I recently read a post on a leading social networking site, which suggested that eLearning was not an effective training solution. My initial reaction was one of complete disagreement. However, after some consideration, I would agree with this post. Yet, I would add that most ineffective eLearning solutions are the outcome of inferior practices by non-skilled instructional designers or organizational processes that limit the practice of good instructional design.
First let me define eLearning. Electronic learning (eLearning) – ELearning is a wide set of applications and processes, such as web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet local area networks/wide area networks (LAN/WAN), audio and videotape, satellite broadcast, interactive TV, computer disk (CD) ROM, and more (Kaplan-Leiserson, 2004). Hartley (2000) implies that examples of the types of technology, which can be used in on demand learning, include faxes, emails, the Internet, personal commuters, PDAs, and cell phones.
Over my 18 years in workplace learning, I have evaluated a number of eLearning solutions. Unfortunately, it is with great sadness that I have consistently found flaws both from an instructional design and education perspective. I would suggest that developing an effective eLearning solution requires more than knowledge of the latest authoring tool or technology; it requires an understanding of the audience, developing strong learning objectives, creating engagement elements that motivate and stimulate learning, addressing the different learning modalities, solid writing, applying the correct audio and visual treatment, and incorporating the correct learning strategies based on the appropriate learning objectives.
The rigor that goes in developing an effective eLearning solution is one of sophistication as well as strict processes. I would suggest that authoring an eLearning solution requires more than creativity. It requires a level of experience and knowledge in education, instructional design, and instructional technology. A good eLearning instructional designer/developer must understand the process of educating your intended audience (children, students, or adults), and must be aware of the authoring tool’s capabilities. Creating a solid eLearning solution requires an ISD approach that is flawless in assessment, design, development, implementation, and evaluation, and I would also suggest that anyone who would suggest that these processes can be skipped has more than likely fell victim to silent voices of learners whose feedback was marginalized through the organization’s rhetoric of a successful learning program. Additionally, I would suggest that to under estimate the importance of the foundational education theories and strategies, as well as to select the wrong authoring tool or under utilize its capabilities is a guarantee recipe for developing an inferred solution.
Tuesday, March 15, 2011
Thursday, February 24, 2011
A Case for Social Technology in Workplace Learning
Workplace learning has long been viewed as having the responsibility of deploying objective-based learning that enables employees to carry out the organization’s mission. The drivers of learning solutions in the workplace are the corporate power influencers, leaders who require learning to be specific in order to drive and align productivity to the mission of the organization. In recent years, developing social capital has become a concept for increasing importance in understanding the antecedents of organization performance (Morton, Brookes, Dainty, Backhouse, & Burns, 2006). As a result, creating learning opportunities through social connections has become a high priority initiative among learning leaders in workplace learning environments.
Until the twentieth century, print was the key medium for delivering learning in the workplace (Bower and Hardy, 2004). However, “the need for high-level skills in today’s knowledge-based economy has helped hurtle an emerging eLearning marketplace that is primed for growth in the years ahead” (Commission of Technology & Adult Education [CTAE], 2001, p. 10). The next several years will encompass a significant presence of broadband, wireless, smart cars, smart fridges, streaming media, voice recognition, and the inevitable growth of new Internet applications (Taylor, 2001). In a digitally enabled culture, workplace learning and development is becoming increasingly digitized (Boyd, 2002).
The learner’s perspective provides yet another lens through which to consider this digital evolution. In 2005, SkillSoft, a leading commercial eLearning content provider, commissioned an independent survey across a random sample of 3,000 employees to ascertain their attitudes and preferences regarding learning and development. The participants were asked to indicate their preferred method of learning. The researched yielded that 20% of the respondents liked to learn informally from other employees and through online learning materials based on their immediate need, 13% of the participants indicated that they preferred to attend instructor-led courses and workshops, and 67% preferred a blended method (Baldwin-Evans, 2006).
Shifting directions in learning organizations, advancements in technology, and preferences of learners have influenced training and education to move away from informative content delivery; that is, the transfer of discrete, abstract concepts (Goodyear, 2002). The movement is toward social-constructionist, student-centered models with increasing emphases on the skills that support independent, self-motivated learning (Hobbs, Brown, & Gordon, 2006).
Promise exists in the use of social media software within workplace learning environments to support this emerging digital learning era. Since its inception, social media tools have been expanding considerably (Boyd & Ellison, 2007). Examples of social media software include weblogs, wikis, RSS (Really Simple Syndication) feeds, social networking, and social book marking. Social media software is not limited to these specific technologies, and learning leaders are exploring how best to incorporate new social media software into workplace learning environments. New technology applications have given rise to an emerging form of electronic learning (eLearning), which has potential to support social learning and social constructivist theories.
Until the twentieth century, print was the key medium for delivering learning in the workplace (Bower and Hardy, 2004). However, “the need for high-level skills in today’s knowledge-based economy has helped hurtle an emerging eLearning marketplace that is primed for growth in the years ahead” (Commission of Technology & Adult Education [CTAE], 2001, p. 10). The next several years will encompass a significant presence of broadband, wireless, smart cars, smart fridges, streaming media, voice recognition, and the inevitable growth of new Internet applications (Taylor, 2001). In a digitally enabled culture, workplace learning and development is becoming increasingly digitized (Boyd, 2002).
The learner’s perspective provides yet another lens through which to consider this digital evolution. In 2005, SkillSoft, a leading commercial eLearning content provider, commissioned an independent survey across a random sample of 3,000 employees to ascertain their attitudes and preferences regarding learning and development. The participants were asked to indicate their preferred method of learning. The researched yielded that 20% of the respondents liked to learn informally from other employees and through online learning materials based on their immediate need, 13% of the participants indicated that they preferred to attend instructor-led courses and workshops, and 67% preferred a blended method (Baldwin-Evans, 2006).
Shifting directions in learning organizations, advancements in technology, and preferences of learners have influenced training and education to move away from informative content delivery; that is, the transfer of discrete, abstract concepts (Goodyear, 2002). The movement is toward social-constructionist, student-centered models with increasing emphases on the skills that support independent, self-motivated learning (Hobbs, Brown, & Gordon, 2006).
Promise exists in the use of social media software within workplace learning environments to support this emerging digital learning era. Since its inception, social media tools have been expanding considerably (Boyd & Ellison, 2007). Examples of social media software include weblogs, wikis, RSS (Really Simple Syndication) feeds, social networking, and social book marking. Social media software is not limited to these specific technologies, and learning leaders are exploring how best to incorporate new social media software into workplace learning environments. New technology applications have given rise to an emerging form of electronic learning (eLearning), which has potential to support social learning and social constructivist theories.
Friday, November 19, 2010
Why adult educators should become more aware of the ways that policies influence professional practice.
Introduction
Policies are outcomes of political power and influence. Therefore, adult educators must be aware of their significance and influence in professional practice. This article will attempt to provide a scholarly supported argument as to why adult educators should be aware of the way that policies (power) influence the professional practice, and how they should prepare for this influence.
Politics in Education
According to Ginsburg (2000), politics in education can be conceptualized into two distinct but interconnect ways: “the politics of education and the political work accomplished through education” (p.ix). Sissel (2001), suggest adult education history illustrates the number of accomplishments and literature regarding how political work has been accomplished through education. Sissel also has suggested that scholars have sought to understand how the political landscape has affect adult educators work and lives, as well as ways that the adult educator can facilitate change in environments congested with polices driven by political power.
As cited in Sissel (2001), West and Blumberg (1990) would suggest that politics and concepts of political power are not restricted to activities of governments or partisan electoral politics. They are rather influenced by power and in all aspects of the human condition. Understanding this reality is critical for adult education practitioners. An adult educator’s realm of influence is ultimately driven by a political agenda outside of their control. Sissel would suggest that because political analysis can be applied in any human context, it is all political.
Cevero and Wilson (p. 1, 2001) would support this ideology by arguing this concept from another approach, “the education of adults has played an active part in the ongoing constitution of social, economic, political, and cultural alike since the beginning of human history.” Furthermore, Cevero and Wilson (2001) suggest that over the years, “many of the institutions of society, from trade unions to higher education, from local community-based organization to multinational corporations have increasingly turned to adult education to fashion a society in terms of their own interest and values” (p.1).
As cited in Cevero and Wilson (2001), Knowles (1980) explains that adult education “brings together into a discrete social system all the individual, institutions, and associations concerned with the education of adults and perceives them as working towards common goals of improving the methods and materials of adult learning, extending the opportunities for adults to learn, and advancing the general level of our culture” (p.25). According to Cevero and Wilson (2001), this optimism stems from the belief that by helping adults learn, adults educators improve the lives of individuals, increase the effectiveness of organizations, and meet the needs of society. However political influences often create barriers for adult learners. “Adult education is not practice on a neutral stage. It happens in a social location that is defined by particular social vision in relation to the wider systems of social economic and cultural relations of power” (p.6)
Implications
So what, why does this matter to adult education. Why should adult educators be aware of how power influences practice. According to Sissel (2001), one aspect of the politics of adult education addressed frequently in the literature has been the notion of power and privilege and its corollary construct: powerlessness and marginality.” From my perspective, I have personally seen how power has been used in organizations to marginalized groups of adult learners. Power influences relationships particularly in relation to gender, class, and race (Hart, 1992, Tisdell, 1993; Flannery, 1994; Sheared, 1994; Cunningham, 1996; Johnson-Bailey and Cervero, 1996, 2000; Sissel, Birdsong, and Silaski, 1997; Rocco and West, 1998; Sissel, 2000; Sheared and Sissel, 2001).
To illustrate the practical ramifications of policies of power, within an HRD context, as Cevero and Wilson (2001) so accurately articulated, “the trade unions and the HRD department offer design programs that define workers differently in terms of economic relationships with management and owners of capital. For example, there are a number of program within my own organization that are defined by different levels of work relationships, and have access elements based on policy driven criteria, which are design to marginalize groups.
Adult education in HRD is not neutral. The adult educators who embrace a humanistic foundation, and who believes that the highest professional and moral principle for adult educators is to involve learners in identifying their needs, often are disappointed by the practical realities of HRD. Therefore, it is critical for adult educator to be aware of how policies of power influence learning within this micro environment. According to Ball (1987) and Blasé (1991a) as cited n Sissel (2001) have pointed out that macrolevel social, political and cultural factors all influence the micropolitics of educational settings. Therefore, the micropolitics of education organizations and the teaching and learning that take place within them cannot be understood without some comprehension of the external environment in which then function.
Continuing professional education CPE programs, graduate education, grassroots/community development and international education are not exempt. Each micoenvornment is shaped by internal and external influences of power. As Hall (1978) has summarized, all serious educational movements are political. For example , a CPE program not only shapes a learners purpose and place, but influence learner’s power relationships. From my perspective, graduate education program maintain power structures in society by creating policies that marginalize groups. Graduate programs have been historically accused by the powerless for establishing policies, such as enrollment deadlines and tuition fees that have marginalize groups of people and helped to maintain existing power structures. On the other hand, grassroots/community development program are design to challenge the power structure and shift the power from the haves to the have nots. These program’s policies are typically design to remove power from one group and give it to another. However, beware adult educators, for sometimes the have nots are not always the have nots. At times they can be the power structure wanting to stay in power. Finally, I believe that International education program supports the power structures associated with globalization and at the same time seeks to reduce marginalization of the vary poor.
According to Sissel (2001), as adult educators begin to think about the power structures existing in various miroenvironment, then they begin to think politically about the expectations they have about learners, themselves, and others. Sissel (2001) suggest, “while the politics of diversity affects our collective way of being, diversity issues ale influence our interactions with learners.
Policies in all forms of education programming are design based on the power agenda of a selected few. From my perspective, understanding the political agenda will enable adult educators to find ways to operate with the environment. However, according to Cevero and Wilson (p. 7, 2001), “although it is true that practicing adult educators, regardless of their ideological stance, must attend to the practical issues of how to operate with exciting political relations, this stand has come under criticism on two counts: (1) its definition of power is narrowly focused along individual lines, and (2) its largely unprincipled attention to the “how to” of politics leaves aside issues of “what for”.” Forester’s (1998) literature on organizational politics may help adult educators recognize how to negotiate organizational politic. The literature defines those politics largely in terms of which individuals have power in the organizational setting. “Thus it fails to conceptualize power in socialstructural terms, in which the hierarchical relationships of race, class, and gender are manifested in adult education” Cevero and Wilson (p. 7, 2001)
Conclusion
In conclusion, adult educators should understand that everything is political. Politics influence adult learning in every facet. It is critical for adult educators to understand the macro and micro environments that they work. No environment is void of political influence. Additionally, they must understand how to navigate through policies of power.
They must be aware of who various policies are design to benefit and who they will marginalize. Finally, the adult educator must be aware that their ideological stances may conflict with the internal and external environment. However, understanding the possible conflicts will allow them to engage with a larger critical lens and look for opportunities to influence.
References
Ball. S. The micropliticas of the School: Towards a Theory of School Organization. London: Methuen, 1987
Cervero, R., and Wilson, A.(2001) Power in practice: Adult education and the struggle for knowledge and power in society. San Francisco: Jossey-Bass.
Ginsburg, M. (2000) Given a head start, should one cooperate or compete? In P. A. Sissel, (2001) Thinking politically: a framework for adult and continuing education. No 91. 5-15
Sissel, P.A (2001) Thinking politically: a framework for adult and continuing education. No 91. 5-15
West, G. and Blumberg, R.L. “reconstructing Social Protest from a feminist perspective. In P. A. Sissel, (2001) Thinking politically: a framework for adult and continuing education. No 91. 5-15
Policies are outcomes of political power and influence. Therefore, adult educators must be aware of their significance and influence in professional practice. This article will attempt to provide a scholarly supported argument as to why adult educators should be aware of the way that policies (power) influence the professional practice, and how they should prepare for this influence.
Politics in Education
According to Ginsburg (2000), politics in education can be conceptualized into two distinct but interconnect ways: “the politics of education and the political work accomplished through education” (p.ix). Sissel (2001), suggest adult education history illustrates the number of accomplishments and literature regarding how political work has been accomplished through education. Sissel also has suggested that scholars have sought to understand how the political landscape has affect adult educators work and lives, as well as ways that the adult educator can facilitate change in environments congested with polices driven by political power.
As cited in Sissel (2001), West and Blumberg (1990) would suggest that politics and concepts of political power are not restricted to activities of governments or partisan electoral politics. They are rather influenced by power and in all aspects of the human condition. Understanding this reality is critical for adult education practitioners. An adult educator’s realm of influence is ultimately driven by a political agenda outside of their control. Sissel would suggest that because political analysis can be applied in any human context, it is all political.
Cevero and Wilson (p. 1, 2001) would support this ideology by arguing this concept from another approach, “the education of adults has played an active part in the ongoing constitution of social, economic, political, and cultural alike since the beginning of human history.” Furthermore, Cevero and Wilson (2001) suggest that over the years, “many of the institutions of society, from trade unions to higher education, from local community-based organization to multinational corporations have increasingly turned to adult education to fashion a society in terms of their own interest and values” (p.1).
As cited in Cevero and Wilson (2001), Knowles (1980) explains that adult education “brings together into a discrete social system all the individual, institutions, and associations concerned with the education of adults and perceives them as working towards common goals of improving the methods and materials of adult learning, extending the opportunities for adults to learn, and advancing the general level of our culture” (p.25). According to Cevero and Wilson (2001), this optimism stems from the belief that by helping adults learn, adults educators improve the lives of individuals, increase the effectiveness of organizations, and meet the needs of society. However political influences often create barriers for adult learners. “Adult education is not practice on a neutral stage. It happens in a social location that is defined by particular social vision in relation to the wider systems of social economic and cultural relations of power” (p.6)
Implications
So what, why does this matter to adult education. Why should adult educators be aware of how power influences practice. According to Sissel (2001), one aspect of the politics of adult education addressed frequently in the literature has been the notion of power and privilege and its corollary construct: powerlessness and marginality.” From my perspective, I have personally seen how power has been used in organizations to marginalized groups of adult learners. Power influences relationships particularly in relation to gender, class, and race (Hart, 1992, Tisdell, 1993; Flannery, 1994; Sheared, 1994; Cunningham, 1996; Johnson-Bailey and Cervero, 1996, 2000; Sissel, Birdsong, and Silaski, 1997; Rocco and West, 1998; Sissel, 2000; Sheared and Sissel, 2001).
To illustrate the practical ramifications of policies of power, within an HRD context, as Cevero and Wilson (2001) so accurately articulated, “the trade unions and the HRD department offer design programs that define workers differently in terms of economic relationships with management and owners of capital. For example, there are a number of program within my own organization that are defined by different levels of work relationships, and have access elements based on policy driven criteria, which are design to marginalize groups.
Adult education in HRD is not neutral. The adult educators who embrace a humanistic foundation, and who believes that the highest professional and moral principle for adult educators is to involve learners in identifying their needs, often are disappointed by the practical realities of HRD. Therefore, it is critical for adult educator to be aware of how policies of power influence learning within this micro environment. According to Ball (1987) and Blasé (1991a) as cited n Sissel (2001) have pointed out that macrolevel social, political and cultural factors all influence the micropolitics of educational settings. Therefore, the micropolitics of education organizations and the teaching and learning that take place within them cannot be understood without some comprehension of the external environment in which then function.
Continuing professional education CPE programs, graduate education, grassroots/community development and international education are not exempt. Each micoenvornment is shaped by internal and external influences of power. As Hall (1978) has summarized, all serious educational movements are political. For example , a CPE program not only shapes a learners purpose and place, but influence learner’s power relationships. From my perspective, graduate education program maintain power structures in society by creating policies that marginalize groups. Graduate programs have been historically accused by the powerless for establishing policies, such as enrollment deadlines and tuition fees that have marginalize groups of people and helped to maintain existing power structures. On the other hand, grassroots/community development program are design to challenge the power structure and shift the power from the haves to the have nots. These program’s policies are typically design to remove power from one group and give it to another. However, beware adult educators, for sometimes the have nots are not always the have nots. At times they can be the power structure wanting to stay in power. Finally, I believe that International education program supports the power structures associated with globalization and at the same time seeks to reduce marginalization of the vary poor.
According to Sissel (2001), as adult educators begin to think about the power structures existing in various miroenvironment, then they begin to think politically about the expectations they have about learners, themselves, and others. Sissel (2001) suggest, “while the politics of diversity affects our collective way of being, diversity issues ale influence our interactions with learners.
Policies in all forms of education programming are design based on the power agenda of a selected few. From my perspective, understanding the political agenda will enable adult educators to find ways to operate with the environment. However, according to Cevero and Wilson (p. 7, 2001), “although it is true that practicing adult educators, regardless of their ideological stance, must attend to the practical issues of how to operate with exciting political relations, this stand has come under criticism on two counts: (1) its definition of power is narrowly focused along individual lines, and (2) its largely unprincipled attention to the “how to” of politics leaves aside issues of “what for”.” Forester’s (1998) literature on organizational politics may help adult educators recognize how to negotiate organizational politic. The literature defines those politics largely in terms of which individuals have power in the organizational setting. “Thus it fails to conceptualize power in socialstructural terms, in which the hierarchical relationships of race, class, and gender are manifested in adult education” Cevero and Wilson (p. 7, 2001)
Conclusion
In conclusion, adult educators should understand that everything is political. Politics influence adult learning in every facet. It is critical for adult educators to understand the macro and micro environments that they work. No environment is void of political influence. Additionally, they must understand how to navigate through policies of power.
They must be aware of who various policies are design to benefit and who they will marginalize. Finally, the adult educator must be aware that their ideological stances may conflict with the internal and external environment. However, understanding the possible conflicts will allow them to engage with a larger critical lens and look for opportunities to influence.
References
Ball. S. The micropliticas of the School: Towards a Theory of School Organization. London: Methuen, 1987
Cervero, R., and Wilson, A.(2001) Power in practice: Adult education and the struggle for knowledge and power in society. San Francisco: Jossey-Bass.
Ginsburg, M. (2000) Given a head start, should one cooperate or compete? In P. A. Sissel, (2001) Thinking politically: a framework for adult and continuing education. No 91. 5-15
Sissel, P.A (2001) Thinking politically: a framework for adult and continuing education. No 91. 5-15
West, G. and Blumberg, R.L. “reconstructing Social Protest from a feminist perspective. In P. A. Sissel, (2001) Thinking politically: a framework for adult and continuing education. No 91. 5-15
Monday, June 8, 2009
A Model for Evaluating eLearning Vendors
A technology explosion has occurred in the learning solution marketplace. ELearning choices have expanded over the years. As a result, the eLearning market place is saturated with choices. Additionally due to mergers and acquisitions between competitors, the learning technology landscape is constantly changing. This land mine of alternatives has created quandary amoung eLearning professionals.
Selecting an eLearning system/vendor can be the most critical decision made by professionals in organizations. Therefore, professionals must be diligent in exploring evaluation strategies to select supplies that will deliver eLearning solutions to address their company’s learning needs, integrate in their learning and technical environments, deliver within their project time-lines, and meet their learning budget requirements.
The following model emerged as a result of my years of experience in the Training and Education Technology practice. Through countless ah ha moments, I developed a model that I hope will move professionals down a successful vendor selection road.
Additionally, this model is designed to engage the business stockholders in a group decision-making process in order to facilitate a high degree of informed and aligned decision-making.
Module Overview
Phase 1 – Assess the Need
Determine the significance and impact of the potential solution within the organization. Elements to consider during this phase include the enabling company policies or procedures, as well as the underlying rationale for implementation. Consider addressing the following questions:
What is the rational for the solution?
How many people will be impacted by the solution?
Is the executive leadership in support of the solution?
Dose the organization culture support this approach?
Why should the company outsource?
What are the benefits of outsourcing?
Phase 2 – Identify the Stakeholders
Consider the business stakeholders, their stakes, and other clients (i.e., people, groups, or organizations that will assist in the creation, implementation, or support). Consider addressing the following questions:
Who are the primary stakeholders – those people who will be directly impacted?
Who are the secondary stakeholders - those people whose business process will change as a result of the implementation?
Who are the tertiary stakeholders - those are the people who will need to be kept informed of the implementation?
Who in IT will I need to partner with?
Are there any existing internal process or procedures that need to be followed?
Phase 3 – Understand the Internal Organizational Success Factors
Develop a list of internal/external (contextual) factors that may be relevant to the success/failure of the solution in the environment. These factors may include: benchmarking strategy and knowledge structure; the organizational culture; information technology; employee involvement and training; the leadership and the commitment of senior management; a learning environment and resource control; and evaluation of professional training and teamwork. Consider addressing the following questions:
What are the main objectives identified for the eLearning system?
What services will the eLearning solution provide the customers?
What system features will the eLearning system need to include?
What resources will be needed in order to support the eLearning system?
What internal technologies will the eLearning system need to support?
What training will be needed in order to be more effective users of the technology?
What are the system requirements of the new application?
Will the solution be hosted internally or externally?
How will the eLearning system be evaluated on an annual basis?
What are your internal budget constraints?
Phase 4 - Check-in
The check-in is designed to align decision-making and agreement to move forward in the evaluation process. During this check-in phase, the stakeholders should:
Assess the data collected in step 1-3:
Discuss the ramifications of the data.
Determine if enough data exist to move forward
Move forward to steps 5-8 or
Gather more data in steps 1-3.
Phase 5 – Gain An Understanding Of The Industry
During the fifth phase, the evaluator should focus on collecting data on potential vendors in the industry who may meet the criteria established in phase three. Some of the actives, that should be performed during this stage include: reviewing data on eLearning systems/vendors; attending several product demonstrations; attending supplier user group meetings. Consider addressing the following questions:
Who are the potential vendors?
How are the company’s rated by creditable sources?
Has the solution been successful at other companies?
What evidence exists of valid product use at other organizations?
Phase 6 – Examine Your Internal Environment
Once a narrowed list of potential vendors has been created, interviews should be arranged. It is recommendation that during this stage, the evaluator should conduct in-person interviews in order to meet, talk with, and observe the vendor in their normal surroundings. Also, this phase should focus on gather significant technical information about the vendor. At this point, the evaluator should solicit the support of IT professions to determine all the appropriate questions. However, during the interview, consider asking some foundational questions:
What staff is required to maintain the system?
What skills are needed to maintain the system?
What additional consulting requirements are necessary?
What are the technical configuration requirements?
In addition, to technical functionality, key considerations are technical infrastructure, scalability, and maintenance.
What type of administrator training will be needed?
What additional training will be needed?
What is the implementation plan?
What is the post implementation plan?
Will customization be required?
What technical resources will be required for implementation?
What is the application’s maintenance strategy?
Is help desk support required?
Who will need training and how will training be delivered?
Phase 7 – Examine the External Environment
Several factors in the vendor’s environment can impact the vendor’s ability to deliver a quality application or service. During this phase, the evaluator should conduct an environmental scan to identify external threats to the vendor. The objective of this scan is to determine if any of the external factors may impact the vendor’s ability to provide quality service. Consider asking the following questions in order to determine how external environmental factors will impact the vendor’s ability to deliver quality services:
How will economic conditions impact the vendor's ability to deliver quality service? (Example: Are there any planned mergers?)
How will international factors such as European Unions, wage comparisons, trade agreements, and globalization impact the vendor’s ability to delivery quality service?
How will advances in technology, technological skills, and process changes impact the vendor’s ability to deliver quality service? (Example: What are the trends in the industry?)
How will worker skills, corporate responsibility, and population shifts impact the vendor’s ability to deliver quality service?
How will employment factors, such as: immigration, migration, occupational and industry shifts, recruitment, unions, unemployment, turnover trends, and relocation impact the vendor’s ability to provide quality service?
How will changing labor force factors impact the vendor’s ability to deliver quality service?
How will federal, state, and local legislation impact the vendor’s ability to delivery quality service?
Phase 8 – Collect Customer Feedback
Obtain a list of vendor clients who have installed the solution within a similar technical environment. The evaluator should ask the potential vendor if there are any legal constraints, which will prevent companies from participating in an interview. If none exist, the evaluator should move forward and conduct the interviews.
Consider interviewing the vendor’s customers: HR administrators, IT department, and managers who have worked with the system. Additionally, conducting telephone interviews accommodates the interviewer and interviewee’s schedule constraints and reduces cost in the process. Consider asking the following questions:
How successful was the integration of the eLearning solution?
Did you find any support gaps? What where they?
What are your lessons learned?
What would you recommend we should consider before implementing this solution?
Phase 9 - Check-in
Much like the first check-in, this check-in is designed to align decision-making and agreement to move forward in the evaluation process. During this check-in phase, the stakeholders should:
Assess the data collected in steps 5-8
Discuss the ramifications of the data
Determine if enough data exist. If not, gather more data in steps 5-8.
Identify the top two or three vendors
Move forward to steps 10-11
Phase 10 –Evaluate the Solution in Your Technical Environment
With the support of the organization’s IT department, group, or individuals, during this phase, the evaluator should technically assess the system within the company’s environment. This phase allows the evaluator to observe the functionality of the perspective technology in a natural environment setting. Additionally, this phase should support the company’s pre-existing system evaluation process. However, if a process doses not exist, the evaluation should solicit the support of an IT professional. The goal during this phase is to determine the applications compatibility constraints with the existing company’s architecture. Some of the earlier questions asked in phases will need to be confirmed.
Does the organization’s infrastructure support the new application requirements?
Will the system integrate with the existing HR systems, technical environment, and any other eLearning components?
Does the system meet the needs of work from remote offices?
Is customization required?
Should the solution be hosted internally or externally?
What technical resources will be required for implementation?
What should be the application’s maintenance strategy?
What type of technical training is needed?
Phase 11- Allow Potential Users to Evaluate the Solution
User acceptance testing is another IT evaluation process. However, this process allows potential users to evaluate the solution in an artificial environment. This phase consist of testing the usability of the application from a technical navigation perspective. The organization may have internal groups to facilitate the functional testing with potential users. This usability tests allow the evaluator to see what works and what doesn't work from a user perspective. During this phase, a data collection tool will need to be created to test critical user scenarios.
Did the system perform as expected?
Was the application easy to use?
What modifications are needed to allow for easier use?
What end user training will be necessary?
Phase 12 - Check-in
The final check-in process is designed to align decision-making and agreement that will enable the process to move forward. During this check-in phase, the stakeholders should:
Evaluate the data gathered from steps 10-11
Assess the internal support gaps
Develop a plan to address gaps
Decide which vendor will move forward
Phase 13 – Evaluate the total Cost of the Solution
Towards the end of the process, the evaluator should conduct a cost analysis to assess the potential cost of the remaining options. A cost analysis consists of identifying all the components contributing to the total cost of the program. During this phase, all the resources required to support the solution are identified, and their dollar value is calculated. The following is a sample of the various cost associated with an eLearning solution. When costs are aligned to the project’s budget, then the evaluation process can move forward.
Application hosting fee
Development/training fees
Consultant fees and expenses
Hours needed for staff professionals
Cost for clerical help
Cost for line management support
Data maintenance support cost
Equipment costs, such as computers, servers, etc.
Phase 14 – Examine all the Contractional Elements
When negotiating the terms of the agreement, the evaluator should work with legal experts, get everything in writing, and obtain answers to the following questions:
Does pricing address consulting fees, training fees, and annual maintenance costs?
Are future upgrades and system components included in the initial contract?
Does pricing include the addition of future users?
Are there adequate agreements for service and support levels if the supplier merges or is acquired by another company?
Is a third party consultant implementing other technologies (Who are ultimately accountable for the success of the system's functionality?
Is there an out clause for nonperformance or failure to meet key implementation deadlines?
Implications
So what does this mean for the field of HRD? I believe that scholars and practitioners should research eLearning improvement strategies that will benefit the organization and the learners. Additionally, professionals must be diligent in exploring learning enhancements that can be incorporated in eLearning development efforts to improve the organization’s acceptance and the learner’s learning experience. This article presents a summary of a model that HRD practitioners may consider when selecting an eLearning solution. However, detailed research is needed to examine the practical appropriateness of these strategies within the context of the organization.
Examining this strategies’ practical application may provide additional information and or additional strategies to support e-learning development. Therefore opportunities clearly exist to further examine eLearning improvement strategies and thus should be championed by practitioners or scholars.
Author
Kellye Guidry
Principal/Managing Consultant,The Right Training Group
Doctorial Candidate, Northern Illinois University
Kguidry_rtg@sbcglobal.net
Phone: 877-667-4601
Fax: 773-268-2833
Email: kguidry_rtg@sbcglobal.com
Selecting an eLearning system/vendor can be the most critical decision made by professionals in organizations. Therefore, professionals must be diligent in exploring evaluation strategies to select supplies that will deliver eLearning solutions to address their company’s learning needs, integrate in their learning and technical environments, deliver within their project time-lines, and meet their learning budget requirements.
The following model emerged as a result of my years of experience in the Training and Education Technology practice. Through countless ah ha moments, I developed a model that I hope will move professionals down a successful vendor selection road.
Additionally, this model is designed to engage the business stockholders in a group decision-making process in order to facilitate a high degree of informed and aligned decision-making.
Module Overview
Phase 1 – Assess the Need
Determine the significance and impact of the potential solution within the organization. Elements to consider during this phase include the enabling company policies or procedures, as well as the underlying rationale for implementation. Consider addressing the following questions:
What is the rational for the solution?
How many people will be impacted by the solution?
Is the executive leadership in support of the solution?
Dose the organization culture support this approach?
Why should the company outsource?
What are the benefits of outsourcing?
Phase 2 – Identify the Stakeholders
Consider the business stakeholders, their stakes, and other clients (i.e., people, groups, or organizations that will assist in the creation, implementation, or support). Consider addressing the following questions:
Who are the primary stakeholders – those people who will be directly impacted?
Who are the secondary stakeholders - those people whose business process will change as a result of the implementation?
Who are the tertiary stakeholders - those are the people who will need to be kept informed of the implementation?
Who in IT will I need to partner with?
Are there any existing internal process or procedures that need to be followed?
Phase 3 – Understand the Internal Organizational Success Factors
Develop a list of internal/external (contextual) factors that may be relevant to the success/failure of the solution in the environment. These factors may include: benchmarking strategy and knowledge structure; the organizational culture; information technology; employee involvement and training; the leadership and the commitment of senior management; a learning environment and resource control; and evaluation of professional training and teamwork. Consider addressing the following questions:
What are the main objectives identified for the eLearning system?
What services will the eLearning solution provide the customers?
What system features will the eLearning system need to include?
What resources will be needed in order to support the eLearning system?
What internal technologies will the eLearning system need to support?
What training will be needed in order to be more effective users of the technology?
What are the system requirements of the new application?
Will the solution be hosted internally or externally?
How will the eLearning system be evaluated on an annual basis?
What are your internal budget constraints?
Phase 4 - Check-in
The check-in is designed to align decision-making and agreement to move forward in the evaluation process. During this check-in phase, the stakeholders should:
Assess the data collected in step 1-3:
Discuss the ramifications of the data.
Determine if enough data exist to move forward
Move forward to steps 5-8 or
Gather more data in steps 1-3.
Phase 5 – Gain An Understanding Of The Industry
During the fifth phase, the evaluator should focus on collecting data on potential vendors in the industry who may meet the criteria established in phase three. Some of the actives, that should be performed during this stage include: reviewing data on eLearning systems/vendors; attending several product demonstrations; attending supplier user group meetings. Consider addressing the following questions:
Who are the potential vendors?
How are the company’s rated by creditable sources?
Has the solution been successful at other companies?
What evidence exists of valid product use at other organizations?
Phase 6 – Examine Your Internal Environment
Once a narrowed list of potential vendors has been created, interviews should be arranged. It is recommendation that during this stage, the evaluator should conduct in-person interviews in order to meet, talk with, and observe the vendor in their normal surroundings. Also, this phase should focus on gather significant technical information about the vendor. At this point, the evaluator should solicit the support of IT professions to determine all the appropriate questions. However, during the interview, consider asking some foundational questions:
What staff is required to maintain the system?
What skills are needed to maintain the system?
What additional consulting requirements are necessary?
What are the technical configuration requirements?
In addition, to technical functionality, key considerations are technical infrastructure, scalability, and maintenance.
What type of administrator training will be needed?
What additional training will be needed?
What is the implementation plan?
What is the post implementation plan?
Will customization be required?
What technical resources will be required for implementation?
What is the application’s maintenance strategy?
Is help desk support required?
Who will need training and how will training be delivered?
Phase 7 – Examine the External Environment
Several factors in the vendor’s environment can impact the vendor’s ability to deliver a quality application or service. During this phase, the evaluator should conduct an environmental scan to identify external threats to the vendor. The objective of this scan is to determine if any of the external factors may impact the vendor’s ability to provide quality service. Consider asking the following questions in order to determine how external environmental factors will impact the vendor’s ability to deliver quality services:
How will economic conditions impact the vendor's ability to deliver quality service? (Example: Are there any planned mergers?)
How will international factors such as European Unions, wage comparisons, trade agreements, and globalization impact the vendor’s ability to delivery quality service?
How will advances in technology, technological skills, and process changes impact the vendor’s ability to deliver quality service? (Example: What are the trends in the industry?)
How will worker skills, corporate responsibility, and population shifts impact the vendor’s ability to deliver quality service?
How will employment factors, such as: immigration, migration, occupational and industry shifts, recruitment, unions, unemployment, turnover trends, and relocation impact the vendor’s ability to provide quality service?
How will changing labor force factors impact the vendor’s ability to deliver quality service?
How will federal, state, and local legislation impact the vendor’s ability to delivery quality service?
Phase 8 – Collect Customer Feedback
Obtain a list of vendor clients who have installed the solution within a similar technical environment. The evaluator should ask the potential vendor if there are any legal constraints, which will prevent companies from participating in an interview. If none exist, the evaluator should move forward and conduct the interviews.
Consider interviewing the vendor’s customers: HR administrators, IT department, and managers who have worked with the system. Additionally, conducting telephone interviews accommodates the interviewer and interviewee’s schedule constraints and reduces cost in the process. Consider asking the following questions:
How successful was the integration of the eLearning solution?
Did you find any support gaps? What where they?
What are your lessons learned?
What would you recommend we should consider before implementing this solution?
Phase 9 - Check-in
Much like the first check-in, this check-in is designed to align decision-making and agreement to move forward in the evaluation process. During this check-in phase, the stakeholders should:
Assess the data collected in steps 5-8
Discuss the ramifications of the data
Determine if enough data exist. If not, gather more data in steps 5-8.
Identify the top two or three vendors
Move forward to steps 10-11
Phase 10 –Evaluate the Solution in Your Technical Environment
With the support of the organization’s IT department, group, or individuals, during this phase, the evaluator should technically assess the system within the company’s environment. This phase allows the evaluator to observe the functionality of the perspective technology in a natural environment setting. Additionally, this phase should support the company’s pre-existing system evaluation process. However, if a process doses not exist, the evaluation should solicit the support of an IT professional. The goal during this phase is to determine the applications compatibility constraints with the existing company’s architecture. Some of the earlier questions asked in phases will need to be confirmed.
Does the organization’s infrastructure support the new application requirements?
Will the system integrate with the existing HR systems, technical environment, and any other eLearning components?
Does the system meet the needs of work from remote offices?
Is customization required?
Should the solution be hosted internally or externally?
What technical resources will be required for implementation?
What should be the application’s maintenance strategy?
What type of technical training is needed?
Phase 11- Allow Potential Users to Evaluate the Solution
User acceptance testing is another IT evaluation process. However, this process allows potential users to evaluate the solution in an artificial environment. This phase consist of testing the usability of the application from a technical navigation perspective. The organization may have internal groups to facilitate the functional testing with potential users. This usability tests allow the evaluator to see what works and what doesn't work from a user perspective. During this phase, a data collection tool will need to be created to test critical user scenarios.
Did the system perform as expected?
Was the application easy to use?
What modifications are needed to allow for easier use?
What end user training will be necessary?
Phase 12 - Check-in
The final check-in process is designed to align decision-making and agreement that will enable the process to move forward. During this check-in phase, the stakeholders should:
Evaluate the data gathered from steps 10-11
Assess the internal support gaps
Develop a plan to address gaps
Decide which vendor will move forward
Phase 13 – Evaluate the total Cost of the Solution
Towards the end of the process, the evaluator should conduct a cost analysis to assess the potential cost of the remaining options. A cost analysis consists of identifying all the components contributing to the total cost of the program. During this phase, all the resources required to support the solution are identified, and their dollar value is calculated. The following is a sample of the various cost associated with an eLearning solution. When costs are aligned to the project’s budget, then the evaluation process can move forward.
Application hosting fee
Development/training fees
Consultant fees and expenses
Hours needed for staff professionals
Cost for clerical help
Cost for line management support
Data maintenance support cost
Equipment costs, such as computers, servers, etc.
Phase 14 – Examine all the Contractional Elements
When negotiating the terms of the agreement, the evaluator should work with legal experts, get everything in writing, and obtain answers to the following questions:
Does pricing address consulting fees, training fees, and annual maintenance costs?
Are future upgrades and system components included in the initial contract?
Does pricing include the addition of future users?
Are there adequate agreements for service and support levels if the supplier merges or is acquired by another company?
Is a third party consultant implementing other technologies (Who are ultimately accountable for the success of the system's functionality?
Is there an out clause for nonperformance or failure to meet key implementation deadlines?
Implications
So what does this mean for the field of HRD? I believe that scholars and practitioners should research eLearning improvement strategies that will benefit the organization and the learners. Additionally, professionals must be diligent in exploring learning enhancements that can be incorporated in eLearning development efforts to improve the organization’s acceptance and the learner’s learning experience. This article presents a summary of a model that HRD practitioners may consider when selecting an eLearning solution. However, detailed research is needed to examine the practical appropriateness of these strategies within the context of the organization.
Examining this strategies’ practical application may provide additional information and or additional strategies to support e-learning development. Therefore opportunities clearly exist to further examine eLearning improvement strategies and thus should be championed by practitioners or scholars.
Author
Kellye Guidry
Principal/Managing Consultant,The Right Training Group
Doctorial Candidate, Northern Illinois University
Kguidry_rtg@sbcglobal.net
Phone: 877-667-4601
Fax: 773-268-2833
Email: kguidry_rtg@sbcglobal.com
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