When the pandemic struck the world, it took several months to realise how dramatically the nature of communication would change

The most common topics on which training programmes are held are leadership, communication, management of self and so on. In a programme on communication one of the essential topics is to explore the relationship between the message and the medium. One of the commonest statements is: “The message is the medium and the medium is the message.” Typically, if a notice board is a medium and the message conveys affection or is proposing a marriage, no one uses a notice board for such a communication. The softer messages are usually more appropriate to convey with a flourish or a card, note, in person and in today’s world on a personal chat. This would add a certain degree of gentility.

In the choice of the medium, too, there are at times flourishes that are used. Typically the use of calligraphy with a thick nib goes well with certain sentiments. There was a time in courts where after writing a death sentence, the judge would break the nib to underscore that he considered the task distasteful and did not want to write another such verdict. However, the Covid-19 pandemic has taken a toll on such approaches or sentiments. Messaging online has become a universal medium demanding some appreciation of technology and some familiarity with the computer keyboard and smartphone keypads. Those with a receding vision or limited understanding of the workings of the keyboard and smartphone increasingly face less tolerance.

Technology itself is a recent phenomenon in public spaces in India. In the early ’70s even a photocopier was unknown in most public spaces of learning institutions. A microfilm reader was the acme of technology in an archival space which couldn’t cope with heavy binding or with pages that were getting too brittle for regular use. Five decades down the line, even the storage disc has undergone multiple changes in size, density and machine.

Similarly, recording instruments have evolved, too. Those who could not detect how totally extinct an extant technology of storage could become, lost much data. That is a story which has often unravelled silently, with very little to evoke even a small interest in the theme of a technology which gets outdated with time. Indeed there were disc manufacturing enterprises enjoying a flourishing business, that were almost wiped out before they realised what hit them. New chapters on return on investment had to be written and the short, half-life of technology was difficult to keep pace with for most businesses. As a result, the impact was huge on Information Technology-related businesses and many suffered losses.

When the Covid pandemic struck the world it took several months to realise how dramatically the nature of communication would change. There was something rolling out which had no space in conventional learning, skilling or training. There was a mass exodus to online processes. Those who got left out belonged to a bygone era or were on the fringes of society.

Online learning, skilling, training were not all that new but never was it such a “no-choice” situation. I was a member of a policy group of educational governance dealing with management education, about 30 years ago. The role demanded me to become the chairman of a sub-committee on technology in management education. One of the recommendations was that online technology in management education would be a matter of bandwidth availability. Nearly 30 years later, many of the semi-baked management professionals were discovering that “online teaching is quickly becoming bandwidth intensive.” It was also being discovered that reliable connectivity to the internet and multiplicity of web servers would be needed for prompt “net response and reliable service.” The message was simple: The lack of a clear sense of direction when it could have happened led to a crash crescendo. Responding to this crash crescendo became fanciful and avant-garde. The truth was, it was a response to a miserable learning situation which no one was expecting or was prepared for.

Hence, what was often projected as a modernisation of the learning process had strong possibilities of becoming a learning disaster. Skilling was equally affected. What can be shared in skilling on the online medium would not be adequate for “operational skilling”, simply because of the need to focus on competencies.

Similarly, the process of training landed in the deep end. Any person in the profession of training would know that there is very little substitute to personalised interaction, particularly in a short learning event like training. More problematic fallouts of such a situation can be flagged. For the present, suffice it to say that even the need to limit the losses in such sudden shifts — voluntary or otherwise — is slow to be registered or be acted upon. Hopefully some in the profession will awaken to this need, sooner than others.