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Semelhante a GOVIS 2007
Semelhante a GOVIS 2007 (20)
GOVIS 2007
- 1. Miranda Welch & Nolen Smith Learning Technologies “ The future is here. It's just not widely distributed yet.” -William Gibson
- 16. Learning Technology – why now? Great HR Man
- 17. 75% of costs are people costs Budgets are squeezed, efficiency demanded ROI expected but hard to calculate Need to respond to the pace of change Customise my content Hard to find, and keep, skilled staff Learning Technology – why now?
- 18. Traditional Classroom training is expensive and time consuming, and pretty ineffective but it’s what we know 75% of costs are people costs Budgets are squeezed, efficiency demanded ROI expected but hard to calculate Need to respond to the pace of change Customise my content Hard to find, and keep, skilled staff Learning Technology – why now?
- 19. Faster and cheaper and more effective training through Collaboration and Joint effort Traditional Classroom training is expensive and time consuming, and pretty ineffective but it’s what we know 75% of costs are people costs Budgets are squeezed, efficiency demanded ROI expected but hard to calculate Need to respond to the pace of change Customise my content Hard to find, and keep, skilled staff Learning Technology – why now?
- 31. Networking Moodles Single Sign-on
- 32. Networking Moodles SSC Single Sign-on
- 33. Networking Moodles SSC Others Single Sign-on
- 34. Networking Moodles SSC Others Single Sign-on
- 37. Mahara Framework For example:
Notas do Editor
- The future is here – its over the fence in the Tertiary sector. Our job today is to even up the distribution – so the public sector can get their share.
- Open and active community (critical mass). Good developer and end-user documentation. Modular system architecture Relatively easy to integrate with other systems Course / student centred rather than tool-centric Adaptability - allows instructors to adjust courses on the fly
- The success of the initiatives achieved as part of the NZOSVLE in the tertiary education sector are significant to Public Sector and wider State Services, because of the similarity in the sectors. The drivers of efficiency and tightening budgets are affecting both sectors. The potential for collaboration is the same. The solutions that we have outlined here offer: Cheaper learning. Until recently – learning technologies have been almost prohibitively expensive, and many are still seen as risky and unproven. I wonder how much of this risk adversity comes from the age, and “e” literacy of the people making the investment decisions. Recent research tells us that the even our current graduates have technology so deeply embedded in their lives, that they certainly arrive at work expecting it to be part of their ongoing learning. Open source learning platforms such as Moodle effectively remove “cost” as a barrier to engaging in these technologies, and this in turn reduces the risks involved in having a go. Shareable learning content – Agencies can share the cost of developing content that will be useful to all agencies. It is like a variation of syndicated procurement. An example would be sharing the cost of developing content for a course on Privacy of Information in the public sector. A course like this would be useful for all agencies that collect public information. Re-using the generic content, and wrapping it in your unique agency context, is much cheaper and faster than every agency starting from scratch and all including a module on the Privacy Act, or the Role of the Privacy Commissioner. Shareable learning initiatives –Participating in a course/initiative from within your own agencies learning environment but that initiative is actually provided by another agency who might be experts in the field. An example would be if Statistics NZ ran a programme on the use of Official Statistics, and interested staff from across the sector were able to participate. The additional benefit here is that you start to develop a community of users all interested in the same thing and Statistics NZ can promote consistent practices. I realise that Statistics NZ already run classroom workshops like these, but technology allows for staff to participate and contribute asynchronously. Shareable learning record – essentially this is the Mahara initiative, and it is worthy of its own dedicated section so we will focus more on that later. But briefly this is about creating a personal learning record of achievements, formal learning, experiences, that travels with you during your career. So – what is it about our current environment that makes this kind of learning technology so appealing. The drivers come predominantely from the HR profession – both within and without our sector.
- Learning technology – why now? The Great HR Man is at a crossroads. Note – in the public sector it would be great HR woman. In the HR world, - seminars on e-learning, learning technology, knowledge management are HOT! Ones I have been to recently have had queues out the door, and people standing in the aisles. HR are becoming aware of the potential for technology to alleviate some of the pressures they are facing, and they are hearing of the successes – particularly in the Education Sector, and wondering if it can happen in Workplace Learning.
- The kind of pressures that HR departments are under are well understood and not unique - people are expensive and going to get more so. The cost of releasing staff to go to courses or conferences is enormous. Especially when everyone knows only a portion of what they learned is going to be remembered and an even smaller portion is going to be put to work. - every year there is less money in the pot with which to deliver what is required and senior executives are asking if it is worth it. Very few organizations are able to accurately report even on their total spend on L&D or training. - Successful organisations are ones that are flexible, and able to adapt in the face of rapid change. HR departments are being asked to get more training out to staff, more quickly and in such a way that they training teaches about that organisations own context. Rather than sheepdipping everyone through the same trough, organisations want training that is tailored and customised to their context – using their language, their case studies, and reflecting their culture. This means the end of generic, off-the-shelf courses, and means you have to employ or hire training developers who can work with your own in-house subject matter experts. But – more people involved in the process, means longer development time and increased costs. - the labour market is tight and is going to get more so. The focus has moved from recruiting staff to retaining them by encouraging ongoing learning and fostering the concept of a long term career with the same organisation but not in the same job!
- How can they respond? Agencies could try and ramp up the machine and produce more courses, workshops, workbooks and self-help guides. But Baumol’s effect says this is just not sustainable. Some estimates have up to 20 hours of development time for every hour of classroom delivery. Traditional learning strategies based on the classroom model are not an answer.
- Agencies need a solution that offers” Faster development of content Low cost Content created more easily and by a broader collection of people. This means that Subject Matter experts within the agency can contribute in a far greater way. Training delivered just in time. Content that can stand alone, but also be integrated into a larger programme A diversity of tools and resources to meet the needs of diverse learners. Everyone learns in a different way and at their own pace. In the future Public Servants might not have English as their first language, or they may have cultural issues that mean being shut in a classroom all day just doesn’t work for them. Content that reflects the culture and context of the organisation. A good example of this is training in Lotus Notes. You can buy generic online courses, but the look and feel of you local application can be totally different. Similarly with Code of conduct training – it the case studies don’t reflect your language, culture and likely work scenarios then it is very hard for staff to change their behaviours back in their real world. It is the prime time to see if we can be smarter about how we produce and deliver training to State Servants. The State Sector is in a unique position where it is possible to get smart and collaborate – in fact it is even mandated and modeled by the SSC as they facilitate syndicated procurement projects. The idea of sharing and pooling resources is not new in itself – our model has been the recent successes in the Education sector and we will highlight some of those later. However – it is going to need a mindshift for staff in most state sector agencies. I have worked in various HR departments in the Public Sector over the last decade, and there have been very few instances where an agency has asked another to “borrow” one of a learning programmes or some course content. We all go on re-inventing the same wheel in each agency. As recently as November last year, I was told by someone from a big agency that their legal team put the kybosh on sharing some content because copyright belonged to the agency. We will go over the true story about copyright later on. Someone asked me why are we talking about this at GOVIS rather than the HR conference in September? The one thing that all these popular seminars, all the vendor white papers and all the consultants say is that adding technology to your learning mix has to be done in partnership with your IT team. So it’s vital that you, as IT professionals, know what is possible in terms of current learning technology, and what is happening in other sectors, that can be used as models for this. But also we are here because Govis is about innovation and collaboration, so the fact that you are here means you are open to the possibility of new ways of doing things. So – as they respond to pressure - You will have your HR Staff knocking on your door, asking you to partner with them…..
- Its important to know that this is a big issue for the sector as a whole. The Demand for better, cheaper, faster, more effective training and development is coming from the whole State Sector, as Agencies are required to deliver their contributions to the Sector development goals. Everyone will be aware of the Development Goals, although your focus to date might have been more around the “Networked”, Coordinated and Accessible goals. The second Development Goal for the sector is “Excellent State Servants” The by-line is “Develop a strong culture of constant learning in pursuit of excellence”. This is where HR professionals have their focus. This goal recognizes that having people with the right skills is fundamental for success. Given the state of the labour market, it is imperative that we have the infrastructure to enable us to develop existing staff into the roles where we need them. The days of being able to recruit to fill a skills gap are long gone. In describing what the world will be like for us all when this goal is achieved, we get statements like You and your peers are led, managed and developed well. There are multiple career development and on the job training options for you, and NZ’s reputation for world class State Services means that there are opportunities to work in other jurisdictions. To get this point In June 2007 (next month!) – the aim is to have a framework for learning and development across government agencies. By 2010, all agencies should have a strong commitment to developing skills and knowledge across all staff. The Three indicators for this goal are: State Servants perceptions about how well they get their learning or development needs identified and met. Whether or not agencies have well defined competencies for staff, designed to grow the right people for the job now and in the future The extent to which the whole sector is utilizing a consistent learning and development framework So how are we doing?
- The 2005 Career Progression and Development Survey asked public Servants how they rated their access to training courses, seminars and on the job raining. Only 31% said it was good 21% described their access to development opportunities as “poor”. The report showed an overall decline in satisfaction since 2000. We could talk a lot about what “access” means but the thrust of this is that staff don’t feel that they can get the training they need when they need it. The second indicator for this goal was around having clear competencies. In the “ State of the Development Goals Report 2006”, it states that there are very few agencies that clearly identify their current and future competency requirements, with a mix of competency tools and models in use,. So this is also a fairly mediocre results, although we know a lot of work has gone into this area over the last 12 months or so. The third indicator is the learning and development framework to be used consistently over the whole sector. There is a much better result here as an increasing number of agencies haveFrameworks in place, and these are helping to plan and prioritize activities. The intentions of these frameworks is to Make it easier and simpler to develop and deliver effective training To reduce the duplication of effort. Reinventing the wheel is something that this sector has typically done a lot of as we each produce health and safety training, code of conduct training, treaty training… and the list goes on.
- Technology, or specifically Learning technologies have a lot to offer in respect to these three indicators. From a user’s perspective – learning technology means I can access training just when I need it, or when it is convenient for me, and at my desk, or wherever else that suits me. From an agency perspective – it provides a way to translate organizational goals into competencies and then into individual staff members development plans and then to report back up the chain about how well we are all doing. From the Sector perspective – it can help simplify the development of resources, and reduces the duplication of effort as well as give a sector wide view of human resource capabilities, and capacities. What Nolen is going to show today is that the technology is already a reality – and in use in some agencies in the sector to meet the demand created by the factors I am outlining.
- Goal 4 – Co-ordinated State Agencies Education Sector are leading the way in actually doing what we are talking about – collaborating and sharing resrouces across the education sector to achieve better outcomes. That is schools, colleges, universities and polytechnics all benefiting from - increased access to learning, and learning resources. Schools and polytechnics can offer courses to students by networking with an institution that does offer that course. - reduced compliance Costs. Standards only need to be met once – by the institution that originally created the content or course. - improved learning outcomes. Much of the technology, models and tools they are using so successfully can be translated into our sector.
- New Zealand is not alone in seeking IT to enable the next innovation in workplace learning. It is a global phenomenon. Every year the ASTD (American Society of Training and Development) reviews trends in Workplace learning with a view to finding the best practices in the best performing organizations. The most recent report (2006) talks about the industry being at a critical point, saying that CEO’s are recognizing their most important strategic priority in order to achieve growth is increasing the capabilities of their workforce. The research asked questions specifically about investment in learning technologies and how well they are delivering efficiency gains and driving down costs. Results show increasing investment in learning technologies over the last decade, but interestingly that it is only in the last couple of years, that the results have been so obvious and able to be clearly demonstrated. As the CLO’s seek to leverage off these initial results, they are seeking greater innovation and support from their IT partners.
- New functional developments for Moodle being ‘shared’ by IRD and MSD