Chief Learning Officer - August 2008 - (Page 55)

FIGURE 1: TOP PREDICTORS OF HIGH-IMPACT LEARNING ORGANIZATIONS 18 High-Impact Learning Dimensions 1. Organization learning culture 2. Learning integrated with performance management 3. Expertise in career development programs 4. Strong centralized L&D organization 5. Ability to share and reuse content 6. Ability to blend learning with other forms of training 7. Experise in collaborative learning strategies and programs 8. Expertise in performance consulting 9. Expertise in coaching 10. Creating and enforcing content development standards 11. Ability to build high-impact learning and learning on demand 12. Ability to globalize learning programs and operations 13. Building a business plan for learning 14. Strong business-driven steering committee and governance 15. Adoption of performance and development management 16. Business-driven chief learning officer 17. Have a well-functioning LMS 18. More than 80% of the organization uses the LMS Impact 30% 30% 29% 9% 29% 29% 28% 28% 27% 26% 25% 24% 19% 17% 12% 13% 15% 18% Area Culture Talent Management Talent Management Organization & Governance Content Development Content Development Content Development Content Development Talent Management Content Development Content Development Organization & Governance Organization & Governance Organization & Governance Talent Management Organization & Governance Technology Technology Prediction Very High Very High Very High Very High High High High High High High High Medium Medium Medium Medium Medium Low Low pipeline. Unfortunately, our research shows most organizations are not there yet: Only 12 percent of respondents have well-deﬁned career development strategies, and only 2 percent have such programs for 80 percent or more of their employees. Forty-nine percent have no career paths at all in their organizations. Dealing With Younger Employees Is the inﬂux of Gen X and Gen Y workers really impacting L&D organizations? The answer is yes — absolutely. Our research found that 40 percent of respondents rate the challenge of training workers under the age of 25 as either very signiﬁcant or signiﬁcant. Eighty percent of respondents believe learning styles of younger workers are either vastly different or different than those in their 30s and older. Today’s young employees are connected almost 24x7. They are adept users of cell phones, blogs, social networking and instant messaging. They are far more likely to get help from their buddies or experts than they are to go to classes. And if they go to a course — either online or in a classroom — they expect to be able to search online to get speciﬁc information and support. Unfortunately, today’s training organizations are not prepared for all these changes. Only 35 percent of surveyed respondents believe they are “excellent” or “good” at reaching younger workers with their L&D programs. Redeﬁning E-Learning Consider the rapid evolution of e-learning. It was only six or seven years ago that the term “e-learning” was coined. Back then, Web-based courses typically were simple “page turners” that might include some audio or even video. Today, such courseware is considered old-fashioned and not particularly engaging. The new best-in-class e-learning includes animated, learner-relevant characters, in-line video, discussion rooms and blogs, and content that dynamically adjusts to the learner’s needs and learning path. At the same time, organizations are focusing heavily on repurposing e-learning courses and materials into resources for learning on-demand that employees can search whenever needed to ﬁnd speciﬁc answers and information. These new demands clearly are forcing many changes, and organizations are not quite ready. The term “blended learning” has been redeﬁned, from a combination of instructor and Web-based training to a blend of many types of interactive content. And while most organizations have years of experience with e-learning, few have become masters. Only 22 percent of research respondents rate their organizations as excellent in building e-learning, only 14 percent believe they are excellent at building collaborative programs and only 7 percent believe they are excellent at delivering learning on demand. We recently spoke with CLOs from ﬁve major ﬁnancial services organizations. All identiﬁed a major focus on bringing together their IT teams, HR and learning specialists to re-engineer their LMS and content infrastructures to provide on-demand solutions that include both formal training and informal knowledge and community support. Our latest research also shows that one of the biggest predictors of high-impact learning is an orgaChief Learning Ofﬁcer • August 2008 • www.clomedia.com 55 http://www.clomedia.com

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Chief Learning Officer - August 2008 Editor's Letter Contents Connections Business Impact Trends Best Practices Effectiveness High-Octane Leadership Development Leadership and Personality CLO Profile Discussion Groups: Harvesting Value from Real-World Experiences Kimpton 2.0: Discussion on the Web Learning Olympics: Development Through Competition Bypassing the Obstacles to Change Listen Up: A How-To-Guide for Podcasting University of Toyota: A Success Story in Podcast Implementation What Stinks About Webinars? Webinars for Learning Professionals Case Study Business Intelligence Advertisers' Index Editorial Resources In Conclusion

Chief Learning Officer - August 2008

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