01 Handout Version

Learning Benchmarking Forum

Facilitator:

Bryan ChapmanChief Learning Strategist

Chapman Alliancebryan@chapmanalliance.com

24x7 Learning presents

Agenda

• Benchmarking Learning Infrastructure Alignment with Business and Instructional Needs

• Benchmarking Learning Content Development (Rapid and Simulation-Based)

• Benchmarking the use of Web 2.0 learning technologies and informal learning

• Benchmarking Blended Learning

• Benchmarking Talent and Performance Management Practices

Delivery formats

53%Instructor-Led,

Classroom

ASTD, State of the Industry Report (2006)

29%Online, Self-

1%Instructor-Led

Distance

3%Instructor-Led

Online

4%CD-ROM, etc.

4%Print – Self

1%Audio/Video

5%Other

Benchmark: Learning Infrastructure and Alignment

Learning Management System

Virtual ClassroomSynchronous Learning

Self-Paced, Self-Service Online Learning

Informal Learning, Knowledge On Demand

Off-the-shelf, pre-built courses

Authoring Tools

Learning Content Management

• Ready-to-use content (courseware)• Easy to find: IT skills, leadership, safety• Hard to find: very specific, job-related skills

• Custom development• Screen design and layout• Interactive exercises• Tests, Quiz, Assessment• Simulations

• Manage large-scale development (workflow)

• Reusable learning content• Searchable repository of source

material

• Central Access to Learning• Individualized Learning Plans• Reporting & Completion Tracking• Instructor-Led Training Scheduling• Launch and track online learning• Certification Management• Competency Management

• Instructor-led, Real time, Online• Connecting geographical disperse

learners• Groups of learners meet together

• 24 X 7 X 365 access to courses• Completed at learner’s own pace• Remediation and feedback are

automated• Developed once, used many times• Automated scoring and completion

status

• Just-in-time, anywhere, anytime• Capture and retain organizational

knowledge• Facilitates collaboration

International Airline

Geographically disperse

Mix of live, virtual classroom (personal interaction)

Self-paced e-learning (conceptual, procedural)

Construction Company

Big issue: regulatory compliance (safety)

Off-the-shelf courses & LMS

Medical Association

Thousands of medical, teaching case studies

On CD, on shelf; photos, charts, graphs, narrative

Manage and distribute (no patient names) for

teaching (25,000 association members)

National Restaurant Chain

Large population, customer-facing employees

Not large groups, needs to be self-paced

Simulation, role-play exercises (empowerment)

Industrial/Manufacturing

100,000+ employees; lack of information about other parts of the company

Learning Wiki – invited 200 authors to write articles

Ended up with over 7,000 content contributors

Trend Changes in Delivery

-40% -20% 0% 20% 40% 60% 80%

Classroom-based ILT

Text-Based Training

Satellite

On-the-Job Training

Portable Technologies

Synchronous e-learning

Asynchronous e-learning

CLO Magazine, July 2006

What is your mix? …now? …future?

Creating a Learning Culture: Jumstart Planner, Chapman Alliance

Why do we buy an LMS in the first place?

Cost vs. Functionality of learning platform

Skill-Gap Analysis

Launch e-learning

Advanced Classroom Management

Content Development Tools

Reusable Learning Content

Happy Sheet

Talent Management

Analytics

Language support

3rd party content

Deep Backoffice Integration

Certification

Testing

Advanced Question Types

Reporting

Collaborative Learning

E-commerce

Informal Learning Repository

Regulatory & Compliance Tracking

Multiple Portals

How long…?

How long does it take to create 1 hour of Classroom Instruction (ILT)?

20%Student Guide Development

21%PowerPoint

Development

13%Front-End Analysis/

Data Collection, Working with SME’s

8%Test and Exam

Creation

13%Instructional Design, Objectives, Outlining, Writing Content, etc.

6%Other Development

11%Lesson Plan Development

8%Creation of

handout materials

See next slide for “Other” tasks

Development of Instructor-Led Training (ILT)Itemized Development Tasks, with hours overlay

Research data collected: November, 2007, by Chapman Alliance

36 Total Hours36 Total Hours

4.8 hours4.8 hours

4.6 hours4.6 hours

3.8 hours3.8 hours

3.0 hours3.0 hours7.2 hours7.2 hours

7.6 hours7.6 hours

2.8 hours2.8 hours

2.3 hours2.3 hours

How long does it take to create 1 hour of E-Learning?

How long…?

How long does it take to create 1 hour of PowerPoint-based, online learning?

How long…? Low Range = 12:1High Range = 60:1

How long does it take to create 1 hour of Simulation-Based e-learning?

How long…?

1300 hours1300 hours

Reoccurring costs, over time

Instructor-Led

Online, Self-Paced

Break even point(10 Months)

221:1(hours of development per finished hour of instruction)

Example Only

Instructor-Led

Online, Self-Paced

Return on Investment

Example Only

Instructor-Led

Online, Self-Paced

Example Only

(3.5 Months)

Return on Investment

ROI factors

Infrastructure Cost (LMS, LCMS, etc.) Internal Development costs

75:1 (for quick and dirty) 220:1 (for Level 2) 750:1 (highly interactive, simulation)

Outsourcing Custom Development Cost of 3rd party courseware # of learners Required travel (geographic distribution)

{less tangible} Opportunity costs

Additional ROI Benefits

Shorter Overall Training Times Increased

Increased Consistency

Keeping up with Rapidly Changing Information

Open enrollment

Building Customer/Brand Loyalty

Capturing and Maintaining Corporate Knowledge

Rapid Development, without sacrificing Interactivity

PCWeek Shoot Out

• Several teams invited to compete

• Convert a 54-hour instructor-led course to online learning

• 2 days of development

• 1 person at the computer at any time

• Storyboard…. actually a lesson plan

• Present course to 20 judges and 150 members of media gallery

• Watched the other teams in action

• Wide variety of approaches

Continuum of Interaction

Cost per finished hour…

Levels of Interactivity Outsource Developed(per finished hour)

Internally Developed(per finished hour)

Level 1:• Page turning• Test Questions

Average: $15,067Low: $10,009High: $20,088

Ratio: 30-50:1Cost: $1,200 - $2,000

(assumed rate of $40 pay per hour)

Level 2:• Level 1, plus…• 25% interactive exercises,

games and mini-simulations

Average: $24,672Low: $17,627High: $33,711

Ratio: 221:1Cost: $8,840

Level 3:• High level of gaming and/

or simulation

Average: $41,138Low: $29,639High: $70,279

Ratio: 750:1Cost: $30,000

Source: Brandon Hall Research, Custom Content Development Knowledgebase

IBM Learning Model

White Papers

Product Knowledge

PowerPoint

Student Guide

Role Play Simulations

Business Simulations

SelfAssessment

Instructor-Led“culminating experience”

Practice

Blended Learning as a development model

White Papers

Product Knowledge

PowerPoint

Student GuideGames

Exercises

Practice

Scenario-Based Simulations

Classroom uses the same development model

Rapid Simulation Development – Best Tool for the Job

Rapid Authoring Tools

“Remember” – “Do”

Bloom’s Taxonomy

• Knowledge Action verbs: list, define, tell, describe, identify, show, label, collect,

examine, tabulate, quote, name, who, when, where, etc.

• Comprehension Action verbs: summarize, describe, interpret, contrast, predict, associate,

distinguish, estimate, differentiate, discuss, extend, etc.

• Application Action verbs: apply, demonstrate, calculate, complete, illustrate, show,

solve, examine, modify, relate, change, classify, experiment, discover, etc.

• Analysis Action verbs: analyze, separate, order, explain, connect, classify, arrange,

divide, compare, select, explain, infer, etc.

• Synthesis Action verbs: combine, integrate, modify, rearrange, substitute, plan,

create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite, etc.

• Evaluation Action verbs: assess, decide, rank, grade, test, measure, recommend,

convince, select, judge, explain, discriminate, support, conclude, compare, summarize, etc.

Course Designer

Don’t wait too late to apply interactivity

Analyze

Develop

Implement

Evaluate

DesignDocumentDesign

Document

StoryboardStoryboard

Design

Prototype

Authoring and Production

Course Designer

Raptivity – Interactivity Samplerwww.raptivity.com

Half-Baked Softwarewww.halfbakedsoftware.com

Course Designer

Class Tool – Free Gameswww.classtools.net

Course Designer

• 247,000 employees

• Factory Training

• Supply Chain Model

• 50 SME’s created 200 learning modules in very short timeframe

SME-Developed

Publishedby Center

LearningChampions(local units)

Support Staff• ISD

• Graphic Artists

Support Staff• ISD

• Graphic Artists

Strategy?Strategy?

LearnersLearners

Course Designer

Interactivity to meet instructional goals

Interactivity Menu… Discovery Exercise Progressive Disclosure Branching Scenario (troubleshooting) Software Application Simulation Labeling Exercise Role-play simulation Discrimination Exercise (classification) Game show (i.e. Jeopardy, Millionaire) Simple Games (Tic-Tac-Toe) Crossword puzzle (reinforce terminology) Sequencing Exercise Interactive Glossary Flash Cards (recall) Branching Questions Matching Video Interaction Animated Diagram

Tips and Suggestion – Using Interactivity for Rapid Development

• Create an interactivity “sampler” to show to internal customers, SME’s, etc. Review before design activities.

• Don’t create navigation controls at the page level. It’s a waste of time.

• Page turning isn’t bad if used in moderation. Add a healthy mix of interactivity.

• When prototyping, create a prototype for each interaction, not just a single lesson or module.

• Consider using multiple tools to meet the need.

• One caution: make sure interactivity choices don’t overshadow the instruction. It is possible to use too much of a good thing.

Benchmarking the Use of Web 2.0 Learning Technologies and Informal

Learning

Early Web

Early Web Social Web Learning Web

• Personal Web Pages

• Online Encyclopedias

• MP3.com

• Banner Ads

• Online Stores

• Bookstore

• Content Management

• Website Stickiness

• Email Communication

Early Web to “Social Web”

• MP3.com

• Banner Ads

• Online Stores

• Bookstore

Wikipedia

itunes

Google Adsense

Ebay Auctions

Book Reviews

Democratic syndication

MySpace/Facebook

New HireOrientation

Traditional Learning Management Model

Learning Portal - Formal

LMS – Learning Portal

Sales ProcessSales Process LeadershipLeadershipComputer

Applications

ComputerApplications

SafetySafety ProductKnowledge

ProductKnowledge

Job-specificSkills

Knowledge Management

itiona

Centralized KnowledgeAssets

Expert

Learner

Instructor

Worker

Manager

Mentor

Expert

Learner

Using both approaches simultaneously

itiona

Centralized KnowledgeAssets

Expert

Learner

Manager

Mentor

Expert

LMS – Learning Portal

Sales ProcessSales Process LeadershipLeadershipComputer

Applications

ComputerApplications

SafetySafety ProductKnowledge

ProductKnowledge

Job-specificSkills

Learning Portal - Formal

New HireOrientation

Informal Learning

“Informal learning is simply that, which is not directed by an organization or somebody in a

control position.”

- Jay Cross webinar poll

What about tacit knowledge?

ExplicitKnowledge

Tacit Knowledge

• Identifying is difficult• Documenting is even

more difficult

Formal vs. Informal Learning

FormalInformal

(ad hoc)

• Classroom Events• Online courses• Virtual Classroom

• Collaboration• Communities of

practice• Access to Experts• Mentors• Knowledgebanks

Delivery formats

Definition of Wiki

1) A website created by a group; rather than by an individual.

2) In Hawaiian, Wiki means “quick”

3) What I Know Is… (descriptive of the process of collaborative content development.

Ideas for using Wikis in Learning

• Ad hoc, Knowledge Management Repository• Centralized location for documenting and organizing

procedural information• Group-based learning assignments (work as a team) • Soliciting information from Subject Matter Experts;

allowing a group of experts to contribute and edit content.

• Creating content with varying points of view (Groupthink)

• Learning content delivery for content that changes rapidly (bio-technology).

• Learn by teaching (Wiki authors)

Tips to successfully using Wikis for Learning

• Work on the initial taxonomy as a group, then turn them loose

• The more specific the topic focus, the better the content.• Designated time period (when used as part of a structured

course)• Allow the Wiki to develop organically without enforcing too

much workflow• Allow learners to correct each other; rather than jumping in

to correct problems (constructivist approach)• Hold informal training sessions to teach Wiki syntax

especially to Subject Matter Expert• Lead by example – post excellent content

Title here….

...most popular videoblogs on the Web...most popular videoblogs on the Web

200,000 viewers200,000 viewers

Low-cost production

RocketBoom compared to TV Program

• Consumer-brand, video camera; laptop; two lights & a map

• Almost zero overhead costs • Very minimal distribution costs (web-delivered)• Global distribution (world wide demand)• Large potential audience• $0 spent on promotion – 100% word of mouth• Engage audience in topical discussions• Audience can submit stories (including their own

video content)

Vlogs (thinking outside the box)

Vlogs gone Wild!

www.anivegvideo.com

“podcast”

University Lectures via podcasts

• Pilot tests (By Apple) at universities such as Stanford, University of Washington, Missouri, etc.

• Students who can’t attend class have the option to download courses.

• Take classes while exercising or traveling.

Title here….

Early Web to “Social Web”

• MP3.com

• Banner Ads

• Online Stores

• Bookstore

Wikipedia

itunes

Google Adsense

Ebay Auctions

Book Reviews

MySpace/Facebook

Application of Social Web to Learning

• MP3.com

• Banner Ads

• Online Stores

• Bookstore

Wikipedia

itunes

Google Adsense

Ebay Auctions

Book Reviews

MySpace/Facebook

Focused topic forums

Corporate “pedias”

Sharing Learning Bits

Personalized Learning Plan

Peer-to-peer learning market

Content, Mentor Reviews

Knowledge Management

Learning syndication

Social Learning Network

Questions about Informal LearningAfter this discussion….

1. Is informal learning part of my job as a Training/Learning Professional?

2. If not, whose job is it?

3. Should I just set up the technical infrastructure for informal learning, or do I need to be a primary content contributor?

4. How much “control” of informal learning is right for my organization?

5. Should informal learning ever be tracked?

6. If so, what is the best way to track it?

7. What can I do to make sure that informal learning doesn’t become just another “content silo”?

8. How do I set up a loop to make sure that critical issues raised in informal learning exchanges get on the company’s radar screen as possible formal training opportunities?

http://edutechwiki.unige.ch

Learning Blog Recommendations:

• www.internettime.com

• www.willatworklearning.com

• www.learningcircuits.blogspot.com

• www.elearningpost.com

Blog Creation Tools:

• www.blogger.com (#14 in Global, Top 100)• www.wikibooks.com• www.bblog.com• www.blogcms.com• www.sixapart.com/movabletype• www.nucleuscms.org• www.pivotlog.net• www.s9y.org• www.spip.net• www.textpattern.com• www.wordpress.org

Podcast – Tools and Services

• www.odeo.com (free podcast posting through a telephone)

• www.audioblog.com (monthly service fee)• http://audacity.sourceforge.net/ (free, open-

source sound editing software)• www.audioblogger.com (free, puts audio

inside your blog on blogger.com)• www.industrialaudiosoftware.com• www.mixcastlive.com• ….just about any audio recording software

capable of creating .mp3 files

Wiki Sites:

• www.wikispaces.com ($5 a month for private Wikis)

• www.socialtext.com• www.jot.com• www.atlassian.com• www.twiki.org• www.zwiki.org• www.pbwiki.com• www.snipsnap.org• www.openwiki.com• www.mediawiki.org• www.wikibooks.org (same engine used for wikipedia)

Benchmarking Blended Learning

Definition

Blended Learning

1) To combine or mix various instructional delivery modes and methods to meet a common set of learning goals or objectives.

2) Blending the best characteristics of instructor-led training with other, innovative forms of instruction.

3) A phrase frequently used as “buzz words” to try and persuade buyers to choose e-learning solutions (sometimes synonymous with “hype”).

How organizations view “Blended”

Constructivism – “learners create their own reality, based on past experience.”

Behaviorism – “cause and control of behaviors that can be measured and observed.”

Cognitivism – “Mental maps, macro thinking, cognition”

Delivery Methods

Classroom

Hands-on LabVideo

Self Study

CD-ROM

E-Learning

Virtual Classroom/Virtual Meeting

Collaboration: EmailThreaded

Discussion, etc.

Video ConferencingSatellite Solutions

Webcasts

Simulations

Embedded WorkflowJust-in-time Learning

Knowledgebase

OJT Coaching/Mentoring

Blended Learning

Ameriprise (Minneapolis, MN)

Business issue: how do you offer consistent training to learners in Atlanta, Boston, Minneapolis, and Seattle?

Previously used regionally located trainers Learning community (by date of hire) meet together for

training for 10 weeks; 90 minutes, 3 times each week; 15 virtual sessions each day

Embedded “war stories” from experts in the field (pre-recorded Webex mini-scenarios)

Before $4.1 Million; After $1.3 Million 95% pass rate; 60,000 completions from in 16 months

Learners: Financial Advisors; geographically disperse

Best Practice: War stories, blended learning, regular sessions with learning community

Time Zones

Cathay Pacific Airline (Hong Kong)

Learners: 14,000 staff worldwide; very geographically disperse

Best Practice: Rapid delivery of quickly changing content; innovative use of application sharing for interactivity

Difficult to pull people off the job for location-based training

Rapidly changing visa requirements (China)

Cathay was fined millions for misunderstanding of visa requirements

Needed quick, hard-hitting training in 32 countries

Synchronous learning

Wide use of pictures of documents for interactive discussion; passing application sharing control for others to point out parts of documents

Traditional Model Real-Time, Blending Learning

Service as a Product

University of Phoenix (½ virtual, ½ on-campus University)

1300 virtual online sessions per week; 17,000 instructors

Typical course 5 to 6 weeks in duration

Class size 10-13 people to “make the course manageable for instructor and to facilitate collaboration”

Evaluations of course effectiveness indicate that there is “no significant difference” in either the cognitive or affective results

Learners: 180,000 students; 106k attend classes at physical locations; 74,000 take courses fully online

Main Business: Higher Education, For-Profit University

Best Practice: Optimization of class size through experience; research-based findings comparing classroom and virtual

Blended Curriculum

One Lecture per Week. Live virtual session or recorded session.

Group and Individual Projects Given Weekly. Small group of 3 to 6; many projects done through work; assignment uploaded

Threaded Discussion. Students are graded on their level of participation

Course Resources. Articles, worksheets, online textbook

Knowledge Tests. Multiple choice, true/false and essay questions

Post Course Evaluation. Level 1

Blended Learning in an LMS

Kirkpatrick – 4 Levels of Evaluation

• Level 1 – Reaction (did they like it?)

• Level 2 – Learning (did they learn something?)

• Level 3 – Behavior (do they now perform better?)

• Level 4 – Results (are we meeting organizational goals?)

Donald KirkpatrickAuthor

Benchmarking Talent and Performance Management

Training

HR LINE OF BIZ

Who owns performance Management in your

organization?

Convergence of Learning and Talent Management

TalentManagement

Compensation Management

Talent Acquisition

Time and Attendance

Performance Appraisals

CompetencyManagement

Career and Succession

PlanningWorkforce Planning

Classroom Management

Onboarding

e-Learning

PerformanceManagement

Certification &Assessment

Learning ContentManagement

Learning ReportingAnd Tracking

TalentManagement

Talent Acquisition

Time and Attendance

Onboarding

e-Learning

Performance Management

Goals of Performance Management

• Align employee behaviors with organizational goals and guiding principles

• Ensure employee motivation and accomplishment of objectives

• Improve interactions between managers and employees about performance

• Document employee performance objectively for use in development and rewards

TalentManagement

Talent Acquisition

Time and Attendance

Onboarding

e-Learning

Solutions originating from HR Automation Sector

• Taleo• BrassRing• Vurv• Authoria• Ceridian• Halogen• SuccessFactors• Cezanne• Softscape• SAP• Oracle

TalentManagement

Talent Acquisition

Time and Attendance

Onboarding

e-Learning

Solutions originating from the Learning Space

• Saba• Cornerstone • GeoLearning• Learn.com• KnowledgePlanet• Plateau• TEDS• SumTotal

Cost vs. Functionality of learning platform

Skill-Gap Analysis

Launch e-learning

Advanced Classroom Management

Content Development Tools

Reusable Learning Content

Happy Sheet

Talent Management

Analytics

Language support

3rd party content

Deep Backoffice Integration

Certification

Testing

Advanced Question Types

Reporting

Collaborative Learning

E-commerce

Informal Learning Repository

Regulatory & Compliance Tracking

Multiple Portals

Who are the buyers/owners? (LMS)

Training HR IT LINE OF BIZ

Training HR IT Line of Biz

Levels of Performance Management Treatment

Level 1. Paper-based, filing system (pharma non-example)Level 2. Spreadsheet or other standard application, tracking compliance and qualificationsLevel 3. Using isolated tools for performance management (i.e. forms for performance appraisals, stand-alone 360 degree assessment.Level 4. Learning Management System (LMS) with robust tracking, competency management, blended learningLevel 5. Convergence of LMS and Talent Management

Levels of Performance Management Treatment

Typical Evolution of Performance Management

New CompanyHuman Resources Training

Deploy system to track employees, benefits, compensation

Oversee annual performance reviews Provide learning content in the areas of

management, regulatory/compliance, and software application

Work with “competencies”

Skills, knowledge and attitude training Manage classroom and online learning Provide a catalog of learning content to

teach people how to “do their jobs” Creates reports showing “learning gains” Measures through “competencies”

Does the word “competency” mean the same thing to both groups?

New CompanyHuman Resources

Radiology Technician: Operates X-ray equipment Good people/patient skills Practice patient safety Teamwork/Collaboration

Radiology Technician: Follows correct procedure to calibrate X-

ray equipment Practices seven steps to mixing chemicals

without endangering patients When encountering a difficult patient,

practices proper engagement strategy

Training

Is “Performance Management” a product or a practice/process?

Consider the practice of “Knowledge Management”

Name the top 3, Knowledge Management solutions.

Define the term “knowledge management”

Knowledge management in an organization is controlled by which group?

Time on job

Training

RecruitRecruit OnboardOnboard

Line of Biz

LearnLearnAppraiseAppraise

CareerCareer

CompensateCompensate

PromotePromote

Cathay Pacific Airline (Hong Kong)

Learners: 14,000 staff worldwide; very geographically disperse

Best Practice:Connecting annual performance review with actual, observed behavior as opposed to arbitrary pay increase. Using an LMS

Previous approach: annual reviews almost always lead to annual pay raises, based on simple, scored form

The process was sending the wrong message about what constitutes good performance

Goal: Build an environment that encourages the practice of desired “behavior”

LMS serves up a combination of learning and performance events, then creates a profile to reward performance.

Tips for optimizing performance management using an LMS

• Open communication between HR and Training; find a way to work together on competencies

• If you already have some form of competency management in place, link it; rather than replace

• Blended learning is more about on-the-job training, than it is about mixing classroom and online. Don’t be afraid to have your learners “perform.” It is the key to performance management.

• Take advantage of the testing capabilities of your LMS to measure knowledge. Pass this information along during performance reviews

Tips for optimizing performance management using an LMS (cont)

• Use Analytics to measure Kirkpatrick levels 3 and 4. It will take some thought, but you can do it.

• Try taking on “onboarding” as a task for you LMS. You can mix forms and learning into a single environment. Great proof-of-concept for what is possible.

• The most important thing you can do is to create a unified, learning delivery system to bridge the content from HR, training and other content providers into a unified, individualized learning plan.

Unified SystemUnified

InterfaceIndividualized Learning Plans

Common messaging

Comprehensive Transcript

Questions???

Facilitator:

Bryan ChapmanChief Learning Strategist

Chapman Alliancebryan@chapmanalliance.com

Hosted by

Learning Governance: Aligning People, Processes and Technology

(Bonus Slides)

High-Level Governance

IBM Learning Investment Council. Representatives from each learning organization comprise the IBM Learning Investment Council. The role of this team is to decide which projects are the most critical enterprise learning priorities. An endorsement by this team provides official enterprise sanction and funding. In addition, the group monitors spending by project.

Learning Management Council. Representatives from lines of business form this council that are responsible for (1) setting rules on how we manage all learning at IBM, (2) defining principles of operation, (3) defining standards for learning design, (4) defining vision and strategy for learning systems, and (5) sharing best practices.

Learning Governance

Create and organize single-point, dedicated staff for managing and operating the learning infrastructure including (1) a central learning system manager, (2) root training administrator, and (3) dedicated IT support position. This group will serve as a central resource for ALL training projects, company wide.

Training Manager

Learning SystemManager

Central TrainingAdmin

Central TrainingAdmin LMS IT SupportLMS IT Support

Optional

Highly Recommended

E-Learning ProjectManager

AuthoringSpecialist

InstructionalDesigner

GraphicArtist

FTE’s

• Companies with up to 500 learners - 3 FTE’s and a median of 3 months

• 501 – 5,000 learners – 4 FTE’s and 4 months

• More than 5,000 – 4 FTE’s and 6 months

Learning Governance - How many people does it take to install and implement?

Learning System Manager, Primary Responsibilities – Full stewardship responsibility for all things pertaining to the overall learning infrastructure– Manages team of dedicated learning system support staff– Head of the Learning Governance Committee, liaison with stakeholders– Creates the LMS Charter (with input from the committee)– Owner of standards for learning platform– Single point of contact with vendor reps for issues with the learning platform (although others from IT, training and

stakeholder groups will be involved in discussions and decisions)– Single point of contact for supporting divisional training needs– Provides training for LMS admin users and content contributors company wide– Manages relationships with 3rd party courseware providers and external development resources– Communicates with management and users on project status, planned activities and future enhancements– Promote and support system adoption, including the use of new functionality– Oversee the compilation of system statistics, publishing them for key user groups on a monthly, quarterly and annual basis.– Supervise day-to-day administrative operation of the LMS

Optional

Highly Recommended

Learning Governance Learning SystemManager

Learning SystemManager

Central Training Administrator, Primary Responsibilities – Responsible for compilation of system statistics, publishing them for key user groups on a monthly, quarterly and annual

basis– Expert resource on how to use the system for classroom enrollment, registration, self enrollment, etc.– Responsible for owning and running the automated notification schedule, making sure the right learners will be in the right

place at the right time. – Trains group training administrators and managers interacting with the system– For groups that don’t have admin staff, this person can operate as an ad hoc training admin; scheduling

classroom/workshop events, tracking attendance and completion, and mining reporting data.– Provide help desk support for admin users and managers– Provides 2nd tier escalation of help desk issues– Generating and validating chargeback/billing reports on system usage– Detail tracking of all work done to support system upgrade enhancements and requests.– Works with stakeholders to design reporting template specification– Understands workflow processes/procedures within the organization and make suggestions and improvements to better

align learning with day-to-day workflow

Learning Governance Central TrainingAdmin

Central TrainingAdmin

Optional

Highly Recommended

LMS IT Support, Primary Responsibilities – Responsible for insuring that the LMS is meeting company needs. – Responsible for making changes to the system, based on Governance Committee approved enhancements.– Maintains a record of system bugs, issues, problems and recommended enhancements– Develops workaround for limitations in system functionality– Creates report templates and mines data for ad hoc reporting– Maintains interoperability between the LMS and back office systems– Assist in the development and maintenance of systems documentation (design specifications, technical manuals, user guides,

etc.)– Provide systems training and support to both internal and partner administrators, facilitators, and coordinators.– Handles 3rd tier help desk issues. Chases down and validates bugs vs. user error.– Quality assurance and platform testing for online learning solutions– Manages and maintains specifications for learning applications– Uploads learning content to central server and ensures smooth operation of training delivery– AICC/SCORM expert; tests interoperability of learning content– Manages system uptime

Learning Governance

Optional

Highly Recommended

LMS IT SupportLMS IT Support

E-Learning Project Manager, Primary Responsibilities – Responsible for creating a management strategy for all online learning content– Primary, internal development resource to create online learning according to training needs (i.e. developing

courses on new hire orientation, product knowledge, how to manage budgets, sales training, etc.)– Support the creation and management of a cohesive training curriculum and support materials– Supervises team of dedicated resources for creating online learning including instructional designer(s),

graphic artist(s), and authoring specialist(s)– Works with organizations hired for outsource development of online learning content.– Champion learning projects and articulate strategic goals across the company (from the content perspective)– Develop an annual plan for curriculum development– Establish and maintain a quality end-to-end development process, managing overall production process– Teach divisional groups how to create their own learning content according to standards– Collect, assess and disseminate information about learner satisfaction

Learning Governance

Optional

Highly Recommended

E-Learning ProjectManager

Authoring Specialist, Primary Responsibilities – Author, edit and maintain online courseware using tools such as Flash, Dreamweaver, etc.– Become an expert on LMS authoring modules and assess use for specific content– Ensure interoperability between online courses and the LMS– Assist in testing courseware compatibility with hardware and network specifications– Meeting project deadlines for timely delivery of critical online learning course materials– Developing software simulations – Works closely with subject matter experts to ensure content integrity and fidelity

Learning Governance

Optional

Highly Recommended

AuthoringSpecialist

Instructional Designer, Primary Responsibilities – Designs and produces quality training materials based on adult learning theories using interactive

technologies– Works directly with subject matter experts to collect developmental information and for script-

storyboard approval– Writes performance-based learning objectives– Write test items to ensure learning transfer– Creates design documents to communicate design plans to others– Generates scripts-storyboards (specifications for the authoring specialist) – Conducts learning-project needs analysis and front-end assessment– Validates training results, ensuring that the courses are meeting their objectives for both internally and

externally created learning content.– Creates and manages training project timelines to ensure ontime delivery of learning projects.

Learning Governance

Optional

Highly Recommended

InstructionalDesigner

Graphic Artist, Primary Responsibilities – Work closely with instructional development team to design and layout instructional media including

art, photos, animations and video– Maintains library of media assets used for learning and training purposes (both for online and

classroom-based learning)– Meeting with subject matter experts to collect information about instructional media requirements– Creates media for computer-based, web-based, and print-based learning.

Learning Governance

Optional

Highly Recommended

GraphicArtist

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