Frequently Asked Questions
6. What are the important factors in motivating people to engage in e-learning and launching a successful program?
There are many barriers that can get in the way of launching an effective e-learning program. For example, a 2003 e-Learning survey conducted by the Conference Board of Canada, involving responses from over 1,000 organizations, showed that many people aren't yet convinced of the merits of e-learning, e.g. because of perceptions of high cost, that it will be time-consuming, deliver poor end-results, and encounter problems of computer literacy and employee resistance. Hubert St Onge, a prominent writer in the field of organizational learning and knowledge management also points out that in any large population of learners there are probably no more than 10% that are actively motivated self-learners. As many as 60% may be passive learners who rely on their existing strengths and don't really self-examine or debrief their experiences. They need a lot of motivation and encouragement to actively learn. The other 30% may be blocked from learning altogether.
Hence, if you just put your e-learning and other programs on the library shelf, or are just posting their availability in the latest HR newsletter, expect adoption to be minimal and your program to fail.
In implementing e-learning it is important to recognize that, as with any other significant organizational change initiative, one must have a strategy for actively involving people, especially the 60% who need real encouragement if they are to get on board. You need them to create positive energy for change, instead of remaining just an apathetic block. For example, in a busy work context, where people already feel that they have too many things to do, it is important that the e-learning demonstrate real value from the start. It is important to show how e-learning can be a real job aid and improve actual work performance -- so that people can see and experience the positive results both for themselves and their organization. It also helps if they can receive some formal recognition or credit for their achievements.
The NewMindsets view is that successful e-learning implementation needs be designed and launched around what we call a 'tight-loose' implementation strategy where the first e-learning experiences will be positive and bring real wins. If the first experiences are disappointing, it is extremely difficult to re-ignite the learning potential. If they are positive and create natural momentum for the learner, the value of access to 24 x 7 e-learning becomes much more evident, allowing a much looser strategy in the second implementation phase when learners are much more likely to be 'on board.'
We also believe that if the aim is to create a culture based on self-motivated learning, the e-learning implementation is best launched within the context of a performance learning framework, rather than a traditional compliance learning framework. This is an important distinction. Performance learning is motivated by a desire to improve one's competence and ability e.g. in relation to a particular set of skills or job outcomes. Compliance learning (the basis of the vast majority of e-learning systems currently available) is propelled by the importance of "passing the test." Compliance learning is crucial in certain settings e.g. for ensuring that a person knows the safety code before operating a dangerous piece of machinery, or for working in a chemical plant. But it does not work well in the domain of soft-skill development where there are so many personal and contextual factors that have to be taken into account. If your e-learning programs are implicitly or explicitly encouraging a compliance learning mentality, as opposed to a performance improvement mentality, don't expect learners to get excited or engaged. They'll feel as if they are being sent back to school again. The magic combination, of course, is to find ways of rewarding performance-oriented learning with some kind of accreditation -- e.g. through applications that involve certification or graduation by coaches, instructors, mentors, etc. as part of a blended learning or team learning strategy; or by tying learning to a formal competence development and reward program, or to key progress milestones in terms of the organization's 360° performance improvement initiative.
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