Today’s workforce is dynamic, and there’s no one-size-fits-all training approach that will work for every organization and for every learner. Blended learning helps overcome the challenges of meeting the many different needs of many different learners, engaging a wide group of employees and giving them the training they need, when they need it.
In this episode of “The Business of Learning,” we spoke with Jamie Breshears, senior manager in Deloitte Consulting’s learning and leadership practice, and Lynn Leadley, a certified professional in training management and senior vice president at Pax8 University, to learn how blended learning can drive engagement and, as a result, business outcomes.
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Related Content:
- Research Report: “What Learners Want: Strategies for Training Delivery”
- Glossary: Blended Learning
- Magazine: The Training Toolbox
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The transcript for this episode follows:
Taryn Oesch DeLong:
Hi, and welcome to The Business of Learning. I’m Taryn Oesch DeLong, managing editor of digital content at Training Industry.
Sarah Gallo:
And I’m Sarah Gallo, an associate editor. This episode of The Business of Learning is sponsored by Training Industry Research.
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Taryn Oesch DeLong:
Today’s workforce is dynamic. Organizations might have some employees clocking into an office and others logging in online from around the world to join the same all-hands meeting. Needless to say, there’s no one-size-fits-all approach to training the modern workforce. With that in mind, today we’re speaking with Jamie Breshears, senior manager in Deloitte Consulting’s learning and leadership practice, and Lynn Leadley, a Certified Professional in Training Management and senior vice president at Pax8 University. We’re going to explore how blended learning can drive engagement and as a result, business outcomes. Jamie and Lynn, welcome to the podcast.
Lynn Leadley:
Thank you very much. Happy to be here.
Jamie Breshears:
Yeah, thanks for having me.
Sarah Gallo:
Well to kick things off, why don’t you both define blended learning for us? Lynn, let’s start with you.
Lynn Leadley:
I would define it as various ways of training on a particular topic for the learner to have multiple opportunities to observe the information and or practice the behavior. So examples would include a combination of classroom training, self-paced courses, role play practice and shadowing of others who are already proficient in the skills.
Jamie Breshears:
Yeah, I define it really as just a mix of modalities, right? We’re not talking about the interactions that are in e-learning where it’s like now you do a drag and drop and now you do a flip card. This is like a true mix of modalities. Attention spans are shorter, so we need to mix it up with small, quick bites of information, whether it’s I read something, I attend a virtual instructor led session, I watch a video, I job shadow. It’s mixing all those things up and I think that’s a true blended learning experience.
Taryn Oesch DeLong:
Thank you both. So now that we’ve defined blended learning, let’s dig a bit deeper. In 2021, there’s so many to deliver training, and you’ve both mentioned a couple. So with all of these modalities to choose from, how can learning leaders make sure they’re picking the right ones for their programs? Jamie, do you want to start us off with this one?
Jamie Breshears:
Yeah. And I think this is a question I get some form of this question is what I get a lot. Right? And I think whether it be the learning professional or our people in the business, they’re so used to a formula, right? If this, then that. And I think that’s where the art and the science come in here, it’s not that straightforward. There’s so many different factors. What are the business outcomes you’re trying to drive towards? How much time? How much budget do you have? Is everybody in one location or people around the globe? All those are kind of inputs. And then it’s back to your instructional design 101, of what are the pain points? Why do people fail at doing this? Why do they not do it well, or what is holding them back from doing it? And once you really get into those kind of things, it’ll start to become clear of, okay, this is a place where people really need to practice or see other people do it or talk to other people about it. And that helps zero-in on figuring out the right [training delivery] modality mix.
Lynn Leadley:
Yeah, I would say [that I] totally agree, Jamie. And also, look at what you’re trying to accomplish first. I think there’s a big difference between soft skills and what I would call hard skills or technical skills. If you’re trying to learn a new application as part of your job, it helps to have live hands-on training and then combine it with maybe a self-paced course that has software simulation within it. This can be a powerful way for the learner to practice in a safe environment at their own pace. And then you could maybe follow that with shadowing so they can observe how others use the system. And then even maybe record that session so the learner can go back at their own pace and rewatch certain parts of it. I think for soft skills, it helps to also leverage several modalities, but you’re talking about maybe something different where they learn about how to do a cold call or a sales call from classroom training. But you want to follow that up with a couple of other ways where they can practice in a safe environment. We do a lot of what we call cold call role play or mock call role play, where they’re practicing in front of their peers, which is still kind of a scary proposition, but it’s safe in that they’re not doing it with an actual customer just yet. And they get that feedback from their peers, plus you retain the information in long-term memory when you’ve made mistakes and your adrenaline is going, and you remember those mistakes and you remember what you did well. So I think you really have to start with the end [goal] in mind. What are you trying to accomplish? What skills do you want the learner to gain? And then introduce different modalities, maybe slowly, one at a time to see if you’re getting the results that you’re looking for.
Sarah Gallo:
Those are some great tips. I think it’s definitely important, like you mentioned, to look at your end outcome and what you’re trying to achieve. Also your learners. For example, we wouldn’t see retail employees walking around, talking to customers while carrying a laptop. That’d just be unreasonable … and probably uncomfortable. But mobile learning or another modality like that, may be a better fit. Alright, so we know it’s obviously important to select delivery modalities strategically. But of course, that’s only half the battle, right? What tips do you all have for seamlessly integrating these different delivery modalities?
Jamie Breshears:
Yeah. I’ll jump in here, because I’m passionate about this. I am a consultant, right, and I go help different organizations and different companies can do this or learning strategy and that type of thing. So I’ve seen it in different places. Typically, the first hurdle is the learning organization itself, the people in the learning organization, because this is very different. So it’s going to make you feel uncomfortable. It’s going to make you feel like your cheese is being moved, right? It’s not learning how you used to think about it. So you have to get over that, the end users are ready for this. They are so used to this. At home, that’s how their world is. And so we’re just getting closer to that. I think that you have to come with an open mind, the willingness to be agile, to experiment with a small group, test it out, have some success. And the people are going to say, “Oh, I want more of that.” And then you’re kind of empowered. You also have to think about different tools. To just what Lynn mentioned about, if you’re a call center rep in your practice, right? You can do role plays, but there are also now video tools that you record yourself doing it. And there’s some where you can [recognize] “Oh no, I screwed up,” and you can restart it. And there are others that are more like, a final exam [and] you get one shot. There’s a little more tension there and then you submit that maybe to an instructor or somebody who gives you feedback, or some of them are even so smart now with AI [artificial intelligence], it will count the number “ums” you say and if you make sure you say the right client name or whatever. There’s a bunch of great tools out there and they’re not crazy expensive. Right? So, to make it seamless is one way to come up with all the little different modalities, video, document[s], activities. But how do you pull those all together into that seamless experience? One way is [with] learning delivery platform. I know we’ve talked before, but there’s several out there, Intrepid’s [the] one I’m most familiar with. But it’s a great place to put all the small pieces , and that creates a seamless experience. And then you figure out all the different pieces. But there’s just so many different tools and technologies out there, which makes it overwhelming. It makes it daunting, right? But I think once you figure out what the business outcome is and the experience you want people to have, it really helps zero-in on the types of tools and then you can be more targeted at what you’re looking at.
Lynn Leadley:
Yeah, I agree. And to add on to what Jamie just said, we have a learning management system that we rolled out about a year and a half ago, we use Docebo. And we had two different platforms. One where the sales folks would take training and then they’d have to go to another tool and record themselves practicing that demo, that product demo, or that pitch and they’d have to upload the video and get graded in another system. We now have that all within the LMS [learning management system]. So it makes it seamless from the standpoint of the learner. They go through and watch others do it. And then the very next thing, there’s just a button they push, they can record themselves right within the tool. It uploads and then it notifies the manager that they can grade. We have rubrics and assessment maps where the manager grades on how well the rep did with the pitch and gaining rapport and understanding pain points, those types of things. But I’ll also answer your initial question about how do you seamlessly integrate different training modalities? I think one thing it really helps to have a learning culture at your organization and the employees should be able to see opportunities to grow and develop throughout their journey at the company. It no longer is we do new hire training and then you’re done, you’re left to your own devices. I think that especially younger people, millennials [and] Gen Z, want to see where their career is going to go. Once they join a company, they want to see longer term, what opportunities they have to be challenged and to grow. But I’ll also say [that for] something [to be] seamlessly integrated, you have to make sure the modalities or the ways in which you’re training all fit together and [that] the messaging is consistent. If you do live classroom training and then the very next thing is you assign an eLearning course that reinforces that same topic, if it’s completely different than what the trainer just said in a live classroom training, then you’ve got not only confusion, but you have an inability to learn new concepts and gain those new behaviors.
Sarah Gallo:
And Lynn, you mentioned the importance of creating that learning culture. I’m interested to see how you think workplaces that are either remote or hybrid can actually do that and create that culture of learning in their workplace.
Lynn Leadley:
Well, I know this is going to sound cliche, but it does start at the top. It starts at the executive level, and I’m fortunate enough to say our CEO totally supports the learning and development. He always says within the company, “Your employee journey here, I don’t know how long it will be, but we want you to leave, whenever you do leave, you say ‘I’ve learned so much throughout my entire employee journey.'” He started at Arthur Andersen and had an amazing onboarding and training experience there and he still remembers that. So it does come from the top, but I also think that you need budget; you need resources, you need someone who has the vision and can share that with the executive leadership and make sure it’s aligned with the business outcomes. And you have to be able to measure what you’re doing and tout your successes. So that’s one thing that we strive for. You’ve got the Kirkpatrick Model of level one through four, in terms of measurement. You always want to get to that elusive level four, which sometimes is difficult to do. But we do measure, we not only get feedback on how we’re doing on our training, but through observation, coaching, checking certain metrics, we can prove at least some correlation between our programs and how successful the business is.
Jamie Breshears:
And I do think that learning culture is hard to create and it doesn’t happen overnight, for sure. I think that’s where it’s got to be blended into your leadership development programs. And so leaders know, hey it’s there, we expect you to support the development of other people and that’s the culture we want to create. And it’s not all about formal training, it’s about those ad hoc, just quick coaching questions, or “Hey, let me show you how I did this because I want you to be able to do it again.” Once that becomes ingrained, it’s much easier to have a developmental culture, [or] learning culture, whatever you want to call it.
Taryn Oesch DeLong:
It really seems like blended learning can be an asset then, in developing that culture because there’s so many opportunities to learn. As you said Jamie, with the coaching, ad-hoc coaching, and then the formal training, kind of blending all of those experiences together really helps solidify that overall culture that encourages learning.
Jamie Breshears:
Yeah. And I think that’s going to be the challenge is how do you figure out all the small pieces, right, and knead them together to create an ideal learning experience or whatever the topic is you’re focusing on.
Lynn Leadley:
Yeah. And for leadership training, one of the things that we found is very powerful is you’re in the classroom, you’re doing activities, you’re trying to learn new skills, especially as a new leader. How can you prove three months later that you knew how to have a good needs-based feedback discussion with one of your employees or something like that? You can only prove that through your own self-assessment or ask that person’s leader if they’ve observed new behaviors and how the coaching sessions have gone with them. So again, you need everybody on board with finding this valuable and important art of the company culture.
Jamie Breshears:
Yeah. Not to take us too far off topic, but down that vein of blended for leadership development, I think what we’ve done a lot lately is more of the, bring your own challenge, bring your own problem, right? It’s more actionable learning. So, we’ll have a speaker who gives some content, you watch a video on how to do your problem statement, it’ll be an activity, you practice writing it, whatever it might be. But then you have a problem that you’ve brought to the course and each week maybe you do some of that, you have to go interview stakeholders, you have to come up with an idea, you prototype, present it out, all of that. So you learn how to solve problems and navigate your organization. So you’re actually really doing it, learning in the flow. And so that’s where the blend comes in of the mix of the live time with an instructor, the on demand with the videos and reading documents, and then the application of going out and [solving] a real problem and talking to [your] peers or stakeholders, whoever, which will make the tension will be at an all-time high then when you do that because you’re doing it for real.
Taryn Oesch DeLong:
That’s a great example. Thanks, Jamie. And Lynn, you mentioned a couple of times that you’ve done blended learning and sales training. So I was wondering if you could walk us through what that looked like building up that blended learning approach within your sales training programs?
Lynn Leadley:
Yeah. I’d say less than two years ago, we probably had mostly just live classroom training. And since then, we’ve really added on to it based on feedback. And of course, having to go work from home abruptly last March and just tweaking different things and iterating over time to where it was a two week-program about a year and a half ago and now it’s four weeks for our sales new hire onboarding. It’s very intensive. We cover a lot of material during that time. We don’t expect them to know everything and be fully ready when they leave that four-week program. But it’s a combination of live virtual classroom training [and] eLearning, like I mentioned. We assign any learning course that’s related specifically to whatever we just covered in the classroom. And so that gives them time that they can, on their own, self paced, learn more about that specific topic. And then when we get to week two, we’re already doing role play with them where they’re practicing in front of their peers. And then once we get to week three, it’s a combination still of classroom, eLearning and then they’re shadowing. So they’re shadowing veteran reps on calls and listening to recorded calls. And one thing that I think they get a lot from is the whole class will listen to a recorded call and be expected to take notes on what they heard. Again, you’ve got to accommodate all the learning styles as well. So an auditory learner might do much better listening to a call and then taking notes. And then at the end of the call, everybody chimes in on what they think went well with the call and what could be improved. And so you’re thinking for yourself, but you’re also learning from others.
Lynn Leadley:
So that’s what we do the first month. And then we follow it, this is where the real kicker comes in, where we’ve noticed reduced ramp times. The second month, those same sales trainers are dedicated to coaching, doing one-on-one coaching sessions with those new hires, making sure they’re getting embedded in their sales teams, doing shadowing and practicing, doing spot trainings on internal processes and tools. So we’re there for them that second month as well. We don’t just say “Good luck, you’re out on the sales floor on month two.” So that’s worked out really well for us.
Taryn Oesch DeLong:
How did the rollout of this transition into this new approach go? Are there any challenges or bumps in the road and how did you deal with that?
Lynn Leadley:
Yes, there were, as you would expect. One thing initially, we got push back from the sales managers, because of course, once you hire sales reps, they want to get them going and on the sales floor as quickly as possible. So they really pushed back going from two weeks to three and then four. But explaining why we were doing this and that they would be better prepared if they had a little bit more time in the classroom, they ultimately understood that. The other thing that you have to do as an L&D professional is you have to educate others. We’re in the L&D space, and we’re talking the lingo all the time. You have to educate others that the retention rates still, after a month of being in that new hire onboarding program, you might’ve only retained 25% to 30% of everything that you learned. It’s just total information overload. And for managers to think, “Oh, they should know everything they need to do within Salesforce,” or all very internal tools, it’s like no, set the proper expectations. They’re not going to know that. They’re going to need to repeat and try over and have more training reinforcement on that month two. So, some of it is just educating others on why we’re doing what we’re doing and what the ultimate benefit is to them.
Taryn Oesch DeLong:
[That] goes back to Jamie’s point from earlier about needing to educate and how that starts with the learning team.
Lynn Leadley:
Absolutely.
Sarah Gallo:
Definitely. And also the importance of that reinforcement, right? Like you said Lynn, you’re not just going to throw people back onto the sales floor after the training and just let them free fall. So it’s important to know that, as training managers, it’s also important to follow up and make sure your learners are actually putting those ideas into practice in daily roles. That also kind of goes into my next point, which we mentioned this before, but more organizations are definitely adopting remote and or hybrid work. Jamie and Lynn, I’m interested to hear how you think this rise in remote work is impacting the demand for blended learning?
Jamie Breshears:
So, it’s a really interesting question. It sounds like a really easy question, but I think people still don’t really understand what true blended learning is. And so I think demand will go up even after, quote unquote, we go back to normal, and I cannot wait to get on a plane again. But I think that still, a lot of people think it’s a live virtual classroom or it’s just watching videos, or it’s eLearning, right? And it’s not one or the other, right? A true blended is all those things put together. And so I think if people realize how much more early on it was, even I was apologetic, like, “Yeah, we can’t be in person for this so we’re going to have to figure out a way to do it.” But now, as I’ve done more of this, I’m like, “No, there’s so much more you can do in a blended environment that you can’t do in a classroom.” And think about it, if somebody’s having a bad day and they get called out for a meeting, they lose what’s in the classroom. They just missed it, right? If you create a bunch of opportunities where people can do things in a cohort, but maybe each week we have a certain set of tasks we have to do and conversations. Then I do it on my own time when I’m ready, maybe I’m not a morning person, so I would do mine at night. But then I could put comments in, somebody who is a morning person could see my comments in the morning. We’re having the same conversation. I think that’s what you get in this truly blended world, and you’re able to network and work with your peers and all of that kind of thing. And I think demand for that is just going to go up as we get more mature with what real blended learning is.
Lynn Leadley:
I agree, and I think having to be pushed to work from home has broken that trend of classroom training as your primary and only type of training. And I’m sure professors at universities are really struggling with this because they were so used to the old paradigm of I’m going to stand in front of the classroom at my chalkboard and this is how I teach. And they’re now on Zoom calls and have to figure out ways to not only engage learners and make sure they stay engaged, but then what are those follow-up activities that’s going to get them to again, provide the results they expected and the new subject matter to be learned, I guess. So I don’t see us going back to classroom live training being the primary source of learning. I really see it as this combination of, as we learn more about brain science and we learn more about younger people and the way they like to learn, we’re being forced to think of new ways to keep the learner engaged and to make it fun, you know?
Jamie Breshears:
Yeah. And just a quick [note on that], one of the recent projects, I guess we kind of did it over the summer, but Life Sciences Health Care organization had to onboard, they had a new drug they’re getting ready to launch. And so they had to onboard about 500 to 700 call center reps to be able to talk to patients and doctors about the drug. And you can imagine there’s a lot to learn just about the subject matter and then how to be a good customer service, empathy on the phone and all those kinds of skills. And their original program was six weeks, full time, right? Get them all in a ballroom and do the standard training we’re used to. And by using, we did it all, I’m going to call it digital/remote, whatever, we cut it down to five weeks so we can get them to proficient faster. And we did a true mix where each day, now this is kind of extreme, [it was] like full-time learning, so we had [training] the morning and we had [it in] the afternoon, [when] we had a team huddle where they’re all on Zoom, and could see each other, like [when we were all in the office]. Every once in a while, it would be a content, we’d share some content with them. But then during the other times they were in the platform, they were watching videos, reading documents, doing activities, practicing, doing all the activities that they could do in a classroom. But then they still got the live component of it. And the feedback we got from the learners was just off the charts because they gave him a little bit of flexibility, but they knew when they’re like, “Okay, I got office hours at three. I need to make sure I have my stuff done.” And be able to do it faster than before. And I think that’s where, when people start to understand that, I think it’s really going to take off because no facilitator, don’t have to pay for travel, no facilitators having to travel. We could do more people at one time than we could before because you’re not limited by facilitators, right? There’s just a whole lot of benefits to it.
Taryn Oesch DeLong:
Lynn, you brought up the issue of engagement and Jamie, it sounds like your example was engaging program for learners. But I know this topic of how to engage learners in training is perennial challenge for learning leaders. How can blended learning help make learners more engaged and what strategies do you have for engaging them in those programs?
Lynn Leadley:
I definitely think working from home got us thinking more, the trainers that were used to the classroom, where they’re used to the whiteboard, we started using all of the different features within Zoom that we hadn’t before. So we used whiteboarding, which helps when you’re drawing. Again, it uses another part of your brain to remember pictures and how things fit together. We used polling. Polling is a great way to not only tell your learners, “Hey, by the way, you’re going to be quizzed throughout this next hour.” They absolutely will pay more attention if they know they’re going to be quizzed on something and especially if they’re going to see their answers in front of their peers. So getting polls prepared ahead of time, or even on the fly, not only gets them to be more engaged, but also you can see if they’re tracking with you or not. If you ask a question about something you just covered 10 minutes ago, and 80% of the class gets the answer wrong, then you know you might need to reinforce that point again or train it in a different way. And then break out rooms is a really nice way to get smaller group discussions going, whether it’s the sales new hire training, or as we were discussing before about leadership training, it’s great to get small groups of three or four people together in different rooms. We did unconscious bias training and gave different scenarios and said, “How would you respond in this particular case?” And it was so much better than having 12 people trying to interrupt each other on a Zoom call. So that’s the way to get some engagement. Now fun, we make custom eLearning courses and load them in our LMS and we use cartoon characters and animation, games, you get points every time you finish a course and you can redeem your points for certain rewards or certain swag. We do Jeopardy and Family Feud games with sales reps on different topics. So we’ll train on a topic one week and then we’ll play the game the next week. And as you know, they’re very competitive. So we try to make it fun and they’re learning at the same time.
Jamie Breshears:
Yeah. I think this is the art and science coming together, right? Be as creative as you can. I think some of the tools and platforms have points and badges and leader boards, and those are all really helpful. We did a program where we had a leader of the week, like an executive that was responsible to talk about maybe the company value that week, right? And with some help, we had them positioned to go in and respond to those questions in chat. And so if you know the leader’s going to be on there, either you want to make sure you look good, or you want to make sure you don’t look bad. So it’s real engagement. The leader, especially closer to executive, people really like to hear from them. It takes a little bit more work to manage that executive and make sure they can do that. Some other things are whatever it’s the report out, the teach-backs, share your idea. Some of the tools have, “Hey, share your assignment,” and then go out there and now you shared yours, give feedback to two other people. And so that’s a good way to start to drive conversation about, “Oh, I like how you did this. I hadn’t thought about doing that. That’s a good idea.” You get that community building, where the conversation is happening between the participants and not necessarily instructor and participant. And that, all of a sudden, it exponentially takes off a little bit. And so whatever the tool or the platform, or however you set that up, that’s really the goal to drive engagement.
Lynn Leadley:
Yeah. And I like what you said Jamie, about teach-back. we use that term within my L&D team. If we have a new course that we’re building, we have the primary trainer who’s going to teach that course, do a teach-back with us internally. And we record it of course. But invariably, the number one feedback it seems like we give every time is more engagement. You have to not talk for more than five minutes. You need to ask a question or ask them to do an activity or put a poll out there. That’s still something that I think traditional educators struggle with. You want to be sharing information, but it can’t asynchronous where you’re doing all the talking and it’s one way communication. So I would say engagement is still top of mind and something we always are striving to do better [with].
Jamie Breshears:
Yeah. It’s even more so facilitating versus presenting, right, which is a big distinction. It used to, if you had a classroom of 40, maybe even 50 [learners], I’m really tall, so when I’m in a classroom, I have a bit of a presence, right? I can kind of manage that side of the room and we can get through things. Let’s just say, maybe it’s a 90-minute session. That’s great. When I do that same session in a virtual classroom, whatever, I can’t do as many and it takes longer. So, it might take me two hours to [train] 20 to 25 people because we got to pause, we got to let the internet do its thing and then realize it’s not my turn to talk anymore. And you have to call on people, make sure they’re paying attention and get their thoughts, which is much easier to do when you’re in a classroom and can see everybody’s body language and all that. So, to [achieve] true engagement and to do it well, it’s going to take a little bit longer at times, right? So you have to understand that this doesn’t mean faster to do it really well. Depending on the modality, it may take you a little bit longer to get the same engagement or impact that you wanted to, previously.
Sarah Gallo:
I think we covered a lot of ground today. [But I also] think it’s important to look at what’s next. How do you both see the future of blended learning evolving? What trends should we look out for?
Lynn Leadley:
I actually wrote down a couple thoughts on that. I definitely think the future of work really means a hybrid work environment going forward. I haven’t talked to anyone who anticipates that all employees will be coming back to the office every day, even post pandemic. And we’ve proven that people can work from home and be productive and effective. So what that means for trainers is that they need to continue to be the best trainer they can be with virtual live training as one part of their overall training program. That’s not going to go away. And then, adding those components in to provide that powerful blended learning experience that we’ve already talked about. That really is what’s going to produce the results. But as far as what’s coming in the future in the way of technology, I do think there’s going to be more adaptive learning capabilities, AI, virtual reality, mobility and gamification. I would say those are probably the top five on my list. And we’re just touching the surface in those areas. I think they haven’t been fully adopted across the corporate world yet. It could be due to costs, but also I think the L&D space is not always the first adopter of new technologies. So I think we’ll need to see it proven out some more. But I think investing in those technologies is going to make an even bigger and faster impact going forward.
Jamie Breshears:
Yeah. I think there’s going to be more than just technology, right, to make a lot of these blended things become possible. I do think that the word trainer, or the role of trainer, is going to need to evolve significantly. I think we’re going to need less trainers. I think we’re going to need more experienced designers or program owners who can do everything. I think the role of traveling somewhere and facilitating four days a week, it’s not going to be as needed. But you may have five cohorts using a platform and you go in each day and chime in and respond to some comments and record videos of yourself for each one. So what a trainer looks like in the future, what I think will be very different and very multimedia, much more tech savvy, to be able to impact a lot more people. Which once again, I think it’s going to be a big change, very scary for a lot of people who’ve been very successful trainers. The definition of training, as we’re talking about, like blended learning, is evolving and I think trainers are going to have to adjust as well.
Taryn Oesch DeLong:
Well on that note, thank you both for speaking with us today. It was great hearing from you.
Lynn Leadley:
Thank you so much.
Jamie Breshears:
Yeah. Thank you.
Sarah Gallo:
For more insights on blended learning, check out the show notes for this episode at trainingindustry.com/trainingindustrypodcast.
Taryn Oesch DeLong:
Until next time.
