As organizations take the leap in migrating their training or learning programs from instructor-led to online, they often face the difficult decision of how to make the transition. The question of whether to allocate budget and resources to develop in-house technology (build) or to outsource the work (buy) to a partner who can package, deliver, and manage content for online users is common.
School is out for summer. For high school graduates, the question of whether or not to continue on with higher education or to enter the workforce is becoming an increasingly prevalent decision. Today’s strong and appealing job market offers more technical, skills-based jobs than ever, giving young adults reason to wonder if college is worth the money. New data from the federal government shows that college completion rates are falling due to high costs, part-time programs, and certificate-granting programs.
Sinking serious dollars into private tutoring or classroom instruction has become the norm when preparing for the ACT, but what about those students who can’t afford these additional resources? With more than 15 million students taking the ACT test each year, ACT and BenchPrep are focused on giving every learner an opportunity to succeed on the exam.
Management and leadership in online learning require a careful balance to project manage 3project variables (Time, Scope, Cost) to achieve a successful outcome, but is that enough?
According to The 2018 State of Leadership Development Report published by Harvard Business, organizations that view learning and development initiatives as critical to business success are continuing to perform higher than their peers on crucial metrics such as revenue, market position, and future growth.
As training and professional development opportunities rise to the top of employees’ wish lists, organizations are quickly looking for ways to adapt to their learning needs. Particularly for large organizations, it is easy to outgrow traditional training techniques such as live, in-person trainings.
