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Learning Benchmarking Forum
Facilitator:
Bryan ChapmanChief Learning Strategist
Chapman [email protected]
24x7 Learning presents
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Agenda
• Benchmarking Learning Infrastructure Alignment with Business and Instructional Needs
• Benchmarking Learning Content Development (Rapid and Simulation-Based)
• Benchmarking the use of Web 2.0 learning technologies and informal learning
• Benchmarking Blended Learning
• Benchmarking Talent and Performance Management Practices
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Delivery formats
53%Instructor-Led,
Classroom
ASTD, State of the Industry Report (2006)
29%Online, Self-
Paced
1%Instructor-Led
Distance
3%Instructor-Led
Online
4%CD-ROM, etc.
4%Print – Self
Paced
1%Audio/Video
5%Other
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Benchmark: Learning Infrastructure and Alignment
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Learning Management System
LMS
Virtual ClassroomSynchronous Learning
Self-Paced, Self-Service Online Learning
Informal Learning, Knowledge On Demand
Off-the-shelf, pre-built courses
Authoring Tools
Learning Content Management
• Ready-to-use content (courseware)• Easy to find: IT skills, leadership, safety• Hard to find: very specific, job-related skills
• Custom development• Screen design and layout• Interactive exercises• Tests, Quiz, Assessment• Simulations
• Manage large-scale development (workflow)
• Reusable learning content• Searchable repository of source
material
• Central Access to Learning• Individualized Learning Plans• Reporting & Completion Tracking• Instructor-Led Training Scheduling• Launch and track online learning• Certification Management• Competency Management
• Instructor-led, Real time, Online• Connecting geographical disperse
learners• Groups of learners meet together
• 24 X 7 X 365 access to courses• Completed at learner’s own pace• Remediation and feedback are
automated• Developed once, used many times• Automated scoring and completion
status
• Just-in-time, anywhere, anytime• Capture and retain organizational
knowledge• Facilitates collaboration
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International Airline
Geographically disperse
Mix of live, virtual classroom (personal interaction)
Self-paced e-learning (conceptual, procedural)
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Construction Company
Big issue: regulatory compliance (safety)
Off-the-shelf courses & LMS
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Medical Association
Thousands of medical, teaching case studies
On CD, on shelf; photos, charts, graphs, narrative
Manage and distribute (no patient names) for
teaching (25,000 association members)
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National Restaurant Chain
Large population, customer-facing employees
Not large groups, needs to be self-paced
Simulation, role-play exercises (empowerment)
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Industrial/Manufacturing
100,000+ employees; lack of information about other parts of the company
Learning Wiki – invited 200 authors to write articles
Ended up with over 7,000 content contributors
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Trend Changes in Delivery
-40% -20% 0% 20% 40% 60% 80%
Classroom-based ILT
Text-Based Training
Other
Satellite
On-the-Job Training
Portable Technologies
Synchronous e-learning
Asynchronous e-learning
CLO Magazine, July 2006
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What is your mix? …now? …future?
Creating a Learning Culture: Jumstart Planner, Chapman Alliance
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Cost vs. Functionality of learning platform
Skill-Gap Analysis
Launch e-learning
Advanced Classroom Management
Content Development Tools
Reusable Learning Content
Happy Sheet
Talent Management
Analytics
Language support
3rd party content
Deep Backoffice Integration
Certification
Testing
Advanced Question Types
Reporting
Collaborative Learning
E-commerce
Informal Learning Repository
Regulatory & Compliance Tracking
Multiple Portals
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How long…?
How long does it take to create 1 hour of Classroom Instruction (ILT)?
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20%Student Guide Development
21%PowerPoint
Development
13%Front-End Analysis/
Data Collection, Working with SME’s
8%Test and Exam
Creation
13%Instructional Design, Objectives, Outlining, Writing Content, etc.
6%Other Development
Tasks
11%Lesson Plan Development
8%Creation of
handout materials
n=132
See next slide for “Other” tasks
Development of Instructor-Led Training (ILT)Itemized Development Tasks, with hours overlay
Research data collected: November, 2007, by Chapman Alliance
36 Total Hours36 Total Hours
4.8 hours4.8 hours
4.6 hours4.6 hours
3.8 hours3.8 hours
3.0 hours3.0 hours7.2 hours7.2 hours
7.6 hours7.6 hours
2.8 hours2.8 hours
2.3 hours2.3 hours
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How long does it take to create 1 hour of E-Learning?
How long…?
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How long does it take to create 1 hour of PowerPoint-based, online learning?
How long…? Low Range = 12:1High Range = 60:1
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How long does it take to create 1 hour of Simulation-Based e-learning?
How long…?
1300 hours1300 hours
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De
ve
lop
me
nt
Co
sts
Reoccurring costs, over time
Instructor-Led
Online, Self-Paced
Break even point(10 Months)
Break even point(10 Months)
221:1(hours of development per finished hour of instruction)
221:1(hours of development per finished hour of instruction)
34:1(hours of development per finished hour of instruction)
34:1(hours of development per finished hour of instruction)
Example Only
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De
ve
lop
me
nt
Co
sts
Reoccurring costs, over time
Instructor-Led
Online, Self-Paced
Break even point(10 Months)
Break even point(10 Months)
221:1(hours of development per finished hour of instruction)
221:1(hours of development per finished hour of instruction)
34:1(hours of development per finished hour of instruction)
34:1(hours of development per finished hour of instruction)
Return on Investment
Example Only
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De
ve
lop
me
nt
Co
sts
Reoccurring costs, over time
Instructor-Led
Online, Self-Paced
221:1(hours of development per finished hour of instruction)
221:1(hours of development per finished hour of instruction)
34:1(hours of development per finished hour of instruction)
34:1(hours of development per finished hour of instruction)
75:1
Break even point(10 Months)
Break even point(10 Months)
Example Only
(3.5 Months)
Return on Investment
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ROI factors
Infrastructure Cost (LMS, LCMS, etc.) Internal Development costs
75:1 (for quick and dirty) 220:1 (for Level 2) 750:1 (highly interactive, simulation)
Outsourcing Custom Development Cost of 3rd party courseware # of learners Required travel (geographic distribution)
{less tangible} Opportunity costs
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Additional ROI Benefits
Shorter Overall Training Times Increased
Increased Consistency
Keeping up with Rapidly Changing Information
Open enrollment
Building Customer/Brand Loyalty
Capturing and Maintaining Corporate Knowledge
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Rapid Development, without sacrificing Interactivity
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PCWeek Shoot Out
• Several teams invited to compete
• Convert a 54-hour instructor-led course to online learning
• 2 days of development
• 1 person at the computer at any time
• Storyboard…. actually a lesson plan
• Present course to 20 judges and 150 members of media gallery
• Watched the other teams in action
• Wide variety of approaches
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Continuum of Interaction
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Cost per finished hour…
Levels of Interactivity Outsource Developed(per finished hour)
Internally Developed(per finished hour)
Level 1:• Page turning• Test Questions
Average: $15,067Low: $10,009High: $20,088
Ratio: 30-50:1Cost: $1,200 - $2,000
(assumed rate of $40 pay per hour)
Level 2:• Level 1, plus…• 25% interactive exercises,
games and mini-simulations
Average: $24,672Low: $17,627High: $33,711
Ratio: 221:1Cost: $8,840
(assumed rate of $40 pay per hour)
Level 3:• High level of gaming and/
or simulation
Average: $41,138Low: $29,639High: $70,279
Ratio: 750:1Cost: $30,000
(assumed rate of $40 pay per hour)
Source: Brandon Hall Research, Custom Content Development Knowledgebase
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IBM Learning Model
White Papers
Product Knowledge
PowerPoint
Word
Student Guide
Role Play Simulations
Business Simulations
SelfAssessment
Instructor-Led“culminating experience”
Instructor-Led“culminating experience”
Practice
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Blended Learning as a development model
White Papers
Product Knowledge
PowerPoint
Word
Student GuideGames
Exercises
Practice
Scenario-Based Simulations
Classroom uses the same development model
Rapid Simulation Development – Best Tool for the Job
Rapid Authoring Tools
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“Remember” – “Do”
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Bloom’s Taxonomy
• Knowledge Action verbs: list, define, tell, describe, identify, show, label, collect,
examine, tabulate, quote, name, who, when, where, etc.
• Comprehension Action verbs: summarize, describe, interpret, contrast, predict, associate,
distinguish, estimate, differentiate, discuss, extend, etc.
• Application Action verbs: apply, demonstrate, calculate, complete, illustrate, show,
solve, examine, modify, relate, change, classify, experiment, discover, etc.
• Analysis Action verbs: analyze, separate, order, explain, connect, classify, arrange,
divide, compare, select, explain, infer, etc.
• Synthesis Action verbs: combine, integrate, modify, rearrange, substitute, plan,
create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite, etc.
• Evaluation Action verbs: assess, decide, rank, grade, test, measure, recommend,
convince, select, judge, explain, discriminate, support, conclude, compare, summarize, etc.
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Course Designer
Don’t wait too late to apply interactivity
Analyze
Develop
Implement
Evaluate
DesignDocumentDesign
Document
StoryboardStoryboard
Design
Prototype
Authoring and Production
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Course Designer
Raptivity – Interactivity Samplerwww.raptivity.com
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Half-Baked Softwarewww.halfbakedsoftware.com
Course Designer
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Class Tool – Free Gameswww.classtools.net
Course Designer
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• 247,000 employees
• Factory Training
• Supply Chain Model
• 50 SME’s created 200 learning modules in very short timeframe
SME-Developed
SME-Developed
Publishedby Center
Publishedby Center
LearningChampions(local units)
LearningChampions(local units)
Support Staff• ISD
• Graphic Artists
Support Staff• ISD
• Graphic Artists
Strategy?Strategy?
LearnersLearners
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Course Designer
Interactivity to meet instructional goals
Interactivity Menu… Discovery Exercise Progressive Disclosure Branching Scenario (troubleshooting) Software Application Simulation Labeling Exercise Role-play simulation Discrimination Exercise (classification) Game show (i.e. Jeopardy, Millionaire) Simple Games (Tic-Tac-Toe) Crossword puzzle (reinforce terminology) Sequencing Exercise Interactive Glossary Flash Cards (recall) Branching Questions Matching Video Interaction Animated Diagram
Interactivity Menu… Discovery Exercise Progressive Disclosure Branching Scenario (troubleshooting) Software Application Simulation Labeling Exercise Role-play simulation Discrimination Exercise (classification) Game show (i.e. Jeopardy, Millionaire) Simple Games (Tic-Tac-Toe) Crossword puzzle (reinforce terminology) Sequencing Exercise Interactive Glossary Flash Cards (recall) Branching Questions Matching Video Interaction Animated Diagram
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Tips and Suggestion – Using Interactivity for Rapid Development
• Create an interactivity “sampler” to show to internal customers, SME’s, etc. Review before design activities.
• Don’t create navigation controls at the page level. It’s a waste of time.
• Page turning isn’t bad if used in moderation. Add a healthy mix of interactivity.
• When prototyping, create a prototype for each interaction, not just a single lesson or module.
• Consider using multiple tools to meet the need.
• One caution: make sure interactivity choices don’t overshadow the instruction. It is possible to use too much of a good thing.
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Benchmarking the Use of Web 2.0 Learning Technologies and Informal
Learning
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Early Web
Early Web Social Web Learning Web
• Personal Web Pages
• Online Encyclopedias
• MP3.com
• Banner Ads
• Online Stores
• Bookstore
• Content Management
• Website Stickiness
• Email Communication
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Early Web to “Social Web”
Early Web Social Web Learning Web
• Personal Web Pages
• Online Encyclopedias
• MP3.com
• Banner Ads
• Online Stores
• Bookstore
• Content Management
• Website Stickiness
• Email Communication
Blogs
Wikipedia
itunes
Google Adsense
Ebay Auctions
Book Reviews
Wikis
Democratic syndication
MySpace/Facebook
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New HireOrientation
New HireOrientation
Traditional Learning Management Model
Learning Portal - Formal
Learning Portal - Formal
LMS – Learning Portal
Sales ProcessSales Process LeadershipLeadershipComputer
Applications
ComputerApplications
SafetySafety ProductKnowledge
ProductKnowledge
Job-specificSkills
Job-specificSkills
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Knowledge Management
Trad
itiona
l KM
Trad
itiona
l KM
Centralized KnowledgeAssets
Expert
Learner
Instructor
Worker
Manager
Mentor
Expert
Learner
Sales
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Using both approaches simultaneously
Trad
itiona
l KM
Trad
itiona
l KM
Centralized KnowledgeAssets
Expert
Learner
Manager
Mentor
Expert
Sales
LMS – Learning Portal
Sales ProcessSales Process LeadershipLeadershipComputer
Applications
ComputerApplications
SafetySafety ProductKnowledge
ProductKnowledge
Job-specificSkills
Job-specificSkills
Learning Portal - Formal
Learning Portal - Formal
New HireOrientation
New HireOrientation
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Informal Learning
“Informal learning is simply that, which is not directed by an organization or somebody in a
control position.”
- Jay Cross webinar poll
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What about tacit knowledge?
ExplicitKnowledge
Tacit Knowledge
• Identifying is difficult• Documenting is even
more difficult
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Formal vs. Informal Learning
FormalInformal
(ad hoc)
• Classroom Events• Online courses• Virtual Classroom
• Collaboration• Communities of
practice• Access to Experts• Mentors• Knowledgebanks
How?
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Delivery formats
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Definition of Wiki
Wiki:
1) A website created by a group; rather than by an individual.
2) In Hawaiian, Wiki means “quick”
3) What I Know Is… (descriptive of the process of collaborative content development.
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Ideas for using Wikis in Learning
• Ad hoc, Knowledge Management Repository• Centralized location for documenting and organizing
procedural information• Group-based learning assignments (work as a team) • Soliciting information from Subject Matter Experts;
allowing a group of experts to contribute and edit content.
• Creating content with varying points of view (Groupthink)
• Learning content delivery for content that changes rapidly (bio-technology).
• Learn by teaching (Wiki authors)
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Tips to successfully using Wikis for Learning
• Work on the initial taxonomy as a group, then turn them loose
• The more specific the topic focus, the better the content.• Designated time period (when used as part of a structured
course)• Allow the Wiki to develop organically without enforcing too
much workflow• Allow learners to correct each other; rather than jumping in
to correct problems (constructivist approach)• Hold informal training sessions to teach Wiki syntax
especially to Subject Matter Expert• Lead by example – post excellent content
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Title here….
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Title here….
...most popular videoblogs on the Web...most popular videoblogs on the Web
200,000 viewers200,000 viewers
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Low-cost production
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RocketBoom compared to TV Program
• Consumer-brand, video camera; laptop; two lights & a map
• Almost zero overhead costs • Very minimal distribution costs (web-delivered)• Global distribution (world wide demand)• Large potential audience• $0 spent on promotion – 100% word of mouth• Engage audience in topical discussions• Audience can submit stories (including their own
video content)
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Vlogs (thinking outside the box)
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Vlogs gone Wild!
www.anivegvideo.com
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www.anivegvideo.com
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“podcast”
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University Lectures via podcasts
• Pilot tests (By Apple) at universities such as Stanford, University of Washington, Missouri, etc.
• Students who can’t attend class have the option to download courses.
• Take classes while exercising or traveling.
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Title here….
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Title here….
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Early Web to “Social Web”
Early Web Social Web Learning Web
• Personal Web Pages
• Online Encyclopedias
• MP3.com
• Banner Ads
• Online Stores
• Bookstore
• Content Management
• Website Stickiness
• Email Communication
Blogs
Wikipedia
itunes
Google Adsense
Ebay Auctions
Book Reviews
Wikis
Democratic syndication
MySpace/Facebook
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Application of Social Web to Learning
Early Web Social Web Learning Web
• Personal Web Pages
• Online Encyclopedias
• MP3.com
• Banner Ads
• Online Stores
• Bookstore
• Content Management
• Website Stickiness
• Email Communication
Blogs
Wikipedia
itunes
Google Adsense
Ebay Auctions
Book Reviews
Wikis
Democratic syndication
MySpace/Facebook
Focused topic forums
Corporate “pedias”
Sharing Learning Bits
Personalized Learning Plan
Peer-to-peer learning market
Content, Mentor Reviews
Knowledge Management
Learning syndication
Social Learning Network
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Questions about Informal LearningAfter this discussion….
1. Is informal learning part of my job as a Training/Learning Professional?
2. If not, whose job is it?
3. Should I just set up the technical infrastructure for informal learning, or do I need to be a primary content contributor?
4. How much “control” of informal learning is right for my organization?
5. Should informal learning ever be tracked?
6. If so, what is the best way to track it?
7. What can I do to make sure that informal learning doesn’t become just another “content silo”?
8. How do I set up a loop to make sure that critical issues raised in informal learning exchanges get on the company’s radar screen as possible formal training opportunities?
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http://edutechwiki.unige.ch
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Learning Blog Recommendations:
• www.internettime.com
• www.willatworklearning.com
• www.learningcircuits.blogspot.com
• www.elearningpost.com
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Blog Creation Tools:
• www.blogger.com (#14 in Global, Top 100)• www.wikibooks.com• www.bblog.com• www.blogcms.com• www.sixapart.com/movabletype• www.nucleuscms.org• www.pivotlog.net• www.s9y.org• www.spip.net• www.textpattern.com• www.wordpress.org
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Podcast – Tools and Services
• www.odeo.com (free podcast posting through a telephone)
• www.audioblog.com (monthly service fee)• http://audacity.sourceforge.net/ (free, open-
source sound editing software)• www.audioblogger.com (free, puts audio
inside your blog on blogger.com)• www.industrialaudiosoftware.com• www.mixcastlive.com• ….just about any audio recording software
capable of creating .mp3 files
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Wiki Sites:
• www.wikispaces.com ($5 a month for private Wikis)
• www.socialtext.com• www.jot.com• www.atlassian.com• www.twiki.org• www.zwiki.org• www.pbwiki.com• www.snipsnap.org• www.openwiki.com• www.mediawiki.org• www.wikibooks.org (same engine used for wikipedia)
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Benchmarking Blended Learning
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Definition
Blended Learning
1) To combine or mix various instructional delivery modes and methods to meet a common set of learning goals or objectives.
2) Blending the best characteristics of instructor-led training with other, innovative forms of instruction.
3) A phrase frequently used as “buzz words” to try and persuade buyers to choose e-learning solutions (sometimes synonymous with “hype”).
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How organizations view “Blended”
Constructivism – “learners create their own reality, based on past experience.”
Behaviorism – “cause and control of behaviors that can be measured and observed.”
Cognitivism – “Mental maps, macro thinking, cognition”
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Delivery Methods
Classroom
Hands-on LabVideo
Self Study
CD-ROM
E-Learning
Virtual Classroom/Virtual Meeting
Collaboration: EmailThreaded
Discussion, etc.
Video ConferencingSatellite Solutions
Webcasts
Simulations
Embedded WorkflowJust-in-time Learning
Knowledgebase
OJT Coaching/Mentoring
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Blended Learning
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Ameriprise (Minneapolis, MN)
Business issue: how do you offer consistent training to learners in Atlanta, Boston, Minneapolis, and Seattle?
Previously used regionally located trainers Learning community (by date of hire) meet together for
training for 10 weeks; 90 minutes, 3 times each week; 15 virtual sessions each day
Embedded “war stories” from experts in the field (pre-recorded Webex mini-scenarios)
Before $4.1 Million; After $1.3 Million 95% pass rate; 60,000 completions from in 16 months
Learners: Financial Advisors; geographically disperse
Best Practice: War stories, blended learning, regular sessions with learning community
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Time Zones
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Cathay Pacific Airline (Hong Kong)
Learners: 14,000 staff worldwide; very geographically disperse
Best Practice: Rapid delivery of quickly changing content; innovative use of application sharing for interactivity
Difficult to pull people off the job for location-based training
Rapidly changing visa requirements (China)
Cathay was fined millions for misunderstanding of visa requirements
Needed quick, hard-hitting training in 32 countries
Synchronous learning
Wide use of pictures of documents for interactive discussion; passing application sharing control for others to point out parts of documents
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Traditional Model Real-Time, Blending Learning
Service as a Product
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University of Phoenix (½ virtual, ½ on-campus University)
1300 virtual online sessions per week; 17,000 instructors
Typical course 5 to 6 weeks in duration
Class size 10-13 people to “make the course manageable for instructor and to facilitate collaboration”
Evaluations of course effectiveness indicate that there is “no significant difference” in either the cognitive or affective results
Learners: 180,000 students; 106k attend classes at physical locations; 74,000 take courses fully online
Main Business: Higher Education, For-Profit University
Best Practice: Optimization of class size through experience; research-based findings comparing classroom and virtual
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Blended Curriculum
One Lecture per Week. Live virtual session or recorded session.
Group and Individual Projects Given Weekly. Small group of 3 to 6; many projects done through work; assignment uploaded
Threaded Discussion. Students are graded on their level of participation
Course Resources. Articles, worksheets, online textbook
Knowledge Tests. Multiple choice, true/false and essay questions
Post Course Evaluation. Level 1
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Blended Learning in an LMS
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Blended Learning in an LMS
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Kirkpatrick – 4 Levels of Evaluation
• Level 1 – Reaction (did they like it?)
• Level 2 – Learning (did they learn something?)
• Level 3 – Behavior (do they now perform better?)
• Level 4 – Results (are we meeting organizational goals?)
Donald KirkpatrickAuthor
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Benchmarking Talent and Performance Management
Training
HR LINE OF BIZ
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Who owns performance Management in your
organization?
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Convergence of Learning and Talent Management
LMS
TalentManagement
Compensation Management
Talent Acquisition
Time and Attendance
Performance Appraisals
CompetencyManagement
Career and Succession
PlanningWorkforce Planning
Classroom Management
Onboarding
e-Learning
PerformanceManagement
Certification &Assessment
Learning ContentManagement
Learning ReportingAnd Tracking
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Convergence of Learning and Talent Management
LMS
TalentManagement
Compensation Management
Talent Acquisition
Time and Attendance
Performance Appraisals
CompetencyManagement
Career and Succession
PlanningWorkforce Planning
Classroom Management
Onboarding
e-Learning
PerformanceManagement
Certification &Assessment
Learning ContentManagement
Learning ReportingAnd Tracking
Performance Management
Performance Management
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Goals of Performance Management
• Align employee behaviors with organizational goals and guiding principles
• Ensure employee motivation and accomplishment of objectives
• Improve interactions between managers and employees about performance
• Document employee performance objectively for use in development and rewards
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Convergence of Learning and Talent Management
LMS
TalentManagement
Compensation Management
Talent Acquisition
Time and Attendance
Performance Appraisals
CompetencyManagement
Career and Succession
PlanningWorkforce Planning
Classroom Management
Onboarding
e-Learning
PerformanceManagement
Certification &Assessment
Learning ContentManagement
Learning ReportingAnd Tracking
Solutions originating from HR Automation Sector
• Taleo• BrassRing• Vurv• Authoria• Ceridian• Halogen• SuccessFactors• Cezanne• Softscape• SAP• Oracle
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Convergence of Learning and Talent Management
LMS
TalentManagement
Compensation Management
Talent Acquisition
Time and Attendance
Performance Appraisals
CompetencyManagement
Career and Succession
PlanningWorkforce Planning
Classroom Management
Onboarding
e-Learning
PerformanceManagement
Certification &Assessment
Learning ContentManagement
Learning ReportingAnd Tracking
Solutions originating from the Learning Space
• Saba• Cornerstone • GeoLearning• Learn.com• KnowledgePlanet• Plateau• TEDS• SumTotal
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Cost vs. Functionality of learning platform
Skill-Gap Analysis
Launch e-learning
Advanced Classroom Management
Content Development Tools
Reusable Learning Content
Happy Sheet
Talent Management
Analytics
Language support
3rd party content
Deep Backoffice Integration
Certification
Testing
Advanced Question Types
Reporting
Collaborative Learning
E-commerce
Informal Learning Repository
Regulatory & Compliance Tracking
Multiple Portals
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Who are the buyers/owners? (LMS)
Training HR IT LINE OF BIZ
0
5
10
15
20
25
30
35
40
45
Training HR IT Line of Biz
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Levels of Performance Management Treatment
Level 1. Paper-based, filing system (pharma non-example)Level 2. Spreadsheet or other standard application, tracking compliance and qualificationsLevel 3. Using isolated tools for performance management (i.e. forms for performance appraisals, stand-alone 360 degree assessment.Level 4. Learning Management System (LMS) with robust tracking, competency management, blended learningLevel 5. Convergence of LMS and Talent Management
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Levels of Performance Management Treatment
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Typical Evolution of Performance Management
New CompanyHuman Resources Training
Deploy system to track employees, benefits, compensation
Oversee annual performance reviews Provide learning content in the areas of
management, regulatory/compliance, and software application
Work with “competencies”
Skills, knowledge and attitude training Manage classroom and online learning Provide a catalog of learning content to
teach people how to “do their jobs” Creates reports showing “learning gains” Measures through “competencies”
Learning Management System
LMS
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Does the word “competency” mean the same thing to both groups?
New CompanyHuman Resources
Radiology Technician: Operates X-ray equipment Good people/patient skills Practice patient safety Teamwork/Collaboration
Radiology Technician: Follows correct procedure to calibrate X-
ray equipment Practices seven steps to mixing chemicals
without endangering patients When encountering a difficult patient,
practices proper engagement strategy
Training
Learning Management System
LMS
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Is “Performance Management” a product or a practice/process?
Consider the practice of “Knowledge Management”
Name the top 3, Knowledge Management solutions.
Define the term “knowledge management”
Knowledge management in an organization is controlled by which group?
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Inv
olv
em
en
t
Time on job
HR
Training
RecruitRecruit OnboardOnboard
Line of Biz
LearnLearnAppraiseAppraise
CareerCareer
CompensateCompensate
PromotePromote
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Cathay Pacific Airline (Hong Kong)
Learners: 14,000 staff worldwide; very geographically disperse
Best Practice:Connecting annual performance review with actual, observed behavior as opposed to arbitrary pay increase. Using an LMS
Previous approach: annual reviews almost always lead to annual pay raises, based on simple, scored form
The process was sending the wrong message about what constitutes good performance
Goal: Build an environment that encourages the practice of desired “behavior”
LMS serves up a combination of learning and performance events, then creates a profile to reward performance.
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Tips for optimizing performance management using an LMS
• Open communication between HR and Training; find a way to work together on competencies
• If you already have some form of competency management in place, link it; rather than replace
• Blended learning is more about on-the-job training, than it is about mixing classroom and online. Don’t be afraid to have your learners “perform.” It is the key to performance management.
• Take advantage of the testing capabilities of your LMS to measure knowledge. Pass this information along during performance reviews
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Tips for optimizing performance management using an LMS (cont)
• Use Analytics to measure Kirkpatrick levels 3 and 4. It will take some thought, but you can do it.
• Try taking on “onboarding” as a task for you LMS. You can mix forms and learning into a single environment. Great proof-of-concept for what is possible.
• The most important thing you can do is to create a unified, learning delivery system to bridge the content from HR, training and other content providers into a unified, individualized learning plan.
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Unified SystemUnified
InterfaceIndividualized Learning Plans
Common messaging
Comprehensive Transcript
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Questions???
Facilitator:
Bryan ChapmanChief Learning Strategist
Chapman [email protected]
Hosted by
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Learning Governance: Aligning People, Processes and Technology
(Bonus Slides)
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High-Level Governance
IBM Learning Investment Council. Representatives from each learning organization comprise the IBM Learning Investment Council. The role of this team is to decide which projects are the most critical enterprise learning priorities. An endorsement by this team provides official enterprise sanction and funding. In addition, the group monitors spending by project.
Learning Management Council. Representatives from lines of business form this council that are responsible for (1) setting rules on how we manage all learning at IBM, (2) defining principles of operation, (3) defining standards for learning design, (4) defining vision and strategy for learning systems, and (5) sharing best practices.
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Learning Governance
Create and organize single-point, dedicated staff for managing and operating the learning infrastructure including (1) a central learning system manager, (2) root training administrator, and (3) dedicated IT support position. This group will serve as a central resource for ALL training projects, company wide.
Training Manager
Training Manager
Learning SystemManager
Learning SystemManager
Central TrainingAdmin
Central TrainingAdmin LMS IT SupportLMS IT Support
Optional
Highly Recommended
E-Learning ProjectManager
E-Learning ProjectManager
AuthoringSpecialist
AuthoringSpecialist
InstructionalDesigner
InstructionalDesigner
GraphicArtist
GraphicArtist
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FTE’s
• Companies with up to 500 learners - 3 FTE’s and a median of 3 months
• 501 – 5,000 learners – 4 FTE’s and 4 months
• More than 5,000 – 4 FTE’s and 6 months
Learning Governance - How many people does it take to install and implement?
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Learning System Manager, Primary Responsibilities – Full stewardship responsibility for all things pertaining to the overall learning infrastructure– Manages team of dedicated learning system support staff– Head of the Learning Governance Committee, liaison with stakeholders– Creates the LMS Charter (with input from the committee)– Owner of standards for learning platform– Single point of contact with vendor reps for issues with the learning platform (although others from IT, training and
stakeholder groups will be involved in discussions and decisions)– Single point of contact for supporting divisional training needs– Provides training for LMS admin users and content contributors company wide– Manages relationships with 3rd party courseware providers and external development resources– Communicates with management and users on project status, planned activities and future enhancements– Promote and support system adoption, including the use of new functionality– Oversee the compilation of system statistics, publishing them for key user groups on a monthly, quarterly and annual basis.– Supervise day-to-day administrative operation of the LMS
Optional
Highly Recommended
Learning Governance Learning SystemManager
Learning SystemManager
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Central Training Administrator, Primary Responsibilities – Responsible for compilation of system statistics, publishing them for key user groups on a monthly, quarterly and annual
basis– Expert resource on how to use the system for classroom enrollment, registration, self enrollment, etc.– Responsible for owning and running the automated notification schedule, making sure the right learners will be in the right
place at the right time. – Trains group training administrators and managers interacting with the system– For groups that don’t have admin staff, this person can operate as an ad hoc training admin; scheduling
classroom/workshop events, tracking attendance and completion, and mining reporting data.– Provide help desk support for admin users and managers– Provides 2nd tier escalation of help desk issues– Generating and validating chargeback/billing reports on system usage– Detail tracking of all work done to support system upgrade enhancements and requests.– Works with stakeholders to design reporting template specification– Understands workflow processes/procedures within the organization and make suggestions and improvements to better
align learning with day-to-day workflow
Learning Governance Central TrainingAdmin
Central TrainingAdmin
Optional
Highly Recommended
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LMS IT Support, Primary Responsibilities – Responsible for insuring that the LMS is meeting company needs. – Responsible for making changes to the system, based on Governance Committee approved enhancements.– Maintains a record of system bugs, issues, problems and recommended enhancements– Develops workaround for limitations in system functionality– Creates report templates and mines data for ad hoc reporting– Maintains interoperability between the LMS and back office systems– Assist in the development and maintenance of systems documentation (design specifications, technical manuals, user guides,
etc.)– Provide systems training and support to both internal and partner administrators, facilitators, and coordinators.– Handles 3rd tier help desk issues. Chases down and validates bugs vs. user error.– Quality assurance and platform testing for online learning solutions– Manages and maintains specifications for learning applications– Uploads learning content to central server and ensures smooth operation of training delivery– AICC/SCORM expert; tests interoperability of learning content– Manages system uptime
Learning Governance
Optional
Highly Recommended
LMS IT SupportLMS IT Support
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E-Learning Project Manager, Primary Responsibilities – Responsible for creating a management strategy for all online learning content– Primary, internal development resource to create online learning according to training needs (i.e. developing
courses on new hire orientation, product knowledge, how to manage budgets, sales training, etc.)– Support the creation and management of a cohesive training curriculum and support materials– Supervises team of dedicated resources for creating online learning including instructional designer(s),
graphic artist(s), and authoring specialist(s)– Works with organizations hired for outsource development of online learning content.– Champion learning projects and articulate strategic goals across the company (from the content perspective)– Develop an annual plan for curriculum development– Establish and maintain a quality end-to-end development process, managing overall production process– Teach divisional groups how to create their own learning content according to standards– Collect, assess and disseminate information about learner satisfaction
Learning Governance
Optional
Highly Recommended
E-Learning ProjectManager
E-Learning ProjectManager
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Authoring Specialist, Primary Responsibilities – Author, edit and maintain online courseware using tools such as Flash, Dreamweaver, etc.– Become an expert on LMS authoring modules and assess use for specific content– Ensure interoperability between online courses and the LMS– Assist in testing courseware compatibility with hardware and network specifications– Meeting project deadlines for timely delivery of critical online learning course materials– Developing software simulations – Works closely with subject matter experts to ensure content integrity and fidelity
Learning Governance
Optional
Highly Recommended
AuthoringSpecialist
AuthoringSpecialist
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Instructional Designer, Primary Responsibilities – Designs and produces quality training materials based on adult learning theories using interactive
technologies– Works directly with subject matter experts to collect developmental information and for script-
storyboard approval– Writes performance-based learning objectives– Write test items to ensure learning transfer– Creates design documents to communicate design plans to others– Generates scripts-storyboards (specifications for the authoring specialist) – Conducts learning-project needs analysis and front-end assessment– Validates training results, ensuring that the courses are meeting their objectives for both internally and
externally created learning content.– Creates and manages training project timelines to ensure ontime delivery of learning projects.
Learning Governance
Optional
Highly Recommended
InstructionalDesigner
InstructionalDesigner
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Graphic Artist, Primary Responsibilities – Work closely with instructional development team to design and layout instructional media including
art, photos, animations and video– Maintains library of media assets used for learning and training purposes (both for online and
classroom-based learning)– Meeting with subject matter experts to collect information about instructional media requirements– Creates media for computer-based, web-based, and print-based learning.
Learning Governance
Optional
Highly Recommended
GraphicArtist
GraphicArtist