Chpater 4 Creating a New Way of Learning for IBM Managers

1
Chpater 4Creating a New Way of Learning for IBM
Managers

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• ??2004/03/12

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Outline

• Introduction
• The Challenges
• Needs Assessment
• Proposed Solutions and Goals
• Designing Basic Blue for Managers
• Basic Blue The Details
• Evaluating the Blended Approach
• Other Benefits of Blended E-Learning at IBM
• Lessons Learned

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Introduction

• In 1997--IBM
• Needed to go from training 13000(USA)?30000(worldw
  ide)
• More skill development ?jam-packed five-day
  classroom program.
• Cost of E-learning
• Per-day learner cost for the new e-learning
  approach was 136
• Saving of 24 million from its e-learning
  management training process.

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The Challenges
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IBM faced three main problems

• Problem 1
• In 1997, MD (management development)
• division was reorganized
• Downsized
• given global responsibility
• Leadership development of 30000 managers in more
  than 72 countries
• Fewer resources were available for meeting

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IBM faced three main problems

• Problem 2
• Five-day, in-class training programs were not
  enough to deal with IBMs growing leadership
  challenges
• Managing in a matrixed organization
• Collaborating across functional and national
  boundaries
• Teaming within electronic spaces
• Hiring and retaining talent in a competitive
  industry

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IBM faced three main problems

• Problem 3
• Managers
• They were pressed for time
• Most worked 10-12 hours a day
• Taking them off site for additional class time
  was simply not possible.

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Needs Assessment
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Needs Assessment(1/3)

• Sources were used to generate data
• Managers
• what actual line managers needed.
• Global learning integrators
• seven senior executives
• HR solutions focus team survey
• from all employees, legal divisions, and
  employee-relation officers
• The HBS Publishing New Media Partners Council
• 20 companies (Fortune 500)identify overall
  trends that impact MD

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Needs Assessment(2/3)

• Company CEO and vice presidents
• solved and indicated the future direction
• Internal MD specialists
• communicated insights, thoughts, and trends from
  academic conference and colloquia.
• The Mayflower survey
• comparative analysis with 20 other companies

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Needs Assessment(3/3)

• Global employee survey
• questionnaire (entire employee)
• Interviews with executive managers
• 47 line executives were interviewed to identify
  issues and effects on management.
• 360-degree feedback
• the results from 51400 management assessment
  surveys were reviewed.

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Proposed Solutions and Goals
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Proposed solutions and goals

• IBM used a twofold approachaccomplish goals
• IBM reconceptualized MD as an extended process
  rather than a weeklong classroom event.
• IBM proposed to use a blended, multimodal
  approach to MD? intranet e-learning with
  classroom experience

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Proposed solutions and goals

• Online performance support modules and
  interactive simulations.
• Virtual collaborative workspaces
• Customized personal assessments
• Online content mastery tests
• On-the-job MD via second-line manager coaches
• An evaluation framework

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Designing Basic Blue for Managers
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Designing Basic Blue for Managers

• Program background
• 8 full-time employees
• 4 hierarchical tiers of learning

Assessment
design
delivery
evaluation
redesign
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Design values

• Values represented by
• organizational interests
• employee need

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Design values--Organization Interests(1/2)

• Design efforts were guided by two organizational
  objectives
• To develop superior leadership skill in our new
  managers
• To harness the potential of e-learning

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Design values--Organization Interests(2/2)

• A leadership consulting firm (Hay/McBer)
• 11 leadership competencies
• Linkage of Competencies? managerial style
  organizational climate formed ?leadership
  framework
• A critical organizational goal
• Managers adept at using IBMs internal
  technologies ?Lotus learningSpace

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Design values-- Employee Needs

• Managers have been pressed for time
• Managers individual performance-support needs in
  a just-in-time
• Create an instructional model ?Exploited IBMs
  network infrastructure
• organizational learning needs
• the performance-support
• skill-building needs

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Partnerships Within and outside the organization

• HBSP(Harvard Business School Publishing)
• IBM was also the first company to be permitted to
  customize Harvard Business Review case studies
  for the e-learning program.

HBSP
Harvard ManageMentor
Bussiness Institute ofUniversity of North
Carolina
IBM
Manager QuickViews
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The New Blended Design

• Blending a variety of learning modalities
• Information and JIT online performance support
• Interactive online learning
• Online collaboration
• Classroom learning labs

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The 4-tiered model of blended learning that is
the cornerston of IBMs MD strategy
Learning Labs
BasicBlue
Managing inNew Blue
Managing_at_IBM
Shadesof Blue
Collaborative Learning
TeamRoom
CustomerRoom
LearningSpace
Interactive Learning Modules, and Simulations
HR Policies Practices
GoingGlobal
CoachingSimulator
LeadershipCompetencies
Manager QuickViews
HRWeb
BusinessConductGuidelines
Leadership/ManagementCompetencies
PeopleProductivity
Management Leadership Competency Assessments
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Information and JIT online performance support

• Via the company intranet anytime, anywhere
• Via an index or the keyword search engine
• online reading
• Printing
• to hard copy
• mailing to an email account

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Interactive online learning

• Offers 8 different scenarios with more than 5000
  screens of actions, decision points, and
  branching result.
• 18 other simulations cover other HR topics
• Business conduct guidelines
• Multicultural issues
• Work-life issues
• Retention
• Personal business commitments

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Online collaboration

• Lotus LearningSpace Forum
• They learn collaboration skills and build
  real-life learning networks
• Collaborative spaces using same-place,
  different-time communication

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Classroom learning labs

• Provide immediate responses
• Flexible to human needs
• Adapted to different learners styles

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Alignment

• The new blended learning process
• Allowed new managers to access material
• Build a foundation of knowledge
• Maximized the benefit -- in the classroom
  experience
• Provided more opportunity for additional critical
  skills areas
• Provided a set of updatable resource tools? solve
  workday problems

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Basic Blue The Detail
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Components of IBMs Basic Blue e-learing program
for management development
Basic Blue for Managers 5X content at 1/3 cost
Qualification
CoachingAssessment
CoachingAssessment
New Manager Learning Lab
MDTutor
--Manager QuickViews --HR Policies
Programs --In-Field Learning --Excercises
LearningSpaceand HR PPSimulations
MDTutor
Appointment
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New learning process

• Phase 1 --26 Weeks of self-paced, online learning
• Phase 2 --In-class five-day learning lab
• Phase 3--25 weeks of online learning

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Phase 1--26 Weeks of self-paced, online
learning(1/2)

• Focuses on
• Information transfer
• Understanding
• Practice occurred

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Phase 1--26 Weeks of self-paced, online
learning(2/2)

• Condition
• 48 hrsLearningSpace Forum
• Each cohort numbers 24 new managers
• Each manager progresses
• Content
• 18 mandatoryknowledge mastery by achieving a
  minimum score
• Elective managerial topics
• Custom-developed
• Harvard ManageMentor intranet performance support
  system

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Pahse 2--In-class five-day learning lab(1/2)

• Focuses on
• Gain self-knowledge as individuals
• Understand their roles as leaders and members of
  the organization.

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Pahse 2--In-class five-day learning lab(2/2)

• Method
• Instrumentsleadership competencies surveys
• The Hermanna Brain Dominance instrument
• Hay/McBer organizational climate and managerial
  style questionnaires
• Validated feedback tool
• Case studiescase customized
• Experiential exercises
• Each manager creates
• individual development plan
• Action plan

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Phase 3--25 weeks of online learning

• Focuses on
• Application of skills and knowledge
• Activities
• Learner chooses topics of personal relevance
• Plans are reviewed with the learners manager
• Complete the new manager process

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Evaluating the Blended Approach
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The goals for the new evaluation framework were
twofold

• To spread training effectiveness information
  throughout the internal staff to drive continuous
  improvement
• To measure with sufficient research rigor to
  illuminate true training effect.

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Leavel 1 Evaluation

• Method
• 1999/8-2000/8 representative cohorts
• Questionnaires
• In-depth telephone interviews
• Learner feedback was posted in LearningSpace

• Result
• HBSs-significant strides
• Internally conducted learner survey show ?
  certain modules -coaching ? climate?consistently
• 100 of learners--valuable

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Leavel 2 Evaluation

• Methods
• In phase Iachieve 90 on the mastery tests
• Phase IIcollaborative role playing, feedback,
  and case studies.

• Results
• Goalknowledgu gain
• 96 achieved mastery in 15 subject areas.
• 92 attained220 online-delivered knowledge items

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Leavel 3 Evaluation

• Methods
• Measured two behavior change
• Actual observed behavior changes
• Changes in factors that social science research
  has indicated are strong predictors of behavior
• anonymous surveys

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Behavior changes as evidenced by the alumni
survey administered 8-9months after
blended-learning management development program
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Level 4 Evaluation

• Methods--survey
• Extent to which learners had become better
  leaders
• Extent to which their teams had been positively
  affected
• Consequences for business results
• effects on people
• Teamwork
• Morale
• Productivity
• Effectiveness
• Customer
• Financial indicators
• Large-scale leadership effectiveness

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Self-efficacy changes as evidenced by the alumni
survey administered 8-9months after
blended-learning management development program
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Level 5 Evaluation(1/2)

• Methods
• -- Cost efficiency
• E-learninggtclassroom-only delivery
• ROI (return-on-investment) ?
• Ex. manager estimation of business impact?
  leadership improvements

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Level 5 Evaluation(2/2)
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Other Benefits of Blended E-Learning at IBM
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Effect of managers behavioral changes on
business indicators
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Other selected impacts of the new process

• Adaptation of common nomenclature and conceptual
  models
• 7 ?1
• Online workplace behavior evaluations
• managerial styles, leadership competencies,
  organizational climate
• Organizational action plans (OAPs)
• Rip-and-read requests
• Participants can use the print version of online
  learning modules to retain the content in hard
  copy for latter use.
• 50 of 896000 annual site hits are print requests

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Lessons Learned
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Lessons Learned(1/2)

• Learning preferences are poor predictors of
  e-learning acceptance
• Relative advantage of e-learning must be salient
  and promoted
• The compatibility of e-learning with already
  existing tools, navigation, and usability is
  important to learners.

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Lessons Learned(2/2)

• The simplicity of an e-learning application, as
  perceived by its potential adopters, will speed
  its rate of adoption.
• The degree to which e-learning can be
  experimented with on a limited basis helps dispel
  uncertainty and drives its adoption
• Some effects of e-learning are more immediate and
  easier to see, and these help drive future usage.

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Try basic Blue Yourself
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Try basic Blue Yourself

• Companion CD
• Video-demonstrates the history of the need for
  e-learning and takes you through each phase
• the four-tiered approach.
• help you
• Navigate the course
• Experience a welcome to the MD process
• Understand about the course and how to proceed
• Anticipate the main points of the course
• Examine a learner profile
• See how the manager checks the learners progress

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The Lotus e-learning timeline
Source http//www-10.lotus.com/ldd/today.nsf/look
up/elearning_evolution