Creating A Blended Learning Training - Lessons from the Cambodian Institute of Director’s Certified Director Course

How do you create a certification program that’s rigorous, engaging, and adaptable for learners that is both in-person and online?

It’s a balancing act, but there’s a way to make it work.

Creating a certification program is no small feat—especially one that needs to balance the rigour of in-person interaction with the flexibility of online learning. When I developed the Certified Director (CertDir) course for the Cambodian Institute of Directors (Cam-IoD), I faced a series of challenges of the needs of governance professionals in Cambodia.

I’m Trevor Sworn, Working Group Chair of the Cam-IoD. In this post, I’ll share the journey of building a certification program that brings together different learning styles and modes, transforming complex concepts into actionable insights that leaders can use right from day one.

If you are interested in blended learning, course design, or even certification standards, this is an overview to understanding what it takes to create a truly effective program.

About the Cambodian Institute of Directors (Cam-IoD)

The Cam-IoD plays a critical role in shaping the governance landscape in Cambodia. Established to promote professionalism, accountability, and ethical standards in corporate governance, the Cam-IoD serves as a resource and support for directors and aspiring board members across the country. Through initiatives like the Certified Director Course, the Cam-IoD provides leaders with the skills, knowledge, and confidence to contribute effectively to organisational success and to align with international best practices.

The Need for the Certified Director Course

I developed the Certified Director Course to meet the needs of the leaders and managers who are participating on the course. First, it’s designed to be flexible enough for working professionals, allowing them to balance their study with ongoing career responsibilities. Second, the course provides a recognised certification for those already in governance roles or those looking to enter the field, equipping them with the skills needed to navigate governance complexities. Finally, the course aligns with internationally recognised standards, giving participants the credibility and quality assurance that is valuable in both Cambodian and global business environments.

The Vision: Why Blended Learning?

The blended learning model—a mix of online and in-person learning, self-paced study, group work, and assessments—allowed us to deliver this in a flexible yet intensive way. We used a mix of scheduled modules, practical exercises, projects and written assignments, to ensure that each participant could build a foundation in governance principles and apply them practically.

The structure was shaped by the goal to deliver a post graduate, certificate level learning experience. After researching and analysing different options, the UK National Education Framework was chosen for rigour and credibility. This aligned structure not only increased engagement but also brought international standards of governance education to those taking the course. I developed rubrics, grading and assessments that are aligned to the education framework, so that participants gain credits that can possibly be used in the future, should they take other training.

Challenges Along the Way

Like any ambitious endeavour, creating the CertDir course came with its fair share of hurdles:

1. Balancing Depth and Accessibility: Governance is an in-depth field that can be difficult to simplify without losing essential details. Our solution was to design each of the six modules with specific subjects around good governance, delivered in a range of learning styles, with readings, practical problem sets, case studies, and reflective assignments.
2. Engagement Across Formats: Keeping participants motivated in both physical and virtual settings was key. We used introductory digital presentations at the beginning of each week, with an overview of the subject, interactive face-to-face meetings, Zoom sessions, and a dedicated messenger group for ongoing discussions, all aimed at fostering a sense of community and real-time interaction. Additionally, each participant has a learning journal for personal reflection on how their learning can be applied into their own situations.
3. Consistent Assessment Standards: Adopting the UK RQF grading framework helped maintain fairness and transparency across all assessments, from group projects to individual assignments.

Strategies for Success

Some of the strategies that made this blended approach work included:

• Structured Flexibility: While modules were planned in detail, we remained adaptable to feedback, making adjustments that helped learners meet their goals.
• Diverse Module Activities: Each module incorporated presentations, discussions, case studies, and group projects. This not only catered to different learning preferences but ensured that participants were actively engaged in learning (and practising) governance.
• Reflective Assignments and Continuous Feedback: Through journals, quizzes, and group reflections, we encouraged participants to monitor their progress. This also allowed us, as facilitators, to adjust our methods where needed.

Subscribe and Watch the Videos for More Info

Want to know more? If you're designing your own course, subscribe to my Substack stream and you’ll find strategies to overcome common challenges and optimise your learning model.

I have created an accompanying video series that delves into the practical steps of creating a blended certification course, sharing additional insights on structuring and delivering content that’s both comprehensive and adaptable.

Please message me with any general questions, I will be happy to try to answer them.