How Technology Changes Everything and Nothing

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July 9, 2002 A Dialog with Thought Leaders
How Technology Changes Everything- and Nothing
John Cone
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• We live in a time when technology lets us
• Grow plants on a ceramic sheep
• Check the current weather in Lapland
• Fit 16 vacuum packed sweaters into 9 sq in
• Lose 60 pounds in two weeks by taking a pill
• Buy a tanzanite ring at 3am in our underwear
• Ask our car how to get to 501 SE Hawthorne

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• A time when technology has changed
• Where and how we work
• What we eat
• Who some of our best friends are
• How we provide and receive services
• How we perceive time
• Our sense of our own power in the world
• What we know and how we know it

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• Why hasnt e-learning arrived?
• Four out of five companies are doing more
• But are spending one out of five dollars
• 50 say blended is the way to go
• But less than 10 think we know how to blend
• One in 3 training organizations are piloting
• While HR, OD, and KM are doing the same
• 89 use the intranet as an e-learning channel
• But 4 are trying to integrate with e-systems

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• A few more fun facts.
• For the 1st time Management is 1
• But is the least stable part of the syllabus
• Competency models make e easier
• But theres little agreement on competencies
• How much experience you have with e
• Depends principally on how you define it
• Speed and efficiency have replaced cost at 1
• But 1 in 5 organizations have an integrated
  strategy

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• So where are you (or those you serve?)
• What philosophies underpin what you do?
• 2) Does your biz model embrace the future?
• 3) Do you have a (transition) plan?
• 4) Do you know what works and doesnt?

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• Discussion 1 Motives Model Match
• Does technology change who you serve?
• How you serve them?
• Why you serve them?
• Their expectations of you?
• YOUR expectations of you?
• The competencies you must have?

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• Discussion 1 Insights
• Changes in who we serve?
• How we serve them?
• Why we serve them?
• New/different expectations of us?
• New/different self-expectations?
• Keeper competencies or new ones?

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• A few thoughts on Motives Model Match
• Technology or not, whats your AGENDA?
• To make all learning business-issue based
• To put competencies at the core of learning
• To plan and manage learning strategically
• To make business leaders manage their investments
• To make learning just right and just in time
• To let people change the way they learn.

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• Be clear on where you stand concerning
• Learner control vs. facilitator control
• Knowing vs. accessing
• Business driven vs. development driven)
• Assessment vs. testing
• Disposability vs. long shelf life
• Mind to mind vs. face to face

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• Current competencies count more than ever
• Partnering w/ the business
• Education planning
• Organization/job/task analysis
• Curriculum planning
• ISD (Instructional Systems Design)
• Performance management

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• With some new applications or new skills
• Learning administration
• Knowledge entry extraction
• Self assessment
• Technology enabled delivery
• Knowledge linking

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Discussion 2 Is your model (or the one
you are entering) ready?
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THE ORGANIZATION (-0 to10 SCALE) __Uses the
Internet as a primary means of communication
__Provides all employees equal access to the
Internet __Has incentives for people to buy/use
computers at home __Requires most people to use
PCs in their jobs __Discusses the Internet in
executive presentations and/or in internal
communications __Has measures of the impact of
the internet in place __Involves senior level
executives in the organization sponsoring
e-learning initiatives? __Includes a majority of
students who want to e-learn __Does much of its
current training using TEL __Has a clear, shared
understanding of what TEL is ____
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PROCESSES ARE IN PLACE FOR (-0 to10
SCALE) __Employee use of the Internet, including
policies, procedures, and standards
__Budgeting for e-learning in the learning group
and in finance __ Implementation of
e-learning solutions, with well understood
cycle times __TEL ISD (TEL Technology Enabled
Learning) __Maintenance of TEL solutions
__Registration and tracking to support
TEL __Involving IT in the planning of all
TEL __Cost/benefit analysis for making decisions
on TEL __Assessment to let learners self-select
TEL __Enabling learners to account for the time
they spend learning via TEL ____
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THE TRAINING/LEARNING STAFF (-0 to10
SCALE) __Is experienced with developing and
implementing TEL solutions __Uses the Internet
as a primary tool for research, news,
and applications __Typically builds courseware
to last less than a year __Includes specialists
in TEL development __Is working with HR, IT, KM
on e-initiatives __Uses LMS/LAS routinely __Has
expertise in creating/using knowledge
objects __Has significant experience with blended
solutions __Believes that interaction is possible
via technology __Develops TEL solutions within a
performance context ____
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THE IT FUNCTION (-0 to10 SCALE) __Has put TEL
solutions on a production server (not on
independent rogue servers) __Dedicates
personnel/resources support TEL __Has agreements
in place with outsource partners for
support/maintenance __Makes TEL a key part of
the corporate Intranet __Has enabled easy
external hosting on the web __Lets users log
into the internal network (including the
Intranet) remotely (e.g., home, hotel, etc.)
__Is a co-developer of the TEL implementation
strategy __Has set TEL infrastructure as a
development priority __Uses TEL solutions
predominantly for its own folks __Includes TEL
maintenance in ongoing budgeting ____
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• Discussion 2 Insights
• How were the scores?
• Were there some useless questions?
• Were there some missing questions?
• Thoughts on the implications?

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• A few thoughts on Model Readiness
• Dont virtualize the old model
• Point of sale systems may be needed
• Vectors may be an alternative to curricula
• You may want to use PAYG and outsourcing to scale
• Consider the impact of disposability
• Theres a cost to sustained capability
• (PAYG Pay As You Go)

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• A few thoughts on Model Readiness
• The model for creating solutions may not be the
  one that creates infrastructure
• Ownership is a tough nut
• Drop outs and drop ins are a part of the system
• Are you set up for a class ofor one of?
• Do you have moment of use administration?
  (search, scale, flex, registration, sale)

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• Discussion 3 The Transition Plan
• But first- What do YOU mean to include in TEL?
• How will you move the organization?
• Who will you invite into the front seat?
• How will you move learners?
• What will you say about what you are doing?

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24X7 access to audio audio-visual
presentations. (AUDIO VIDEO
STREAMING)) Access to learning solutions via
satellite. (SATELLITE DOWNLINK) Ability to
talk on line in real time with groups.
(THREADED DISCUSSION) A way to contribute best
practice info to others.
(BEST PRACTICES DATA BASE MANAGEMENT) A
way to get information anytime and anyplace.
(NATURAL LANGUAGE SEARCH CAPABILITY) Ability
to independently self-assess. (ON-LINE
ASSESSMENT) Ability to access key
tools/solutions globally. (MIRRORING AND/OR
HIGH SPEED DUPLICATION AND DISTRIBUTION) Ability
to track learning of highly mobile employees.
(EDUCATION ADMINISTRATION SYSTEM)
Whats IN TEL?
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• Discussion 3 Transition Plan Insights
• What do YOU mean to include in TEL?
• How will you move the organization?
• Who will you invite into the front seat?
• How will you move learners?
• What will you say about what you are doing?

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• A few thoughts on Transition Plans
• Being good at the basics is your ante
• Governance
• Quality control
• Choose Partners/Suppliers with care
• Ops Reviews, Usage Reports Annual Reports are
  great communications devices

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1. EVALUATING LEARNING OPTIONS -How can I
judge the Source Qualifications? -Where
does it fit in a curriculum? -What's the
guarantee that it will work for us? -How
easy is it to understand the basics Cost and
Length? 2. GETTING PERMISSION TO GO 3.
GETTING SIGNED UP 4. GETTING MY SCHOOL
SUPPLIES 5. GOING TO CLASS -We get away
from the usual workspace. -We get to meet
the teacher. -We get to meet other
students. -We get to take breaks. -We
can affect the direction of the class. 6.
GRADUATION/COURSE COMPLETION
People Transitions
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Function Transitions
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• Strategies/plans to consider
• Leverage strategies and resources globally
• Put resources close to the businesses
• Measure and report on the impact
• Use assessment to direct learning
• Provide judgment as well as support
• Each new technology has to go through a
  production process and have a place to live
• Use technology to put people in CONTROL of their
  learning.

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Discussion 4 Lessons Learned What are yours?
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• A few thoughts on Lessons Learned
• Focus on a few key initiatives
• Consider Program Managers
• Start narrow tall
• Consider overtaking, not replacement
• Freshness dates are your friends
• Help people transition

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• Lessons Learned Think About
• Helping learners control their own development
• Assuming solutions will have a limited
  shelf-life
• Creating connections and access
• Making it as cost and time effective as possible
• Making learning flexible and able to scale
• Being as generic as possible (buy before build)
• Reducing solutions to the smallest useful unit

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Lessons Learned

• We dont have to know it all, or where it all is
• When control shifts, so does ownership
• All of our decisions are experiments
• Our role is not bundling knowledge but
  unbundling it
• Were not about warehousing knowledge, but
  creating access to it wherever it naturally
  resides.
• If we try to organize and integrate it all, well
  never get much started, let alone done.

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Nothing has changedand everything Its still
about peopleand organizations About
performance About development About planning
..About making a difference
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• So back to those four early questions
• What philosophies underpin what you do?
• 2) Does your biz model embrace the future?
• 3) Do you have a (transition) plan?
• 4) Do you know what works and doesnt?
• 5) ARE YOU WILLING TO CHANGE ANY OF THE ABOVE?

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July 9, 2002 A Dialog with Thought Leaders
How Technology Changes Everything- and Nothing
Thanks, -John Cone