As trainers, we have all experienced the disappointment of seeing promising innovations fizzle out or fail to reach their potential. All too often, one reflection, we realized that, if we’d only put as much care and attention into the implementation as we did into the design and build, we could have made them work. Of course we need to learn from our own mistakes, but we also need to learn from the mistakes of other organizations and, better still, from their successes. In this article, I search out the actions that need to be taken to make e-learning programs a success, not in theory But in the hard world of reality.
Making an impression
It is a sad fact that we generally only get one chance at making an impression on an organization, and so that’s a chance we’ve got to take. For many trainers, eLearning is the biggest chance we’ll experience in a lifetime, a chance to transform the way an organization learns, with - because of the priority being attached to e-business initiatives - the budget to match.
So, what do we have to do to make the best of this opportunity? How can we make sure that we do not waste this chance? Well, the best way is to copy Those who’ve already made e-learning success and to avoid the mistakes made by Those who’ve lost out. That’s what we’ll attempt to do here.
What is working?
Cynics might say that, as trainers, working is an unfamiliar concept, but that would be unfair and missing the point. What I mean is, how do we measure that e-learning is working? In practice, there are many ways of
assessing its effectiveness:
Happiness: The reactions of students are important, Because happy students come back for more and, just as significantly, tell their friends. So are students happy with e-learning? Well, according to one report from Forrester “enthusiasm for online learning runs high. On the other hand “a lack of interactivity and resistance from the old guard are primary Roadblocks.
Time online: Learning management systems make it possible to measure how much time students are spending online, but it’s doubtful Whether this means very much. As Stephen Bennett of Click2Learn jokes “You Do not Know Whether a student has been studying assiduously for hours or just forgotten to log off.
Bums on seats: Quantity is, of course, not the same thing as quality, but important nonetheless. If you have large numbers participating in your e-learning courses you must be doing something right.
Completions: Many would argue that the number of completions - how many people actually get through to the end of the course - is a significant measure has more than the number of starters. For others this is simply missing the point - surely the whole point of e-learning is that you do not have to sit through races to the end, you pick the bits that interest you and then you get out.
Learning: Surely we can all agree that it matters Whether students learn or not. A successful e-learning project will bring about a change in behavior, based on new knowledge, skills and attitudes.
Performance change: But learning is not enough. As John Ruskin said: “What we think or what we know or what we believe is, in the end, of little consequence. The only consequence is what we do. “And in the end, it’s performance changes, leading to a healthy return on investment, Which Will Ensure the success of e-learning. It’s not hard to see a healthy ROI from e-learning, Simply Because it saves so much money compared to traditional methods. What will be interesting is Whether anyone will be able to demonstrate financial gain from the benefits of better learning.
Case study: Royal Bank of Scotland Group and Epic
The Royal Bank of Scotland commenced their e-learning rollout with the advantage of many years’ experience in delivering learning to their 650 branches through other technology-based training media, including CD-ROM. Having said that, this was a major strategic venture, designed to satisfy, through e-learning, all of the key knowledge requirements of more than 20,000 retail staff.
Working with e-learning developer Epic Group, RBS designed and produced more than 100 hours of online material, based on a clear definition of job roles and competencies, for delivery through its Training and Communications Network. As a result, the bank received a 700% return on its investment and the program is now being rolled out throughout NatWest.
RBS still uses a variety of non-online methods to meet its skills requirements, but is experimenting with a virtual classroom, named AREL, as a way of meeting Which needs do not justify a workshop. AREL A typical session lasting about one hour, includes video, multi-way audio and frequent interactivity. Although a virtual classroom takes some getting used to, employees are finding it a useful way to tackle learning needs, in the company of their colleagues throughout the country.
Barriers to change
In a survey conducted by Epic Group for the DfES in Spring 1999, trainers were asked what the factors were most critical in the success or failure of e-learning. Number one was the support of senior management, the number two attitudes of trainees and, not far behind, the attitudes of trainers. Clearly these trainers felt that the Management of attitudes was a bigger issue than the management of technological change.
An ASTD survey, in July of 2000, asked American trainers who offered the most resistance to the introduction of workplace e-learning. Topping the list by a long way were managers (40%), followed by trainers (25%), learners and technical support (both 15%). Again it seems that, for your project to be a success, you’ve got to get management on your side.
So what can you do to win over the hearts and minds of managers? According to John Newton of NCR it all depends on the person. Some are only interested in the numbers, so tell them the potential ROI. Some are people people - they want to know how employees will benefit from e-learning and how they’ll be supported. Others are process people who will want to know how it’s going to work. Finally, you have the contractors and they just want to get on with it. The answer, then, is to sell on all fronts, Providing arguments to win over all four types.
You may be surprised to see that our fellow trainers are high on the list of barriers for change - but do not forget that many trainers are humans too and are quite capable of being as resistant to change as the next person. As Guy Sellwood of PROSEL points out, drawing on Kotter and Schlesinger, there are four reasons why people resist change: parochial self-interest (they expect to lose something as a result), misunderstanding (often based on a low level of trust) different assessments of the situation (they see the world differently) and a low tolerance for change (based on a fear that that they may not possess the necessary skills and abilities). Guy proposes a variety of methods for dealing with resistance, ranging from education and communication, to participation and involvement, through to facilitation and support.
Case study: ICL and KnowledgePool
When faced, earlier this year, with a massive skills shortage, ICL realized its most cost-effective solution was to make an investment in retraining its existing employees. ICL set e-learning provider KnowledgePool a stiff target: get 4000 engineers and developers up to MCSE and MCSD standard in 33 months, without any impact on productivity over the period.
KnowledgePool designed a modular, six-month program comprising a mix of instructor-led and online methods. Each student Had to take at least three online modules, otherwise the mix was a free choice. Backing up the whole program was real-time tutor support. The result is that, at the time of writing, 800 Had already been accredited, with a commitment to reaching a new target of 8000 by 2003, along with a shift of emphasis towards e-learning.
KnowledgePool identified four key factors in the success of the program: buy-in from the very top of ICL; a deadline for completion; ongoing facilitation and support; and an extensive communications program
Convincing the learner
At least theoretically, the learner has a choice - to do e-learning or not to do e-learning - and as a manipulator of people, your job is to influence that choice in Favor of the train option. As ever, you have the choice of the carrot and the stick. Let’s start with the stick, Because that’s more fun.
You can point out that no e-learning means no career progress. According to Professor Anne Jones from the Center for Lifelong Learning at Brunel University, “people do not understand that, without changes they will be without work.” Make them understand. You can also point out that alternatives to e-learning are more expensive and much less flexible (sorry, all you classroom trainers). If you want to use coercion (because you’re in a hurry and in a position of power), why not make the compulsory e-learning? Do not allow any alternatives.
A diversion here. A common argument from trainers is that e-learning must be run Alongside traditional methods as an alternative, to accommodate different learning styles. Big mistake. Firstly, this destroys your ROI argument, as you’re now Increasing the cost of training rather than reducing it. Secondly, it does not give e-learning opportunity, Because very few people will change to something new if they have a choice. Lastly, it’s Hypocritical. For years we’ve been giving learners no choice - it’s classroom or nothing. Why is it suddenly so important to do so now?
Case study: Norwegian government and Saba
As of August 2000, a whole country changed the way it trained reskilled and its people. An Illustrious Collection of the great and good from Norway’s government, business and education communities formally launched the Competence Network of Norwegian Business and Industry - Gold NKN for short. The plan was to oven Provide more than one million Norwegian citizens - including government offices, trade unions, colleges and universities, as well as the private and public sector - with access to ongoing, personalized online training.
“We have a good level of education in Norway to most people now require several” refills “of learning during their career,” said Tore Egil Holte, chairman of the board of NKN. “Workers need easy access to learning, in a way that is independent of geography and time.” So access to NKN was Actively Encouraged in the workplace as well as at home. Indeed, legislation Had been put in place to encourage learning at work. For example, employees now have the right to have their skills, and any gaps in Those skills, assessed, and their use is Obliged to Pay for Those filling gaps.
Sven Erik Sk
Tags: E-Learning, tips