Ten Things to Consider about E-Learning before Spending a Dime
By MariAn Klein

During the last ten years, there has been a perceptible rise, indeed some would say an explosion, in the creation and implementation of e-learning programs, software, and courses in corporations and universities across the globe. While there are many reasons why organizations consider using technology to deliver and/or support training, one of the key reasons e-Learning continues to gain momentum and popularity is the hope that using technology will reduce overall training costs. Many claim by as much as 50% or more.

E-learning for purposes of this article will be defined as browser, CD-ROM, and/or PC-enabled learning events or environments.

Although it constitutes less than 10% (1) of an average training organization's budget, it is still considered to be a viable candidate as an effective method of training implementation, whether used to deliver an online learning experience or as support of an existing classroom-based program. In fact, the use of e-learning is predicted to continue to rise within integrated blended learning approaches across all sectors of the "learning industries" in the next two to three years. Moreover, there is considerable evidence that wide-spread adoption of e-learning is continuing to rise at a steady pace.(2)
As hopes continue to ignite interest in the implementation of e-learning programs and courses, the crevasse between effective and ineffective e-learning initiatives widens.

For many who are beginning to consider creating or developing e-learning, the crevasse tends to blend into the vast training horizon, making it difficult to see and discern until suddenly, they find themselves caught in a free fall of missed expectations and reams of incomplete storyboards. Pitfalls abound for those who have not considered many key elements and components necessary to create, develop, and implement an effective e-Learning initiative.

Here are ten things to consider about e-learning before spending a dime... 

1.  Learning Culture.
Is your audience ready to use technology in the learning? If not, consider the issues and constraints your team will need to overcome in order to implement an initiative that is within budget, scope, and schedule. The sophistication level of your audience¡¯s learning habits and comfort levels will inevitably affect the number of tasks your team will need to complete during the project cycle. On the other hand, if your learners are ready for e-learning, either because it is deemed that they WILL be ready or they have a high level of experience using technology in their daily work requirements, then time is needed to assess exactly what type and design of e-learning would best fit your audience¡¯s needs.

2. Change Management.
Closely aligned to learning culture analysis, change management strategies are needed to help smooth the inevitable bumps and potholes the project team will encounter. Appropriately addressing change management issues as well as performance issues takes time and resources.

3. Project Team.
A core e-learning "A-Team" includes at a minimum a learning strategist, instructional designer, project manager, and technology solution architect.

* A good learning strategist will align business goals, program scope, and objectives with all learning objectives, as well as create and design a comprehensive learning strategy and solution that aligns with organizational goals and performance outcomes.
* A competent instructional designer will build flexible, relative, and comprehensible learning experiences that align with learning objectives.
* A solid project manager will monitor scope and schedule.
* A good technology solution architect will problem solve technical constraints and strategize technical parameters.

Some of these skills may be found in one person. Yet, at a certain point, project size may dictate the need for a minimum of four resources.

4. Content Analysis.
Perhaps you have heard this one: "Content is King." Indeed, this is in fact true. Although if you¡¯re like me, you may ask, "Yes¡ªbut what does that really mean?" The type of "e" content you choose to share with your learners will impact the level of comprehension and learning transfer. The success of your initiative is really driven by the content and how it is presented. Not the technology. Content analysis relative to its viability and malleability to the "e" environment is an absolute must. Most good learning strategists are able to conduct cost-efficient content analysis to make your project a success.

5. Learning Strategy.
If the content is not shaped and presented in a manner that is engaging and useful, it will not matter how many bells and whistles are featured in the program or course. Additionally, if time is not taken to consider the internal marketing and communication of the program or course and its overall purpose to the internal audience it serves, it will not be used. In this case, the old saying -- "If it is built, they will come" -- will not hold water. They will not come. Moreover, your audience will create an impression of you and/or the training department that will be difficult to overcome during any future initiatives.

6. Cost AND Schedule.
Depending upon the type of content and style of presentation, the cost of e-learning varies. If you plan to create and implement an initiative solely "in-house" with minimal, inexperienced resources, expect total internal costs to be at least equivalent to any vendor price, while taking at least three to four times longer than a vendor would need. Use of the house construction metaphor, at this point, is apropos. Most large organizations that do not have dedicated e-learning resources, do have some resources that would be able to create and implement e-learning internally. In other words, they can build their own house using resources from various departments.

They may not be master carpenters or electricians, but, with ample time, they would be able to build a house. Consideration of cost tends to be inherent, but the need for consideration of schedule and time constraints weighs heavily upon project success factors and eventually impacts cost.

7. Resources and Communication.
No matter the size of the e-learning initiative (and if your organization is made up of more than 20 people), expect to concurrently communicate and meet with at least 20 people in various departments or divisions within your organization (and/or with a vendor¡¯s team) during the project cycle. Having an effective communication plan is crucial to overall project success.

8. Maintenance Strategy.
You will need to maintain and/or monitor the content or implementation strategy of any e-learning initiative, no matter if the e-learning solution is ready-made or custom-made. Having a complete plan that highlights future trends in the organization¡¯s development and its relativity to the e-learning initiative (or any training initiative for that matter) is often overlooked.

9. Business Case.
Is the learner learning the exact information that is expected? If so, why does the learner need to know the information? If the answer does not correlate with business objectives, alignment is needed.

10. Organizational Learning Alignment.
Is the learner learning information that is aligned to organizational goals and vision? If so, how? If not, why? Definitive alignment of organizational goals with learning initiatives streamlines planning, development, and ultimately reduces costs not only for each initiative but also costs associated with resources, equipment, and invariably, travel.

These basic considerations make up the foundation from which to launch an effective e-learning initiative. Many of them rely upon tools or processes that have not only been proven successful in top Fortune 500 companies, but have reduced overall project costs.

What is important to consider when developing e-learning initiatives (and any other type of learning or training program or curriculum) is that the value of each initiative can be quadrupled through the use and implementation of aligned learning strategy, stream-lined analysis, and careful consideration of cultural and change management factors. More about designing and implementing effective e-learning initiatives will be shared during The Management Center¡¯s program Implementing Effective E-Learning Initiatives on January 16 - 17. 
(1) Hall, Brandon (2002) Market Analysis of the 2002 US E-Learning Industry. http://www.brandonhall.com/public/execsums/execsum_adkins1.pdf, p.5.
(2) Hall, Brandon (2002) Market Analysis of the 2002 US E-Learning Industry. http://www.brandonhall.com/public/execsums/execsum_adkins1.pdf, p. 5,7.

About the Author
MariAn Klein is currently a Learning and Development Consultant III for WellsFargo Home Mortgage. She has been designing instructional and corporate training programs for over 12 years and has implemented successful training programs and curriculums recognized as highly effective and innovative solutions for several Fortune 500 and Fortune 1000 companies.

Reprinted from ACUMEN: Your Professional Development Resource, December 2002 The Management Center - University of St. Thomas