DEVELOPING IMPACT ACHIEVING THE 'WOW FACTOR'

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DEVELOPING IMPACT - ACHIEVING THE 'WOW FACTOR'

• David Birchall
• Henley Management College, UK
• March, 2004

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Where do we find the wow factor?

• The rugby - Ireland vs England in the 6 nations
• Dads Army, Porridge or Faulty Towers?
• The LSO?
• EastEnders, Brookside, Holby City, Home and Away?
• Count down, Weakest Link, Who wants to be a
  Millionaire?
• Ready-steady cook, Cash in the Attic
• Get me out of here, Big Brother?
• Two men in a trench, Dig with Dibnah?
• CNN, News 24?

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What produces the wow factor?

• The flow of adrenaline?
• Infectious laughter?
• The unexpected in the story line?
• A shared experience and a common talking point?
• Knowledge of the latest ...? - one-up-manship?
• Entering a world of glamour - escapism?
• Ideas, advice?
• ??

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How do you achieve thewow factor in education
and training?

• In face-to-face teaching
• In e-learning
• In blended learning

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Some views from academics

• f-to-f - The charisma factor -
• Build rapport
• Use humour often at own expense
• Acronyms simple, witty, sharp
• Straight-forward language
• Be interactive and dynamic
• State the obvious that the audience hasnt yet
  thought of
• No bullet-point lists.

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e-learning wow factor

• e-learning wow factor -
• Is there one?
• Replication of charismatic teaching in the
  classroom?
• Use of a variety of technologies without
  technology getting in the way?
• Matching technology to message?
• Visual appeal but intuitive and easy to use?

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Learners views an analysis of responses

• When grouped into sexy and non-sexy professors,
  the data reveal that students give sexy-rated
  professors higher quality and easiness scores.
• If these findings reflect the thinking of
  American college students when they complete
  in-class student opinion surveys, then
  universities need to rethink the validity of
  student opinion surveys as a measure of teaching
  effectiveness.
• Source Felton J, Mitchell J, Stinson M (2004)
  Web-based student evaluations of professors the
  relations between perceived quality, easiness and
  sexiness Assessment Evaluation in Higher
  Education, 29, 1, pp91 - 108

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Aims

• To explore issues in creating the wow factor in
  e-learning -
• 1. Getting it right organisationally aligning
  offerings to strategic thrust (The corporate
  e-learning study)
• 2. Holistic design (PeLM)
• 3. Well conceived process developing a roadmap
  (ESEN)
• 4. Design fit for purpose
• 5. Facilitation (Research study)

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• Getting it right organisationally aligning
  offerings to strategic thrust
• Source Birchall D., Woolfall D. Corporate
  e-learning - Delivering Business Benefits.
  Grist, 2003

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1. Main strategic focus of businesses in the
survey sample
High market dynamism
Competition based on ability to respond to
changing customer tastes and market demands e.g.
manufacturer, retailer of consumer electronics
One-off solutions competition based on ability
to develop innovative solutions, consistency,
reliability and reputation e.g. consultancy
services, IT services
Low knowledge intensity at the customer interface
High knowledge intensity at the customer interface
Competition based on timely delivery, cost and
quality e.g. commodities such as raw and basic
materials.
Long term competition based on high value
innovative new products and services e.g. blue
skies RD.
Low market dynamism
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1. Outcomes sought from e-Learning
High market dynamism
Rapid transfer of best practice. Faster
roll-out. Cost effective micro- training. Access
to learning in remote locations. Consistency of
information and training. Improved use of
technology.
Innovative solutions to client problems Better
support of field staff in interfacing with
customers. Reduced time learning away from the
workplace with savings on lost opportunity costs.
Training anytime, anyplace.JIT. Better use of
existing technology infrastructure. Talent
attraction and retention.
Low knowledge intensity at the customer interface
High knowledge intensity at the customer interface
Continuous improvement. Procurement
savings. Improved capability in use of
information technology at workplace.
Up-skilling. Continuing professional development.
Preparation and assessment for recognised
qualifications. Compression of time spent on
upgrading.
Low market dynamism
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1. The primary thrust of e-Learning
High market dynamism
Emphasis on sharing best practice New product
knowledge Format limited by infrastructure
constraints .
Personal development against a comprehensive
competency framework Communities of Practice. JIT
and Integration with knowledge management Empowerm
ent and self-managed learning
Low knowledge intensity at the customer interface
High knowledge intensity at the customer interface
e-learning substituting for face-to-face as a
cost saving measure. Knowledge transfer. Basic
skills training. Certification for regulatory
purposes. Rationalisation of TD offerings
Continuing professional development. Networked
and informal learning. Qualification programmes.
.
Low market dynamism
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1. e-Learning strategy
High market dynamism
Rapid transfer of best practice. Rapid
development Rapid deployment
Innovative solutions to client problems Collaborat
ive development Rapid deployment
Low knowledge intensity at the customer interface
High knowledge intensity at the customer interface
Continuous improvement. Controlled
development Controlled deployment
Upskilling.  Centralised development Targeted
deployment
Low market dynamism
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• Getting it right organisationally aligning
  offerings to strategic thrust (The corporate
  e-learning study)
• Holistic design (PeLM)
• Well conceived process developing a roadmap
  (ESEN)
• Design fit for purpose
• Facilitation (Research study)

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Designing a programme for SME managers - PeLM
E-Learning Adult Learning
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• Getting it right organisationally aligning
  offerings to strategic thrust (The corporate
  e-learning study)
• Holistic design (PeLM)
• Well conceived process developing a roadmap
  (ESEN)
• Design fit for purpose
• Facilitation (Research study)

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A progressive approach for the learner

• Learning how to use the technology
• Learning how to interact
• Learning how to work in groups
• Learning how to acquire/develop new knowledge
• Learning how to fully exploit the system for
  personal and team learning

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SME Programme Roadmap - ESEN
SME
Sign-up
Intro Instructions
1st Task My Page
Resources (Links Tools)
Kick-off workshop
Live case briefing
Facilitated programme
Electronic planning Tools. Tasks for Individual
and working in Action sets
2nd workshop
Live case clinic
Facilitated programme
Business plan
Wash -up workshop
Reflection Evaluation
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ESeN SME Programme
ESeN Website
Multi-lingual area
SME Forum
LINKS - Tools (e.g. survey)/ eLibrary/ (e.g.
Mindmapping)/ Suntop Media
SofTools (Electronic planning tools/ Business plan
Henley Project (Instructions Welcome)/ My Page
Country discussion forum/ EU discussion forum/
Workflow/ SME Community
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• 1 Getting it right organisationally aligning
  offerings to strategic thrust (The corporate
  e-learning study)
• 2 Holistic design (PeLM)
• 3 Well conceived process developing a roadmap
  (ESEN)
• 4 Design fit for purpose
• 5 Facilitation (Research study)

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Design fit for purpose - Study Cases

• The retail example
• simple use of technology
• empowering store managers and staff
• The auto case
• getting people on the web
• The pump manufacturer
• engaging purchasers in purchase decision

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• 1 Getting it right organisationally aligning
  offerings to strategic thrust (The corporate
  e-learning study)
• 2 Holistic design (PeLM)
• 3 Well conceived process developing a roadmap
  (ESEN)
• 4 Design fit for purpose
• 5 Facilitation (Research study)

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Facilitation - vital to the wow factor?

• Establishing and maintaining ways of working
• Personalising the learning process
• Introducing personal highlights - new stretch
  targets, recognition of achievement
• Support when falling behind
• Assisting group develop
• Injection of new ideas, new approaches and
  general enthusiasm
• Working to improve self efficacy

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Summary

• Getting it right organisationally aligning
  offerings to strategic thrust
• Holistic design
• Well conceived process developing a roadmap
• Design fit for purpose
• Facilitation

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Further information

• Contact
• david.birchall_at_henleymc.ac.uk
• Birchall D., Woolfall D. Corporate e-learning -
  Delivering Business Benefits. Grist, 2003
• Henley web site - Connected Learning
• PeLM
• ESEN