Saba Wp Bersin High Impact Learning

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© BERSIN & ASSOCIATES RESEARCH REPORT | v.1.0

David Mallon

Senior Analyst

July 2009

High-Impact

Learning PracticesExecutive Summary



Bersin & Associates © July 2009 • Licensed Material

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High-Impact Learning Practices – Executive Summary

The Bersin & AssociatesMembership Program

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TABLE OF CONTENTS

Overview 5

Key Questions Answered 9

Responding to Transormative Change / Remaining Relevant 9

Organization and Governance 9

Learning Programs and Audiences 9

Learning Approaches 10

Operations (Disciplines, Processes, Roles) 10

Tools and Technologies 11

Learning Culture 11

Learning Architectures 11

Methodology for This Study 1

The Modern Enterprise Learning Index 12

Multidimensional Analysis 13

Summary of Key Data 14

The Challenges Facing Today’s Knowledge Worker 14

Waking up to How Learning Has Always Happened 17

Modern Enterprise Learning Index 19

Current State o Corporate L&D According to the Modern

Enterprise Learning Index 21

Modern Approaches 22

New Disciplines o the Modern Learning Function 23

Modern Learning Culture 24

Demographics of the Study 6

Industries 26

Breakdown by Organization Size 27

Organization Type 28





High-Impact Learning Practices – Executive Summary 4

Regarding This Research 9

Come Visit with Us 29

Join Our Research Membership Program 29

Appendix I: Table of Figures 0

About Us 1

About This Research 1






Overview

Since 2002, we have studied the best practices in the organization,

management and governance o corporate learning and development

(L&D). In 2003, we published our rst report, entitled The High-Impact Learning Organization®1, and then we advanced that research with

a new study in 2008. Our mission throughout this eort has been to

identiy the specic dimensions o corporate training that dene and

create high levels o business impact.

As part o our ongoing high-impact learning research, we began to

notice certain potentially disruptive trends in the evolution o the

learning unctions themselves, including a growing recognition o the:

• Importance o inormal learning in organizations,

• Power o new technologies to both deepen and hasten the fow o

inormation across organizations;

• Changing needs and expectations or learning on the part o new

generations o employees;

• Increasing speed at which the human capital needs o the

organization are changing; and,

• Increasing inability o current practices to solve all o these

new challenges.

These emerging trends raised undamental questions about the basic

operational practices o learning departments. We realized that the shit

in thinking (which these changes represent) would require a deeper

approach. Most training departments struggle with current practices,

1 For more inormation, The High-Impact Learning Organization: WhatWorks®

in the Management, Governance and Operations o Modern Corporate Training,

Bersin & Associates / Josh Bersin, May 2008. Available to research members at

www.bersin.com/library or or purchase at www.bersin.com/highimpact.

http://www.bersin.com/library

http://www.bersin.com/highimpact

http://www.bersin.com/highimpact







such as e-learning development; how will they handle new practices,

such as using social sotware tools to support social learning4?

Corporate learning is entering a new era – one o social, collaborative

and talent-driven learning. Today’s workers still need ormal training that

is built around specic problems and talent needs; however, they alsoneed the availability o a “learning environment” in which they can nd

inormation, collaborate and build their own learning plans. The learning

organization must go beyond the disciplines o building content or use

online – we must provide context and pathways through which people

can learn. We must help the organization to be both better learners and

better creators o learning.

2 For more inormation, The High-Impact Learning Organization: WhatWorks® in

the Management, Governance and Operations o Modern Corporate Training, Bersin &

Associates / Josh Bersin, May 2008.3 For more inormation, Enterprise Social Sotware 2009: Facts, Practical Analysis,

Trends and Provider Profles, Bersin & Associates / David Mallon, September 2008.

Available to research members at www.bersin.com/library or or purchase at

www.bersin.com/socialsotware .4 For more inormation, Social Networks or Enterprise Learning and Talent

Management: A Primer , Bersin & Associates / David Mallon, June 2008. Available to

research members at www.bersin.com/library.

Corporate learning is

entering a new era – one

o social, collaborative

and talent-driven

learning.

K EY PO INT

Traditional and Computer-Assisted TrainingInstructor and Computer-Based (CBT)

Implement the LMS as Administration Platform

The e-Learning EraPut Materials Online, Information Versus Instruction

Web-Based Courseware, Virtual Classroom and Learner-Facing LMS

Blended and Informal LearningMixing All Forms of Media with Informal Learning

Learning On-Demand and Integrated Programs

Collaborative, Talent-Driven LearningFormalize Informal Learning

Collaboration and Talent Management by Design

Figure 1: Evolution o Corporate Learning

Source: Bersin & Associates, 2009


http://www.bersin.com/socialsoftware



http://www.bersin.com/socialsoftware







Organizations must expand the scope and purpose o the learning

unction to ocus rst and oremost on developing deep expertise

within the company, as well as improving the organization’s ability to

adapt in the ace o constant change. These goals are over and above

its operational and tactical responsibilities. Training departments

cannot simply exist to solve human perormance problems, nor are

they oten the best source o such solutions. The internal currency o

today’s companies is knowledge; the mandate o the modern learning

organization must be to stand as a center o excellence or the creation,

acquisition and fow o knowledge in all its orms.

So, as today’s high-impact learning organizations evolve, what will they

look like? What must they do to sustain high impact?

This study attempts to paint a picture o a specic kind o high-impact

learning organization – one that has evolved to better meet the evolvingchallenges o today’s changing business world. The applicable measures

and dimensions are the same. What is dierent, however, is a shiting

perspective on the role o the learning unction, a dedicated ocus on

the use o certain orward-looking practices over other more-traditional

ones, and an associated rearrangement o priorities and resources.

The modern high-impact learning organization recognizes that

most learning takes place in subtle and inormal ways. The content,

technology and ormal design processes currently in use do not always

t into the knowledge pathways that take place in the organizationitsel. So, in response, modern learning organizations are rethinking their

perspectives, processes and approaches to best support the natural fow

o organizational knowledge.






To help corporate training, HR and business leaders understand the

modern world o corporate learning and its evolving practices, this study

contains our major sections:

1. The Bersin & Associates Enterprise Learning Framework®5– A

clear architecture designed to help organizations understand how todesign and build high-impact, modern learning solutions that meet

the needs o today’s highly networked organizations;

2. A new mandate or Modern Enterprise Learning Organizations;

3. The Modern Enterprise Learning Index – A set o 10 indicators

o overall readiness on the part o learning organizations or the

transition to the next generation o high-impact learning; and,

4. The Bulk o This Report – A systematic tour o the High-Impact

Learning Practices o the modern learning unction, covering allelements o the Bersin & Associates Enterprise Learning Framework

(including organization and governance, programs, approaches,

disciplines, technologies, culture, and learning architecture) that are

indicative o the modern high-impact learning organization.

As we explain in the 2008 High-Impact Learning Organization study 6,

becoming a high-impact learning organization is a journey – one that

never ends and or which the targets are always moving. Organizations

that succeed develop a long-term roadmap, which they communicate

throughout the organization. They then use this roadmap to implementspecic year-by-year initiatives that take them urther toward greater

business impact. As each year progresses, your company’s business,

technology and external markets change – orcing you to continuously

reevaluate your roadmap over time. Consider this report supplemental

material to help you keep on the path today and to prepare or the

needs o tomorrow.

For more inormation, The Enterprise Learning Framework: A Modern Approach

to Corporate Training, Bersin & Associates / Josh Bersin and David Mallon, May 2009.

Available to research members at www.bersin.com/library.6 For more inormation, The High-Impact Learning Organization: WhatWorks® in


Associates / Josh Bersin, May 2008.

Becoming a high-impact

learning organization is

a journey.

K EY PO INT








Key Questions Answered

In this research area, we seek to answer these questions.

Responding to Transformative Change /Remaining Relevant

• How can the L&D department evolve its people, processes and

technologies to better keep up with the needs o the business?

• How is the role / purpose o the learning unction evolving?

• How are new technologies changing the expectations that employees

have o the organization with regard to learning, knowledge

and development?

• How can the learning unction improve competitive advantage by

building the deep expertise o the organization?

• How can the learning unction support the organization’s learning

agility – the ability to learn rom the past and adapt in the ace o

transormative change?

Organization and Governance

• What are the implications o transitioning to the modern learning

organization or the organization and governance o the

learning unction?

• How can organizations measure their inormal learning eorts?

Learning Programs and Audiences

• How to design and build high-impact, modern learning solutions that

meet the needs o today’s highly networked organizations (including

best-practice examples)?

• How do we best meet the learning program needs o the

organization going orward through the creation o holistic learning

environments instead o discrete programs?






• What content development models are best-suited or building

modern learning solutions? How must these processes change to

support inormal learning approaches, including on-demand, social

and embedded?

• What roles / skills sets are necessary to support inormal learningapproaches, including on-demand, social and embedded?

Tools and Technologies

• What new technologies are necessary to support inormal learning

approaches, including on-demand, social and embedded?

• What is the role o existing tools (such as LMS) in supporting inormal

learning approaches, including on-demand, social and embedded?

Learning Culture

• How does the organization’s culture aect its ability to evolve

and endure?

• What role can L&D play in nurturing an agile learning culture?

• How are the organization’s willingness to share knowledge and

refect on past mistakes critical indicators o its overall ability to

support modern high-impact learning?

Learning Architectures

• What is the purpose and unction o the learning architecture? How is

one created? What are its components?

• How does the learning architecture help the organization to make

learning decisions?






Methodology or This Study

As with all o our in-depth research, the goal o this research area is to

continuously identiy actionable, pragmatic solutions that drive business

results. In this study, we used our WhatWorks® methodology to look atspecic best practices that signicantly improve business results.

Above all else, this study should be seen as an extension o our High-

Impact Learning Organization research. Much o the data collected rom

that study inorms the analysis in this one.

For this specic report, the research involved three major phases:

• First, we surveyed many thousands o companies and identied

measures that characterize the modern high-impact

learning organizations;

• Second, we interviewed many organizations to understand their

structures, challenges, best practices and innovative solutions, as well

as to validate and rene our identied measures; and,

• Third, we analyzed this data and discussed it internally (as well as

with our clients) to benchmark this inormation against other industry

research we conduct.

The Modern Enterprise Learning Index

In this study, we will introduce in detail 10 new measures – some

very similar and / or directly related to the High-Impact Learning

Organization9 measures and some related only indirectly. The purpose o

these new measures is to gauge readiness or a particular kind o

7 Bersin & Associates’ proprietary “WhatWorks® research methodology” uses the

concepts o “measures” (outcomes) and “dimensions” (the actors that may or may not

contribute to these outcomes) to understand best practices, trends and solutions.8 For more inormation, The High-Impact Learning Organization: WhatWorks® in


Associates / Josh Bersin, May 2008.9 Ibid.






high-impact learning, as dened in our report on the Bersin & Associates

Enterprise Learning Framework10 and accomplished by something we

call, the “modern enterprise learning organization.”

Multidimensional AnalysisHow did we capture these measures? We developed an in-depth

survey that was sent to approximately 40,000 training, HR and business

leaders. Using a wide variety o questions, we asked individuals to rate

themselves according to the modern enterprise learning measures and

on related practices. We then careully cleaned the data and eliminated

answers rom vendors (or other individuals who were not representative

o their organizations), which produced 798 organizations to prole. This

database o 798 organizations (and its respective more than one million

responses) comprises the inormation used in this report.

Ater collecting this inormation and comparing the various practice-

related data points against the 10 index measures, we used a variety o

statistical tools to understand which actors create which outcomes. This

multidimensional analysis provides us with the guidance or the best

practices discussed in this report. I you read this report and think o an

issue that we may not have discussed, please call us. We continue to build

and evolve this benchmarking database over time – and would welcome

the opportunity to understand how we can help you prole and improve

your organization.

10 For more inormation, The Enterprise Learning Framework: A Modern Approach to

Corporate Training, Bersin & Associates / Josh Bersin and David Mallon, May 2009.






Summary o Key Data

In this section, we include brie summaries o highlighted quantitative

survey data collected as part o this study. For more detailed data and

ull analysis o the ndings, please see the ull report11.

The Challenges Facing Today’sKnowledge Worker

As much as new technologies are dramatically expanding our reach and

improving our productivity, they do have a dark side. The currency o

work is now inormation; but rather than all o us being exorbitantly

wealthy because o that act, we are instead drowning and in debt.

Much o the workday is now lost to sorting through the vast amounts

o inormation produced and consumed as part o work. This lost time

comes with real costs. So much o work today is really the act o nding,

interpreting and sorting o inormation. Much o that eort is not

directly related to a productive business task, but is instead handling

interruptions and / or processing unrelated noise in order to get back to

business-critical eorts.

In today’s knowledge economy, all workers (including those who do

not regularly sit at a computer) are both creators and consumers o

knowledge as an integral part o work itsel. As part o the research or

this study, we asked leaders across the business to identiy the biggest

challenges preventing today’s employees rom doing their jobs, rst as

consumers o knowledge and then as creators.

11 For more inormation, High-Impact Learning Practices: The Guide to Modernizing

Your Corporate Training Strategy through Social and Inormal Learning, Bersin &

Associates / David Mallon, July 2009. Available to research members at www.bersin.com/

library or or purchase at www.bersin.com/hilp.



http://www.bersin.com/hilp

http://www.bersin.com/hilp








Across all our o these top knowledge worker challenges, the common

themes are context (nding and understanding the right inormation

through the lens o the business need) and consistency (ensuringcompanywide knowledge o and adherence to common standards,

workfows and processes). Bringing context to knowledge is a natural

skill o the learning proession; the instructional designer is a trained

proessional at this task. Content standards are also something

typically more amiliar to training sta than to much o the rest o

modern organizations. The modern corporate learning unction has a

responsibility to share its skills at providing context and consistency

to inormation.

12%

16%

23%

32%

34%

68%

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

Job roles or conditions make it difficultto access sources of information.

Dynamic nature of job roles makes it

difficult to find sufficiently targeted or relevant information.

Inconsistency of information formatsor sources makes it difficult to useand comprehend new information.

Frequent change of informationmakes it difficult to find the most

current information.

Lack of effective tools (such assearch) makes it difficult to find the

most useful information.

Overwhelming volume of information

makes it difficult to notice and keeptrack of useful information.

What do you believe holds back knowledge workers in your organization?

The problem is“context” not

“content”

Reuse and

standards

badly

needed

Figure 2: Employees as Knowledge Consumers







As creators o knowledge, the problems are similar. Volume,inconsistency, requent change, and lack o time or resources make

creating and sharing the knowledge needed to perorm throughout

the organization extremely dicult. These are well-known

problems to learning organizations. Again, L&D must expand its

scope to include sharing this experience and this expertise with the

rest o the business.

11%

13%

27%

28%

28%

33%

36%

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

Must capture collective knowledge / wisdomfrom aging workforce before losing workers to

retirement.

Global nature of the organization makes itdifficult to meet all localized worker needs.

Business decisions make it difficult to create

information fast enough.

Limited resources / budget make it difficult tocreate the best possible information.

Frequent change of information makes itdifficult to keep information current.

Overwhelming volume of information makes itdifficult to store and manage the lifecycle of

information.

Many different information sources in the

organization make it difficult to keepinformation consistent in form and content.

What are your biggest challenges in developing learning “on-demand?”

Challengesin overload,

variety of

formats andability to

rapidly adapt

Figure 3: Employees as Knowledge Creators







The call to action or learning organizations here is best illustrated by

another question we asked these same business leaders, as illustrated

in Figure . We asked, “Where do you spend most o your learningresources?” Sixty-seven percent say most resources are spent on ormal

means, including a depressing 6 percent o those organizations (the 64

percent above) that believe inormal methods are more impactul. Talk

about cognitive dissonance. Why would organizations knowingly spend

resources on approaches in which they do not truly believe?

The answer, o course, is complicated. Lack o business alignment is

denitely a actor. However, our research shows that most learning

organizations are also struggling with getting their heads (per se) around

how to go about putting these approaches into practice in diligent andeective ways. They do not know where to begin; and they are not

ready rom the standpoint o having the best disciplines, technology and

culture in place to do so.

Formal Learning67%

Informal Learning33%

Formal Learning Informal Learning

Where Most Learning Resources Are Spent?

Figure 5: Distribution o Learning Resources







Modern Enterprise Learning Index

The Modern Enterprise Learning Index is a set o 10 high-level measures

o the learning unction – including ve ocused internally on its

operational abilities, and ve ocused externally on its outputs andrelationships with the business it serves. Two measures o learning

culture are included, based on their impact on an organization’s ability to

achieve success with the other 10.

We used the research survey data to create this Index, and then

qualitative interview data to validate and rene it. Intrinsic to the Index

is the overarching perspective and philosophy o the modern high-impact

learning organization, which we discuss extensively in the ull report1.

The modern high-impact learning organization sees itsel as an enabler

o learning – helping the organization to learn aster, teach itsel andsolve its own knowledge needs.



Associates / David Mallon, July 2009.






Collectively, the Index is a set o guideposts that organizations

can use to:

1. Determine how ready they are to transition to becoming a

modern high-impact learning organization; and,

2. Keep them on the path over time.

Copyright © 2009 Bersin & Associates. All rights reserved. Page 10

We measure our efforts in terms of business impact.Business Driven

Our efforts map directly to consolidated Talent and PerformanceManagement Strategies.Talent Linked

We are successful at meeting urgent, time-critical business needs.Timely

Our efforts are honed to address specific performance needs.Targeted

Our efforts are targeted as close to where performancehappens as possible.

Proximal

We add new knowledge and skills to our team fast enough to meet thechanging needs of the business.

Capacity Building

We have the connections and the expertise to master and analyze thebusiness processes of our target audiences.Business Analysis

Our learning content processes are highly efficient.We are adept at content reuse and recycling.

Content Efficiency

We know the preferences of our audiences, and we can adapt our efforts to audiences of different geographiesor generations.

Adaptation

We can work equally well in as many different formats, channels, andmodalities as our audiences do.

Versatile

C a p a b i l i t i e s

O u

t p u t s

Figure 6: Bersin & Associates Modern Enterprise Learning Index®







We used the Index data to identiy which new disciplines will be most

important or L&D organizations to master – and to suggest which

learning approaches, tools and technologies are the best places or an

evolving L&D organization to attempt rst.

Current State of Corporate L&D According to theModern Enterprise Learning Index

O the 40,000 training, HR and business leaders surveyed, there were

798 qualied responding organizations. Figure 7 shows the overall

distribution o composite scores on the 10 Modern Enterprise Learning

Index capabilities.

As you can see, overall Index scores refect a normal bell curve.

Generally speaking, there are no clusters o high or low achievers.

Considering that the minimum score is 10 and maximum score is 0,

which means there is a range o 40 possible points. So a score o 30 is

50

Number of

Organizations

Average Score:

28.23 / 50

Standard

Deviation: 7.61

Worst Possible Score: 1x10=10, Best Possible Score: 5x10=50

40

30

20

10

0

10.00 20.00 30.00 40.00 50.00

Figure 7: Distribution o Modern Enterprise Learning Index Scores







exactly in the middle. It turns out that the average o all scores is 28.2,

just slightly below the midpoint.

Keep in mind that all elements are treated equally (they are not

weighted). As such, an organization could achieve a high score by

excelling in seven areas, while perorming poorly in three.

The overall takeaway message is that most organizations are decidedly

mediocre at what it will take to become the modern high-impact

learning organization.

For breakouts o the Index by industry, organization type, global

ootprint, organization size by revenue and size by number o

employees, please see the ull study1.

Modern ApproachesThe second element in our Enterprise Learning Framework is what we

call, the “learning approaches.” Approaches are the various means that a

learning organization can use to compose and crat a learning solution.

Depending on the problem and the audience, we can assemble many

dierent types o experiences, media and interactivities to meet the

business need.

As we explained earlier, there are two broad categories o approaches –

“ormal” and “inormal.” Since a major ocus o this research is on theconcept o ormalizing inormal learning, the majority o the approaches

studied are inormal.

Overall, most organizations are not very successul at most o these

approaches so ar (see Figure 8). Remember that the scale here is rom

1 (not at all successul) to (highly successul). Only or coaching and LMS

are the averages even in the positive territory (greater than or equal

to 3 – highlighted in orange in Figure 8).









As part o the quantitative research or this study, we determined

that the successul use o some approaches and / or tools has a

signicant positive eect on an organization’s overall score on the

Modern Enterprise Learning Index and, thereore, on its success at the

various indicators o what it means to be a modern high-impact

learning organization.

For breakouts o success at each approach by industry, organization type,

global ootprint, organization size by revenue, and size by number o

employees, please see the ull study14.

New Disciplines of the ModernLearning Function

We asked learning leaders in the organizations that we studied to rate

themselves on a list o disciplines. Then we compared the results to

overall organizational results on the Modern Enterprise Learning Index.

Figure 9 shows the results o this comparison. The numbers listed are the

average scores (on the same 1 to scale discussed earlier) or the top 10percent o organizations, according to the Modern Enterprise Learning

Index versus the average scores or all other organizations.




Adoption of Approaches by Organization Type (means / 5)

OrganizationType

EPSS SystematicCoaching

LMS

Career

Development /Job or role

based career

paths

Communitiesof practice

InternalBlogs

Podcasts /RSS

Mentoringor Job

Shadowing

Expertdirectories

Social

Networks /Social

Knowledge

Sharing

EnterpriseSearch

Corporation 2.4 3.1 3.3 2.7 2.5 1.7 1.9 2.7 2.2 1.8 2.5

Nonprofit 2.4 3.0 3.1 2.3 2.5 1.5 1.7 2.5 2.2 1.7 2.3

Government 2.5 2.5 3.1 2.5 2.2 1.4 1.7 2.2 1.9 1.6 2.5

Education 2.4 2.8 3.1 2.3 2.5 1.6 1.9 2.3 2.0 1.7 2.7

Total 2.4 3.1 3.2 2.7 2.5 1.7 1.8 2.6 2.2 1.8 2.5

Figure 8: Success at Learning Approaches







We have listed the disciplines in order o excellence on the part o that

top 10 percent group. A ew things stand out.

Modern Learning Culture

Bersin & Associates High-Impact Learning Organization15 research has

ound that the presence o a strong learning culture is the greatest

predictor or the business impact o an organization’s learning programs

and processes.

1 For more inormation, The High-Impact Learning Organization: WhatWorks® in


Associates / Josh Bersin, May 2008.

2 2.5 3 3.5 4 4.5 5

Quality/Process Improvement

Methodology

Information Architecture

Knowledge Management

Development of Rich Media /

Information Visualization

Business Intelligence /

Analytics

Systems Thinking

Business Acumen

Marketing & Communications

Performance Consulting

Coaching & Feedback Skills

Project Management

InstructionalDesign

Top 10% at MELI The Result

Current Abilities at Key Disciplines

#3

#4

#5

#1

#2

Figure 9: Modern Disciplines







The two measures o learning culture studied as part o this

research include:

1. Knowledge-sharing; and,

2. Refection.

Figure 10 shows the corresponding increase in the overall Modern

Enterprise Learning Index score that would be expected, based onan incremental increase in an organization’s success at these culture

measures. It is sae to say learning culture matters!

Learning culture most

predictive indicator

success.

Accounts for 30% of

variability in overallModern Enterprise

Learning Index score.11.49

14.53

17.57

20.61

23.65

11.4913.59

15.69

17.7919.8916.63

21.77

26.91

32.05

10

15

20

25

30

35

1 2 3 4 5

O v e r a l l I n d e x S c o r e

Individual Item Response

Knowledge Sharing Reflection Both

Figure 10: Learning Culture and the Modern Enterprise Learning Index







Demographics o the Study

This research was conducted rom the all o 2008 to the spring o 2009,

and included in-depth interviews and a comprehensive survey delivered

to a subset o our research respondents.

Industries

The sample represents a broad range o industries as shown in Figure 11.

Figure 11: Industry Breakdown o Respondents


Technology andTelecommunications

16%

Aerospace and Defense2%

Financial15%

Public Sector andEducation

14%Healthcare,

Pharmaceuticals

and Biotechnology12%

Manufacturing andInfrastructure

16%

Energy and Natural

Resources3%

Consumer Services andRetail7%

Business Services /Consulting / Legal

13%

Media and Marketing2%






Breakdown by Organization Size

This research represents a wide range o organization sizes. We careully

cleaned the data, so that a small number o very large organizations

did not overly bias the survey. We believe this report well representsorganizations with 00 or more employees. In most cases, the results we

ound were not aected by organization size at all, showing that high-

impact learning practices are universal across organizations o any size.

Figure 12: Respondent Size by Learner Population


1,000 to < 10,000,35.34%

10,000 or more,31.95%

Less Than 1,00030.95%






Organization Type

As with all o our research, our ocus is on the corporate, nonprot and

government markets.

Figure 13: Respondent Size by Revenue


$0 - $50 million

23%

$51 million - $999

million

30%$1 billion - $5 billion

22%

Over $6 billion

25%

Corporation80%

Nonprofit10%

Government (federal,state or local)

6%

Education3%

Individual Consultant /Self-Employed

1%

Figure 14: Organization Type







Regarding This Research

We will be presenting highlights o this research at webinars and

other events16 throughout the coming year. I you are interested in

benchmarking your organization against the best practices developed inthis report, please contact us. Our WhatWorks® benchmarking1 service

will provide your organization with the data, recommendations and

strategic insights to determine the best course o action to adopt the

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http://www.bersin.com/newsevents

http://www.bersin.com/benchmarking

http://www.bersin.com/impact

http://www.bersin.com/impact

http://www.bersin.com/benchmarking

http://www.bersin.com/newsevents







Appendix I: Table of Figures

Figure 1: Evolution o Corporate Learning 6

Figure 2: Employees as Knowledge Consumers 1

Figure 3: Employees as Knowledge Creators 16

Figure 4: Perceived Impact o Learning Approaches 17

Figure 5: Distribution o Learning Resources 18

Figure 6: Bersin & Associates Modern Enterprise Learning Index® 20

Figure 7: Distribution o Modern Enterprise Learning Index Scores 21

Figure 8: Success at Learning Approaches 23

Figure 9: Modern Disciplines 24

Figure 10: Learning Culture and the Modern Enterprise Learning Index 2

Figure 11: Industry Breakdown o Respondents 26

Figure 12: Respondent Size by Learner Population 27

Figure 13: Respondent Size by Revenue 28

Figure 14: Organization Type 28




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