Chief Learning Officer - January 2008 - (Page 37)

tactics We make learning real™ expecting to change the outcome? To quote Albert Einstein, “Insanity: doing the same thing over and over again and expecting different results.” The learner today is being afforded newer models such as “workflow-based e-learning,” which is being implemented to bridge the gap between the learner and what the learner needs to know to do his or her job well. This is done by building and embedding learning in the dynamics of the real-time workflow. Performance intervention and remediation is the new form of electronic performance-support systems. I am reminded of an old Chinese proverb, which says, “If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.” The success and the future of e-learning hang on a thin thread — the thread of truly educating the learner. This involves an understanding that the learner is no longer interested in a traditional course and that an adaptation to becoming truly learner-centric is the only hope for this business. Many companies have made huge strides in these areas. A large financial services firm, having invested in a voice over Internet protocol (VoIP) phone system, faced challenges in getting its employees to start using the new phones. On realizing that being user-centric was the solution, the firm built an internal Web site that was user-friendly and allowed employees to instantly access small nuggets of VoIP information that averaged one minute each. The users were now able to solve problems as needed, by themselves, during their workday. Something as simple as understanding how to redial from a list of previously dialed numbers can be fairly complex to the new VoIP phone user. However, once the firm dropped the idea of building a course and simply created instantly accessible learning nuggets, the usability of the phones increased significantly. As a result, the firm is witnessing millions of dollars in savings over traditional telecom costs. Here is another example to consider. A large insurance firm with call centers shifted the traditional course structure to an embedded-workflow model. Callcenter employees handling insurance quotes or claim calls do not go through days of instruction. Instead, they train on the job through enhanced learning chunks tied in to the software tools that are being used. The philosophy changed from measuring course completion rates to measuring the direct impact in terms of call times and issue resolution. This insurance firm has seen a dramatic increase in call-center agent productivity and has almost abandoned the traditional LMS-based model. Additionally, a global consulting firm modified its approach to delivering e-learning by migrating from a “push” mindset to a “pull” mindset. The training department focused on teaching its employees how to get access easily to a learning nugget when they need it, rather than force-feeding them hundreds of courses with completion deadlines. Empowering its learners and teaching them “how to fish” has been a highly rewarding experience for the firm. Organizations and vendors in the e-learning business should realize the importance of learners moving forward. In a time of drastic change, learners inherit the future. I have worked with organizations that have acknowledged almost 35 percent of their content was out of date or had to be modified by the time their e-learning course was completed. Through traditional e-learning course models, learners usually find themselves equipped to live in a world that no longer exists. If W. Edwards Deming had been an e-learning industry professional, he could not have said it better: “It is important that an aim never be defined in terms of activity or methods. It must always relate directly to how life is better for everyone. … The aim of the system must be clear to everyone in the system.” PRI SIM® Business War Games Do your people have the business skills to make the right moves… or are they just pawns in a game they don’t understand? 2-3 day business training courses using customized computer simulations and classroom discussions: Business Acumen Strategic Thinking Financial Literacy Leadership Teamwork What’s your next move…? Call 847-573-8981 Ext. 203 www.PRISIM.com http://www.Prisim.com http://www.Prisim.com

Table of Contents Feed for the Digital Edition of Chief Learning Officer - January 2008

Chief Learning Officer - January 2008 Editor’s Letter Table of Contents Imperatives Selling up, Selling Down Strategies Take Five Environment Sips of Knowledge at E. & J. Gallo Winery CLO Profile Productivity UST Global: Opening Employees’ Eyes to New Learning Tactics Applying CRM Concepts to E-Learning Human Capital Capital One: Experiences in Innovation Learning Solutions Macy’s: Using Feedback to Develop One Leader at a Time Case Study Business Intelligence Advertisers’ Index Editorial Resources In Conclusion

Chief Learning Officer - January 2008

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