6 Strategies For Digital Learning Success
6 Strategies forDigital Learning SuccessBy: Samir Mehta and Holly Downs
6Strategiesfor Digital Learning SuccessCONTENTS1INTRODUCTION: What are Digital Learning Initiatives?3STRATEGY 1: Less is More4STRATEGY 2: Support from the Top6STRATEGY 3: Learner-Centered Design8STRATEGY 4: Leaders as Teachers9STRATEGY 5: Learning Partnerships11STRATEGY 6: What Gets Measured Gets Done11EVALUATING: The Learning Initiative13EVALUATING: The Engagement of the Learners14CONCLUSION15What’s Next?16References17About the Authors
INTRODUCTIONWhat are DigitalLearning Initiatives?Technology has revolutionized corporatelearning and leadership development.The number of organizations that uselearning management systems is higherthan ever. MOOCs (massive open onlinecourses), learning experience platforms,adaptive learning platforms, microlearning,nanolearning, and other new media learningplatforms are hitting the marketplace likenever before. Digital learning and trainingoptions are at an all-time high.Many learning and leadership developmentprofessionals, however, still considerexpensive, face-to-face, instructor-ledtraining more effective than digital learning.This paper will explore 6 strategies fromthe Center for Creative Leadership (CCL )that talent leaders can leverage to makedigital learning initiatives more effectivewithin their organization. When properlydesigned, delivered, and evaluated,digital learning initiatives can change acompany’s corporate culture, improveemployee engagement, and increaseretention. On the flip side, if done poorly,digital learning initiatives can end up ascheck-the-box corporate initiatives that givelearning a bad name.DIGITAL LEARNING INITIATIVESLeverage technology to reach people in different places,at different times to achieve learning objectivesELEARNINGVIRTUAL INSTRUCTORLED TRAINING (VILT)BLENDEDLEARNINGTECHNOLOGY ENABLEDLEARNING 2019 Center for Creative Leadership. All rights reserved.1
What are Digital Learning Initiatives?Technology changes faster than human behavior; therefore, the strategies in thiswhite paper focus on culture and people rather than specific technologies. Therecommendations are meant to last beyond short-term technological changes. We hopethey will help learning professionals use technology to its best advantage, becomingone of the more useful tools in their leadership development toolkit. We also hopethat this serves as a starting point for a broader conversation on how to make digitallearning effective.As with any important learning initiative, a leadership-focused digital learning initiativebegins with a clear strategy and well-planned tactics. Our recommendations areinformed by our work at CCL, which has nearly 50 years of experience in researchingleadership and developing leaders in diverse industries across the world, including over20 years of experience working in the technology-driven learning industry.6 STRATEGIES FORDIGITALLEARNINGSUCCESS2 2019 Center for Creative Leadership. All rights reserved.1. LESS IS MORE2. SUPPORTFROM THE TOP3. LEADER TEACHERS4. LEARNER-CENTEREDDESIGN5. LEARNER PARTNERS6. MEASURE WHATMATTERS
STRATEGY 1Less is MoreMany organizations start their digital learning initiative with expectations similar to, “We have50,000 hours of learning for all our employees! Can you imagine the impact this initiative will have?!”Often a company will license a large digital learning library, using the theory that there is “somethingfor everyone.” However, such a broad initiative often lacks focus and strategy. One year later, theutilization rate for noncompliance courses is often below 10%. After all, just because your locallibrary has 10,000 books doesn’t mean you will read all of them—or even go to the library.At CCL, we believe that learning initiatives need to focus on the unique needs of learners in thecontext of their organization’s culture. The right amount of learning, served at the right time, and inthe right portions keeps a leader growing. Some factors to consider for each learning initiative are:1. Experience: Know the experience level of a leader, and understand his or her role in theorganization.2. Time: Early on, determine the time a leader might be able to devote to training anddevelopment.3. Learning Objectives: Determine specific learning objectives based on your organizationalobjectives, then select digital assets that align with them.When CCL designers work with our clients, we do not recommend purchasing our entire libraryfor an entire population. We carefully assess a client’s unique needs and recommend contentappropriate for the audience.TALENT LEADER INSIGHT“Consistently organize all your training content, classroom and online, into the sameorganizational structure so it is easy for your participants to find the content that is mapped tothe skills they need to develop. My goal as a professional development director is to providethe training to help our consultants develop the skills they need in order to deliver our businessplan. We don’t just train for the fun of training. We enable our consultants to learn the specificskills necessary to help them be successful, personally fulfilled, and deliver our plan.”Laurie Ann StetzerDirector of Professional DevelopmentKurt Salmon 2019 Center for Creative Leadership. All rights reserved.3
Digital LearningFrom: Talent ManagementTo: All EmployeesWe have licensed sosome great content for you and hopepe that you will takeadvantage of thishis brilliant resource. See you next year!STRATEGY 2Support from the TopNo one reading this white paper would roll out an initiative in an email like the one above. Itis vague, detached, and there’s no stamp of support from senior management. Here are somerecommendations to consider when launching a learning initiative.Email is never enough.The worst possible way to launch a digitallearning initiative is via an impersonal email.In 2018, the number of business e-mails sentand received per user, per day averaged 140(Radicati Group, Inc.). A generic email like theone above will get lost in the barrage of themany other emails that employees receive inthe course of any given day. An email from anautomated account is even less likely to grabthe attention of employees, which means theannouncement of the launch of new digitalcontent may be totally overlooked.4 2019 Center for Creative Leadership. All rights reserved.Some emails are more powerful than others.A learning initiative, like any other initiativeimportant to an organization, needs employeebuy-in and the support of upper management.If an initiative isn’t visibly supported by seniorleaders, employees will not make it a priority.When the CEO or another senior leader sendsan email or attends a launch webinar to explainthe relevance of the digital learning initiativeto the company’s sustained success, thenemployees are more inclined to get on board.
Support from the TopVideos are better than email.Ideally, you want your CEO to understand andappreciate the digital learning content and thenmake a short video about it. We have donethis with a few of our clients and the impacthas been substantial and consequential. CCL isa strong advocate of blended learning, whichcombines different learning approaches withina single program. Also, CCL believes whathappens in the classroom shouldn’t stay in theclassroom. Instead, if a senior leader comes toaddress a group of learners participating in alearning initiative that is face-to-face, leveragethat time to make a video and put it on thecompany’s learning platform.Identify your senior leader champion.Within your senior leadership, you will knowfrom past experience who your learningchampions are. Figuring out who they are, andthen asking for their participation is critical tothe success of your learning initiative.Prepare your leaders.Take time to educate the senior leadershipteam about the initiative and get the team’ssupport to ensure that a foundation for successis strategically laid out early in the process. Youcannot go back and make a first impressionwith your learning initiative, so carefullyconsider its introduction.TALENT LEADER INSIGHT“The biggest obstacle to finding a champion is getting the gumption to ask. We all know how toidentify a champion, what qualities to look for, and the requirements we need out of one. Thegreatest lack of champions in the work environment is for lack of asking.”Margot HalsteadPrincipal, Talent Management & Leadership CoachOrbital ATK 2019 Center for Creative Leadership. All rights reserved.5
STRATEGY 3Learner-Centered DesignLearners in a corporate setting are busyindividuals.The number of hours worked in a weekcontinues to rise every year. In ourincreasingly hyperconnected world, leadersare also experiencing more change at a fasterrate than ever before. They are respondingby spending more time working, both in theoffice and at home.Leaders are facing new challenges intheir roles and are concerned about beingsuccessful and being seen as successful.Just as often, leaders will not admit thispublicly. As a result, most leaders are verytask-focused, with little or no time set asidefor development. However, finding time todevelop new skills would actually help leadersbecome more effective. It would also free uptime to focus on essential work.6 2019 Center for Creative Leadership. All rights reserved.Talent leaders must do more than justprovide resources for development.They also have to encourage and guide leadersthrough their developmental journey, makingsure those participating in a digital learninginitiative understand the inherent value of theprogram in their daily work lives.Talent leadersshould understandthe organizational climatein which the leaders workand leverage technology tofit into their routines, ratherthan adding a disruption.
Learner-Centered DesignThis is critical for the success of any initiative. For example, promoting and focusingon one leadership topic a month, or one topic a quarter, and rolling that out in a verydeliberate way has a high likelihood of being impactful.Humans are creatures of habit. If you set up a cadence that your learners get used to, youwill find that they will keep coming back. Avenues to create a pragmatic cadence are: Use live virtual sessions to increase dialogue between geographicallydiverse learners. Host lunch-and-learn sessions for co-located learners allowing leadersto exchange ideas informally. Set up an internal social network like Yammer to foster networkingamong learners. Create a private group on LinkedIn as a communication tool. Create online job aids that offer step-by-step guidance in real timewhen issues are encountered in the workplace.TALENT LEADER INSIGHT“Our Leadership EDGE program is designed to provide a continuous emphasis on thedevelopment of leadership and management skills at all levels of the organization. Establishinga clear routine and acceptable cadence to this ongoing program is crucial. We initially startedwith a “Topic of the Month” but found that it was too much for our leaders. After changing tofive topics per year, we found that the leaders were more accepting. You don’t have to get itright the first time. Be open to changing course based on what you are hearing.”Fred DierksmeierDirector, Talent ManagementEssilor of America 2019 Center for Creative Leadership. All rights reserved.7
STRATEGY 4Embrace a “Leaders as Teachers”ApproachDigital learning doesn’t have to be completely self-paced. Leadership concepts should be practicedand reinforced in the workplace. Embracing leaders as teachers is a powerful way to scale a digitallearning initiative through all levels of the organization. For this to be implemented, talent leaderswill need to give employees the tools they need to become good teachers.In partnership with CCL, Essilor of America designed a multiyear, blended learning initiative formore than 1,300 frontline supervisors. A new topic was introduced five times a year via an hour-longonline training module that was shared across 100 manufacturing labs across North America.The key to Essilor’s success was combining anunderstanding of its company culture with validated,off-the-shelf content from CCL that could be quicklydeployed across a broad geography.Essilor and CCL carefully selected modules that reflected Essilor’s core values, workplaceenvironment, and its unique developmental needs so the initiative would be relevant to leadersand impactful for the organization as a whole. Essilor’s blended learning initiative scaled leadershipdevelopment across three levels of the organization, helping the organization begin to develop acohesive leadership culture.TALENT LEADER INSIGHT“We are on our way toward building a comprehensive program that preparessupervisors on the front line to lead the way. As a bonus, everyone benefits,including the managers who serve as coaches and mentors.”Matt JonesVice President, Talent ManagementEssilor of America8 2019 Center for Creative Leadership. All rights reserved.
STRATEGY 5Learning PartnershipsLeadership-focused digital learning initiatives are only as engaging as the people that areengaged in them.Leadership development is all about “human skills”—skills that require the ability to adaptideas and guidelines to the environment. These skills require discernment, judgment, andpresence of mind, as well as the willingness and motivation to commit to the practice thatis required to learn anything new. Learning new skills isn’t easy. Learners need the supportof key partners to stay motivated and engaged to ensure that learning is sustained pastthe classroom. Two kinds of partnerships can provide the necessary support needed forin-depth learning: accountability partners and learning partners.Accountability PartnersLinking accountability partners connects peers who learn together, share experiences,and discuss challenges and goals. This transformative development experience createsa bond between participants that fosters an interest in helping each other succeed andbuilds accountability. Accountability partners act as sounding boards for each otheras they experience similar challenges, encourage each other and push each other tomove beyond the status quo. When introducing the concept of accountability partnersto learners, it is imperative that parameters are set up that define the relationship.Suggestions include:1. Build in time for activities that help groups and partners get to know each other,both early in the development process and on an ongoing basis.2. Create opportunities for peer coaching to help participants get new ideas,approaches and feedback from their accountability partners in support of their workand development.3. Set expectations for accountability partners, including establishing clearguidelines for how often accountability partners should meet and outliningmeasures for accountability to each other and to the organization. 2019 Center for Creative Leadership. All rights reserved.9
Learning PartnershipsLearning PartnersPeople apply what they learn more effectively when they have a developmental relationshipwith someone who understands the organizational context and is committed to helpingthem be successful. An at-work learning partner may be a boss, mentor, coach, HR businesspartner, peer, or other trusted person. The role of the learning partner is to provide supportfor learning, to help learners reflect on ideas and insights from the development experience,and to assist them as they apply it in their context (Cromwell and Kolb, 2004). Learningpartners observe new behaviors, provide feedback, and reward progress.Both learners and the at-work learning partners should be educated about the purpose of therelationship and provided with specific ways to work together, such as:1. Have learners identify a few items (assessment data, goals, insights, or key ideas) toshare with their learning partners. These items should be added to the learner’s actionor development plan.2. Establish a plan that outlines how often the learning partner and learner meet.3. Provide conversation guides, expectations, and checklists for learners and learningpartners. The hardest part of getting started is coming up with the right questionsto discuss. CCL’s Lead2.0 packages have a number of components that help guideconversation between learning partners.10 2019 Center for Creative Leadership. All rights reserved.
STRATEGY 6What Gets Measured Gets DoneThe measurement of any developmental effort is important to ensure that development efforts areeffective and that the return on investment is meaningful. Digital learning initiatives offer some datainsights that typical face-to-face developmental experiences don’t. There are two interrelated aspectsof digital learning initiatives to think to think about: evaluating the learning initiative itself andevaluating the engagement of the learners in the learning initiative.Evaluating the Learning InitiativeTo develop an informative and relevant evaluation of a leadership-focused digital learning initiative,we recommend considering the following factors:1. Previous experience matters. Includedata-collection measures focusing on thecontent and experience, but also explore theparticipants’ previous experience and attitudestoward the training delivery mode. If aparticipant had to learn the platform first andthen absorb the content, the cognitive loadwill be higher. This might negatively affect hisor her overall experience.2. Recycling isn’t always a good idea. Check allevaluation elements for appropriateness in thenontraditional digital or virtual space. Somecharacteristics that make a traditional faceto-face program successful may not directlytranslate without adjustment in the digitalspace. The same is true for the evaluationinstruments. For instance, a standard surveythat asks about something that can only occurin the face-to-face space needs to be tweakedor removed. 2019 Center for Creative Leadership. All rights reserved.11
What Gets Measured Gets Done3. Collect analytics from the system. Use other information that might notnormally be necessary or available in the face-to-face classroom. For example,some online programs allow you to track information such as how much timeparticipants are spending in the virtual classroom. If participants are notspending the minimum time they should watching the online content andare not accessing the resources, this might be an indication that additionalparticipation support like reminders are necessary for successful completion.4. Timing and triggers matter. Think carefully about data collection timingand triggers. Participants who complete a self-paced online program that isaccessible anytime and anywhere might not have completed the program at thesame time in the same way. Because of this, data collection may be spread overtime, which may negatively affect the findings. For instance, if some participantstake a class and provide feedback before a company restructures and othersare still taking the class online when the restructure is announced. Participantexperiences and scores might be different before and after the event.5. Clear program objectives are crucial. Make sure the program objectivesare clear and measurable. Some research in higher education suggests thatinstructors in face-to-face environments are sometimes able to overcomeweaker content alignment on student satisfaction ratings because of theircharismatic nature and likable style. The digital environment does not lenditself to the same opportunities between the instructor and the students, someasurable objectives are vital.12 2019 Center for Creative Leadership. All rights reserved.
What Gets Measured Gets DoneEvaluating the Engagement of the Learners in the Learning InitiativeHere are two things to consider when evaluating the engagement of learners:1. Company culture is critical. The mostimportant component here is alwaysthe company’s culture. A s
digital learning initiatives more effective within their organization. When properly designed, delivered, and evaluated, digital learning initiatives can change a company’s corporate culture, improve employee engagement, and increase retention. On the flip side, if done poorly, digital learning initiatives can end up as
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