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2008 Social Media Business Case

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  • Barack Obama: Obama's Most Valuable Marketing Lesson Throughout both the election and transition process, much of Obama’s communication has not been about him. His messages focus on the voters and how he will solve their problems. And therein lies the most valuable lesson to be learned from the Obama campaign : When you shift the focus to the people you’re trying to reach, you win their hearts and minds. Ask yourself the question: What is the best way to find out what our clients are thinking without Paying a dime for research
  • Why Bother? Our goals for 2009 eLearning where to explore social media, to find out how our business (eLearning) could benefit from it’s existence. We did, we are… Reason: The Market to Millenials: The worldwide demographics are even more staggering. The emerging generations are the largest ever. 70% of World’s Population… Generation Y alone comprise 2.1 billion. Learning Styles of Generations 60% of X/Y Generations are: Kinesthetic learners (or a combination of kinesthetic/visual learners), meaning that they learn best through doing, experiencing, or being involved. Both Gen X and Gen Y focus group participants stated that they wanted to try out the product/company/job. Visual . Like Demonstrations, info graphics, pictures, simulations when dealing with younger generations, and those from a non-western culture, the Kinesthetic and Visual learning styles are even more strongly represented Creativity in the presentation will make it stand out, thus be remembered, and most likely be acted upon. McCrindle Research Generation Map Study 2003)
  • They prefer hyperlinked information coming from many sources. They want options, they want scanability. They are skilled multi-taskers, and they parallel process. They are used to simultaneously working with different content, and interacting with others. They are highly visual learners, preferring to process pictures, sounds, and video rather than text. They are experiential learners who learn by discovery rather than being “told.” They like to interact with content to explore and draw their own conclusions. Simulations, games, and role playing allow them to learn by “being there,” and also to enjoy themselves and have fun. They have short attention spans, so prefer bitesited chunks of content (either on a PC or iPod). They are very social, and love to share with others. They enjoy working in teams. Interaction with others is key to their learning, and they want to be part of a community, collaborating, sharing, and exchanging ideas. They are happy to take on different roles in their learning, either as a student, or even as an instructor, facilitator, or supporter of others, and switch between them. They prefer to learn “just in time,” that is, have access to relevant information they can apply immediately. They need immediate feedback, responsiveness, and ideas from others, as they are used to instant gratification. They are very independent learners, and are able to teach themselves with guidance; they don’t need sets of instructions like their predecessors — just like they found out how to use their iPods or Google. They prefer to construct their own learning – assembling information and tools from different sources. SIMULATED IMMERSIVE LEARNING INCORPORATES ALL THESE ELEMENTS
  • “ Social media describes the online tools and platforms that people use to share opinions, insights, experiences and perspectives with each other. Social media can take many different forms, including text, images, audio and video. Popular social mediums include blogs, message boards, podcasts, wikis and vlogs.” Think of it as a Sports Bar: A social gathering place we are all familiar with Text: The Menu of that sports Bar Images: Diversity of the people in the Sports bar- Clothes people are wearing; softball uniforms, jerseys, business suits eyc. Audio: Music & conversation at one of the many tables (family talks about… Group friends wearing Vikings jerseys are talking about… etc.) Video : Games on TV TV’s, Games, Logos, people, conversation, Music, food. Each Social Media medium we are about discuss: Blogs: Message Board: TV with a game on it Podcasts: Someone wearing an IPOD listening to their own thing Wiki: Vlog:
  • Every Business has a website: The web site provides customers and visitors with information about your company and its products The Mission Statement; Who We Are What We Do Buy From Us Marketers use the Internet to enhance customer reach through things such as pay-per-click, and search- Some businesses have a website & social media presence Blog allowing comments Posting reviews after a product (Bed Bath & Beyond: An interesting article on Clickz showed that Bath & Body increased sales by 10-12% after implementing customer feedbacks and reviews on their site.) Vlog; Videos of interest as determined by Corporate Communications Marketers use these features to… Not very many businesses provide social media relationship. Social media relationship: When businesses set up a web site and social media presence that influences the behaviors of the intended audience/participants. The relationship should not intentionally benefit the marketer/business, rather the target audience/consumer& general society by way of service. Provides invaluable Services: Killer App (education, knowledge tool, white paper, resources-references (Web MD, Niketown custom shoes) Provides sense of ownership to audience. leveraging relationships and networks. It leverages the value that consumers/customers have in sharing between themselves and with the brand/manufacturer. It delivers a two-way communication link between the consumer/customer and the brand. It complements other online and offline marketing initiatives. It’s good enough that others will refer it as valuable…
  • Outcomes measure changes, preferably behavioral, resulting from the program/campaign/activity. For example, this could be the quantifiable change in the number of positive reviews for your company's recently launched new product. ATTENTION SPANS: Today's challenge with social media and marketing is the same challenge affecting all forms of media: People's attention spans are short and they are easily and quickly distracted. Therefore, just like any other effort, a single strike may not be enough. When you decide to leverage social media you need to deploy it consistently over time. First Determine the Desired Business Outcome As with any initiative, you can measure the impact of a social media effort only after you've determined the business outcome it supports and established performance-based objectives. Possible Business objectives non-eLearning increasing customer trial improving brand advocacy/customer loyalty increasing share of preference. Each of these objectives should be tied to a business outcome. For example, increasing customer trial or share of preference may be tied to business outcomes around acquiring new customers or accelerating the rate of customer acquisition in order to impact revenue and market share.
  • Twitter Headline
  • Outputs measure effectiveness and efficiency, such as... whether the campaign cost-effective the number of positive reviews produced by community influencers the number of people engaged in a blog discussion on a topic related to your category that includes positive mentions of your company and its product.
  • Twitter created
  • Have a collec
  • Westlaw eLearning RSS Import of the Corp Comm Blog, then changing to Westlaw Tips, product info from blog name TBD West Elearning fan page- link all things about eLearning, the Wec, Wec Courses, Webinars, oter news Apps and more for fun- you never know what will take off
  • MySpace and Social Networking When it comes to social networking, there are literally hundreds of services, but none compare to the phenomenon that is MySpace. With millions of users and billions of monthly page views it is clearly the leader in social networking. You might have heard that it is only a hangout for teens and that the MySpace generation is a young, anti-establishment group. That fear may be keeping many businesses from joining. While there is certainly a large contingency of MySpace users that fit the commonly-believed mold, that theory is becoming outdated. More businesses are joining the fray every day and the MySpace crowd is not as young as you may think. A 2006 comScore study revealed half of MySpace users are 35 or older. Increasingly, businesses are stepping up and establishing their own profiles and promoting them within the MySpace community. There are certainly more credibility challenges in MySpace promotion than elsewhere on the Web, but the benefits are evident and abundant.
  • Business results measure how the program, campaign, or activity helped the organization achieve a specific business objective. For example, the rate of adoption for your company's new product-that is, the incremental lift in sales for the product as a result of the social media. The more quantitatively you can measure your social media, the better . The closer those measurements are to business outcomes, even better. How rapidly people in the network engage with you and respond to your "call to action, " such as write a review participate in the blog discussion forward something to a colleague.. can all be measured. What you want to know is whether the social media efforts are having any incremental impact , and if so how much, so you can assess return on investment. Remember to keep the business outcome in mind , such as seeing an increase in the number of people "trialing" your product in order to increase the number of qualified leads in the pipeline and ultimately increase the number of "buyers." So, even if the social media is producing a good return in terms of its specific metric, if it isn't moving the needle on the business outcome then more than likely you need to revisit your effort.
  • Metrics Established after Social Media “type” is determined to best achieve the business outcome (Twitter, Blogger, Starbucks) How that social media “type” best supports your marketing objective. (Increase Registrations to landing page) However, just as with any communication channel, you will want to have some way to create a measurement framework. Possible Measurable: measure your social media similar to how you measure Corp Comm public relations (PR) using: Outputs (Blogs, Press Releases, Video) Outcomes (Comments, Feedback) and business results (Author engagement, other ) as the basis of your framework. Why choose a framework similar to one used for PR? If you review the purpose of each-PR and social media-you can see that they are kissing cousins . Public relations is about attempting to favorably influence the impressions and attitudes of a target audience primarily through endorsements (published articles, reports, reviews, etc.) by trusted, credible, objective third parties. Social media is designed to have an impact on both engagement and influence through the participation and interaction of third-party networks and communities. They both rely on perceived trusted and credible third parties over which you have very little direct control. How do you use the outputs, outcomes, and business results framework? First, let's define each category, because each category measures something different:
  • Visa is a great best practice Best Practice: Topyx- http://www.interactyx.com/eLearning-topyx-overview Social Network allows effective collaboration learning Affordable hosted eLearning Allows usage of existing content SCORM compliant platform Ample empirical evidence on the benefits of eLearning Easy to use for students, instructors, and administrators Branded to your company Assessments, grade books
  • Most use intranet components
  • Slide source David Stillman presented to Thomson West employees October 2007. Notes: Veterans/Traditionalists (born 1925-1945) grew up in times of economic hardship, which led them to become disciplined and self-sacrificing. They place duty before pleasure, believe patience is its own reward, see work as an obligation, and, as workers, are loyal, hard-working, and dedicated. They respect authority, and they work within the system. Some of the youngest of this generation are still in the workforce. Baby Boomers (born 1946-64 ) are members of a large generation who grew up in economic prosperity after World War II in strong, nuclear families with stay at- home moms. They are competitive, optimistic, and focus on personal accomplishments. They are workaholics, who “live to work,” and often take work home. Their job or profession defines them, and they like to feel valued and needed. They have no work-life balance; many have sacrificed a home life for a career, and for those who tried both, it has been a juggling act. This generation has dominated the workforce for many years, and now hold significant positions within it. Generation X (born 1965-1979) grew up in very different circumstances. For many, having divorced parents and mothers at work was the norm. This led to their characteristic resilience, independence, and adaptability. At work, they take employment seriously and have a pragmatic approach to getting things done. They “work to live, not live to work,” and move in and out of the workforce to accommodate their family and children. Compare these profiles with that of the youngest generation in the workplace, Generation Y (also known as Millenials) (born 1980-1995), and the biggest generation since the Baby Boomers. A number of sources summarise this generation as follows: They are the children of Baby Boomers who indulged them and gave them lots of attention, and they now display a high level of self-confidence. This generation grew up in good times, and spent more time in fulltime education than any previous generation. Because they have only known economic prosperity, they do not fear unemployment. They are self-reliant and very social. Friends are very important to them, and they have a large network. They like to multi-task, and are always onto the next thing. They question everything, hence their alias, Generation Why? In the workplace they are not afraid of challenging managers (Baby Boomers). For them, work is a means to an end; it is a place, not their identity. They want flexible working hours, to be able to work from home, and to have time off for travel. Gen Y-ers are quite happy to leave a job if it doesn’t come up to expectations. They think they can have it all and are not embarrassed to ask for it. They are happy to job hop until they find what they want.
  • Content for the WeC landing page. 1. RSA Tip of the Day 2. Headnote of the Day (actually Andrea Berg is working on this) 3. West eLearning Center News (including promotions for courses (Summer of eLearning with Starbucks cards a site map, (site breakdown of available courses) One paragraph description of each course which could be repurposed on Cobalt Search any related corresponding legal news related to those topics... Via corp comm) cross promoting West Legal Ed Center 4. Most definetley we also need to include some elements of fun
  • A profile of today’s new breed of learner Aggregating all the characteristics identified so far, we can build a profile of the new learner of today as someone who is:
  • The worldwide demographics are even more staggering. The emerging generations are the largest ever. Generation X and Y make up nearly 70% of the global population, of which Generation Y alone comprise 2.1 billion. Gen X and Y comprise not just the emerging labor force, but our clients and competitors as well. Yet a mix of generations is key: they value diversity . Understanding the demographics will influence our training: Training Styles Effect – most people today are Kinesthetic learners (or a combination of kinesthetic/visual learners), meaning that they learn best through doing, experiencing, or being involved. Both Gen X and Gen Y focus group participants stated that they wanted to try out the product/company/job. The second most likely learning style is the Visual . 40% of people are visual learners, and studies consistently show that under 20% are Auditory learners rendering monologues quite ineffective today (Dunn & Dunn, 1993, p5). In fact when dealing with younger generations, and those from a non-western culture, the Kinesthetic and Visual learning styles are even more strongly represented (Park, BRJ 2002). Any Creativity in the presentation will make it stand out, thus be remembered, and most likely be acted upon. McCrindle Research Generation Map Study 2003)
  • They prefer hyperlinked information coming from many sources. They want options, they want scanability. They are skilled multi-taskers, and they parallel process. They are used to simultaneously working with different content, and interacting with others. They are highly visual learners, preferring to process pictures, sounds, and video rather than text. They are experiential learners who learn by discovery rather than being “told.” They like to interact with content to explore and draw their own conclusions. Simulations, games, and role playing allow them to learn by “being there,” and also to enjoy themselves and have fun. They have short attention spans, so prefer bitesited chunks of content (either on a PC or iPod). They are very social, and love to share with others. They enjoy working in teams. Interaction with others is key to their learning, and they want to be part of a community, collaborating, sharing, and exchanging ideas. They are happy to take on different roles in their learning, either as a student, or even as an instructor, facilitator, or supporter of others, and switch between them. They prefer to learn “just in time,” that is, have access to relevant information they can apply immediately. They need immediate feedback, responsiveness, and ideas from others, as they are used to instant gratification. They are very independent learners, and are able to teach themselves with guidance; they don’t need sets of instructions like their predecessors — just like they found out how to use their iPods or Google. They prefer to construct their own learning – assembling information and tools from different sources. SIMULATED IMMERSIVE LEARNING INCORPORATES ALL THESE ELEMENTS
  • What is an Immersive Learning “ A simulation is just a model; it becomes a scenario when we put the simulation in an initial state and ask the learner to achieve a goal state (and we typically wrap a story around it), and it becomes a game when we tune that experience to achieve engagement.” Immersive Learning Simulation (ILS)? An Immersive Learning Simulation, also known as a Serious Game, is an optimized blend of simulation, game element, and pedagogy that leads to the student being motivated by, and immersed into, the purpose and goals of a learning interaction. Serious games use meaningful contextualization, and optimized experience, to successfully integrate the engagement of well-designed games with serious learning goals. SOURCE: March 2008, 360º REPORT IMMERSIVE LEARNING SIMULATIONS www.eLearningGuild.com SM The demand for, and demands of, simulations, scenarios, and serious games Pedagogy: the art or science of being a teacher . The term generally refers to strategies of instruction, or a style of instruction (source wikipedia) usually associated with teaching of children. Andragogy: same as above but for adults
  • There are different levels of “games” Mini-games (punch George Bush in the face for example. Click click click and link to something… or Video Game: PONG) Simulation Scenario (a little bit more advanced, kids games on Disney, games that are just for fun- but you can’t really transfer skills learned into real life) Serious Games: aka Immersvive Learning (learning skills in a unique way that can be directly applied to real life scenarios. These game use real-life interrelated variables that engage users, and are able to teach at the same time. Learning without knowing you are learning, I call it. They could also incorporate social media elements Most people almost 70% have played mini-games or investigated the possibility of playing mini games More people almost 90% have played or investigated Simulation Scenarios Serious Games are popular with the youngest generation 60% have used or investigated. This is the future… Immersive Learning Simulations Work : Over 93% of Guild members who have created an ILS report that their efforts produce results that are either somewhat or much better than other forms of rich-skill practice. Members are Reporting a Good ROI: Of the Guild members who have weighed in on this, more than 76% indicate they have received either a modest or a very good return on investment.
  • Part of any effective Simulated Immersive Learning proposal would include a Social element. The Younger Generations thrive with sharing and collaboration. The study, done by the eLearning Guild shows the frequency of Guild Members (*18,000 members) engagement in social media types Blogs 34.8 % Daily 66.7 % Weekly 90.9% Monthly Wikis 26.0 % Daily 71.2 % Weekly 94.8% Monthly
  • The successful business model for our company would require a combination all; elearning, creating a game simulation with embeded a social element and help file type blog for tips. Simple End User Interface (not complicated) Use of the eLearning Center, and West Legal Ed Center Pipeline to Seibel, Westsmart Use One pass would allow current users to fill out profile for game use. A place to create profiles for use on the Game, recruiting other members Promotion by Central Marketing to promote this
  • Our goals for 2009 eLearning where to explore social medai… we did, we are…
  • Transcript

    • 1. Immersive Learning & User PreferencesWest eLearning CenterWEC Information Gathering ProjectSales Account Management & Central Marketing
    • 2. Westlaw eLearning MissionThe West eLearning Center will provide customers with online, industry leadingtraining options that reinforce the Westlaw value proposition and delivers on its mission of providing “Better Results Faster.”Current State: www.westelearning.com SAM Training & eMarketing Team• 42 Courses & 220 lessons •Doug Monson• 20,000 Registered Users •Greta Wintheiser• 152,000 Lessons Completed •Paul Kizlios• 2005- 2,364 Registered Users •Marcus Anderson• 2005- 9,082 Lessons Completed •Sally Chatelaine 2
    • 3. Current State Attributed Westlaw Usage Pro Forma 90 days Pre vs. Post Training (2007-YTD Aug 08, overall WL usage) 35,000 Pro Forma Westlaw 30,000 usage post training 25,000 Thousands increased an average of 20,000 Pre Post 73%! 15,000 10,000 5,000 0 Corporate Fed Gov LLF MLF SLF Solo State Gov Ancillary 90 days Pre vs. Post Training (2007-YTD Aug 08, overal WLancillary) 250 200 Ancillary post 150 training increasedThousands Pre an average of 9%. Post 100 50 0 3 Corporate Fed Gov LLF MLF SLF Solo State Gov
    • 4. 2009 Plan Goals• Create comprehensive marketing plan to accomplish 09 goals by Q4 ’08 – Drive increased registrations at site by 25% YOY• Complete Webinar integration by Q1 ’09 – Increase Webinar attendance by 30% YOY• Conduct opportunity assessment by Q3 ‘09 – Identify market segmentation and training preferences – Identify additional opportunities for revenue and growth• Drive Westlaw revenue, usage, and retention growth – Establish metrics through database marketing – Measure and report quarterly progress 4
    • 5. 2009 Plan Strategies1. Centralize site and offer flexible learning options2. Launch Administrative Tools3. Integrate with Westlaw4. Expand course catalog5. Create comprehensive marketing plan6. Build reporting and analytics7. Conduct market research8. Assess social networking opportunities 5
    • 6. 2009 PlanStrategies 6) Strategy: Build standard reporting metrics and impact analyses.• Develop a pipeline from the eLearning site to Data Warehouse to enable automated tracking and reporting through DBM (Q1 ’09)• Identify measurement around: •Marketing impact using close tracking of how customers enter the site (e.g., GEMs, WTC) •Site ease of use based on usage patterns and click-through •Westlaw usage impact after course completion •Update of user level practice areas by courses taken •Identify effective courses based on Westlaw usage •Retention impact on at-risk customers •Customer service interaction impact 6
    • 7. 2009 Plan Strategies 8) Strategy: Assess social networking opportunities for customers that presents a sea-change in eLearning in the legal industry. • Un-tapped generation of learners: • Generation Y or Z (under 30) • Connected 24/7 to technology • Highly engaged in a broad range of social media tools • West, including Westlaw training, does not have a social media experience to capture the mindset of this generation of learners. Create interactive role playing game in the legal industry…Make WL and TR part of Second take your case toLife where people could work at court, face your West, buy TR products, etc. opponents… your research better be right! 7
    • 8. Purpose of Study• How do adults and younger generations wish to learn? What has been the trend?• What companies/industries have done a good job in implementing innovative training techniques? what have they done? Why was it successful?• What are the trends in the legal market? How do attorneys like to learn? 8
    • 9. Generations at Work & Learning Styles 9
    • 10. Profile of Today’s Learner 2.0 and 3.0• Most likely to be under 30 (and a member of Generation Y or Z) but might also be older than 30 (and a member of Gen X, Baby Boomer, Vets),• A digital native (or a very tech-savvy digital immigrant)• Connected 24/7 via a PC and/or mobile device, and• A highly engaged user of a broad range of socialmedia tools on a frequent (daily) basis.Source:Understanding Today’s Learner” by Jane Hart, “Learning Solutions- The eLearning Guild’s Practical Applications of Technology for eLearning” September 22, 2008 10
    • 11. About the Emerging Generation•Generation X and Ymake up nearly 70% ofthe global population•More than 60% areKinesthetic/VisuallearnersSource: McCrindle Research Pty Ltd, 2003 11
    • 12. Learner 2.0 Preferences: Options & Choices• Hyperlinked information, many • Short attention spans sources. • Very social, share, teams.• Scanability• Skilled multi-taskers • Want to be part of a community• Highly visual learners, • Prefer to learn “just in time,”• Experiential learners; Like to • Need immediate feedback, Discover responsiveness• Interact with content • Independent learners, and are able• Simulations, games, & role playing to teach themselves • Construct their own learning Source:Understanding Today’s Learner” by Jane Hart, “Learning Solutions- The eLearning Guild’s Practical Applications of Technology for eLearning” September 22, 2008 12
    • 13. What is Immersive Learning?SOURCE: March 2008, 360º REPORTIMMERSIVE LEARNINGSIMULATIONSwww.eLearningGuild.com SM Thedemand for, and demands of,simulations, scenarios, and seriousgames 13
    • 14. Interactive Games ParticipationMillennial& Gen Ex •Most people almost 70% have played mini-Millennial games or investigated& Gen Ex the possibility of playing mini games •More people almost 90% have played or investigated Simulation Scenarios •Serious Games are popular with the youngest generation 60% have used orMillennial investigated. This is& Gen Ex the future… 14
    • 15. Social Media Participation 15
    • 16. Types of Learning• Formal • Informal – Education in advance of – Support to enable immediate performance performance • Sequenced • Ad hoc time and subject • Scheduled • Just in time • Instructor or expert led • On the job • Peer to peer 16
    • 17. Where Most Learning Occurs Most learning occurs informally Formal Learning Informal Learning 17Education Performance Support
    • 18. Examples of learning activities •Field training FormalLearning Event - Setting •Telephone training •Reference Attorney •Webinars •Online Games •Knowledge Base •Wiki •Self-paced eLearning •Blogs/Discussion Boards Informal Informal Formal Learning Content - Curriculum Design 18
    • 19. Estimate of current state by volume of use Formal Live scheduled events in the field or via phoneSetting Live just in time via phone Informal eLearning Informal Informal Formal Curriculum Design 19
    • 20. Opportunity Learning Events Formal Live in the field or via phone Immersive Learning (Games)Learning Content Webinars Informal Informal Formal Knowledge Base Self paced Live via phone eLearning Wiki (user generate content) 20 Informal
    • 21. Opportunity Live scheduled events in the field or via Formal phone Live just in time via phoneSetting •Expand offerings of informal learning •Where most learning occurs Informal eLearning Informal Informal Formal Curriculum Design 21
    • 22. Examples of learning activities •Field training FormalLearning Event - Setting •Telephone training •Reference Attorney •Webinars •Online Games •Knowledge Base •Wiki •Self-paced eLearning •Blogs/Discussion Boards Informal Informal Formal Learning Content - Curriculum Design 22
    • 23. Successful Business ModeleLearning Center: Lynda.com Game Simulation: Mobsters Social 2.0: MySpace/FacebookMarketing: Offerpal Media West eLearning 2.0 23
    • 24. Immersive Learning: Serious Game Simulation 24

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