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Sneak Attack eLearning: A Case Study
Learning Solutions Conference & Expo 2014 - March 21, 2014
Jo Anna Hatcher
Sales Force Effectiveness Manager
Rain for Rent
Director of Learning
Rain for Rent
Although it seems like eLearning has become a standard default solution within many organizations, there are still those out there who do not take advantage of this capability. For various reasons, learning departments can find it difficult to influence decision makers to understand that eLearning is a valid and cost-effective solution for many performance issues. The way that “sneak attack” eLearning was implemented at Rain for Rent can provide a path forward for groups that are still struggling to make this transition. Focusing on performance improvement related to specific job duties and tasks, the reporting and testing components were a lower priority. The goal of getting knowledge and skills to employees led to business leaders recognizing the need to move forward with learning technology.
Participants in this case-study session will see the launching of innovative designs for varied skill levels without using an LMS. You’ll examine eLearning content developed for a low-education, highly technical workforce, an audience that is often left out of online learning. However, the implemented courses reached skilled workers across North America and drastically improved their performance, decreased the turnover rate, and prepared them for job advancement.
In this session, you will learn:
- How to overcome a technology adverse audience
- The value of creating a simple learning interface
- How to engage SMEs who are not supportive of eLearning
- Balancing required versus optional training to optimize participation
- How to deliver an effective executive-level demo
Intermediate-level participants should have knowledge of course design techniques, publishing options, and an understanding of effective communication with executive team members and subject matter experts.
Technology discussed in this session:
Student technology needs:
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