Enhanced effectiveness with significant learning
The increased effectiveness primarily has to do with the combination of cognitive and emotional learning experiences. Through the e-learning elements, the participants have an opportunity to learn key theoretical topic basics.
In the seminar which then follows, participants would have an opportunity to consolidate their knowledge, discuss various aspects with other participants and test their understanding (e.g. in simulation exercises). A next phase of experience-oriented methodology would enable making vital emotional experiences (e.g. a manager directly experiences his or her own management style, with associated strengths and weaknesses, as they lead their team into a complex, unknown situation - during white-water rafting for instance).
It is only during this type of learning experience, i.e. one that encompasses an emotional experience (the whole person), that a sustained behavioural change and transfer to practice can take place. In this context - when a learning process includes cognitive, emotional and behavioural levels - we refer to significant learning (Rogers).
Efficiency via the use of new media
Efficiency benefits arise from the intelligent use of new media in learning methodology. All the benefits (realistically speaking) come to bear, which were somewhat unrealistically promised years ago with the arrival of e-learning. The development of an intelligent blended learning solution, customised to the client' specific situation, can be conceived more efficiently from our perspective with the deployment of new media:
- Presence times can be shortened
- Streamlined, lean seminar administration
- Cost savings due to recycling of e-learning modules
- Flexibility in terms of time and place
- Internet-based testing save time while enabling the integration of data (e.g. the AHRENS & PARTNER team diagnosis instrument Team Temperament Analysis, TTA)
Thanks to computer-based training (CBT) and web-based training (WBT), participants can be exposed to important concepts prior to the events requiring their presence. They can access and learn this information independently from time and place.
Also in the initiation of group processes, new media open up surprising new possibilities. Often training programs are set up with participants who rarely have anything to do with other. In order to initiate group processes prior to presence training events (from straightforward 'meeting each other', through to exhanging experiences, all the way to solving problems together), technologies such as forums, testing processes (e.g. the AHRENS & PARTNER Team Temperament Analysis, TTA) or other components from the area of so called computer-supported collaborative work (CSCW) can be used. These methods are especially meaningful in work with virtual teams.