Skills and Strategies

Next GenerationE-Learning

SPONSORED BY:

What do high performers do?Make more learning programs available as e-learning.

Use e-learning to develop mid level and frontline leaders.

Use e-learning to develop high-potential employees.

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© 2017 by ASTD DBA Association for Talent Development (ATD). All rights reserved.

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ORDERING INFORMATION Research reports published by ATD can be purchased by visiting ATD’s website at www.td.org/research or by calling 800.628.2783 or 703.683.8100.

ATD Product Code: 791706-WPe-ISBN: 978-1-947308-08-4Publication Date: September 2017

ATD EDITORIAL STAFF Manager, ATD Research: Maria HoManager, ATD Press: Melissa JonesResearch Analyst: Megan ColeJunior Research Analyst: Shauna RobinsonInterior Design: John BodyCover Design: Tony JulienProduction Manager: Marjy Jones

3

A NOTE FROM OUR SPONSOR

A Note From GoAnimate

Technology advancements are driving every aspect of business, and e-learning is no exception. Driven by an always-

on, mobile culture, learners today have an instant-gratification mindset and are easily distracted by notifications from

emails, text messages, and even fitness trackers. For instructional designers and other e-learning pros, this means

every second counts when fighting for attention, focus, and retention. How do you focus attention away from everyday

distractions and deliver engaging content?

At GoAnimate, we believe video is the answer.

There’s a mountain of evidence that video is an impressive catalyst for engagement in training and e-learning. Studies

have shown that adding video to your content can improve the ability to remember concepts and details, with effects

that even increase over time. Plus, your audience prefers video over static content like slide decks or PDFs—it’s simply

more interesting.

Concise, animated videos are the perfect way to convey internal organization updates or change and transformation

objectives. They’re efficient for employee onboarding, microlearning, or whatever information you believe requires more

of a human touch. Video is a great way to enhance information that has to be delivered as text or to explain a series of

steps that your learners will need to revisit repeatedly. It’s also far less expensive than in-person delivery, especially for

a distributed workforce serviced by a small training team.

So, the next time you’re struggling for ways to connect with the instant-gratification generation, try video. Your audience

may be able to resist the distractions just long enough to learn something.

A NOTE FROM OUR SPONSOR

4 NEXT GENERATION E-LEARNING: Skills and Strategies

About GoAnimate

GoAnimate is a technology company with offices in the United States, Hong Kong, and Taiwan. Founded in 2007, the

company has built a cloud-based, do-it-yourself animated video creation platform that has won recognition and honors

from around the world. With more than 8.5 million registered users, GoAnimate has helped Fortune 500 companies,

SMBs, and individuals make more than 22 million videos, and it continues to redefine and lead the DIY animation industry.

When it comes to preparing training and specific learning scenarios intended to address the competencies of your

employees, you want your content to resonate and be remembered. You need more than just the same-old static delivery

using PowerPoint, email, or PDF. GoAnimate provides a platform to take anything and transform it into captivating media

that will truly boost employee engagement and retention.

At GoAnimate, we don’t put a limit on the pace or amount you can create. This means you can adapt to the specific

requirements of your organization and produce what you need, when and how you need it. You can also share your asset

library and videos easily with your team for hands-on collaboration.

With hundreds of ready-made templates, thousands of movements, and tens of thousands of assets to choose from,

GoAnimate helps even novice users quickly and easily create amazing animated videos. Choose a template and some

pre-animated assets, add a voice-over, insert a background soundtrack, and voilà—you have a professional-quality

animated video to engage your learners.

55

EXECUTIVE SUMMARY

For years, talent development professionals have relied on e-learning to reach employees—especially those scattered

across geographies and time zones—with consistent and flexible training. Affordability, self-pacing, just-in-time access,

and other benefits make e-learning an effective and popular option in the blended learning portfolios favored by most

organizational talent development functions.

Despite speculation in industry media and other sources that e-learning is in decline, Next Generation E-Learning: Skills

and Strategies (hereafter, the Study)—the latest research by ATD (the Association for Talent Development) and the

Institute for Corporate Productivity (i4cp)—found the practice thriving in nearly 90 percent of organizations. Further,

talent development leaders and practitioners say they anticipate not only continued growth, but also exciting changes

for e-learning ahead.

Market-leading companies are enthusiastic users of e-learning, enabling online access to most of the assets in their

learning portfolios. Those high-performance organizations also report greater success than their lower-performing

counterparts in using e-learning as a means of effectively reaching, engaging, and developing high-potential employees.

Another area in which top companies are making differentiating strides in e-learning is leadership development. The

Study found strong correlations to better market performance and greater overall learning effectiveness when e-learning

was incorporated in development programs, but only for specific levels of organizational leaders.

ATD and i4cp examined the use of e-learning in recent years and identified influences on talent development leaders’

choices about the ways they leverage e-learning. Considerations about content, design tools, and the types of training

for which talent development professionals recommend e-learning were also explored to help these leaders and their

teams make strong, data-driven decisions that are likely to support more effective e-learning use.

Like other business initiatives, e-learning exists within the context of volatile markets and rapidly changing

organizational environments, which means that it must be a dynamic learning methodology. Talent development leaders

predict that in the coming years the use of e-learning will become more extensive. They also expect e-learning to take

on new characteristics, including greater levels of personalization, more interactivity, expanded use of videos, and an

increased focus on content presented as microlearning.

EXECUTIVE SUMMARY

Talent development leaders expect e-learning to take on new characteristics in the future, including greater levels

of personalization, more interactivity, expanded use of videos, and an increased focus on content presented as

microlearning.

“We already have a broader view of e-learning,” says Dan Lovely, former chief learning officer of global insurance firm

AIG. “It can be microlearning, video content, articles, whitepapers, book abstracts, and other learning assets. Increasingly,

I think we’ll look at e-learning to be even more multifaceted, and to be able to be much more effective at delivering

learning that’s personalized to the individual. As this is evolving, I see us actually redefining what e-learning is.”

6 NEXT GENERATION E-LEARNING: Skills and Strategies

7

WHITEPAPER

More than half a century after the first computer-based training program was introduced, the arrival of personal

computing and widespread access to the Internet fueled the growth of e-learning as an organizational training

tool. Now, the evolution of the technologies that enable its design and delivery continue to gain speed, and talent

development professionals are seeing traditional e-learning undergo many changes. Yet it remains a valued tool in

most learning portfolios, and talent development leaders anticipate more growth for e-learning in the years ahead.

Currently, e-learning is a popular choice for conveying need-to-know information, especially compliance training, and as

a component of orientation and onboarding programs. Talent development professionals also rate e-learning particularly

effective in industry-specific and technical training areas.

However, like other talent development leaders, Dan Lovely sees changes ahead. “I think we’ll see [e-learning] become

a much more personalized type of learning. Adaptive learning technologies will enable us to offer customized user

experiences, which will really help maximize individuals’ learning. I think it will make e-learning far more versatile and

effective than it’s been in the past.”

Exploring the State of E-Learning

When ATD and i4cp explored the current and projected future state of e-learning, the Study used this definition:

E-learning is asynchronous, structured, self-paced learning that is delivered electroni-

cally. E-learning may include pre-recorded lecture content and video, visuals, and/or

text, knowledge quizzes, simulations, games, and other interactive elements.

Next Generation E-Learning: Skills and Strategies is

based on the responses of 546 talent development

leaders worldwide to a 2017 survey. Most of those

participants represented large organizations (workforces

of 1,000 or more), and companies were about evenly split,

with 51 percent national in structure and the remainder

multinational or global.

The quantitative survey results were augmented with qualitative perspectives gained through interviews with talent

development leaders working in commercial and nonprofit settings.

talent development professionals participated in the survey

546

INTRODUCTION

8 NEXT GENERATION E-LEARNING: Skills and Strategies

Key Findings

E-Learning in Use:

� In high-performance organizations, the portion of talent development assets available as e-learning

was consistently higher, and it’s growing. Over the past five years, the percentage of top companies that

made most of their learning portfolios accessible by e-learning tripled. The figure is predicted to double again

(to 52 percent) by 2022. As e-learning availability increases over time, correlations to market performance and

learning effectiveness also rise.

� Scattered workforces drove e-learning adoption in the past, but influences are shifting. The need

to deliver training to geographically dispersed learners was the top motivator driving organizations to adopt

e-learning over the past five years. However, greater availability of technologies that support e-learning and

increasing demand for just-in-time learning to aid organizational agility are expected to be more important

drivers of e-learning in the future than learners’ geographic locations.

Talent Development Effectiveness Is Goal-Driven

Every ATD and i4cp research collaboration includes ATD’s gauge of talent development functions—the Talent

Development Effectiveness Index (TDEI). The index provides a snapshot of six key aspects of talent development

effectiveness, and is constructed by averaging survey participants’ self-reported effectiveness in those areas (Figure 1).

FIGURE 1: TALENT DEVELOPMENT FUNCTIONS DRIVE LEARNING AND BUSINESS GOALSTo what extent do you agree with these statements about your organization?

46%

41%

39%

35%

24%

29%

The talent development function helps meet our learning and development goals.

The talent development function helps meet our organization’s business goals.

We deliver learning effectively.

We deliver learning efficiently

The talent development function applies newer technologies to solve business problems.

The talent development function applies new learning techniques and technologies to help meet our learning

and development goals.

Percent of respondents indicating high or very high extent.

9

In ATD and i4cp studies over the past several years, the response patterns reflected by the TDEI have remained

consistent. The strongest ratings reflect talent development functions’ support for achieving goals—in learning and in

the business overall. Mid-range ratings emerge for efficiency and effectiveness of learning delivery, while the lowest

ratings suggest talent development functions still need to up their game when it comes to leveraging the latest learning

technologies and techniques effectively.

High Performance and Learning Effectiveness Go Hand in Hand

Research conducted by i4cp focuses on uncovering the practices that distinguish high-performance organizations—

those that consistently lead the competition in revenue growth, market share, profitability, and customer satisfaction

over time.

To identify those top companies, the Study used i4cp’s Market Performance Index (MPI), averaging respondents’ reported

levels of organizational achievement. Findings from the MPI are also consistent with past ATD/i4cp studies, confirming

that high-performance organizations also report significantly greater levels of effectiveness in all six talent development

activities addressed in the TDEI (Figure 2).

Higher Performers Lower Performers

FIGURE 2: TALENT DEVELOPMENT EFFECTIVENESS FOR HIGHER AND LOWER MARKET PERFORMERS To what extent do you agree with these statements?

The talent development function helps meet our learning and development goals.

The talent development function helps meet our organization’s business goals.

We deliver learning effectively.

We deliver learning efficiently.

The talent development function stays on the cutting edge of new learning techniques and technologies to

help meet our learning and development goals.

The talent development function applies newer technologies to solve business problems.

61%35%

56%22%

51%27%

40%22%

47%20%

35%20%

Percent of respondents indicating high or very high extent.

INTRODUCTION

10 NEXT GENERATION E-LEARNING: Skills and Strategies

Analyzing survey findings through the lenses of the TDEI and MPI makes it possible to identify talent development

practices that are strongly correlated to those indices. For talent development leaders and practitioners challenged

to make wise investments with limited budgets, those relationships point to the activities and approaches that are

associated with better outcomes for the talent development function and for the broader business.

A Note on Correlations

This report includes data from correlation analysis, which measures the strength and direction of the relationship

between two variables. The closer a correlation is to +1 (-1), the stronger the positive (negative) relationship

between the two variables. Correlations do not imply a cause-and-effect relationship between the variables

involved. Rather, when a correlation between two variables is found to be statistically significant, it means that

the measured relationship is not coincidental. Statistical significance is represented by p-values. For instance,

a correlation with p < 0.05 implies a less than 5 percent probability that the measured correlation is a result of

chance. A correlation with p < 0.01, which represents the majority of correlations reported in this Study, shows a

99 percent confidence that these results represent a statistical relationship.

11

E-Learning in Use

When a company’s locations stretch across the United States and around the world—from England to Lithuania to

New Zealand—flexibility in organizational learning is a must-have capability. That’s the case at Intermedix, a global

provider of technology-enabled services designed to help drive performance in healthcare and safety industries.

Intermedix has more than 2,500 employees around the world, and has had 28 acquisitions in the past decade.

“In expanding companies like Intermedix, there’s a strong business case for e-learning,” says Eric Hahn, director of

learning and development. “E-learning can be used across multiple—especially distant—locations to deliver learning

of a consistent quality and with a consistent message. It also enables measurement, tracking, and reporting of learning

activities and outcomes. I see it as a means of providing good training and service to our employees, while also having

an impact on performance for the organization.”

In recent years, Hahn and other talent development

leaders have seen significant growth in the use of

e-learning as a stand-alone development method, but

perhaps more importantly, it has become a valuable

component of a wider blended learning approach.

Driving that growth in e-learning are factors as diverse

as business locations, evolution in enabling technologies, and changes in employees’ training needs and learning-

consumption patterns. Today, nearly 90 percent of organizations offer at least some e-learning options (Figure 3).

Yes

No

Don’t Know

FIGURE 3: MOST USE E-LEARNINGIs any portion of your organization’s talent development (learning and development) portfolio currently delivered as e-learning, either exclusively or as an option?

88%

11%

1%

of participants’ organizations use e-learning

88%

INTRODUCTION

12 CULTURE AND CHANGE: Protecting and Shaping Culture During Transitions

CONCLUSION AND RECOMMENDATIONS

E-learning has been a reliable component in learning portfolios for years, and talent development professionals who

took part in the Study project its continued robust presence in the near future. Although more view it as an effective

delivery mechanism, e-learning has also emerged as having unique capabilities in building knowledge and skills not as

readily acquired in traditional live settings. When applied to training for mid- and lower-level leaders, e-learning is a

performance-building next practice that top companies are using to strengthen leadership pipelines.

E-learning, which has undergone many changes in its evolution to date, will continue to add new capabilities

and discard outmoded ones in the years ahead as influences acting on its use change in tandem with market and

organizational priorities and with learner preferences. Talent development professionals predict exciting new elements

that range from personalization enhanced by artificial intelligence to social, interactive, and experiential components

that promise ever more engaging and responsive development for employees and leaders alike.

Recommendations for Talent Development

ATD and i4cp suggest the following actions to optimize effectiveness of e-learning use and to support better individual

and organizational outcomes:

Deliberately and thoughtfully expand e-learning to support performance.

Talent development professionals in market-leading organizations have acted on the benefits e-learning offers by

making greater portions of their overall portfolios e-learning accessible. As the proportion of e-learning in those

portfolios grows, so do correlations to market performance and learning effectiveness. For talent development, those

links suggest that upping the percentage of assets available as e-learning offers the opportunity to expand learning

options while providing support for performance as well.

Increasing that portfolio presence by deliberately developing e-learning to address specific needs and evolving

organizational capabilities can strengthen the outcomes achieved exponentially. For example, purposefully designing

e-learning that capitalizes on new organizational technologies (such as mobile networks) to deliver just-in-time

performance support to employees when and where they execute their job duties is a powerful combination. It aids

adoption of new technologies within the company, supports more efficient and effective execution of work, and

leverages learning to drive greater organizational agility.

1313

Organizations need to:

� Carefully plan how to expand e-learning to maximize both individual and organizational performance.

� Consider how e-learning expansion can be constructed to accomplish multiple purposes.

CONCLUSION AND RECOMMENDATIONS

14 NEXT GENERATION E-LEARNING: Skills and Strategies

REFERENCES

Ellis, R. 2016. “Does a Slowdown in Self-Paced E-Learning Signal Growth for Other Learning Technologies?”

ATD Learning and Development (blog), January 11. www.td.org/Publications/Blogs/Learning-Technologies-Blog/2016/01/

Does-a-Slow-Down-in-Self-Paced-E-Learning-Signal-Growth-for-Other-Learning-Technologies.

15

ACKNOWLEDGMENTS

ATD and i4cp thank the following for contributing their time and expertise for this Study:

� Eric Hahn, Director Learning and Development, Intermedix

� Cynthiann King, National Vice President Learning and Development, Toll Brothers

� Rose Le, Director Learning and Organizational Development, Carolinas HealthCare System

� Dan Lovely, Chief Learning Officer

� Rebecca Schmale, PhD, Vice President of Learning and Organizational Development,

Carolinas HealthCare System

� Members of i4cp’s Chief Learning and Talent Officer Board and facilitator John Coné

ACKNOWLEDGMENTS

16 NEXT GENERATION E-LEARNING: Skills and Strategies

ABOUT THE AUTHOR AND CONTRIBUTORS

The Association for Talent Development (ATD) is the world’s largest professional

membership organization supporting those who develop the knowledge and skills

of employees, improve performance, and achieve results for the organizations they serve. Originally established in 1943,

the association was previously known as the American Society for Training & Development (ASTD).

ATD’s members come from more than 120 countries and work in public and private organizations in every industry sector.

ATD supports talent development professionals who gather locally in volunteer-led U.S. chapters and international

member networks, and with international strategic partners. For more information, visit www.td.org.

ATD’s researchers track trends, inform decisions, and connect research to practice and performance. By providing

comprehensive data and insightful analyses, ATD’s research products, which include research reports, briefs,

infographics, and webcasts, help business leaders and talent development professionals understand and more

effectively respond to today’s fast-paced industry.

Maria Ho is the manager of ATD research services and served as an editor for this report. In that

capacity, she serves as ATD’s senior research program strategist and designer. She provides oversight

and direction for all of ATD’s internal and external, industry specific, and market research services.

Contact information: 703.683.9586 or mho@td.org.

Melissa Jones is the manager of ATD Press and served as an editor for this report. She edits

and manages the production process for ATD research reports, case studies, and books. Contact

information: 703.838.5852 or mjones@td.org.

Megan Cole is the research analyst for ATD and served as an editor for this report. Contact

information: 703.838.5846 or mcole@td.org

John Body is a designer for ATD and served as the designer for this report. Contact information:

703.683.8185 or jbody@td.org.

17ABOUT THE AUTHORS AND CONTRIBUTORS

The Institute for Corporate Productivity (i4cp) improves

corporate productivity through a combination of research,

community, tools, and technology, focused on the

management of human capital. With more than 100 leading organizations as members, including many of the best

known companies in the world, i4cp draws upon one of the industry’s largest and most experienced research teams

and executives in-residence to produce more than 10,000 pages of rapid, reliable, and respected research annually,

surrounding all facets of the management of people in organizations. Additionally, i4cp identifies and analyzes the

upcoming major issues and future trends that are expected to influence workforce productivity and provides member

clients with tools and technology to execute leading-edge strategies and “next practices” on these issues and trends.

For more information, visit www.i4cp.com.

Carol Morrison, author and i4cp senior research analyst, has written more than 20 ATD and i4cp

collaborative research studies on such critical topics in talent development as mobile learning,

MOOCS, social learning, the role of the CTDO, learning culture, instructional design, and experiential

learning. A veteran of human capital, learning, and business performance research, she has written

features for Talent Management Magazine, Chief Learning Officer, HR Executive, and other leading

print and online media.

Lorrie Lykins edited this report.

Andrew Dixon provided statistical analysis for this Study.

18 NEXT GENERATION E-LEARNING: Skills and Strategies

APPENDIX: SURVEY OVERVIEW

Target Survey Population

The target survey population of this study was industry professionals from organizations of various sizes and industries.

Participants represented organizations worldwide; 60 percent had workforces of 1,000 or more. Overall, 546 people

responded to the survey.

Survey Instrument

In this survey, multiple questions used the customary 1-5 Likert-type scale, with a 1 rating generally indicating a “not at

all” response and a 5 rating indicating a response of “to a very high extent.” The survey was composed of a total of 33

questions, including those geared toward the demographics of respondents.

Procedure

Research took a blended approach, combining survey results with subsequent interviews of talent development leaders.

A link to an online survey was emailed to the target population in May 2017. Telephone interviews were conducted

in June.

19

MORE FROM ATD RESEARCHHow Does Your Pay Stack Up?

ATD Research surveyed 1,230 full-time talent development professionals in the United States. The

resulting report, How Does Your Pay Stack Up? 2017 Talent Development Compensation, Benefits,

and Job Seeker Report, takes a close look at 2017 salaries, compensation, benefits, and job

seeker data. Participants were primarily instructional designers or trainers and had more than 11

years of experience in the industry. The compensation, benefits, and job seeker information in this

report empowers talent development professionals to benchmark personal earnings and benefits

and enables organizations to evaluate their offerings. For more information, visit www.td.org/

Salary2017.

Onboard, Engage, and Develop

The Association for Talent Development asked 724 talent development professionals about

their organization’s onboarding, development, and engagement programs. Onboard, Engage,

and Develop details talent development’s role in those programs, program expectations, and the

effectiveness of each program area. The study also discusses how onboarding, development, and

engagement programs are evaluated. For more information, www.td.org/developtalent.

Culture and Change: Protecting and Shaping Culture During Transitions

ATD (the Association for Talent Development) and i4cp (the Institute for Corporate Productivity)

partnered to explore the roles talent development functions play in influencing organizational

culture—especially during times of change. The research found that top companies include their

talent development functions in planning and executing both change and culture-related initiatives.

Many talent development leaders help define culture, most often taking a collaborative approach

that teams them with senior leaders in business functions across the enterprise. In times of change,

talent development also takes on responsibility for internal communication about culture issues. For

more information, visit www.td.org/cultureandchange.h

Chief Talent Development Officers

More and more, companies are recognizing the business impact that learning has on organizations.

As a result, the talent development leadership role is experiencing unprecedented expansion in

scope and responsibilities. To show current and aspiring talent development leaders the changes

and growth occurring in the role—and what those shifts might mean for them—the Association

for Talent Development and the Institute for Corporate Productivity collaborated on new research

based on the experiences of learning leaders worldwide. For more information, visit www.td.org/

ctdoreport.

Note: All ATD research reports can be purchased by visiting www.td.org/Store.

organizations saw major change in the

last two years

7 in 10

+

EXPANSION MERGER DOWNSIZING STRUCTURAL CHANGE

WHAT TOP TALENT DEVELOPMENT

TEAMS DOCommunicate aboutculture issues

Belong to a change management team

Shape culture

Align learning to post-change culture

Culture And Change

Culture And Change

Protecting and Shaping Culture During Transitions

SPONSORED BY:

How Does Your Pay Stack Up?

How Does Your Pay Stack Up?

2017 Talent Development Compensation, Benefits, and Job Seeker Report

1,230 U.S. Talent Development Professionals

network to advance their job search85%

are actively looking for a new job

Got a raise last year

Earn between $50,000 and $89,999

13% Job Search

would look at online job boards for opportunities

79%New Opening

New Opening

84%84% 53%MEDIAN SALARY $80,000 TO $89,999

SPONSORED BY:

Talent Development Is an Owner or Co-Owner of General Organizational Onboarding

Talent Development Is an Owner or Co-Owner of Corporate Culture Initiatives

Talent Development Is an Owner or Co-Owner of Executive and Leadership Development Programs

TalentDevelopmentProfessionals

724

Who Participated?

Say Senior Business Leaders See Value in Engagement Programs

65%

How Organizations Improve E�ectiveness

Onboard, Engage, and Develop

What Is Talent Development’s Role?

76% 49% 78%

Driving Strategy and Performance

Chief Talent Development

Officers 79%of organizations have talent development leaders

talent development professionals

The participants:

543

of talent development leaders saw

increased growth in the scope of duties and responsibilities

In the past one to two years:

The CTDO's involvement in developing organizational business leaders has increased

The CTDO’s influence in the company has grown

The CTDO’s role instrategic planninghas increased

89%

4 Leading CTDOs

Profiles of

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20 NEXT GENERATION E-LEARNING: Skills and Strategies

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Partner with ATD Research to study the organizational

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ABOUT ATD RESEARCH

What We Do

� ATD Research tracks trends, informs decisions, and connects research to performance for

talent development professionals.

� Our research reports offer an empirical foundation for today’s data-driven decision makers.

� ATD Research cares about your success, and our specialized research devoted to talent development proves it.

2017 ATD Research Topics

� State of the Industry, 2017

� Microlearning

� Chief Talent Development Officers

� Culture and Change

� Onboard, Engage, and Develop

� 2017 Compensation and Benefits

� Next Generation E-Learning

� Science of Learning

Contact Information

Research reports published by ATD can be purchased by visiting our website at www.td.org/Store, or by calling

800.628.2783 or 703.683.8100.

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ABOUT ATD RESEARCH