At my last post The Effectiveness of Learning – Ready Set Go (Part 2) which discussed the implementation of e-learning, I mentioned I’d write next about a implementation that was surprisingly and refreshingly simple.
For many years there has been discussion about the optimal way to go about introducing e-learning into an organisation. There have been many consulting hours spent working through “e-Learning Readiness” checklists and so on.
Part of the preparatory work is to gain learner acceptance of e-learning , but the effort required to ensure acceptance depends a great deal practical considerations and on the way in which stakeholder expectations and risks are managed against the level of sophistication of the following key organisational engredients:
- Human Resource availability
- Adequate technology
- Defined business processes
- Learning integrity measures
- Sustainable business outcomes and alignment
- Continuous improvement
A great deal of time and effort is commonly spent pondering these issues and, in particular, speculating the likely reaction that learners may have towards the use of e-learning.
I have seen very successful implementations proceed where planning seems to have been excessive with much time spent obtaining the “buy-in” of learners prior to the release of e-learning.
On the other hand, I have witnessed the rapid execution of detailed plans with minimal effort taken to ”sell” the use of e-learning to potential learners, and with outstanding success. In one particular case we simply approached this aspect of implmentation of e-learning with the argument “ no-body asked me if I wanted to use e-mail!” In that organisation e-learning was accepted without question, without debate. People just got on with it. No fuss, no trouble.
Badly managed expectations about learning technology is usually the more serious issue. Did anyone ask if you wanted email?