I recently wrote an essay on the impact that Covid-19 has had on remote learning and onboarding. Having onboarded into a new role remotely,and also started a Master’s from home in 2020, the subject has one of particular significance!

Introduction

The Covid 19 pandemic has demolished previously held ideals of working environments (Douglas et al, 2020). During the initial work from home order and the months following, millions of people in the UK endeavoured to maintain productivity despite varying challenges. For some, homeschooling served as a constant distraction, for others, isolation hindered motivation. For nearly everyone newly working remotely, the situation was difficult. Many started new jobs during the pandemic (myself included) and navigated unfamiliar businesses virtually. e-Learning has become an integral part of this experience, the advantages and limitations of which will be critically evaluated here. Particular attention will be paid to the training cycle (McGehee & Thayer 1961), with both the opportunities and difficulties with relation to e-learning explored. The training cycle is broken down into 4 parts, namely identifying needs, designing the training, delivering the training and evaluating the success of the training.

Assessing Training Needs

Training has been termed as formal programs delivered to employees in order to develop skills (Noe et al, 2014). This description, however, serves as the first dichotomy when considering the environment by which training is delivered during remote working due to Covid. When considering the first stage of the training cycle, identifying the needs, the landscape for learning has completely changed and thus the evaluation is more complex. Training practitioners are no longer entering an office environment, establishing a baseline of certain “hygiene factors, specific aspects of work, which retain employees from being unhappy or dissatisfied” (Herzberg). Under normal circumstances, practitioners could identify challenges affecting the entire workforce, and look to make adjustments to aid training consumption. Rather, each individual employee experiences a completely different set of circumstances while working from home. Alfayad et al take the discussion of two factor theory further with the argument that employee voice is an important factor in iteration of ideas and progress. This is hindered if the business is fragmented, and workers not feeling at ease due to remote working.

Griggs criticised training needs assessments, arguing that less formal learning is more effective “In a situation where the training is delivered by consultants this transfer of learning is potentially even more problematic” (Griggs et al, 2014). While it may be true that tactical learning is very effective in skills transfer, its execution during remote working in times of Covid 19 has rendered it one of the most challenging factors of learning to implement. Every interaction with colleagues when working from home becomes deliberate by definition. Asking simple questions, overhearing useful information and other intermittent beneficial knowledge sharing becomes a request from the learner, or new starter. During regular interaction in a business, these types of activities help to build trust, and strong social ties develop. This concept has been termed as Social Exchange Theory (Blau, 1964). When people learn and fail together, they develop an atmosphere of psychological safety. Kostopoulos & Bozionelos (2011) argue that in order for people to step out of their comfort zones, they need to feel safe and secure in their environment. This is incredibly difficult when working apart from peers, not sharing failures or exchanging timely feedback given the lack of proximity. Even when feedback is shared with the best of intention it can appear forced and overly formal, given that there is little opportunity for the message to be delivered in a more relaxed setting. Exchanging constructive pointers over video is high-pressure and leaves little space or time for reflection. Leaders must then work doubly hard to not only ensure that their people are continuing to develop the skills needed to do their jobs effectively. Leaders must also endeavour to make sure their teams are remaining mentally stable, all from the medium of video, by its nature less personal than direct interaction. Video as an e-learning method has many challenges, including the more intense concentration required, and fatigue from extended screen time. Retaining knowledge gained becomes harder still if the learner experiences low morale and self efficacy toward goal achievement (Bandura, 1977). This phenomenon is evidently widespread during challenging times such as those witnessed in Covid 19.

Another significant gap in knowledge acquisition during home working is experiential learning, which is highly valuable in acquiring both tacit and explicit knowledge (Armstrong & Mahmood, 2008). Activities such as shadowing more experienced team members again become a forced activity, and all parties must be extremely committed to the ultimate goal in order for these activities to be successful, as opposed to a more relaxed atmosphere allowing peers to build rapport. Those learning from others in this way must exhibit significant self-regulation to persist in their efforts and continue to request time with their knowledge provider in order to be successful (Locke & Latham 2002). Tactical learning is described by Pahani et al (2016) as how things actually work, rather than explicitly trained knowledge that only informs of how things should work. This becomes especially difficult to deliver with a significant level of training transfer when considering the evolving backdrop of Covid 19, and the fact that the way things have been done is now often being adapted and continuously iterated as we continue to learn about our new reality. Perhaps this shifting environment makes shadowing and “on the job” training all the more important. Something learned remotely from a passive video could very quickly have become outdated, and learning in real time by screen sharing, or listening to phone conversations can enable the learner to absorb the newest and most relevant information. A suggestion to employers during remote learning could be to formulate a training schedule with more structure with regard to shadowing compared to what is usually seen at the office. This will help the learner to feel less pressure in driving the process themselves, and sets clear goals for the trainer. Lockwood (2015) stresses “the importance of mindfulness in virtual leadership and training” which supports this argument.

For training needs analysis activities during the time of Covid, along with assessing skill gaps, new starter onboarding and upcoming knowledge acquisition needs, it would be perhaps prudent to also establish a baseline from the team in terms of mental health, well being and team cohesion. One of the most significant influences for the sharing of tactical knowledge is altruism. Razmerita et al (2016) found in their study that the desire to help others was one of the most important factors in the successful sharing of knowledge. Colleagues must feel both intrinsic and extrinsic motivation to help others in their learning, which during times of difficulty is challenging. Assessing the strength of psychological contracts in the business, and the depth of the social exchange theory at play between parties will help assess the likelihood of those with experience showing altruism towards others, for the gain of everyone. If the team is found to be fragmented, perhaps virtual team building activities could be implemented ahead of more formal learning or coaching partnerships being established.

Designing e-Learning Programs

When considering how best to train employees during Covid, questions are raised around the benefit of running interactive sessions, known to improve training transfer (absorption of information), as opposed to passive e-learning modules. Implementing group activities could be perceived as intrusive for those with domestic demands, while passive sessions serve to further increase isolation for others.

When designing e-learning programs, and taking into account the isolation experienced by many during Covid, it could be useful to consider the benefits of social media and community building. Greenhalgh et al (2020) agree that use of social media can be beneficial in fast sharing of knowledge, especially when people are facing time pressures due to Covid. Many are experiencing limitations on availability given that during Covid 19 they have seen huge challenges with homeschooling and caring for other family members . Grant et al established as early as 2013 that remote working blurs lines between home and professional lives, and this has become ever more prevalent during Covid 19. Sharing of best practices and especially real time help for better home working can effectively reach a wide audience. The nature of social media can also mean that those engaging feel more connected, with a regular stream of contact between team members which may feel less forced.

Risk factors when considering the use of social media for e-learning include data protection and access to technology (Shah et al, 2020), and so ensuring participants are comfortable with the data parameters of the program and are provided with the necessary tools to gain access is important. In this theme, establishing the extent of an individual’s experience when using digital technologies could be useful and perhaps implementing pre-training in systems to enhance remote working activities would be beneficial. If employees wish to “opt out” of social media community building and knowledge sharing, it is their right to do so, and contingent planning should be accounted for in this event. When executed effectively, social media e-learning practices can help to build an interactive culture centred around trust, and so provides a foundation for social exchange theory to grow, which can contribute to a strong team atmosphere despite physical distance. Resistance to social media uptake could be mitigated with a pre-training activity, with education around social media’s benefits. Encouraging employees outside of their comfort zone can actually enhance their learning and create a more rounded workforce. It has also been argued “that it is more productive to look at the context-specific and situated nature of learning” rather than individualist preferences within a team (Coffield et al, 2004), perhaps particularly pertinent when considering remote learning. One element to again remain cognizant of, however, is how social media is used. With elements such as real time notifications often being considered an intrusion, establishing preferred ways of working with social media by consulting the team during the training needs analysis would be a valuable activity.

Given the restrictive nature of tactical and experiential learning during covid, it is especially important to consider how training is designed. Poorly designed e-learning can lead to information overload (Bandarouk & Ruel 2010, p.151). e-Learning can be encouraged to be perceived as helpful by designing professional activities and training which portrays the learning positively in the way described in relation to social media. This also aids the consumption of the learning. Learner exchanging and feedback and support are especially important (Garavan et al, 2010). This may indicate a limitation in passive learning modules as opposed to group learning or social media activities, given that the feedback is more challenging to implement in an individual learning environment. When considering control theories such as Vroom’s expectancy theory, it is important to remember that the less someone has confidence in their ability to achieve an outcome, such as successful training transfer, the less likely they will achieve it. Continuing to mitigate low self-efficacy and lack of motivation in teams through compassionate and mindful remote leadership continues as an important theme here.

As a potential alternative to the wider group activity of social media use, a concentration on the individual could prove useful given the differing commitments of people working from home. Mentoring programs delivered via video calling could establish individualised programs for individuals, and encourage experiential learning as previously mentioned. Smither, (2013), defines coaching as a tailored approach to learning which uses a “collaborative and reflective relationship” to achieve outcomes that are “valued by the coachee”. A buddy system during onboarding is of particular value with those working remotely, with regular check-ins serving as a huge comfort. A nuance in the selection of mentors and buddies when working from home could be the consideration of finding partnerships with those experiencing similar domestic settings. This is perhaps of more significant importance compared to the traditional and professional setting of workplace relationships. Empathy is a huge contributor to relationship building, and during Covid 19 the sharing of experiences in this way can help to develop a feeling of trust between parties, essential when fostering a feedback culture central to mentoring and in turn, learning.

Delivering the Training

Whether a group or individual training activity, when delivering training it is important to assess the best time for the majority of people, or for the individual learner to be available. Optimum working time has dramatically shifted during Covid, and this should be taken into consideration. One of the benefits of individually delivered e-learning programs such as video tutorials is that in theory they can be delivered around the convenience of the learner. Once an optimum time has been established, for a non-interactive training schedule, regular breaks should be factored into the learning, as research shows that this improves learning consumption (Mayer & Candler, 2001). Check-ins from the leader on a regular basis ensure that the learner feels comfortable and connected to the material. For group sessions, ensuring that all voices are heard is incredibly important (Lockwood, 2015, p 138). It has been demonstrated that silence is perceived differently both on video as opposed to in-person settings, and by different cultures. Allowing space and time for everyone to voice their findings or feedback is powerful. One way to aid interaction in wider group settings virtually is to make break-out groups, which when being delivered can serve as a less daunting environment for people to share and be heard. To quote Google CEO Sundar Pinchai:

“You need all the voices, including the quiet, introverted ones, especially those that offer an alternative perspective or contrarian point of view”.

Inc.com, (2021)

The tension experienced between a formal training program delivered in an informal setting, in this case the home, is important to consider when thinking about delivering e-learning training. Encouraging learners to modify their environments in order to provide the optimum learning setting is important. Cheng et al (2002) argued that “when e-learning environments boost interactivity, they are more capable of eliciting flow”. While a full environmental redesign may not be possible with remote learning, individuals can still try to ensure that the learning is delivered in a peaceful setting, away from distractions. This is one of the learner control factors which can potentially aid e-learning and bring a benefit to both group and individual settings, making the employee feel that they have invested some time for themselves in expanding their skills and “successfully make progress on their learning goals” (Jung et al, 2018).

Evaluating the Training

Learning environments are often discussed through all 4 stages of the learning process, but are especially important when considering training transfer. Little evidence has been collected to evaluate the effectiveness of e-learning during the pandemic, as we all endure this “relentless and soulless invader that has infected the global psyche with fear” (Polizzi et al, 2020 p.59). The home environment can potentially offer enhanced transfer potential however, with regard to being flexible and efficient in terms of accommodating shifting schedules and domestic needs (Noe at al, 2013). This also allows for people to learn at their own pace, and not feel pressured to go beyond what they are ready to do. There are, however, instances where this is hugely restrictive, for example sectors such as healthcare, where surgeons are learning through virtual methods and have very limited exposure to real work environments due to contagion risk (Jayakumar et al 2015). Given that there is already question around the return on investment with regard to e-learning, it will be interesting to see the results of this type of training delivered during Covid 19, and the depth of training transfer achieved despite the challenges faced by learners (Holden & Stewart, 2013, p.159).

Conclusion

In summary, when considering the challenges and opportunities presented by e-learning during Covid 19, it is apparent that there is much assessment yet to be made. Certainly, the home learning environment can potentially be a quiet space, ideal for deep concentration and therefore better transfer of knowledge. Equally, the domestic situation for some may present significant challenges in gaining the mental and physical space needed to aid acquiring new skills. We have also explored mental health, and how potentially the corrosive effect of the pandemic on well-being can affect factors such as self-efficacy and motivation. This detrimental effect can be true both for the learner and trainer during these challenging times. Especially powerful is perhaps the coach and coachee relationship, where mutual understanding can perhaps result in a strong learning environment, or as a counter to this if both individuals are experiencing personal difficulties, the risks associated with this type of closely partnered learning can be significant. It will certainly be a fascinating period to reflect back on, and undoubtedly will be the subject of many studies in e-learning and related subjects for years to come.