Posted tagged ‘brand’

Clarifying the extension

10 May 2016

Extended Enterprise Training (EET) is a term that was introduced to me by Don Presant in response to my previous blog post Educate everyone.

EET is poised to become the “next big thing” in corporate L&D, but what is it exactly? Most sources I’ve looked up agree with Webanywhere’s definition of the term:

Extended Enterprise Learning is any training that is provided to learners outside of your organization. The training could be targeted at dealers, channel distribution partners, suppliers, resellers, franchisees, and even your customers.

I don’t disagree with this definition, but I do wish to provoke deeper thinking by challenging it.

Inigo Montoya

Take franchisees as the first talking point. I consider it a stretch to think of them as being outside of your organisation. Sure, they might not be on your payroll, but my local McDonalds is a part of the universal Golden Arches empire. I bet my Big Mac that Ronald says so too.

I put dealers in the same basket. Indeed, the folks in Aichi Prefecture don’t pay the sales guy at my local Toyota dealership out of their own pockets, but they’d choke on their sak√© at the suggestion he didn’t belong to the Toyota family. And rightly so.

Partners, suppliers, resellers… these make much more sense to me. And I would replace “even your customers” with “especially your customers” – as that’s where I believe the untapped upside of EET lay.

So I guess my argument relies on the concept of brand. To me, anyone doing business wearing your logo is a part of your organisation, whether you pay them or not. Anyone doing business with you or for you, without wearing your logo, is not a part of your organisation.

I hereby propose EET applies to the latter.

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Educate everyone

19 April 2016

My all-time favourite example of augmented reality has been reinvented.

When I first saw BMW’s augmented reality glasses on YouTube over 8 years ago, I was excited. It heralded a new dawn in educational technology. A golden age in which learning & performance would be transformed.

Then… nothing.

For years afterwards, augmented reality seemed to be trapped in the mystical realm of what it “could” do in the future. Indeed it offered amazing potential, but with too few examples of the technology in use, not much reality was really being augmented.

More recently, Google Glass has been making in-roads, though I consider it more of a data display device than an AR headset. And Microsoft’s work on HoloLens is truly inspiring, but it’s not quite ready yet.

Then… BOOM!

At the 2016 Consumer Electronics Show, Hyundai unveiled its Virtual Guide. Overnight, the Korean boffins made BMW’s augmented reality glasses a reality for the rest of us.

Now, I use the term “overnight” with poetic licence. Hyundai actually unveiled its AR app in the previous year. And yes, there have been other practical applications of AR done by other companies. Heck, they’re not even the first car maker to do it.

But all that is moot, because the point is this is the first time in a long time that I’ve been impressed by a mainstream brand. To me, Hyundai stands out from the myriad other car makers as a leader – not only in innovation, but also in customer service.

I compare them to Honda, for example, whose Civic can’t even play the songs on my Samsung smartphone.

Surprised koala

Hyundai’s app prompted me to consider the relationship between e-learning and marketing in the corporate domain.

Traditionally, e-learning (along with the rest of L&D) is inward focused; its specialists are charged with developing the capability of the organisation’s employees. In contrast, marketing is outward focused; its specialists are charged with attracting more customers.

Indeed there has been consideration of combining marketing with e-learning to promote and motivate employee development, but how about the reverse? How about combining e-learning with marketing to engage customers?

As Hyundai has demonstrated, e-learning can be used as a vehicle to establish a leadership position for the brand. Yet it can do more.

Consider an insurance company. Like cars, this is another sector that is usually considered boring by the general public and faces stiff competition. How about another TV advertisement featuring a loving family and a dog and… yawn… sorry, I can’t be bothered finishing this sentence.

Instead, how about a customer education strategy that teaches the public the fundamentals of insurance, providing a clear explanation of the concept, untangling its mind-boggling options and variations, ultimately helping regular folks like you and me make better decisions about our finances.

The strategy might involve a YouTube channel, an expert-authored blog, a moderated discussion forum, a free webinar series, a corporate MOOC… all open to the public.

Could someone consume your wonderful content and buy their insurance from someone else? Of course, some people base their purchasing decisions solely on price. But many don’t. With the trust and goodwill your education generates, I’d wager that plenty of prospective customers will prefer the brand that empowered them.

At the very least, you’d attract more customers with an education strategy than without one.

So don’t just educate your staff. Educate everyone.

7 big opportunities that MOOCs offer corporates

29 July 2013

Hot on the heels of my 5 benefits of open badges for corporates, I now present my 7 big opportunities that MOOCs offer corporates.

Regular readers of my blog will know that I’m quite the MOOC fan. While I realise massive open online courses are not a panacea, I believe they have much to offer learners and learning professionals alike.

More specifically, I recognise the following opportunities to leverage them in the workplace. If you can think of any others, please let me know…

Businesswoman on computer in office

1. Sourcing content

Quality content, for free, from some of the world’s most respected educational institutions? That’s a no-brainer.

While Coursera and others offer MOOCs covering business and management topics that are relevant across the enterprise, it’s important to realise that other topics (such as statistics, law and IT) may also be relevant to particular teams. Having said that, I believe there is much more scope for MOOC providers to cover corporate-relevant topics.

I envisage L&D professionals playing important roles in both curating and supporting MOOCs for their colleagues. In terms of the former, it’s important that the right MOOC be connected to the right employee so that it’s relevant to their performance on the job. This will involve an analysis of the curriculum pre-study, and an evaluation of the learning experience post-study.

In terms of supporting the moocers in the organisation, I envisage L&D pro’s undertaking activities such as facilitating communities of practice, setting up buddy programs, and organising external meetups.

2. Networking

Participating in a MOOC forms connections with people outside of your organisation. Whether it be via the online discussion forum, on one of the associated social media groups, or at a local meetup, suddenly you are introduced to a world of people who are passionate and knowledgeable about the topic.

And it’s not just people outside of the organisation you will connect to. You may also connect with fellow participants inside the organisation, whom you otherwise might never have met.

A MOOC can therefore facilitate the kind of cross-functional collaboration and diversity of thinking that many corporates talk about, but few ever do anything about.

3. Blending content

Depending on the licensing policy of the content owner, a MOOC (or parts thereof) may be incorporated into an in-house offering.

Content sourced from a respected university can make the offering more engaging and lend it an air of credibility.

4. Flipping classrooms

While corporates are increasingly realising that classroom delivery is not necessarily the most effective pedagogy for employee development, neither is delivering the training in exactly the same way via a webinar or converting the PowerPoint slides into an online module.

Instead, corporates should consider making their offerings “MOOC like” by creating an online space in which the content can be consumed and discussed by the employees (with SME support) over the course of several weeks.

This approach reduces the burden of managing classroom sessions (timetables, room bookings, flights, accommodation), and frees up face-to-face time for value added activities such as such as storytelling, Q&A and role plays.

I also suggest mimicking the flexibility of a MOOC, whereby signing up to the course, participating in it and even completing it is optional. However, only those who pass the assessment will have their completion status recorded in the LMS.

5. Brand marketing

Just like a university, a corporate has expertise in a particular domain that it can share with the public. Perhaps after experimenting with internal “MOOC like” courses, the organisation can deliver a bona fide external MOOC either on their own server or via an established platform like Coursera.

Notwithstanding the fact that managing a MOOC is a lot of work, I would argue the investment is worth it. Think about it: you can access tens of thousands of customers and prospective customers who are becoming increasingly immune to traditional advertising. By educating them, you build up your goodwill and engender a sense of trust in your brand.

Then there’s CSR to consider. Does the company have an ethical responsibility to help the community through MOOCs? Not to mention the kudos that goes with it.

So while the financial viability of MOOCs has come under heavy fire in the blogosphere, the ROI might be more complicated than the profit-and-loss statement suggests.

6. Becoming involved

If running a MOOC is a bridge too far for the organisation, there are other opportunities to become involved.

For example, the University of Virginia’s Foundations of Business Strategy MOOC invites real companies to supply real business problems for the (tens of thousands) of students to solve collaboratively.

As Foldit can attest, problem solving through crowdsourcing really works – and sometimes the results are spectacular.

7. Mining big data

This wades into the murky waters of privacy and ethics, but theoretically at least, a company could purchase access to a particular MOOC’s analytics.

Why would it want to do that? Perhaps to:

  • Offer internships to the participants who achieve the highest results.
  • Uncover trends in the online discussions, and hence forecast consumer behaviour.
  • Target the students, who self-evidently have an interest in the domain, with direct marketing for related products and services.

And if the organisation were to run its own MOOC, it wouldn’t need to pay anyone for the data.