Making the Switch: A Proposed Framework for Converting In-Person Training to Virtual Training

Abstract: The COVID-19 pandemic has provided an opportunity for many organizations to reconsider how they deliver didactic training. However, the problem faced by any organization in the current environment is designing and deploying virtual training programs that are effective, engaging, and an efficient use of learner time and organizational resources. As many organizations have transitioned to virtual work and learning, this need has only increased. Yet, in-person training cannot simply be redeployed “as-is” for virtual engagement. Learning activities, instructor-learner engagement, course materials, and course organization must all be scrutinized and built with the specific virtual modality in mind. To that end, this poster abstract represents a work in progress where we describe a model used to convert an in-person leadership training program to a virtual leadership training program. Our model adds specificity to a common method of curriculum design by utilizing specific HRD theories and models in specific portions of the design process. As such, we believe our model can help HRD practitioners produce higher quality and more impactful training interventions.
This project was brought about by the need for a large organization to redevelop in-person training for a virtual setting. This overarching framework guiding the redevelopment of this curriculum was the ADDIE (analyze, design, develop, implement, and evaluate) model. ADDIE is a recursive development model (Peterson, 2003) widely known for its success in the development of online instruction that is comprehensive and self-correcting. We utilized this model, but “reinforced” each of the steps in the process with additional theories and frameworks to bring greater granularity and rigor to the overall design. In addition, a DEI (diversity, equity, and inclusion) lens was utilized as a foundational and cross-cutting paradigm through which to engage in each process of the course design. This helped to ensure that educational materials promoted cultural humility and anti-racism in the context of leadership along with a sense of lifelong learning about people who are different than oneself (e.g. race, class, religion, sexual orientation/gender identity, etc.). Figure 1 represents our proposed model.
Figure 1.


Analyze
We utilized Werner's (2018) three-step assessment to fully understand the needs of the organization, the tasks, and the people. This multi-faceted analysis allowed us to gain a more thorough understanding of the needs of the organization and its learners.
Design
In the design of the curriculum, we utilized Quality Matters (QM) guidelines. QM is an independent organization that certifies online courses and programs as meeting certain research-based quality standards. The QM rubric reflecting these standards originated from a US Department of Education grant in 2003 to determine best practices in online learning (Legon, 2022). We used the QM rubric for professional education which reflects best practices of adult learning. Using the QM rubric to build the revised virtual course, can allow HRD professionals to submit the course to be reviewed and designated as a QM certified course. This can be an important signal to learners and other stakeholders that the course has been designed to meet the highest standards of quality for online learning.
Develop
A process of backward course design (Wiggins & McTighe, 2005) informed the development process, in which the learning goals (outcomes, objectives, etc.) for the course were described in detail and assessments were designed to determine whether participants reached the learning goals. Backward course design is a process that begins with the critical evaluation of learning goals (objectives) and then moves to define assessments which will evaluate whether learners have reached the learning goal. After that, learning activities and formative assessments were developed and pacing of the course was established.
Implement
The theoretical foundation of andragogy is especially useful for developing distance learning (Chametzky, 2018). According to Knowles’ (1980, 1984) work in the field, we know:
• Adults need ownership of curriculum in concert with the instructor.
• Courses should include sufficient opportunities for experiential and active learning.
• Course content must be applicable to life and work.
• Adult learners often focus on solving problems with the course knowledge.
Evaluate
We used Kirkpatrick’s (1976; 1994) training evaluation model to measure outcomes of the online curriculum. This model delineates four levels of training outcomes: reaction, learning, behavior, and results. While Kirkpatrick’s model has been criticized (Reio et al., 2017), it provided us an important starting point from which to work.
Lastly, but most importantly, we utilized a DEI lens throughout the project to ensure that delivery methods, examples, materials, and other course-related artifacts were inclusive and represented a diverse learner audience.