Learner Description

Our organization consists of a very diverse learner base. All members of the learner base are familiar with technology at a level that they can sign on to a computer, check email, access the Learning Management System and navigate learning modules. The major age demographic is the 50 years old or older group. The age demographic is a major difference amongst the user group because our older learners have been with the organization for most (or all) of their career. The older workers have experienced times when little to no technology was used for learning. Due to their experiences, they often prefer non-technological solutions to learning.

Besides individualized learner preferences, business unit preferences affect learning as well. There are seventeen separate business units. These business units employ technology within their learning environment in varying capacities. I chose to represent this variation in technology in three categories (1) Fully embrace technology, (2) Embraced but challenged, and (3)Technology challenged. The business units that fully embrace technology within their learning initiatives rely entirely on electronic administrative tasks and have highly capable learners who are well equipped to interface with technology. A business unit that is technology challenged is a business unit that is uncomfortable with technology. For the technology challenged group, technology is only utilized when mandated/required by corporate entities. The embraced but challenged group falls somewhere between the other two groups. They utilize technology, but some instructors or users prefer to limit their use of technology.

Aside from the acceptance level by learners and administrators/instructors, the infrastructure varies from site to site as well. For the most part, sites are well connected to the Internet and Intranet. There are several retail locations that are less connected, but do have a connection capable of accessing the necessary learning tools with minimal issues. The smallest segment consists of sites with limited connectivity. These are organizations that have traveling learners for example, those who perform barge transport. These users have a mobile learning center that utilizes wireless air cards to connect. These air cards present slower connections and sometimes temporarily lose network connection.

Rankings Administrative Filter: Integrated Stage

Overall, my learning organization ranks as Integrated Stage of Development as it pertains to the Administrative Filter. We have a Learning Management System and support groups in place to facilitate learning. Technology is readily available and highly encouraged for all administrative tasks. The only issues that I see that are detrimental to our maturity lie within the areas of policy and planning. We have an aging learner demographic. Many of our older learners are not as comfortable with technology as we would like. Our policy encourages them to use technology but provides them the option to use tools that are more traditional. This loophole essentially allows some users to ignore technology and hinders our overall maturity level. The second issue I see is that our learning organizations are highly segmented. Each business unit controls their own learning culture. A corporate direction is shared, and in some cases, educational initiatives are passed down corporately to all units, but for the most part, the individual business unit determines what is best for their learners. The segregation of business units presents an issue to our overall maturity because some business units are slow to adopt recommended technologies. Policy Behavioral: Integrated Stage Instructors have access to technological administrative systems that allow for grading, attendance, and class scheduling for maintenance electronically. A comprehensive training and development policy is in place. Where we fall short of an Intelligent System stage is that not all administrative tasks are paperless. Our policy allows paper copy records to be manually entered by a system administrator into the electronic database. Policy Resource/Infrastructure: Intelligent Systems Stage We have Corporate Learning Management (LMS) and Learning Content Management Systems (LCMS) available. The LMS is the system of record as it pertains to tracking learning. All learners are expected to access the system as the starting point of their learning. Administrators can easily manage courses, students, grades, and class schedules. Planning Behavioral: Islands Stage The planning for learning is highly decentralized. Within the corporate organization are a large number of smaller business units. These business units govern their own learning with limited oversight corporately. Corporate guidelines are generally viewed as

recommendations. Business unit plans for learning may greatly differ from one another. Bridging the gap of this decentralization would help elevate this ranking. Planning Resource/Infrastructure: Intelligent Systems Stage We have a very detailed Information Technology Standard and approach. Technology is a budgeted item that receives equal attention as other budget items. For the most part, the technology is in a standard issued state across the organization, but flexible enough to allow staff groups to tweak their solutions to meet a specific need. Budget Behavioral: Intelligent Systems Stage A budget is in place and reviewed at least twice per year. New technology/software, upgrades, and exploratory costs are accounted for within the budget. Budget Resource/Infrastructure: Intelligent Systems Stage Budgets are reviewed and approved by both IT and business process owners to ensure that the budget allocations meet the technology needs. Administrative Information Behavioral: Intelligent Systems Stage There are central administrators available to perform learning related administrative tasks. Each business unit also has a localized administrative group to support learning initiatives. Each administrator is trained on the Learning Management System and how to approach tasks they should perform. Administrative Information Resource/Infrastructure: Intelligent Systems Stage As stated above, a central Learning Management System is in place and is the system of record as it pertains to learning events. The system is utilized by all learners and administrators.

Curricular Filter: Integrated Stage

Overall, my learning organization ranks as Integrated Stage of Development as it pertains to the Curricular Filter. Self-directed web-based educational modules are widely available. An electronic document repository is available and widely adopted for storage and recall of learning related materials. Knowledge and skill evaluations are conducted electronically and reporting on learner performance is robust. Learners are familiar with the end-user view of the Learning Management System and can find required and/or desired courseware as needed. I see no major issue; however, there are a few recommendations that could elevate our maturity status. First, as stated before, we do have some business units who are slow to adopt technologies. Encouraging these business units to become more accepting of technology would greatly help our status. Secondly, investing in a good simulation system would be beneficial. Regulatory, safety, and technical issues drive the majority of our learning events. Adopting the use of simulation software would greatly increase our maturity from the technical training aspect. Thirdly, although a much greater hurdle in our current environment, is the adoption of Web 2.0 technologies. Our corporate philosophy is to limit these types of tools, as the desire to manage message is a high priority. Our organization wishes to ensure that only valid information is available and we are currently cautious of opening up a gateway where learners can modify the formal message. Electronic Information Behavioral: Intelligent Systems Stage The Learning Content Management System effectively stores all learning documentation as it relates to content and the Learning Management System maintains records associated with student performance. The content and learner records are easily assessable by the appropriate parties. Electronic Information Resource/Infrastructure: Integrated Stage Although Learning and Content Management Systems are in place, these systems are not open to many social learning experiences. The organization currently wishes to manage the message that is delivered through these systems. Any content that is accessed through these systems must be vetted by a subject matter expert and approving authority. Assessment Behavioral: Intelligent Systems Stage Knowledge assessments are computer-based and assessment questions are tied directly to learning objectives. Skill assessments are conducted in the field with the aid of technology (laptops or tablets with wifi access). Instructors can enter the skill assessment results in real-time for submission into the Learning Management System.

Assessment Resource/Infrastructure: Intelligent Systems Stage Our current infrastructure utilizes technology in every aspect of assessment. Learners and instructors submit their results via technology and the data can be easily recalled. A robust reporting system is in place. Curricular Information Behavioral: Integrated Stage Technology is well adopted by learners and administrators. I believe what keeps this ranking from being at the Intelligent System Stage is the lack of high quality simulation software and Web 2.0 functionality. Some simulators are available, but they provide a less than ideal experience. As stated above, web 2.0 social learning is currently discouraged. Curricular Information Resource/Infrastructure: Integrated Stage The current infrastructure can handle the current demands without issue. Simulation software needs to be upgraded for better learner experiences. This upgrade may affect the infrastructure capabilities. If adopted, social learning aspects must be integrated into the system as well. Teacher Use Behavioral: Integrated Stage Many learning environments are self-directed activities completed entirely by the learner interacting with technology. Others require an instructor to facilitate the learning event. Most instructors are willing and capable of utilizing the technology available to them such as laptops, projectors, and SmartBoards, while others are slow to adapt their classroom instruction to utilize the technology. Teacher Use Resource/Infrastructure: Intelligent Systems Stage All instructors have access to technology. Content is shared and available for all instructors to use. Administrative tasks can be completely electronically for all aspects of the learning event. Multiple computer labs are available at each location. Student Use Behavioral: Intelligent Systems Stage All students are trained and conditioned to explore the Learning Management System to find their learning requirements and desires. Students use the system to schedule classroom sessions, ensure their regulatory and company policy compliance, and find self-paced instruction and/or materials.

Student Use Resource/Infrastructure: Intelligent Systems Stage All students have consistent and regular access to the Learning Management System and technology within their studies. Appropriate access levels are granted to view any/all necessary learning content.

Support Filter: Integrated Stage

My learning organization ranks as Integrated Stage of Development as it pertains to the Support Filter. We present a large effort toward support, but it is often not the best. We support over 18,000 learners. Due to size of our user based, a large amount of time and energy is required to be devoted to support. With the current environment of segmented business units, it is nearly impossible for a corporate support group to understand and support the issues that arise from each individualized learning initiative. For this reason, much of the support framework is localized within each business unit. As previously stated, each business unit approaches technology differently, thus their support models are quite different. Some business units are well equipped with knowledgeable individuals who offer support using available technology, while others are less than adequate. Ensuring support personnel are proficient is a challenge that must be addressed. A second issue is that corporate stakeholders are limited in their involvement. It is not evident that learning is an aspect of all corporate goals and directives. For example, Technology budgets and initiatives are driven by the IT group with little to no input from the Learning and Development organization. It often seems like learning is an afterthought. The Learning and Development organization may focus their budget and efforts on learning initiatives but without larger corporate involvement, learning will remain driven by non-learning related decisions. Stakeholder Involvement Behavioral: Islands Stage Stakeholders are limited in their involvement. Stakeholders become involved when discussing their own technological needs but are not driven by an overall corporate learning goal. Stakeholder Involvement Resource/Infrastructure: Integrated Stage The infrastructure is capable of tracking stakeholder comments and managing required discussion intervals. These system notifications serve as a courtesy request and are often ignored by the stakeholder. It would be ideal if the notifications were tied into a Performance Management System as a requirement for stakeholder involvement. Administrative Support Behavioral: Integrated Stage All administrators receive the same level of training. Generally, all administrators have adopted a support model that incorporates technology, but some business units administrative procedures allow for manual and less efficient entry of data.

Administrative Support Resource/Infrastructure: Intelligent Systems Stage The infrastructure is capable of performing all administrative support tasks electronically. Training Behavioral: Islands Stage Training for administrative support functions is standardized but business unit administrators often train their instructors and learners differently. In these cases, training typically is only concentrated on the areas in which they deem most important and a well-rounded understanding is not achieved. Training Resource/Infrastructure: Integrated Stage A test environment is available that will allow administrators to practice and explore their training initiatives before deploying them to their learners. Unfortunately, this system is seldom used, therefore under resourced, and supported. It is functional but data does not generally match production data. Technical/Infrastructure Support Behavioral: Intelligent Systems Stage Learners know how to report problem. Communication tools are available to all learners and administrators to escalate an issue to be resolved. A full-time Service Desk is employed. Technical/Infrastructure Support Resource/Infrastructure: Intelligent Systems Stage Full-time specialized service groups are available to support the infrastructure. A general service desk is available to field service requests and route to the appropriate parties. The specialized service groups are responsible for specific items such as database validity or network availability.

Connectivity Filter: Integrated Stage

My learning organization ranks as Integrated Stage of Development as it pertains to the Connectivity Filter. LAN and WAN access is available and used greatly by all user groups. A centralized repository of digital storage and tools is available and users are highly encouraged to utilize this resource. Although limited via the corporate firewall to filter out questionable material, Internet Access is available for all learners. E-Mail and Microsoft Lync (Instant Messaging) are available to encourage electronic communication. The only issue I see that hinders our maturity is infrastructure. Around 20% of our learners are located in a less than adequate retail environment. These locations do not have the luxury of connectivity to a T1 line. These users typically utilize DSL or Cable access to the Internet. In any case, this is a minor issue as locations still may participate in learning tasks that utilize technology with only minor delays. Local Area Networking (LAN) Behavioral: Intelligent Systems Stage All users have access to their appropriate local area network. All users use the LAN for printer access and file storage/retrieval. Local Area Networking (LAN) Resource/Infrastructure: Intelligent Systems Stage Learners have general technology profiles that are preconfigured to maximize their connectivity. Drive access and mapping are established based upon the learner profile. All printers are available via the LAN. District Area Networking (WAN) Behavioral: Integrated Stage Many features are available via the WAN. The WAN is often utilized for sharing resources across multiple business units. Streaming media is available for all users via the WAN. District Area Networking (WAN) Resource/Infrastructure: Integrated Stage Although the WAN is available, there are some with more limited access/bandwidth that hinders their streaming media performance. These locations are generally more remote retail locations. Alternative solutions to streaming media-rich content are often considered for the affected learners.

Internet Access Behavioral: Intelligent Systems Stage Internet and Intranet access is available to all learners and users are trained on how to appropriately use both for their educational needs. Licenses are available for web-based resources as well such as Lynda.com. Internet Access Resource/Infrastructure: Intelligent Systems Stage Internet is available for all users through a proxy/firewall. Security is of utmost importance and access is managed via the firewall. In some instances, FTP access is limited and requires a formal request and risk assessment before access is granted. Communication Systems Behavioral: Intelligent Systems Stage Learners are highly capable users of the technological communication systems. Learners use e-mail and instant message on a regular basis. Web-based training content is integrated with both e-mail and IM to allow students to access a subject matter expert or technical support as needed. Communication Systems Resource/Infrastructure: Intelligent Systems Stage E-mail and Instant Messaging systems are in place. Virtual meetings and conference call lines are also available. A corporate communications group manages and supports this function.

Innovation Filter: Integrated Stage

My learning organization ranks as Integrated Stage of Development as it pertains to the Innovation Filter. In some areas, we perform well and in others we perform poorly. One area where we excel is within the availability of streaming media. We do support streaming audio/video and live webcast events. We have the ability to present any educational event live to our many locations. Where we do not perform well is in the speed at which we adopt new technologies. Our IT organizations philosophy is to stay with the last supported product from a vendor. You will find us using Windows XP and Internet Explorer 7 both products are on their last legs of support from Microsoft. Once Microsoft discontinues support, we will upgrade. Even with these issues, it appears that we are being slightly more proactive in recent months. IT has begun exploring the thought of replacing our Blackberry devices with iPhones and new uses of iPads. I am encouraged to know that using these devices for learning is within the scope of their project and will be taken into account. New Technologies Behavioral: Integrated Stage New technologies are usually always accepted but very slowly adopted. A thorough testing and risk assessment period is required. Many times the adoption of the new technology is not complete until the new is now old technology. New Technologies Resource/Infrastructure: Integrated Stage New technologies are accepted but often limited by IT support models. The current IT support model remains with the oldest supported product from a vendor. Generally, staying with an older product is the norm, but there are times when a documented need dictates an upgrade. Comprehensive Technologies Behavioral: Integrated Stage Learners are heavy consumers of streaming media. They are also heavy adopters of organization sponsored smartphones. The organization currently does not utilize voice recognition software. Comprehensive Technologies Resource/Infrastructure: Intelligent Systems Stage Specialized streaming servers exist to deliver streaming media. A VPN is available for access to the system from locations outside of the organizations firewall. Corporate communications is highly integrated into Blackberry solutions.

Conclusion
In conclusion, I rate our organization in the Integrated Systems Stage. There are areas in which we excel and other areas in which we struggle. We do utlize technology to deliver web-based learning modules, record and store learning results electronically, and house learning documentation, however, we must work on providing better/more consistent network access to all learners. We provide excellent streaming multimedia and virtual classroom opportunities but we must also look at utilizing more web 2.0 technologies and simulation software. Learning and Development groups within each business unit take ownership of their own training initiatives but we need corporate stakeholders to take a more active role in educational technology issues. Finally, we should continue promoting the advantages of utilizing technology amongst all learners, administrators, and instructors.