Accelerating Performance Towards Maturity 2011 Benchmark

8/7/2019 Accelerating Performance Towards Maturity 2011 Benchmark

1/67

www.towardsmaturity.org Acceleratingperformancethroughlearninginnovation 1

AcceleratingPerformance

Towards Maturity 2010-11 Benchmark

Full Report


2/67


About this research

Thisstudyisthefourthinalongitudinalresearchserieslookingatthetrendsintheuseand

implementationoflearningtechnologiesintheworkplace.Theresearchispublishedinasuiteof

reports:

AcceleratingPerformance TowardsMaturity201011benchmark:ExecutiveSummary

AcceleratingPerformance TowardsMaturity201011benchmark:Fullreport

AcceleratingPerformance TowardsMaturity201011benchmark:Longitudinaltrends

datatables

Thisisthefullreportandthesuiteofreportscanbedownloadedforfreeat

www.towardsmaturity.org/2010benchmark.

Acknowledgements

TheworkwascommissionedbyBectaaspartoftheirongoinglegacytosupporteffectiveuseof

learningtechnologiesintheworkplaceonbehalfoftheDepartmentofBusiness,Innovationand

Skills.

The2010benchmarkrepresentsauniqueindustrycollaborationandweacknowledgetheinputs

fromthe15organisationsbelowtoensurethatthisreviewaddressesthechangingtechnicaland

businessenvironmentacrossallsectors.

WealsogratefullyacknowledgethecontributionsofCharlesJenningsandNigelPaineinshapingour

thinkingforthisreport.

Researchteam

LauraOverton,HowardHills,GennyDixon

Previousstudiesinthisseriescanbedownloadedathttp://tinyurl.com/TMbenchmark

CopyrightTowardsMaturityCIC2010

Allrightsreserved.Nopartofthismaterialprotectedbythiscopyrightmaybereproducedorutilisedinanyform,orbyanymeans,

electronicormechanical,includingphotocopying,recording,orbyanyinformationstorageandretrievalsystemwithoutprior

authorisation


3/67


The201011TowardsMaturity

BenchmarkReportcouldnothave

comeatabettertime.The

evidenceisnowhereinspades:

technologyenabledlearningis

reallystartingtodeliver.However

therealstepchangein

performance,itisclearfromthe

report,comesnotjustfromthe

useoftechnologyperse,but

frominnovationthinking,

practicallyapplied.

Thisisauniquemomentforthose

workinginlearning...

Ithoroughlyrecommendthe

201011TowardsMaturity

BenchmarkSurveyasanessential

resourcetohelpthemontheir

journeytowardsmaturityinthe

useoflearninginnovation.

.Foreword by Peter Butler

Thisworkstartedin2003withanimportantquestionwhy

dosomeorganisationsgetbetterbusinessresultsthrough

usinglearningtechnologythanothers?

Theoriginalstudieslookedatthepracticesof16

organisationsthoughtatthetimetobesuccessful,tolearn

whattheyweredoing.Theythenwenttotheirstafftofind

outifitworkedfromtheirperspective!Thefoundationsfor

thisresearchwerelaidandnow1200organisationshave

nowbeenthroughtheTowardsMaturityBenchmarksurvey

overthepast7years.Overthattime,technologyand

circumstanceshaveallchangedbutnow,morethanever,

organisationsareseriouslyconsideringhowtechnologycan

enablelearningmoreeffectivelyandtheTowardsMaturity

benchmarksurveyismorepertinentthanever.

Workingpracticesacrossallsectorshaveradicallychanged

overthattime.Weneedtobemoreefficientandmore

responsiveinordertoprovideexcellentofferingsand

service.Learninganddevelopmentisnodifferent.

Technologyenabledlearningisnolongerjustabout

creatingstandaloneelearningcourses,wehaveto

considerhowwecanuseittoinnovatehowweembed

ongoingperformanceimprovementintotheveryfabricof

howwedothings.AsL&Dprofessionalswefirsthavetobe

creativeandinnovativeabouthowwedevelop

performanceinourorganisationsandthenwelookto

technologytoseehowwecanachievethis.

Thestarkrealityisthisifweaspiretobeworldclass,to

addingcorevalueandimprovingperformance,wehaveto

bewillingtoconstantlyimprove.Ibelievethat

benchmarkingisanessentialbusinesstoolrequiredto

achievethisandonethatisnotusedoftenenoughin

learning.

Forme,beingawareofwhatothersareachievingandhowtheyareachievingithelpsfinetune

decisionmaking,shortcuttingourjourneytoimprovement.Wherethereisagap,thereis

opportunitytocloseitbutwhereweareaheadofthecurve,thereisnotimetobecomplacent.We

havetocontinuetodrivethestandardshigher.

The201011TowardsMaturityBenchmarkcouldnothavecomeatabettertime.Theeconomic

climatehasimpactedeveryone.Asorganisationsarepursuingthemoreforlessagenda,the


4/67


interestintechnologyenabledlearningisatapeak.Butitisclearfromtheevidencethatwecant

affordtokeepdoingwhatwehavealwaysdone.Convertingclassroomcoursestoelearning

content,

introducing

efficiencies

in

tracking

and

administration

merely

automates

the

learning

process.

Thisisauniquemomentforthoseworkinginlearning.Wehavetheopportunitytoleverage

circumstancestobecomeagentsforchangewithinourorganisations.Ithoroughlyrecommendthe

201011TowardsMaturityBenchmarkSurveyasanessentialresourcetohelpyouonthatjourney.

PeterButler

LearningDirector,LloydsBankingGroup

AwordfromothersabouttheTowardsMaturityBenchmarkSurvey

We are modernising the way that we think about learning in the council and technology is a criticalelement. Taking part in the TM Benchmark gave us a chance to reflect on our strategyand implementation plans. The personalised report helped us refine our approach and providedpractical ideas that really increased engagement and saved us time. Wendy Henry, Senior L&DOfficer, Lincolnshire CC

The personalised benchmark report we received has provided a framework for learning technologystrategy and implementation that I keep coming back to in essence it has helped me to define myobjectives, highlighting areas where we can further develop a culture of learning within the RNLI.John LeRossignol, Learning Resources Manager at RNLI

Lookingahead

Ouraimasanotforprofitorganisationistoprovideindependentpracticalresearchinthe

applicationoflearninginnovationtosupportorganisationslookingtoaccelerateperformance.We

wouldliketothankBectaformakingthispossiblebysupportingthelasttwostudies.Moving

forward,wewillberefreshingtheBenchmarkSurveyonanannualbasisthankstothesupportofour

Ambassadors

from

across

the

industry.

ThefoundingAmbassadorsforthe2011BenchmarkSurveyare:


5/67


Table of Contents

1 Introduction........................................................................................................................... 71.1 Background.............................................................................................................................71.2 Researchthemesandmethodology.......................................................................................81.3 Demographicsofbenchmarkparticipants..............................................................................9

2 LearningTechnologyTrends.................................................................................................. 122.1 Investmentdrivers................................................................................................................122.2 Learningtechnologiesandtools...........................................................................................152.3 Skillsprogrammes.................................................................................................................192.4 Reachinglearners..................................................................................................................232.5 Barrierstoadoption..............................................................................................................252.6 Trendsinimplementation.....................................................................................................272.7 Theimpactofrecession........................................................................................................292.8 Summary...............................................................................................................................32

3 Businessimpactmeasurement.............................................................................................. 343.1 Benefitsoflearningtechnologies.........................................................................................343.2 IntroducingtheTowardsMaturityIndex(TMI)....................................................................383.3 IntroducingnewKeyPerformanceIndicators(KPI)..............................................................413.4 Measuringoverallbusinessperformance.............................................................................433.5 Summary...............................................................................................................................45

4 AcceleratingPerformance..................................................................................................... 464.1 Newmodelsoflearning........................................................................................................464.2 Supportingformallearning...................................................................................................474.3 ExploringtheTowardsMaturitymodel................................................................................504.4

Enabling

social

learning

.........................................................................................................

54

4.5 Skillsandattitudesofthelearningfunction.........................................................................584.6 Summary...............................................................................................................................59

Annexes........................................................................................................................................ 60Annex1 Surveydesign....................................................................................................................60Annex2 Sampleofparticipatingorganisations..............................................................................61Annex3TheTowardsMaturityModel..........................................................................................63Annex4 KPIsbysector....................................................................................................................65Annex5 AboutTowardsMaturity...................................................................................................66


6/67


List of Figures

Figure1TheTowardsMaturityModel 6workstreamsthatinfluenceeffectiveness...........................7Figure2Locationandsectorofbenchmarkparticipantorganisations..................................................9Figure3Industrysectorsrepresentedinbenchmark...........................................................................10Figure4Distributionofsurveyrespondentsintermsofperceivedmaturity......................................10Figure5Maturityrelatedtothelengthoftimeorganisationshavebeenusingelearning................11Figure6Relativematurityofdifferentsectors.....................................................................................11Figure7Comparisonofdriversbetweensectors.................................................................................13Figure8Changeindriversforlearningtechnologiessince2008.........................................................14Figure9Predictedincreaseinsociallearningtechnologies.................................................................18Figure10Skillsprogrammesenabledbytechnology...........................................................................20Figure11Variationbetweensectorsinskillsprogrammesoffered.....................................................21Figure12Comparisonoferatingbetween2008and2010.................................................................22Figure13Organisationsofferinglearningleadingtoqualifications.....................................................22Figure14Locationswhereuserscanaccesselearningprovision.......................................................24Figure15Barriersreportedbydifferentsectors..................................................................................26Figure16Trendsinbarrierstolearningtechnologies..........................................................................27Figure17Impactofthecurrenteconomicclimateonplannedusageoflearningtechnologies.........30Figure18Spendingexpectationsoverthenext2years.......................................................................31Figure19Top10driversdeliveringthebenefitssought....................................................................35Figure20Changeinbenefitsdeliveredwithtime................................................................................36Figure21Variationinbenefitsbetweensectors..................................................................................37Figure22ComparisonofsectoralKPIsagainsttheindustrybenchmark.............................................43Figure23ComparisonofsectoralimpactKPIsagainsttheindustrybenchmark.................................44Figure24TMIrelatedtoelearningmaturity.......................................................................................46Figure25TypicalTMIprofileofperformance'Accelerator'.................................................................47Figure26Learningtechnologiessupportingformallearning...............................................................48Figure27UsersofelearningrelatedtoTMI........................................................................................49Figure28Learningtechnologiessupportinginformallearning............................................................55Figure29Costsavingsasaresultofimplementingelearning............................................................57List of Tables

Table1Demographicsof2010benchmarkparticipatingorganisations..............................................10Table2Growthinusageoflearningtechnologies...............................................................................17Table3Accesstothirdpartysocialmediatools...................................................................................18Table4Measurementofbenefitsbymatureorganisations................................................................38Table5SkillsareaseenabledbyTMItopquartileorganisations........................................................50Table6Riseinsocialnetworkingandinformallearning......................................................................56Table7Top5barrierstoimplementationrelatedtoTMIquartile......................................................58Table8TMITopquartilefocusonskillsofthetrainingfunction.........................................................59


7/67


1 Introduction1.1BackgroundThefirstdatainthisresearchserieswascollectedin2003andnowthe201011TowardsMaturity

Benchmarkisthefourthindepthstudyintotheimplementationoflearningtechnologiesinthe

workplace.

ThefundamentalquestionthathasfuelledTowardsMaturityresearchwith1200participantsover

thelast7yearsis:

Whataresuccessfulorganisationsdoingtodeliverbusinessresultswithlearningtechnologiesand

howcanwelearnfromthem?

Overtheyears,ourresearchhasdemonstratedthatorganisationsthataremorematureintheiruse

oflearningtechnologiesarerealisingsignificantbenefitsmeasuredintermsof:

Increasedefficiencyintermsofcostsavings,timesavingsandvolumeoflearningdelivered;

Increasedbusinessagilityintermsofspeedtocompetencyandresponsivenesstobusinessdemand;

Increasedtakeupoflearningbytheaudience.

Throughourpreviousresearchwehave

beenabletoidentify6workstreamsof

implementationbehavioursthatdirectly

linktothesuccessfuloutcomesof

learningtechnologyimplementation.

Previousresearchalsoshowedthatthe

morematureorganisations(i.e.those

wherelearningtechnologiesarean

establishedpartoflearningand

embeddedwithintheorganisational

culture)aremorelikelytoimplement

these6workstreamsconsistently.

These6workstreamsarethecore

componentsoftheTowardsMaturity

Model,outlinedinFigure1andwillbe

revisitedinthisreport.

Figure1 TheTowardsMaturityModel 6workstreamsthat

influenceeffectiveness


8/67


1.2Research themes and methodology

1.2.1Aimsofthisresearch

Asinpreviousstudies,weareparticularlyinterestedintwochallengesfacingorganisationsasthey

increasinglyadoptnewwaysoflearning:

Theimpactofthenewlearningapproachesonbothbusinessandindividuals

Staffengagementandtakeupoflearning

Theaimsofthe201011BenchmarkSurveyare:

1. Toidentifyemergingtrendsandchangingpracticesinworkplaceskillsdeliveryovertime

fromtheemployerperspective.

2. Toencouragegoodpracticeby:

Providingageneralreportwithindependentevidencetosupportbusinessplanning,

effectivelearningtechnologystrategyandimplementation

Providingallparticipantswithafreepersonalisedbenchmarkreportwithactivity

recommendationstosupporttheirjourneywithlearningtechnologies.

1.2.2Definitions

Forthepurposeofthisstudywedefinethetermelearningand/orlearningtechnologiesas:theuse

ofanytechnologyacrossthelearningprocess,includingskillsdiagnostics,learningdelivery,support,

management(oflearnersandcontent),informalandformallearning.

Participantswereinvitedtoselfassesstheirdegreeofelearningmaturityfromthefollowingscale:

Novice: Weknowverylittleaboutlearningtechnologywithonlytheoccasionaluse/weare

investigatinghowwemightusemorebuthavenotcompletedanyprojects.

Sporadic: Ouruseislocalisedorsporadic(usedinsomedepartmentsorforsomecourses)

Developing: Wearedevelopingandcoordinatingouruseoflearningtechnologies.

Established: Learningtechnologiesareestablishedacrosstheorganisationandaretransforming

thewaywemanageourlearninganddevelopment.

Embedded: Learningtechnologiesarethoroughlyembeddedwithintheorganisationwehavea

learningculturewhichinfluencesoureverydaywork.


9/67


1.2.3Researchmethodology

Individualswithresponsibilityforimplementinglearningtechnologiesintheirownworkplacewere

invitedtoparticipateinanonlinereviewbetweenduringJuneandJuly2010.

Theonlinereviewwasdesignedin2partsasurveyelementaskingfactualquestionsandan

implementationbenchmarkreviewthatinvestigatedopinion.Thebenchmarkreviewprimarily

consistedof80+actionstatementswhichparticipantswereaskedtoagreeordisagreewithona9

pointscale.TheseactionstatementsarethebuildingblocksoftheTowardsMaturityModel.

Whilstanumberofstatementswererefinedthroughextensiveindustrycollaborationtoreflect

currenttrendsandthinking,themajorityhaveremainedconsistentwithearlierstudiestoprovidea

comparisonofimplementationbehavioursovertime.

Thesurveywaswidelydistributedviaanumberofchannelsandpartners.Themethodsusedto

disseminatethesurveydeliberatelylimitstheparticipantstothosealreadywithaninterestinusing

learningtechnologies.Theassumptionisthatallparticipantshavealreadystartedontheir

elearningjourney.

Asanincentive,allparticipantswereofferedtheopportunitytoreceiveapersonalisedfeedback

reporttosupportperformanceimprovement.Thereportprovidedbenchmarkdataonbothfactual

performanceindicatorssuchasefficiencybenefits,takeupandbusinessagilitytogetherwitha

benchmarkprofileoftheirownimplementationpracticetohighlightareasofstrengthand

weakness.

1

1.3Demographics of benchmark participants

Atotalof535participantsfrom468organisationscommencedthesurvey,with400completingall

thesections.ParticipatingorganisationsincludedAviva,BT,BSkyB,Cable&Wireless,Crown

ProsecutionService,EvershedsLLP,LloydsBankingGroup,MaerskLine,NSPCC,Oxfam,Pearson

International,Quantas,TheRoyalMint,ThomsonReuters,VolvoCarUKLtd,WaitroseandXeroxLtd.

AsampleofparticipatingorganisationsislistedinAnnex2.

Figure2Locationandsectorofbenchmarkparticipantorganisations

1ThequestionnairedesignandanalysistechniquesaredescribedinmoredetailinAnnex1.

UK

82%

UK

OtherEUcountry

USA/Canada

AsiaPacific

MiddleEast/India/Africa

N=507

PublicSector

35%

PrivateSector

52%

NotforProfit

13%


10/67


CentralGovernment

3%

Localgovernment

8%

Publicadmin,

police&defence

6%Otherservice

industries

10%

Commercialtraining

9%

FEandHE

10%

Finance&insurance

10%

IT&Telecoms

9%

Health&Social

care

9%

Professional&

technical

9%

Charity/voluntary

6%

Science,eng.&

manufacturing

8%

Transport&storage

3%

N=511

82%ofparticipantsareUKbased,asshowninFigure2.Theyrepresentedbothprivate(52%)and

public(35%)andvoluntarysector(13%)organisations,including30CityorCountyCouncils;15

Police

Forces

and

30

charitable

organisations.

Figure3Industrysectorsrepresentedinbenchmark

Participantsweredrawnfromawide

rangeofindustrysectorsasillustratedin

Figure3.Organisationsizevaried,ranging

frommicrobusinesseswithfewerthan

10employees,tolargemultinationals

operating

globally

from

a

number

of

locationsworldwide.

Table1Demographicsof2010benchmarkparticipatingorganisations

Geographicalspread No.oforganisations

Fewlocations 70 14%

Manylocations 196 38%

Singlelocation 69 14%

Multinational 176 34%

Thesurveyparticipantsreflectedasimilarpatternofperceivedmaturitytopreviousyears.The

majoritystillconsideredthattheywerestartingtodevelopandcoordinatetheiruseoflearning

technologies.Agreaterproportionofnoviceusersrespondedthanpreviously.

Figure4Distributionofsurveyrespondentsintermsofperceivedmaturity

Organisationsize No.oforganisations

Large 189 37%

Medium 201 39%

Small 123 24%


11/67


68%ofrespondentshavenowbeenusingelearningfor3yearsormoreandmanyconsiderlearning

technologiestobewellestablishedorembeddedwithinorganisationalpractice.Whilstmaturity

relates

in

part

to

the

length

of

time

organisations

have

been

using

learning

technologies,

there

are

a

significantnumberthatstillconsiderthemselvesnoviceusersevenafterover3yearsofuse(Figure

5).Thenovicesaregroupedwiththesporadicusersinmuchoftheanalysisthatfollows.

Figure5Maturityrelatedtothelengthoftimeorganisationshavebeenusingelearning

Therewereahigherproportionofnovice/sporadicorganisationsfromthenotforprofitsector

thanfromthepublicorprivatesector.Themajorityoforganisationsdescribingthemselvesas

embeddedwerefromtheprivatesector(Figure6).

Figure6Relativematurityofdifferentsectors

0

20

40

60

80

100

120

Novice Sporadic Developing Established Embedded

Lessthan1year

1to3years

Morethan3yearsN=513

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Lessthan

1year

1to3

years

Morethan

3years

Notforprofit

Privatesector

Publicsector

N=513

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Novice Sporadic Developing Established Embedded


12/67


2Learning Technology TrendsThissectiondescribesthelongitudinaltrendsemergingafter7yearsofresearchintothe

implementationoflearningtechnologies.TowardsMaturityhavetrackedthedriversfor

investment;thebenefitssoughtandrealised;thebarrierstodevelopment;theskillsprogrammes

supportedbyelearningandthetoolsandtechnologiesbeingused.Thissectionalsooffersa

uniqueperspectiveonthedifferencesbetweenprivate,publicandnotforprofitsectorsand

considerstheimpactoftherecessionontheuseoflearningtechnologies.

2.1Investment drivers

Theexpectationsofthecontributionoftechnologytolearningarehigherthanever.Organisations

citeawiderrangeofdriversforthemtoinvestinlearningtechnologiesin2010thaninthe

previoushistoryofthebenchmark.

Whilstimprovingaccesstolearningisthetopdriveracrossallsectorsandatallstagesofmaturity,

morematureorganisations(withembeddedlearningtechnologies)aremorelikelytocitedrivers

relatingtoincreasingproductivityandimprovingcustomersatisfactionwhichhaveadirectimpact

ontheirbottomlinebusinessperformance.Forexample:

86%oforganisationswithembeddedlearningtechnologiesciteincreasingproductivity

comparedwithonly62%ofnovice/sporadicusers

78%oforganisationswithembeddedlearningtechnologiesciteimprovingcustomer

satisfactioncomparedwithonly57%ofnovice/sporadicusers

Top10driversforinvestmentcitedbyrespondentsin2010:

1. Increasingaccesstolearning(94%)

2. Improvingthequalityoflearning(90%)

3. Increaseflexibilityinprovidingstafftraining(90%)

4. Improvethemanagementandadministrationoflearners(85%)

5. Reducetrainingcosts(85%)

6. Extendingreachoftraining(83%)

7. Reducetimeawayfromthejob(80%)

8. Improvingtheinductionprocess(79%)

9. Implementingnewproducts/processes(78%)

10. Improvemonitoringofimpactmeasures(77%)

SeeAppendixforfulllistofdrivers:AcceleratingPerformance Towards

Maturity201011benchmark:Longitudinaltrendsdatatables

Ournewsystemhas

beencreatedand

releasedwithalmost

nobudget,asaproof

ofconcept.Nowthat

wehavebeenableto

demonstrate

somethingtangible,

thepennyhasdropped

andnowweare

experiencingagreat

dealof'pull'fromthe

business.


13/67


Theimperativesforusinglearningtechnologiesareconsistentlygreaterinthepublicsectorthanin

theprivatesectororamongstnotforprofitorganisationsasshowninFigure7.Thedifferences

between

sectors

were

most

pronounced

for

extending

the

reach

of

training,

improving

induction

andcompliancetrainingandreducingtimeawayfromthejob.

Figure7Comparisonofdriversbetweensectors

2.1.1Howhavethedriverschangedovertime?

Awiderrangeofdrivershavebeencitedbymoreorganisationsin2010thanintheprevioushistory

oftheBenchmarkSurvey2(seeAnnexforthefulllistofdriversreportedfrom2004to2010).Figure8

highlightstheclearchangingdemandfordeliveringmoreforlessinputoverthelast18months.

In2006,thefocuswasonincreasingaccessandflexibility,thetraditionaldriversassociatedwiththe

efficiencythatcomesfromautomatingthelearningprocess.In2008,organisationswerelooking

beyondjustautomationtoimprovingtheresultsoflearningthroughinductionprocess,developinga

betterqualifiedworkforceandincreasingstaffretention.

2AcceleratingPerformance TowardsMaturity201011benchmark:Longitudinaltrendsdatatables

70%

75%

80%

85%

90%

95%

100%

Increase

accessto

learning

Improvethe

qualityof

learning

delivered

Increase

flexibilityin

providingstaff

training

Improve

management

and

administration

oflearningat

work

Reduce

trainingcosts

Extendthe

reachof

training

Reducetime

awayfromthe

job

Improve

induction

training

Publicsector

Privatesector

Notforprofit

N=377


14/67


Overthelast18monthsourfocushasturnedagaintotheefficiencybenefitsdeliveredthrough

automatinglearningsystemswithlearning,withaccess,flexibilityandreducedcosthighonthe

agenda

alongside

reduced

administration

and

time

away

from

the

office.

This

year,

in

addition

to

efficiency,organisationsarealsolookingtoimprovetheresultsoflearningbyincreasingcustomer

satisfaction,staffretention,developingabetterqualifiedworkforcewithbetteradministrationand

theabilitytomeasurelearningimpact.

Figure8Changeindriversforlearningtechnologiessince2008

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Improvingquality

Improveadministration

Extendingreach

Reducetrainingcosts

Reducetimeawayfromthejob

Increasingaccess

Increaseflexibility

Improved inductionprocess

Abilitytodemonstratecompliance

Improvedimplementationof newproducts/processes

Morequalified workforce

ImprovedITsystemsimplementation

Organisational change

L&Defficiencies

Staffbenefits

Businessbenefits

2010

2008


15/67


2.2Learning technologies and tools

Mediaareevolvingbutorganisationsarecurrentlynottakingadvantageofthefullrangeof

optionsavailableacrosstheboard.Manyarestickingtotriedandtestedmediaandtheforecast

meteoricriseintheuseofsocialmediaforlearningisnotevident.

Thetop10technologiesarelikelytobeusedacrossallorganisationsregardlessofmaturity.

However,matureorganisationsareusingagreaterrangeofadditionaltoolsandtechnologiessuch

asvirtualclassrooms,onlinebooks,mobileapps,gamesandonlineevaluationofbusinessimpact.

Forexample:

26%ofnoviceorganisationsareusingvirtualclassrooms,risingto83%ofthosewith

embeddedelearning;

21%ofnoviceorganisationsareusingonlinebooks,risingto79%ofthosewithembeddede

learning.

Publicsectororganisationstendtohaveamoreestablishedandformalinfrastructuretosupporte

learningthantheprivatesector.HigherproportionsuseVirtualLearningEnvironmentsorLearning

Management

Systems

linked

in

to

their

HR

systems

and

offer

an

intranet

with

access

to

learning

content,onlinebooksandeportfolios.

TheTop10technologiesinusein2010areasfollows:

1. Surveysandquestionnaires 91%

2. Electronicbasedlearningmaterials 89%

3. Intranetwithweblearningresourcespages 83%

4. Onlineassessment 81%

5. LMS78%

6. Mobileuseoflaptops/notebooks/tabletPCs 79%

7. Videoconferencing 69%

8. Simplescreensimulations 68%

9. Enterprisewideinformationservices* 52%

(suchasSharepoint)

10.ContentManagementSystem 50%

*Newentryin2010top10

SeeAppendixforfulllistoftechnologies.

Whilstsurveysand

questionnairesaretopofthe

list,theyareoftenusedina

utilitarianway:

Weonlyprovidepreclassroom

basedelearningtoprepstaff

forclassroom.Thisisintheform

ofquestionnairesandhighly

uninspiring.

Whenaskedaboutfutureplans:

WeplantoIncreaseuseof

facilitatedonlinetraining

sessionsandsurveys/quizzesto

recordparticipationand

com liance.


16/67


54%ofpublicsectororganisationsareusingVirtualLearningEnvironmentscomparedwith

only38%intheprivatesectorand35%inthenotforprofitsector;

Publicsectororganisationsaretwiceaslikelytouseeportfoliosystems(35%publicsector

organisationscomparedwith15%intheprivatesectorand17%inthenotforprofitsector).

Privatesectororganisationsareusingmoretoolsthatsupportonthejoblearningsuchasvideo

conferencing,virtualclassroomsorprovidingonlineaccesstoexperts.Higherproportionsarealso

usingrapidapplicationdevelopmentandsimplescreensimulations.Theyarealsomorelikelytouse

enterprisewideinformationservicessuchasSharepoint,andElectronicPerformanceSupport

Systems.

74%ofprivatesectororganisationsareusingvideoconferencingcomparedwith65%in

publicsectorandonly52%inthenotforprofitsector;54%ofprivatesectororganisations

areusingvirtualclassroomscomparedwith33%inothersectors.

Acrossallthetoolsandtechnologiessurveyed,usagebynotforprofitorganisationsfallsbehindthat

ofboththepublicandprivatesector,perhapsreflectingtherelativelyshortertimerespondents

havebeenusinglearningtechnologies.Theoneexceptionisthatthenotforprofitsectorismuch

morelikelytotakeadvantageofthirdpartysocialnetworkingsitessuchasFaceBook(34%compared

with22%inthepublicsectorand19%intheprivatesector).

25%notforprofitorganisationsareintegratingtheirLMSandHRsystems(risingto46%in

othersectors);

19%notforprofitorganisationsareofferingonlinebooks(risingto45%forpublicsector

and48%intheprivatesector).

2.2.1Trendsinlearningtoolsandtechnologies

Sometoolshaveshowngoodgrowthinusageoverthepast18months,notably:

Mobiledevices36%usingin2010comparedwith6%in2008;

ContentManagementSystems50%usingin2010comparedto24%in2008;

OnlineassessmentandLearningManagementSystemsarebothbeingusedbyanadditional

14%

of

organisations

in

the

last

18

months.

However,manyoftheplannedincreasesinadoptionoftechnologiesforecastin2008havenotbeen

realised.In2008theuseofrapidlearningtools,podcastingandvirtualclassroomhadjumped

dramaticallyfrom2006buttheirgrowthhasremainedstaticoverthelast18months.Where

increasesareseen,theytendtobeinthemoretraditionaltechnologieswhichhavebeentriedand

testedoveranumberofyears,manyofwhichsupportmoreformallearning.Thetablebelow

highlightssomeofthechangesintechnologyuseoverthelast18months(fulldetailsofthetrendsin

learningtechnologiescanbefoundintheAppendix3).

3AcceleratingPerformance TowardsMaturity201011benchmark:Longitudinaltrendsdatatables


17/67


Table2Growthinusageoflearningtechnologies

Technologiesremainingsteady(butlessthanpredicted)

Technologies&toolswithgoodgrowth(butlessthan

predicted)

Technologies&toolsthathavereducedinuse

Surveysandquestionnaires

91%(upfrom82%)

Mobiledevices36%

(upfrom7%)

Onlinebooks43%

(downfrom63%)

Electronicbasedlearning

materials 89%

(upfrom86%)

ContentManagementSystems

50%

(upfrom24%)

ElectronicPerformanceSupport

Systems 16%

(downfrom26%)

Podcasting 37%

(upfrom35%)

LMS78%average

(upfrom65%)

Wikis 26%

(downfrom28%)

Rapidapplicationdevelopment

tools 46%(unchanged)

Onlineassessment 81%

(upfrom67%)

Blogs 20%

(downfrom26%)

Virtualworlds 8%

(unchanged)

Virtualclassrooms 45%

(downfrom47%)

Communitiesofpractice 30%

(downfrom38%)

Despitetheoptimismof2008,theuseofsocialmediahasnotincreasedasexpected.Whilst50%of

organisationsallowaccesstothirdpartysites,only16%areharnessingtheirpotentialforlearning.

Thenotforprofitsectorhavebeenquickertoexploresuchtools,andrecognisefewerbarriersto

growththanothersectors,buttheystartfromalowerbasewithfewerprogrammeseenabledand

usingamorerestrictedrangeoftools.

Theuseofsocialnetworkingtosupportlearningisgrowingbutlimitedcomparedtoothermore

traditionallearningtechnologies.Organisationsappeartobestickingtotechnologieswithproven

benefitandaredemonstratinglesscapacityforinnovationandexperimentthaninpreviousyears.

However,whenaskedabouttheirfutureplansforthenext2years,therestillremainsanoverall

optimismandenthusiasmfornewandemergingtechnologiestosupportlearninganddevelopment.

Veryfeworganisationsareplanningtoreducetheiruseofexistingtechnologiesoverthenext2

yearsbutmanyareplanningtoincreasetherangeandtypesoftechnologytoolsintheirkitbag,with

socialmediaandtoolstosupporttheembeddingoflearningintoworkflowexpectingthegreatest

growthasindicatedinFigure9.

Forexample,despitethepredictedgrowthoverthelast2yearsnotbeingrealised:

afurther31%stillplantousemobileappsandpodcastinginthenext2years;

afurther28%areplanningtouseVirtualClassrooms.

WecannowoffermorecontentonabetterplatformwhichprovidesuswiththenewWeb2.0

technologieswe'reexploring.


18/67


Figure9Predictedincreaseinsociallearningtechnologies

Despitetheoptimismof2008,theuseofsocialmediahasnotincreasedasexpected.Whilst49%of

organisationsallowaccesstothirdpartysites,only16%areharnessingtheirpotentialforlearning.

Therewasamarkeddifferencebetweensectors.Publicsectororganisationsarelesslikelytoallow

unrestrictedaccesswithonly34%allowingtheuseofsocialmedia.Thisrisesto63%innotforprofit

organisationsand75%intheITandTelecomssector4.

Table3Accesstothirdpartysocialmediatools

Allowemployeesaccessto

thirdpartysocialmediatools

Donotallowaccess

Publicsector 34% 66%

Privatesector 54% 46%

Notforprofitsector 63% 37%

ITandTelecomssector 75% 25%

All 49% 51%

However,thesetoolsaremuchmorelikelytobeusedbyorganisationswhosecorebusinessisto

providelearning(commercialtrainingproviders,HigherorFurtherEducation)thantheothersectors

combined(users).Forexample,over40%ofprovidersareusingpersonalisedlearning

environments(web2technology/widgets)comparedwith8%ofuserorganisations.Thenotfor

profitsectorhavebeenquickertoexploresocialmedia,andrecognisefewerbarrierstogrowththan

othersectors,buttheystartfromalowerbasewithfewerprogrammeseenabledandusingamore

restrictedrangeoftools.

Furtheranalysisoftherangeoflearningtechnologiesusedispresentedinsection4.

4SeparateIT&TelecomsBenchmarkavailableonrequest

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Thirdpartysocialnetworkingsites(suchasFacebook)

Twitter

eportfolio

Web2technology/widgetsforlearners

Sociallearningtools(trainersupported)

Professionalnetworkingsites(suchasLinkedIn)

Blogsbytutorsorlearners

Onlineaccesstoexperts

ElectronicPerformance SupportSystems

etutorsupporttolearners

Usedby Increas edusein2012


19/67


2.3Skills programmes

Moreorganisationsareembeddingtechnologyinmoreskillsprogrammesthanin2008,with

health&safety,leadership&managementandforeignlanguageskillsshowingthebiggest

changes.In2010,thereisplentyofadditionalscopeforapplyingtechnologytoawiderangeof

todaysskillsissues.However,ITuserskillsremainthemostlikelyprogrammetobeeenabled.

Respondentswereaskedtocomment

onprogrammesoffered:

WevebeenusingelearningforECDL

foranumberofyears.Werecently

introducedelearningforgeneric

courses.

Weusethismainlyforcompliance

traininge.g.healthandsafety,data

protectionetc

Thisisconsideredusefulfor

organisationwidemandatorytraining,

e.g.

Information

Security

and

CorporateInduction

Wehavestartedusingelearningto

delivertechnicaltrainingin

combinationwithwebinars.

Thetypesofprogrammesofferedingeneralbyorganisationshavechangedlittleinthelast10years.

Over4outof5organisationsstillofferinductiontraining,healthandsafety,leadershipand

managementskills,generalITuserskills,communication/interpersonalskills,teamworking/working

withothers,othercompanyspecificskillsandindustryregulatoryprogrammes.Whathaschangedis

theextenttowhichthoseprogrammesarenowusingtechnologytosupporttheirdelivery.

Whilstthesoftskillsofcommunication,teamworking,problemsolvingandcustomerserviceare

currentlylesslikelytobesupportedbytechnology,thesearetheareaswherethegreatestgrowth

hasoccurredsince2008.

Organisationsarealsoincreasingtheoffertostafftoundertakeprogrammestoimprovetheirown

learningandperformance,forexampletodevelopnewskillsthatarenotdirectlyrelatedtotheir

current

job

role.

Top10skillsprogrammesfor2010thatareenabledby

learningtechnology

1. ITUserskills(68%)

2. Healthandsafety(57%)

3. Induction(54%)

4. Companyspecificskills(52%)

5. Industryspecificregulatoryrequirements(51%)

6. ITprofessionalskills(44%)

7. Leadershipandmanagement(44%)

8. CorporateandSocialResponsibility,equalityand

diversity,environmental(43%)

9. Improvingownlearningandperformance(43%)

10.Communication/interpersonalskills(34%)

SeeAppendixforfulllistofskillsprogrammes.


20/67


Figure10Skillsprogrammesenabledbytechnology

CSRincludesprogrammesrelatingtocorporateandsocialresponsibility,equalityanddiversityandenvironmentalawareness.

InFigure10above,thebluelinehighlightstheskillsthatorganisationsarecurrentlydeliveringto

theirstaffregardlessofmediaandthepinklineflagswherethoseskillsarebeingenabledinsome

waybytechnology.TechnologyiswidelyusedinITskills(bothgeneralandprofessional)and

compliance(health&safetyandindustryspecific)training;howeverasignificantnumberof

organisationsarestilladdressingtheseareaswithouttechnology.

Publicsectororganisationstendtooffermorebasicskills,ITskills(bothuserandprofessional)and

programmesrelatedtohealthandsafety,equalityanddiversity,equalopportunities,or

environmentalawareness.

Privatesectororganisationsoffersignificantlymorecustomerservice,salesandmarketing,team

working,problemsolvingandcommunication/interpersonalskills.Notforprofitorganisationsoffer

lesstraininginallsubjectareasbutaremorelikelytosupportoffice/adminskillsthanothers.

elearningisbeingusedtoprovecompetencebeforeaccessisgiventocertainICTsystems.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

GeneralITuser

Health&safety

Induction

Companyspecific

Industrycompliance

ITprofessional

Leadership&management

CSR

YourownskillsCommunication/interpersonal

Office/admin

Customerservice

Teamworking

Problemsolving

Sales&marketing

Basicskills

Foreignlanguage

%offeringskills(n=415) %usingtechnologyinoffering(n=415)


21/67


Figure11Variationbetweensectorsinskillsprogrammesoffered

2.3.1Longtermtrendsinskillsprogrammes

In2008weintroducedtheconceptofaneratingtomeasuretheprobabilityofasubjectbeing

deliveredwiththehelpoftechnology(evenifthatsubjectisntwidelyusedacrosstheorganisation).

Soforexampleif10organisationsdeliverasubjectbutonly3includetechnologyintheprogramme,

thentheskillsratingforthatprogrammewouldbe0.3.Thehighertheskillsratingthemorelikely

thesubjectwillbeeenabled.

Overthelast18monthstheeratingforeverysubject(withtheexceptionofoffice/adminskills

whichfewerorganisationsareofferingingeneral)hasincreased,showingthatmoreprogrammes

areembeddingtechnologyinthemthaneverbefore.Thesubjectsshowingthebiggestjumpine

ratingarehealthandsafety,leadershipandmanagementandforeignlanguageskills.

0 % 1 0% 2 0% 3 0% 4 0% 5 0% 6 0% 7 0% 8 0%

Foreignlanguages

Sales&marketing

Customerhandling/service

ITprofessional

Companyspecific

Induction

Industryspecificregulatoryrequirements

CSRrelated

Health&safety

Problemsolving

Teamworking

Communication/Interpersonalskills


Basicskills

Office/admin

GeneralITuserskills

Cus

tomer

related

Tec

hn

ica

l/

company

related

Comp

liance

re

lated

So

ft

Genera

l

Notforprofit

Privatesector

Publicsector

N=414


22/67


Figure12Comparisonoferatingbetween2008and2010

2.3.2Qualificationsandtheexpectationsofexternalproviders

4outof5organisationsworkwithexternalsupplierstosupportaccreditedprogrammesbutover

80%ofcorporateorganisationssaythattheinnovativeuseoflearningtechnologieswillbea

decidingfactorintheirselectionofanexternallearningproviderinthefuture.

Veryfeworganisationsreportedthattheirlearningprogrammes(regardlessofmedia)directlyledto

externalaccreditation.Theareasmostlikelytoleadtoqualificationsaremanagement(28%)andIT

professional(27%)programmes.Publicsectororganisationsarethemostlikelytoofferaccreditation

forthoseprogrammeswheretherearewidespreadexistingqualifications.

Figure13Organisationsofferinglearningleadingtoqualifications

ITuser

Health&safety

Induction

Companyspecific

Industrycompliance

ITprofessional

Leadership &management

CSR

Communication/interpersonal

Office/admin

Customerservice

Teamworking

Problemsolving

Sales&marketing

Basicskills

Foreignlanguage

0.00 0.20 0.40 0.60 0.80 1.00

2008erating

2010erating

N=436

0% 10% 20% 30% 40% 50%

Sales&marketing

Improvingownlearningandperformance

Customerhandling/service

Office/admin

Basicskills

GeneralITuserskills

ITprofessional


Othersectors

Publicsector

N=435


23/67


Participantswerealsoaskedabouttheiruseofexternallearningprovidersingeneral:

84%usedcommercialproviderstosupportprofessionalqualifications;

89%usedcommercialtrainingprovidersforgeneraltrainingthatdidntleadto

qualifications;

Onaverage,67%usedpubliclyfundedproviders(todeliverapprenticeships,NVQsetc)but

thisvariesfrom83%ofpublicsectororganisationsto53%ofprivatesectororganisations.

Whilstdemandforaccreditationoverallislow,expectationsofproviderswhodeliverthe

qualificationstobemoreinnovativeintheiruseoftechnologywashigh.Over80%oforganisations

saythatinnovativeuseoflearningtechnologywillbeadecidingfactorintheirfutureselectionofan

externallearningproviderinthefuture.Onethirdreportthatthisiscriticaltodayandonly17%did

nothaveanyexpectationsoftheirprovidersinthisrespect.

2.4Reaching learners

Thissectionconsiderswhoisofferedeenabledlearninginorganisationsandwheretheycan

accessit.Learningtechnologiesarebeingusedtosupportlearnersatalllevelsintheorganisation

butprimarilythoseinseniorordeskbasedpositions.Learnersareincreasinglyabletoaccesse

learningfromhomeandmobiledevices.

Top5locationswherelearningisoffered

1. Atthedesk(98%)

2. Athome(77%)

3. Otherlocationsawayfromwork(57%)

4. Atworkinaquietlocation(48%)

5. Atworkinalearningcentre(41%)

SeeAppendixforfulldetails

Top5usersoflearning

1. Middle/Linemanagers(81%)

2. Professionalgrades(79%)

3. Admin/customerserviceswithPC(76%)

4. Techniciangrades(67%)

5. Directors/Seniormanagers(56%)

Reportedbyoverhalfofparticipatingorganisations

Intermsofaudience,the2010benchmarkestablishesforthefirsttimetheuseoflearning

technologyinapprenticeshipprogrammes(38%offerthistoapprentices)andtosupportthosein

thecustomer(42%)andsupplychain(16%).

Matureorganisationscontinuetoofferlearningtoawideraudiencethanothers,includingtheir

directorsandsupplychain:

Matureorganisationsare3timesaslikelytoofferelearningtotheircustomersand

suppliersasthenovices.

Theirdirectorsandseniormanagersaremorethantwiceaslikelytobeusinglearning

technologies(81%inembedded;33%innovice/sporadic);


24/67


Theyaremorelikelytobeabletoaccesslearningtechnologiesfromhome(87%in

embedded;67%innovice/sporadic)orfromotherlocationsawayfromwork(68%in

embedded;

42%

in

novice/sporadic)

2.4.1Longtermtrendsinthetakeupoflearningtechnologies

Historicallylearningtechnologieswereprimarilyofferedtoprofessionalgradeoradeskbased

workerwithaPC.Therehasbeenanincreaseintheofferingoflearningtothosewhoareinmanual

positions(upfrom37%to55%),orwhoaretravellingorinservicejobs(upfrom22%to38%).

Overthelast18months,ITinfrastructuretosupportmobileandnonworkbasedaccesstolearning

hasincreasedasshowninFigure14.

Publicsectororganisationsarecontinuingtoofferaccesstotheirelearningatlearningcentres(62%

comparedwith28%inothersectors)althoughtherehasbeenanoveralldeclineinuseoflearning

centresasorganisationsmoveawayfromthemoretraditionallearninglocations.

Figure14Locationswhereuserscanaccesselearningprovision

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Atthedesk

Atworkinaquietareanearby

Atworkinalearningcentre

Atworkbutnotatadesk

Otherlocationawayfromwork

Athome

Whentravelling

OnamobilephoneorPDA

2010N=435

2008N=262


25/67


2.5Barriers to adoption

Thebarriersholdingusbackfromachievingsuccesswithlearningtechnologiesin2010arewithin

ourpowertochange!Thebiggestbarriersarethepeoplethemselves atalllevelswithinthe

organisation.

Employeesarenotreally

warmingtoeLearning

Usersdon'tlackskills,they

lackthemotivationtouse

elearning

Suppliersnotproviding

systemsthatlinkintoour

currentsystemsandallowus

toeasilytrackusage

L&DTrainersthinktheyare

irreplaceable

ActiveresistancebyITstaff

SeniorManagement

reluctanttoadoptnew

technology

Themainbarrierstoimplementingelearningwereconsistentacrossallcompanies.Thenotfor

profitsectorconsistentlyreportfewerbarriersthanothersectors.Thereisaperceptionamongst

publicsectororganisationsinparticular,thatthereisastrongreluctancebyuserstouselearning

technologiesandthattheydonothavetherequiredICTskills.

TheprivatesectorismoreconcernedaboutthequalityofcontentandthereluctanceoftheirL&D

stafftousenewmethods.

ItisimportanttonotethatthissurveyisprimarilytheperspectiveofL&Dprofessionalsdatafrom

othersurveysshowthatlearnersaremorewillingtolearninthiswaythantheygivecreditfor.

Thetop10barriersrestrictingimplementationofelearningin

2010are:

1. Lackofskillsamongstemployeestomanageown

learning(63%)

2. Lackofknowledgeaboutitspotentialuseand

implementation(62%)

3. Lackofskillsamongsttrainingstaff(59%)

4. Reluctancebylinemanagerstoencouragenewwaysof

learning(59%)

5. Reluctancebyuserstolearnwithnewtechnology(55%)

6. UnreliableICTinfrastructure/lowbandwidthtechnical

restrictions/firewall(51%)

7. Costofsetup,developmentandmaintenance(47%)

8. Poorpastexperience(39%)

9. ReluctancebyL&Dstafftoadoptnewtechnology(33%)

10.Lackofattractive,relevantandhighqualityelearning

(31%)

SeeAppendixforthefulllistofbarriers.


26/67


Figure15Barriersreportedbydifferentsectors

Thereisademandwithinbusinessforlearningtodeliverimprovedperformance5andCegos

researchwithstaffshowsthatthereisarealhungerwithinindividualsthatmatchesthehungerof

businessitselfforchange6.

2.5.1Howhavethebarriersshiftedovertime?

Fewerorganisationsnowreportbarrierstotheadoptionoflearningtechnologiesthaninprevious

research.However,theknowledgeandskillsofthetrainingstaffrequiredtomanagethe

implementationoflearningtechnologiesandunderstandtheirpotentialremainmajorbarriersto

uptakeandprogress.

In2004,poorinfrastructurewascitedasoneofthetop3barriers;in2006thecostofsetupwasat

number1;in2008thetop3barrierswerealltodowithpeople:reluctancebystafftoengageine

learning,lackofknowledgeandalackofskillwithinlearninganddevelopmentteamstoimplement

elearning.

In

2010

organisations

overall

are

reporting

fewer

barriers

but

the

top

barriers

to

success

are

still

linkedtopeopleandculture.Thenumbersreportingtheseasamongstthetopbarrierstolearning

arenotdecreasingsignificantlyovertime.Itseemsthatorganisationsarenotlearningfrommistakes

ofthepast,poorpastexperienceasabarrierhasbeengrowingby1or2%perannumconsistently

overtheyearsandisnowamongstthetopbarriersforoveraquarterofthesample.

Backin2006,17%oforganisationsclaimedthatITskillsoftheiruserswouldstillbeabarrierin2

yearstime.Thishasfallenmarginallyto14%.However,in2006,23%claimedinadequateIT

infrastructurewouldcontinuetobeaconcernmovingforward.Thisisstillanareaofconcernfor

26%ororganisations.

5CBIreportonbusinessoverthenext10yearshttp://www.cbi.org.uk/pdf/20091123cbishapeofbusiness.pdf

6http://www.towardsmaturity.org/elements/uploads/Cegos_2010_European_training_survey_powerpoint_june_10.pdf

0% 10% 20% 30% 40% 50% 60% 70% 80%

Technical/accessibilityfactors

Managerreluctance

elearningcontentandsupply

L&D skills/reluctance

Employeeskills/reluctance

Notforprofit

Privatesector

Publicsector

N=377


27/67


In2006,wereportedthathypefromsupplierswasabiggerpotentialbarrierthanlackofITskillsor

accesstoPCs.Organisationsarelessconcernedaboutthis(8%)thanabouttheavailabilityofquality

e

learning

content,

tailored

to

their

requirements.

Figure16Trendsinbarrierstolearningtechnologies

2.6Trends in implementation

Inadditiontounderstandingwhatorganisationsaredoing(andexpecting)fromtheiruseoflearning

technologies,overrecentyearsthisBenchmarkSurveyhasalsoinvestigatedfactorsrelatingtotheir

implementationintheworkplace.PreviousstudieshaveallowedustodeveloptheTowardsMaturity

model

consisting

of

6

workstreams

made

up

of

19

activity

areas

7

.

Scores

for

the

19

activity

areas

are

calculatedfromtheresponsestoover80individualactionstatementswhichparticipantswereasked

toagreeordisagreewithona9pointscale.

71oftheactionstatementswereunchangedfrompreviousyearsallowingimplementation

behaviourstobecomparedyearonyear.However,anumberofstatementswerereviewedand

somenewstatementswereaddedfollowingconsultationwithindustryexpertstoreflectchanging

practicesassociatedwithlearningtechnologies.

AlltheactionstatementsincludedintheBenchmarkcontinuedtoshowapositivecorrelationwith

businessimpact.

7FulldetailsinAnnex3

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Insufficient staffaccesstocomputers

Suppliersoveremphasise benefits

elearningtoogeneric forspecificneed

StaffICTskills

Lackofattractive,relevantqualityelearning

Poorpastexperience

UnreliableICT

Costofsetupandmaintenance

Lackofskillstoimplementandmanage

Lackofknowledge aboutpotential

Reluctancebystafftoadoptnewtechnology

2010N=377

2008N=258


28/67


2.6.1Changingimplementationbehaviour

Incomparisonwithpreviousstudies,agreaternumberoforganisationsagreedthattheiruseof

learningtechnologygiveslearnersmorecontrolovertheirowndevelopment(42%agreedin2010

vs.26%in2008).Similarlymoreorganisationsarelikelytoproviderecognitiontolearnersfortheir

achievements(20%agreedin2010vs.13%in2008).

3outof5organisationsconsidertheirprogrammestoberelevanttocurrentjobs(up7%from2008)

and61%agreethattheyusevideo,audioandanimationinadditiontotextintheirprogramme

design(up9%butstillleaving2outof5organisationsdeliveringpredominantlytextbasedcontent

in2010).

Overall,just15outof71actionswhichwereincludedinboth2008and2010showedimprovement.

Themajorityofimplementationbehaviourshavedecreased.Forexample:

Thereislessfocusonstrategicalignmentthanbefore:

o Only30%agreethatthereisanorganisationwidestrategy(43%in2008);

elearningprogrammesaremorelikelytobedesignedtostandalonethanin2008:

o only27%agreethattheirfacetofacetrainingactivelybuildsontheknowledge

gainedthroughelearning(42%in2008);

o 28%ofagreethattheirtrainersprovidesupporttolearners(65%in2008);

Whilstmoreorganisationsagreethattheirlearningisalignedtoneed,theyarelesslikelyto

measurethisthanbefore:

o 8%fewerorganisationsagreethattheysetmeasurabletargetsforelearning;

o Organisationsarehalfaslikelytomeasurespecificbusinessmetricswhenevaluating

nowthanin2008(only13%oforganisationsagreetheydothisnow);

Intermsofbusinessengagement:

o Organisationsarelesslikelytoagreethattheycommunicatesuccessestomanagers

(32%agreetheydothisnowcomparedwith43%in2008);

o Organisationsarelesslikelytoagreethatstaffwillengagewithoutprompting.

In2008,therewasanincreasedfocusonblendedlearning,supportinglearnersandalignmentto

businessneedsandstrategy.In2010,whilstoveralldemandforlearningtechnologieshasincreased,

organisationsaremorelikelytobedeliveringstandaloneelearningprogrammesthanblended

learningsolutionsthatarealignedtobusinessneedsandsupportthelearner.

AtatimewherebudgetsareunderpressureandL&Disindangerofbeingcutback,organisations

arelesslikelytomeasureimpactontheissuesthatareimportantandlesslikelytocommunicate

whattheyareachievingtothosethatmatter.

Thelast18monthshavegeneratedgreatdemandbutorganisationsarepullingbackfromeffective

implementationpracticesthatinfluencesuccess.


29/67


2.6.2Comparingprivateandpublicandnotforprofitsectors

Therewereverylittledifferencesbetweenpublicandprivatesectorimplementationbehavioursat

thehighestlevels.

Whilstmanyoftheimplementationpracticesarecomparable,thepublicsectorismorelikelyto

focusonindividualsandindividualachievementthantheprivatesector.Comparedwiththeprivate

sector,thepublicsectorismorelikelytoagreethat:

TheirL&Dactivityhasaclearstatementofvision(52%vs.45%);

Thattheirelearningsupportstheskillsthattheirbusinessneeds(55%vs.50%);

Individuallearnersarerewardedorgivenrecognitionofachievement(24%vs.18%);

Theycompletepilotprogrammesbeforeimplementingmajorchanges(44%vs.36%);

Theirtrainersprovideetutorsupporttolearners(33%vs.24%);

Theypublicisethesuccessofindividuals(12%vs.7%).

Privatesectororganisationsaremorefocussedonmanagersandpracticesthathelpthemembed

learningandintegratetheirtechnologysystems.Comparedtothepublicsector,theprivatesectoris

morelikelytoagreethat:

Managersgivestafftimetolearnathome(27%vs.9%);

TheirtechnologiesintegratewiththeirHRsystems(34%vs.19%);

Theyusediagnostictoolstotailorlearningtoindividualneeds(15%vs.10%);

Usespecificbusinessmeasuresofeffectiveness(16%vs.11%);

Theirtopmanagersareinvolvedinpromotion(23%vs.19%).

Generally,notforprofitorganisationswerelesslikelytoscoreashighastheothersbutthisistobe

expectedgiventhatthemajorityareveryearlyintheirlearningtechnologyimplementationjourney.

Howeverthenotforprofitsectorismorelikelyto:

Encouragepeertopeerfeedbackfromlearners(43%comparedwith38%privatesectorand

43%publicsector);

HaveestablishedgoodlinkswithIT(57%agreecomparedwith54%inthepublicsectorand

57%privatesector).

2.7The impact of recession

Theopportunitiespresentedbylearningtechnologiestostrengthenthebusinesscasefortraining

havenotbeenexploited.Theemphasisoverthelast2yearshasbeenonautomationratherthan

businesstransformation.

2.7.1Budgetallocation

236freetextresponsestothequestionHastheeconomicclimateaffectedyouruseoflearning

technologies?wereanalysed.Thefigurebelowhighlightsthatfor55%respondents,theeconomic


30/67


climatehashadapositiveinfluenceresultinginbothincreaseduseandinthepositivefocuslearning

technologieshasreceivedbybusinesseswhichhasacceleratedtheirplansforadoption.

Thispatternhasbeenreflectedinthewaythatbudgetshavebeenallocated.

Figure17Impactofthecurrenteconomicclimateonplannedusageoflearningtechnologies

42%oforganisationsbelievethattheyarefacingareductionintheiroveralltrainingbudgetoverthe

next2years(comparedwithonly26%in2008).Only17%ofallrespondentsareanticipatingany

increaseintheiroverallbudgetin2010comparedwith21%in2008whoexpectedanincrease.

Asaconsequenceoftheperceivedoractualcostreductionsorefficiencyimprovementsachieved

withlearningtechnologies,moreorganisationshaveincreasedthepercentageofthatbudget

allocatedtoelearningthanin2008.

In2010,1in4organisationsarenowallocatingover30%oftheirbudgettoe

learning,increasingfrom1in10organisationsin2008.

7outof10arepredictingtheirelearningallocationwillincreaseorstaythesame

overthenext2years(similartopredictionsreportedin2008).

However,theproportionexpectingareducedallocationofbudgettolearningtechnologieshas

jumpedfrom2%to26%,despiteincreaseddemandforthebenefits(Figure17).

NB.Manybudgetshavedroppedoverthattimesorealspendmaynothaveincreasedaccordingly

andcertainlymanyplansfortechnologyhavebeenthwartedasaresult.

27%

9%

9%

3%

21%

31%

0% 5% 10% 15% 20% 25% 30% 35%

Not really

Stalled /revised plans

Budget reduced

Faster adoption

Increased business focus

Increased use

N=236


31/67


Figure18Spendingexpectationsoverthenext2years

Whilstthetrendhadbeenforconsistentgrowthintheimplementationoflearningtechnologies

from2004to2006andmanyorganisationswerepredictingfurtherincreases,therealityhasbeen

thattheexpectedgrowthinthelast18monthshasnotbeenrealised.

Asthetechnicalconstraintsoflowbandwidthandunreliableinfrastructuregavewaytoarapid

increaseininnovativemobileandsocialmediaplatformsforlearning,withestablishedproven

businessbenefitsforlearningtechnologies,demandforelearningwasbothbroadeningintonew

skillsareasandincreasingreachandaccessibilityofinnovativemethodsofsupportingexisting

programmes.

However,theopportunitieswhichlearningtechnologiesmighthavepresentedtosupport

organisationsunderincreasingeconomicpressuretodomoreforlesshavenotbeenembraced:

Reducedcostofdevelopment throughtheuseofinhouserapidtools,opensource

softwareandcheapercommunications;

Greaterdemandfromawideraudienceextendedtocustomerandsupplychains

potentiallyreducingtheunitcostofdelivery;

Improvedmanagementoflearnersandcontentallowinggreaterpersonalisationoflearning;

Greaterbenefitsdeliveredandfaster,moreconsistentresults.

Therecessionhasinsteadmeantthatorganisationsarestickingtotriedandtestedmethodsandare

reluctanttoexperimentwithnewtechnologies.Thetechnologiesthatacceleratedmostin2008

wereaboutdeliveringbusinessagility RapidApplicationDevelopment,podcasting,virtual

classroomsetc.Butthesetoolshaveallremainedstaticsince.Thismaybeduetofewerstaffand

fewerinhouseskillstodrawonorduetoalackofconfidencetotrysomethingnewindifficult

times.

Lookingtothefuture,organisationsarelessconfidentofmaintainingorincreasingtheirtraining

budget,although65%stillremainoptimisticthattheoverallbudgetallocationforlearning

technologieswillincrease.

0%

10%

20%

30%

40%

50%

60%

70%

Decrease Staythesame Increase

%res

pondents

elearningas%ofbudget Overalltrainingbudget

2008predictions

0%

10%

20%

30%

40%

50%

60%

70%

Decrease Staythesame Increase

%res

pondents

elearningas%ofbudget Overalltrainingbudget

2010predictions


32/67


2.8Summary

Drivers, budgets and barriers

Ourexpectationsofthecontributionoftechnologytolearningarehigherthaneverawider

rangeofdrivershavebeencitedbymoreorganisationsin2010thanintheprevioushistory

ofthebenchmarkwiththetop10driverscitedby75%ormoreofallrespondents.

Comparedwith2008,emphasishasbeenlessonprovidingservicetobusinessandmoreon

learningefficiencywith8outofthetop10driverslinkedtoimprovinglearning(e.g.

improvingreach,access,costsaving).Only2outof10relatedtoimprovedbusinessservice

(gettingnewstaffonboardandimprovingrolloutofITsystems).

Organisationsarereportingfewerbarriersoverall,butthetopbarriersareallrelatedtoskills

andattitude.Poorpreviouspastexperienceistheonlybarrierthatisincreasingovertime

(nowreportedby1in4organisations)apossiblewarningforthefuture.

Lookingforward,intermsofworkingwithexternalprovidersforskillsprogrammes,over

80%oforganisationssaythatinnovativeuseoflearningtechnologywillbeadecidingfactor

intheirselectionofanexternallearningproviderinthefuture.

Moreoftheavailabletrainingbudgetisbeingallocatedtolearningtechnologiesthanbefore.

Technologies

Therehasbeencontinuedgrowthintriedandtestedtechnologieswith80%ofall

participantsnowusingelectroniccontent,learningmanagementsystemsonlineassessment

andsurveys.

Whilstnotechnologiesreachedtheadoptionratespredictedin2008,somehavestillshown

significantincreasesinuse mobilelearningisnowinuseby36%oforganisations(upfrom

6%in2008)anduseofcontentmanagementsystemshasdoubledwith50%oforganisations

nowusingthem.

Matureorganisationsareusingagreaterrangeofadditionaltoolsandtechnologies

embeddedusersarefourtimesalikelytobeusingvirtualclassroomsandonlinebooks(even

thoughuseofthesetoolshasdroppedoverallsince2008).

Theforecastmeteoricriseintheuseofsocialmediaforlearningisnotevidentdespitethe

factthatnearly50%ofparticipantsallowaccesstothirdpartysocialnetworktostaff.

Implementation activity

Moreorganisationsareembeddingtechnologyinmoreskillsprogrammesthanin2008and

are

offering

learning

technologies

to

more

staff

in

more

places

than

ever

before.


33/67


Organisationshavehigherexpectationsofexternallearningproviderswith80%statingthat

innovativeuseoflearningtechnologywillbeadecidingfactorintheirselectionofan

external

learning

provider

in

the

future.

TheimplementationbehaviourswithintheTowardsMaturitymodelwereeachpreviously

establishedtocorrelatetoimprovedperformance.Only20%oftheimplementation

behaviourhasshownanypositiveimprovement.80%ofthe71behaviourspreviously

investigatedhavedecreased:

o Thereislessfocusonstrategicalignmentthanbefore;

o elearningprogrammesaremorelikelytobedesignedtostandalonethanin2008;

o

Whilst

more

organisations

agree

that

their

learning

is

aligned

to

need,

they

are

less

likelytomeasurethisthanbefore.


34/67


3Business impact and its measurement

Thissectiondetailsthebenefitsachievedbyorganisationsimplementingelearningparticularlyin

termsofimpactonthebusinessandonstaff.Itinvestigatesconsistentlyhighperforming

organisationstounderstandthefactorsthatarethegreatestinfluenceonbottomlineresults.

Buildingonpreviousstudies,itintroducesthenewTowardsMaturityIndexandspecificKey

PerformanceIndicatorstoprovideobjectivemeasuresforelearningimplementation.

3.1Benefits of learning technologies

Thereisageneraloptimismthatlearningtechnologieswillbringgreaterbenefitsthanareactually

beingrealised.Onaverage,some30%oforganisationsarestillfailingtorealisethebenefitsthey

seek.

Thetop10benefitsachievedin2010are:

1. Complywithlegalrequirements(65%)

2. Increaseaccesstolearning(61%)

3. Increaseflexibility(61%)

4. Reducetrainingcosts(59%)

5. Reducetimeawayfromthejob(56%)

6. Improvequalityoflearning(55%)

7. Helpimplementnewproductsandprocesses(54%)

8. Deliveragreatervolumeoflearning(53%)

9. ImplementnewITsystems(52%)

10.Extendthereachoftraining(52%)

Percentageoforganisationsacrossthetotalsampleactuallyachievingthebenefit

thattheyarelookingfor(nvariesasnotallarelookingforallofthesebenefits).

SeeAppendixforafulllistofbenefits.

Otherbenefitscited:

Tocreatealearningculture

Allowjustintimelearningin

bitesizedchunks

Realtimeaccessto

knowledgeandexpertise

Thetopbenefitsachievedbyorganisationsdifferfromthetopdrivers.Figure19highlightsbenefits

achievedagainstthetop10drivers(pluscomplianceandimplementingnewITsystems,whichwere

justoutsideofthetop10).Nearly90%ofthoselookingtodemonstratecompliancewereachieving

thisand70%wereabletoreducetimeawayfromthejob,reducecost,andimplementnew

products,processesandITsystemsbetter.


35/67


Figure19Top10driversdeliveringthebenefitssought

However,threefactorsstandoutasthebenefitsoughtisnotbeingrealised:

Only50%lookingtoimprovetheirmanagementandadministrationoflearningatworkwere

actuallyachievingthis;

Justover50%ofthoselookingtoimproveinductionprocessesweredoingso;

Only30%ofthoselookingtoimprovemonitoringofimpactmeasurewereachievingthis.

Anumberofquestionsaskedabouttheextenttowhichbenefitswereachieved.Wherethebenefits

havebeenquantifiedbyrespondents,therearemeasurableimprovementsintermsof:

8%increaseinqualificationsgainedbystaff;

9%improvementincustomersatisfaction;

8%improvementinstaffsatisfaction/engagementwithlearning;

9%improvementinabilitytochangeproceduresorproducts;

12%improvementinefficiencyindemonstratingcompliance;

13%extensionofreachoflearningtostaff;

11%increaseinspeedofrolloutofnewITapplications.

Respondentsalsocitedbenefitstotheirlearninganddevelopmentstaffintermsof:

Improvingtrainerprofessionalism;

Expandingtheskillsbaseofthetrainers.

0% 20% 40% 60% 80% 100%

Helpimplementnewprocessesorproducts

Achievegreaterconsistency

Improveinductiontraining


Extendthereachoftraining

Reducetrainingcosts

Improvemanagementandadministration

Increaseflexibilityinprovidingstafftraining

Improvethequalityoflearningdelivered

Increase

access

to

learning

%realisingbenefitsought %driver


36/67


Theynotedparticularbenefitsintermsof:

Improvingtechnicalunderstandingofdifficultanddemandingapplications;

Staffusingtechnologywithin60%oftimenormallytaken;

Aculturechangetowards'selfservice',supportforotherHRprocesses,reducedduplication;

Realtimeaccesstoknowledgeandexpertise.

3.1.1Changeinbenefitsovertime

Moreorganisationsarereportingbenefitsfromimplementingelearningthanin2008,with

compliance,increasingvolumeandreducingcostshowingthegreatestincreases.Figure20

illustratesthosebenefitsdeliveredwhichhaveincreasedsince2008.

Figure

20

Change

in

benefits

delivered

with

time

Comparingthebenefitsbeingrealisedacrosssectors,theprivatesectorismostlikelytoreportmore

benefitsthantheothers.Thetopbenefitreportedbyprivateandpublicsectorwasdemonstrating

complianceandthetopbenefitforthenotforprofitsectorwasincreasingaccessandflexibility.

Overallbenefitsreportedbythenotforprofitsectorwerelowerthantheothersbutthisisprobably

duetothefactthatahigherproportionoforganisationsinthenotforprofitsectorconsider

themselvestobenoviceorsporadicusersofelearningcomparedwithothersectorsandhavebeen

using

technology

for

less

time

overall

(see

Figure

6

on

page

11).

0% 10% 20% 30% 40% 50% 60% 70%

Delivergreatervolume

Improveadminstration

Improveinduction

Reducecosts

Demonstratecompliance

Increaseflexibility

Improveaccess

2010N=377

2008N=261


37/67


Figure21Variationinbenefitsbetweensectors

3.1.2Maturityandbenefits

Thosewhoaremorematureintheiruseoflearningtechnologiesreportmorebenefits.Thishas

beenconsistentover8yearsofbenchmarking.

Thosethathavesuccessfullyembeddedelearningarerealisinggreaterbenefitsthanthenoviceor

sporadicusersacrossallareasstudiedandalsoreportingawiderrangeofbenefits.Whencompared

tosporadicandnoviceusers,morematureusers(establishedandembedded)are34timesmore

likelytoreportimprovedproductivity,staffsatisfactionandrespondfastertobusinessdemandand

theyare56timesmorelikelytoreportimprovedmonitoringoftheirimpactmeasures.

Thismaybebecausesomebenefitsmaybehardertoachievethanothers,noticeablywhere

organisationsareatdifferentstagesofmaturity.

0% 20% 40% 60% 80% 100%

Increaseproductivity

Delivergreatervolumeoflearning

Improvequalityoflearning


Extendthereachoftraining


Complywithlegalrequirements

HelpimplementnewITsystems


Reducetrainingcosts

Increaseflexibility

Increaseaccess

Notforprofit

Privatesector

Publicsector

N=377

Easiertoachievereportedbyorganisationsat

allmaturitylevels

Compliance




HelpimplementnewITsystems

Developabetterqualifiedworkforce

Moredifficulttoachieveonlyreportedby

thosewithembeddedelearning

Improvemonitoringofimpactmeasures

Engagenewtypesoflearners

Improvestaffsatisfaction

Improvelearningmanagement&administration

Increaseproductivity

Respondfastertochangingbusinessneed


38/67


Notonlyarethemorematureorganisationsreportinggreaterbenefits,buttheyarealsomorelikely

tobeabletoquantifythebenefitstheyarerealising.Forexample:

Table4Measurementofbenefitsbymatureorganisations

Measure Novice/Sporadic Established/Embedded

Reductioninstudytime 15%(measuredby36%) 29%(measuredby79%)

Reductionintimetocompetency 7%(measuredby22%) 28%(measuredby76%)

Todate,themeasureofelearningmaturityusedhasbeenselfselectedbyrespondents.Whilst

comparisonsbetweenmaturitysegmentscanprovidehelpfulpointerstowardsthose

implementation

activities

that

influence

business

results,

it

gives

a

very

subjective

way

of

benchmarkingprogressanddeterminingwaysinwhichorganisationscanacceleratetheir

performance.Manyorganisationshaverequestedtherequirementtohaveclearspecific

performanceindicatorsallowthemtocomparetheirperformancewithotherorganisationsand

measuretheirownimprovementovertime.

3.2Introducing the Towards Maturity Index (TMI)In2010anewTowardsMaturityIndex(TMI)hasbeendevelopedtohelporganisationscompare

theirimplementationpracticeswithothersandprovideareferencepointtosupport

improvement.Thoseinthetopquartileofbestpracticearereporting10%morecostsaving,and

areabletodoublethereductionintimetocompetencycomparedtotheaverage.

Inpreviousstudiesweidentified6workstreamsofbehaviour

thatinfluencethesuccessfuluseof

learningtechnologiesintheworkplace.TheseworkstreamsdefinetheTowardsMaturityModel.


39/67


Theworkstreamscanbebrokendowninto19activityareasand95statementswhichdescribebest

practicegleanedfrom7yearsofinvestigativeresearchwithhighperformingorganisations.

In2010wehaveusedorganisationsfeedbackonwheretheystandagainstthispreviouslyidentified

bestpracticetocompileanewTowardsMaturityIndexacompositemeasureonascaleof1100

thatprovidesasinglebenchmarkofimplementationmaturityacrossthe6workstreams.Ratherthan

relyonsubjectiveassessments,theTMIprovidesanobjective,authoritativemeasureofmaturityin

anorganisation'suseofinnovativelearningmethods.

Inaddition,theTMIsaveragedacrossallorganisations,providesameasureofthehealthofthee

learningindustry.Yearonyearcomparisonsderivedfromitsannualrecalibration,willindicatethe

degreetowhichtechnologiesarebeingsuccessfullyimplementedinlearninganddevelopment

activity.

The2010valuefortheTMIsetsthebaselineforfutureresearch.

TheaveragevalueoftheTMIndexfor2010,acrossallorganisationsmeasured,is48.46

3.2.1CalculatingtheTMITheTMIiscalculatedindependentlyfromrespondentsquantitativeestimatesofbenefitsdelivered,

allowingthedifferencesinpracticebetweenhighscoringandlowscoringorganisationstobe

investigated.

Weaskedrespondentstoratetheiragreementwith

over80statementsthatdescribedthebestpractice

establishedoverthelast7yearsofresearchona

scaleof1to9,where1indicatednoagreement,and

9indicatedcompleteagreement.

Forexample:

Thereisanorganisationwideelearningstrategy

TMITopquartileaveragerating 6.8outof9

TMIQ2 4.5

TMIQ3 3.5

TMIBottomquartile 2.50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Top

quartile

Q2 Q3 Bottom

quartile

Disagree

Unsure

Agree


40/67


Thegraphillustrates,forthisonestatement,thedistributionofscoreswithinthequartilesofTMI

(whereAgree=scoresof7andabove,Unsure=scoresof46andDisagree=scoresof3or

below).

TheTMIwasdeterminedbyPrincipalComponentAnalysis,minimisingthevariationacrossall

responses.

3.2.2Resultsreportedbytopquartileorganisations

ThenewTMIallowsustocomparetheresultsandbehaviourofthoseinthetopquartileofgood

practice(the25%oforganisationswiththehighestTMIscore)withtheaveragesacrossthesample

tounderstandhowimplementationbehaviourinfluencesresults.

Thoseinthetopquartileofimplementationbestpractice(asidentifiedbytheTMI)wereatleast

threetimesaslikelytoreportthefollowingbenefitsasthoseinthebottomquartile.

Improvedstaffsatisfaction(7timesaslikely);

Increasedproductivity(6timesaslikely);

Improvedmonitoringofimpactmeasures(5timesaslikely);

Improvedmanagementandadministration(3timesaslikely);

Improvedcustomersatisfaction(3timesaslikely).

Thoseinthetopquartileofimplementationgoodpracticewereatleasttwiceaslikelytoreportall

otherbenefitsasthoseinthebottomquartile.

Theyaremorealsolikelytoreport:

Increasedallocationofbudgetforelearning;

TheirDirectorsandSeniormanagersareusingelearning;

Theirelearningisbeingusedbytheirstaffathomeaswellasatwork.

Theyarelesslikelytoreport:

Barrierstoimplementation;

Restrictionsontheuseofsocialmedia.

Thesedifferencesareexploredfurtherinsection4.


41/67


3.3Introducing new Key Performance Indicators (KPI)

Bestpracticecontinuestoimproveimpactsignificantly,thoseinthetopquartileofbestpractice

arereporting10%morecostsaving,andareabletodoublethereductionintimetocompetency

comparedtotheaverage.

TheTowardsMaturitybenchmark2010measuredtheoverallproductivityimprovements:

65%(215outof333)companiesfoundtechnologyimprovedtheabilitytodeliverlearning

rapidlyalthough27%donotmeasurethis;

28.5%(130outof322)companiesfoundtheirlearnersreachedcompetencyintheirjobs

more

quickly

when

e

learning

was

part

of

the

delivery

blend

(52%

do

not

measure

this);

53%(164outof308)companiesdeliveredmorelearningthanbefore.

Inadditiontothegeneralbenefits,TMItopquartileorganisationsarerealisingsignificantlygreater

costsavings,reducingoverallstudytimeandtheirstaffarebecomingcompetentintheirjobsmore

quicklythanthoseinotherquartiles.

ThebenchmarkresearchhasisolatedseveralnewKeyPerformanceIndicators(KPI)tohelp

organisationscomparetheimpacttheirimplementationoflearningtechnologyishavingontheir

businesswithotherorganisations.TheKPIsaregroupedaccordingto:

Takeupofelearning

Percentageofpotentialaudiencethatareusinglearningtechnologies

Percentageofformallearningthatiseenabled

Efficiency

Costaveragesavingindeliveringlearning

Volumeaverageincreaseinvolumeoflearningdelivered

Timeaveragestudytimesavedasaresultofusingtechnology

Businessagility

Rapidity:speedofdelivery

Timetoprovencompetency

EachoftheseKPIsisshowninthetablesoverleafforthoseinthetopquartileofthenewTMI,those

inthebottomquartileandanaveragescoreacrossallrespondents.

TheIndustryBenchmarkscoresrepresenttheKPIsexceededbythetopquartileoforganisations

asmeasuredbythenewTMI.


42/67


3.3.1TakeupThetakeupKPIsaretakenfromdirectquestionstoestablishthepercentageofaudienceusinge

learningandofformallearningthatiseenabled.

Takeup TMITopquartile

TMI

Bottom

quartile

TMI

Average

%ofaudienceusingelearning 76% 40% 57%

%offormallearningthatiseenabled 36.1% 11.7% 22.5%

3.3.2EfficiencyEfficiencyKPIsareaggregatedfromresponsestomultiplechoicequestions(forexampleaparticipanttickingthattheyhavesaved15%ormoreintime,costetcwouldonlybecountedas

saving15%eveniftheirsavingmayhavebeen50%orhigher.

Efficiency TMITopquartile

TMI

Bottom

quartile

TMI

Average

Averagecostsavings 20.7% 15.3% 18%

Volumeoflearningincrease 2.64timesasmuch x1.62 x2.13

Savingsinstudytime 27% 18% 22%

TheseKPIsareconservativeestimates,derivedfromaveragingresponsesacrossallthosewhowere

abletoprovidequantitativedata.Thosethatsaidtheydidntmeasureordidntknowwerealso

includedandgivenascoreof0%whichsignificantlydepressestheaverages.Wherethese

respondentswereexcluded,theaveragesavingsinstudytimeincreasedfrom22%to35%.

3.3.3BusinessagilityTheBusinessAgilityKPIsconsidertheabilityofbothlearnersandL&Dteamstorespondfasterto

changingbusinessneeds.Whereweexcludethoseorganisationsthatdidnotrespond,ordidnot

measurebusinessagility,learningwasdeliveredonaverage26.7%faster(upfrom19.6%)andtime

tocompetencywasreducedby18.5%(improvedfrom8.9%).

Businessagility TMITopquartile

TMI

Bottom

quartile

TMI

Average

Rapidity:learningisnowdelivered 32%faster 12%faster 20%faster

Timetoprovencompetencyis

reducedby

20% 3% 9%


43/67


3.3.4ComparingKeyPerformanceIndicatorsacrosssectors

PrivatesectororganisationsscoreconsistentlyhigherthanothersectorsinthenewTakeupand

EfficiencyKPIs.Theyarealsomorelikelytomeasuretheirperformance.SectorKPIscoresarelisted

in

Accelerating Performance Towards Maturity 2011 Benchmark

Documents

Transcript of Accelerating Performance Towards Maturity 2011 Benchmark