Maturity Matters<br />17th May 2011<br />Laura Overton<br />Laura@towardsmaturity org<br />lauraoverton<br />
Maturity Characteristics<br />Vegetable garden of Le Manoir aux Quat’ Saison<br />
Early research<br />Embedded<br />Established<br />Developing<br />Sporadic<br />Novice<br />More mature consistently repo...
Benchmarking good practice<br />TM Index<br />
Top Quartile<br />Bottom Quartile<br />3rd<br />2nd<br />1<br />100<br />2xaudience take up<br />33% additional cost savin...
Fruits of Maturityn=328<br />
Investing in maturity<br />Maturity<br /> Accelerators<br />
Defining<br />Need<br />Compared with average, Top Q organisations are:<br />More than 2x as likely to have an organisatio...
Defining<br />Need<br />However<br />Only 50% agree that e-learning supports the skills the business needs!<br />Activitie...
Defining<br />Need<br />Learner<br />Context<br />Compared with average, Top Q organisations are:<br />Twice as likely to ...
Defining<br />Need<br />Learner<br />Context<br />However<br />Only 1 in 5 agree that they support staff career aspiration...
Defining<br />Need<br />Learner<br />Context<br />Work<br />Context<br />Compared with average, Top Q organisations are:<b...
Defining<br />Need<br />Learner<br />Context<br />Work<br />Context<br />However<br />3 out of 5 know what learning their ...
Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Work<br />Context<br />Compared with avera...
What technologies are we using?<br />Compared with average, Top Q organisations are:<br />2x as likely to encourage staff ...
Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Work<br />Context<br />However<br />Less t...
Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Ensuring<br />Engagement<br />Work<br />Co...
Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Ensuring<br />Engagement<br />Work<br />Co...
Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Demonstrating<br />Value<br />Ensuring<br ...
Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Demonstrating<br />Value<br />Ensuring<br ...
Common sense but not common practice!<br />
What is holding us back?<br />2004 <br /> IT infrastructure<br />2006 <br />Cost of set up<br />2008<br />Staff reluctance...
‘Without a good gardener, a garden will just disappear’<br />Quote arabella Lennox Boyd , garden designer<br />
Maturity Matters<br />Maturity influences results<br />Maturity needs to be nutured<br />Where do you stand?<br />Find out...
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LINE Maturity Lunch 17th May 2011

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  •  © Copyright Towards Maturity 2010All rights reserved. No part of this material protected by this copyright may be reproduced or utilised in any form, or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without prior authorisation.
  • What are the Characteristics of maturity?EstablishedFlourishingGrowingFruitfulAdaptableThis is the vegetable garden of La Manoir de quatresaison in Oxfordshire. Mature garden established to support the business – created with intention , there has been an investment in this landscape to make it matureMaturity Technology – driving results, embedded, making a difference, acceptance, trying new things &amp; they make a difference, not set in ways, dynamic but driving the overall vision of the business
  • Over 7 years of benchmarking we have consistently found that those more mature in their use of learning technologies report more benefits.For those new to e-learning or those looking to get out of a rut, there are lessons to be learned from best practice benchmarking.Notes:Participants reflect on their own maturity using the following descriptionsNovice - We know very little about e-learningSporadic - e-learning is used in some departments or for some coursesDeveloping - We are developing and coordinating our use of e-learningEstablished -e-learning is established across the organisation and is transforming our L&amp;DEmbedded -e-learning is thoroughly embedded within the organisationThe diagram highlights the % of participants from 2010 in black and from 2008 in grey.10% of Participants in the latest study (2010) have been using learning technologies for less than 1 year, 22% from 1 to 3 years and 68% over 3 years
  • Investing in maturityOver the years the benchmark study has identified 6 work-steams that consistently correlate back to delivering business impact and staff impact for organisations.1200 organisations have now been through the TM benchmark from across the private, public and not for profit sectors and we have found that the work streams influence results regardless of sector.In 2010 we have used organisation’s feedback on where they stand against previously identified best practice to compile a new Towards Maturity Indicator – a single benchmark figure which gives a measure of an organisation’s implementation performance against the 6 implementation workstreams.The Towards Maturity Indicator gives a composite index measure on a scale of 1-100 to provide a single measure to benchmark your organisations implementation maturity.The new TM indicator allows us to compare the results and behavior of those in the top quartile of best practice with the averages across the sample to understand how implementation behavior influences results.So do these practices deliver?Some are more successful than others because they do more of these things!
  • The new TM index allows us to compare the results and behavior of those in the top quartile of best practice with the averages across the sample to understand how implementation behavior influences results.Those in the top quartile of implementation best practice (as identified by the TMI) were at least three times as likely to report the following benefits as those in the bottom quartile. Improved staff satisfaction (7 times as likely)Increased productivity (6 times as likely)Improved monitoring of impact measures (5 times as likely)Improved management and administration (3 times as likely)Improved customer satisfaction (3 times as likely)However, for all other benefits, those in the top quartile of implementation good practice were at least twice as likely to report these benefits as those in the bottom quartile. They are also more likely to report:Increased allocation of budget for elearningDirectors and Senior managers are using elearningTheir elearning is being used by their staff at home as well as at workThey are less likely to report:Barriers to implementationRestrictions on the use of social media
  • NOTEThese averages are conservative calculations aggregated from responses from to multiple choice questions (for example a participant ticking that they have saved 15% or more in time, cost etc would only be counted as saving 15%, those that said they didn’t measure or didn’t know were also included with 0%).When we calculate the key performance indicators using only data from those that provided an answer to the question, rather than including those that didn’t measure, a number of the performance indicators are higher. For exampleThe top quartile (n=80) report 35% reduction in study time, ablity to deliver learning 43% faster and a 36% reduction in time to proven competency.Across the board, the practice is delivering results!
  • A garden like this doesn’t just appear overnightThere is planningPlantingNuturingReviewingWorks in seasonsIn the same what, What can we do to develop maturity in our learning culture?
  • Towards Maturity Model helps provide a framework for creating a fruitful landscapeComprised of 19 activity areas and over 90 individual action areas all of which correlate to measures of performance improvementSome activities however tend only to be seen in the top quartile – we’ve called these accelerators.Spend a few moments exploring the model – time is short so we will concentrate on some of the accelerators in each of the workstreams.
  • Media are constantly evolving but what are we actually using?This picture shows how participants in our studies are currently using technologyThe Top 10 technologies in use are Surveys and questionnaires - 91%Electronic-based learning materials -89%Intranet with web learning resources pages -83%Online assessment -81%LMS – 78% (54% using standalone, 43% using integrated with HR, some using both)Mobile use of laptops/notebooks/tablet PCs -79%Video conferencing -69%Simple screen simulations -68%Enterprise wide information services such as sharepoint - 52%Content Management System - 50%Others technologies are widely talked about but still not as widely usedMobile devices – 36%Mobile apps – 20%Open source – 41%Competency management – 31%Virtual class room – 45%Virtual worlds – 8%Communities of practice -30% Plus a range of social media – see next slide.
  • The 6 workstreams are common sense but rarely common practice
  • In 2004, poor infrastructure was cited as one of the top 3 barriers, in 2006 the cost of set up was at number 1 , in 2008 the top 3 barriers are all to do with people:  reluctance by staff to engage in e-learning remains the most likely barrier to be selected closely followed by a lack of knowledge and a lack of skill to implement within learning and development teams.In 2010 organisations overall are reporting fewer barriers but the top barriers to success are still linked to people and culture , the numbers reporting these as amongst the top barriers to learning are not decreasing significantly over time ( despite the focus over the last 18 months) For example:Lack of knowledge about its potential use and implementation is cited by 41% in 2010 vs 42% in 2008Lack of skills amongst staff to implement and manage is cited by 38% in 2010 vs 37% in 2008.It seems that we are not learning from mistakes of the past, poor past experience as a barrier has been growing by 1 or 2% per annum consistently over the years and is now amongst the top barriers for over a quarter of the sample. Poor staff ICT skills has decreased this year (quoted by 18% , down 2%).Notes on barriers:It is important to note that this survey is primarily the perspective of L&amp;D professionals – data from other surveys (for example Cegos) show that learners are more willing to learn in this way than we give credit for.Recent reports from Capita highlight that inadequate L&amp;D departments are holding back recovery with 50% of business leaders from some of the UK&apos;s largest organisations doubting L&amp;D&apos;s ability to support their upturn strategy. However the Cegos research shows that there is a real hunger within individuals that matches the hunger of business itself (see the CBI report on business over the next 10 years). Surely this is a significant wake up call!! 
  • Technology has changedThinking about how to use technology in learning has changedThere are plenty of examples of how it is delivering results – and plenty of examples where it isn’t delivering.These 6 areas highlight where most organisations go wrong &amp; where successful ones are making a difference.Start practicing them &amp; accelerate the promise!Find out more about the TM 2010 benchmark at www.towardsmaturity.org/2010benchmark(full report due for release Nov 2010)You can also benchmark your own implementation to identify the areas that will make the most difference in your success. Contact us to find out how.
  • Recession has increased demand.In 2010 , our expectations of the contribution of technology to learning are higher than ever before in our benchmark historyA wider range of drivers have been cited by more organisations in 2010 than in the previous history of the benchmark.The list below is just the top 15(% of sample of 400 highlighting this as a driver in brackets, followed by % of benchmark in 2008)Increasing access (driver for 94% in 2010, )Improving quality (90%)Increase flexibility (90%)Improve administration (85%)Reduce training costs (85%)Extending reach (83%) Reduce time away from the job (80%)Improving induction process (79%)Implementing new products/processes (78%)Monitoring impact (75%)More qualified workforce Compliance (73%)Supporting organisational change (71%)Improving staff retention (71%)Improving customer satisfaction (66%)Data from TM 2010 benchmark
  • This graphs looks at the % of organisations actually achieving the benefit that they are looking for (n varies as not all organisations are looking for all of these benefits)
  • LINE Maturity Lunch 17th May 2011

    1. 1. Maturity Matters<br />17th May 2011<br />Laura Overton<br />Laura@towardsmaturity org<br />lauraoverton<br />
    2. 2. Maturity Characteristics<br />Vegetable garden of Le Manoir aux Quat’ Saison<br />
    3. 3. Early research<br />Embedded<br />Established<br />Developing<br />Sporadic<br />Novice<br />More mature consistently report more benefits:<br />3-4 times more likely to report:<br />Improved productivity, staff satisfaction,<br /> ability to respond faster to business demand<br />
    4. 4. Benchmarking good practice<br />TM Index<br />
    5. 5. Top Quartile<br />Bottom Quartile<br />3rd<br />2nd<br />1<br />100<br />2xaudience take up<br />33% additional cost saving<br />50% additional saving in study time<br />6x decrease in time to proven competency<br />6x more likely to report increased productivity<br />3 x as likely to report improved customer satisfaction<br />
    6. 6. Fruits of Maturityn=328<br />
    7. 7.
    8. 8. Investing in maturity<br />Maturity<br /> Accelerators<br />
    9. 9. Defining<br />Need<br />Compared with average, Top Q organisations are:<br />More than 2x as likely to have an organisation wide strategy and set measurable targets<br />Activities that help align implementation with both business and individual needs:<br />Strategy aligned with business need<br />Learning relevant to required business need<br />
    10. 10. Defining<br />Need<br />However<br />Only 50% agree that e-learning supports the skills the business needs!<br />Activities that help align implementation with both business and individual needs:<br />Strategy aligned with business need<br />Learning relevant to required business need<br />
    11. 11. Defining<br />Need<br />Learner<br />Context<br />Compared with average, Top Q organisations are:<br />Twice as likely to agree that technologies give staff more control over their development<br />Activities that provide learners with options that support their:<br />Choice – time, place, approach<br />Motivation – aspirations and work-life balance<br />
    12. 12. Defining<br />Need<br />Learner<br />Context<br />However<br />Only 1 in 5 agree that they support staff career aspirations with e-learning<br />Activities that provide learners with options that support their:<br />Choice – time, place, approach<br />Motivation – aspirations and work-life balance<br />
    13. 13. Defining<br />Need<br />Learner<br />Context<br />Work<br />Context<br />Compared with average, Top Q organisations are:<br />More than twice as likely that managers give staff time to learn at home<br />Activities that help L&D to understand and address issues outside of their immediate control:<br />IT infrastructure & relationships<br />Managerial support and culture<br />
    14. 14. Defining<br />Need<br />Learner<br />Context<br />Work<br />Context<br />However<br />3 out of 5 know what learning their IT systems can support<br />Activities that help L&D to understand and address issues outside of their immediate control:<br />IT infrastructure & relationships<br />Managerial support and culture<br />
    15. 15. Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Work<br />Context<br />Compared with average, Top Q organisations are:<br />3 x as likely to blend different technologies & over 2x as likely to train trainer to blend<br />Activities that build the skills of L&D professionals:<br />General awareness<br />Designing learning<br />Assessment & support<br />Facilitating collaboration<br />
    16. 16. What technologies are we using?<br />Compared with average, Top Q organisations are:<br />2x as likely to encourage staff to share experiences and solve problems using social media tools<br />2x as likely to use technology to help staff learn from each other<br />
    17. 17. Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Work<br />Context<br />However<br />Less than 1/3 agree that their training staff have the right skills to exploit technology in learning<br />Activities that build the skills of L&D professionals:<br />General awareness<br />Designing learning<br />Assessment & support<br />Facilitating collaboration<br />
    18. 18. Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Ensuring<br />Engagement<br />Work<br />Context<br />Compared with average, Top Q organisations are:<br />Over twice as likely to identify & train local champions to support change<br />Marketing and communications activities that address stakeholder requirements:<br />Learners<br />Managers<br />L&D staff<br />
    19. 19. Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Ensuring<br />Engagement<br />Work<br />Context<br />However<br />Only 1 in 3 are confident that staff know how to get hold of the training they need<br />Marketing and communications activities that address stakeholder requirements:<br />Learners<br />Managers<br />L&D staff<br />
    20. 20. Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Demonstrating<br />Value<br />Ensuring<br />Engagement<br />Work<br />Context<br />Compared with average, Top Q organisations are:<br />Over 3x as likely to measure specific business benefit when evaluating success<br />Activities that highlight business impact:<br />Gathering feedback<br />Measurement <br />Communicating success<br />
    21. 21. Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Demonstrating<br />Value<br />Ensuring<br />Engagement<br />Work<br />Context<br />In 2010<br />Only ¼ of participants work with management to identify specific business metrics<br />Activities that highlight business impact:<br />Gathering feedback<br />Measurement <br />Communicating success<br />
    22. 22. Common sense but not common practice!<br />
    23. 23. What is holding us back?<br />2004 <br /> IT infrastructure<br />2006 <br />Cost of set up<br />2008<br />Staff reluctance<br />2010<br />Staff skills to manage own learning<br />Lack of knowledge about its potential use and implementation<br />Lack of line management encouragement<br />Lack of skills amongst staff to implement and manage<br />
    24. 24. ‘Without a good gardener, a garden will just disappear’<br />Quote arabella Lennox Boyd , garden designer<br />
    25. 25. Maturity Matters<br />Maturity influences results<br />Maturity needs to be nutured<br />Where do you stand?<br />Find out your TMI<br />www.towardsmaturity.org/mybenchmark<br />lauraovertonn<br />
    26. 26. Why are we investing in learning technologies in 2010?<br />
    27. 27. What are we achieving?<br />

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