January 2011
360° Feedback
Input from Multiple Sources Provides Greater Depth
360° feedback is an employee development process that involves the collection of information from multiple sources to give a more complete picture of an employee’s strengths and weaknesses. Introduced in the 1950s, the process was credited with increasing the efficiency and financial success of organizations where it was implemented (Vukotich, 2002). However, the process did not gain widespread popularity due to the time-consuming nature of manually collecting and analyzing so much data. In the early 2000s, however, technology automated many of the aspects that once made the 360° process too unwieldy, and the method has now become more widespread.
Although some organizations tie the results from 360° feedback to performance evaluations, most experts consider this contrary to the spirit of the process. For the process to work, there needs to be trust among all participants; when feedback is tied to promotions and salary, there is a greater possibility of misuse and lack of trust. A better use of the process, and one which finds greater success, is using 360° feedback for employee or group development. When tied to an individual or group growth plan, feedback from multiple users can create a fuller picture of where employees are and where they need to go.
The implementation of 360° feedback is complex, involving multiple personnel on multiple levels. The L&D department is a natural central point to organize the various aspects of the project. This includes planning the process with key stakeholders, training participants, administering the surveys, managing the data analysis process, sharing the feedback, and using the feedback to create action plans for the future. In order to manage this process, either an experienced outside consultant needs to be brought in, or even better, L&D personnel need to be educated in the best practices for 360° management.
As with any method of this nature, there are pitfalls with 360° feedback that can derail the process and even create a negative result. In companies with very competitive cultures, for instance, 360° feedback could create an opportunity for employees to bolster their own evaluation by rating others poorly. Similarly, in organizations with simmering resentments that need to be addressed, employees make use the 360° process to vent about their dissatisfaction. Neither of these scenarios meets the true purpose of the 360° process, so it is important for L&D professionals to surface such issues before they disrupt the process. In a similar vein, if participants are not adequately trained in the goals and methods of 360° feedback, their input is less likely to be useful. Further, if the program is not administered with care, employees are likely to resist or become mistrustful of each other, creating a toxic environment. These pitfalls highlight the importance of having trained, sensitive L&D personnel manage the process, ensuring that it supports the individuals’ and organization’s goals as planned.
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January 2011
Accelerated Learning
Fun & Games Make Learning Stick
Imagine that a group of new employees needs to learn a complicated organizational chart. Rather than sit in their chairs and memorize the chart, they work together to build a floor-sized model of how the different people and departments interrelate. The task involves physical activity, collaboration, spatial recognition, and a lot of fun (Weinstein, 2009). In other words, it is a typical accelerated learning activity.
Accelerated learning is a methodology that uses a variety of techniques to make learning relaxing and fun. It is based on the work of a Bulgarian psychologist named Georgi Lozanov, who used these techniques to teach English as a second language. His results were electrifying; by engaging both the right and the left hemispheres of the brain, and by taking some of the stress out of learning, his students were able to learn between two and five times as quickly. They also retained more information than ever before.
Lozanov’s techniques included making the classroom bright and friendly, setting some lessons to classical and Baroque music, teaching to many different learning styles, and chunking information into smaller pieces to enhance learning. Of course, in times of tightened belts and decreased budgets, it can be difficult to convince upper management to spend more money to make training “fun.” That is why it is crucial to show the success rate of AL; not only do participants learn more and learn faster, but they also retain their learning longer. In the long view, AL can actually save money by reducing the number of hours needed for employee training. Further, the kind of collaboration and humor needed to successfully use AL increases employee engagement and helps build corporate culture.
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November 2011
Adaptive Learning
Types, Models & the E-Learning Application
Since the 1970s, adaptive learning has been the subject of a considerable number of academic research studies. The concept first emerged as a response to the realization that computer use would grow exponentially in terms of both processing power and adoption rates. Paired with studies showing that, on the whole, students internalized new subjects more readily when the curriculum was tailored to the individual; adaptive learning became the likely vehicle for large-scale, customized learning. As with any topic first popularized in academe, the scale and scope of adaptive learning’s definition and implementation strategies can be generously described as expansive.
Fortunately, adaptive learning’s foundation – personalization and flexibility – has remained relatively consistent over the years. However, the concept does have different definitions depending upon the context in which it is applied. The most popular understanding of adaptive learning (regardless of the setting, be it academic or corporate) arrives via an e-learning platform or application that is responsive to learner input. As the learner responds to prompts, the lesson branches or “pipes” to focus on areas of weakness. It is upon this application of adaptive learning that the majority of learning software vendors choose to focus their efforts.
In a corporate setting, the definition of adaptive learning does shift as one considers how its principles can be applied to the entire organization and not just the individual learner. To the business unit, adaptive learning is largely oriented towards contributing lessons learned to the greater narrative. Or, in the case of IT or IS, adaptive learning is strictly a technical challenge to be met. To the organization, adaptive learning is considered a vital, strategic component of the narrative fabric. Here, analysts argue that adaptive learning is essentially “learning from mistakes” and appropriate mechanisms should be established to preserve and nurture the evolving corporate narrative.
This report will discuss the application of adaptive learning across the spectrum, from simple ad-hoc implementations to more elaborate, high-level strategic examples. The learning strategist’s role will be examined as it relates to each point on the spectrum – with particular emphasis on an adaptive Learning Management System (LMS) as well as an overall implementation framework. Finally, to establish the validity of adaptive learning’s key principles, this report will discuss “real-world” examples of adaptive learning that are outside the context of e-learning.
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January 2011
Corporate Training on a Budget
In 2009, training budgets in US companies nationwide were cut by 11 percent. That follows an 11 percent cut in budgets in 2009. So in 2010, trainers were working with 22 percent less training dollars than they were in 2007. And that’s just the average. Many training departments saw deeper cuts.
When training budgets get cut, trainers must get creative and figure out how to do more with less. It’s about leveraging resources, looking within departments, and even taking a careful look at the training courses themselves.
It is important to eliminate, or severely restrict, travel for training. Airline expenses, hotels, meals and time away from the job for trainees are all extremely costly for companies, and most of these expenses can simply go away via live chats, collaboration tools, video, and other online meeting tools that make travel unnecessary. Training classes can be conducted for groups of employees simultaneously all over the world, with each group in its own workplace. There’s little need for travel anymore.
With that expense gone, it’s time to look at the company’s core competencies, department by department, and evaluate which areas need bolstering. Choose only those areas that will have the most impact to the company’s bottom line — the goal is to make the company more efficient, better and stronger during a tough economy so that it can outperform competitors.
It is also important to look at the training courses themselves. What can be shortened? What can be eliminated? Cutting a three-day course down to one day in the classroom preceded by individual informational reading will cut the company’s expenses dramatically. Also, when developing new e-learning, remember that less is more.
Finally, look at the resources within the company. Peer to peer learning is a powerful way to impart information, and it doesn’t cost much, if anything, to implement. Set up chat groups, forums and discussion threads for employees on the corporate intranet where employees can ask questions, get answers, and learn from the experience of other, more seasoned people on the job. These forums are a great way to begin the process of real-time learning. An employee can run into a snag on the job, log into one of the forums, search for that particular topic, and find answers exactly when he or she needs them.
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March 2011
Educational Enterprise Resource Planning
The Corporate Learning Strategist’s role in ERP Acquisition Strategy & Supporting Technology
Enterprise Resource Planning (ERP) is a complex concept that is often daunting. Modern ERP discussion is largely technical in nature and tends to include constantly evolving technical jargon that has limited meaning to a broad audience. Despite its inherent opacity, ERP has a virtually ubiquitous presence among the world’s top companies. For example: Oracle, one of the world’s largest ERP vendors, ranked 366 in 2010’s Global Fortune 500. It is fair to say that the majority of the workforce at top companies understands the general underpinnings of ERP but has limited perspective beyond the module constructed for individual business units.
While ERP traces its roots back to the early 1970s, it did not gain significant traction in the marketplace until the late 1990s. At that time, companies faced with mounting data management challenges (an issue that persists) and the looming uncertainty around Y2K sought out innovative ways to protect, connect, and improve access to enterprise data. The market responded with expansive software solutions to do just that, only the scope was broadened to include the “management of internal and external resources.” Today, ERP most commonly refers to foundational software whose components serve nearly every business unit from human resources to product management.
The learning strategist has two primary roles in the ERP process: 1) to assist with implementation and 2) to provide continuous and effective training. Introducing new, bedrock enterprise software like ERP has been described as “one of the most pervasive change activities in the last decade” (Morris, 2010). Over the last decade, ERP implementation represented nearly 30% of all so-called “change activities.” Based on that number and the profitability of companies like Oracle, one might logically conclude that ERP systems have been a great boon to the corporate world.
The evidence, however, suggests otherwise. Although the numbers vary, relevant literature estimates the failure rate of global ERP implementations between 60% and 90%. According to Morris, “half of the top-10 IT failures of all time are ERP systems from market-leading vendors, with losses ranging from $6 million to well over $100 million” (2010). Research has also shown that ERP “increases stock market value but not productivity” (”New research says…,” 2010).
Why ERP adoption persists in the marketplace despite a very poor return on investment is, ultimately, outside the scope of this report. Instead, this report will focus on how ERP affects areas that concern the learning strategist – such as job satisfaction and retention, learning management and learning content management systems, and as mentioned earlier, ERP training and learning requirements planning. It will also discuss the implications ERP has on learning acquisition strategies.
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August 2011
Evidence-Based Management
Evidence-based management (EBM) is the systematic use of the best evidence available to improve management practices and decision making. The use of EBM in the organization stands in contrast to conventional practices: Repeating what seems to have worked in the past; relying on potentially false assumptions, such as copying what appears to be successful for others; believing what people think to be true; or following the latest trends written in the business literature and media.
The practice of EBM has its roots in the medical community where evidence-based practice (EBP) has been used for a number of years. EBP focuses on making sound clinical decisions based on the gathering of evidence from rigorous methods using large patient samples in random controlled trials. Advocates that champion EBM in the corporate world say that like EBP, EBM can lead to better decision making and continuous improvement.
The practice of EBM in the organization involves three principles:
1. Confront the hard facts and hear the truth. Encourage people to tell the truth and act on those facts, even if unpleasant.
2. Commit to fact-based decision making. Put aside beliefs, ideologies, and conventional wisdom in search of seeking, facing, and acting on the facts. Identify the best evidence and make a commitment to use that evidence to guide actions.
3. Embrace an attitude of wisdom. Act on what is known and use the results of action to learn new things and update future actions.
With so many companies still engaging in the conventional, management-as-usual approach in spite of the competitive pressures of the contemporary environment, the need for EBM in the corporate environment has never been greater. Yet despite the large number of articles devoted to EBM and the mounting evidence that EBM principles are sound, there is still a lack of sufficient evidence on which to base managerial changes. Managers require stronger evidence that demonstrates the value of EBM in improving organizational performance. Researchers maintain that this evidence can come from more extensive and rigorous empirical research that explores EBM’s effect on organizational performance.
Although the current evidence base for EBM is weak, this may potentially change in the future. As managers become more aware of the power of the evidence, they are likely to demand stronger evidence to make a business case for change. This means that researchers, management consultants, and the literature will all need to provide stronger evidence for their claims, which may result in a much more powerful evidence base overall.
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January 2012
Informal Learning Best Practices
Informal learning has become increasingly relevant to businesses seeking a cost-effective strategy that nurtures innovation and maximizes efficiency. To respond to the rapid pace of change and increasing, diversified demands, lifelong learning is required and essential. Employees today are encouraged to find learning opportunities in diverse places – not just through structured learning avenues but also at home, educational institutions, workplace communities, and cyberspace (Young et. al, 2011). While there are several applications that fall under the informal learning umbrella, subject matter expert (SME) Jay Cross, author of Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance, defines it simply as “the stuff that happens where there is no curriculum.” Consequently, informal learning is inherently unstructured, flexible, and allows people to gain the knowledge they need at a specific moment without instructors
Recent studies have shown that the majority of all corporate learning is supported by relatively inexpensive collaboration technologies and is employee driven. Informal learning encourages employee engagement and, consequently, retention of the material. Formalized education not only accounts for just a fraction of reported learning; it is also significantly more expensive to implement. Furthermore, up to 60% of the material is not meaningfully retained after a 24-hour period.
Consequently, the problem is one of integration. How can a chief learning officer (CLO) and similar entities within a corporation take advantage of informal learning while maintaining stewardship? Some companies have seen remarkable results by creating a “cultural of collaboration.” To do this, executives must perform soft tasks – such as communicating to the staff that informal learning is encouraged – as well as hard tasks – such as allocating resources to the installation and maintenance of supporting tools. With the groundwork laid, messages from the top of the organization can be distributed through “modern delivery and dispersal methods” – for example, podcasts, wiki entries, etc.
Calculating return on investment (ROI) can be as simple as adding up the resources committed to formal training programs and comparing it against resources used for informal learning. If implemented properly, there should be significant anecdotal evidence among employees that support claims of improved interdepartmental communication and, ultimately, problem solving. More complex ROI calculation might include qualitative and quantitative evaluations of learning programs before and after implementation, tracking the use of new technologies, and the creation of testing programs on specific topics gleaned from informal learning portals/communities.
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October 2011
Learning Strategy for the Small & Medium Business
When analysts discuss corporate learning’s best practices and emerging trends, it is rarely in a context that directly applies to small and medium businesses (SMB). As a discipline, corporate learning still contends with misconceptions about its function and overall impact on business. In some circles, modern corporate learning’s fundamental legitimacy is called into question. When writing either to justify learning’s existence or merely to clarify misconceptions, analysts will often seek out case studies that describe large-scale success. Simply put, real world examples of corporate learning’s potential are that much more compelling when set against the backdrop of a Fortune 500 company.
The problem, however, is that when SMBs are left out of the discussion, so too is the sector that “represents the majority of business and create[s] the majority of jobs” (Roy, 2010). Most startup companies begin with only a few employees. And yet, according to the US Census Bureau, nearly all net job creation since 1980 has been generated by firms operating fewer than five years. Furthermore, because SMBs are considered to be inherently more nimble and can react to market conditions faster than larger companies, they tend to grow faster and create the most employment. In general, SMBs are “considered as the foundation of economic development” (Roy, 2010). Assuming this is true, it seems an understatement to say that the SMB sector is too significant to ignore. And yet, by and large, researchers and technology vendors do exactly that.
There are two explanations for this research gap: First, there is an argument suggesting that large enterprises blaze the corporate learning trail for smaller businesses. This is not because large companies are necessarily more innovative, but because they are more likely to have the budget to support a dedicated learning group than their smaller counterparts. Some also argue that large companies have greater talent acquisition resources and can therefore access a larger talent pool. While that may be true, a reduced talent pool does not impede small companies from innovating in other arenas (technology, for example).
Second, large enterprises behave more uniformly than smaller ones. Since large enterprises face similar learning needs, they create a reasonably consistent landscape for research and analysis. Similarly, this consistent landscape makes it easier for technology vendors develop products with universal appeal.
On the other hand, the SMB landscape is anything but consistent. SMBs can exist anywhere on the learning spectrum, from low or no-tech offices with simple business models to more high-tech, complex environments. Where that SMB sits on the spectrum determines how receptive management is to learning principles. The consequence of being nimble and adaptable is a certain level of sustained volatility. Volatility requires solutions that provide immediate results, something that modern corporate learning is not always best suited for.
This report identifies which of the corporate learning principles currently leveraged by large companies can also be applied to SMBs (e-learning, establishing learning culture, etc). It also identifies learning obstacles that are unique to the SMB market and presents possible solutions to overcome them.
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February 2011
Preparing for Organizational Transition
Advances in technology let organizations take advantage of newer processes that may streamline their business operations. Implementing the new technology requires a transition on the part of the employees, the stakeholders, and the organization as a whole. A business may also choose to increase its competitive edge by streamlining in other areas, such as personnel. Furthermore, an organizational transition may involve another organization in a merging or takeover.
While the nature of the transition may vary from one organization to the next, all organizations undergo transitions at some point in their corporate lives. Transitions may be as straightforward as the implementation of a new software program, or as complex and challenging as the acquisition of another company. They may also be as traumatic as being acquired by another organization. To remain competitive in a changing economic environment, a business must be prepared to transition effectively.
When preparing for an organizational transition, the organization’s leaders must keep in mind a few key points about how to involve their employees in the process. A 2007 Society for Human Resource Management’s (SHRM) Change Management Survey Report found that the biggest obstacles to change in the workplace are communication breakdown and employee resistance. When a transition occurs, employees want to be informed. They need to have details about what will happen, how each stage will happen, and how the transition will affect them and their positions. Managers can aid in the successful transition preparation by providing this information regularly as the process goes on. Employees who must rely on hearsay and rumors for information will become increasingly anxious about the transition and begin to show resistance.
Resistance to transition is inherent in human nature. Transition means a change of known processes and ideas. When facing a transition of any magnitude, employees will naturally feel a sense of loss. They may be losing their jobs, or they may be losing something that they have come to value in their job, such as a procedure or a management style. When facing a potential loss, employees will move through a phase very similar to the grieving process. Organizational leaders must recognize that these reactions will occur, and they must be prepared to work with employees to ease them through the transition process.
Communication must provide specific details on the steps involved in the transition as well as the reasons for it. Employees will also need to be reassured that the transition will keep in line with the company’s values and mission. Each stage of the transition must be outlined and planned with a beginning and an end, which will give employees a sense of completion within the process. Generalized information that provides an overview but no details of the upcoming transition will only serve to increase the anxiety level. Employees need details to be able to plan for each stage.
Employees will also need support and respect from organizational leadership in order to feel valued throughout the process. If the transition will result in a loss of jobs, support should be in the form of guidance and even counseling to aid in dealing with the loss and in finding new opportunities. Employees who are involved in the transition process will be more willing to help make it a successful one, even when they know that they will lose their jobs at the end of the transition. Communication, respect, and support make the difference for them.
Recognizing the challenges faced by employees during an organizational transition will enable leadership to more effectively prepare for the process. Frequent and detailed communication about what will happen throughout the process will prove to be the key to allaying fears and anxiety and preparing the organization for a successful transition.
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January 2011
Supporting Organizational Change
More than 2,000 years ago, the ancient Greek philosopher Heraclitus proposed that the only reality is constant change, declaring (poetically) that “you can never step into the same river twice” (Wagner, 1995). Heraclitus was certainly onto something; management experts have spent decades studying change management and how to implement changes more successfully.
The problem is that no matter how well thought out the change process is, most change initiatives - a full 70 percent - fail. Although some failures are due to structural deficiencies or unforeseen problems, research shows that the majority of change initiatives fail because people fail to change their behaviors. It was from this research that Harvard Business School professor John Kotter developed his eight steps for organizational change: Steps that focus primarily on people’s feelings and behaviors and how to influence behaviors so that change can happen. The Kotter eight-step change process goes from creating a sense of urgency and crafting and sharing the vision to implementation and embedding the changes.
Many of the most important aspects of change management involve communication at all levels. It is not enough to have a clear vision for change; that vision must be understood by everyone from top executives to middle managers to line employees. People need to understand why the change is necessary and that it is not some arbitrary whim. People further need to feel secure about the change. They need to know that they will be given the equipment and skills necessary to make the change a reality. Too often, all the planning for change is done at the executive level and then presented to all employees, L&D departments included. It is very difficult for such a top-down change initiative to succeed.
Learning and development departments should have strong input regarding managing the human element of organizational change. Before any changes are even on the horizon, L&D departments can be strong drivers of a learning-oriented company culture. Research shows that organizations that excel in knowledge management also have much higher success rates at organizational change. With a seat at the executive table, the L&D department can help create an organization that is change-ready. Then when the time comes for a change initiative, L&D personnel are uniquely situated with a birds-eye view of the organization’s readiness to make the change. Issues like evaluation systems and group and individual capacity can be raised and dealt with throughout the change planning process, making the learning interventions as appropriate and timely as possible.
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