MOOCS@Work Working Group Session 2
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MOOCS@Work Working Group Session 2

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MOOCS@Work Working Group Session 2 MOOCS@Work Working Group Session 2 Presentation Transcript

  • Learning Cafe Call MOOCs in Corporate Training 23 July 2013 MOOCs (Massively Open Online Courses) can be a mainstream employee learning option. It offers cost effective learning with the benefits far outweighing the challenges. L&D/HR need to be proactive in exploring and including MOOCs in learning strategies. 1
  • Agenda • Update and sharing MOOCs learner experiences. – 10 mins • Discussion - Futures Scenarios for MOOCs for Workplace Learning John Forrest - 15 mins • Discussion - Business Case for MOOCs at Workplace Sian Hartnett - 15 mins • Discussion - Impact on current state Learning Processes/ Framework Jeevan Joshi - 15 min • Call to Action – 5 mins 2
  • 3 Lee Kirby Working Group Advisory Group
  • MOOCs for Employees Update • MOOCs Update • MOOCs visibility is growing • Media • Learner/ consumer - • Either you know about MOOCs or your don’t. Academic world knows • Course are generally Uni based MOOCs or short paid courses on Technology/Start Ups • Other topics and models are emerging 4 Web site – moocsatwork.com @moocsatwork LinkedIn Open Group Moocs for Workplace Learning
  • Emerging Model 5
  • MOOCs at Work Framework
  • Proof of Concept Agree on approach across the participating organisations Get a small group(2-3) of employees to undertake MOOCs for personal development Consolidate learner and organisational experience Develop a framework for using MOOCs for employee training 7
  • FUTURE SCENARIOS John Forrest John.forrest@allestis.com
  • Environmental Scan • Business Case Focus & Assumptions? – Experimentation – Tactical project within an existing L&D Program / Strategy – Strategic as part of a L&D Transformation MOOCs Future Workplace L&D Future ? Learners L&D Professionals Managers Businesses + Political, Economic, Social, Technological, Environmental, Legisla Considerations
  • MOOC Specific Focus • Assuming Massive, Open, Online Courses are, by definition, ‘en mass’ – beyond the company context • What are the key disruptive differences of MOOCs • Inexpensive (economies of scale change L&D business models) • Wide variety of content (growing ever wider) • More immediate availability (towards on demand) • Difficult to assure quality (is it easy now?) • Learning goals and evidence not subject to business scrutiny or alignment (are they now?) • No (business) control over audience make-up • Interaction with broader audience, work shared openly • … • Is it about control? • Is this a threat to current bespoke, custom, closed approaches which have struggled to deliver measurable results? • How do these disruptive differences influence the environment and how are they influenced by the environment?
  • A Future Influenced By the Past? • Historical Content Examples? • Software • Music • Books, articles and papers • Movies • … • Historical Service Examples? • Recruitment • Product Sourcing • Travel Agents • … Inevitable trends: • Lower distribution costs • Global accessibility • More productive development • Global sourcing • Economies of scale for development and maintenance • Specialisation & intermediary costs are more visible, require clearer ROI to justify
  • Scenario Drivers • Key decisions • In general, what are the costs and benefits of MOOCs over existing alternatives (if there are any)? • Are MOOCs available for your workplace learning requirements? • If so, how will they be made available and managed in the workplace? • What will be the roles of the intermediaries between the MOOCs and Learners and the business? • Who will play these roles?
  • Five Scenarios 13 #1 MOOCs Not Ready #2 Raise the Draw Bridge #3 Learners Not Ready #4 MOOCs Take Over #5 Adopt, Adapt and Evolve
  • Scenario #1 – MOOCs Not Ready • MOOCs do not now (and are not likely in the next 3 years to) offer a viable alternative to existing course solutions • Over-hyped, unrealistic, can’t deliver • MOOCs go for lowest common denominator mass markets – most workplaces have narrower, higher quality, professional level requirements • Continue to evolve in-house L&D maturity, use technology, outsource some content delivery and development but keep business control 1
  • Scenario #2 – Raise the Draw Bridge • MOOCs are viable • The L&D practice community feels threatened by the consumerisation of learning • L&D professionals try to apply existing training course management / development mind-set to MOOCs • L&D professionals are dis-intermediated as business managers & HR allow Learners to go direct to MOOC providers • L&D budgets are redirected to business managers and HR for discretionary spend • With lower budgets, L&D function struggles to demonstrate any measurable outcomes 2
  • Scenario #3 – Learners Not Ready (L- Plates) • MOOCs are viable • Learners do not have discipline, skills and motivation to self-drive • As a result, L&D professionals are still heavily involved as intermediaries between MOOCs and Learners • L&D professionals spend more time managing MOOC sources than they would managing own content creation • Management overheads offset low cost of MOOCs 3
  • Scenario #4 – MOOCs Take Over Guild Halls • MOOCs are viable • Rise of an alternate intermediary, displacing business L&D • Professional associations drive standardisation and endorse MOOC catalogues • Workplace management relies upon professional development bodies to be responsible for L&D • HR provides incentives / requirements for Learners to be accredited by external bodies • Learners receive most structured training through professional association, union etc.. • L&D professionals migrate away from the business and into professional development organisations 4
  • Scenario #5 – Adopt, Adapt and Evolve • MOOCs are viable • L&D professionals identify a value adding facilitation and curation roles • Provide governance and quality assurance over portfolios of largely Learner self-service MOOC offerings • Business L&D focuses on the high value, low volume opportunities for specialist intervention • Business view MOOCs as one of the outsourced products/services enabled and managed by the business L&D function 5
  • Impact Challenges • Short-form scenario challenges to Learning Café members around these themes • Encourage scenario based decision making and consideration of enablers and constraints on possible future directions • Open for group to share perspectives • For example: • You learn from a contact in HR that a business unit manager has funded MOOC enrolments for their staff out of the unit’s operating budget and allowed a few hours of week study time. • The same unit manager recently refused to contribute a share of their budget to an integrated corporate training program. • What do you do? • Are there policies which determine whether this initiative is within business guidelines?
  • BUILDING THE MOOC BUSINESS CASE Some considerations for L&D Professionals... Sian Hartnett
  • Yes? Do you really need one? Can you adopt without a business case?
  • If a business case is required... Organisational Context • Business environment? • Current & emerging opportunities? • Rate of change in customer needs? • Competition? • Watch out for hidden costs for adoption e.g. flipping! Organisational Priorities • Is the organisation focused on learning as a priority? • Product leadership? • Operational excellence? • Customer intimacy? • Do they view bridging capability gaps as a current business priority? Organisational “Culture” • Valued learning events: “internal” or “external”? • Willingness to allocate resources e.g. SMEs, time, etc.? • Approach to risk (in learning provision)? • Employee engagement to learning?
  • Some key questions to ask Structure • Current / upcoming organisational focus • Do employees have the capabilities to turn MOOC learning into value for the organisation? • Do employees have the time, space, tools, etc. to engage with the MOOC “way of learning”? • Infrastructure and access to required technology? Process • Does the organisation have defined job roles? • Do employees acknowledge impact of “external forces” on the organisation that might require a focus on learning / skill development? • What processes (and the related costs!) will be required to integrate MOOCs into the existing training offered? • Who “owns” the training function – do you have the power to change the current approach? • How will MOOCs be integrated into existing processes e.g. performance reviews, KPIs? Culture • Do the business “stakeholders” have the authority to request the integration of MOOCs? • How will MOOCs be integrated into existing processes e.g. performance reviews, KPIs? • Possible barriers e.g. political? • Are employees / leaders encouraged to leave their “comfort zones”? • Who “enjoys promotions”?
  • Possible business case “buckets” Creating a continuous learning culture Creating a new direction / facet for performance management Improving options for talent management for individuals / teams Improving bench strength Developing a wider global mindset Driving talent mobility Increasing offering within a recruitment model – “unique people strategies” Providing wider options for employee engagement ...
  • IMPACT ON LEARNING John Forrest John.forrest@allestis.com
  • MOOCs at Work Framework
  • MOOCs for employee learning Impact – Where & How 27 Employee Capability Gaps Organisational Gaps Individual Gaps Gaps Plugged Custom Training workshops Online Learning Coaching L&D Organised Internal Knowledge Bases Performance Support Not L&D Organised Internal Driven Learning External Generic vendor courses Further formal education e.g. degrees MOOCs Formal Less Structured Informal
  • MOOCs to Learner Approaches 28 DIY Facilitated Organised Laissez faire Learners search for MOOCs on internet Complete Reporting in LMS Learners go to a portal set up by L&D Complete Learners go to a portal or recommendations pushed by LMS Share with internal community Complete Share with internal community Learners gets personalised recommendation & supported by L&D Self Report Self Report Self Report L&D Report
  • Learning Process Impact 29 Requirements Gathering (LNA, TNA etc) Learning Design & Development Learning Implementation Evaluation
  • Call to Action 30 Follow MOOCs at work • LinkedIn Groups • Follow on Twitter - @moocsatwork • Sign up at Identify your area of interest Cost Usually free – Certificate - $70 Commercial MOOCS - $60
  • Levels of Engagement with MOOCs 31
  • Learning Modes Impact 32 Face to Face Online & Blended Informal Unstruct ured LMS Mobile Social Know Mgt
  • Business Drivers & View 33 Learning Strategy & Governance Learning Planning and Budgeting Business
  • Capabilities and Skills 34 Capability & Skills Learning Professional
  • Questions to Discuss • One of the challenges the working group has raised is what part does L&D get to play in MOOCs for Learning. The answer may turn out to be very different to what we do now. • Currently MOOCs are predominantly available for certain topics ie IT, Management, Science which only meet part of organisational needs.