Internet and intranet technologies offer tremendous opportunities to bring learning into the mainstream of business. E-Learning outlines how to develop an organization-wide learning strategy based on cutting-edge technologies and explains the dramatic strategic, organizational, and technology issues involved.
Written for professionals responsible for leading the revolution in workplace learning, E-Learning takes a broad, strategic perspective on corporate learning. This wake-up call for executives everywhere discusses:
• Requirements for building a viable e-learning strategy
• How online learning will change the nature of training organizations
• Knowledge management and other new forms of e-learning
Marc J. Rosenberg, Ph.D. (Hillsborough, NJ) is an independent consultant specializing in knowledge management, e-learning strategy and the reinvention of training. Prior to this, he was a senior direction and kowledge management field leader for consulting firm DiamondCluster International.
|Publisher:||McGraw-Hill Professional Publishing|
|Product dimensions:||6.40(w) x 9.30(h) x 0.92(d)|
About the Author
Marc J. Rosenberg is an independent consultant specializing in knowledge management, e-learning strategy, and the reinvention of training. Prior to this, he was a senior direction and kowledge management field leader for consulting firm DiamondCluster International. A popular presenter with over two decades of experience in the field, Dr. Rosenberg is also a former president of the International Society for Performance Improvement. He lives in Hillsborough, NJ.
Read an Excerpt
Chapter 1: Learning Is a Lot More Than TrainingThe expotential growth of information that characterizes modern business makes the need for learning more important than ever. But the sheer volume of what we have to learn and the speed at which we must learn it can be daunting. So much so that old models of learning acquisition are failing us. Meeting this challenge requires new thinking about how we acquire knowledge and skill, and how we deploy learning resources that can keep up with the knowledge economy.
Learning and training are often thought of as synonymous; they are not. Training is the way instruction is conveyed; it supports learning, which is our internal way of processing information into knowledge. But since there are many ways we can learn, an effective learning strategy must transcend training.
Some dictionaries equate learning with activities such as training or education. Others use broader cognitive viewpoints like "acquired wisdom, knowledge, or skill," or scientific-sounding behavioral definitions such as "a modification of behavior as a result of experience." While all of these definitions are useful, we can go further to define learning in a way that works in the context of organizations and businesses.
What Is Learning?
In business, learning is a means to an end. Generally speaking, that end is enhanced workforce performance, which in turn reflects its value-better products and services, lower costs, a more competitive posture in the marketplace, greater innovation, improved productivity, increased market share, etc.
In the context of business, learning is the process by which people acquire new skills or knowledge for the purpose ofenhancing their performance. Companies want salespeople to learn new selling techniques so they can improve their sales results, which goes right to the business's bottom line. A hotel wants its desk clerks to learn more about customer service so they can be more helpful to guests, and, as a result, the hotel can increase occupancy rates and solidify brand loyalty. The independent plumber seeks to learn a new way to repair burst pipes so that s/he can do the job more quickly and thus handle more customers in the same amount of time. Investment houses want their stockbrokers to learn more about investment strategy so they can presumably provide a greater level of client service, while the firm can increase the amount of assets it has under management. In each case, learning enables an individual or groups of individuals to work faster, better, and smarter so that they and their organizations (or employers) reap business benefits.
The Role of Training
We have traditionally relied on training as the "default" approach to facilitating and improving performance, and instruction as the specific process that makes training work. Training/instruction is used when it is necessary to shape learning in a specific directionto support learners in acquiring a new skill or to utilize new knowledge in a specific way or to a specific level of proficiency, and perhaps within a specific time frame. Airline pilots are trained to be sure that they can demonstrate all the skills and competencies necessary to operate an airplane safely and efficiently before anyone flies with them. Surgeons are trained because of the grave consequences that might result if they practiced their craft without certification of their skills-in advance. Police officers are trained not only because society needs to be sure they are skilled, but also to be sure that they employ their skills appropriately in situations where life and death decisions are made in split seconds. Customer care representatives are trained to respond appropriately with customers every time, and technical experts are trained to fix infrastructure or systems problems quickly so our businesses run smoothly.
Training can be delivered in many ways-in the classroom, over the phone, through a computer or via satellite, to name a few. And a variety of instructional approaches are used to get the job done, including lecture, case study, simulation, drill and practice, laboratories, and small group work. In the end, training has four main elements:
1. An intent to enhance performance in a specific way, typically derived via needs assessments and reflected in learning goals and instructional objectives.
2. A design reflecting the instructional strategy that is best suited to the learning requirement and the learner's attributes, as well as the measurement strategy that gauges the effectiveness of the training.
3. The means and media by which the instruction is conveyed, which may include the classroom, a variety of technologies, independent study, or a combination of approaches.
4. In high accountability situations, a more formalized assessment or certification capability...
Table of Contents
|Part I||The Opportunity|
|Chapter 1||Learning Is a Lot More Than Training||3|
|What Is Learning?||4|
|The Role of Training||5|
|A New Era||6|
|The Transformation Is Underway||6|
|Broadening Our Perspective: The Role of E-Learning||10|
|The Internet and Organizational Learning||13|
|What Is Your Purpose in the New World of Learning?||16|
|Chapter 2||The E-Learning Revolution||19|
|A Short (and Often Frustrating) History of Technology for Learning||20|
|The Rise of a Web-Based Learning Industry||25|
|Benefits of E-Learning||29|
|Why Have an E-Learning Strategy?||31|
|A Strategic Foundation for E-Learning||32|
|An E-Learning Journey||35|
|Part II||New Approaches for E-Learning|
|Chapter 3||Why Most CBT Doesn't Work and How It Can Be Better||41|
|The Road to Better Online Training||48|
|Does Multimedia Enhance Learning?||55|
|Online Training at U S WEST||58|
|Moving a Highly Successful "Soft Skills" Classroom Course to the Web: A Case Study||59|
|Online Training Is Just One Part of E-Learning||62|
|Chapter 4||Knowledge Management: When Information Is Better Than Instruction||63|
|The Web: Classroom or Library?||63|
|What Is Knowledge Management?||65|
|Types of Knowledge||66|
|Knowledge Management Benefits: The Virtual Corporate Brain||68|
|The Knowledge Management Pyramid||70|
|Is Expertise Always Required?||75|
|Integrating Performance Support Into Knowledge Management||76|
|Community and Collaboration in Knowledge Management||78|
|Managing the Information||81|
|Knowledge Structuring Is Key||84|
|Knowledge Management for Sales Executives at AT&T Global Services||85|
|Knowledge Management for Customer Service at U S WEST||88|
|Knowledge Management and Performance Support at Merrill Lynch||90|
|Moving Problem-Solving and Decision-Making Skills to E-Learning: A Case Study||91|
|Commercial Examples From the Internet||93|
|Building a Knowledge Management Solution||103|
|Implications for E-Learning||109|
|An E-Learning Journey||111|
|Chapter 5||Integrating E-Learning and Classroom Learning||117|
|The New Role of Classroom Training||120|
|Building a Learning Architecture||121|
|A Learning Architecture for Sales Development at AT&T Global Services||129|
|A Learning Architecture for Financial Consultants at Merrill Lynch||133|
|A Learning Architecture for Initial Call Center Training at U S WEST||136|
|Creating a Learning Architecture for Executives||137|
|Can You Put Classroom Training on the Web?||139|
|Killer Apps in E-Learning||144|
|An E-Learning Journey||145|
|Part III||Organizational Requirements for E-Learning|
|Chapter 6||Building and Managing an E-Learning Infrastructure||151|
|You Cannot Begin Without Access ... or a Strong Partnership With IT||152|
|The Fall and Rise of PLATO: How Advances in Technology Almost Doomed One of the First Real CBT Systems||154|
|Using a Single Web Portal to Consolidate Employee Orientation at Prudential||159|
|Learning Management Systems||161|
|The Goal of Interoperability||167|
|Don't Just Throw Stuff Out There!||173|
|Some Notes About Authoring||174|
|Key Questions to Ask About an E-Learning Infrastructure and Tools||176|
|Chapter 7||The Four C's of Success: Culture, Champions, Communication, and Change||179|
|Building a Learning Culture||180|
|Culture-Building Strategies That Don't Work||181|
|Culture-Building Strategies That Do Work||185|
|Signs Your Senior Leadership May Not Be Serious About E-Learning||189|
|Helping Senior Managers Become True Champions of E-Learning||193|
|Leadership and Communication||196|
|Why a Successful E-Learning Strategy Needs an Effective Change Strategy||199|
|Four Additional Rules of Change||201|
|How Dell Creates an E-Learning Culture||203|
|Knowledge Management as a Facilitator of Change at AT&T||205|
|What About the Training Organization Itself?||207|
|An E-Learning Journey||207|
|Chapter 8||Justifying E-Learning to Top Management ... and to Yourself||211|
|Justifying E-Learning Costs||214|
|Demonstrating E-Learning Quality||220|
|Evaluating E-Learning Service||224|
|Evaluating E-Learning Speed||225|
|The Two Questions Every Training Organization Asks ... but Perhaps Shouldn't||225|
|The E-Learning Value Proposition||227|
|An E-Learning Journey||228|
|Chapter 9||Reinventing the Training Organization||233|
|Signs the Training Department May Not Be Truly Interested in E-Learning||234|
|Can Training Organizations Change?||238|
|A New Business and Governance Model for the Training Organization||241|
|Reexamining Facilities as E-Learning Takes Root||245|
|Outsourcing and E-Learning||246|
|Professional Development and Recruitment||249|
|Reinventing Training at Cisco Systems: A Case Study||252|
|What Can E-Learning Organizations Learn From E-Business?||255|
|Is It Too Late?||260|
|An E-Learning Journey||261|
|Chapter 10||Navigating the Vendor Marketplace||269|
|E-Learning Vendors Can Be Relentless--How to Manage Them||271|
|Finding Good Vendors||273|
|The E-Learning Request for Proposal (RFP)||277|
|The Vendor's Perspective||281|
|Maintaining a Good Ongoing Relationship||282|
|Chapter 11||E-Learning on a Shoestring||285|
|When You Don't Have an Intranet||286|
|Buy as Much as You Can ... Build Only When Necessary||286|
|Needed: One Good Professional||287|
|Don't Do E-Learning When It's Not Necessary, but Be Ready When It Is||288|
|Chapter 12||Creating Your E-Learning Strategy||291|
|Who Should Participate?||292|
|Analyze Your Current Situation||292|
|Describe Your Desired Situation||294|
|Set Your Vision||295|
|State Your Mission||296|
|Conduct Force-Field and SWOT Analyses||298|
|Build an Action Plan||301|
|Chapter 13||The Future of E-Learning||305|
|The Challenges Ahead||306|
|The End of "e"||311|
|An E-Learning Journey||311|
|Appendix A||The E-Learning "Top 20"--20 Key Strategic Questions You Must Answer About the Sustainability of Your E-Learning Efforts||317|
|Appendix B||E-Learning Resources||323|
|Supporting Materials, Resources, and Links at www.books.mcgraw-hill.com/training/rosenberg||331|
What People are Saying About This
Gloria Gery, Consultant in Performance Support and Learning:
Marc Rosenberg has nailed it. He surfaces the issues, realistically describes alternatives and operationalizes what a true e-learning strategy is. Good cases. Good ideas. Good writing. You need this book!
Pat Kelly, Vice President, People Development, AT&T Wireless Services
Rosenberg's vision and advice will guide corporate leaders in harnessing the power of e-learning. I will share this book with my colleagues.
Elliott Masie, President, The MASIE Center:
Marc Rosenberg is one of the key thinkers in the ever changing world of learning and technology. This book offers a pragmatic and powerful set of resources for any organization walking the sometime slippery e-learning pathway.
John W. Coné, Vice President, Dell Learning, Dell Computer Corporation:
If there is any reason to fear e-learning, it's that we will fail to understand why we are doing it. This book combines the right amount of reflection on why with a heavy dose of sound advice about how to. It has a lot in common with it's subject. It's just what we need just in time.
Most Helpful Customer Reviews
This is a must read for executives involved in implementing Corporate University initiatives within their company.
Author Marc Rosenberg provides one of the first books devoted to strategies for developing organization-wide, online learning. He goes beyond the obvious technological challenges of Web-based training to explain that technology and content are meaningless without a culture of learning. But creating this culture means confronting dramatic strategic, organizational and political issues. In this roadmap for building and sustaining a learning culture, Rosenberg offers an essential balance between the structure of e-learning (design and technology issues) and its implementation (acceptance and support issues). His book is an impassioned wake-up call to all executives who are concerned about the future of their organizations. To begin building your company¿s culture of learning, we at getAbstract.com urge you to arm yourself with this practical, yet philosophical, manual ¿ a weapon for professionals on the front lines of the revolution in workspace learning.