Taking e-Learning to the Streets

1. Taking e-Learning to the Streets Innovation in Human Resources Public Sector Style

2. Presented by: E. Renee Brandon - MA, MBA, SPHR Training Manager City of Columbus (Ohio) Department of Human Resources Citywide Training and Development Center of Excellence (CTDCE)

3. What we will cover • Organizational Background • Serving Internal and External Customers • The Application • Our Approach • Project Status • Lessons Learned & Recommendations • Next Steps • Questions and Answers

4. Who Are We? Organizational Background

5. Who Are We?…The City • Eight-county region  • 28 cities and villages with 4,000+ population • Metropolitan area spans 4,000 square miles • 1.75 million people in the region • Annual growth of 1.1%  • Second-fastest major metropolitan statistical area (MSA) growth in the Midwest  • Driving Ohio’s population growth • 26 colleges and universities  • Home to 14 Fortune 1,000 headquarters

6. Who Are We?…Local Government • Vision: To be the best city in the nation in which to live, work, and raise a family. • Mission • Principles of Progress • Goals • Education • Peak Performance • Dept. of HR Mission • CTDCE’s Mission • CTDCE’s Vision • CTDCE’s Values • CTDCE’s Goals

7. Who Are We?…CTDCE • Executive Order #03-01 • Designates CTDCE as the initial and central point of contact for all training products and services • Broker of training and schedules training activities for the City • Service provider for the public • 4 FTE (Manager/2 Coordinators/1 Office Assistant) • HS and College Interns/AARP OTJ Trainees

8. City of Columbus Employees &The Enterprise Customer Internal and External Customers

9. The Enterprise • General Public • Central Ohio population – Columbus is the 16th largest city in the United States • 754,885 residents. • CTDCE Enterprise customers may include any of these residents over the age of 18 • Individuals interested in personal and professional development • Direct relationship with the local WDE entity & Grant recipient

10. The Employees • +/- 9,500 employees • 14 Departments • 143 Buildings (estimated) • 3 shifts • Field and office • Frontline, management and elected/appointed officials

11. Let’s Be Innovative The Application

12. The Problem • 3 Problems = 1 Solution (sort of!)  • Internal Customer - Employee • Doing more with an increasingly reduced workforce • Limited time to attend offsite training • External Customer – The Public • Workforce Development Needs - Preparation for job/career attainment or upward mobility

13. The Solution • E-Learning • Refresher Courses • Career Development, Exploration and Preparation

14. The Solution continued • Refresher Training e-Learning Topics • Sexual Harassment Awareness • Workplace Violence Prevention • Diversity • Health/Wellness/Safety • Ethics • Employee Work Rules and Policies • To increase annual refresher, compliance, and mandatory training completion rates to >75% via the implementation and utilization of e-Learning. • To reduce documented infractions by at least 5% due to increased awareness

15. The Solution continued • Career Exploration and Preparation e-Learning Topics • Career Development • Resume Writing • Interviewing Skills • Moving from a Job to a Career • Building Your Business Acumen • To assist in the personal and professional development of unemployed learning participants to the extent of minimally increasing confidence (intangible -goal of 100% success rate) and at maximum obtaining gainful employment (tangible - goal of 30% to 50% success rate) due to increased awareness and the implementation and utilization of e-Learning.

16. Adult Learning Principles &e-Learning Best Practices Our Approach

17. Adult Learning Principles • Malcolm Knowles – Andragogy • Benjamin Bloom – Bloom’s Taxonomy • Sivasailam Thiagarajan – Experiential Learning Theory • Albert Bandura – Social Learning Theory • Carl Rogers - Experiential Learning Theory • Jerome Bruner – Constructivist Theory • Robert Mager – Criterion Referenced Instruction • Robert Gagne - Conditions of Learning

18. e-Learning Best Practices • Meaningful skills • Keep Lean and Light • Emotional Engagement • Connected Concepts • Elaborated Examples • Pragmatic Practice • Refined Reflection • Clark N. Quinn, Ph.D.

19. e-Learning Best Practices • Identify e-Learning needs in the broadest possible sense, including tracking, analytics, collaboration, and other important organizational constructs. • Define what AICC or SCORM compliance means for your organization. • Institute a formal process for collecting and documenting needs. • Select learning that’s appropriate for delivery by e-Learning. • Align e-Learning initiatives with current business issues. • Use business metrics to help evaluate and validate e-Learning priorities. • Involve the many stakeholders and internal constituencies to achieve buy-in.

20. e-Learning Best Practices • View platform decisions as long-term investments understanding the TOC (total cost of ownership). • Emphasize the value-add elements of the platform to drive acceptance. • Start with the minimum standard appropriate for the situation and work upwards based on requirements. • Practice a bandwidth stingy; no plug-in approach unless the parameters of the initiative call for otherwise. • In line with a no-plug-in philosophy, consider easier-to-use authoring tools that do not require a lot of programming knowledge and support rapid content development.

21. e-Learning Best Practices • Actively lead and manage the process. • Practice strong process management techniques and document along the way. • Partner with internal and external vendors. • Develop a suitable skills base for e-Learning. • Define a set of company standards regarding the look and feel of screen displays. • Use a disciplined planning approach to design that includes paper prototyping, outlines and storyboards. • Consequential interactions should happen within the “5 minute 3 screen” rule. • Program developers should work in teams, never alone. • Perform extensive user testing.

22. ADDIE – Analysis - F2F The e-learning course curriculum has been designed following the A.D.D.I.E. instructional design methodology ensuring that each course has experienced due diligence in the following categories: • Analysis • Design • Develop • Implement and • Evaluate

24. Are We There Yet? Project Status

25. Status of Project • In Pilot Phase of project • Starting with HR Professionals and Executive leadership • Waiting for internal technology team to update LMS

26. Ooops!...Uh Oh!...I Didn’t Know Lessons Learned and Recommendations

27. Ooops! • Software is a little “BUGGY” = some REWORK • “I thought I saved it” • Spent too much time in the Analysis Phase (F2F)

28. Uh-Oh! • Loss of 1 FTE • Established service provider contacts changed unexpectedly • Slow response time - internal & external technical support • Unplanned competing priorities/non-value adds • Metamorphosis of SME buy-in • Upgrade of LMS

29. I Didn’t Know • The magnitude of the e-learning software capabilities • Available resources

30. The Wins • Renewed ENERGY because of this Grant Opportunity • Green initiative • Shortened training time • Increased transfer of learning • More learner accountability • Increased ROI • Increased visibility of CTDCE • Vision attainment • Consistency of topic delivery • Improved record keeping • REACH more learners

31. What’s Left and What’s Next? Next Steps

32. What’s Left? • Launch via LMS • Evaluation , Metrics and ROI • White Papers and • Best Practices – Internal/External

33. What’s Next? • Training Needs Assessment (internal/external) • Identification of future e-Learning for internal and external • Partnering with external government agencies, universities, and non-profits

34. What Questions Do You Have? Questions and Answers

35. Questions….Answers