Conference 2005
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| Towards a unified e-learning strategy | |||||||||||||
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Chris Yapp, Head of Public Sector Innovation, Microsoft. | ||||||||||||
 All learners are not the same, and all e-learning is not the same. In this thought-provoking address, Microsoft's Chris Yapp explores how e-learning can transform our experience of education. Indeed, Chris suggests that we have no choice but to transform the education system in order to meet the challenges of a highly-skilled workforce competing in the global economy.Drawing on a sound base of theory, Chris will examine how we can personalise e-learning. This level of personalisation goes beyond providing learning in Kinaesthetic, Auditory and Visual flavours. Rather, it is the basis for the re-engineering of the education system using what we know about learners, and benefiting from what technology can provide.Moving to a new world where technology supports learning not just at school, but throughout life, will require a huge culture change, Chris will argue, and will have social and educational implications. He will examine the pitfalls in making such a change, and challenge us to consider the consequences of failing to do so. Further details He has been in the IT Industry since 1980 in Honeywell, ICL and HP in a variety of roles. He has had a long-term involvement with networking technologies and IT architectures. He has had a long-term involvement with the strategic and management issues around ICT, particularly in the areas of public policy and government IT. He was project manager in 1984 for the first operational OSI network at the UK DHSS. He is a frequent speaker and writer on the emerging Information society, particularly in the areas of lifelong learning, e-government, social exclusion and the creative Industries. His speaking engagements have included British Council, World Bank and UN conferences. Among his writing he has `written pamphlets for the IPPR and the Institute of Contemporary Arts. He contributed to the FT book, Masters of the Wired World. Chris has been a member of many advisory groups on these matters with UK and EU bodies. In 1996 he became an ICL Fellow for his work on the National Grid for Learning. He is a Director of the English chapter of the Internet Society. Chris is an Associate of the Think Tank DEMOS. He is a Trustee of the School for Social Entrepreneurs. He is a member of the British committee of the UK-Canada Colloquia. Chris has an MA from Magdalen College Oxford. He holds an honorary D.Tech from Glasgow Caledonian University. He is a Fellow of the RSA. |
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| Reaching all learners | |||||||||||||
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Gerard Kerin, Head of Regional Training, EMEA, Galileo International. | ||||||||||||
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Cendant is a leading provider of travel and real estate services recognisable through its brands such as Avis, Budget and Days Inn. To support the services it provides, Cendant uses Galileo, a global distribution services provider for the travel industry. This presentation focuses on how Galileo implemented a learning service, which has removed costs while improving service levels. It will describe how the service was scoped, developed and implemented. It will also cover the carrot and stick approach used to encourage take-up. Neither an ROI case study nor a content development model. It is a real life example of using e-learning to meet customer service expectations in a global business, complementing classroom based learning, while tightly controlling operational and capital costs. Galileo provides access to over 44,000 travel agencies in 115 countries. That's about 30,000 individuals logging onto the Galileo system daily across EMEA. Knowing that there is a clear relationship between an individual travel agent'ss ability to sell services to their customers and their knowledge and ability to navigate Galileo screens, Cendant was keen to ensure that all Galileo users were well trained. For all sides good training would mean a reduction in costly help desk calls. How do I calls are expensive to manage and often imply the agent is struggling to service their customer's needs. In April 2003, Galileo launched an e-learning service to US-based users, and later the same year offered the service in French to Canadian users. In 2004 the service was extended to include blended courses using virtual classrooms. An English language service aimed at EMEA is planned for February 2005, with translation into four additional languages now underway. |
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| Workflow learning | |||||||||||||
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Pete Ford, Training Services Manager, ITNET | ||||||||||||
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This session examines how ITNET deployed training to their staff as workflow learning - that is, incorporated into their daily lives. Doing so enabled ITNET to train 3,000 people over 300 sites in just 3 months.Updating software to the latest supported version is a task that all companies undertake at some point during the product lifecycle. Staff require training in the important new functionality, but in many cases there is a reluctance to allow staff to attend training courses just to understand small changes in a product they already use. New working practices and procedures are also continually being implemented and this requires staff to understand the change management issues that these create. In this case the knowledge required is process related not IT related. To support ITNET's client base, Remedy a Customer Relationship Management tool is used to track requests and problems by staff who service the requests and solve them, together with our clients who need to track their own issues. The latest version of Remedy not only updates the software functionality but also incorporates new business processes for ITIL. The training issue this created was for the deployment over a three-month period to 3000 people on 300+ sites throughout the UK. A new method of delivering training was required to give staff. Just In Time training when they needed it, not when the training could be planned around trainer availability. Workflow learning was the only way to successfully deploy the learning to so many staff, incorporating the learning into every day roles and tasks, rather than creating a classroom lead training approach that would have been difficult to manage in terms of resources and timescales. |
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| Coaching for success | |||||||||||||
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Jonathan Kettleborough, Managing Director, Corollis. | ||||||||||||
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For many attendees at this year's show, the focus will be on delivering effectiveness within an organisation by making the workforce better, or more effective at what they do. Maybe it's typing faster or gaining access to the latest help in systems and processes, it may even be the manner in which you record and measure success, yet for most the focus will be on others and not themselves. Well this is a different session. It is a session for you. It is a session to make you better at what you do. And as a result it will not only increase your effectiveness, but also increase the effectiveness of your organisation. Interested? To some people it's hype, to others it's no more than dirty words, yet to an increasing number of people coaching and mentoring has transformed their ability to deliver effective results within the workplace and their private lives. Yet behind the hype lie some exceptionally useful approaches and interventions, which can have a dramatic effect on both individuals and organisations. According to the CIPD, 96% of respondents to a recent survey agreed that coaching and mentoring can deliver tangible benefits. But for many, the concept of coaching and mentoring is aimed at the poor performer - though this should not be the key focus. In this session, Jonathan Kettleborough will outline the benefits of coaching and mentoring and the impact it can have on the managers and leaders within the training and development function. Put simply, if the people who run training and development departments can become more effective at what they do, then the benefit to the individual and the organisation can be immense. In this session, Jonathan will concentrate on how the managers and leaders in the industry can and should take advantage of coaching and mentoring to deliver effective and lasting results within their organisation. He will give practical examples of coaching and mentoring and help all attendees to begin identifying ways in which they can begin to increase their effectiveness. This is a session for you. This is a session to make you better at what you do, to allow you to achieve many of your goals. This is not hype, this is reality. Don't miss out on the opportunity which could have a lasting effect on you. |
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| Learning to help learners | |||||||||||||
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John Salt, IT Learning Manager, DLA LLP | ||||||||||||
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A huge wealth of training goes to waste: people learn, but they often don't put that learning to use. Consider your own facilitated learning, e.g. the courses you've been on and the conferences you've attended; what proportion of that learning have you truly put into use? One of the primary causes of this transfer of learning failure is that our training practices are still rooted in behaviourism, an understanding of how people learn and a set of practices for facilitating it. Unfortunately for us and our learners, however, behaviourism isn't terribly effective. Admittedly our behaviourist practices mean that we able to help people to learn such that by the end of a course or learning programme, they are able to pass tests and feel like they've learnt a great deal. But follow up on those learners a week, a month or perhaps a year later, and many will never have put the learning into use - and are likely to say that they have forgotten it. This is the case even where undertaking the learning was entirely voluntary and the learners truly wanted to change. The problem is that behaviourism leads us to try to push learning into people's heads. We might indeed succeed, but once the training is over and the learners attempt to apply the learning to their own work, they find that the real world isn't precisely the same as it was in the training, and as soon as they hit a problem, they become stuck and/or lose motivation. Why are they unable to overcome such obstacles, even when apparently small? Because the source of their knowledge was the trainer; and the trainer isn't around any more to provide the new knowledge required to overcome the hurdle. In short, what the learner was able to achieve in training, he or she is unable to achieve in the real world. So how might we help people to learn such that they are best able to then apply the learning? John Salt talks about how at DLA Piper, the world's 3rd largest law firm, he has helped his department to take lessons from the advancements made in andragogy - the science and art of how people learn - and the theory of constructivism in particular, to maximise people's ability to learn and be better learners. |
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| The realities of blended learning | |||||||||||||
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David Wilson, Managing Director eLearnity Ltd. | ||||||||||||
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Blended Learning has become one of the buzzwords of the training industry. Whether at learning conferences or in learning and development presentations, the term blended is used with increasing frequency, but with what purpose? Scratch beneath the talk of blended learning and what do you find? Blended learning is positioned as something new and innovative, but frequently turns out to be something rather disappointing. Crude combinations of ill-fitting e-learning and classroom training might decrease cost, but do they do so at the price of decreased educational effectiveness? Blended learning generates many questions. How do you design blended programmes that really work? How do you evaluate the effectiveness of the blend itself, as well as overall effectiveness of the programme? Who can actually create and manage the blend? How do you work with suppliers that just want to sell you, or just sell you classroom workshops? How do you make blended programmes deliver stronger outcomes than workshop-only equivalents? What is the economics of blended delivery in scale? In the second half of 2004, eLearnity ran a unique collaborative research project with major companies including BP, Reuters, Royal Bank of Scotland and Unilever to explore these issues and questions in more detail, and to discover the realities of corporate blended learning. David Wilson, eLearnity's Managing Director and leader for the project, will be presenting, for the first time publicly, analysis from the research project including: Current practices and real experiences around blended learning Critical analysis of current research and market best practices, including emerging methods of blending Key challenges and issues with blending for real Key elements of a framework for successful blended learning in a corporate environment |
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