May 22, 2013

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Addressing The Great Organisational Learning Debate: Employee Sovereignty vs Compliance E-Learning

March 17, 2013 By 4 Comments

Street sign providing 3 alternatives to travelOne of the great debates we see in organisations is between the will or sovereignty of the individual versus the corporate desire for conformity – for staff to comply with corporate strategy and execution. Sometimes Learning and Development find ourselves caught in the middle – wanting to inspire employees through engaging experiences yet instructed (or at least highly encouraged) to create the minimum required to be able to say content has been delivered – it’s now up to staff to apply.

This is particularly true in e-learning. There is a tension between giving people freedom to be self-selecting in what they learn, versus the systematic management that Learning Management Systems (LMS) imply in a corporate culture.

Given the increasing complexity in the corporate world, the fast pace of information redundancy and renewal, it is attractive to ‘shovel’ content to out to staff via the trackable means of a LMS. Desperately we hope content sticks into memory, although without coaching conversations and multiple exposure of content, there is a good chance content won’t stick. In fact, there is a good chance all the learner will do is click Next…Next…Next…as quickly as possible to get the e-learning course done and ticked off.

And, if you give staff choice to read a document, watch a video or complete an e-learn at their own free will, they probably won’t. Everyone is just too busy.

How to raise new information to consciousness, preserve sovereignty and reduce the requirement for compliance e-learning

Here are a few ideas. I’m sure there are more….

  1. Employ the right staff. Look for those who are inherently self-directed and have good skills in information management.
  2. Give staff time to hear about, learn and assimilate new information. This may be in the form of toolbox talks, weekly meeting, or an acknowledgement that reading the intranet forms part of a genuine work.
  3. Enlist the role of managers. Explain their role in ensuring staff prioritise new information and change habit as information and processes become redundant. Give managers a briefing or ‘cheat sheet’ so that they can execute their role as simply as possible.
  4. Take a lead from marketing and write simple content. Make it easy to assimilate and digest. Use visual interest. Keep to key messages and remove extraneous information – people will access the detail when the imperative arises, and not before (this is the difference between ‘just-in-case’ and ‘just-in-time’ learning)
  5. Be sure to model the new information or skills yourself, and enlist mentors - it’s amazing how contageous watching the behaviour of others can be.
  6. Use the walls around you to reinforce key messages on a pster or whiteboard. Be sure to renew it weekly, or it simply becomes ignored.
  7. Prioritise information going out to staff – don’t waste valuable ‘air time’ on unimportant stuff.
  8. Understand employee workflow and embed new information at the point of need.

Take this kind of approach to providing staff with new content and processes, and they are more likely to be self-directing and self-governing. Lead them. Make it easy for them. This enables employees to maintain their sovereignty, and reduces the requirement to shovel content out via a LMS.

Got other ideas to add to this list? Please feel free to share your ideas using comments.

Filed Under: Change Management, E-Learning Strategy, Workplace Learning

End User Perspective to Managing Change in Learning: Part 5

March 2, 2013 By 2 Comments

Learning onlineOver the last several weeks I’ve blogged about change management when introducing  a learning technology (e-learning) strategy (see Part 1, Part 2, Part 3, Part 4). Today is the final post on the topic of change management, exploring things to think about to manage end user expectations and accountability.  I will examine the topic from the perspective of both corporate learners and paying customers.

We’ll look at this topic from four parameters:

1. Managing expectations

Many end users have an established mental model of what learning is and where it occurs – in a classroom, with a trainer. There is a certain reward for having a day off to attend classroom-based learning. Putting training online doesn’t mean the end user will automatically want to access it - it may simply not be as attractive any more.

Creating a ‘one stop shop’ for online learning and resources takes time to develop traction. There needs to be an imperative for the learner to go there. And, once they are there, the learner needs to think it is valuable.

Finally, in this age of web-based applications, mobile devices and personalised platforms, many of today’s learning platforms are simply ugly and awkward, leaving staff and paying customers dismayed. Usability and visual appeal needs to be top of mind when choosing a learning platform.

Change management tips: It’s all about understanding end user perceptions and managing expectations. Engage an end user focus group to help you to understand expectations. Use a pilot group to test the platform and online courses, and ask useful questions that will guide your design and implementation.

When offering e-learning for payment, it is very important to  demonstrate value for money. This can be done in several ways, such as providing an example snippet of the course, testimonials and providing a resource for free to demonstrate expertise before purchase. Think online retail shopping websites as an interesting comparator to buying learner access to an e-learning course.

2. Making accountability clear

One of the most powerful advantages of learning technologies is the ability to record and report upon end user access and completion. Such systems-based record keeping and associated consequences needs to be explained to end users – it is more transparent than a paper-based sign-in sheet for classroom-based training.  

Typically, a Learning Management System (LMS) provides the following report parameters: Start time/date, last accessed, duration (total time), number of sessions (access per course), percentage completion, completion and pass mark. Other platforms also provide user analytics. Online learning for formal qualifications require teachers to be specific in the level of engagement required for assessment.

Change management tips: Be overt about what can be reported upon in a learning ‘system’ and what the policy of the L&D Administrator is in relation to acting upon non-completions. Provide examples of appropriate e-assessments to help learners know what to aspire.

3. Learning self-management, self-directedness and digital literacy

Typically, these are new skills required by the online learner. It should not be assumed that all end users have skills in learning online or the wherewithal to deal with navigating a new online environment.

Change management tips: Provide ‘how to’ resources to help end users become familiar with the technology. Give managers the techniques to help end users learn to learn online.

4. Online expression

Being able to write an online profile, to express yourself online, to share and collaborate are also new skill for many online learners. These skills are important in online communities of practice, discussion forums, blogs and wikis. They are also important when your strategy involves enabling end users to create and share content such as podcasts and videos.

Change management tips: Recognise skill development is graduated. Provide examples of simple online exchanges. Provide ‘how to’ guides. Facilitate online spaces to keep them orderly, interesting and fresh. Praise positive online behaviour.

See all blog posts to this series:

Part 1: Managing change in organisational learning

Part 2: An organisational perspective to managing change in learning

Part 3: A functional prespective to managing change in learning

Part 4: A manager perspective to managing change in learning

To watch this e-learning change management series on our E-Learning Academy YouTube channel, go to our playlist: Managing Change in Organisational Learning.

Filed Under: Change Management, E-Learning Strategy, LMS Strategy

A Manager Perspective to Managing Change in Learning: Part 4

February 14, 2013 By Leave a Comment

Over the last several weeks I’ve blogged about change management when introducing technology (e-learning) to a learning strategy (see Part 1, Part 2, Part 3). Today is the fourth post on the topic of change management, this time thinking about what managers need to know and do to be part of the change. Managers play a vital role in encouraging staff to engage with online learning. 

We’ll look at this topic from three perspectives:

1. Introducing the technology

In many of the organisations I work, the role of manager is becoming increasingly complex. More demands are placed on managers as learning and other service functions become centralised. Implementing a successful e-learning strategy requires high and sustained manager engagement. It requires managers to learn the technology being used so that they can understand what their staff are doing online and how it relates to workplace practice. For example, Managers may be required to approve learning through an LMS workflow.

Change management tips: Use a roadshow or other ‘high touch’ strategy to introduce new learning technologies such as a LMS or tablet to managers. Make it relevant to them, contextualising the roadshow to issues experienced by managers. Keep it simple, and provide ‘how to’ resources for later reference. Demonstrate the efficiencies and long-term benefits of your e-learning strategy. Provide a FAQ on the role of manager as a partner of your e-learning strategy.

2. Roles and responsibilities

 An e-learning strategy is typically a centralised strategy. The Learning and Development function is unlikely to have the reach to implement and embed the strategy at the end user level. L&D rely on the manager to do this. This means ensuring managers play a role in e-learning advocacy and of learning transfer; building the imperative for staff to learn online and to apply what was learnt back into the workplace.

Change management tips: Provide managers with the key messages why an e-learning strategy has been implemented so that they may sell the benefits to staff. Help managers to coach staff on skills in learning self-management and digital literacy. Provide strategies on how to reward positive learning behaviours, and ensure managers know their role when their staff fail to complete mandated online learning.

 3. Refining the implementation

E-Learning strategy implementation is unique to every organisation. During early implementation, there are lots of ‘best guesses’ and unknowns. Be sure to use your management group to provide feedback on implementation. Remember, the aim of the strategy is to enhance learning opportunities and experiences and not to simply replace the classroom. Ask managers to provide stories of success and ideas for improvement. Involving managers is a pivotal strategy for managing change.

Change management tips: Involve managers early. Use focus groups to scope requirements and priorities prior to implementation. Keep interested managers onside to test iterations and to provide in-the-field feedback.

See all blog posts to this series:

Part 1: Managing change in organisational learning

Part 2: An organisational perspective to managing change in learning

Part 3: A finctional perspective to managing change in learning

To watch this e-learning change management series on our E-Learning Academy YouTube channel, go to our playlist: Managing Change in Organisational Learning.

Filed Under: Change Management, E-Learning Strategy, LMS Strategy

A Functional Perspective to Managing Change in Learning: Part 3

February 3, 2013 By 1 Comment

E-Learning Strategy Online LearningOver the last couple of months I’ve blogged about change management when introducing technology (e-learning) into a learning strategy (see part 1 – setting the context, and part 2 – organisational perspective). Today is the third of five posts on the topic of change management, this time looking at how a learning technology strategy impacts Human Resources and the Learning and Development team and function, and how the change can be managed.

Let’s take a look at five areas of impact:

1. Readiness to design, develop and manage technology

The term ‘learning technology’ has an onerous word associated with it – technology. Generally speaking, learning practitioners are often not origionally engaged for their technology prowess. They were chosen for their ability to design and facilitate memorable learning face to face. Skills in systems design and administration, multimedia design and development, e-facilitation and platform usability were not generally part of the job description.

There is often a disconnect between the humanistic perspective of learning and the process perspective of technology. This disconnect affects how practitioners transition to learning technologies; how they perceive learning design, learning outcomes, their relationship with learners, and their prioritisation of reporting and analytics. For some learning practitioners, ‘systematising learning’ is an oxymoron.

Change management tips: Work towards striking a balance between ‘systematised learning’ and the ‘high touch’ of classroom learning and coaching. Work as a functional team to decide what principles will guide your decision-making about how learning technologies will be used. The overall desire of e-learning should be to enhance the learner’s experience and outcomes – not simply to substitute the classroom experience.

2. LMS and the ‘One stop shop’ systems integration

Sometimes a Learning Management System (LMS) is part of a wider Enterprise Resource Planning (ERP) system, such as SAP. Or it may be part of a wider Human Resources Information System (HRIS), such as Cornerstone. In these situations, the Learning and Development (L&D) function is required to integrate with broader HR & IT functions. ‘Give and take’ is required as different functions tussle with competing priorities. The L&D function is required to learn new language and new knowledge in systems integration.

Change management tips: Separate the systems administration function from the training functions – the skill set is quite different. Work hard to build relationships with IT & HR administrators. It’s often helpful to develop a ‘process map’ illustrating the relationship between systems, and the touch points between the LMS and end users – to be sure the Learning and Development team has a clear mental model about what the system does, how end users interact with it, and how traditional learning functions are translated in a system environment. The L&D function plays an important role as end user advocate, helping to ensure the platform’s usability from an end user perspective.

3. Assessing learning outcomes

Multiple choice assessment can ‘dumb down’ what was previous more rigorous and personalised classroom assessment. Additionally, using online education techniques for assessing learning, such as contribution to a discussion forum doesn’t really work in organisational learning because the activity is difficult to make compulsory. Finally, learners will usually travel the path of least resistance. If they can cheat or shortcut an assessment, they will. It is difficult to eliminate cheating in an online assessment.

Change management tips: Provide learning practitioners with training in e-facilitation and writing online assessments. As a team, develop shared values in how assessment will be approached. Engage managers and subject experts to understand what evidence is required to assure competence, and how this evidence gathering may be best systematised for a workplace setting.

4. Striving for excellence

There are lots of mediocre e-learning courses and assessments out there. It’s easy for learning practitioners and trainers to fall into the trap of essentially cutting and pasting content into an online environment. E-Learning instructional design is all about using techniques to help learners understand, assimilate and apply what is learnt back into the workplace. Skills in e-learning instructional design takes time to master.

Change management tips: Be sure the Learning and Development function develops a shared mental model on what quality online learning looks like. Identify best practice from industry and examine the instructional, assessment and visual elements. Look at navigation usability. Generally speaking, implementing an e-learning strategy requires a multidisciplinary team and a project management process. Rarely is someone skilled in all aspects of e-learning design, development and implementation. Create an e-learning style and function guide, a quality parameters checklist and a project management methodology to ensure standards and governance. The Connect Thinking E-Learning Academy has guides, checklists and other tools to get your team started.

5. Preparing managers and learners

Immersing in e-learning design and LMS administration can take resources and time away from the Learning and Development team interacting with managers and learners. Relationships and priorities change. Learners are suddenly required to use a system to self-enrol, rather than call the L&D department. Learners are expected to be self-directed and self-governing when learning online. Managers are required to understand the online function and to manage staff self-development.

Change management tips: Ensure the e-learning strategy ultimately frees L&D to deliver to the business the things they have never had the time to do. Develop other ways for the L&D function to embed in the workplace and identify staff development priorities. Help the L&D team to identify new opportunities to interact with managers and staff.

I’d love to read yuor thoughts on these areas of impact. Please feel free to comment or ask me a question.

In my next blog post on change management I will be looking at a Manager’s perspective to managing change during e-learning strategy implementation.

To watch this e-learning change management series on our E-Learning Academy YouTube channel, go to our playlist: Managing Change in Organisational Learning.

Filed Under: Change Management, E-Learning Strategy, LMS Strategy, Our Changing Practice
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