redesigning l and d architecture for the digital era

Redesigning The Organisation’s Learning & Development Architecture For The Digital Age

© Tom Ryan, 2016

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This document suggests an approach to re-engineering L&D architecture for the digital age • Organisations invest in learning & development for their staff for a number of

reasons• The better organisations adopt a rigorous needs analysis process to set their L&D

objectives and success metrics• The digital age offers new ways to meet those objectives through learning &

development initiatives• Defining the organisation’s L&D needs and preferences on a range of parameters

can help re-thinking how best to meet the learning objectives in terms of approaches and providers

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WHY INVEST IN LEARNING & DEVELOPMENT?

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Organisations use L&D for a number of reasons

• As part of a strategic talent management process to ensure it has people with the right experience, skills, and competencies - when they are needed

• To address individual specific needs on an ad hoc basis – Supporting a manager moving into a new role earlier than anticipated– Addressing behavioural or competency issues that are undermining the ability of the individual to

deliver effectively

• To support a change management process as a result of changes in the business strategy or the recognition that organisation culture and behaviour is hindering performance

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Management development programmes can deliver on a variety of objectivesObjective Outcome Tangible Impact (that can be

measured)Generate insights Participants gain new perspective on

business critical issues• Quality of discussions within

organisation• Performance on key metrics

Develop skills Participants learn when and how to apply new skills to address issues

• Feedback from managers and colleagues

• Performance on key metricsCreate new behavioural pattern

Participants adapt their behaviour to better suit the strategic needs of the organisation

• Employee engagement / satisfaction

• Client / customer feedback• Staff turnover

Complete live business projects

Participants create / implement plans to address current business issues

• Number of projects completed• Senior management assessment

of projects• Project specific metrics e.g.

process improvements, additional revenue generated, cost savings

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THE IMPLICATIONS OF THE DIGITAL AGE FOR LEARNING & DEVELOPMENT ARCHITECTURE

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The digital age

• Is characterised by the ability to store, process and transmit vast quantities of data in digital form at an acceptable cost

• Has already transformed how some services are created and delivered, for example– Amazon first transformed how physical books are bought before enabling readers to replace physical

books with a digital alternative through Kindle– Apple created a new way for people to buy and enjoy music through the iPod and the iTunes store– Netflicks and others are driving a move from broadcast TV to on-demand viewing

• Offers users the chance to – Time-shift – towards an on-demand world– Enjoy richer experiences e.g. video can complement or replace text to explore aspects of history

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The nature of work is changing

• The world is increasingly connected - and globalised• The ability to work with and lead knowledge workers is becoming more important• Knowledge workers and their managers are increasingly operating in 24/7 time• Transitions between work, learning and leisure are more frequent and more fluid • Managers and employees have fewer substantial blocks of time to devote to any

one issue or topic• There is increasing emphasis on leadership with less on management• Substantial and continuing change is a feature of many functions and industries• Knowledge is more accessible – but people need to know how to find and process

it

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The demand for business education and leadership development is also changing• Lifetime learning has replaced learning for life• There is less value in transferring knowledge – and more in building the ability to

access and apply it• We obtain an expanding proportion of our information and enjoy a growing share

of our entertainment in a digital format - so a digital experience (or at least the option of it) is becoming the default

• Users increasingly expect on-demand services• Participants and sponsors expect learning and development providers to

demonstrate impact

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Digital technology is transforming the options for achieving leadership and development goals• Participants on a programme no longer have to be in the same place at the same time - there

are now three options for delivery location– Physical – the traditional approach where participants assemble at the same time in a single physical location with

a lecturer standing in front– Digital – synchronous – where participants assemble at the same time – but in more than one location – and with

the lecturer in one of these locations or possibly another– Digital – asynchronous – participants do not assemble at the same time

• Technology can enrich the learning experience to increase effectiveness and participant engagement– Providing text in a digital form with a capability to make notes allows participants to study on the move and

removes the need for paper – with benefits for environmental sustainability– Using videos to replace text: for example, in studying leadership watching the YouTube video of Martin Luther King,

Jr.’s ‘I Have A Dream’ speech is more powerful than simply reading about it– Exercises that can be completed online and be instantly checked can accelerate learning of techniques particularly

in quantitative subjects such accounting – Nano-learning apps can allow participants to cover individual topics when they have 5 to 15 minutes free - making

use of travel or spare time– New technologies can facilitate collaboration in sharing documents or engaging in discussions

• Learning platforms can capture data that supports continuous improvement of content and processes by tracking what people do and what issues they encounter

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The digital world offers the opportunity to re-engineer established learning approachesApproach Physical World Digital - Synchronous Digital - Asynchronous

Classroom • One way lectures – including examples and case histories

• Webinars • Recorded (e.g. TED talks)

• Inter-active lectures, including worked exercises and case studies

• Virtual classroom • None

Group work • Case studies• Simulations• Projects

• Tools that support document sharing and live discussion

• Collaboration tools focused on sharing documents

Individual study

• Hand-outs, books and academic papers

• Paper-based exercises

• Online text and video• Interactive exercises• Simulations

• Online text and video• Interactive exercises• Simulations

Coaching • Face-to-face • Skype • Collaboration tools• Virtual coaching

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The roles of those involved in creating and delivering courses may change as a resultStage Existing Model Additional Digital Options

Programme design. Including selecting readings, case studies and exercises

Programme director and contributors

Media and communications specialistsTechnology specialistsUsing ‘Big Data’ technology to improve design based on actual usage and feedback

Preparing content including notes and lectures

Lecturer Third party providers and speakers

Delivering lectures Lecturer Third party providers and speakers – physically and virtually

Facilitating discussion of content, cases and exercises

Lecturer Facilitators and moderators who may not be traditional academics or lecturers

Assessment Lecturer / teaching assistants Automated checking of assignments

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As a result of these changes

• It is possible to dis-assemble existing initiatives and architectures and to re-assemble them for the digital era– Using physical, digital synchronous and digital asynchronous formats– Using content from a greater variety of providers– With innovative timing / scheduling

• Organisations can face a number of challenges that delay adopting the new approaches– New approaches entail risks for participants, sponsors and L&D people who promote them– There is a cost of commissioning new programmes – design etc.– So will not easily change without commitment from the top

• L&D functions need to experiment – demonstrate the benefits of alternative approaches– Increased measurable impact– Greater participant engagement– Potential cost savings

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DEFINING THE PARAMETERS OF YOUR ORGANISATION’S L&D NEEDS

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To design an initiative or architecture, a number of key questions must be answered• What are the relevant characteristics of your organisation?• Why are you undertaking this L&D initiative?• How should the initiative be delivered?• Where should the initiative be delivered?• What do you want an external provider to deliver?• How would you characterise the providers you prefer?• What is your commercial approach?

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Framing and making choices on detailed parameters can provide clearer answers• Agreeing the relevant parameters on which choices must be made: for example,

who is the target audience for the initiative?• Making a choice for each parameter, bearing in mind that for any parameter the

answer may be– An alternative: one item from a list that is mutually exclusive; for example …– A menu: one or more items from a list that is not mutually exclusive; for example, objectives for a

programme– A range: a range on a spectrum: for example, …– A position: a single point on a spectrum: for example …

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It is useful to start by identifying the relevant characteristics of your organisationParameter Type of

DimensionPotential Dimensions of Choice

What are the strategic critical success factors for your organisation?

Menu • Knowledge (e.g. technical expertise at Apple)• Logistics (e.g. Amazon)• Client relationships (e.g. EY)

What is the scope and scale of the organisation’s activity?

Range • Global Business• Corporates• SMEs

What is the organisational structure?

Alternative • ‘One firm’• By market (customers and products / services)• Matrix

What is the level of L&D expertise?

Range • World class function • Limited capability and experience

Who sponsors the programme(s)?

Menu • C-suite• Business unit executive management• Corporate HR

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Why are you undertaking this L&D initiative?

Parameter Type of Dimension

Potential Dimensions of Choice

What is the rationale for the initiative?

Alternative • Support strategic talent management• Address individual specific needs on an ad hoc basis• Support a change management process

What business issues must it address?

Menu • For example, become more client oriented, build more productive working environment

What are the desired outcomes?

Menu • Insights• Skills• Changed behaviour – and culture• Completed projects – plans / implementation

What is the scope of the initiative?

Range • Specialised - one issue• Partial – several issues• Complete, integrated solution

Seniority of participants?

Alternative • C-Suite• Executive management• Operational management• High potentials• Front-line staff

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How should the initiative be delivered?



What learning methodologies should be used?

Menu • Class work – one-way lecture• Class work – interactive lecture• Group work – case study, simulation, project• Individual study – reading, exercises• Coaching

Which delivery formats are appropriate?

Menu • Physical• Digital – synchronous• Digital - asynchronous

Who delivers? Menu • Own personnel: L&D, operating, support functions• Single outside provider: with or without third party

contributors• Multiple external providers

What structure is appropriate?

Alternative • Single block• Modular – with or without inter-modular work• Continuous

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Where should the initiative be delivered?



Volume Position • Number of participants• Class sizes• Programme duration

Geographic location(s) Range • Head office, regional, global

Type of venue Menu • Own office• Provider’s campus or facility• External location e.g. conference centre• Digital

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What do you want an external provider to deliver?Parameter Type of


Learning methodologies Menu • Refer to earlier slide 11

Components provided Menu • Curating• Creating content• Delivering content• Coaching• Tutoring• Assessment• Technology• Initiative management and logistics

Industry expertise (e.g.) Alternative • Direct experience of your industry• Experience of related industries• No previous experience (or preconceptions)

Scope Range • Partial / specialist on one aspect• One-stop shopping: providing all necessary services but

without alignment• Complete, integrated solution

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How would you characterise the providers you prefer?Parameter Type of


Business locations Position • Single• Regional• International

Positioning Range • Leading edge• Best practice

Organisational structure Position • Academic• Consultant• Practitioner

How do they resource initiatives?

Position • Exclusively own staff• Retained consultants• Ad hoc

The nature of relationship with clients

Position • Transactional• Trusted advisor

Speed of response Position • Rapid• Scheduled

Style / culture Position • Friendly / informal• Professional / formal

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What is your commercial approach?



Price positioning Range • Premium• Discounted

Billing approach Position • Per participant• Per day

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OUTCOMES

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The answers to these questions should allow the organisation to• Develop a clear picture of how it wants to structure individual initiatives and / or

overall learning architecture• Specify what it wants to outsource to external providers – with clear parameters• Identify selection criteria for providers for each element to be outsourced

redesigning l and d architecture for the digital era

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