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Blueprint Needs Assessment for an E-Learning Business Model in the Food Retail

The Need: Context. The Canadian Grocery HR Council (CGHRC) recognizes the fundamental role that e-learning will play in preparing and equipping the workforce of today and tomorrow. In response, the CGHRC commissioned this study to define the most effective means of implementing and supporting e-

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Blueprint Needs Assessment for an E-Learning Business Model in the Food Retail

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    2. The Need: Context The Canadian Grocery HR Council (CGHRC) recognizes the fundamental role that e-learning will play in preparing and equipping the workforce of today and tomorrow. In response, the CGHRC commissioned this study to define the most effective means of implementing and supporting e-learning in the industry. This blueprint is the base document used to guide the development of the infrastructure and training required to support technology-enabled delivery of key content.

    3. The Need: Key Study Objectives Identify optimal computer-based e-learning methods to meet just-in-time training needs, particularly those of frontline employees. Establish the scope, implementation plan and technical requirements for the CGHRC to build an infrastructure that will support the delivery of computer-based training using the identified optimal methodology.

    4. 3. Establish the specifications for a Learning Management System (LMS) that would be, if possible, compatible for use by the CGHRC business Board members, as well as member union locals that are currently delivering online training, and that will also be user-friendly for small and medium-sized enterprises without systems of their own. The Need: Key Study Objectives

    5. Objectives: To review the current state of technology To define business considerations The Results: Best Practices

    6. Benefits of E-Learning: Reduced training costs (e.g. limited or no travel expenses) More rapid deployment of training programs More consistent application of training; less dependence on the performance of individual instructors Enhanced capacity to monitor learner progress Ability to quickly scale up (or down) training programs depending on an organization’s needs Ability to combine audio, video, illustrations, animation and text to better cater to different learning styles The Results: Best Practices

    7. E-Learning Technology Examples: Asynchronous (non-scheduled, accessed at any time) vs. synchronous delivery (scheduled, interacting with an instructor, e.g., through teleconference)

    8. Business Considerations: Make vs. Buy - buy or build your own? Price Considerations - e.g., content development, hosting Non-Price Considerations - e.g., responsive to requests for service, integration with other systems Content Development - in-house or external? Support - instructional, administrative and technical Implementation - e.g., migrating existing content, connecting to other enterprise software systems, developing content, customizing reports

    9. Implications for CGHRC: Employ an outsourced model Establish a management and oversight model Establish a business model Establish a content-neutral technology model* Establish service standards * (i.e. flexible – supporting integration and use of a wide range of course content and learning environments)

    10. Objectives: To assess employees’ needs with respect to e-learning technology, and to explore challenges and limitations Process: Interviewed 19 store managers, corporate managers and frontline employees Completed a labour market industry survey

    11. Interview Findings: Training and e-learning experience Technological capabilities Preferences for e-learning Issues and challenges Conclusions and implications

    12. Labour Market Survey Findings: Overall support for interview findings 45% of employers surveyed provided online training via the internet, intranet or a company server 93% of employees had a home computer with high speed/broadband access 2/3 of employees surveyed would take online training at home on their own time if it was made available to them

    13. Objectives: To outline the technology and associated requirements for an e-learning technology platform to be used to serve the CGHRC and its members Process: Informed by the Best Practices in E-Learning and Training Needs and Preferences reports Confirmed through a planning workshop with the CGHRC Board

    14. Member Profiles: Learners using the e-learning platform were employed by multiple organizations with a range of differences: geographic location number of employees ownership model union affiliation level and type of training offered to frontline employees level of participation in e-learning onsite computer and internet access

    15. Platform Requirements: communication and collaboration search capabilities usability and personal learning environments existing reporting tools and capacity authoring and content considerations live conferencing

    16. Platform Requirements (continued): security and privacy issues bridging and interoperability financial considerations, including pricing and costs registration and e-commerce support and hosting vendor selection criteria

    17. Learning Management System nearing completion and planned for launch to member organizations in spring 2010 Two online learning programs: Safe Work Practices, to be launched in spring 2010 Safe Food Handling, to be piloted in spring 2010 with an official launch later in the year

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