1 17296 Investments in Social Learning

Research Bulletin | 2011
BERSIN & ASSOCIATES
March 24, 2011
Volume 6, Issue 11
Investments in Social Learning

About the Author
Corporate learning is entering a new era one of social, collaborative and employee-driven learning. Todays workers still need formal training that is built around specific problems and talent needs; however, they also need a complete learning environment that provides support and the ability to collaborate to solve problems. Learning organizations must go beyond the disciplines of building content for use in the classroom or online. They must
Karen OLeonard, Principal Analyst
provide context and pathways through which people can learn and they must help the organization to be both better learners and better creators of learning. These changes are exciting, but they present many challenges. As learning organizations venture into this new territory, they find that simply redesigning programs is insufficient; instead, they need to architect new learning environments comprised of both formal and informal learning elements. In many cases, this requires different skills sets within the L&D organization. Providing structure around these learning environments presents another challenge. Modern, high-impact learning organizations have learned how to create environments to support informal elements, establish clear objectives for each and implement processes for evaluating their success.1 As companies get better at formalizing informal learning, the lines between the two become less clear.
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Our annual research study captured data on current usage of informal learning and, for the first time, captured spending on
1
For more information, High-Impact Learning Practices: The Guide to Modernizing Your Corporate Training Strategy through Social and Informal Learning, Bersin & Associates / David Mallon, July 2009. Available to research members at www.bersin.com/ library or for purchase at www.bersin.com/hilp.
THIS MATERIAL IS LICENSED TO TALEO FOR DISTRIBUTION ONLY. BERSIN & ASSOCIATES 2011
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Research Bulletin | 2011 Research Bulletin | 2011

informal learning tools and services.2 In this research bulletin, we will discuss: How many companies are using social learning components; How much companies are spending on informal learning tools and services; and, Examples of how companies are using informal learning to enhance their learning environments.
KEY POINT
Simply redesigning training programs is insufficient; instead, L&D organizations need to architect new learning environments comprised of both formal and informal elements.
Use of Social Learning Tools

Our Enterprise Learning Framework3 groups informal learning approaches into three categories on-demand, social and embedded. (See Figure 1.) Our study tracked the usage of several tools that fall under the social learning category, namely: Communities of practice4; Blogs5, wikis6 and forums; Expert directories; and, Social networking.
A great number of vendors are focusing on the social learning space and technology is quickly enabling social learning to take place in new,
For more information, The Corporate Learning Factbook 2011: Benchmarks, Trends and Analysis of the U.S. Training Market, Bersin & Associates / Karen OLeonard, January 2011. Available to research members at www.bersin.com/library or for purchase at www.bersin.com/factbook. For more information, Defining Informal Learning: A Taxonomy for Describing How Most Learning Happens in Todays Organizations, Bersin & Associates / David Mallon, December 28, 2009. Available to research members at www.bersin.com/library. A community of practice (or CoP) is often defined as a group of people who share an interest or concern about a common topic, and who deepen their knowledge in this area through ongoing interaction and relationship-building within their group. While communities often come into being spontaneously, they nonetheless require nurturing if they are to become valuable to the members and remain viable over the course of their evolution. Blog is a shortened form of the phrase web log, which is a form of personaal publishing that readers can discuss. Wiki is from the Hawaiian word for fast and stands for web pages that can be collectively and collaboratively edited on the fly by readers.
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Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 2

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Figure 1: Bersin & Associates Enterprise Learning Framework
Enterprise Learning Framework

Organization, Governance and Management
Learning Programs Audiences & Problems
Leadership Development Management Career Development Technical Professional Competencies Onboarding Compliance Customer Service Sales Project and Process Product Knowledge Demographics Customer Education Channel Training Systems IT Skills Jobs Roles Proficiencies Preferences Geographies Business Problems
Informal
Learning Architecture
Approaches
Instructor Led Training Virtual Classroom Games Simulations Testing and Evaluation E-Learning
Formal
E-Learning Wikis, Blogs, Forums Search Expert Directories Books, Articles Social Networks Videos Communities of Practice Podcasts Conferences and Colloquium Learning /Knowledge Portals Coaching and Mentoring
On-Demand
Social
Performance Support Feedback Rotational Assignments After Action Reviews Quality Circles Development Planning
Embedded
Disciplines
Tools & Technology
Performance Consulting Instructional Designs LMS, LCMS Learning Portals Talent Mgt. Systems Executive Support Learning integrated With Business Planning
Information Architecture Knowledge Management Content Development Content Management Development Planning Knowledge Sharing
Content Development Program Management Collaboration Social Networking Rich Media Mobile
Change Management Community Management
Measurement and Evaluation Business Intelligence Reporting and Analytics Measurement Systems
Assessment
Search, Tagging
Performance Support Virtual Classroom
Culture
Performance and Talent Management

Customer Listening
Innovation Programs
Mentoring and Knowledge Sharing
Employee Feedback
Learning from Mistakes
Source: Bersin & Associates, 2010.
low-cost, highly interactive ways. Using these tools, organizations can now connect learners and create highly specific social learning groups that can leverage the expertise of many people. In this way, people learn from peers and experts, not from formal trainers. We will briefly discuss each of these tools in turn.
Communities of Practice
Communities of practice (CoPs)7 are the most popular social learning tool tracked by our study, used by 33 percent of U.S. companies in 2010.
7
For more information, Developing Communities of Practice: Best Practices and Lessons Learned from the Defense Acquisition University, Bersin & Associates / Chris Howard, May 2007. Available to research members at www.bersin.com/library.


(See Figure 2.) Large businesses are more likely to use CoPs than small and midsize companies, and business services / consulting firms have the highest use of any industry sector, with 52 percent of these companies using CoPs for learning. Using online communities of practice, learners can interact and share ideas on a specific topic. Members of the community share a common interest for example, they may be in a certain functional role or they may be part of an extended project team. Through this interaction, the learners deepen their knowledge about a particular subject area and strengthen their relationships with other members of the group. Cisco, for example, has developed hundreds of communities of practice to provide support information on technical products. From within each community, an employee seeking support can identify participants and experts, and then quickly access them online. While communities often come into being spontaneously, they nonetheless require nurturing if they are to become valuable to the members and remain viable over the course of their evolution.8
KEY POINT
Communities of practice are the most popular social learning tool tracked by our study.
Figure 2: Percent of Companies Using Social Learning Tools 2010: U.S. Total
33% 28% 26% 13%
Blogs, Wikis, Forums
Expertise Directories
Social Networking
5% 10% 15% 20% 25% 30% 35% BERSIN & ASSOCIATES, LLC 0% 6114 LA SALLE AVENUE Source: Bersin & Associates, 2010. SUITE 417 OAKLAND, CA 94611 8 For more information, Developing Communities of Practice: Best Practices and Lessons (510) 654-8500 Learned from the Defense Acquisition University, Bersin & Associates / Chris Howard, May 2007. Available to research members at www.bersin.com/library. INFO@BERSIN.COM WWW.BERSIN.COM


Just more than one-quarter (28 percent) of companies reported using blogs, wikis or online forums in a learning context. Use is greatest among large businesses, with 40 percent using these tools for learning purposes and is particularly high among business services / consulting firms, with 62 percent of these organizations using these tools. While we group together these as a single category, each of these tools has its own purpose. Blogs are useful for sharing knowledge and information across a wide audience. Product teams and functional groups (such as IT and technical support) commonly use blogs to communicate information to their internal and external customers. Such is the case at Symantec, which started a blog to support the launch of one of its new products.9 Through the blog, employees in sales, marketing and support functions were able to obtain a baseline understanding of the product and launch plans prior to attending a formal training class.
KEY POINT
More than one-quarter (28 percent) of companies reported using blogs, wikis or online forums in a learning context.
Wiki tools can also be used to share knowledge or information across a wide audience. But, whereas blogs may be authored by a single person, wikis rely on group involvement to create content. In a more formal learning context, wikis can be used by groups of learners to create and edit content for a project. As an example, a high-tech company we interviewed created a training program in which teams of software developers were assigned to create code using wikis. The wikis enabled team members to create and modify code, and then share it with instructors and the rest of the class for feedback. Like wikis, online forums rely on group members to generate content. Somewhat akin to communities of practice, online forums allow learners to discuss issues and share ideas on various topics. Users can choose to read or contribute to whatever thread or topic is of interest.
For more information, High-Impact Learning Practices: The Guide to Modernizing Your Corporate Training Strategy through Social and Informal Learning, Bersin & Associates / David Mallon, July 2009.


KEY POINT
Approximately one-quarter of U.S. companies are using expertise directories to enable learners to find subject matter experts.
An expertise directory is an extension of the typical corporate contact directory. At the heart of these directories is a searchable database of employees and their contact information. What makes an expertise directory different is the inclusion of additional, searchable data about employees, such as areas of professional expertise. The purpose is to facilitate employees finding other employees with a given expertise in a certain subject area. In our study, approximately one-quarter of companies said they were using expertise directories to facilitate learning. (See Figure 2.) Expertise directories can include a wide range of information on members, such as competencies mastered, past experience, association memberships, committees and accreditations. Newer examples of these directories add a social software component, allowing for the inclusion of tags and ratings by other employees, as well as communications tools (such as forums or discussion groups). Some organizations have directly integrated these directories with their internal communications tools (such as instant messenger) and with meeting scheduling tools (such as Microsoft Exchange). Other examples also support an ask the experts function, by which employees can send an email or start a discussion thread on a specific question. The system then routes the question to identified experts on the topic. Experts answer the question via the system, which then routes the answer back to the original employee. Questions and answers are archived as a living knowledge base for the organization. These directories bring to the surface the natural centers of knowledge within the organization and then facilitate the transfer of the knowledge. The following case in point demonstrates how Amway is incorporating expertise directories plus on-demand components into its learning environment.

Case in Point: Amway Shifts Its Learning Paradigm Amway Corp. is a worldwide leader in direct selling, with approximately 17,000 employees in more than 80 countries. With fewer employees enrolling in classroom training programs over the past several years, Amways global talent development team recognized the need to shift its learning paradigm from formal to informal learning. The team believed in the value of social and on-demand learning as a means to facilitate continuous learning. The goal was to move from a learning environment focused on formal offerings to a 70-2010 model, in which 70 percent of learning is through on-thejob experiences, 20 percent is through coaching relationships or collaborative activities, and 10 percent is through formal learning interventions. This model would support all of the ways in which employees develop. KEY POINT
Amway moved to a 70-20-10 learning model to facilitate continuous learning and to support all of the ways in which employees develop.
This transition, which is still ongoing, has included several initiatives. One is building expert directories to enable learners who are spread across eight regions of the world to find subject-matter experts (SMEs). The directories will be organized around job functions, as well as around common employee and management issues. Now in the testing phase, this capability will officially launch in 2011. A second initiative is building on-demand options to support learners. In a partnership with ThinkWise, Amway now offers short, two- to three-minute videos covering specific topics. Other on-demand offerings include book summaries, toolkits and abbreviated business content. The resources are embedded into many of Amways learning programs and are available through Amways learning portal.
A third initiative involves building functional-specific learning portals to provide targeted learning opportunities. Through the portals, learners can create personalized, customized curricula and track their own progress. (See Figure 3.) The learning content is timely and relevant to their needs. The College of


Case in Point: Amway Shifts Its Learning Paradigm (contd) Engineering portal was launched in 2010, with a Leadership Academy and additional shared-service portals slated for 2011. Based on the results thus far, plus a firm belief in the value of employee development, Amways board of directors has made learning a top priority for 2011. Amways ultimate goal is to cultivate a culture of learning in which learning is intentional, accessible and lifelong. This type of learning culture will help employees and leaders become a competitive advantage for the company. e
KEY POINT
Amways transition to informal learning has included building expert directories organized by job function, enabling learners spread over eight regions to find SMEs.
Figure 3: Customized Portal in Amways Virtual Learning Center
Source: Amway, 2010.
Social Networking
A social networking application allows a user to build connections with a network of other users. These platforms are best-known by the consumer-oriented sites now familiar to most corporate employees (and people around the world), such as Facebook, LinkedIn and YouTube.


Social networks support basic communications among users, as well as the sharing of ideas, interests, ratings and other information. More advanced social networking applications support capabilities such as: Capabilities for discovering and approving contacts within the system; Having potential contacts suggested by the system (i.e., people-matching); A graphic visualization of the users network; Different strengths or types of connections that might translate into other allowed activities or information flows between users; Tracking and display of the online presence of contacts; and, The ability to aggregate user data from external public social networking sites (such as Facebook or LinkedIn). Thirteen percent of U.S. organizations said they use social networking to facilitate learning. As with many of the other social learning tools, usage is highest among large businesses, with 18 percent using social networks for learning, and among business services / consulting firms, with 28 percent using social networks for learning. (See Figure 2, repeated in this section.)
KEY POINT
Just 13 percent of U.S. organizations said they use social networking tools to facilitate learning.
Figure 2: Percent of Companies Using Social Learning Tools 2010: U.S. Total
33% 28% 26% 13%

5% 10% 15% 20% 25% 30% 35%
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The following case in point shows how The Cheesecake Factory is using an innovative social learning platform to improve employee performance and engagement.
Case in Point: Learning Innovation at The Cheesecake Factory 2010 was a better year for the restaurant industry, particularly for The Cheesecake Factorys 150-plus restaurant locations across the U.S. As the economy started to improve, so did guest traffic and, hence, restaurant sales. Year-over-year revenues at The Cheesecake Factory grew two percent to four percent in each of the first three quarters of 2010. With financials on the upswing, the companys founder and CEO, a long-time proponent of learning and development, championed a corporate initiative to drive corporate performance and employee engagement through learning innovation. To accomplish this, the performance development department (PDD), the L&D arm of The Cheesecake Factory, needed to significantly change its content strategy. Prior to 2010, much of the learning content for restaurant staff was contained in voluminous, paper-based workbooks and checklists. The new KEY POINT
The Cheesecake Factory hired a new senior director focused on learning BERSIN & ASSOCIATES, LLC innovation, who 6114 LA SALLE AVENUE then added three SUITE 417 newOAKLAND, CA 94611 roles to the L&D team. (510) 654-8500 INFO@BERSIN.COM WWW.BERSIN.COM
vision was to deliver interactive learning content through video, scenario and game-based learning. A more engaging and social approach to learning was needed to promote better knowledge and skills retention. To develop this approach, PDD needed to enhance the teams capabilities. The organization brought in a new senior director focused on learning innovation, who then added three new roles to the development team videographer, multimedia Flash developer and animator / illustrator. A fourth role was added to manage learning technologies and their integration with the new content strategy. Furthermore, the job descriptions of two


Case in Point: Learning Innovation at The Cheesecake Factory (contd)
KEY POINT
The site provides The Cheesecake Factorys staff of passionate foodies with opportunities to communicate, be recognized amongst their peers and promote a culture of sharing.
instructional designer positions were modified to encompass online instructional design and the training coordinator role was expanded to cover LMS administration. With the right roles and people in place, one of the teams major initiatives for 2010 was launching a video-based YouTubelike platform from Wisetail which was named the VideoCafe. The site invites employees to upload short, two- to three-minute storytelling videos on a variety of social and work topics, such as local charity efforts, or an executive chef describing the origins and flavor profile of a signature dish. Staff-generated videos are supplemented with core vignettes seeded by PDD. Supporting documents and knowledge checks can be attached to the videos, while viewers can comment, rate, flag, tag or add their own video to a channel. The site not only facilitates targeted learning opportunities, it also provides The Cheesecake Factorys staff of passionate foodies with opportunities to communicate, be recognized amongst their peers and promote a culture of sharing.
Figure 4: The Cheesecake Factorys VideoCafe
Source: The Cheesecake Factory, 2010.


Case in Point: Learning Innovation at The Cheesecake Factory (contd) The response to the video-based learning has been incredibly positive. In the recent rollout of new menu items this past summer, staff members reported that the video helped to connect them to the content and their leadership team and, hence, enabled them to master the skills much more effectively than reading out of a workbook or sitting through a dry PowerPoint presentation. The Cheesecake Factory plans to add more simulationand scenario-based learning to the site, blended with webbased training (WBT) segments and games. Ultimately, the company would like to move its rigorous learning experiences, which focus on memorizing hundreds of menu descriptions, food recipes and service standards, into an innovative gaming structure. PDD envisions a learning environment in which employees play their training, share their stories of learning and success, and connect with a community that can support their ongoing development. e
Spending on Informal Learning

KEY POINT
Thirty percent of U.S. companies spent money on informal learning tools and services in 2010. BERSIN & ASSOCIATES, LLC 6114 LA SALLE AVENUE SUITE 417 OAKLAND, CA 94611 (510) 654-8500 INFO@BERSIN.COM WWW.BERSIN.COM
As shown in the preceding sections, many organizations have already incorporated social learning tools into their learning environments and a great many more are wondering how to get there. How much are companies willing to spend on informal learning? As of today not much. 2010 was the first year that we captured spending data on informal learning. Overall, 30 percent of U.S. companies said they spent money on informal learning tools or services. The figure was highest among large businesses, 42 percent of which spent money on informal learning during the year. (See Figure 5.) Among industries, a greater number of technology companies and business services / consulting firms spent money on these tools.


The most popular category for spending was social software. Approximately one in five companies (22 percent) spent money on these tools, which include products like Microsoft SharePoint, social software modules from many LMS vendors and a host of other point solutions on the market. Communities of practice were the second most popular category, with 17 percent of companies spending money on these tools. (See Figure 6.) Some companies are spending money not just on software, but on services and support, as well. Twelve percent of companies spent money on design and consulting services to get their efforts started, and 15 percent of companies spent money on support services post-implementation. Enabling learners to find information quickly and easily is a constant challenge within organizations, and 10 percent of companies said that they spent money to improve their search capabilities. Part of this is enabling learners to find the right people to connect with, such that five percent of companies spent money to create or maintain expertise directories.
Figure 5: Percent of Companies Spending Money on Informal Learning Tools and Services 2010 U.S. Total and by Company Size
U.S. Total Small

Midsize
30%
29% 30%
42%
0% 20% 40% 60% 80% 100%
Large

Figure 6: Percent of Companies Spending Money on Informal Learning Tools and Services 2010 by Industry
Business Services / Consulting Technology Healthcare Banking / Financial Services
34%
33%
27%
26%
Retail
Manufacturing
23%
20% 19%
Government
Insurance
0% 10%
17%
20% 30% 40% 50% 60% 70% 80% 90% 100%
KEY POINT
Although spending is fairly low today, we expect these figures to grow considerably in the coming years as companies focus on building their internal learning capabilities.
In total, U.S. companies spent $6,463, on average, in 2010 on informal learning tools and services. Small companies spent just more than $5,600 on average, whereas large businesses spent approximately three times that amount, or $16,409, during the year. (See Figure 7.) Although spending is fairly low today, we expect these figures to grow considerably in the coming years as companies focus on building their internal learning capabilities. The following case in point shows how one health services group has invested in a social platform to facilitate learning and knowledgesharing among its clinical staff and patients.

Figure 7: Spending on Informal Learning Tools and Services 2010 U.S. Total and by Company Size
U.S. Total
$6,463 $5,657
$8,026
Small Midsize
Large
$$3,000
$16,409
$6,000 $9,000 $12,000 $15,000 $18,000
Case in Point: U.S. Oncology Invests in a Social Platform U.S. Oncology supports the largest network of oncologists and cancer care researchers in the nation. The company is affiliated with more than 1,400 physicians, who care for more than 850,000 cancer patients across the country. To help physicians and practices provide high-quality patient support and care, U.S. Oncology has invested in technology and innovative services. In one of the projects, the organization spent approximately $2 million to build a series of portals designed to connect its affiliated clinicians and patients. The first portal, deployed in early 2009, was geared toward connecting its nationwide network of physicians. Through the portal, doctors can share best practices and research papers, discuss cases with confidentiality, and post questions to discussion boards. The company believes that enhancing communication and collaboration among physicians will result in improved diagnosis and care for patients.
Since its launch, the portal has seen significant usage across the physician network. Several hundred users adopted the new site immediately, while others became regular users over time.


Case in Point: U.S. Oncology Invests in a Social Platform (contd)
KEY POINT The second portal is designed to enable patients to access

Through this investment in portal technology, U.S. Oncology is connecting clinical staff, empowering patients for better health outcomes and increasing operating efficiencies.
resources and engage with their physicians and oncology care practices using online tools. Through the portal, patients can access their personal account information, pay outstanding balances, request appointments and complete registration forms online. The portal is currently being integrated with several practices and will be available for patient use in 2011. The third portal is also planned for deployment in 2011 and will connect nursing staff. Similar to the physician portal, nurses will be able to share best practices, ask questions and collaborate on patient issues. By supporting each other, nurses will be able to provide the best possible care and information to patients. Through this investment in portal technology, U.S. Oncology is connecting clinical staff, empowering patients for better health outcomes and increasing operating efficiencies within the practices. e
Looking Ahead
The current focus on social and informal learning is somewhat akin to the mad rush to e-learning 10 years ago. At that point in time (around 2000), organizations rushed toward online instruction to replace classroom training. We learned over the years that e-learning plays a role, but it is really only one channel and successful programs blend e-learning with a variety of other approaches to drive learning success. With the multitude of new informal learning tools now available, we have entered a new era in learning environments one that will likely drive the next 10 years of change in L&D.

Figure 8: The Continuous Learning Model
The Continuous Learning Model

Expert
Coaching Mentoring Social Learning
Continuous Learning
Career Curriculum
On-Demand Learning
Training Event
JobAids
Novice
Traditional Training
Time
Copyright 2010 Bersin & Associates. All rights reserved.
Page 1
As Figure 8 shows, in todays L&D environment organizations must look at all approaches to learning as complementary and interconnected. Individuals are learning all the time and we must reengineer our L&D strategies to create a continuous learning environment comprised of formal and informal components. In 2011, this trend will accelerate and will force all L&D professionals to rethink their internal skills, to continue to revamp their tools and technology, and to build what we call a learning architecture10 that makes continuous learning a regular part of all learning solutions.
10
A learning architecture is an organizations unique map of agreed-upon learning needs, learning strategies and delivery strategies for all of its training. This gives designers, trainers and managers a clear view of what types of problems the organization will solve, how they will solve them, what tools they need and which approaches the organization will take. It deliberately limits the organizations options by deciding how and where the training organization will focus its efforts and it builds upon the organizations culture and history of learning.

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Research Bulletin | 2011

BERSIN & ASSOCIATES

March 24, 2011

Investments in Social Learning

Karen OLeonard, Principal Analyst

BERSIN & ASSOCIATES BERSIN & ASSOCIATES

Research Bulletin | 2011 Research Bulletin | 2011

Use of Social Learning Tools

Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 2

BERSIN & ASSOCIATES BERSIN & ASSOCIATES

Research Bulletin | 2011 Research Bulletin | 2011

Figure 1: Bersin & Associates Enterprise Learning Framework

Enterprise Learning Framework

Change Management Community Management

Performance Support Virtual Classroom

Performance and Talent Management

Source: Bersin & Associates, 2010.

Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 3

BERSIN & ASSOCIATES BERSIN & ASSOCIATES

Research Bulletin | 2011 Research Bulletin | 2011

33% 28% 26% 13%

Blogs, Wikis, Forums

Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 4

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Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 5

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Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 6

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Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 7

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Figure 3: Customized Portal in Amways Virtual Learning Center

Source: Amway, 2010.

Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 8

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33% 28% 26% 13%

Blogs, Wikis, Forums

Source: Bersin & Associates, 2010.

Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 9

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Research Bulletin | 2011 Research Bulletin | 2011

Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 10

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Research Bulletin | 2011 Research Bulletin | 2011

Figure 4: The Cheesecake Factorys VideoCafe

Source: The Cheesecake Factory, 2010.

Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 11

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Research Bulletin | 2011 Research Bulletin | 2011

Spending on Informal Learning

Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 12

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Research Bulletin | 2011 Research Bulletin | 2011

U.S. Total Small

Source: Bersin & Associates, 2010.

Building Expertise through In-Depth, Continuous Training Karen OLeonard | Page 13

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