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Don’t use e-learning to cut costs, says CIPD report

Making generic e-learning products available to unsupported volunteer learners might deliver training budget cost savings, but it does not advance learning in the organisation. This is according to Martyn Sloman, the author of 'E-learning, The learning Curve', a study of ten organisations who are committed to e-learning.

The study, which is launched today at, Elearn International 2003, says there is no universal blueprint for e-learning and that every organisation needs to progress along its own learning curve in order to make it work.

In the CIPD study, six areas were identified as needing specific attention in the design and implementation process, these were:

• strategic intent
• introducing the system
• blended learning
• content
• supporting the learner
• measurement and monitoring

The report’s authors Martyn Sloman and Jessica Rolph, argue that if due attention is not given to all these areas, organisations will not be able to implement e-learning effectively. The report also says that e-learning is not ‘plug and play’ and must be ‘reconfigured’ to meet the particular circumstances of the organisation.

Says Sloman, "So far e-learning has demonstrated more potential than performance. Some organisations are achieving real efficiencies, reflected in considerable cost savings, but these tend to be organisations where there is a need to provide standardised information, often around product knowledge or systems change, and have a large work force who are widely spread geographically."

Adds Sloman, "We all want e-learning to achieve its massive potential. The idea that a learner can access up to date information instantaneously, anywhere, any time is extremely powerful.

"Progress however is not helped by over hype and over promotion. Real progress will come from the determined efforts of training professionals in organisations who are working to overcome the demanding problems of e-learning implementation."

The report suggests a number of key indicators of good practice - stressing that they are not a recipe book for best practice: implementing e-learning is a change management process not a quick fix. These included:

• E-learning should be regarded as a change initiative, not as a way of making short-term savings.
• E-learning has to be driven by training, not technology. Training experts need to have faith in their own knowledge.
• There is a choice to be made between introducing e-learning as part of a significant shift in approach to learning and proceeding through a controlled pilot project.
• The proportion of staff who regularly use a computer at work is a critical factor to be considered in the design of any e-learning initiative. The sophistication of these computers and any restrictions on their use must also be taken into consideration.
• Learners should be given the opportunity to carry out e-learning in chunks of time that suit them. Some people may like to work in a concentrated manner and complete a whole programme at one sitting, while others may wish to complete the programme over several sessions.
• Online learning is more easily accepted in a culture of trust and empowerment, rather than in a culture where managers react against the idea of people being allowed to organise their own time and work schedules.
• Learning resource centres are seen as a useful facility, especially where a significant number of employees do not regularly use a personal computer at work.
• If a learning resource centre is intended to serve a population which includes those who are not regular users of personal computers, on-site facilitation is essential.

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