| When you attend training, what do you get? Well, | | | | convincing on the trainees' part), along with a hefty |
| what you paid for, of course. But what if you find that | | | | 'token' fee. |
| you have paid for the wrong track? Or you found that | | | | What really counts, is that attendees learn something |
| the course is too easy for you? How easy is it for | | | | out of the course. That their understanding of the |
| you to switch to another course then? Do you have to | | | | application increases. That they can make use of the |
| wait for a few days? Weeks? Or indefinitely? Do you | | | | application in the field - when they have to produce |
| have to tolerate all that basic stuff till near the end of | | | | something, and have the confidence to assert that the |
| the course duration and get what you came for? Can | | | | application can do this and that; or that some things are |
| you ask the instructor to skip topics when the rest of | | | | out of the application scope. Right? So that is why I |
| the class seems to be junior at it? Is the trainer willing | | | | advocate flexible, practical, targeted online training that |
| to give you more than what is beyond the paid course | | | | give the participants control over their learning or |
| contents? Just how much more? Do you have to | | | | needs. |
| worry about sitting for tests at the end of the lesson | | | | Here are what I find appealing about virtual training: |
| that seem to test your language more than your skills? | | | | 1. Participants can sample tutorials before deciding. |
| Wait! Does that classroom air-condition temperature | | | | 2. Participants can repeat lessons as often as they |
| seem perpetually freezing? Or like in the oven? | | | | wish. |
| Why do I raise these issues? The simple answer is - | | | | 3. Participants can pause the instructor at their own |
| they are the constant frustrations of classroom training | | | | comfort. |
| attendees I hear time and time again. Chances are, | | | | 4. Participants can take the course where and when |
| you faced some or all of these issues yourself. | | | | they are most comfortable. |
| Software trainers with some years of experience | | | | 5. Participants can switch to a course that is more |
| report the feedback on course structure, targeted | | | | suitable for them anytime. |
| content and administrative ease, contain these | | | | 6. Participants can follow their own pace, not the pace |
| disappointing remarks. It is true that flexibility, targeted | | | | of the slowest or fastest learner in class. |
| contents and practicality play significant roles on the | | | | 7. Participants can take ONLY the topics that they |
| impact of the entire course - not just the experience | | | | require, not those they already know. |
| and proficiency of the trainer. And there is the test or | | | | 8. Participants can access all other possible topics |
| examination factor. For many of these attendees who | | | | when they need them. These should include popular |
| came for knowledge, the test or exam factor actually | | | | software titles like Microsoft Office, Macromedia Flash, |
| shortchanged them of course hours, more hands-on | | | | Dreamweaver, Adobe Photoshop and technical |
| and a conducive learning atmosphere. Adding on, | | | | courses like MCSE, MCSA, CCNA, CompTIA A+ (for |
| some examination systems seem to take an eternity | | | | PC technologies) and Network+. |
| to log on to, owing to server delays, network traffic or | | | | 9. If the participants themselves are trainers, it is a |
| bad programming. In short, participants do not get the | | | | good, fast, quick and reliable way to revise topics |
| satisfaction and objective they hoped for. It is a | | | | before that BIG delivery day. |
| one-size-fits-all solution with limited or no repeat | | | | 10. If participants have an URGENT crash course need, |
| broadcast. Refresher sessions a few months down | | | | it is within their reach. |
| the road are virtually non-existent. Or it comes with a | | | | And, importantly too, it should not burn a hole in their |
| reluctant 'yes' on the provider's part (after much | | | | pockets where affordability is concerned. |