The document discusses blended learning and makes 3 key points: 1. Blended learning adoption is increasing as organizations seek cost savings from reducing face-to-face training and increasing e-learning. However, focusing only on cost savings misses an opportunity to improve effectiveness. 2. Learning is a dynamic process that takes place over time through repeated application, not in single events, and blended learning should support learning processes rather than just one-time events. 3. Blended learning needs to connect more closely to work by structuring learning around initiatives and processes, and bridging the gap between learning and real-world application.

1. A DIFFERENT CASE FOR BLENDED
LEARNING
Sean P. Kennedy
Senior Strategic Relationship Manager
Harvard Business Publishing

2. BLENDED LEARNING ADOPTION IS INCREASING
In a survey by the Masie Center, 50% of organizations
reported reductions in face-to-face training. 51%
reported increases in e-learning and virtual
classroom/webinars.
Cost reduction is a primary driver
 Instructor fees
 Travel costs
 Opportunity costs

3. EXCLUSIVE FOCUS ON COST SAVINGS IS A MISSED OPPORTUNITY
Re-design of learning initiatives represents an
opportunity to increase their effectiveness
 Support development of complex skills over time
 Connect learning to work
 Drive behavior change
Positioning learning as strategic investment
 Exclusive focus on cost reinforces perception of
learning as “overhead”
 Increasing the top line on cost/benefit creates
greater organizational impact

4. LEARNING DOESN’T HAPPEN IN ONE SHOT
Dynamic Skill Theory
“When analyzed in terms of levels of
constructed skill, students’ performances
show dynamic changes, with lots of
increases and drops. …The patterns also
demonstrate that building of general
knowledge (as opposed to learning specific
‘‘facts’’) is slow and hard.”
Fischer, K. W. (2008). Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education. In A. M.
Battro, K. W. Fischer & P. Léna (Eds.), The educated brain (pp. 127-150). Cambridge U.K.: Cambridge University Press.

5. PERFORMANCE LAGS POTENTIAL
Dynamic Skill Theory
“There is no single level of competence in any
domain. Instead, in the absence of task
intervention or scaffolding by others,
individuals show great variation in skill levels in
their everyday functioning. Optimal levels are
attained primarily in those infrequent
circumstances when environmental conditions
provide strong support for complex
performance.”
Fischer, K. W., Yan, Z., & Stewart, J. (2003). Adult cognitive development: Dynamics in the developmental web. In J. Valsiner & K.
Connolly (Eds.), Handbook of developmental psychology. Pp. 491-516. Thousand Oaks, CA: Sage.

6. HOPE IS NOT A TRANSFER STRATEGY
The “Learning Event” is fundamentally flawed
 Assumes conceptual mastery is possible without Learning
Event
repeated application
 Does not account for multiple skill levels
 Does not address conditions of support
Behavior
Lack of structures to drive behavior change Change
 Learners face obstacles on return to the office
 Path to apply learning is often unclear
 No normative environment for desired behaviors
Hope

7. TRANSITION FROM EVENT TO PROCESS
Support learning processes over time
 Create multiple cycles of action and reflection
 Integrate complementary perspectives and
elaborate on concepts Application
 Reinforce learning and consolidate complex skills Content
Reflection
Combine delivery methods to maximize
effectiveness Application
 Make delivery decisions at the component level
 Focus facilitation on discussion and interaction Content
 Utilize technology to reach learners in multiple
ways at multiple points in time
 Integrate performance support strategies

8. CONNECT WORK AND LEARNING
Structure learning around work
 Strategic initiatives
 Key business processes
 Role transitions
Bridge the transfer gap
 Goal setting
 Application tools
 Action learning teams

9. SEIZE THE OPPORTUNITY
The traditional approach is a “burning platform”
 Use the demand for cost and time savings as an opening
to transform leader development
Pilot new approaches
 Target pivotal audiences and strategic needs
 Integrate multiple delivery modes
 Test new interventions and technologies
Re-position leader development as strategic investment
 Move beyond cost to impact
 Align programs to key initiatives
 Connect to talent strategy
 Build metrics scorecards

10. MORE INFORMATION:
Sean Kennedy
skennedy@harvardbusiness.org
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