The Virtual Training Paradox: High Confidence, Low Engagement<\/em><\/a>\u2014most notably learner engagement (identified by 72 percent of respondents as the top challenge in virtual instructor-led training or VILT in use by 73 percent of the same) and accountability.<\/p>\nTwo-Way Online ST Meets Kirkpatrick Levels 3 and 4<\/h2>\n
Dr. Albert Sweitzer said, \u201cExample is not the main thing in influencing others; it is the only thing.\u201d Trainers begin by starting the ST process as a model, not a critic, in a servant-leader role.<\/p>\n
Standardization and scalability happen when the steps for each process taught are precisely delineated and succinctly described in writing via job cards, a training manual or both (see the \u201cJob Cards and Task Manuals\u201d quick tip below); followed by a detailed video demo of each process embedded in a learning management system (LMS) or training management system (TMS).<\/p>\n
The learner emulates the steps in the demo video, then reverse or two-way ST happens when a peer records the learner\u2019s practice using a smart phone, for uploading and review by a proctor who works with the learner until they achieve mastery.<\/p>\n
Why video? If a picture is worth a thousand words, then a moving picture (a live or video demonstration) is worth perhaps millions of words when it comes to learning and validating skills.<\/p>\n
These steps help confirm Kirkpatrick Level 3, emphasizing application of learned skills, and ultimately lead to confirmation of impacts per Kirkpatrick Level 4.<\/p>\n
The two-way video recording is saved to the LMS or TMS cloud, providing incontrovertible evidence that the teacher has taught and the learner has learned. (See below for quick tip \u201cAutomating the Proctoring Model.\u201d)<\/p>\n
Watching Imperfect Practice Helps Observers<\/h2>\n
Anyone watching the practice activity\u2014e.g., the peer recording the smart phone video\u2014however imperfect the practice, can learn from it.<\/p>\n
\u201cIt has been assumed that demonstrating the correct movement is the best way to impart task-relevant information. However, empirical verification with simple laboratory skills has shown that \u2026 showing an individual in the process of acquiring the skill to be learned \u2026 may accelerate skill acquisition and increase retention\u2026\u201d (McCullagh & Meyer, 1997)<\/em><\/p>\n\u00a0\u201c\u2026evidence indicates that beginners can derive learning benefits even from observing unskilled demonstrators, especially if both the observers and the models are beginners as the observer actively engages in problem-solving activity that is beneficial for learning.\u201d (Magill & Anderson, 2017)<\/em><\/p>\nVideo Replay<\/h2>\n
Another way to use video in learning is to record workers (with permission) going about their tasks, then share the video (show) with the workers so they can critique their own performance (tell) and enable their proctor to coach their performance (tell) one-on-one with them.<\/p>\n
Numerical Outcomes<\/h2>\n
Training<\/em> magazine\u2019s 2026 Training MVP Awards criteria include providing \u201ca numerical L&D\/training or business outcome that substantiates one of the reasons to be named to the 2026 Training MVP Awards list.\u201d<\/p>\nThe standardized two-way ST process leads naturally to measurable impacts; e.g., when training a custodial operation, better methods lead to greater productivity, fewer injuries, and higher customer satisfaction as determined by job completion times, workers\u2019 compensation claims, and customer surveys.<\/p>\n
Happier, More Successful Workers<\/h2>\n
Building the value of the work and worker is key to success and happier staff. At the Indoor Health Council, framing custodial tasks as a way to reduce exposures and promote health fosters workers who love their jobs.<\/p>\n
As Dr. Sweitzer said: \u201cSuccess is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful.\u201d<\/p>\n
Quick Tips<\/h2>\n
Job Cards and Task Manuals<\/strong><\/p>\nMake sure job cards and related manuals are well-written, concise, and if possible, memorable, Make every word count. Learn from the Gettysburg speeches of Abraham Lincoln and Stephen Douglas. Lincoln\u2019s great speech was three minutes long and is still quoted today, while Douglas\u2019 rambling speech took an hour and no one remembers it.<\/p>\n
Automating the Proctoring Model<\/strong><\/p>\nOne possible way to automate\/scale the virtual instructor-led training (VILT) proctor model is a point-light technique in which light-reflecting dots or small LEDS are placed on the joints of the person to capture motions involved in the task, then comparing the practice motion with the task\u2019s point-light model stored in the system.<\/p>\n","protected":false},"excerpt":{"rendered":"
A two-way \u201cshow-and-tell\u201d video training program can help enhance learner engagement and accountability.<\/p>\n","protected":false},"author":3053,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"cybocfi_hide_featured_image":"","footnotes":""},"categories":[12],"tags":[31],"class_list":{"0":"post-64044","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-magazine","7":"tag-soapbox","8":"magazine_issues-june-2025"},"acf":[],"yoast_head":"\n
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