learning technology 2016: embracing innovation …€¦ · leverage technology for a truly blended...

Industry Perspective

Learning Technology 2016:Embracing Innovation

for a Better Learner Experience

Brandon Hall Group Research TeamJuly 2016

©2016 Brandon Hall Group. Licensed for Distribution to DDI. 2

Learning Technology 2016: Embracing Innovation for a Better Learner Experience

Executive Summary 4

Learning Technology Critical Calls for Change 9

1. Focus on the Learner 10

2. Explore New Learning Modalities 10

3. Leverage Technology for a Truly Blended Learning Experience 11

4. Realize the Potential in Mobile, Social and

Collaborative Technologies 12

Research Findings that Support Change 13

1. Most Organizations are Held Back by Weak – or Non-Existent – Technology Strategies 14

2. Social and Mobile Technologies are Top Priorities, Especially for Mature Organizations 16

3. Technology Buyers Embrace the Importance of the User Experience 18

4. Informal Learning Technologies Drive Great User Experience 20

5. Satisfaction Levels are Poor Across the Learning Technology Spectrum 24

6. Integration is a Critical Cog in the Technology Puzzle 29

TABLE OF CONTENTS



Conclusion 33

Brandon Hall Group’s Research Methodology 36

Authors and Contributors 37

About Brandon Hall Group 38



Executive Summary The tide finally appears to be turning for learning tech-nology. After a decade of inertia, the top learning priority for organizations surveyed in Brandon Hall Group’s 2016 Learning Technology Study is exploring new or different learning technologies. Over the next 12 months, new technologies take priority over even perennially import-ant initiatives such as developing the learning strategy and improving the link between learning and performance.

Figure 1 Top 5 Learning & Development Priorities

Source: 2016 Brandon Hall Group Learning Technology Study (n=302)

Combine that with the fact that exploring new or differ-ent modalities rounds out the top five, and this data sug-gests that organizations are finally getting serious about changing the way they deliver learning.

For years, organizations have been talking about new tech-nologies, but have continued to deliver a very two-dimen-sional learning experience. Even as mobile technology



NOTABLE INSIGHT

has become more ubiquitous and learners clamored for collaboration tools, companies have been developing learning that essentially consists of classroom instruction and eLearning modules, which -- if you subscribe to the 70/20/10 model -- only represents about 10% of how people learn at work.

Satisfaction with current learning technology remains solidly mediocre across the board, as it has been for the last three or four years. Not one aspect of learning tech-nology scored better, on average, than 2.9 on a 4-point scale (or 72 on a 100-point scale, no better than a solid C. And similar to previous years, 44% are actively seeking to replace their current platform within the next two years (and more than half of them say within one year).

But the technology journey may be rough for many or-ganizations. Only 20% of organizations in our research have fully mature, robust learning technology strategies governing the implementation of these solutions. This leaves the rest without any clear guidance or a roadmap forward, which also feeds into their dissatisfaction. In es-sence, these organizations are simply acquiring technol-ogy, rolling it out, and hoping for the best. It has been proven time and time again that technology cannot fix a bad process. An organization needs a clear vision on how learning technology is going to help them move forward and achieve business goals if they want that technology to truly be effective.

For the 44% of companies looking to make a change (that’s up from 38% last year), improving the user experience is the number one reason.

It has been proven time and time again that

technology cannot fix a bad process. An organization needs a clear vision on how learning technology

is going to help them move forward and achieve business

goals if they want that technology to truly be effective.



Figure 2 Top 5 Reasons for Switching Learning Technology


If we look at these results together – the embrace of new technology and a desire for a better learner experience -- we find ourselves at a pivot point where companies fi-nally begin to use technology to deliver a variety of learn-ing experiences that are more relevant to learners and based on a model whose foundation can be found in the 70/20/10 framework.

70/20/10 has been around for more than two decades, and essentially posits that 10% of what people learn at work comes from formal classroom and course instruc-tion, 20% comes from informal sources and collaborating with colleagues, and the remaining 70% comes from on-the-job, experiential learning. While we do not consider this to be a precise formula for organizational learning, it does provide solid insight into how people learn. Using the framework as a guide, organizations can leverage technology to deliver a much more effective, well round-ed learning experience, as illustrated in Figure 3 (on the next page).



Figure 3 Benefits of the 70/20/10 Framework

Source: Brandon Hall Group 70/20/10 Study (n=242)

While our research indicates that organizations believe they could be getting better results from all of their learn-ing technology, it is more important to understand why. It is not simply because the vendors are producing infe-rior technology. While there is always room for improve-ment, we are currently seeing some of the most innova-tive learning technology in a long time. Instead, this study shows that a company’s success or failure with learning technology rests far more with strategy (or lack thereof). Organizations that do not take the time to build a solid strategic foundation on which to build their learning tech-nology ecosystem not only end up dissatisfied, but they end up stuck in place, shackled by outmoded technology that prevents them from moving forward.

Conversely, companies that start with a robust strategy are able to better leverage existing technology, as well as make decisions about which technologies will serve them in the future. For example, there is overall a heavy



reliance on technology for formal learning delivery, in-cluding in-person classroom scheduling, eLearning con-tent delivery, and virtual classrooms. Yet forward-looking organizations with robust learning technology strategies are keenly focused on broadening their approach to in-clude technologies that enable more informal, collabo-rative and experiential learning. Figure 4 presents a few examples.

Figure 4 Comparative Importance of Informal/Experiential Learning Functionalities


Another important distinction between developing and mature technology programs is the need for systems inte-gration. Companies with more fully developed strategies are also more likely to have their technology integrated with other systems. Integration is critical moving forward as technology advances and data analysis across the busi-ness is required. Looking ahead, more than two-thirds of companies are looking for technology platforms that offer a suite of solutions already integrated, rather than a best of breed solution.



In the remainder of the report, we put forth four critical calls for change to further diversify learning delivery to improve individual and organizational results through the more effective use of technology. These assertions will be thoroughly supported by the Top 6 findings from the 2016 Brandon Hall Group Learning Technology Study, which surveyed more than 300 learning and business leaders from more than 20 countries and industries in the spring of 2016. (See Research Methodology, page 36).

Learning Technology Critical Calls for Change

Focus on the Learner

Explore New Learning Modalities

Leverage Technology for a Truly Blended Learning Experience

Realize the Potential in Mobile, Social and Collaborative Technologies

1

2

3

4



NOTABLE INSIGHT

1. Focus on the LearnerThis may seem obvious, but the fact of the matter is that learners are often near the end of a very long list of prior-ities when it comes to organizational learning. There are stakeholders, budgets, compliance challenges, reporting issues, skill gaps, competencies and a whole array of con-cerns that put various amounts of pressure on the learning function. Amid all that pressure, the learner can get for-gotten, left to consume training that feels irrelevant and unrelatable. Not only have technology solutions not been terribly user-friendly, but organizations have not been focusing their strategies on the learners, either. In other words, a platform that has a very user-friendly interface is not going to make up for content that is not relevant or a strategy that eschews the needs of the learners.

An improved user experience is the number one reason organizations want to switch technologies. 87% of survey respondents said an intuitive, user-centric interface was the most critical new requirement for a learning man-agement system, and 83% said the ability to create the intuitive user-centric interface was the most critical com-petency for their next provider. In the end, learning and development has to be seen as part of the job, not a sep-arate activity. Experiences that align with how employees work and how they learn are far more effective. That can only happen with a clearly defined strategy that puts the learner at the forefront.

2. Explore New Learning ModalitiesIn order to create these experiences, organizations need to step outside the comfort zone of the classroom and the course. Not that these modalities should be abandoned. They are, and will continue to be, a critical learning deliv-ery method. However, by themselves the classroom and

Learning and development has to be seen as part of the job, not a separate activity. Experiences that align with how employees work and how they learn are far more

effective. That can only happen with a clearly

defined strategy that puts the learner

at the forefront.



NOTABLE INSIGHT

the course do not comprise a complete, effective and at-tractive learning experience, especially against the back-drop of the blended learning framework and digital-na-tive Millennials who will soon become the majority of the workforce. In fact, previous Brandon Hall Group research found that informal peer-to-peer learning, coaching and mentoring, and on-the-job exercises were considered to be nearly as effective as instructor-led classroom train-ing, but were used 65% to 67% less often. This is a major opportunity that organizations must seize, and this latest research indicates that organizations are finally poised to address.

3. Leverage Technology for a Truly Blended Learning ExperienceCompanies often provide classroom training and web-based training and call it blended. But a truly blended ap-proach involves multiple modalities that can meet the var-ious needs of a diverse learning audience. Organizations need to embrace technology that allows them to focus on the 80% of learning that is not formal classroom or web-based training. This functionality exists within many of the LMS platforms available, but companies have been obsessively focused on creating courses and filling class-rooms. The learning strategy itself needs to recognize the existence, strengths and value of informal and experien-tial learning and the technology that must be used to ex-ecute.

The technology available today allows organizations to provide necessary formal training and expand and en-hance that experience with collaboration, mobility and context. An embrace of a blended environment is the foundation for changing learning from disconnected event to part of a continuous experience.

Our research shows that informal peer-

to-peer learning, coaching and

mentoring, and on-the-job exercises are

nearly as effective as instructor-led

classroom training, but were used 65% to 67% less often.



NOTABLE INSIGHT

4. Realize the Potential in Mobile, Social and Collaborative TechnologiesIn order to execute on a more expansive learning strat-egy, new technologies need to be leveraged. There is no doubt that mobile devices will play an increasingly inte-gral role in how people live, work and learn. The poten-tial for someone to have everything they need to know at their fingertips is a quantum leap forward for perfor-mance support. Even in the simplest use, mobile devic-es provide learners with the opportunity to interact with learning when, where and for as long as they want to. The personalization of the mobile device also provides new possibilities for more contextual, relevant learning.

As multiple studies have shown, people learn more, are more engaged, and retain knowledge longer when they are able to collaborate. Schools and universities are em-bracing this concept even more so than corporations, pro-viding students with both physical and digital spaces to work together and learn from one another. Social and col-laborative tools within learning technologies allow com-panies to promote and leverage the 20% of the 70/20/10 model and make collaborative learning easier, more ef-fective and more impactful.

Social and collaborative tools

within learning technologies allow

companies to promote and leverage the

20% of the 70/20/10 model and make

collaborative learning easier, more effective and more impactful.



Research Findings that Support Change

Most Organizations are Held Back by Weak – or Non-Existent – Technology Strategies

Social and Mobile Technologies are Top Priorities, Especially for Mature Organizations

Technology Buyers Embrace the Importance of the User Experience

Informal Learning Technologies Drive Great User Experience

Satisfaction Levels are Poor Across the Learning Technology Spectrum

Integration is Critical Cog in the Technology Puzzle

1

2

3

4

5

6

The need for organizations to rethink their approach is embodied in the key findings from our research. Starting on the next page are the key drivers of change in how or-ganizations plan for, and utilize, learning technology.



NOTABLE INSIGHT

1. Most Organizations are Held Back by Weak – or Non-Existent – Technology StrategiesThe learning technology landscape is incredibly wide and deep. There are as many as 700 LMS providers out there, and a multitude of niche video, social, mobile and con-tent players in the space as well. Despite the vast array of tools and platforms available, the study found that one-third of companies have yet to implement any technology whatsoever. Most of these companies are relatively small – 40% have fewer than 750 employees. However, 90% of these companies plan to roll out some sort of learning technology in the near future. That leaves about 3% over-all with no plans to implement.

To analyze the maturity of organizations’ learning tech-nology, Brandon Hall Group has developed five levels of maturity:

• Non-Existent: No learning technology in place and no plan to implement

• Developing: Formulating learning technology strategy with plans to deploy in the near future

• Standardized: Loosely defined learning technology strategy with some technology implementation

• Optimized: Learning technology strategy and accom-panying technology roadmap, but with little analytics capability

• Innovative: Learning technology strategy with full aligned technology roadmap, with technology de-ployed in an integrated fashion complete with data analysis.

Despite the vast array of tools and platforms

available, the study found that one-third of companies have yet to implement any technology

whatsoever. However, the great majority plan to implement

some sort of learning technology in the

near future.



Figure 5 shows the spread of organizations among the five levels. The most important takeaway is that 67% of organizations surveyed have no better than a loosely de-fined learning technology strategy with no technology roadmap and technology that is not integrated. One-third of organizations have no technology in place, though the great majority of those plan to deploy soon.

Innovative5Robust learning technology strategy and a fully aligned technology roadmap, and learning technology has been deployed in a fully integrated fashion complete with data analysis.

Optimized4Learning technology strategy in place with accompanying technology roadmaps, and learning technology has been deployed in a consistent and integrated fashion, but without much in the way of analytics.

Developing2Formulating learning technology strategy with plans to deploy in the near future.

Non-existent1No learning technology in place and no plan to implement.

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Learning TechnologyMaturity Levels

Standardized3Loosely de�ned learning technology strategy despite the absence of a technology roadmap, and learning technology has been deployed in a consistent yet non-integrated fashion.

46%

Figure 5 Learning Technology Maturity Levels

Source: 2016 Brandon Hall Group

For the companies that do employ learning technology, more than two-thirds fall into the “Standardized” category. These companies have implemented learning technology, but they have done so without a whole lot of structure or governance. The solutions they have deployed typically aren’t integrated with one another, let alone with other



NOTABLE INSIGHT

systems throughout the organization. There is very little in the way of analytics within this group, if any, so there is essentially nothing tying the technology rollouts back to the business and these companies can’t really be sure how well the technology they are using works.

Only one-fifth of organizatons overall -- and less than one-third of companies with learning technology in place -- have mature strategies for their technology and have integrated it with other systems. And while these com-panies are better positioned to take advantage of their available technology, even fewer have the data analysis in place to draw sound conclusions about learning’s impact on the business. And while large companies (10,000+ employees) are more likely to have technology in place, the maturity levels remain about the same, with only 8% reaching the highest, or “Innovative” level.

2. Social and Mobile Technologies are Top Priorities, Especially for Mature OrganizationsExploring new technologies and modalities is the top learning priority for organizations overall, according to our research. But the priorities are significantly different between organizations with mature technology strat-egies and those with only loosely defined strategies. Organizations at the Optimized and Innovative levels are 43% more likely to rank exploring new technologies as the top priority than Standardized organizations. This high-lights the difficulty of moving forward without a mature plan and technology roadmap because changing the ap-proach requires leadership buy-in, planning, and funding that go hand-in-hand with a formal, mature strategy.

For those companies that do have formal strategies and

Organizations at the Optimized and Innovative levels

are 43% more likely to rank exploring new technologies as the top priority than Standardized organizations. This

highlights the difficulty of moving forward without a mature

plan and technology roadmap because

changing the approach requires leadership

buy-in, planning, and funding that go hand-in-hand with a formal,

mature strategy.



roadmaps, their sights are clearly set on mobile and social learning technologies (Figure 6). It is important to note that the organizations with the more mature technolo-gy strategies have made mobile learning a bigger prior-ity than anything else. These organizations can see how this technology fits into their ecosystem and are ready to move forward.

Figure 6 Top Learning Technology Priorities (By Maturity Level)

*Standardized is defined as loosely defined learning technology strategy, no technology roadmap, and technology deployed in non-integrated fashion.

**Optimized/Innovative: Well-defined learning technology strategies with technologies deployed in a consistent and integrated fashion; Optimized organizations do not have data analytics capabilities; Innovative organizations do.


Further evidence for the growth of these types of tech-nologies can be found in the learning technology budget. Right now, on average, 5% of this budget goes to social/collaboration tools and 4% goes to mobile specific tech-nologies. Those percentages might seem small, but in a budget dominated by the LMS and content, they are significant. But more telling is that these two areas are the most likely to increase over the next 12-18 months.



Nearly 40% of companies say the allocation for mobile will increase, and 35% say the same about social/collabo-ration tools.

3. Technology Buyers Embrace the Importance of the User ExperienceAbout 44% of companies are actively considering replac-ing the current LMS solution, and 58% of those plan to do so within the next year. This number is up a bit from 2015 (38%), so what is driving companies to change? An over-whelming 87% indicate it is the need for an improved user experience. The second most common reason is the need for an improved administrative experience (74%). Ease of use has always been near the top of drivers for change, but never with such authority.

Figure 7 Top 5 Reasons for Switching Learning Technology


It seems to be common sense that a system should be easy to use, but the stark reality is that many learning software applications are anything but. There can be too many features, too much clutter and too many clicks.



User experience is critical in learning, as this software is often the first interaction an employee has with the or-ganization. Also, in our increasingly virtual workforce, it can sometimes be the only connection and employee has with the organization. A bad UX equals poor engagement that can be difficult to turn around.

To put into perspective just how important UX is, 43% of companies say that an intuitive, user-centric interface is essential when buying new learning technology, and 40% say it is critical to their business. This lands it squarely on top as the most critical competency companies are look-ing for from a technology partner.

Figure 8 Top 5 Critical Technology Provider Competencies




NOTABLE INSIGHT

4. Informal Learning Technologies Drive Great User Experience So what is the “User Experience?” At a basic level, it’s how the learner interacts with the content provided via the technology used to deliver it. Organizations and their learners are looking for solutions that are far more intu-itive than the technology they’ve been using -- solutions that behave in the same ways as the technologies we use in our daily lives. No one reads the Facebook user manu-al or a YouTube tutorial before they get started. Learners want and need technology that behaves similarly so they can easily navigate their way around.

Traditionally this idea of user experience has only applied to interactions with the LMS - whether browsing cours-es, following their development plan, or clicking through an online course. But the truth of the matter is that the learner experience goes far beyond this.

The learner experience is an amalgam of all the learning interactions one might have. This of course includes class-es and courses, but it also means peer-to-peer learning experiences, coaching experiences, simulation experienc-es, and anything else that can fall under the umbrella of learning.

The takeaway here is that while overall there is a heavy reliance on technology for formal learning delivery, for-ward-looking organizations with robust learning technol-ogy strategies are keenly focused on broadening their approach. There is a requirement for different types of learning experiences that are technology-enabled.

For the purposes of this study, we divided technology functionality into three categories: Formal, Informal, and Experiential, to mirror the 70/20/10 framework. And while all organizations are still primarily focused on the formal

While overall there is a heavy reliance on technology for formal learning

delivery, forward-looking organizations with robust learning

technology strategies are keenly focused

on broadening their approach. There is a requirement for different types of

learning experiences that are technology-

enabled.



aspects of learning technology, the more advanced organi-zations with strong technology strategies (Optimized and Innovative) are doing more to incorporate the informal and experiential than the “Standardized” organizations. These companies with less mature technology strategies do not have the roadmap necessary to see far beyond the learning they are delivering today and therefore continue to focus almost solely on formal learning delivery.

First, we see the evidence of how entrenched formal learning is from a technology standpoint:

Figure 9 Formal Learning Functionalities Rated as Important






Figure 10 Comparative Importance of Informal Learning Functionalities (Top 8, Optimized/Innovative vs. Standardized)

The mainstays of formal learning – classrooms, eLearning, assessments, etc. – are seen as very important to both groups. It is when we venture outside of the formal we begin to see some separation:




In the informal learning category, we see that the more advanced organizations expect much more from their technology solutions, and by a significant margin. There are significant gaps in the perception of importance of the more innovative technologies between organizations with loosely defined strategies (Standardized Level) and those with mature technology strategies (Optimized/Innovative levels)

In fact, the criticality of both discussion forums and col-laboration platforms is greater than the majority of for-mal functionality for these organizations. Optimized and Innovative companies are more than 50% more likely to want these features. Functionalities that require a larger commitment to informal learning show even larger gaps



Figure 11 Largest Gaps in Importance of Informal Learning Functionalities (Optimized/Innovative vs. Standardized)


in importance between the more mature and less mature learning technology organizations.

The story is similar for experiential learning functionality, although there are far fewer items in this category be-cause technology does not often play a role in on-the-job training. But the features listed can go a long way in fa-cilitating this type of learning. Once again, the Optimized and Innovative groups are looking for more functionality around experiential learning, with the exception of track-ing things like job rotations and stretch assignments. But in the case of electronic job aids and mobile apps, the differences are striking. For the more advanced group, electronic job aids are more important than any informal learning functionality.



Figure 12 Comparative Importance of Informal Learning Functionalities (Optimized/Innovative vs. Standardized)


5. Satisfaction Levels are Poor Across the Learning Technology SpectrumWe’ve seen how important various types of learning tech-nology functionalities are to organizations. The question then becomes, are they getting what they want? Based on satisfaction scores, the answer is unfortunately, “sort of.”

Using the same three categories as in the earlier section, organizations were asked to rate the satisfaction levels for the functionalities that they used across a four-point scale: Not at all satisfied, somewhat satisfied, satisfied, and very satisfied. Overall, not one item across all three categories averaged higher than 2.87, which is an unin-spiring B-. However, when we look at organizations by the maturity of their learning technology strategy, we see



again that the advanced organizations are significantly more satisfied in every single category.

Figure 13 Satisfaction with Formal Learning Functionalities (4-point Scale)


Organizations with a more mature learning strategy are 25% more satisfied with eLearning course management, 34% more satisfied with virtual classroom management, and 45% more satisfied with certification management.

The other story here, though, is that some of the func-tionalities that are considered most critical have some of the worst satisfaction scores. Take analytics for example. This item is number three in importance, yet scores in near the bottom for satisfaction. This continues a theme we’ve seen for the past several years where organizations put robust reporting and analytics at the top of their wish list and are continually dissatisfied with what they are getting. The pattern continues for informal learning func-tionality:



Figure 14 Satisfaction with Informal Learning Functionalities


Again, without exception, the companies with more ma-ture strategies are more satisfied with their informal learning technology. What is most striking here is that not one of the scores for the Standardized group is high-er than the lowest score from the Optimized/Innovative group. And just like with formal learning, there are some decisive gaps, including augmented reality, mobile apps, and facilitation of coaching/mentoring. To drive the point home, we looked at experiential learning:



Figure 15 Importance of Experiential Learning Functionalities


There are a few conclusions to be drawn from these sat-isfaction scores:

• Organizations believe they could be getting better re-sults from all of their learning technology.

• Companies believe that their formal learning technol-ogy is currently serving them better than their forays into informal and experiential learning. But this is not really a surprise as many of these technologies and the modalities they support are new to the learning ecosystem. As companies begin to implement them, it takes time for everything to click. Make no mistake, sat-isfaction is not the same as effectiveness, and previous Brandon Hall Group research puts things like coaching and mentoring, peer-to-peer learning, and collabora-tion about even with Instructor-led classroom training for effectiveness.

• Lastly, these results show that organizations with stronger technology strategies are simply getting more bang for their buck. No matter what technology or modality we look at, these more mature organizations are better at making it work. If both groups are using the same technologies (albeit to varying degrees) and one group is more satisfied than the other, what is



NOTABLE INSIGHT

the differentiator between the two groups? It all goes back to the strategy. Without a framework upon which to make technology decisions, governance to manage its deployment, and a roadmap to plan for the future, the returns on technology investment are far less. Organizations that take a pragmatic approach to tech-nology selection, base decisions on future needs of the organizations and not simply to solve immediate challenges, end up far happier with their results.

The path to an effective learning technology strategy is outlined in Brandon Hall Group’s technology selection framework:

Phase 1: Planning and Alignment• Identify key business drivers.

• Obtain executive alignment/buy-in.

• Develop technology selection project plan.

Phase 2: Discovery• Conduct research to get an overview of the technolo-

gy market

• Define system requirements

• Develop specific use cases for the technology in your organization, based on the key business drivers and learning needs

Phase 3: Vendor Evaluation• Shortlisting providers

• Develop RFPs

• Evaluate vendors

Without a framework upon which to make

technology decisions, governance to manage

its deployment, and a roadmap to plan for the future,

the returns on technology investment

are far less.



Phase 4: Vendor Selection• Compare scorecards

• Contract negotiation

Phase 5: Implementation• Change management plans

• Develop technology roadmap

• Develop governance model

6. Integration is a Critical Cog in the Technology PuzzleOne of the biggest challenges in creating a learning envi-ronment that encompasses these different experiences is that often they don’t all occur on the same platform. LMS providers are continuing to expand their functionality, but there is a vast array of niche providers with solutions to address specific functionalities as well. We have seen how important reporting and analytics are to organizations, so that often means some level of integration with other systems outside of learning. Figure 16 (on the next page) illustrates just how many different systems, platforms and applications may have to integrate with the LMS.



Figure 16 Percentage of Organizations that Integrate LMS with Other Systems


While not every organization will have every item on this list, it still represents a dizzying array of technology inte-gration possibilities. As companies look to expand their learning experiences and their analytics capabilities, they may begin using the Tin Can or xAPI to capture this new kind of learning data. This is why 14% of companies have integrated a Learning Record Store in order to keep and manage this data. Items like social/collaboration tools



show such a small percentage for two reasons. One, they are still relatively new, and two, many LMS platforms in-clude this functionality.

Integration is a huge requirement for most companies. More than three-quarters say it is either essential or crit-ical that their provider has integration capabilities as one of its main competencies. And companies are generally satisfied with the integrations they have in place, or at least as satisfied as with the functionalities we looked at earlier.

Figure 17 Integration Satisfaction


Moving forward, companies generally are looking for platforms that offer a suite of solutions already integrat-ed, rather than a best of breed solution. This is especially true for the Standardized group:



Figure 18 Next Learning Technology Purchase




Integration is so important and often so challenging that, overall, companies would rather get a solution that al-ready has all the parts they need. However, we see that companies with stronger technology strategies are more likely to look for best of breed solutions than everyone else. The existence of the strategy makes is easier for these companies to manage different solutions and see how they work together within their ecosystem. This gives them more flexibility in seeking out better solutions for specific learning needs rather that a one-size-fits all suite.

As for what companies want to be already integrated into their solution, talent management and content manage-ment top the list (on the next page).



Figure 19 Importance of Integrated Solutions


ConclusionOrganizational learning has finally begun to make a change similar to the advent of eLearning itself. Many factors are converging at this point in time that are bringing about this change. Millennials now make up the largest genera-tional group in the workforce. They bring with them their digital nativism and a way of doing things that involves technology at essentially every turn. Technology itself has enabled us to communicate and collaborate in ways we never thought possible. Smartphones are ubiquitous, high-speed connectivity is plentiful, and people have come to expect technology to solve almost any challenge. In the past, the technology available to us dictated how



we learned. Right now, technology has finally caught up to us, and we can use it to work, learn and collaborate in ways that are natural.

Some organizations have been doing this for years, many more haven’t even thought about where to start. But the time is perfect to completely rethink your learning tech-nology strategy and begin to shift away from a traditional, static model that really only focuses on a small portion of how the human mind learns. This is not a call to abandon the classroom or destroy the course. Instead, it is time to rethink the classroom and redesign the course, as well as introduce new technologies and modalities that let peo-ple learn in ways that work for them. It is critical that com-panies begin to take these steps:

• Examine your organization’s approach to learning technology. If there isn’t a firm strategy in place for how you select, implement and manage the technolo-gy, start to develop one. Make sure there is a roadmap for how the technology assists in executing the overall learning strategy.

• Focus on the learner. We all respond better to experi-ences that are relevant and engaging. While identify-ing the needs of the organizations that can be met via learning, do not forget to identify the needs of your various learning audiences. Build experiences around those needs.

• Enable collaboration. People learn from one another, and technology is available to connect people within the learning environment so they can share insights, expertise and perspectives that simply don’t exist in an event-based learning environment.

• Determine your learners’ mobile needs. Not every or-ganization needs everything to be mobile all the time.



It all depends on the learners, the content and the de-sired outcomes.

• Identify technology providers whose solutions fit your organization’s strategy, learners, and social and mobile learning needs.



Brandon Hall Group’s Research Methodology

Phase Five

Phase Four

Phase Three

Phase Two

Phase One

Evaluation of Businessand Talent LandscapeWe study current trends tohypothesize about how theymight influence future eventsand what effect those events islikely to have on your business.

Quantitative SurveysTo test our hypothesis, we gather empirical insights through formal and informal surveys completed by Executives, Chief Human Resources Officers, VPs of Talent and other business leaders as well as HR, Learning and Talent Leaders and employees.

Qualitative InterviewsTo check assumptions generated from surveys andto add context to the empirical survey data, wetalk to Executives, Chief HR Officers, VPs of Talentand other business leaders as well as HR, Learningand Talent Leaders and employees.

Expert Resident KnowledgeOur quantitative and qualitative findings are sharedwithin our internal research community and rapidlydebated in peer review sessions to test validity andpracticality.

Scholarly Reviews

We study and analyze renowned academic research comparing andcontrasting their findings to our own and again engage in rapid debate toensure our findings and analysis stand the tests of business usability. Newperspectives are shaped and added as appropriate.

Emergent TrendsAfter studying and analyzing allcollected data, we see and document patterns emerging within high performing companies. We create initial drafts of our findings, leading practices and high impact processes.

Market TestingWe fortify and validate our initial findings, leading practices and high impact processes within the analyst environment, our own Advisory Board and select other clients and prospects that offer fair assessment of thepracticality and usability of our findings, practices, and processes. Again we add new perspectives as appropriate before readying the research for publication.

Analytics-Based Reportsand ToolsAfter verifying our position internally, in alignment with scholarly research, and the market and completing rigorous peer reviews, our position is documented and published, made available to our members, in the form of reports, tools and online searchabledatabases.

Client-CenteredBusiness Goals

Research MethodologyEmployerBrand

BusinessPerformance

ClientLoyalty

MarketLeadership

ResearchMethodology



Authors and ContributorsDavid Wentworth ([email protected]) is Principal Learning Analyst at Brandon Hall Group, focusing on all aspects of learning and the technol-ogy that supports it. David has been in the

human capital field since 2005 and joined Brandon Hall Group as senior learning analyst in early 2012.

Claude Werder ([email protected]) ed-ited this report. He is the Vice President of Research Operations and Principal HCM Analyst at Brandon Hall Group. His responsibilities include overseeing Brandon Hall Group’s team of analysts, directing research priori-ties, content quality assurance, and producing the annual HCM Excellence Conference.

Carol Clark ([email protected]) is a Copy Editor and Graphic Artist at Brandon Hall Group and provided editing support for this report.

Nissa Benjamin ([email protected]) is the Marketing Coordinator at Brandon Hall Group and created the graphics and layout for this report.



About Brandon Hall GroupBrandon Hall Group is a HCM research and advisory services firm that provides insights around key performance

areas, including Learning and Development, Talent Management, Leadership Development, Talent Acquisition,

and HR/Workforce Management.

With more than 10,000 clients globally and 20 years of delivering world-class research and advisory services,

Brandon Hall Group is focused on developing research that drives performance in emerging and large organi-

zations, and provides strategic insights for executives and practitioners responsible for growth and business

results.

At the core of our offerings is a Membership Program that combines research, benchmarking and unlimited ac-

cess to data and analysts. The Membership Program offers insights and best practices to enable executives and

practitioners to make the right decisions about people, processes, and systems, coalesced with analyst advisory

services which aim to put the research into action in a way that is practical and efficient.

The Value of MembershipThe Brandon Hall Group Membership Program encompasses comprehensive research resources and an array of

advisory services. Our Membership Program provides:

Cutting-Edge Information – Our rigorous approach for conducting research is constantly evolving and up-to-date,

providing your organization with current and future trends, as well as practical insights.

Actionable Research – Your membership includes advisory services and tools that are research-driven and pro-

vide you a breakthrough approach to addressing immediate challenges and opportunities inside your organiza-

tion.

Customizable Support – Whether you are an executive or entry-level practitioner, our research and analyst in-

sights can be leveraged at an individual level and across the entire organization. We realize that every organiza-

tion has unique needs, so we provide multiple analyst and research access points.

Community of Peers – We realize the value of connecting with your peers and being part of a community that

is focused on continuous improvement. Your membership provides you with personal connections to fellow

professionals.

Unlimited Access – Every member of your team has the ability to utilize research, best practices, and advisory

services when they need it most.

To learn more about Brandon Hall Group, please call us at (561) 306-3576 or email us at success@brandonhall.

com.

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