White paper - Social Learning

2.0 Learning
Organization
Setting a new course in business training

Édition 1.0
Avril 2012
2
Copyright ATELYA -ELLICOM
Summary
Summary .......................................................................................................................... 2
Foreword .......................................................................................................................... 3
Introduction: New issues related to training .................................................................... 4
The Digital Shift ............................................................................................................... 5
Learning Organization ...................................................................................................... 6
2.0 Business ..................................................................................................................... 8
The 2.0 Learning Organization ......................................................................................... 9
Conclusion ...................................................................................................................... 15
Our latest publications ................................................................................................... 17

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Foreword
Introducing ATELYA Consultants and ELLICOM
ATELYA Consultants is an international consulting company acting locally in assisting management of collaborative projects (Internet and intranet) and change management (human and technological).
Consistently recognized for its expertise, ATELYA Consultants has gained over 30 years of experience in Canada and Europe, which has allowed it to develop approaches and tools that are proven to work in project and change management.
What sets us apart:
 Three-pronged approach – organization, human, technology – innovative and proven in the real world.
 Specialized in collaborative aspects of management, Internet/intranet projects and in understanding the impacts and uses for people and organizations.
 Qualified human capital and diverse experience in management, information technologies, human resources, and in project and change management.
 A business on a human scale, the City of Lévis, a personalized approach that respects the philosophy of the City and the importance given to it citizens in its process of development and implementation
ATELYA Consultants is part of the VOIRIN Consultants Group.
ELLICOM : The leader in online training in Canada, ELLICOM creates efficient learning solutions for the trainee. Drawing from its experience, ELLICOM offers custom designed services and assists its clients throughout each and every step of design, completion and implementation of their training and skills enhancement project.
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Introduction: New issues related to training
Today’s organizations are faced with a number of issues related to an increasingly complex and unpredictable business environment:
 Growing volume of knowledge and information
 Increasing need for better knowledge management in order to stand out from competition, innovate and confront globalization
 Rapid development of critical knowledge, need for fastest possible time-to-training
 Important need for new labour with baby-boomers reaching retirement
 Integrating a new generation of employees who have learned while using 2.0 and who have little regard for geographical and hierarchical boundaries
 Decreasing training budgets, but increasing demand for responsiveness, agility and efficiency with HR departments
These issues have implications on training strategies for companies: it has become imperative to make the required kinds of knowledge available to employees, regardless of where they are, as soon as they are required.
Within this context, companies around the world have spent over 100 billion dollars last year to train their employees. However, traditional approaches in training, heavily based on presentation, reading and audio-visual, do not attain a significant impact on business performance. According to a study done by the McKinsey Group in 2011, barely one quarter of companies consider that their training strategy has any effect whatsoever on performance. The study also shows that the majority of organizations do not even bother to measure the return on investment from this expensei.
For its part, an Accenture analysis estimates that employees learn a maximum of 20% of what they need through formal training strategies provided by their employers.ii.
So, how can training provisions be improved without raising costs for the company? How can one insure that the knowledge passed on is still up-to-date? How can training practices meet the expectations of the younger working generations, which are being discussed more and more among companies?
Figure 1 – Typical retention levels of different learning methods

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The Digital Shift
The transition to digital and the arrival of Web 2.0 tools have affected every facet of our lives. They have changed the way we communicate, work, have fun, inform ourselves and buy, just to name a few. Social networks, one of the fundamental building blocks of Web 2.0, are now completely integrated into the way of life of a large part of the population under the age of 30.
Let’s look at some proof that demonstrates the importance of social networks in our society today:
 Social media represent about a quarter of the time spent on the Webiii. Facebook alone represents one page out of five viewed on the Internetiv.
 There are 845 million Facebook user accounts in the worldv; that is one out of nine people on earth. Out of those, about half of them access it through a mobile platform (smart phone, tablet)vi.
 40 % of social network users get connected before getting dressed in the morningvii.
 An hour of video is downloaded on YouTube… every secondviii! So that means 100 years of content is added to YouTube every ten days.
 There are four billion videos viewed every day on YouTubeix. Televisions – the sales of which continue to diminish due to download platforms like PCs and smart phones – must now connect to the Internet.
 Two thirds of consumers do research on the Web before buying a product, namely to check out the opinions of other consumersx.
 Five years ago, Twitter was only an idea on which three people were working. Today, 16 000 tweets per second are recorded and there are one million new Twitter accounts created every day.xi.
 89% of employers use LinkedIn in the recruitment processxii.
 In America, one out of six married couples has met on a social networkxiii.
But this digital transition has not really been an upheaval for the younger generation. With their 32 hours of Internet use per weekxiv, adolescents today, the “digital natives,” have never truly experienced life without social networks and the tools associated with them that have been a part of each phase of their learning, even from their childhood.
These digital skills have affected the youth’s culture. They are accustomed to finding instant answers to factual questions, provided only that they can formulate a question. They are used to their informational sources being interactive. They like to be able to search for subjects that interest them. And they are used to a multimedia approach in the presentation of information, otherwise their attention is quickly lost.
Certain schools have begun to adapt to this reality, realizing that the traditional classroom and long, one-directional lectures from professors have been less and less successful at reaching young audiences.

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Thus, social networks are starting to be integrated into schools and universities. Professors now transmit course content or homework on their website using blogs, wikis, podcasts or online video games. Certain universities broadcast their official announcements on Twitter. The iPad is beginning to replace the student handbook and the large textbook publishing companies have started to produce interactive multimedia manuals for tabletsxv. “Paperless” classes are appearing and the United States has 250,000 students in “virtual schools.” Finally, specialized websites have surfaced and content distribution on the Web and the students themselves are gathering around active virtual communities.
The digital shift is already well on its way to influence another aspect of our everyday life: the way we learn at school. These changes are taking place so easily that heavily digital schools are showing some surprising results: lower dropout rate, more active and involved student body, improved academic performancexvixvii. The integration of 2.0 has motivated and mobilized students thanks to its flexibility, its interactivity and better matching of their habits and expectations.
If this digital learning shift is well under way in schools, what about training strategies in companies? How will organization integrate tomorrow’s generation of workers who have already mastered social and collaborative learning? How can they retain and develop qualified workers at a time when the younger generations expect to have three or four career changes in their life?
Learning Organization
Parallel to the emergence of this digital shift, a new approach has appeared in certain companies, that of the learning organization. This approach has aimed to encourage agility and innovation in business, in response to an increasingly complex and unstable business environment.
This complexity is largely due to:
 fierce, global competition;
 increasingly volatile markets;
 decreasing supply of labour;
 rapidly evolving technologies;
 shorter and shorter product life cycles.
In order to be able to survive such incertitude, organizations have sought to be more agile and innovative and thus capable of continuously reinventing themselves according to the hazard of their environment.
Among the discrepancies of between the learning organization and traditional companies:
•it is acknowledged that everyone has potentially useful knowledge, not just the experts;
•knowledge is not seen as a “good” that makes us important, but a resource that becomes valuable by sharing it;
•experimentation and innovation are encouraged.
The digital shift is already well on its way to influencing another aspect of our daily life: the way we learn…!

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To do this, they have implemented tools, as well as a culture, that encourage the employees to create, acquire and to diffuse their knowledge in a natural and consistent way. Values like experimentation, collaboration and transparency are the underpinnings of this transformation. It is a state of mind as much as it is a process.
The learning organization has among other things integrated initiatives related to knowledge management, including communities of practice, professional assistance and sponsorship, and technology tools from the emerging digital revolution: intranets and expert directories.
Figure 2 – Initiatives related to a learning organization
Through these initiatives and tools, business-learning processes have been formalized and integrated into the habits of the employees. In addition, valuation concepts for critical or strategic knowledge and their integration in the organization have emerged.
The implementation of the learning organization has changed the way in which employees develop by making explicit and tacit knowledge more accessible, encouraging participatory learning processes and mutualizing the experience of everyone involved. At the same time, this evolution has not been truly integrated into the training strategy of companies, whose tool catalogue has remained focused on traditional class settings and eLearning.
Organizational Initiatives
IT Tools
Communities of practice
•A group of persons assembled around a common interest interact, collaborate and resolve problems together.
Sponsoring
•Practice of supporting an individual in the implementation of a personal or professional goal.
Intranet
•Computer technology space in which company information is made available to employees in a structured and secure fashion.
Expert directory
•Directory that allows employees to find experts based on their expertise or specialization.

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2.0 Business
The advent of Web 2.0 tools has strengthened the learning organization’s effort by offering even more powerful interaction and sharing tools. User-focused and extremely transparent, the integration of these tools in business has given birth to what we today call “2.0 business.”
Web 2.0 refers to technology that encourages social interactivity, user-created content, collaboration and sharing. Well-known examples of Web 2.0 tools include wikis, blogs, forums, podcasts and social networks.
The difference between what we call today “Web 1.0” is the interactive aspect that Web 2.0 brings to the table. In the “1.0 era,” individuals published websites and there were no opportunities for others to submit comments, changes or additions. With Web. 2.0, content is both open and active: everyone can publish or react to what is published. Web 2.0 is centered on the user.
Figure 3 – Tools related to 2.0 business
Integrating Web 2.0 tools allows for easier sharing of knowledge, creating new communication channels in the business and taking advantage of employees’ tacit knowledge. In 2.0 business, everyone can publish their knowledge and react to others’ publications. Social networks are integrated into the fibre of the organization. And the integration of these 2.0 tools, even to the company’s training strategy, that will allow the emergence of the 2.0 learning organization.
Blog
•Website on which an expert regularly submits a commentary in the form of a short text.
•"The expert speaks!"
Forum
•Application that allows a discussion between users.
•"Ask an expert!"
Wikis
•Collection of pages that users may modify directly.
•"The experts share and collaborate!"
Social networks
•Virtual communities that allow subscribers to stay connected and make new connections.
•"Find and interact with an expert!"
Podcast
•Series of audio files created by experts, distributed on the web and to which one can subscribe.
•"The expert speaks!"

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The 2.0 Learning Organization
The combination of concepts related to the learning organization (transparency, agility, innovation) and Web 2.0 tools produced from 2.0 business (social networks, blogs, wikis, forums…) within the training strategy of companies has given birth to what we can call today the “2.0 learning organization.” These tools enrich the training approach already in place in the company by adding a social, interactive and multimedia dimension.
This approach is part of a trend moving towards social learning, whereby one learns more about new behaviours by interacting with one’s peers and retaining winning behaviours than by reading textbooks or listening to instructors.
To understand the background, let’s review the evolution of training distribution methods in businesses:
 Before 2000: classroom training provided by an instructor. Use of reference manuals, binders and guides.
 2000 – 2005: arrival of eLearning, simultaneous with classroom training, for mass distribution of generally static training content.
 2005 – 2008: the concept of blended learning comes about, training sessions that include classroom training, eLearning, reading and questionnaire games.
 Since 2008: emergence of social learning, a concept related to 2.0 business, based on the fact that we continuously learn through our real or virtual interactions with our peers.
Figure 4 – Evolution of training distribution methods in businesses
Learning organization
2.0 business
2.0 Learning organization
Before 2000
•Classroom training
•Manuals
2000 – 2005
•Manuals
•Online training
2005 – 2008
•Online training
•Blended learning
Since 2008
•Online training
•Blended learning
•Social learning

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This evolution has shifted the focus of individual learning towards community learningxviii.
This evolution is also part of a change in employees’ expectations about training: they are looking less and less for formal and structured training coming from experts and instructors (the “push” approach). Now the trend is more “pull,” meaning the opportunity to bring one’s own knowledge and skills that are considered necessary at the time when they are neededxix.
Push Push & Pull Pull & Push Pull Control of information Instructional designers Experts, superiors Peers, colleagues Oneself Type of learning Classic, academic training approach Sponsoring, professional assistance Communities of practice, collaborative work Personal process to find the knowledge that is needed, regardless of the source
The new pull approach boasts these advantages, particularly:
 It is completely adapted (the learner decides for what he/she is being trained).
 It is more agile (one trains at the precise time of need).
 It calls upon multiple knowledge sources, rather than only relying strictly on a group of experts.
The 2.0 learning organization gains a foothold where there is already an existing level of 2.0 maturity (meaning a higher level of integration and internal use of Web 2.0 tools) coupled with a “social” means of knowledge distribution, where it is possible for the employees to come into contact with the resources possessing the required knowledge without worrying about geographical or company barriers.
Figure 5 – Emerging 2.0 learning organization context following the model developed by ATELYA Consultants

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Incorporating 2.0 into the Training Strategy
In a 2.0 learning organization, Web 2.0 tools are incorporated into the training strategy according to three models:
1. Embedded learning: Web 2.0 tools are embedded into training
2. Wrapped learning: Web 2.0 tools are made available to learners around the training.
3. Community learning: Web 2.0 tools are deployed throughout the entire organization and have an active role within the work environment.
The following sections describe each one of these approaches.
Embedded
The embedded approach seeks to enhance the training itself, particularly asynchronous (thus, essentially online training), by adding an interactive component:
 Incorporating content generated by the trainees to the training content in the form of comments, blogs, evaluations
 Making learners’ profiles available amongst themselves and the possibility for live discussion between learners during training
 Integrating teamwork or co-creation to the curriculum, even for asynchronous training (shared documents, chat sessions, co- creation…)
 Ability to tag certain sections of training content for future reference
 Ability to exchange notes even on virtual
training material
 Possibility to evaluate different sections of training content
 Possibility to search for certain subjects by means of sharing supplementary references, “favourites,” outside experts
Community
Wrapped
Embedded
Community
Wrapped
Embedded

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Wrapped
The wrapped learning approach aims at enveloping the training of a sustainable sharing area for the learners, be they upstream or downstream from training activities.
 Sharing of profiles and chat sessions before training, allowing the trainees or instructors to:
o get acquainted (instant messaging, forum, profile sharing…);
o make the most up-to-date training material available;
o share information about the training in
order to manage expectations (who is the training aimed at, workload);
 Opening of a space on a social network following the training so that learners can:
o continue their conversations and share feedback on the implementation of training content (chat, forum, document sharing, wiki…);
o comment on training content to develop certain subjects or exchange on this matter;
o further develop certain subjects together;
o discuss the application of training content (instant messaging, forum, document sharing, wiki…);
o continue networking.
 Opportunities to consult with other learners to better interpret and compare one’s own understanding with that of another.
Community
The goal of the “community” approach” is to facilitate informal learning, outside of the structured training activities. It encourages the use of Web 2.0 tools and knowledge management in order to gather, organize and make available the explicit and tacit knowledge that can be found in the company.
This approach concerns the employees’ work environment and their everyday life:
 Implementation of Web 2.0 tools (micro blog, wiki, forum, common agenda…) in order to facilitate networking, knowledge sharing, document sharing, collaboration
 Setting up a company Portal
 Creating communities of practice and learning communities
 Decompartmentalizing of the experts’ work with the intermediary “Yellow Pages” of experts or other directories
 Sponsoring and coaching program
Community
Wrapped
Embedded
Community
Wrapped
Embedded

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The “community” approach is already in place for 2.0 businesses. Its integration in the 2.0 learning organization concerns its integration in the company’s training strategy. It is a matter of seeing this kind of everyday learning as an integral component to the employee development plan and as an extra tool for HR to help the employees evolve in their professions.
Benefits of the “2.0 Learning Organization”
The 2.0 learning organization brings many advantages to the table, for learners as well as the organization.
For the organization:
 Raises the level of application of the knowledge acquired in class allowing for an exchange between the learners about their individual experience upon returning to work. Consequently, it considerably enhances the return on investment of training.
 Insures that training content is complete and up-to-date.
 Eliminates delay between the time that knowledge needs to be distributed and the time it is made available by classic training.
 Takes advantage of knowledge already in the organization, often tacit knowledge that is difficult to share through traditional means of collaboration and sharing. This type of knowledge generally represents three quarters of the knowledge possessed by a company.
 Captures the wealth of interaction produced in training as well as outside of training in a sustainable and reusable fashion, so that they may be made available for future trainees.
 More in line with the expectations of young employees, which in turn facilitates recruitment, speeds up integration
and improves employee retention.
 Considerably raises the level of learner retention by drawing on several means of training: audio/visual, demonstration, discussion, practice, and teaching another person.
 The majority of today’s workers already use social networks in their everyday lives. If companies do not give them access to equivalent tools internally, they will develop their own externally. At the same time, knowledge about these external networks will not be sustained in the company and information security issues may surface.

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For the learner:
 Maintain the advantages of asynchronous training (accessibility, reusability) while adding the richness of informal learning from interactions between learners, just like in classroom training
 Learner-focused training approach, available when the learners need it and on several types of media (PC, tablet, smart phone, MP3)
 Better alignment of the expectations and habits of the younger generation who are now entering the job market and expect to find easy and fast access to information, interactivity and multimedia that they have always used in their social lives and their learning process at school
 Modular learning that is adapted to the learner: the beginner will find his/her account just as easily as the expert. No need to lower the level of the training in the interest of making it accessible to everyone.
 No more geographical barriers: learners can interact in real time no matter where they are on the planet
 Possibility to easily create one’s own manual using the distributed texts, for future reference
Some Issues Related to the 2.0 Learning Organization
Integrating a 2.0 learning organization cannot be done without considering the following questions:
 Change management: how to insure that the change is well received?
 Animation: how to have learners use these tools and contribute to them?
 Governance: how to provide a framework for the use of these tools?
 Technological choices: which tool is best suited for my needs?
 ROI: how to measure the benefits and justify the investment?
 Prioritization: with which project and tool should one start?
The implementation of a 2.0 learning organization will require careful reflection that will give way to a deployment strategy. The “2.0 maturity” analysis of the organization, the company’s mission, technology analysis and a look at the company’s overall culture will help guide the development of this strategy.
« 77% of all L&D organizations believe that younger workers (under 25) have significantly different learning styles than older workers, yet only 16% feel they have developed some level of expertise in the implementation of collaborative learning.
On average only 51% of employees use the learning platform.
I firmly believe that this new form of software-enabled collaboration is a revolution, not an evolution. »
Bersin & Associates, « Social Networking in Talent Management: An Update »

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Conclusion
Integrating Web 2.0 tools in training, around training as well as in the work environment has a multiplier effect on a company’s training strategy: with very low additional costs, it considerably enhances training provisions and integrates the wealth of knowledge that the company already possesses. This approach also has a significant impact on an organization’s ability to attract, develop and preserve new talent. Thus, a company’s capacity to develop its employees, and reap the full benefit from this knowledge, is an important factor for success. And in the current situation where HR services are asked to do more with less, the implementation of a 2.0 learning organization will prove to be a powerful lever for the organizations of the future.
Principal writer
François GUILLOTTE, Eng., MBA
Director
Having studied engineering and received his MBA from the INSEAD, François possesses over 15 years of industry experience in the fields of knowledge management, IT project management and human capital management. After having worked for a large international group in Montreal and in Toronto, François was transferred to the seat of the company in order to develop a strategy related to learning organizations. Now back in Montreal, he works as Director for a software editor in the field of talent management. A very client-focused manager, he contributes to conferences, speaking on the subject of knowledge management. François Guillotte offers ATELYA Consultants “2.0 Learning Organization.”
In collaboration with
Hugues FOLTZ
President-managing director
Hugues Foltz founded Ellicom in 2002. He has been serving as president-managing director for eight years. His experience as a manager in the field of online training encompasses business, project and human resources management as well as productivity optimization. With over 90 employees, today Ellicom is Quebec’s leader in the field of online training and the company’s rise continues in Canada and the United States.
Hugues Foltz’ involvement and dedication have earned him the title of September 2010 personality of the month in IT in Québec. In order to monitor and influence the evolution of e-learning in Quebec, he sits in on a number of roundtables such as Alliance Elearning and the Table des TI. He has also organized an activity called ”Le e-learning, je l’adopte,” to promote the field.

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Would you like more information about our methods?
Montreal
405, avenue Ogilvy, bureau 101 Montréal (Québec) H3N 1M3 514 575-2903
www.atelya.com
Quebec
905, rue de Nemours, bureau 217 Québec (Québec) G1H 6Z5
Telephone: 418 623-8804 Toll free: 1 866 623-8804 Fax: 418 623-6639
info@ellicom.com
Montreal
2100, rue Sainte-Catherine Ouest, 7e étage Montréal (Québec) H3H 2T3
Telephone: 514 788-8804 Toll free: 1 866 623-8804 Fax: 514 788-8803
info@ellicom.com

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Our latest publications
Ingénierie de projet intranet - (Intranet Project Engineering)
Project management, intranet, conditions for success, information systems. Author: Frédéric CREPLET
Gestion des connaissances - firmes et communautés de savoir – (Knowledge Management – Knowledge Communities and Firms)
Increase of informal groups: value and performance sources. Authors: Patrick COHENDET, Frédéric CREPLET and Olivier DUPOUET
Réussir un projet intranet 2.0 – (Succeeding in an Intranet 2.0 Project)
Intranet ecosystem, managerial innovation, Web 2.0, information systems. Authors: Frédéric CREPLET and Thomas JACOB

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References:
i « Getting more from your training programs », McKinsey Quarterly, Octobre 2011.
ii HOGLUND, Tom, Learning 2.0: Driving High Performance with New Strategies, Tools and a Broader Mission, White Paper.
iii D50 MEDIA, Nielsen: Nearly One Quarter of Internet Time Spent on Social Media, http://d50media.com/nielsen-nearly-one-quarter- of-internet-time-spent-on-social-media/.
iv AGENCE FRANCE PRESSE, One out of five page views in the US occurs on Facebook, http://www.hindustantimes.com/technology/IndustryTrends/One-out-of-five-page-views-in-the-US-occurs-on-Facebook/SP-Article1- 806567.aspx.
v FACEBOOK NEWSROOM, http://newsroom.fb.com/content/default.aspx?NewsAreaId=22.
vi FACEBOOK NEWSROOM, http://newsroom.fb.com/content/default.aspx?NewsAreaId=22.
vii COKESOLUTIONS.COM, Untangling the Social Web: Insights for Users, Brands and Retailers, http://www.cokesolutions.com/BusinessSolutions/Pages/Site%20Pages/Coca- ColaRetailingResearchCouncil/Region.aspx?LeftNav=Coca- ColaRetailingResearchCouncil&ItemTitle=NorthAmerica&Region=NorthAmerica.
viii YOUTUBE INC., One hour per second, 2012, http://www.onehourpersecond.com/.
ix YOUTUBE, Press Statistics, http://www.youtube.com/t/press_statistics.
x 540/SEO, Are Online Reviews Killing your Business?, http://540seo.com/are-online-reviews-killing-your-business.
xi http://tweeterism.com/.
xii JOBVITE BLOG, 4th Jobvite Social Recruiting Survey: Employers plan to recruit more through social media, http://blog.jobvite.com/2011/07/4th-jobvite-social-recruiting-survey-employers-plan-to-recruit-more-through-social-media/.
xiii ANSON ALEX, Online Dating Statistics 2012, http://ansonalex.com/lifestyle/online-dating-statistics-2012-infographic/.
xiv Average Time Spent Online per U.S. Visitor in 2010, http://www.comscoredatamine.com/2011/01/average-time-spent-online-per- u-s-visitor-in-2010/.
xv Apple et l’éducation, http://www.apple.com/ca/fr/education/ipad/.
xvi Réussir l’école numérique, 15 février 2010, rapport de la mission parlementaire de Jean-Michel Fourgous sur la modernisation de l’école par le numérique, http://www.ladocumentationfrancaise.fr/var/storage/rapports-publics/104000080/0000.pdf.
xvii MILLER, Audrey, Pédagogie inversée : des résultats scolaires nettement supérieurs, 22 mars 2012, http://www.infobourg.com/2012/03/22/pedagogie-inversee-2/.
xviii BERSIN, Josh, From e-learning to we-learning, Conference Board of Canada.
xix CROSS, Jay, A Model of Workplace Learning, Conference Board of Canada.

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