for salespeople. The comment did not surprise me. I have heard it from many others in his position. Back in July of 2000, in fact, the ASTD surveyed American trainers asking them who offered the most resistance to introducing e-learning into the workplace. The survey showed that managers (40%), followed by trainers themselves (25%), topped the list; followed by learners and technical support personnel (both 15%).

E-learning debunkers often quote user resistance as their primary concern. Given the option, they say, people prefer to be in a classroom surrounded by peers and facilitated by an expert. E-learning supporters, on the other hand, reason that people prefer the flexibility of the online environment, preferring not to have other students keep them from learning at their own pace. Right in the middle of these two arguments is where many companies either stop to develop an online training program or abandon the pursuit.

Granted, no single e-learning solution can cater to the needs of all learners. And no single online program can address the variables created by age, job skill, work environment, business strategies, and hundreds of other variables. But, to say that you do not believe in e-learning these days is like saying you do not believe in the Internet. And like the Internet, e-learning is here to stay, so it would serve us well to understand how and when to use it.

In all fairness to both camps, there are valid arguments for the debate. So let’s take time to talk about the most common "E-ssues" (sorry, couldn’t help myself) and ways to evaluate the role of e-learning within your organization.

Understanding What E-Learning Does… Don’t get too wrapped up in the terminology. E-Learning, as defined in A Vision of E-Learning for America’s Workforce is “…instructional content or learning experiences delivered or enabled by electronic technology”. The focus of this and other institutional documents has been primarily on how to implement e-learning successfully into the workplace. According to The Commission on Technology and Adult Learning the focus is primarily on adult-centered and work-related e-learning designed to “increase workers’ knowledge and skills so they can be more productive, find and keep high-quality jobs, advance in their careers, and have a positive impact on the success of their employers, their families and their communities”.

So, before you evaluate a “method”, make it your purpose to assess how your instructional content will increase knowledge and productivity, retain workers, advance careers, and make employees successful in every area of endeavor. The delivery is secondary to the purpose. By definition, if you are already putting training in Power Point presentations and making it available for viewing from your intranet you are doing e-learning.

Addressing User Acceptance Issues… Beyond the decision of implementing e-learning is the question of whether or not students will use it. It is reported that when employees are required to register for e-learning, only about 32% actually do so. And amongst those that do register, 50 to 80% dropout is not uncommon. Resistance to technology is nothing new, but if we are going to effectively support our company in their effort to reduce cost we have to deal with the problem head on.

Jonathan Feldman, Chief Technical Manager of the Chatham County Government in Savannah, GA has a great solution. Mr. Feldman deals with the common problem of keeping his help desk and tech support employees knowledgeable. To retain top staff, he needs to train at least a few times a year; more when it involves cutting-edge projects. Because most in-depth classes are not held regularly in his part of the country, training his team also means expenses for class fees, travel, per-diem, lodging, and loss of productivity.

“One standard cost-cutting measure is to (reluctantly) drop some instructor-led classes, sometimes in favor of CBT (computer-based training)” says Mr. Feldman. “But I hate that. I find CBT to be no better than reading a book…”

He continues by saying that a recent experience with an e-learning company in Phoenix helped solve this problem. The company uses Internet groupware in conjunction with traditional conference-call technology. Students can listen to the instructor on-line, raise their hand, ask questions (both spoken and through chat) and even have a little interactive fun on the virtual whiteboard. “… the best thing about this method”, he says, “is that I could lay back in bed and attend class — even when I had the flu.”

Creating the Best Solution… Finally, remember that e-learning is evolving. The “ideal” training for you may be an instructor-led class at a local Starbucks with a sheet of paper and a course manual. But don’t underestimate the benefits of technology. While using slide presentations is not a necessity, we have become more and more accustomed to them and enjoy the benefits of richer media and visual effects. Ultimately the success of your training depends on the feasibility of the delivery and e-learning can help facilitate that.

The best solution is often a blended solution. That means taking advantage of the many tools (technology based and conventional) available to you. The most basic instructional design model includes assessment measures to determine the method of learning delivery best suited for your audience. Maybe going back to the basics is the best way to end this debate. I can tell you were you can take a great online course on the subject. ;)

Julio is a writer and speaker based in Weston, Florida. Learn more about his practice and about The Merge Point Method at http://www.mergepoint.org.

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