‘So far and yet so near’ by Glynis Rankin, Training Journal, October 2010

I chose this article because it combines two issues of great interest to MTP; the use of virtual classroom technology and the ongoing challenge of transferring learning into actions that add value.

The article starts off by quoting research by IMD in Lausanne that showed that, following business school executive education programmes, only 4% implemented the changes to which they had committed. Cynics might say ‘that high?’ and ask whether it is something to do with the academic approach and generic content of typical business school courses. But that would be to deny the fact that lack of learning transfer is a problem that we face for all learning programmes, however tailored and action focussed these may be.

The second part of the research is more interesting and surprising. The traditional excuse that this is due to an unsupportive work environment was not confirmed by the research; in fact only 3% suggested this as the main problem. The respondents seem to have been unusually perceptive and accountable; the most common cause was their own attitudes and resistance to change. The second most quoted cause was lack of time due to routine commitments.

The author then makes the big, and some might say self-serving, jump to offer coaching as the way in which these attitudes can be overcome. And not just coaching but remote, online coaching because of its greater practicality and cost effectiveness. I would have liked to see more justification for such a jump but can nevertheless see the potential benefits if competent coaches are available and, most crucially, participants buy into the idea. Certainly this is more likely if they have admitted that it is themselves rather than outside forces that are the reason for lack of follow through.

The article then goes on to suggest that, in some respects, online coaching is not only less costly, it also has benefits compared to ‘face to face’. There is the suggestion that managers will often be more open and less defensive when discussing failure to perform with a remote person online. One problem here is that no distinction is made between remote contact with a coach who is already known to the ‘coachee’ and someone that they have never met face to face. This relates to the other important issue; the credibility and knowledge of business context that can be demonstrated by the coach, which our experience suggests is critical to likely success.

Instead there is a lot of coverage of the importance of providing a robust coaching structure which seems to me less important that the personal dynamics of the two parties, which receives limited coverage. There is some discussion of whether visual contact through a webcam adds value and the importance of this being handled effectively, and the benefits of virtual classroom technology to share information on-line. Our experience of the technology for more formal sessions is that value of the former is questionable but the latter is important to success.

The article makes a convincing case for giving this idea a try, if there is a supportive culture and sufficient coaches available. If resources are a constraint, we would not confine this to ‘one to one’ contact; we see the potential for online review sessions in small groups where participants share progress with a coach or facilitator to support the process.

Click here to read the article in full;
http://www.trainingjournal.com/feature/2010-10-01-so-far-and-yet-so-near/