Credentialing the Remote Workforce (Part 2)
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Credentialing the Remote Workforce (Part 2)

Postsecondary institutions require innovation to cater to the complex needs of remote workers, whose entry into professional development programming is changing its traditional format

This is the second of a two-part series by Robert Gibson exploring ways postsecondary institutions can better serve the remote workforce. In the first article, Gibson discussed the value of using open systems to allow professionals to access ongoing learning, and the importance of badging and alternative credentials. In this piece, he explores two more strategies to help institutions capture this growing and lucrative marketplace.

Strategy 3: Serious Gaming and Simulations in Providing Remote Workforce Training

Sometimes referred to as ‘serious games’ or ‘persuasive games,’ these simulations are constructed using game-based mechanics, aesthetics and virtual metaphors to engage teleworkers, promote problem solving and critical thinking skills and provide motivational strategies. Game-based learning allows the learner to increase his or her abilities and improve work-related skills using a self-contained training game. These types of applications are common in business schools where learners participate in games that mimic business scenarios using a variety of constraints. These games promote critical thinking and problem solving through the use of challenge-based scenarios that can change and adapt depending on the user’s input. For example, police agencies use a form of persuasive gaming when they train using simulators. Responses to scenarios and tracking of scores related to those scenarios are included in reports following the game. A hybrid version of a serious game is called a 3D serious game — somewhat similar to a 3D training simulation, but incorporating a competitive experience. In addition to learning a skill or piece of knowledge, the user will be called upon to use that skill or knowledge in order to overcome certain challenges. In some cases, the user will compete against pre-defined obstacles, but often multiple users will compete against one another to make the most effective use of the learned skills and knowledge.

Strategy 4: Using Work-Based Mentors and Coaches for Credentialing and Training

Known as eLearning champions or Learning Support Managers (LSMs), these individuals serve as corporate liaisons or mentors between the company and its remote workers. The idea behind this strategy is for the mentor to provide support regarding eLearning courses remote workers may be taking online, or simply answer questions they may have regarding work-related issues. Many companies make use of their internal talent to fill these mentoring roles.[1] A few American corporations are beginning to introduce this practice that’s popular in the United Kingdom. A hybrid version of this strategy is known as instant mentoring. These individuals provide support 24/7 for remote workers who are engaged in eLearning courses. Most corporations using this strategy are employing personalized learning wherein workers are able to design a curriculum to fit their own career aspirations or receive additional training in areas that are considered skills gaps. Instant mentoring can involve a designated team of individuals or it can be a network of individuals woven together using a fabric of social networking.

Recommendations

Remote workers are increasingly important to the success of many multinational companies. This business strategy not only saves money, but can create greater efficiencies in bringing products to market at less cost and in less time. However, training and certifying individuals for particular skills is often challenge given their locations. Formal education formats are often ineffective for these individuals. They take too much time and are too expensive. The curriculum often does not meet the needs of the companies and, normally, flexible delivery formats aren’t offered. These formal education processes will increasingly be challenged as new training, development and credentialing systems emerge. Providing these workers access to any number of options to increase their education or skills in a timely, cost-effective manner will be central to many corporate strategies.

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References

[1] Guy Fletcher, “The secret to engaging and training remote workers? Support and engage through technology,” Changeboard.com, August 10, 2009. Accessed at http://www.changeboard.com/content/2766/the-secret-to-engaging-and-training-remote-workers-support-and-engage-through-technology/.

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3 Responses to Credentialing the Remote Workforce (Part 2)

  1. Natalie MIller Reply

    2013/12/20 at 10:13 am

    Human resource management research regularly identifies the presence of ‘workplace mentors’ as a key factor in employee growth and satisfaction. While formal programs seem to produce more positive outcomes, a 2011 study showed that even having senior management regularly check in with junior employees in informal ways made a difference in those employees’ performance over the long run. Thus, it’s important to offer these opportunities to all employees, remote or otherwise.

  2. Vera Matthews Reply

    2013/12/20 at 11:20 am

    Fascinating series with solid examples of how to develop effective programming for remote workers. I read the suggestions like they’re on a feasibility scale, with the ideas ranging from easy to implement to more complex. “Persuasive games” seem to fall on the latter end. I would be interested to know more about the design and implementation process for game-based learning. Any resources you can point me to would be appreciated.

  3. Jim B Reply

    2013/12/20 at 4:32 pm

    We’re still new to this style of training, but my company recently offered our remote workers an online course when we rolled out a new workflow management system. The purpose was to teach them how to use the system, but also to establish its use as a common business practice. Frankly, we weren’t sure that message would get across to our remote employees. What we found helped was creating a dummy page that mimicked our new system’s interface for the remote workers to ‘play around’ with. That way, they got more familiar with the system, making them more likely to use it regularly.

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