1 17296 investments in social learning (1)

8/2/2019 1 17296 Investments in Social Learning (1)

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BERSIN & ASSOCIATES 2011

BERSIN & ASSOCIATES

Research Bulletin | 2011

THIS MATERIAL IS LICENSED TO TALEO FOR DISTRIBUTION ONLY.

Corporate learning is entering a new era one o social,

collaborative and employee-driven learning. Todays workers still

need ormal training that is built around speciic problems and talent

needs; however, they also need a complete learning environment

that provides support and the ability to collaborate to solve

problems. Learning organizations must go beyond the disciplines

o building content or use in the classroom or online. They must

provide context and pathways through which people can learn

and they must help the organization to be both better learners and

better creators o learning.

These changes are exciting, but they present many challenges. As

learning organizations venture into this new territory, they ind that

simply redesigning programs is insuicient; instead, they need to

architect new learning environments comprised o both ormal and

inormal learning elements. In many cases, this requires dierent

skills sets within the L&D organization.

Providing structure around these learning environments presents

another challenge. Modern, high-impact learning organizations have

learned how to create environments to support inormal elements,

establish clear objectives or each and implement processes or

evaluating their success.1 As companies get better at ormalizing

inormal learning, the lines between the two become less clear.

Our annual research study captured data on current usage o

inormal learning and, or the irst time, captured spending on

1 For more inormation, High-Impact Learning Practices: The Guide to Modernizing

Your Corporate Training Strategy through Social and Informal Learning, Bersin &

Associates / David Mallon, July 2009. Available to research members at www.bersin.com/

library or or purchase at www.bersin.com/hilp.

March 24, 2011 Volume 6, Issue 11

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Investments in SocialLearning

About the Author

Karen OLeonard,Principal Analyst


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Building Expertise through In-Depth, Continuous TrainingKaren OLeonard | Page 2


inormal learning tools and services.2 In this research bulletin, we

will discuss:

Howmanycompaniesareusingsociallearningcomponents;

Howmuchcompaniesarespendingoninformallearningtoolsand

services; and,

Examplesofhowcompaniesareusinginformallearningtoenhance

their learning environments.

Use of Social Learning Tools

Our Enterprise Learning Framework3 groups inormal learning

approaches into three categories on-demand, social and embedded.

(See Figure 1.) Our study tracked the usage o several tools that allunder the social learning category, namely:

Communitiesofpractice4;

Blogs5, wikis6 and orums;

Expertdirectories;and,

Socialnetworking.

A great number o vendors are ocusing on the social learning space

and technology is quickly enabling social learning to take place in new,

2 For more inormation, The Corporate Learning Factbook 2011: Benchmarks, Trends and

Analysis of the U.S. Training Market, Bersin & Associates / Karen OLeonard, January 2011. Available

to research members at www.bersin.com/library or or purchase at www.bersin.com/actbook.

3 For more inormation, Defining Informal Learning: A Taxonomy for Describing How Mos

Learning Happens in Todays Organizations, Bersin & Associates / David Mallon, December

28, 2009. Available to research members at www.bersin.com/library.

4 A community o practice (or CoP) is oten deined as a group o people who share

an interest or concern about a common topic, and who deepen their knowledge in this area

through ongoing interaction and relationship-building within their group. While communitieoten come into being spontaneously, they nonetheless require nurturing i they are to

become valuable to the members and remain viable over the course o their evolution.

5 Blog is a shortened orm o the phrase web log, which is a orm o personaal

publishing that readers can discuss.

6 Wiki is rom the Hawaiian word or ast and stands or web pages that can be

collectively and collaboratively edited on the ly by readers.

Simply redesigning

training programs

is insufcient;

instead, L&D

organizations

need to architect

new learning

environments

comprised o

both ormal andinormal elements.

KEY POINT
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low-cost, highly interactive ways. Using these tools, organizations can

now connect learners and create highly speciic social learning groups

that can leverage the expertise o many people. In this way, people

learn rom peers and experts, not rom ormal trainers.

We will briely discuss each o these tools in turn.

Communities of Practice

Communities o practice (CoPs)7 are the most popular social learning

tool tracked by our study, used by 33 percent o U.S. companies in 2010.

7 For more inormation, Developing Communities of Practice: Best Practices and Lessons

Learned from the Defense Acquisition University, Bersin & Associates / Chris Howard, May

2007. Available to research members at www.bersin.com/library.

Source: Bersin & Associates, 2010

Figure 1: Bersin & Associates Enterprise Learning Framework

Informal

Approaches

Tools

& Technology

Culture

Disciplines

Learning

Programs

LearningArchitecture

Organization,

GovernanceandManagement

Audiences& Problems

GeographiesJobs Business ProblemsRoles DemographicsProficienciesCompetencies

ManagementTechnical

Professional Sales IT Skills

Leadership

Development

Customer

Service

Project and

Process

Career

Development

Compliance

Onboarding

ProductKnowledge

Systems

Virtual

Classroom

Reporting and

Analytics

LMS, LCMS

Learning Portals

Talent Mgt.

Systems

Collaboration

Employee

Feedback

Learning integrated

With Business Planning

Executive

Support

Knowledge

Sharing

Performance and

Talent Management

Learning from

Mistakes

Mentoring and

Knowledge Sharing

Customer

Listening

Development

Planning

Innovation

Programs

Performance

Consulting

Instructional

Designs

Information

Architecture

Knowledge

Management

Content

Development

Program

Management

Change

Management

Community

Management

Measurement and

Evaluation

Business

Intelligence

Content

Development

Content

ManagementMobile

Rich

Media

Social

Networking

Performance

Support

Measurement

Systems

Preferences

Search,

Tagging

Assessment

Customer

Education

ChannelTraining

FormalInstructor Led Training

Virtual Classroom

Games

Simulations

Testing and Evaluation

E-Learning

On-DemandE-Learning

Search

Books, Articles

Videos

PodcastsLearning /Knowledge Portals

EmbeddedPerformance Support

Feedback

Rotational Assignments

After Action Reviews

Quality Circles

Development Planning

SocialWikis, Blogs, Forums

Expert Directories

Social Networks


Conferences and ColloquiumCoaching and Mentoring
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(See Figure 2.) Large businesses are more likely to use CoPs than small

and midsize companies, and business services / consulting irms have the

highest use o any industry sector, with 52 percent o these companies

using CoPs or learning.

Using online communities o practice, learners can interact and share

ideas on a speciic topic. Members o the community share a common

interest or example, they may be in a certain unctional role or they

may be part o an extended project team. Through this interaction, the

learners deepen their knowledge about a particular subject area and

strengthen their relationships with other members o the group.

Cisco, or example, has developed hundreds o communities o practice

to provide support inormation on technical products. From within each

community, an employee seeking support can identiy participants and

experts, and then quickly access them online.

While communities oten come into being spontaneously, they

nonetheless require nurturing i they are to become valuable to the

members and remain viable over the course o their evolution.8

8 For more inormation, Developing Communities of Practice: Best Practices and Lessons

Learned from the Defense Acquisition University, Bersin & Associates / Chris Howard, May

2007. Available to research members at www.bersin.com/library.

Communities o

practice are the

most popular

social learning tool

tracked by our

study.

KEY POINT


Figure 2: Percent of Companies Using Social Learning Tools 2010: U.S. Total

13%

26%

28%

33%

0% 5% 10% 15% 20% 25% 30% 35%

Social Networking

Expertise Directories

Blogs, Wikis, Forums



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Just more than one-quarter (28 percent) o companies reported using

blogs, wikis or online orums in a learning context. Use is greatest

among large businesses, with 40 percent using these tools or learning

purposes and is particularly high among business services / consulting

irms, with 62 percent o these organizations using these tools.

While we group together these as a single category, each o these

tools has its own purpose. Blogs are useul or sharing knowledge and

inormation across a wide audience. Product teams and unctional

groups (such as IT and technical support) commonly use blogs to

communicate inormation to their internal and external customers.

Such is the case at Symantec, which started a blog to support the

launch o one o its new products.9 Through the blog, employees in

sales, marketing and support unctions were able to obtain a baseline

understanding o the product and launch plans prior to attending a

ormal training class.

Wikitools can also be used to share knowledge or inormation across a

wide audience. But, whereas blogs may be authored by a single person,

wikis rely on group involvement to create content. In a more ormal

learning context, wikis can be used by groups o learners to create and

edit content or a project. As an example, a high-tech company we

interviewed created a training program in which teams o sotware

developers were assigned to create code using wikis. The wikis enabled

team members to create and modiy code, and then share it with

instructors and the rest o the class or eedback.

Like wikis, online forums rely on group members to generate content.

Somewhat akin to communities o practice, online orums allow learners

to discuss issues and share ideas on various topics. Users can choose to

read or contribute to whatever thread or topic is o interest.

9 For more inormation, High-Impact Learning Practices: The Guide to Modernizing Your

Corporate Training Strategy through Social and Informal Learning, Bersin & Associates /

David Mallon, July 2009.

More than

one-quarter

(28 percent)

o companies

reported using

blogs, wikis or

online orums in a

learning context.

KEY POINT


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An expertise directory is an extension o the typical corporate contact

directory. At the heart o these directories is a searchable database o

employees and their contact inormation. What makes an expertise

directory dierent is the inclusion o additional, searchable data about

employees, such as areas o proessional expertise. The purpose is to

acilitate employees inding other employees with a given expertise

in a certain subject area. In our study, approximately one-quarter

o companies said they were using expertise directories to acilitate

learning. (See Figure 2.)

Expertise directories can include a wide range o inormation on

members, such as competencies mastered, past experience, association

memberships, committees and accreditations. Newer examples o these

directories add a social sotware component, allowing or the inclusion

o tags and ratings by other employees, as well as communications tools

(such as orums or discussion groups). Some organizations have directly

integrated these directories with their internal communications tools

(such as instant messenger) and with meeting scheduling tools (such as

Microsot Exchange).

Other examples also support an ask the experts unction, by which

employees can send an email or start a discussion thread on a speciic

question. The system then routes the question to identiied experts on

the topic. Experts answer the question via the system, which then routes

the answer back to the original employee. Questions and answers are

archived as a living knowledge base or the organization.

These directories bring to the surace the natural centers o knowledge

within the organization and then acilitate the transer o the knowledge.

The ollowing case in point demonstrates how Amway is

incorporating expertise directories plus on-demand components

into its learning environment.

Approximately

one-quarter o

U.S. companies

are using expertise

directories to

enable learners to

fnd subject matter

experts.

KEY POINT


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Case in Point: Amway Shifts Its Learning Paradigm

Amway Corp. is a worldwide leader in direct selling, with

approximately 17,000 employees in more than 80 countries.

With ewer employees enrolling in classroom training

programs over the past several years, Amways global talent

development team recognized the need to shit its learning

paradigm rom ormal to inormal learning. The team believed

in the value o social and on-demand learning as a means to

acilitate continuous learning. The goal was to move rom a

learning environment ocused on ormal oerings to a 70-20-

10 model, in which 70 percent o learning is through on-the-

job experiences, 20 percent is through coaching relationshipsor collaborative activities, and 10 percent is through ormal

learning interventions. This model would support all o the ways

in which employees develop.

This transition, which is still ongoing, has included several

initiatives. One is building expert directories to enable learners

who are spread across eight regions o the world to ind

subject-matter experts (SMEs). The directories will be organized

around job unctions, as well as around common employee and

management issues. Now in the testing phase, this capabilitywill oicially launch in 2011.

A second initiative is building on-demand options to support

learners. In a partnership with ThinkWise, Amway now oers

short, two- to three-minute videos covering speciic topics.

Other on-demand oerings include book summaries, toolkits

and abbreviated business content. The resources are embedded

into many o Amways learning programs and are available

through Amways learning portal.

A third initiative involves building unctional-speciic learning

portals to provide targeted learning opportunities. Through the

portals, learners can create personalized, customized curricula

and track their own progress. (See Figure 3.) The learning

content is timely and relevant to their needs. The College o

Amway moved to

a 70-20-10 learning

model to acilitate

continuous

learning and to

support all o the

ways in which

employees develop.

KEY POINT


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Engineering portal was launched in 2010, with a Leadership

Academy and additional shared-service portals slated or 2011.

Based on the results thus ar, plus a irm belie in the value o

employee development, Amways board o directors has made

learning a top priority or 2011. Amways ultimate goal is to

cultivate a culture o learning in which learning is intentional,

accessible and lielong. This type o learning culture will help

employees and leaders become a competitive advantage or

the company.e

Social Networking

A social networking application allows a user to build connections

with a network o other users. These platorms are best-known by the

consumer-oriented sites now amiliar to most corporate employees (and

people around the world), such as Facebook, LinkedIn and YouTube.

Case in Point: Amway Shifts Its Learning Paradigm (contd)

Amways transition

to inormal

learning has

included building

expert directories

organized by job

unction, enabling

learners spread

over eight regions

to fnd SMEs.

KEY POINT

Source:Amway, 2010

Figure 3: Customized Portal in Amways Virtual Learning Center


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Social networks support basic communications among users, as well

as the sharing o ideas, interests, ratings and other inormation. More

advanced social networking applications support capabilities such as:

Capabilitiesfordiscoveringandapprovingcontactswithin

the system;

Havingpotentialcontactssuggestedbythesystem

(i.e., people-matching);

Agraphicvisualizationoftheusersnetwork;

Differentstrengthsortypesofconnectionsthatmighttranslateinto

other allowed activities or inormation lows between users;

Trackinganddisplayoftheonlinepresenceofcontacts;and,

Theabilitytoaggregateuserdatafromexternalpublicsocial

networking sites (such as Facebook or LinkedIn).

Thirteen percent o U.S. organizations said they use social networking

to acilitate learning. As with many o the other social learning tools,

usage is highest among large businesses, with 18 percent using social

networks or learning, and among business services / consulting irms,

with 28 percent using social networks or learning. (See Figure 2,

repeated in this section.)

Just 13 percent o

U.S. organizations

said they use

social networking

tools to acilitate

learning.

KEY POINT


Figure 2: Percent of Companies Using Social Learning Tools 2010: U.S. Total

13%

26%

28%

33%

0% 5% 10% 15% 20% 25% 30% 35%

Social Networking





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The ollowing case in point shows how The Cheesecake Factory is

using an innovative social learning platorm to improve employee

perormance and engagement.

Case in Point: Learning Innovation at The Cheesecake

Factory

2010 was a better year or the restaurant industry, particularly

or The Cheesecake Factorys 150-plus restaurant locations across

the U.S. As the economy started to improve, so did guest traic

and, hence, restaurant sales. Year-over-year revenues at The

Cheesecake Factory grew two percent to our percent in each o

the irst three quarters o 2010.

With inancials on the upswing, the companys ounder and

CEO, a long-time proponent o learning and development,

championed a corporate initiative to drive corporate

perormance and employee engagement through learning

innovation.

To accomplish this, the perormance development department

(PDD), the L&D arm o The Cheesecake Factory, needed to

signiicantly change its content strategy. Prior to 2010, mucho the learning content or restaurant sta was contained in

voluminous, paper-based workbooks and checklists. The new

vision was to deliver interactive learning content through video,

scenario and game-based learning. A more engaging and social

approach to learning was needed to promote better knowledge

and skills retention.

To develop this approach, PDD needed to enhance the teams

capabilities. The organization brought in a new senior director

ocused on learning innovation, who then added three newroles to the development team videographer, multimedia Flash

developer and animator / illustrator. A ourth role was added

to manage learning technologies and their integration with the

new content strategy. Furthermore, the job descriptions o two

The Cheesecake

Factory hired

a new senior

director ocused

on learninginnovation, who

then added three

new roles to the

L&D team.

KEY POINT


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instructional designer positions were modiied to encompass

online instructional design and the training coordinator role

was expanded to cover LMS administration.

With the right roles and people in place, one o the teams

major initiatives or 2010 was launching a video-based YouTube-

like platorm rom Wisetail which was named the VideoCae.

The site invites employees to upload short, two- to three-minute

storytelling videos on a variety o social and work topics,

such as local charity eorts, or an executive che describing the

origins and lavor proile o a signature dish. Sta-generated

videos are supplemented with core vignettes seeded by PDD.

Supporting documents and knowledge checks can be attachedto the videos, while viewers can comment, rate, lag, tag or add

their own video to a channel.

The site not only acilitates targeted learning opportunities,

it also provides The Cheesecake Factorys sta o passionate

oodies with opportunities to communicate, be recognized

amongst their peers and promote a culture o sharing.

Case in Point: Learning Innovation at The Cheesecake Factory (contd)

Source: The Cheesecake Factory, 2010

Figure 4: The Cheesecake Factorys VideoCafe

The site provides

The Cheesecake

Factorys sta

o passionate

oodies with

opportunities to

communicate,

be recognized

amongst their

peers and promotea culture o

sharing.

KEY POINT


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The response to the video-based learning has been incredibly

positive. In the recent rollout o new menu items this past

summer, sta members reported that the video helped toconnect them to the content and their leadership team and,

hence, enabled them to master the skills much more eectively

than reading out o a workbook or sitting through a dry

PowerPoint presentation.

The Cheesecake Factory plans to add more simulation-

and scenario-based learning to the site, blended with web-

based training (WBT) segments and games. Ultimately, the

company would like to move its rigorous learning experiences,

which ocus on memorizing hundreds o menu descriptions,ood recipes and service standards, into an innovative

gaming structure.

PDD envisions a learning environment in which employees

play their training, share their stories o learning and

success, and connect with a community that can support their

ongoing development.e

Spending on Informal Learning

As shown in the preceding sections, many organizations have already

incorporated social learning tools into their learning environments

and a great many more are wondering how to get there. How much

are companies willing to spend on inormal learning? As o today

not much.

2010 was the irst year that we captured spending data on inormal

learning. Overall, 30 percent o U.S. companies said they spent money

on inormal learning tools or services. The igure was highest amonglarge businesses, 42 percent o which spent money on inormal learning

during the year. (See Figure 5.) Among industries, a greater number

o technology companies and business services / consulting irms spent

money on these tools.

Case in Point: Learning Innovation at The Cheesecake Factory (contd)

Thirty percent o

U.S. companies

spent money on

inormal learning

tools and services

in 2010.

KEY POINT


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The most popular category or spending was social sotware.

Approximately one in ive companies (22 percent) spent money on these

tools, which include products like Microsot SharePoint, social sotware

modules rom many LMS vendors and a host o other point solutionson the market. Communities o practice were the second most popular

category, with 17 percent o companies spending money on these tools.

(See Figure 6.)

Some companies are spending money not just on sotware, but on

services and support, as well. Twelve percent o companies spent

money on design and consulting services to get their eorts started,

and 15 percent o companies spent money on support services

post-implementation.

Enabling learners to ind inormation quickly and easily is a constant

challenge within organizations, and 10 percent o companies said that

they spent money to improve their search capabilities. Part o this is

enabling learners to ind the right people to connect with, such that

ive percent o companies spent money to create or maintain

expertise directories.

42%

30%

29%

30%

0% 20% 40% 60% 80% 100%

Large

Midsize

Small

U.S. Total


Figure 5: Percent of Companies Spending Money on Informal Learning Tools and Services 2010 U.S.

Total and by Company Size


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In total, U.S. companies spent $6,463, on average, in 2010 on inormal

learning tools and services. Small companies spent just more than

$5,600 on average, whereas large businesses spent approximately

three times that amount, or $16,409, during the year. (See Figure 7.)

Although spending is airly low today, we expect these igures to grow

considerably in the coming years as companies ocus on building their

internal learning capabilities.

The ollowing case in point shows how one health services group has

invested in a social platorm to acilitate learning and knowledge-

sharing among its clinical sta and patients.


Figure 6: Percent of Companies Spending Money on Informal Learning Tools and Services 2010 by Industry

17%

19%

20%

23%

26%

27%

33%

34%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Insurance

Government

Manufacturing

Retail

Banking / Financial Services

Healthcare

Technology

Business Services / Consulting

Although spending

is airly low today,

we expect these

fgures to growconsiderably in the

coming years as

companies ocus

on building their

internal learning

capabilities.

KEY POINT


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Case in Point: U.S. Oncology Invests in a Social Platform

U.S. Oncology supports the largest network o oncologists and

cancer care researchers in the nation. The company is ailiated

with more than 1,400 physicians, who care or more than

850,000 cancer patients across the country. To help physicians

and practices provide high-quality patient support and care, U.S.

Oncology has invested in technology and innovative services.

In one o the projects, the organization spent approximately

$2 million to build a series o portals designed to connect its

ailiated clinicians and patients.

The irst portal, deployed in early 2009, was geared toward

connecting its nationwide network o physicians. Through

the portal, doctors can share best practices and research

papers, discuss cases with conidentiality, and post questions

to discussion boards. The company believes that enhancing

communication and collaboration among physicians will result

in improved diagnosis and care or patients.

Since its launch, the portal has seen signiicant usage across the

physician network. Several hundred users adopted the new site

immediately, while others became regular users over time.

$16,409

$8,026

$5,657

$6,463

$- $3,000 $6,000 $9,000 $12,000 $15,000 $18,000

Large

Midsize

Small

U.S. Total


Figure 7: Spending on Informal Learning Tools and Services 2010 U.S. Total and by Company Size


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The second portal is designed to enable patients to access

resources and engage with their physicians and oncology care

practices using online tools. Through the portal, patients can

access their personal account inormation, pay outstanding

balances, request appointments and complete registration orms

online. The portal is currently being integrated with several

practices and will be available or patient use in 2011.

The third portal is also planned or deployment in 2011 and will

connect nursing sta. Similar to the physician portal, nurses will

be able to share best practices, ask questions and collaborate on

patient issues. By supporting each other, nurses will be able to

provide the best possible care and inormation to patients.

Through this investment in portal technology, U.S. Oncology

is connecting clinical sta, empowering patients or better

health outcomes and increasing operating eiciencies within

the practices.e

Looking Ahead

The current ocus on social and inormal learning is somewhat akin to

the mad rush to e-learning 10 years ago. At that point in time (around

2000), organizations rushed toward online instruction to replace

classroom training. We learned over the years that e-learning plays a

role, but it is really only one channel and successul programs blend

e-learning with a variety o other approaches to drive learning success.

With the multitude o new inormal learning tools now available, we

have entered a new era in learning environments one that will likely

drive the next 10 years o change in L&D.

Case in Point: U.S. Oncology Invests in a Social Platform (contd)

Through this

investment in

portal technology,

U.S. Oncology is

connecting clinical

sta, empowering

patients or better

health outcomes

and increasing

operatingefciencies.

KEY POINT


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As Figure 8 shows, in todays L&D environment organizations must look

at all approaches to learning as complementary and interconnected.

Individuals are learning all the time and we must reengineer our L&D

strategies to create a continuous learning environment comprised o

ormal and inormal components.

In 2011, this trend will accelerate and will orce all L&D proessionals

to rethink their internal skills, to continue to revamp their tools and

technology, and to build what we call a learning architecture10 that

makes continuous learning a regular part o all learning solutions.

10 A learning architecture is an organizations unique map o agreed-upon learning

needs, learning strategies and delivery strategies or all o its training. This gives designers,

trainers and managers a clear view o what types o problems the organization will solve,

how they will solve them, what tools they need and which approaches the organization

will take. It deliberately limits the organizations options by deciding how and where the

training organization will ocus its eorts and it builds upon the organizations culture

and history o learning.


Figure 8: The Continuous Learning Model

Continuous LearningExpert

Novice

Time

Traditional Training

Job-

Aids

On-Demand

Learning

Social

Learning

Career

Curriculum

Coaching

Mentoring

Communities

of Practice

Training

Event


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The Bersin & AssociatesMembership Program

This document is part o the Bersin & Associates Research Library. Our

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& Associates Research Program. Member organizations have access to

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