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Research Bulletin | 2013

Copyright © 2013 Deloitte Development LLC. All rights reserved.

This Material Is Licensed to EBSCO for Disitrbution Only.

Introduction

In order to stay competitive in today’s changing economy,

organizations should consider developing workers who are not only

skilled in their current roles, but are also adaptable to changing

business needs. Many high-impact learning organizations are

responding to this by focusing on developing their informal learning

capabilities in order to provide on-demand learning resources that

can help employees learn at the moment of need.

However, just providing access to on-demand content is not enough.

Learning and development (L&D) functions should ensure that the

content is business-relevant, that learners can find and apply what

they have learned, and that there is a learning culture that supports

learning on-demand. With these in place, L&D can more easily

support both individual and organizational learning agility.

In this research bulletin, we will review the importance of building

learning agility, the role of on-demand learning, specific factors

for the achievement of goals, and the implications of on-demand

learning for the L&D function. We will also show how two

organizations have applied these strategies to support innovation

and agility.

The Agility Advantage

While it may seem a cliché, the saying that “the only constant is

change” is increasingly true. For many organizations, it is unclear

February 15, 2013

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Creating an Agile Learning Culture: The Role of On-Demand Learning

About the Author

Mark Vickers,Senior Analyst

Bersin by DeloitteDeloitte Consulting LLP


BERSIN & ASSOCIATES, LLC6114 LA SALLE AVENUE






Creating an Agile Learning Culture: The Role of On-Demand Learning Mark Vickers |



what the next big thing will be, so preparing for a specific change is

less valuable than preparing for change itself. As part of this

preparation, learning leaders should strive to ensure that their

organizations have the ability to anticipate changes, and respond

efficiently and effectively — in other words, they should be very agile.

The Role of Learning Agility

In order to build and maintain an agile learning organization,

organizations should consider investing in developing their learning

agility at both the individual and organizational level.

• Attheindividuallevel,learningagilityistheabilitytostudy,

analyze, and understand new situations and new business platforms

in a timely manner.

• Attheorganizationallevel,learningagilityrepresentstheprograms

and processes designed to enhance its collective ability to acquire

new knowledge and skills, and to stay ahead of the market.

By cultivating both levels of learning agility, companies should be able to

enhance their effectiveness at innovation and change management. To

accomplish this, L&D should consider developing tools and content that

meet individual as well as the learning culture’s needs.

Implications for L&D Strategy

Our research indicates that learning functions are under tremendous

pressure to become more agile themselves — and to build the

foundations for agility within their larger organizations.1 Many high-

impact learning organizations2 are especially focused on improving

their agility.

1 For more information, Key Findings – Become a High-Impact Learning Organization, Bersin & Associates / David Mallon, Janet Clarey and Mark Vickers, August 2012. Available to research members at www.bersin.com/library.

2 “High-impact learning organizations” are, by definition, more efficient, effective, and aligned than are other learning organizations. For the purpose of this research, “effectiveness” means being able to reach a deep understanding of the diversity of needs and preferences of the learner population, and to meet each need in the most personalized manner possible. “Efficiency” deals with the problems of how we best build, deliver, share, and reuse our training content to deliver training to as many people as possible. “Aligned” deals with how we know we are working on the right thing.

http://www.bersin.com/library











As seen in Figure 1, about one-third of high-impact learning

organizations surveyed3 report that “increasing speed to delivery for

offerings” was a specific challenge for them in 2012. Such speed is an

important characteristic of agility. About one-third also view the ability

3 Participants of the 2012 High-Impact Learning Organization Survey were asked, What are the top three challenges facing your organization today? Participants were allowed to select up to three choices.

Source: Bersin & Associates, 2012.

Figure 1: Internal L&D Challenges

17%

11%

6%

19%

46%

14%

15%

20%

25%

28%

37%

9%

23%

20%

5%

5%

9%

12%

17%

19%

20%

20%

22%

24%

27%

31%

32%

32%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

High-impact learning organizations Low-impact learning organizations

Reskill / upgrade currentlearning professionals

Developing a business planfor learning

Solving for generationalchallenges

Increasing the effectiveness ofyour offerings

Improving alignment withbusiness needs

Globalizing programs andoperations

Implementing LMS or otherinfrastructure / technology initiatives

Reducing costs / improvingefficiency

Integrating with talent managementinitiatives and strategies

Improve transfer of learningsupport processes

Improving ability to measureand evaluate impact

Increasing speed to deliveryfor offerings

Adding or improving ability to leverageinformal learning methods

Gaining additional resourcesto meet workload











to leverage informal learning methods as a specific challenge, which we

also associate with agility. Although high-impact learning organizations

may not yet have fully addressed these issues, they are certainly focused

on them.

In contrast, many low-impact organizations are not yet focusing on

strategies that support learning agility; instead, they are concentrating

their efforts on shoring up the basics in areas, such as alignment

and measurement.

So, how do high-impact learning organizations address such important

challenges in order to enhance their agility? Although the answers are

complex, two areas that play an especially prominent role are being

able to:

• Providelearnerswithbusinessrelevantcontent

• Buildaneffectivelearningculture

These are two areas in which high-impact learning organizations

perform exceptionally well, as compared with other learning

organizations. In the remainder of this research bulletin, we explore

how organizations can use on-demand learning content and culture to

build their continuous learning strategy and support learning agility.

The New Organizational Context for On-Demand Learning

Traditional Definition of On-Demand Learning

On-demand learning is a type of informal learning that is designed

to be available to the learner at the point of need. Learners typically

access on-demand resources, such as e-learning, books, and videos,

outside of formal learning events. It is distinct from the other two types

of informal learning (social learning and embedded learning); but the

effective deployment of on-demand learning often involves integration

with the other two types as part of a continuous learning strategy

(see Figure 2).

4 Participants of the 2012 High-Impact Learning Organization Survey were asked, What are the top three challenges facing your organization today? Participants were allowed to select up to three choices.

More than 30

percent of high-

impact learning

organizations

surveyed identify

factors related to

learning agility as

specific challenges.4

KEY POINT











On-Demand Learning for Individual and Organizational Learning Agility

Learning professionals typically view on-demand learning as unplanned

by the organization and, therefore, the timing and objectives of its use

are personalized by the learner. This supports learning agility at the

individual level because learners can identify and resolve their learning

needs significantly before the organization recognizes it and the L&D

function can respond to it. To the extent that learners can efficiently

find the resources they need, the speed to market for on-demand

learning is effectively zero.

However, one of the significant changes to on-demand learning has

been the increased formalization of its use. While the definition of

on-demand learning emphasizes the ad-hoc nature of learning, many

organizations have begun to be more strategic about the use of on-

Source: Bersin by Deloitte, 2013.

Figure 2: The Continuous Learning Model

Continuous LearningSpecialist

Novice

Time

Traditional Training

TrainingEvent

SocialNetworking

CareerCurriculum

Communitiesof Practice

MobileLearning

Job-Aids

e-LearningCourses

CoachingMentoring











demand content by actively managing the timing or context of its

use, a shift that makes a distinction between on-demand learning as a

modality and on-demand content as a resource. Some examples of this

formalization include:

• Blended Learning — Using on-demand content as part of pre-work

for a course or as a resource guide for further exploration after a

learning event

• Curriculum Mapping — Including on-demand content as part of a

prescribed learning path

• Competency Matching — Sorting content by organizational

competencies or other specific principles to make it easier to find

relevant resources

• Pushing Resources — Using RSS feeds or subscription services to

push on-demand content to learners based on their job role

• Embedded Learning — Linking to related on-demand resources

from specific points in the workflow

These are just a few examples of how organizations are beginning to

structure on-demand learning to support organizational learning agility.

The Increasing Demand for On-Demand Learning

On-demand learning is also becoming more important to corporate

learning strategy because learners are coming to expect the same

level of variety, personalization, and 24/7 access in their work-related

learning as they experience in their personal lives. Many organizations

are responding to this by augmenting their traditional offerings of

online modules and job-aids with eBooks and summaries, audio and

video content, wikis, blogs, and other digital content that can be

accessed as needed and even on the go through mobile platforms.

While organizations can create their own on-demand resources for

proprietary content and individual learners can access resources

on the Internet, there is also a wealth of resources available from

vendors. Many of these vendors have recognized the shift toward more

structured use of this content, and are beginning to offer products and

services that support integration, context, and social learning uses.

Many

organizations have

begun to be more

strategic about the

use of on-demand

content by actively

managing the

timing or context

of use.

KEY POINT











Deploying On-Demand Learning to Support Learning Agility

As noted above, supporting workforce agility requires that L&D

provide resources to support individual learning agility (i.e., tools

and content), as well as organizational learning agility (i.e., culture).

In this section, we discuss these concepts as they relate specifically to

on-demand learning.

Tools and Content

As organizations develop their on-demand strategies, it is important

that they not only consider the type and quality of content, but also

ensure that learners spend their time effectively and do not “fall

down the rabbit hole” of overwhelming amounts of hard-to-filter

information. As Figure 3 shows, many organizations believe such

problems actively hold back their knowledge workers. For this reason,

L&D should evaluate its strategies relative to how it supports learners in

three specific areas — search, relevance, and application.

Search — Learners should be able to efficiently find the information

they are looking for. The prevalence of search engines has created

Source: Bersin & Associates, 2009.

Figure 3: Finding the Right Information at the Right Time and in the Right Format

Copyright © 2009 Bersin & Associates. All rights reserved. Page 14

Enabling the Knowledge WorkerFinding the right information at the right time and in the best format….

12%

16%

23%

32%

34%

68%

0% 10% 20% 30% 40% 50% 60% 70% 80%

Job roles or conditions make it difficult to access sources of information.

Dynamic nature of job roles makes it difficult to find sufficiently targeted or

relevant information.

Inconsistency of information formats or sources makes it difficult to use and comprehend new information.

Frequent change of information makes it difficult to find the most

current information.

Lack of effective tools (such as search) makes it difficult to find the

most useful information.

Overwhelming volume of information makes it difficult to notice and keep

track of useful information.

What do you believe holds back knowledge workers in your organization?

The problem is“context” not“content”

Reuse andstandardsbadlyneeded











the expectation that information will be at easy to find and review.

However, even search engines can return excessive and erroneous

results, which can cause learners to lose a significant amount of time

sifting through similar resources to find what they need. Organizations

can decrease learner search time by anticipating:

• Howlearnersarelikelytosearchforinformationand,inresponse,

organizing content appropriately (such as by using key terms and

meta-tagging)

• Wheretheyarelikelytogotolookforinformationand,in

response, placing it in likely places (such as by embedding it in the

day-to-day workflow)

Relevance — Learners should be able to identify why the content

is meaningful to them and to the organization. Strategies, such as

curriculum mapping and competency matching, can help companies

target resources to specific job roles or important skills. Increasingly,

social learning features, such as ratings and comments, can be used to

provide context as users provide feedback on the value of the resource

for their learning needs.

Application — Learners should understand how the content can be used

in their specific organizational setting. Embedding on-demand content in

the workflow is one way to encourage learners to see a direct connection

between the content and how to use it. Similarly, targeting on-demand

learning content to specific jobs roles or communities can help to shorten

the gap between learning and application. Social media can also be

used to collect and share information about how specific resources were

applied; it can serve to help to promote application, as well.

Effectively managing search, relevance, and application can be a

balancing act. The more that information is contextualized and

embedded, the harder it can be to keep the information up to date and

synchronized. Additionally, tailoring a search too much may actually

work counter to supporting learning agility by dissuading the kinds of

casual learnings that so often lead to “ah-ha” moments.

Building a Value for On-Demand Learning

In addition to providing the tools and content for on-demand learning,

it is important to cultivate a learning culture that supports on-demand











learning. In the absence of a strong culture, learners may feel that they do

not have permission to invest time and resources in improving their own

skills or performance. Also, they may not truly value or appreciate what

resources are available, leading to large repositories of unused content.

The Bersin High Impact Learning Culture Model outlines six major

dimensions of organizational learning culture: Building Trust,

Encouraging Reflection, Demonstrating Learning’s Value, Enabling

Knowledge Sharing, Empowering Employees and Formalizing Learning

as Process5. (See Figure 4).

5 For more information on this Bersin Smart Chart, Building a High-Impact Learning Culture: Getting Started, Bersin & Associates / Janet Clarey and David Mallon, November, 2011. Available to research members at www.bersin.com/library.

6 For more information, High-Impact Learning Culture: The 40 Best Practices for Creating an Empowered Enterprise, Bersin & Associates / David Mallon, June 2010. Available to research members at www.bersin.com/library or for purchase at www.bersin.com/hilc.

L&D should

evaluate its on-

demand learning

strategies relative

to how it supports

learners in three

specific areas —

search, relevance,

and application.

KEY POINT


Figure 4: Components of Learning Culture6

Learning Culture

Building Trust

Encouraging Reflection

Demonstrating Learning’s

Value

Enabling Knowledge-

Sharing

Empowering Employees

Formalizing Learning as a

Process



http://www.bersin.com/hilc











For on-demand learning, some related considerations are:

• Building Trust — Employees trust each other and the organization.

They need to feel safe to demonstrate a need for help and support,

and to take advantage of provided resources.

• Encouraging Reflection — The organization values taking time to

learn from past mistakes and past successes. On-demand content

can be a catalyst for this type of reflection, as well as a source of

guidance for future action-planning post-reflection.

• Demonstrating Learning’s Value — The organization values

spending time and resources on development. Those who do

commit to learning are rewarded. Providing high-quality, on-

demand content and tools for users helps organizations to show

that they value continuous learning and are willing to invest in it.

• Enabling Knowledge-Sharing — The organization supports the

open flow of knowledge and information. Providing easy access to

repositories of knowledge establishes a precedent for improving

work performance and work life through knowledge-sharing.

Communities of practice and social media sites (e.g., internal

Facebook pages) help support a learning culture by providing the

ability to discuss ideas and lessons learned.

• Empowerment — The organization values trying new things and

taking good risks. Freely available, on-demand learning resources

allow for employees to engage with concepts and ideas that are

outside their day-to-day responsibilities, or that may be a more

advanced level than current needs require. Learners are given the

ability to choose what, how, and when they will learn.

• Formalizing Learning as a Process — The organization has processes

and institutions that encourage learning activities on a frequent

and recurring basis. On-demand learning should be included in the

overall learning architecture of the organization, and integrated

into specific processes and tools (e.g., curriculum maps).

In addition to

providing the tools

and content for on-

demand learning,

it is important

to cultivate a

learning culture

that supports on-

demand learning.

KEY POINT











Case in Point: A Strong Learning Culture Drives On-Demand Learning

In this case in point, we highlight how a Canadian

telecommunications company stays ahead of the curve in a

competitive and complex market by focusing on creating a

high-performance culture that is willing and able to innovate. In

order to maintain a competitive edge, the company has created

a learning culture and on-demand learning strategy. The goal

of this strategy is to make learning connected, consistent, and

collaborative for its 40,000 team members.

The learning culture for this organization can be seen in its

leadership philosophy, which is applicable to employees,

regardless of role. The leadership philosophy is used to

link the company vision, “the future is friendly,” with

individual responsibility. The four leadership values that

form the foundation of this link are related to agility and

continuous learning:

• Couragetoinnovate

• Spiritedteamwork

• Passionforgrowth

• Embracingchange

The learning strategy that supports this vision is based on:

1. Providing a variety of learning opportunities to meet

employees’ needs when they need it

2. Emphasizing employees’ responsibility in meeting their own

learning needs

As can be seen in Figure 5, one of the ways in which the

company achieves these goals is by providing resources (many

of them on-demand) in the areas of formal, informal, and social

learning. (Unlike many organizations, the company views

social learning as being separate from informal learning.)











While it embraces the “meandering style of learning” that is

often associated with on-demand learning, the company also

understands that, in order to support workforce agility, it should

identify ways to require learning by reducing search time and

increasing search efficacy.


Figure 5: Organizational Learning Model Highlights Multiple Learning Options

Case in Point: A Strong Learning Culture Drives On-Demand Learning (cont’d)











For example, in addition to providing online courses and

eBook access, this organization has collaborated with EBSCO

Publishing to give employees access to hundreds of magazines,

trade, and academic journals. This resource is considered

to be important to the company’s strategy because it helps

employees to stay current with issues and trends. To facilitate

the use and application of these resources, the corresponding

landing page is organized into different sections based on how

a learner might use the information (see Figure 6). There is a

section with resources aligned by job families, another with

resources aligned to the leadership value attributes, and a third

based on general topic collections (e.g., Sales, Leadership, and

Information Technology). When users click on one of these links,

they are met with a small subset of resources specifically chosen

by the organization and EBSCO for that topic, rather than the

thousands of potential matches they would receive if they had

used the general search box at the top of the screen.



Figure 6: Organization of EBSCO Resources











The organization of EBSCO material into business-relevant

categories to help learners efficiently find resources reflects a

more general organization-specific learning and collaboration

strategy called ARC. ARC stands for providing access to

resources, recommending specific resources, and curating the

collection to keep it relevant. Curating includes developing

role-based learning profiles and learning recommendations

related to the organization’s leadership value attributes.

To help in making this curating process more effective, the

company embeds its L&D staff, called learning and collaboration

consultants, in specific areas, so that there is strong alignment

with business priorities. Because business priorities change, this

strategy allows the learning organization to efficiently respond

with relevant learning plans.

The organization measures the impact of its informal learning

initiatives through a return on performance metric that it has

developed in-house. According to this metric, 74 percent of

users felt that on-demand informal learning resources directly

impacted their performance. Further, over the last five years, it

has been able to raise its employee engagement scores from 53

percent to 80 percent due, in part, to the implementation of its

overall collaborative learning model. e

Learning and Development’s Changing Role for On-Demand Learning

The effective deployment of an on-demand learning strategy often

requires that L&D functions cultivate some additional skills outside of

the traditional instructional design toolkit.

Content Broker — Content brokers identify the current and potential

content needs of the organization, and evaluate the internal and

external resources available to meet those needs. Content brokers

collaborate with external vendors and internal developers to make sure

that the content is relevant, timely, and deployed in a way that supports

the online learning strategy.












In order to be effective in this role, learning professionals should be

able to identify the content needs of the audience, as well as their

learning preferences. For example, some audiences may prefer to

have access to full-text books, while others prefer to have audio book

summaries. Meeting these preferences may be complicated when

providing on-demand resources to large or global audiences for which

platform or localization issues may come into play.

Content Curator — If the content broker role is responsible for

ensuring that content is available to the organization, the content

curator is responsible for helping individuals and groups identify

which resources are most valuable to them at the moment of need.

This could involve activities, such as help with the development

of curriculum maps or competency matching, or consulting with

communities of practice on resource lists and subscription feeds that

push information out to groups. Content curators also work one on

one with individual employees to develop customized learning plans or

answer the question, “What should I do next?”. In this role, the learning

professional works as an advisor to determine the leading fit between a

specific need and specific resources.

Culture Champion — The third role beneficial for an on-demand

learning culture is that of a culture champion who actively develops

and implements strategies that create and maintain a supportive

learning culture. This involves the active marketing of products and

services to ensure that there is general awareness of the resources and

the stories of achievement associated with using the resources. Formal

and informal communities of practice are a high-quality resource for

developing grassroots interest in on-demand resources. Additionally,

it is important to collaborate with the performance management

and talent management functions of the organization to ensure that

the tools and permissions are consistently in place. Finally, as culture

champions, L&D professionals should promote social learning and

knowledge management as complementary resources to the physical

content collection resources.

The effective

deployment of

an on-demand

learning strategy

often requires

that L&D functions

cultivate some

additional skills

outside of the

traditional

instructional design

toolkit.

KEY POINT











Case in Point: Using Cybrarians to Meet On-Demand Learning Needs

Oracle, a global enterprise technology company with software,

hardware, and cloud solutions, remains an industry leader by

continuing to innovate, while remaining focused on solving

the problems of customers using Oracle technology. To do

this effectively, the company strives to ensure that its 115,000-

plus employees have strong technical knowledge and business

acumen, so that they can help customers to drive business

transformation.

To effectively carry out this goal across a large, dispersed,

mobile workforce, Oracle created a centralized organization

and talent development group within HR, which includes a

virtual information services (VIS) area. The VIS area is charged

with providing a variety of high-quality information services,

including on-demand learning, knowledge-sharing, and

collaboration services (see Figure 7) with one end goal in mind:

Good Information = Smart Decisions = Improved Business

Source: Oracle Corporation, 2013.

Figure 7: The Virtual Information Services Logo











Given Oracle’s size and global distribution, there is not one

overarching learning culture that informs its on-demand

learning strategy. Rather, its on-demand strategy is based on

the reality that different parts of the company and different

locations will likely have different needs and preferences.

For that reason, the VIS team works closely with specific

stakeholders to help to ensure that the relevant resources are

available in the preferred modality(s), while still maintaining

consistent standards across the globe.

VIS team members, called cybrarians, perform several roles. One

of the specific roles is identifying and procuring the highest-

quality content to meet current and potential needs. This

often requires having strong business acumen and information

science experience. Another role of the VIS team is helping to

ensure that the content is available across a variety of platforms.

Oracle employees tend to work wherever they are, whether it

be on a plane, train, or in an office. Therefore, it is important

that learning and information services be available almost

everywhere as well – virtually anytime, anywhere. A third role

is building awareness of the products that are available. This

includes both direct marketing initiatives (such as webinars with

functional teams) and indirect initiatives (such as recruiting

“evangelists”) to promote products at the grassroots level.

Finally, VIS team members serve as personal advisors to help

employees to find the individual resources they need.

Employees can connect with the VIS team through instant

messaging, internal social networking sites, and email in

order to ask questions, request resources, or even recommend

publishers that should be included in the VIS collection. The

VIS team makes active use of the existing social networking

resources at Oracle in each of these roles. These collaboration

and communication tools not only provide a way to promote

existing resources, but also help the VIS team to keep a pulse

Case in Point: Using Cybrarians to Meet On-Demand Learning Needs (cont’d)











on business needs, so that VIS team members can efficiently

identify, create, and share critical information.7

A good example of how the VIS team builds awareness and

relevance for on-demand learning can be seen in how its

members actively manage, integrate, and communicate their

subscriptions to information services that provide online

magazines and journals, books summaries, and eBooks. Oracle

makes the resource collections available to all employees. The

collections can be accessed from the VIS site directly.

To support the use and application of these resources, however,

the VIS team actively looks for ways to integrate the resources

into locations where employees are most likely to go for

information. For example, VIS team members work with the

leaders of communities and business areas to develop resource

lists for their groups or articles for their newsletters (see

Figure 8). Similarly, VIS works with managers and team leads

to develop RSS feeds that automatically keep teams updated

on new resources. The VIS team also collaborates with other

members of the L&D team to recommend resources supporting

formal learning events. Through efforts like these, the VIS team

gives employees a specific reason to go to the site, which often

results in them returning later for more self-directed learning.

7 For an example of how VIS uses social networking at Oracle go to:

https://blogs.oracle.com/webcenter/entry/oratweet_information_

matters_to_virtual.


https://blogs.oracle.com/webcenter/entry/oratweet_information_matters_to_virtual

https://blogs.oracle.com/webcenter/entry/oratweet_information_matters_to_virtual











The effectiveness of the on-demand learning initiatives can

be difficult to measure directly; however, Oracle believes that

having access to the right information at the time of need

helps the business by enhancing a variety of different

factors — productivity, efficiency, business decision, competitive

advantage, customer support, research and development, and

product development. The company measures the effectiveness

of the VIS programs quantitatively by tracking trends in usage

for publications, as well as through increases in requests for

information. Qualitatively, it pursues stories from users about

how they have applied what they have learned. For example,

one senior director stated,

“Just in the past year, I have been able to use these

digital resources in a number of areas, improving

both our business and our personnel development.

For our main business, my team has been able to

access publications specific to the industries we are

responsible for, such as life sciences, healthcare,

Source: Oracle Corporation, 2013.

Figure 8: Oracle Builds Awareness of the On-Demand Resources in Internal Newsletters












and insurance. We have also used resources to learn

more about our customers and their businesses.

My managers and I have used resources for team-

building and effective coaching. We also use these

resources for employee development. Each employee

must select a book to read as part of their

personal development.”

Across these measures, VIS has seen a significant increase in

the use and application of its resource collections. This increase

reflects that information about VIS’s services has spread across

the company as influential users find value in a resource and

then share what they have learned. e

Conclusions

Developing an agile workforce often requires creating an agile learning

culture in which learners have the tools and permission to define their

learning needs, resolve them, and apply them to business challenges.

This does not mean that learners are left to fend for themselves — in

fact, it is just the opposite. As the cases in point show, creating an

agile learning culture depends on the careful development of tools

and processes that support learners and build context for what they

have learned.

This cannot be accomplished unless L&D functions address their own

learning agility as well. To facilitate agility, learning professionals

should consider using traditional skills (such as conducting needs

analysis and vendor management) in new ways to broker and curate

on-demand content, and to champion an on-demand and consistent

learning culture.












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• Workshops—Bersin analysts and advisors conduct onsite workshops on a wide range of topics to educate, inform, and inspire HR and L&D professionals and leaders.

For more information about our membership program, please visit us at www.bersin.com/membership.

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About UsBersin by Deloitte delivers research-based people strategies designed to help leaders and their organizations in their efforts to deliver exceptional business performance. Our WhatWorks® membership gives Fortune 1000 and Global 2000 HR professionals the information and tools they need to design and implement leading practice solutions, benchmark against others, develop their staff, and select and implement systems. A piece of Bersin by Deloitte research is downloaded on average approximately every minute during the business day. More than 5,000 organizations worldwide use our research and consulting to guide their HR, talent, and learning strategies.

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