MOOCS@Work Working Group Session 2


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MOOCS@Work Working Group Session 2

  1. 1. 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
  2. 2. 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. 3. 3 Lee Kirby Working Group Advisory Group
  4. 4. 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 LinkedIn Open Group Moocs for Workplace Learning
  5. 5. Emerging Model 5
  6. 6. MOOCs at Work Framework
  7. 7. 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
  8. 8. FUTURE SCENARIOS John Forrest
  9. 9. 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
  10. 10. 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?
  11. 11. 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
  12. 12. 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?
  13. 13. 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
  14. 14. 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
  15. 15. 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
  16. 16. 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
  17. 17. 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
  18. 18. 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
  19. 19. 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?
  20. 20. BUILDING THE MOOC BUSINESS CASE Some considerations for L&D Professionals... Sian Hartnett
  21. 21. Yes? Do you really need one? Can you adopt without a business case?
  22. 22. 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?
  23. 23. 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”?
  24. 24. 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 ...
  25. 25. IMPACT ON LEARNING John Forrest
  26. 26. MOOCs at Work Framework
  27. 27. 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
  28. 28. 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
  29. 29. Learning Process Impact 29 Requirements Gathering (LNA, TNA etc) Learning Design & Development Learning Implementation Evaluation
  30. 30. 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
  31. 31. Levels of Engagement with MOOCs 31
  32. 32. Learning Modes Impact 32 Face to Face Online & Blended Informal Unstruct ured LMS Mobile Social Know Mgt
  33. 33. Business Drivers & View 33 Learning Strategy & Governance Learning Planning and Budgeting Business
  34. 34. Capabilities and Skills 34 Capability & Skills Learning Professional
  35. 35. 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.