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AcceleratingPerformance
Towards Maturity 2010-11 Benchmark
Full Report
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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
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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
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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:
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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
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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
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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
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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.
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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%
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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%
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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
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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.
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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
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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
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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.
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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
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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.
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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)
eportfolio
Web2technology/widgetsforlearners
Sociallearningtools(trainersupported)
Professionalnetworkingsites(suchasLinkedIn)
Blogsbytutorsorlearners
Onlineaccesstoexperts
ElectronicPerformance SupportSystems
etutorsupporttolearners
Usedby Increas edusein2012
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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.
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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)
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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
Leadership&management
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
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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
Leadership&management
Othersectors
Publicsector
N=435
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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);
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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
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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.
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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
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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
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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.
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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
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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
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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
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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.
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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.
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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.
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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
Reducetimeawayfromthejob
Extendthereachoftraining
Reducetrainingcosts
Improvemanagementandadministration
Increaseflexibilityinprovidingstafftraining
Improvethequalityoflearningdelivered
Increase
access
to
learning
%realisingbenefitsought %driver
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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
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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
Improveinductiontraining
Extendthereachoftraining
Achievegreaterconsistency
Complywithlegalrequirements
HelpimplementnewITsystems
Reducetimeawayfromthejob
Reducetrainingcosts
Increaseflexibility
Increaseaccess
Notforprofit
Privatesector
Publicsector
N=377
Easiertoachievereportedbyorganisationsat
allmaturitylevels
Compliance
Improveinductiontraining
Achievegreaterconsistency
Reducetimeawayfromthejob
HelpimplementnewITsystems
Developabetterqualifiedworkforce
Moredifficulttoachieveonlyreportedby
thosewithembeddedelearning
Improvemonitoringofimpactmeasures
Engagenewtypesoflearners
Improvestaffsatisfaction
Improvelearningmanagement&administration
Increaseproductivity
Respondfastertochangingbusinessneed
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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.
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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
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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.
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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.
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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%
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3.3.4ComparingKeyPerformanceIndicatorsacrosssectors
PrivatesectororganisationsscoreconsistentlyhigherthanothersectorsinthenewTakeupand
EfficiencyKPIs.Theyarealsomorelikelytomeasuretheirperformance.SectorKPIscoresarelisted
in