I am looking to implement a process by where key compliance training courses (DPA, AML, etc) are attended by new starters within their first month and then they complete a subsequent assessment every 12 months on the anniversary of them joining.
However, I am unable to decide whether to develop new classroom based training to replace the dry compliance presentations currently in place or to use a customised CBT package.
Whilst I believe the initial knowledge transfer could be better served by a classroom session, a lot of the information is very generic and won't be used from day to day. I am therefore led to think that the knowledge will probably be lost over a 12 month period anyway.
So does the initial training method really matter or is it more important to ensure that the information is centrally stored and easily accessible should they need to access it?
Chris Delgaty
4 Responses
Training at their fingertips
Chris,
In a similar vein, training on corporate governance within the public sector meant that managers had to be aware of their governance responsibilities yet the information contained in any training would certainly be lost over time.
The initial training/briefing session has to be done face to face, but in our experience, any further training is best supplied as a combination of small half day briefing sessions combinied with an e-learning element.
Attendees appreciated the ability to get what information they required on line as and when they needed it AND ask questions on-line, either of the ‘expert trainer’ or of the other attendees (community).
Happy to help with any queries (01491 411121)
Simon Derry
Just in time
Chris
For those less familiar with the acronyms I am assuming you work in the financial sector and are talking about things like anti money laundering training.
I’d take a dual approach. First, an introductory session as late as possible in the induction period – too early and it gets lost (and is hard to contextualise).
Elearning is good for just-in-time training. And these types of topics lend themselves to this appraoch (as long as you satisfy any regulatory requirements). They can refer back to or retake the elearning as and when required, for example when confronted by a hot issue or just before the annual assessment.
The combination often works better than either method offered on its own.
Graham
Refresher Training to ensure they remain up to date
Hello Chris
As an e-learning provider it will not come as a surprise that we would suggest customised material with refresher materials available throughtout the year to remain up to date.
Also, as you already mentioned the material can remain online for the users to access whenever they need to.
We have experience with these subjects, If you would like some examples of our previous work then please let me know.
Regards
Rachel
A liitle of each
Hi Chris
1. IMO, no elearning package is going to make a subject “come alive” the way a good trainer can.
So I’d suggest that live initial training is a must.
2. Personalisation is key. Having a cental data bank may sound whizzy, but how do trainees personalise what they have learnt/are learning?
I’d suggest that a good set of documentation – with plenty of room for notes – should be issued to each person on day one.
3. Elearning can be useful for setting out sequences of actions, lists of important information, testing people’s understanding (multiple choice tests, etc.)
What it isn’t much good at (unless you are able to create a very advanced package) is giving trainees the opportunity to ask non-standard questions, test their own understanding (“What exactly do you mean by xyz?”), etc.
Hope this is of use
Andy B.