The COVID-19 environment has severely impacted how we deliver effective learning and it is widely reported that one of the first things to suffer during times of business pressure is building the capability of people. Understandably, companies focus on dealing with the business challenges at hand. So, under these circumstances, training is not necessarily seen as a priority by many companies.

However, we can’t put learning on hold indefinitely. “The COVID-19 crisis has reminded business leaders that a more capable workforce creates more resilient companies” (McKinsey & Company, November 2020).

Unsurprisingly, inuRE has seen demand for online training solutions increase as companies have recognised the importance of maintaining their investment in their people.

“Managers can’t push the pause button on capability building, so the moment belongs to virtual learning” (McKinsey & Company, March 2020).

To continue to support our clients with the same high standard of capability building, our opportunity was to evolve our industry leading in-country (face-to-face) programs into virtual training programs. To do this successfully – and ultimately for the benefit of our clients – we found that 5 essential factors need to be considered:

1. Online learning is not new but has often been seen as secondary to face-to-face learning, which is seen as the epitome of building capabilities. “Data prior to the current crisis suggest that, in normal times, few adults take advantage of online learning as a means to train” (OECD, 24 July 2020). The matter of inclusiveness is seen as a key reason, covering areas such as the level of digital skills, access to technology and self-motivation. For online learning to be successful, it is essential for employers to develop and provide a supportive learning environment, one that promotes and encourages continual learning.

2. Progressive companies need to focus on innovation to support their capability building approach and virtual learning has well and truly landed in many organisations across the globe. The COVID-19 environment has seen the need to bring digital learning to the forefront of capability building. But not all virtual learning is the same. Technology provides a solution, but on its own it does not provide the answer – it’s about how we use technology.

3. There needs to be innovation in using digital tools. For example, we can create virtual breakout areas for smaller groups and encourage discussion and hands-on learning. This helps to address the challenge of a reduction in personal interactions that can often be seen with online learning. However, the overall approach to online learning needs to include programmes that focus on collaborative learning.

4. Not all training formats used face-to-face translate well into the virtual environment. We can’t simply copy and paste materials. The effective use of visual materials is important, but we need to place additional emphasis on encouraging discussion and interaction. This can easily be lost in a virtual environment.

5. Businesses want to see capability building that is comprehensive and supported by learning which convincingly engages their people in a multitude of ways. Our virtual learning approach should not, therefore, be one dimensional. Delivering online seminars is one approach, but we need to think wider than this. We need to provide people with the opportunity to access learning in their own time and also with environments in which they can express their thinking and creativity.

Taking these factors into consideration – and, critically, listening to our clients – inuRE has developed the following virtual programs to deliver optimal learning experiences:

Self-directed online learning:

Using a leading Learning Management System (LMS), that is easy to use, our clients can access our premium learning content in their own time. There are more than 30 modules covering a range of reinsurance topics, including a variety of supporting exercises. To support all of our clients throughout Asia Pacific region, all modules are narrated. Our clients tell us that this dimension of virtual learning is providing participants with an easily accessible and flexible learning environment, one that is continuing to support capability building despite the challenges faced in 2020. They very much see this as an essential part of their capability building programs going forwards.

Virtual Workshops:

Facilitated learning is delivered using a webinar format. The training is tailored to requirements and delivered for varying numbers of participants over timeframes that fit with day-to-day business activities. Training delivered so far has covered the entire Asia-Pacific region. Our clients have commented that the transition from face-to-face training to virtual workshops has been seamless and that they will continue to use this format as part of their overall learning strategies.

Simulations:

This dimension of virtual learning provides a fully interactive and immersive experience for participants who are guided to make business critical decisions. Covering insurance, reinsurance and underwriting, the simulations provide the ideal platform for collaborative learning, encouraging creativity and original thought. Our clients have told us that the simulations support the ability of participants to understand the essential functions of insurance and reinsurance companies.

There can be no doubt that if developed and delivered well, virtual training is an effective part of successful capability building. Whilst the experiences of this year have required us to focus on the virtual environment, we have an opportunity to embed virtual learning as a core part of our learning strategies, rather than simply being seen as secondary to face-to-face learning.

Contact inuRE to see how we can support capability building for your people.

Over the last 20 years I have developed and delivered professional training programmes all over the world. During the last 10 years, the focus of my programmes has been throughout the Asia Pacific region. This experience has given me the opportunity to acquire invaluable learning that supports me to develop and deliver ‘best practice’ training in the (re)insurance industry in this part of the world.

It is no surprise that the attendees within a typical training group (often around 30 people and training formats anywhere from 1 to 5 days) will vary in terms of experience, knowledge, language, motivation, learning style and seniority. So, how do we get the most out of training when the attendee mix and learning styles are constantly changing?

The typical challenges to overcome are:

1. Language barriers

2. Maintaining engagement

3. Encouraging interaction

4. Managing the mix of the group

Language Barriers

In most cases, the native language of the attendees is unlikely to be English. From the outset, I make clear that a good level of English is required. In the (re)insurance industry, it is widely accepted that the international language is English. That said, the list of attendees can often be out of your control and you can’t assume that everyone has the same, good level of English comprehension. Furthermore, different people might have different perspectives as to what constitutes a good level of English.

In order to deal with the language challenge, I believe that some common sense must prevail – speak slowly, speak clearly and avoid using acronyms, jargon or overly technical words. At the very least, be prepared to explain the meaning of technical terms, don’t hide behind them. And, of course, break the training down in to segments, giving regular breaks. If you are learning a technical subject in a foreign language, you will need these breaks.

Maintaining Engagement

Many subject matters do require a lecture approach. But how do we ensure that the attendees are engaged? We need to be aware of body language and some obvious signs, such as:

Playing with mobile phones;

Drawing pictures on notepads;

Randomly leaving the training room;

Always being late for the start of each training section;

Not engaging in exercises, case studies and team discussions.

As my experience as a professional trainer has grown, so too has my ability to manage disengaged attendees swiftly and effectively. The way I approach this is to talk to these people to see if I can pick up any clues, to try and engage them and find out what interests them. You can’t cater for everyone in a training room and, sometimes, you just have to accept that some people might not be engaged. My rule is not to spend too much time on such people and to focus on the greater majority of the attendees who actually want to be there. Mobile phones are often one of the biggest distractions in training today. My approach is to strongly discourage attendees from using mobile phones in training sessions, sometimes this is with success and other times with more limited success!

There are some people who may bring work issues into the training room and this is where you need to tread carefully. Firstly, I ask that such matters are discussed during breaks, outside of the training session. Secondly, I ensure that any response that I give is framed in the following ways:

I can only give my personal opinion, which does not constitute advice;

If you work with an advisor, such as a broker or consultant, you need to obtain their advice;

I am unlikely to have all the facts at my disposal, so my opinion may not be valid.

To drive engagement and improve learning outcomes I introduce in-class exercises and case studies into each segment of the training. I let the attendees know in advance that this will be happening which typically increases the odds of holding their attention! The exercises and case studies give the attendees a break from the lecturing and help to reinforce key learning points – i.e. ‘learning by doing’. I have found that in many territories, attendees relish the opportunity to try something themselves, rather than just listening to a constant lecture.

Encouraging Interaction

Everyone is different and so are their cultures. Some people thrive on interaction, some people prefer to avoid this. With a group of attendees, you are likely to have one or two individuals who will ask the majority of questions and who will also respond to questions. I don’t want to discourage such individuals from being interactive. But when faced with such situations I do my best to circulate around the training room to encourage other individuals to participate.

I also divide the attendees into groups to promote more equal interaction. I then encourage the groups to work on exercises and case studies together and I ask them to discuss certain key points. I don’t think you can avoid each group having a natural spokesperson, but at least you’re giving the attendees the best opportunity to interact in as non-threatening environment as possible. This works better than trying to push certain less-willing individuals to share their thoughts in front of an entire class.

Introducing healthy competition into the training room is another approach that I use to encourage interaction. This can be done by using competitive case studies, such as asking the groups to design a reinsurance programme and selecting a winning solution. I also make use of insurance and reinsurance business simulations where the groups are competing against one another to produce the best overall results.

My experience has shown me that the group approach – combined with exercises and case studies – produces the most effective interactive environment. And interaction doesn’t just mean people talking, it also means people ‘doing’. We have to remember that learning styles differ between different territories and cultures.

Managing the mix of the group

All groups will have attendees with varied knowledge, experience and seniority. You have to start from the point that no knowledge is assumed. I explain to the people with greater knowledge, experience and seniority that the early stages of the training might be more simplistic for them. But I try to encourage their involvement by suggesting that they assist the less knowledgeable and experienced attendees, especially with the exercises and case studies. In fact, I try to ensure that each group has a range of knowledge, experience and seniority. The more experienced and knowledgeable individuals will tend to assume the role of group spokesperson, but this keeps them involved, especially during the more basic sections of the training.

Preparation, experience and adaptability is key. Some key recommendations are:

Divide the attendees into groups, each constituting a range of knowledge, experience and seniority;

Be prepared to speak slowly, clearly and without jargon and acronyms;

Maintain engagement by using in-class exercises and case studies – encourage the groups to work on them together to give yourself the best chance of achieving maximum interaction in a non-threatening way;

Try not to embarrass the more senior people by focusing questions on them – encourage them to naturally participate, just like the other attendees;

Don’t waste too much time on people who clearly don’t want to be at the training session – try to engage them, but focus on the majority of willing attendees;

Don’t let one or two people dominate the training session – circulate around the training room to encourage other people to participate.

The diversity and cultural differences in the Asia Pacific region keep me passionate, learning and motivated. Every situation is different which gives me the opportunity to apply different learning styles. Preparations are underway for the inuRE 2020 training programmes. The continued success of inuRE demands that I am always learning and applying these learnings to drive continual improvement. We are looking forward to delivering more great outcomes for our clients in 2020 and beyond!

Author: Gabriel Manoughian