The e-learning iceberg

When developing an e-learning strategy, organisations often focus on factors such as technology, infrastructure, features and design…those sitting at the tip of the e-learning iceberg.
But it is the hidden dangers, those deep within the iceberg, which determine whether an e-learning strategy succeeds or fails. Many organisations forget to ask the important questions: Who is our target group? How will we roll out our strategy? What is our change management strategy? How will we evaluate its success?

Stefanie Klein, Regional Director for Europe’s largest e-learning provider, IMC, spends her working life helping organisations adopt effective e-learning strategies.
At the recent eLearning09 conference, Stefanie gave guests an insight into three of the major factors which determine the success of an e-learning program.

1. Learning strategy

An e-learning strategy must align with the overall organisational strategy. There should be a real reason to adopt e-learning and this should be underpinned by clear objectives, such as to reduce training costs or improve training flexibility.

• Formulate a detailed and specific business case for e-learning.
• Senior management support is the ultimate key to an effective e-learning strategy.
• Avoid overly complicated solutions. Simple technology delivered effectively can be just as successful as flashy technology.
• Learning infrastructure can be modelled on any strategy, as long as it aligns with the main goals of the organisation.
  
  

Case example – Chemical Company

Stefanie highlighted a case study from one of their clients – a chemical company - as a best practice example. In 2006 the chemical company developed a corporate strategy on which all corporate decisions for the next 10 years were to be based. This strategy included encouraging self organised and self-motivated learning amongst staff.

The chemical company set up a European online platform which was basic in functionality, but provided employees with everything they needed to undertake their own self-directed e-learning. Consultants were available to help employees decide what they should learn and their best learning style. Learning centres were available onsite for staff to browse available learning resources.

An internal promotional campaign supported the launch of the e-learning program, and acceptance amongst staff was unexpectedly high. Employees who had never used a computer and those based on factory floors embraced the new program due to the vision, strategy and infrastructure that supported its roll out.

2. Operating model

One of the most common frustrations Stefanie sees is the organisation that makes a significant dollar investment when implementing e-learning infrastructure, but then lacks the financial backing to keep the program going. Without ongoing investment, content becomes out of date, and the facilitation required to engage learners is not possible.

Stefanie’s tips

• Don’t assume that the e-learning operating model adopted by your competitors is the best option for you. Shop around and find a model that suits your specific needs.
• The cheapest solution is not always the best.
• Make sure management realises it can take time to see a return on investment from your e-learning strategy, and ongoing funding is a key part of success.
• Consider the full range of operating models available – for example, cloud computing is developing as a viable alternative to hosting your own internal e-learning operating model.
  
  

Case example – UK Government Department
A UK Government Department made a commitment to train 500,000 healthcare professionals, using more than 6,000 e-learning modules at a cost of a few million over two years. After a detailed cost analysis they discovered that contrary to popular belief it was cheaper to use an externally hosted solution rather than an in-house e-learning operating model. This gave them flexibility in delivery and the freedom to change providers if they weren’t satisfied with the service.

3. Target groups
Very few organisations really know what their target groups want. While the information is often collected, Stefanie believes it is rarely analysed to ensure ongoing engagement with learners. 

Stefanie’s tips

• Different people will respond to different types of learning, so get to know your target audience before you start implementing your e-learning strategy.
• If you don’t have the time or money to implement e-learning to all your employees at once, take it a step at a time but ensure you reach the most influential group of staff in the initial phase (ie senior management who make the budget decisions).
  
  

Case example – Car Manufacturer
Stefanie cites a European car manufacturer as an organisation who truly knows the learning and development needs of their staff. This car manufacturer has a highly diverse workforce from top level managers to butchers who cater for their in-house canteens.

To ensure the e-learning strategy was targeted the company started with top managers in order to get their buy-in and to gain the experience needed to roll out e-learning to the rest of their staff.

They discussed with staff their learning preferences and created specific learning solutions to suit each target group. For example, construction staff with limited computer experience received face-to-face coordination at their place of work to make them feel comfortable about using technology.

It took the car manufacturer six years to fully implement their e-learning program to all European-based staff, but this ensured that the program was tailored to each target group and was therefore sustainable.

eLearning09 is the Australian Flexible Learning Framework’s NSW end of year event. Stay tunned to Flex e-News for updates on relevant e-learning and education events in 2010.