Posted tagged ‘corporate’

The dawn of a new generation

22 July 2014

User-generated content (UGC) is not a novel concept, but most of us in the corporate sector have barely scratched its surface.

Beyond enterprise social networks – which are hardly universal and face substantial challenges of their own – UGC in the broader sense is beset by concerns about content quality, accountability, organisational culture, job security and power dynamics.

And yet… the world is changing.

Notwithstanding either the validity or the importance of our concerns with UGC, the traditional training model is becoming increasingly unsustainable in the modern workplace. And besides, I think most of our concerns can be addressed by a change in mindset, a little imagination, a dash of trust, and a collective commitment to make it work.

To explore the practicalities of user-generated content, the Learning Cafe sponsored a webinar entitled Learner Generated Learning Content – Possibilities, mechanics and chaos? The event was hosted by Jeevan Joshi and presented by myself, Andrew Mazurkiewicz and Cheryle Walker.

My part comprised a proposed solution to a fictional caselet. Both the caselet and the transcript of my proposal are outlined below…

Call centre

Ron is the manager for a 250 seat contact centre at an insurance company in 3 locations. Ron has made sure that there is a comprehensive training program to cover all aspects of the job. However in the past 6 months improvements have plateaued despite improving the content and structure of the training workshops. Ron did an analysis of contact centre data and concluded that further improvements were only possible if practical knowledge and better practices known to the team were shared in the team.

Denise, a team leader suggested that operators would be keen to share how they dealt with difficult or complex calls using the web cam on the PC and post it on the intranet. Ron was concerned that recording may be a distraction and may be perceived by some as monitoring performance. Kit, the Learning Consultant insisted the videos should be loaded on the LMS so that the time spent and results could be tracked. There were also concerns that inappropriate videos may be posted. Denise was however convinced that it was a good idea and the only way to improve further performance. What should Ron do?

Formal training

Well firstly I think Ron should retain his formal training program. It’s important for the organisation to cover off its “must know” knowledge and skills, and formal training can be a quick and efficient way of doing that. Besides, moving away too radically from formal training would probably be a culture shock for the company, and thus counter-productive. So in this case I suggest it would be best to build on the foundation of the training program.

Training is the front end of an employee’s learning & development. I know from first-hand experience that there is a lot for contact centre staff to take in, and they can’t possibly be expected to remember it all. So the formal training needs to be sustained, and a powerful way of doing that is with an informal learning environment.

Formal training complemented by a content repository

A key component of the informal learning environment is the content repository – such as an intranet or a wiki – that contains content that the employee can search or explore at their discretion. The logical place to start with this content is with the existing training collateral. Now, I don’t mean simply uploading the user guides, but extracting the information and re-purposing it in a structured and meaningful way on-screen.

If Denise knows operators who are keen to generate content, then I would certainly welcome that. These people are the SMEs – they live and breathe the subject matter every day – so they are the obvious choice to add value.

However, I’m not sure if web cams are necessarily the way to go. In the case of dealing with difficult calls, audio would be a more authentic choice; visuals wouldn’t add anything to the learning experience – in fact, they’d probably be distracting. The operator could request a particular recording from the quality system and write up in text how they handled the call. And if they used a tool like Audacity, they could easily cut and edit the audio file as they see fit.

Another way of generating content – especially for process and system training – might include Captivate or Camtasia, which are really easy to use to produce handy tutorials.

An important point to remember is that the operator on the phone might need to look up something quickly. For example, if they have an angry or abusive caller on the other end of the line, they won’t have the luxury of wading through reams of text or listening to a 7-minute model call. So it’s important that the practical knowledge be provided in the form of job aids – such as a template or a checklist – that the operator can use on-the-job, just-in-time.

I don’t agree with Kit that this content should be put on the LMS. Frankly, no one will go in there – and in my opinion, that’s not what an LMS is for. By definition, an LMS is a Learning Management System – so use it to manage learning. It makes sense to use the LMS for the formal training program – for things like registrations, grading, transcripts, reporting etc. In contrast, what we’re talking about here is the act of learning – not its management. The operator needs a resource that is easy to access, easy to navigate, to learn what they need to do their job in the moment.

We must remember that the point of learning is performance – so the focus of our measurement and evaluation energies should be on the performance stats. The employees would have been thoroughly assessed during the formal training program, so now is not the time to go loading the LMS with more stuff just for the sake of tracking it. The real tracking now should be done with the business scorecard.

Formal training complemented by a content repository, which in turn is complemented by a social forum.

OK, a missing link in this solution is a social forum.

If an operator can’t find what they need, a social forum enables them to ask their crowd of peers. And again, because these peers are themselves SMEs, someone is likely to have the answer. Not only does this approach service the operator with the information they need, but other operators can see the interaction and learn from it as well.

Also, by keeping tabs on the discussions in the forum, the L&D professional can identify gaps in the solution, and review the content that is evidently unclear or difficult to find.

So in summary, my solution for Ron is an integrated solution comprising his formal training program, complemented by an informal learning environment including a structured content repository, which in turn is complemented by a social forum.

Those among us who like the 70:20:10 model will see each component represented in this solution.

Formal training (10) complemented by a content repository (70), which in turn is complemented by a social forum (20).

Do you agree with my integrated solution? What else would you recommend, or what would you propose instead?

Are we witnessing the dawn of a new generation? Can user-generated content be a core component of the corporate L&D strategy? Or is it just a pipe dream?

The point of compliance

15 April 2014

Why do we wear seat belts?

To avoid the fine… right?

I really wish I embedded this video into Take the law out of compliance training, but I didn’t.

So here it is now.

Out of the shadows

24 February 2014

“What apps do you recommend?”

With the proliferation of smartphones and tablets in the workplace, this is a question I am being asked with increasing frequency.

And I don’t really like answering it. I mean, I have my faves, but they are my faves. What I find useful might prove useless for you. It all depends on the nature of your role and what you are endeavouring to do with your device.

So to better inform my answer to this question, I am crowdsourcing a list of favorite business apps. I can now point to a dynamically curated selection of apps that a range of other people find useful. The weight of numbers lends credibility to my recommendations.

Businessman with information and resources streaming out of his smartphone

While it’s early days yet, I’m not surprised to see Evernote streaking ahead. In just about every conversation I have with my peers about apps, the peppermint pachyderm rates a mention. It seems everyone is talking about the elephant in the room!

However, I am surprised by the listing currently in second place: Dropbox. I’m not surprised by the fact it’s listed as a favourite app – Dropbox is excellent! – but rather that it’s listed as a favourite business app.

You see, while Dropbox offers wonderful affordances in terms of cloud-based storage and retrieval, it’s (apparently?) not very secure. Despite its Help Center’s claim to the contrary, the internet is littered with warnings such as this one and IT departments tend to frown upon its use.

Nonetheless, people use it. A lot. For business.

I see this as a sign of the times. Employees are circumventing their company’s restrictive and frustrating IT policies with their own technology.

Now I must stress that I am neither an IT manager nor a security expert. I am not arguing one way or the other on whether this is right or wrong. What I am saying is that this is happening. Shadow IT is casting itself over the corporate landscape.

Consider the implications for the e-learning professional:

  • Your employees expect to access information and resources on their own device – whatever make, model or operating system it may be.
  • Your employees are watching YouTube videos and engaging in social media, even if those sites are blocked by the company.
  • Your employees are participating in MOOCs, even if you disagree with their pedagogy.
  • Your employees are playing games when they get bored or they need a break.
  • Your employees are familiar with apps and they are using them.

The list goes on… You can try to suppress it – or embrace it.

Isn’t it time for your organisation’s e-learning to come out of the shadows?

E-Learning Provocateur: Volume 3

13 November 2013

Hooray! My E-Learning Provocateur: Volume 3 is now available.

This volume comprises my latest collation of articles from this blog. As in the earlier volumes, my intent is to provoke deeper thinking across a range of e‑learning related themes in the workplace, including:

E-Learning Provocateur: Volume 3•   Mobile learning
•   Informal learning
•   MOOCs
•   Flipped classrooms
•   Social intranets
•   Open badges
•   Self publishing
•   Augmented reality
•   The future of e-learning

E-Learning Provocateur: Volume 3 is available in both paperback and Kindle formats.

If you enjoy it, please review it on Amazon!

Udemy for you and me

13 August 2013

It seems like every time you blink, another free tool becomes available to help you create online learning resources.

One of them is Udemy – a web-based platform that enables anyone to create and deliver online courses for free. Simply open an account and you are provided with the tools you need to structure your curriculum, upload your content, and publish your course to the world.

Udemy has actually been around since 2010, but I only recently decided to dabble in it. In so doing, I created Audacity Crash Course and The Wide World of MOOCs.

Audacity Crash Course landing page The Wide World of MOOCs landing page

I thoroughly enjoyed using Udemy. I found it to be a simple yet powerful tool.

Having said that, everything has its pro’s and cons, and this was no exception. In case you are considering using Udemy for your own purposes, I will share some of my experience with you now…

Thumbs up

Pro’s

  • Udemy is incredibly easy to use. Creating lectures, rearranging them and uploading the content is a dream. I jumped straight into it without referring to the instructions, and while I’m familiar with authorware, I expect it’s intuitive enough for Average Joe to work out too. If not, it’s carefully scaffolded each step of the way.

  • The help resources are helpful. When I couldn’t figure out how to delete a lecture, for example, I found the solution via someone else who had raised a similar problem.

  • Every course undergoes a quality review process by the Udemy team. If and when it meets their standards they will add it to the marketplace, which means it will be discoverable by the public. The turnaround time for this process is 3-4 business days, which I consider reasonable.

  • When you publish your course, it is immediately live on the interwebs. That means prior to (and even regardless of) it being accepted into the marketplace, it will have a URL which you can promote to your target audience.

  • The business model enables you to monetise your course by assigning a price to it, of which Udemy claims a 30% cut. This seems reasonable to me, as it is the same cut that Amazon takes via its Kindle Direct Publishing service.

  • A coupon generator allows you create discount coupons at your discretion, empowering you to set the discounted price, the number of coupons, and the deadline. Of course, your cut will then come out of the discounted price rather than the full price. (The algorithm is slightly different for coupon-derived sales.)

  • You can also add your course to the Udemy affiliate program, which makes it available for others to promote for a share of the spoils. Conversely, you can earn a cut by promoting other people’s courses too.

Thumbs down

Cons

  • Udemy assumes that the bulk of your course will be lectures. In fact, one of their standards is that the course contains a minimum of 30 minutes of video content. While I understand why they do this, I also suspect it encourages “padding” and might make the course longer than it ought to be.

  • Another standard maintains that the lectures be 2-15 minutes in length on average “or appropriately long based on the instructional content”. I ran afoul of this one when I published The Wide World of MOOCs because – as you can see on the landing page – most of my lectures are less than 2 minutes each, which I argued was instructionally sound in light of the nature of the content.

    If Udemy had rejected my argument, I would have had no choice but to consolidate my Q&A videos into one long clip – which not only would have compromised the integrity of the instruction IMHO, but also would have affected the marketing as prospective students would not be able to see the full outline of the contents.

    Luckily though, the Udemy folk were true to their word and honoured the “or appropriately long based on the instructional content” aspect of the standard.

  • Udemy’s predilection for video presents another unexpected quibble. Leaving aside academic arguments about the pedagogy of lectures – which I think, for the record, depends on the circumstances – the curriculum builder labels every stage of your course a “lecture”. This makes it awkward when, for example, you want to upload a reading list, or web links, or a template. None of these things is a lecture, but they’re called one nonetheless.

  • While Udemy allows you to pick the thumbnail of each video lecture, it offers you only a limited selection. Typically you would want to pick the first frame; otherwise the video appears jumpy as it briefly shows the thumbnail drawn from somewhere midway before autoplaying from the beginning. Unfortunately, though, this first frame is often left out of the selection.

  • The method for deleting a lecture isn’t obvious. Having to click the little pencil first as if you were changing its title doesn’t make sense.

  • While rearranging the lectures is beautifully afforded via dragging and dropping, the same can’t be said of the downloadable materials. Murphy’s Law dictates that you need to make an edit or an update to the file at the top of the list, which means you must delete them all and then re-upload them.

  • You have to send an email to the affiliate team to request them to add your course to the affiliate program. This is a bit clunky, and naturally you want to fire off the request straight away. The problem is, your course can be added to the affiliate program only when it is live in the marketplace – which it won’t be for another 3-4 business days!

Open palm

Suggestions for improvement

In case anyone from the Udemy team is reading this, I respectfully suggest the following improvements…

  • Relax the enforcement of the standards. If a particular course doesn’t technically meet a requirement, the review team should be authorised to make a judgement call on whether to let it slide.

  • Consider labelling each stage of the course a “topic” rather than a “lecture”.

  • Allow the course owner to upload a customised thumbnail like YouTube does. That way, if the system doesn’t automatically pick up the first frame as a thumbnail, the owner can plug it in manually.

  • Place the trash can icon on each lecture’s banner so that it’s obvious how to delete it. A warning message should be sufficient to prevent accidental deletions.

  • Enable the dragging and dropping of the downloadable materials in the curriculum builder for resequencing purposes.

  • Incorporate an option during the publishing process to add the course to the affiliate program. Then, as soon as it is live in the marketplace, it is automatically added to the program.

UFO

All in all, though, I must re-emphasise that I thoroughly enjoyed using Udemy. I think it’s an excellent tool.

Not only can you use it to distribute your own expertise, but it’s so easy to use that the SME’s in your organisation can use it to distribute their expertise too.

Anyone interested in leveraging Udemy for workplace training should look into Udemy for Organizations which provides a private, branded portal with exclusive access only for your employees.

UFO might be a viable option for companies that don’t have an LMS, or for others that are seeking an alternative delivery platform.


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