HoTEL OEB case BA Outstanding Leaders


Published on

ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?

Case: BA Outstanding Leaders

Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30

Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann

Published in: Education, Business
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

HoTEL OEB case BA Outstanding Leaders

  1. 1.             Joint  ELIG  Pearson  Online  Educa  Berlin  Learnshop     How  to  Guide  Innovation  in  a  Changing  Education  Ecosystem   Friday  6th  December  2013  -­‐  11:45  -­‐  13:30     Case  Study  Template  &     Background  Information     This   interactive   Learnshop   aims   critically   to   reflect   how   to   innovate   in   a   profoundly   changing   education   ecosystem.   What   are   the   opportunities   for   innovation   within   emerging   lifelong  and  life-­‐wide  multi-­‐stakeholder  and  multi-­‐sided  ecosystems?   The  subsequent  case  information  will  form  the  base  within  the  Learnshop  to  examine  the   case   through   the   lens   of   a   rigorous   and   structured   framework,   the   Pearson   Efficacy   Framework,   as   a   tool   to   engender   learning-­‐focused   behaviours   when   assessing   and   evaluating  prospective  innovations.     Facilitators     Andreas  Meiszner   European  Learning  Industry  Group  (ELIG),  The  Netherlands   Elmar  Husmann   European  Learning  Industry  Group  (ELIG),  Germany   Kelwyn  Looi   Analyst,  Office  of  the  Chief  Education  Advisor,  Pearson,  UK   Vaithegi  Vasanthakumar   Associate,  Office  of  the  Chief  Education  Advisor,  Pearson,  UK   Fadi  Khalek   Adam  Black     Contacts:     Kelwyn  Looi       VP-­‐Higher  Ed  &  Voc  Learning  Solutions,  Pearson  Education  EMA   Chief  Learning  Technologies  Office,  Pearson  ELT;   SVP  Efficacy  and  Global  Scale  of  English  Products,  Pearson  English,  UK       (                       Andreas  Meiszner                          (  
  2. 2.   HoTEL  OEB  Case  Study  Template     Case  Study  Template   General  Information   Name  of  Case  :   Case  Website:   Contact  information   Name  &  Surname:   Institution  or  Company:   Email:   Stage  of  Development:     British  Airways,  Outstanding  Leaders  blended  leadership  programme       Patrick  Thomas   LINE  Communications   Commercialised   Case  Information   1.  Background  &  introduction     Briefly  describe  the  nature  of  the  case   It   is   important   to   set   the   context   in   which   this   frontline   leadership   programme   was   launched.   It   was   very  different  to  any  landscape  that  this  kind  of  leadership  programme  would  ever  be  launched  in.  The   backdrop   was   one   with   enormous   business   issues,   high   public   risk   and   British   Airways’s   reputation   at   stake.     Historically  leadership  development  in  BA  had  only  ever  been  isolated  at  the  very  top  of  the  airline.   Following  September  11th  2001,  all  development  that  wasn’t  legally  mandatory  was  stopped.  The  airline   was  on  the  edge  of  bankruptcy  and  with  only  weeks  of  cash  reserves  left  in  the  bank.       All  leadership  development  throughout  the  organisation  had  completely  ceased  until  recently  when  the   portfolio  that  Outstanding  Leaders  is  part  of  was  launched.   During  these  10  years,  leaders  were  pushed  to  their  very  limits  especially  at  the  ‘frontline’  interface  with   our  customers  –  but  with  no  leadership  development  to  pull  from.  They  were  thrown  into:   • The  chaos  of  the  opening  of  Terminal  5;   • Volcanic  ash,  snow  and  so  on  terminating  operations;   • Militant  and  disengaged  employees  (AND  their  mangers).  These  people  had  been  on  strike  or   threatened  strike  from  2003  to  2011  in  all  frontline  areas  –  ie  the  terminals,  catering  and  most   drastically  the  flight  crew  and  then  cabin  crew.  The  last  cabin  crew  strike  lasted  22  days  and  cost   BA  over  £150m.   BA’s  reputation  in  2011  was  simply  appalling  and  BA’s  leaders  were  at  breaking  point.       Outstanding  Leaders  was  part  of  a  comprehensive  and  integrated  leadership  development  portfolio   The   airline   started   with   the   top   1,000   leaders,   developing   the   leadership   behaviours,   skills   and   knowledge   needed   to   recover   and   succeed   the   tumult   of   the   past   decade.   Outstanding   Leaders   was   introduced   just   as   the   ‘no   strike’   ballot   was   received.   The   aim   was   to   rebuild   and   re-­‐engage   frontline   leaders  with  the  understanding  that  the  programme  was  critical  to  the  airline’s  success     BA  knew  it  needed:   Speed  –  this  was  a  small  window  of  opportunity  to  start  to  get  as  many  people  through  the  programme   as  possible;   Cost   effective–the   frontline   audience   is   over   4,750   and   the   airline   needed   them   to   be   out   of   the   operation  for  as  short  a  time  as  possible;     HoTEL      |      page     1  
  3. 3. Evaluation  Questionnaire  HoTEL  events     Scalable   –   the   airline   needed   it   to   be   able   to   be   rolled   out   quickly,   globally,   with   common   tools   &   language;   Flexible  -­‐  it  had  to  be  able  to  be  part  of  a  programme  BUT  with  elements  that  could  ‘stand  alone’;   Engaging   -­‐   as   well   as   transforming   their   perception   of   BA   (and   therefore   the   airline’s   customers)                                                 BA   also   needed   to   transform   people’s   perception   of   online   learning.   The   perception   to   date   was   that   online  learning  was  dreadful  multiple  choice,  inanimate,  boring  health  &  safety.  They  wanted  to  prove   that  it  was  something  that  employees  would  engage  with,  use  and  reuse!       2.  Conception  and  progress  to  date     How  did  the  case  come  about,  what  progress  has  it  made  to  date,  and  what  are  plans  for  the  future?     The   airline   had   been   working   already   with   ORConsulting   and   LINE   Communications.   They   brought   together  the  complimentary  strengths  of  the  3  companies  to  create  this  ground  breaking  programme:   ORConsulting  brought  the  leadership  development  expertise   LINE  Communications  the  online  and  blended  expertise   BA  understood  the  culture,  unique  challenges,  opportunities  and  HUGE  PR  risk  (almost  everything   they  did  at  that  time  was  picked  up  by  the  press)     Outstanding   Leaders   couldn’t   be   a   training   event   but   needed   to   be   a   long-­‐term   blended   learning   solution.  It  needed  to  equip  managers  with  the  skills,  knowledge,  reference  points  and  confidence  to   enable  them  to  support  and  develop  their  teams.  Their  teams  would  be  going  through  a  development   programme  too.  Outstanding  Leaders  needed  to  be  designed  in  a  way  that  it  could  adapt  to  whatever   new  challenges  they  airline  was  sure  to  face.     The   programme   was   designed   with   seven   key   phases   to   be   accessed   via   the   British   Airways   moodle   LMS:   1. Introductory  email  to  all  invited  leaders   2. Online  360  review  completed  by  all  invitees   3. Online  learning:   a. Programme  overview   b. 4  short  knowledge  modules  on  leadership  methodology,  behaviours  and  terminology;   c. Fictional   scenario   of   an   automotive   manufacturer   undergoing   significant   change   to   a   recent  take-­‐over  for  a  foreign  company;   d. Challenge  modules  to  engage  learners  with  both  the  leadership  methodology  and  what   is  being  expressed  in  the  fictional  automotive  company.   4. 2  day  workshop   5. Post-­‐workshop  online  learning   a. Scenario  challenge  –  culmination  of  scenario  plot   b. 4  updated  knowledge  modules  reflecting  new  knowledge  from  workshop   c. 2  new  knowledge  modules     6. Leadership  accreditation  enrolment  and  exam  prep   7. Online  reference  materials     Eight  months  after  the  successful  rollout  of  the  LMS  version  of  the  blended  programme,  BA  purchased   iPads   for   all   cabin   crew   and   flight   ops   personnel.   BA   then   commissioned   LINE   to   develop   an   iPad   compatible  version  for  cabin  crew  who  tend  to  access  their  development  training  whilst  in  the  airport   before  flights.       2 page          |      HoTEL    
  4. 4.   HoTEL  OEB  Case  Study  Template       3.  Outcomes  &  value  proposition   What  are  the  intended  outcomes  &  value  proposition  of  the  case  with  regards  to  enhancing  learning  and   education?     Outcome   BA  introduced  a  challenging  customer  proposition  for  their  colleagues  to  deliver.  The  programme  was   designed   to   support   colleagues   and   their   teams   in   delivering   excellent   customer   service   by   equipping   them  with  the  necessary  tools.   The  design  of  the  blended  learning  programme  had  to  meet  the  following  criteria:   1. As   a   behavioural   capability   development,   in   the   workshop   OR   Consulting   used   an   experiential   facilitative   approach   to   enable   the   participants   to   reflect   upon   their   own   attitudes   and   behaviours   as   leaders.   This   aspect   is   highly   personal   and   self-­‐reflective   –   it   is   also   the   element   most   participants   rate   the   highest   from   the   existing   3-­‐day   workshop.   A   design   of   the   programme  would  look  to  extend  the  experiential  journey  of  the  workshops.   2. It  would  also  look  to  prolong  the  impact  of  the  learning  experience  so  that  participants  have  time   to   use   the   models   and   tools,   meet   and   collaborate   with   one   another   and   have   an   online   resource  which  people  can  go  back  to  over  time.         The   design   split   out   the   core   skills,   tools   and   behavioural   models   into   pre-­‐workshop   learning,   application   of   those   skills   during   the   workshop   and   reflection   and   collaboration   as   post-­‐workshop   activities.       Aims   The  pre-­‐workshop  learning:   • Ensures  that  participants  know  why  they  are  participating  and  what  is  expected  of  them   • Provides   an   understanding   of   both   the   Leadership   Capabilities   that   Managers   of   FLLs   are   expected  to  enact  and  the  behavioural  expectation  for  their  Front  Line  Leader  colleagues   • Provides  a  basic  understanding  of  the  key  models  to  be  used  in  the  workshop     The  aims  of  the  workshop  are  to:   • Transition  Managers  of  FLLs  from  being  supervisors  to  being  leaders     • Support   participants   to   enact   the   required   behaviours   in   order   to   lead   their   complex   teams   more   effectively   • Develop  leadership,  coaching  and  team  effectiveness  skills   • Create  a  supportive  peer-­‐coaching  network  in  which  to  facilitate  and  enquire  about  new  skills  and   enhance  their  sense  of  belonging  to  the  BA  leadership  community     The  aims  of  the  post-­‐workshop  learning  are  to:     • Provide  reflective  exercises  and  challenges  that  integrate  the  tools  and  behavioural  models  from   the  pre-­‐learning  with  the  workshop  experience   • Create  a  space  for  participants  to  collaborate  online   • Allow  the  BA  Leadership  team  to  update  each  other  with  relevant  news  and  events   • Provide   a   dedicated   resource   for   colleagues   to   refresh   their   learning   prior   to   sitting   a   test   to   gain   certification   (Outstanding   Leaders   is   accredited   by   the   UK   Office   of   Qualifications   and   Examinations.   Participants   will   have   the   opportunity   to   achieve   either   a   Level   3   award   in   Leadership  Excellence  or  a  Level  3  award  in  Customer  Centred  Leadership).       HoTEL      |      page     3  
  5. 5. Evaluation  Questionnaire  HoTEL  events     4.  Measures  of  achievements  and  success     What  are  the  intended  (or  already  implemented)  measures  of  achievements  and  success  through  the  case   life  cycle?  This  could  include  the  data  that  you  will  collect,  examples  of  research  activity  etc.       British   Airways   conducted   a   6-­‐month   review   of   efficacy   and   impact   of   the   programme.   Below   is   a   summary  of  results:   • That   73%   of   observers   asked   about   the   progress   of   their   colleagues   6   months   after   line   managers   indicated   that   they   had   seen   positive   change   and   transfer   of   learning   into   the   workplace.   Particular   improvements   observed   were   improved   relationships,   increased   confidence,   an   improved  attitude  and  tolerance  to  others,  more  proactive  leadership  and  better  team  working     • That   the   average   impact   of   the   learning   for   100   ‘graduates’   of   Outstanding   Leaders   was   assessed   as  2.37/  5  where  5  is  no  impact  and  1  is  excellent  impact.  This  score  indicates  a  high  level  of  the   transfer  and  impact  of  the  learning     Beyond   the   measures   of   effectiveness   of   the   programme,   BA   also   noted   changes   across   the   global   organisation  as  well  as  changes  to  the  culture  of  the  organisation.  These  include:   • Cultural  shift  started,  especially  amongst  cabin  crew  who  were  now  feeling  better  engaged  by  the   organisation  and  a  part  of  the  future  success  of  the  airline;   • The  programme  has  enabled  our  leaders  to  re-­‐engage  with  this  critical  group  of  frontline  leaders   who  were  neglected  for  over  ten  years;   • The  programme  design  had  a  clear  cost  benefit  which  reduced  the  running  of  workshops  from  3   days  to  2  days  –  saving  one  day   o Saving  delivery  costs  of  £1.6mil     o Offline  roster  of  cabin  crew  reduced  –  this  is  a  significant  cost  to  the  business   o Programme  design  and  build  cost  £150,000  for  the  online  offering   • Reuse   and   extension   -­‐   programme   participants   are   re-­‐using   online   resources.   The   resources   are   now  being  extended  to  a  wider  audience  through  the  onboarding  programme     • In  terms  of  the  impact  to  global  operation  of  the  airline,  from  2001  to  2011  the  airline  has  had  six   strikes,  threatened  strikes  or  walkouts.  Since  delivery  of  this  programme,  the  organisation  has  not   experienced   any   industrial   relations   issues.   In   fact,   the   business   perceives   this   leadership   development  programme  to  be  instrumental  in  changing  the  culture  of  the  organisation.     The  programme  won  the  Brandon  Hall  Silver  award  for  ‘Best  Use  of  Blended  Learning’  and  was  shortlisted   for  e-­‐Learning  Age  Awards  ‘Excellence  in  the  Production  of  Learning  Content’     5.  Impact     What   is   the   envisioned   impact   of   the   case,   in   particular   on   the   wider   education   community   and   the   changing  education  ecosystem?       Outstanding   Leaders   has   greatly   influenced   learning   innovation   throughout   the   organisation.   From   technical   point   of   view,   British   Airways   produced   the   programme   on   a   moodle   test   server   which   sat   outside  of  the  organisation’s  firewall.  This  was  done  because  BA’s  LMS  was  too  restrictive  with  the  file   sizes   it   would   permit.   LINE   conducted   a   series   of   technical   tests   to   measure   the   optimal   video   compression  rate  across  BA’s  global  stations.  With  the  feedback  on  the  technical  test,  BA  could  prove   that  video  would  be  accessible  even  it  its  most  remote  stations.       The   BA   Learning   Innovations   team   then   had   a   case   to   show   that   an   investment   in   a   new   learning     4 page          |      HoTEL    
  6. 6.   HoTEL  OEB  Case  Study  Template     management   platform   would   greatly   enhance   the   delivery   of   development   programmes   across   the   business.   The   Learning   Innovations   team   succeeded   in   influencing   the   Board   to   invest   in   the   new   technical  platform  and  they  will  roll  out  the  new  system  to  the  global  teams  at  the  beginning  of  2014.     Outstanding   Leaders   was   the   first   fully   blended   learning   programme   delivered   by   British   Airways.   It   has   set  the  benchmark  for  the  blended  design  of  future  programmes.  With  the  rollout  of  the  new  learning   management   platform,   the   Learning   Innovations   team   is   optimising   its   entire   face-­‐to-­‐face   portfolio   and   engaging   its   development   partners   re-­‐design   the   majority   of   those   programmes   as   blended   learning   engagements   which   leverage   social   learning,   video   story-­‐telling,   online   modularised   learning   resources/nuggets  and  rich  scenarios.     Cabin   crew’s   appetite   for   learning   on   their   iPads   has   also   informed   how   suppliers   will   be   developing   content   for   the   new   learning   platform.   All   new   content   will   be   built   using   HTML   frameworks   and   no   Flash  assets.               HoTEL      |      page     5  
  7. 7. Evaluation  Questionnaire  HoTEL  events     Background  Information   Context   The   HOTEL   (Holistic   Approach   to   Technology   Enhanced   Learning)   project   originates   from   the   observation  that  most  of  the  TEL  research  so  far  has  concentrated  mainly  on  the  development  of  ad  hoc   technologies  for  learning,  failing  to  capture  both  the  potential  adoption  of  emerging  technologies  not   originally   designed   for   learning   in   education   and   training   environments   and   the   innovative   use   that   is   made  of  technologies  in  non-­‐formal  and  informal  ways  of  learning  and  the  extent  to  which  this  could  be   transferred  /  adapted  to  formal  learning  environments.     This   is   believed   by   the   Consortium   to   provide   a   misleading   and   fragmented   picture   of   the   extent   to   which   new   forms   of   using   technologies   (already   mainstreamed   and/or   successfully   piloted   and/or   emerging)   support   learning.   Innovative   practices   in   the   use   of   technologies   for   learning   (especially   in   non-­‐formal   and   informal   learning   environments)   are   often   not   sufficiently   considered   by   research   whereas   bottom-­‐up   innovation   is   playing   an   increasingly   important   role   in   the   field   of   TEL,  which   might   lead   to   new   theories   for   learning.   On   the   other   hand,   there   is   a   need   to   verify   the   impact   of   existing   learning   theories   on   TEL   practices   to   determine   whether   this   has   led   /   is   leading   to   innovation.   Furthermore,  the  lack  of  a  holistic  approach  in  TEL  as  described  above  puts  at  risk  the  effectiveness  and   mainstreaming   of   new   ways   of   using   ICT   for   learning   purposes:   too   often   the   timespan   between   the   identification  of  technologies  that  have  a  potential  for  learning,  the  theoretical  analysis  of  pedagogical   implications,   the   piloting   of   such   technologies   and   their   adoption   (first   at   small   scale   and   then   mainstreamed)   is   so   long   that   the   technology   itself   becomes   out-­‐dated   compared   to   the   changing   environment  and  learning  needs.     Pearson’s   Efficacy   Framework   would   be   tested   as   a   [e.g.   stand-­‐alone]   means   to   support   the   different   stakeholders  to  innovate  in  TEL  /  education.  ELIG  and  Pearson  have  been  working  together  to  design  a   learnshop  that  would  foster  the  hands-­‐on  experience  of  using  the  efficacy  framework  with  test  cases  of   technological  innovations  in  order  to  examine:     i. Whether  new  innovations  necessarily  support  learning  enhancement     ii. The  impact  of  existing  learning  theories  on  TEL  practices  to  determine  whether  this  has  led  /  is   leading  to  innovation       Objectives  of  the  Learnshop     1. For  attendees  the  learnshop  would  provide  the  opportunity:   a. To  acquaint  themselves  with  the  efficacy  framework  as  a  tool  to  engender  learning-­‐ focused  behaviours  when  assessing  and  evaluating  prospective  innovations     b. To  be  involved  at  the  input  phase  of  the  project,  allowing  for  feedback  provided  on   evaluating  the  efficacy  framework  as  a  support  model  to  be  incorporated  into  future   iterative  decisions  of  the  holistic  model   c. To  examine  their  own  ‘case’  (or  a  sample  case)  through  the  lens  of  a  rigorous  and   structured  framework,  providing  the  participant  key  takeaways  at  both  the  transversal   and  individual  case  level   6 page          |      HoTEL