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At the conference "More than training. New priorities in a changing world", organized by SberUniversity, Ulyana Ravedovskaya, Director of the School of Education at Tyumen State University and an expert with 20 years of experience in corporate training, discussed the key differences between high-quality corporate programs in the IT industry. She emphasized that in the current environment, it is impossible to standardize training even within a single company. A discussion of current issues and approaches in educational systems became an important part of the event, emphasizing the need to adapt programs to the specifics of each business and its employees.
Why the lack of quality has become more noticeable
The transition to an online format during the pandemic has significantly exposed the shortcomings of traditional corporate programs, Ulyana notes. These problems have become especially obvious not only for developers, but also for end users – company employees. In a remote working environment, employees have encountered the limitations and insufficient functionality of existing solutions, which underscores the need to adapt corporate programs to the new reality.
Online education has significantly widened the gap between those who are ready to learn and successfully master the material, and those who find the learning process difficult, the expert notes. In in-person classes, a trainer could equalize the level of preparation of participants and offer universal solutions suitable for everyone. However, in the format of independent distance learning, this practice is becoming less effective. This creates additional challenges for students who require a personalized approach and support as they master new material.
Today's students strive to learn efficiently and quickly. At the same time, demands on the quality of educational programs have increased significantly. Now, it only takes a few minutes to evaluate a course. If the content or format doesn't meet expectations, students quickly abandon further training.
Ulyana Ravedovskaya notes that people find ways to circumvent mandatory corporate programs. They can easily make it clear that if a program is ineffective, their participation will be perfunctory. This suggests that the level of expectations for quality training has increased significantly among those striving to develop and learn. It is important to take these changes into account and adapt corporate programs so that they truly meet the needs of employees and support their professional growth.
This has presented L&D with the challenge of determining which audience to target—demanding users or those lagging behind in their development. Ultimately, the higher the standards developers set for themselves, the better and more effective the solutions they can offer all users.
High educational program standards can significantly improve results even for those who previously demonstrated low performance. Problems that have long gone unnoticed become obvious and require attention. The expert emphasizes that these shortcomings can no longer be ignored. Improving the educational process requires open discussion of existing problems and finding effective solutions.
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Asynchronous learning offers many benefits, but there are a number of less obvious reasons why students may drop out. First, a lack of self-discipline and motivation is often a barrier. Without strict deadlines and teacher oversight, some students lose interest and are unable to manage their time effectively. Second, technology issues can play a significant role. If a student has difficulty accessing the internet or software, this can lead to a loss of interest.
A third reason is a lack of interaction with teachers and other students. Asynchronous learning can be isolating, which hinders the creation of a sense of community and support. A fourth reason is a lack of structure. Some students prefer clear boundaries and schedules, which may be absent in an asynchronous format.
A fifth reason is a high level of distraction. Studying material at home can lead to many distractions, making it difficult to focus on studying. The sixth reason is the difference in level of preparation. Not all students have the same skills and knowledge, which can lead to a feeling of insecurity and a reluctance to continue studying.
The seventh reason is the difficulty in comprehending the material. Some aspects of asynchronous learning can be difficult to understand without direct explanation from the instructor. The eighteenth reason is that many students do not realize the value asynchronous learning can provide and, without seeing immediate results, lose interest.
Understanding these factors can help educational institutions improve asynchronous programs and reduce the number of students dropping out.
How to ensure real program quality
Ulyana Ravedovskaya notes that the low quality of corporate training programs is due to ignoring two key aspects: practice and training. Courses are often limited to theory and demonstrations, where the trainer demonstrates how to perform certain tasks without giving participants the opportunity to try them out on their own. At best, only brief practice is provided. This approach leads to extremely poor results. A single assignment only provides a general understanding of the topic, but does not develop the necessary skills. The speaker emphasizes that to achieve true mastery, it is important not only to understand the material but also to actively apply it in practice.
Ulyana recommends paying attention to five key aspects when developing practical assignments and activities. This will help make training more effective and engaging for participants. Properly formulating assignments, their alignment with learning objectives, a variety of methods, and the possibility of feedback all contribute to a deeper understanding of the material and increase student motivation. Paying attention to these points can significantly improve the quality of the educational process.
The tools provided to employees should be relevant to their regular work tasks and help them achieve real results, the expert asserts. Effective use of such tools increases productivity and improves the quality of work. It is important that each tool is tailored to the specific needs of employees, which will ultimately lead to improved overall company performance.
An example of an unsuccessful training program: negotiation courses are designed for employees working on e-commerce platforms. However, in such negotiations, there is no need for verbal negotiations. This is a clear example, but in practice, curriculum developers often take a generic approach, which leads to the creation of materials that do not reflect the real tasks and situations employees face. For training to be effective, it's important to consider the specifics of the job and real-world scenarios participants face. Adapting materials to specific conditions will enhance the quality of training and its practical utility.
When conducting a trial training session, it's especially important to consider what exactly you're implementing. Consider how new knowledge will be applied in real-world workplace conditions, as well as the employees' work routines. This will help better understand how they can integrate the acquired skills into their daily work.
Cases, simulations, and exercises should be easily recognizable, including their visual design. Recognizable training elements help users navigate the content and absorb information more quickly. It's important that visual aspects are harmonious and relevant to the topic, which will create a more effective learning environment. Proper design and structuring of materials promotes better comprehension and retention, which is a key factor for successful training.
Recently, I was fascinated by the field of information technology. Participants in IT-related programs expect the interface to be as close as possible to what they will encounter in the workplace. Otherwise, they may abandon the training. Students emphasize, "Why do I need this? I need to adapt the information to my reality." This approach reflects the growing need for practical applicability of IT knowledge and skills. The main reasons for such demands are obvious. First, employees want to avoid unnecessary effort, and second, hypothetical situations increase the likelihood of errors. These errors are inevitable when transforming knowledge from the training environment into real-world work conditions.
Ulyana Ravedovskaya emphasizes the importance of practicing and refining new skills in situations common in everyday life. However, this doesn't always happen in practice. Many people don't use real-life situations to hone their skills, which can lead to underpreparedness and reduced effectiveness in critical situations. Therefore, regular practice in familiar circumstances is a key factor for successfully mastering new skills.
The speaker illustrates his An example: Management skills are honed during difficult conversations, such as those surrounding layoffs, where emotional tension peaks. However, while layoffs happen, they aren't permanent. In contrast, managers face the daily challenge of setting goals and providing feedback. Therefore, it's more appropriate to focus training on these aspects of management.
Employees often face common challenges. For example, many struggle with paperwork, while communicating with colleagues is seamless. This suggests that exposing employees to situations that require negotiation is inappropriate, as such skills won't be necessary. It's far more effective to focus on the real, common challenges a person faces in their daily work.
You're planning to train someone, and you're likely basing your training on certain patterns. For example, the more pressure you put on a person, the more they resist, and the more difficult it becomes to reach an agreement. It's important to choose a situation in which this becomes obvious, otherwise the person will have to transfer it to their own circumstances to understand the essence.
Why Universality No Longer Works
Translating the work program of a specific division or department is a complex task. The volume of information is significant, and over time it will need to be adjusted. However, a one-size-fits-all approach to training is no longer effective, warns Ulyana. Furthermore, explaining how soft skills function to everyone in a single language is impossible, as this requires an individual approach and deep understanding.
In the field of information technology, there is a term "vanilla assignment," which refers to tasks that are not directly related to the actual work of employees. Such assignments only demonstrate the principle of the tool, and its subsequent application is left to the discretion of the student. However, the most demanding IT students insist that they do not need such assignments. They demand that training be focused on real-world conditions and tasks, otherwise they refuse to complete the program.
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