The L&D Innovations Bullseye - Mapping L&D Innovations by Adoption Levels, Current Impact, and Future Investment
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CEB Learning & Development Leadership Council The L&D Innovations Bullseye Mapping L&D Innovations by Adoption Levels, Current Impact, and Future Investment
CHARTING THE EVOLUTION OF L&D DESIGN AND DELIVERY
The learning landscape is changing fast, the line’s skill needs are becoming more complex, and how employees
want to learn is evolving. Advances in learning technology and learning methodologies provide new
opportunities for L&D to design and deliver impactful learning experiences.
To help navigate the increasingly complex learning landscape, we have worked with over 300 L&D professionals
from 18 organizations world-wide to provide an objective map of how a set of learning channels, learning
methods, and LMS features are being adopted by organizations, their impact on employee development, and
where L&D professionals plan to invest in the future.
2014 Learning Innovations Survey: Partial List of Participants
© 2014 CEB. All rights reserved. LDR9550614SYN
2KEY TAKEAWAYS
Learning Channels
1. Experiments with virtual worlds are achieving high impact and warranting further investment. Although virtual worlds have not been adopted by
large numbers of organizations and are still very much in the experimental phase, they have great impact where they are deployed. Organizations
using virtual worlds plan to continue to invest in them.
2. Massive open online courses (MOOCs) have yet to prove their worth in a corporate setting. Small numbers of L&D professionals are utilizing
MOOCs, which have yet to demonstrate a high impact; investment levels are not set to increase.
3. Learning portals are well embedded in the majority of organizations and provide high levels of value. Learning portals are proving their worth,
with over a one-quarter of learning professionals seeking to increase their rollout to further employee segments.
Learning Methods
1. L&D professionals have yet to fully integrate research on the neuroscience of learning. Only 10% of learning professionals have been using
neuroscience principles to improve learning delivery. Organizations experimenting with neuroscience principles have experienced some benefit to
employee performance, and investment levels are set to increase.
2. There is significant demand for technology-enabled learning simulations. Over a one-third of L&D professionals have rolled out technology-based
simulations for employee development, and nearly half of these will invest heavily in further investments.
3. Including learners from partner organizations in internal development programs leads to mixed results. The majority of organizations that have
integrated learners from key partners, such as suppliers or customers, into their development programs have seen limited impact, with
under 20% of L&D professionals capturing high returns.
LMS Features
1. Enabling learner assessment through the LMS is well embedded and impactful, but L&D is cautious of additional investment. L&D functions agree
that learner evaluation provides a substantial impact on employee development, but few expect to see a notable increase in impact in the near
term.
2. Experiments with mobile access have been successful, and investment is set to increase. Mobile learning delivery is still in its experimental phase
for most organizations, but the level of impact has been encouraging and L&D expects increased impact in the future.
3. Increased investment is planned to capitalize on enabling learners to create their own content. Over half of L&D professionals have not yet
adopted enabling user-created content, but those who have expect it to significantly increase its impact on employee performance in the next
two years.
© 2014 CEB. All rights reserved. LDR9550614SYN
3The L&D Innovations
Bullseye provides input
THE L&D INNOVATIONS BULLSEYE
to map out adoption
trends, impact, and External
Development
future investment for 39 Networks
Virtual
established and emerging Worlds
Communities
ls
Le
of PracticeAugmented
learning methods,
ne
ar
Instant Reality
an
ni
channels, and LMS Messaging Network Technology-
Ch
ng
Classroom Learning Based Simulation
features.
Me
g
Learning Applying
nin
RSS Blogs On-the-Job
Neuroscience
tho
Feeds and Wikis Learning
r
Principles
Lea
d
Dataset: Over 300 Enterprise Mentoring User-Created
s
■■
Collaboration Content
L&D professionals at 18 Environments Peer Based Gamification
organizations Enterprise Learning
Coaching Including Learners
Social from Partner
MOOCs Portal
Networks Manager-Led Organizations
■■ Example of how to read Coaching In-Person
E-Learning Simulations Targeting
the chart: Modules Action Employee
Learning Mind-Set
MOOCs are categorized as a Enables
M-Learning Assessment Team-Based
learning channel: Reports Integrate Development Plans
Real-Time Data
–– On the bullseye, the
colored dot for MOOCs
Certificate
Compliant with
is located in the outer- Push Content Gamification Management
Third-Party Tools
most circle to show Based on Features
Integration with
Learner Profile Management of
that organizations are Performance Informal Learning
Provides Mobile Management Systems
experimenting with it.
Access Share Content Enables Learner
–– The dot for MOOCs Outside Firewall Created Content
is small, showing that
current levels of impact
are low. LMS Featuresa
–– The yellow dot for Source: CEB 2014 Learning Innovations Survey.
a
LMS Features Future Investment based on expected impact on L&D and employee performance in the next two years.
MOOCs shows that
expected future Assessment Factors
investment is medium.
Adoption Level Current Impact Future Investment
Experimenting Adopting Embedded Low Impact Medium Impact High Impact Low Medium High
See the appendix for
Degree of adoption is measured by Current level of impact based on: Future outlook is based on the projected
definitions of each of the items
extent and nature of deployment across Level of value for L&D level of investment and impact in the
represented on the bullseye. organizations. next two years.
Impact on employee performance
© 2014 CEB. All rights reserved. LDR9550614SYN
4ROADMAP
Learning Channels Learning Methods LMS Features Appendix
© 2014 CEB. All rights reserved. LDR9550614SYN
5As L&D seeks to
achieve scale across
LEARNING CHANNELS
the organization, virtual
channels provide high
impact to employee
External
performance.
Development
Networks
Virtual
Worlds
Communities
Expectations for established
Le
■■
of Practice
Augmented
ar
ls
virtual channels, such as Instant
ne
Reality
e-learning and learning Messaging Network
an
Technology
Ch
portals, are high, while the Classroom Learning Based Simulation
g
outlook for further gains Learning Applying
nin
RSS Feeds Blogs On the Job
External
from classroom training and Wikis
Development
Neuroscience
r
Learning
Networks
Lea
is muted.
Virtual Communities
Principles
ls
Worlds of Practice
e
Augmented
Le
nn
Instant
User Created
a
Reality
Enterprise Mentoring
a
rn
Messaging Network
Ch
Technology-
ing
Learning
Collaboration Classroom Based Simulation
Content
ng
Channels with a larger range
M
■■ Learning Applying
rni
Blogs
RSS
Environments On-the-Job
eth
Neuroscience
Feeds and Wikis
Peer Based
Learning
Lea
Principles
or dimensions and that
ods
Enterprise Learning
Enterprise
Collaboration Coaching
Mentoring User-Created
Content Including Learners
provide greater opportunity Social Networks Environments Peer-Based
from Partner
Portal
Enterprise Coaching Including Learners
to embed learning design
Learning
MOOCs Organizations
Manager Led
Social from Partner
MOOCs Portal
Networks Manager-Led Organizations
principles, such as mobile E-Learning
Coaching
Coaching
In-Person
Simulations Targeting In Person
simulations Targeting
Action Employee
E-Learning Modules
learning, virtual worlds, and Modules
Enables
Learning Mind-Set
Team-BasedAction
M-Learning Assessment Employee
enterprise social networks, Reports Integrate
Real-Time Data
Development Plans
Learning Mindset
Enables
are demonstrating much
M-Learning Assessment Compliant with Team Based
more promise than more Push Content
Based on
Management
Features Reports Integrate
Third Party Tools
Development Plans
Integration with
constrained channels, such
Management of
Provides Mobile
Real Time DataLearning
Performance
Management Systems
Informal
as instant messaging, RSS Access Share Content Enables Learner
Outside Firewall Created Content
feeds, and blogs.
LMS Features
Management Compliant with
Push Content
■■ For all the hype associated 3rd Party Tools
Based on Features
with MOOCs, L&D Source: CEB 2014 Learning Innovations Survey. Integration with Management of
Performance Informal Learning
professionals see limited
Provides Mobile Management Systems
adoption and impact at Access
Assessment Factors Share Content Enables Learner
present.
Outside Firewall Created Content
Adoption Level Current Impact Future Investment
Experimenting Adopting Embedded Low Impact Medium Impact High Impact Low Medium High
See the appendix for
Degree of adoption is measured by Current level of impact based on: Future outlook is based on the projected
definitions of each of the items
extent and nature of deployment across Level of value for L&D level of investment in the next two years.
represented on the bullseye. organizations. Impact on employee performance
© 2014 CEB. All rights reserved. LDR9550614SYN
6Virtual worlds are
being used by a
LEARNING CHANNELS: VIRTUAL WORLDS
limited proportion of
organizations but have Limited Adoption of Virtual Worlds
considerable impact Extent of Deployment of Virtual Worlds (Percentage of L&D Staff)a
when deployed.
70% 66%
■■ Less than 4 in 10 L&D
professionals are using or
plan to use virtual worlds
for employee development, 35%
making it one of the least
utilized learning channels. 14%
11%
7%
■■ However, almost half of 3%
those who have deployed 0%
virtual worlds report high Not Currently Planning to Use It Piloting Its Use Using for Using for Some Time
Using in the Near Term Some Time and Planning to Roll It
impact on employee Out to More Employees
development.
n = 76.
Source: CEB 2014 Learning Innovations Survey.
■■ A similar proportion plan to a
Response options also included “Using for some time and are planning to scale back use” and “Using the channel but are planning to discontinue it”;
no respondents selected these options.
invest heavily in virtual world
technology in the next two
years. Virtual Worlds Delivering Impact Virtual World Investment Set to Increase
Degree to Which Virtual Worlds Are Having a Positive Expected Level of Investment for Virtual Worlds Over
Impact on Employee Performance (Percentage of L&D the Next Two Years (Percentage of L&D Staff)
Staff)
4%
Low
Investment
23%
Low
Impact
46% 42%
High High
Impact Investment
31%
Medium 54%
Impact Medium
Investment
n = 26. n = 26.
Source: CEB 2014 Learning Innovations Survey. Source: CEB 2014 Learning Innovations Survey.
© 2014 CEB. All rights reserved. LDR9550614SYN
7MOOCs are currently
limited in adoption and
LEARNING CHANNELS: MOOCs
impact.
Few L&D Professionals Are Rolling Out MOOCs
Extent of Deployment of MOOCs (Percentage of L&D Staff)a
■■ Adoption of MOOCs for
corporate learning is still 80%
71%
extremely low, with less
than 3 in 10 L&D
professionals using them.
■■ Half of L&D professionals 40%
utilizing MOOCs have seen
low impact on employee
development. 11%
7% 9%
3%
■■ The majority of L&D 0%
professionals are cautious Not Currently Planning to Use It Piloting Its Use Using for Using for Some Time
Using in the Near Term Some Time and Planning to Roll It
about increasing investment
Out to More Employees
in MOOCs.
n = 76.
Source: CEB 2014 Learning Innovations Survey.
a
Response options also included “Using for some time and are planning to scale back use” and “Using the channel but are planning to discontinue it”;
no respondents selected these options.
MOOCs Lack Impact on Employee Performance Limited Future Investment in MOOCs Planned
Degree to Which MOOCs Have a Positive Impact on Expected Level of Investment for MOOCs Over the
Employee Performance (Percentage of L&D Staff) Next Two Years (Percentage of L&D Staff)
5%
Low
Investment
18% 18%
High Impact High
Investment
50%
Low Impact
CEB L&D Resource 32%
Medium
Preparing L&D for the Future Impact 77%
Medium
See the appendix to gain more Investment
information on the use of
n = 22. n = 22.
MOOCs. Source: CEB 2014 Learning Innovations Survey. Source: CEB 2014 Learning Innovations Survey.
© 2014 CEB. All rights reserved. LDR9550614SYN
8Learning portals are
well embedded in the
LEARNING CHANNELS: LEARNING PORTALS
majority of organizations
and yield high impact. Further Expansion of Learning Portals Planned
Extent of Deployment of Learning Portals (Percentage of L&D Staff)a
■■ The majority of L&D 40% 38%
professionals have
embedded learning portals,
and over a one-quarter seek 26% 26%
to expand their use.
20%
■■ Learning portals highly
impact employee
development in over one- 7%
third of cases where they 3%
are deployed. 0%
Not Currently Planning to Use It Piloting Its Use Using for Using for Some Time
Using in the Near Term Some Time and Planning to Roll It
■■ Increased investment Out to More Employees
for learning portals is
n = 76.
widespread, with one-third Source: CEB 2014 Learning Innovations Survey.
of organizations determined a
Response options also included “Using for some time and are planning to scale back use” and “Using the channel but are planning to discontinue it”;
no respondents selected these options.
to provide greater
investment in the next
two years.
Learning Portals Creating High Impact Strong Levels of Future Investment
Degree to Which Learning Portals Have a Positive Expected Level of Investment for Learning Portals
Impact on Employee Performance (Percentage of L&D Over the Next Two Years (Percentage of L&D Staff)
Staff)
2%
Low
14%
Impact
Low
CEB L&D Resource Impact
IHG’s Leadership Productivity 36%
38% High
Portal High Impact
This case details IHG’s Impact
leadership productivity portal, 63%
which enables leaders to 48% Medium
Medium Impact
capitalize on the expertise of Impact
the broader leadership team
and access workflow-based
n = 56. n = 56.
execution tools. Source: CEB 2014 Learning Innovations Survey. Source: CEB 2014 Learning Innovations Survey.
Note: Pie may not total 100% due to rounding.
© 2014 CEB. All rights reserved. LDR9550614SYN
9To get a pulse on current
needs, Fidelity monitors
BEST PRACTICE EXAMPLE: LEARNING
which resource types and
topics managers access
PORTALS
most.
Leadership Portal Usage and Preferences Report Portal Data Analysis Questions
Manager Challenges and Priorities
■■ The L&D team analyzes the Number of Unique and Repeat Users
portal data monthly—it finds 1. Are managers more focused on
Views by Individual Resource Frontline Mid-Level
that looking at the data more Managers Managers
immediate needs or future performance?
Views by Content Type Frontline Mid-Level
frequently than that makes it Percentage of Percentage of 2. In what areas do we need to provide
Managers Managers
difficult to identify trends. Views by Topic Users AccessingMid-Level
Frontline Users Accessing greater support to the business?
Percentage of Percentage of
Managers Managers
Users Accessing
Frontline 28.7%
Users Accessing
29.8% Mid-Level 3. What resources are managers accessing
Percentage of Percentage of
Managers Managers as a result of our recent promotions?
■■ The team segments the data Users Accessing
29.8% 28.7%
8.7% Users Accessing8.0%
Percentage of Percentage of
by manager level and business 8.7%1.3%
Users Accessing
29.8% 28.7%
8.0%1.3%
Users Accessing
unit to gain a more precise Manager Resource Type Preferences
Set Direction 8.7%1.3%28.3%
29.8% 8.0%1.3%28.3%
28.7%
view of manager challenges, 4. What resource types are the most
resource preferences, content Managing Talent
Plan and Execute 32.0%
8.7%1.3%28.3% 32.0%
23.1%1.3%28.3% popular?
gaps, content usability, and Managing Talent
Drive Innovation 32.0%
1.3%28.3% 32.0%
28.3%
4.5% 5. How well are we appealing to variances
overall portal resource usage. LeadManaging Talent
by Example 32.0%
28.3% 32.0%
19.5% in managers’ learning preferences?
Manage Talent 32.0% 24.3%
■■ Fidelity solicits feedback Content Gaps and Resource Shortcomings
Source: Fidelity Investments; CEB 2014 Learning Innovations Survey.
from employees regarding 6. What information are managers still
the usefulness of each piece missing?
of content on the portal. Resource Effectiveness Ratings 7. What changes do we need to make
to current resources?
Content Usability
All Focus on Customers Think Strategically Set Clear Goals and Priorities Inspire and Motivate Others
8. What percentage of managers are repeat
Job Sculpting: The Art of Retaining Your Best People—Reading users?
Very interesting, alternative perspective to getting at the question 9. How often do managers view content
of “what do you like/want to do?”—R.S., Merrimack, New Hampshire and actually download it?
CEB L&D Resource
Fidelity: Leadership Portal The Extraordinary Coach—Course
Overall Trends
Quality Pulse Checks This course provides a format that can easily be applied in the real
world. All coaches and managers with direct reports should take 10. What are the month-over-month trends?
Fidelity Investments proactively this course.—Anonymous
tracks managers’ resource
needs and preferences to
Source: Fidelity Investments; CEB 2014 Learning Innovations Survey.
ensure they provide targeted,
accessible, timely,
and relevant support.
© 2014 CEB. All rights reserved. LDR9550614SYN
10ROADMAP
Learning Channels Learning Methods LMS Features Appendix
© 2014 CEB. All rights reserved. LDR9550614SYN
11Mentoring and coaching
practices are well
LEARNING METHODS
embedded in companies,
but reaching outside the
organization to learn is
External
more limited. Development
Networks
Virtual Communities
■■ One-on-one coaching Worlds of Practice
Augmented
Le
and mentoring creates Instant Reality
ar
substantial impact, while
ni
Messaging Network Technology-
ng
Learning
wider team practices are still Classroom
Based Simulation
M
in the experimental phase. Learning Applying
eth
Blogs External
Development
On-the-Job Neuroscience
and Wikis Learning
ods
Virtual
Networks
Principles
Communities
Experimentation with Worlds
Le
■■ of Practice
ls
Augmented
e
a
Instant
nn
rn
Enterprise
Reality
Mentoring User-Created
methods that extend
ing
Messaging Network
a
Technology
Ch
Classroom Learning Based Simulation Content
Collaboration
M
development outside
ng
Learning Applying
eth
RSS Blogs On the Job
rni
Neuroscience
Environments
and Wikis Peer-Based
Learning
ods
Feeds
the organization are yielding
Lea
Principles
Enterprise Coaching
Mentoring User Created Including Learners
rprise Learning Content
low impact.
Collaboration
Environments Peer Based from Partner
cial Portal Learning
Enterprise Coaching Including Learners
Organizations
works MOOCs
Social Portal
Manager Led
Manager-Led
from Partner
Organizations
Networks
Coaching In-Person
The results of experiments
Coaching In Person
■■ E-Learning Simulations Targeting
E-Learning Modules Action Employee Simulations Targeting
with the application of Enables
Learning Mindset
Action Employee
Modules
M-Learning Assessment
neuroscience are leading Reports Integrate
Real-Time Data
Learning Mind-Set
Enables
to a positive outlook. Team-Based
Assessment Management
Compliant with
Third-Party Tools
Development Plans
Features Reports Integrate
Push Content
Based on
Integration with Management of
■■ Gamification adoption Provides Mobile
Real Time DataLearning
Performance
Management Systems
Informal
is relatively widespread,
Access Share Content Enables Learner
Outside Firewall Created Content
but its impact remains low.
LMS Features
Management Compliant with
Push Content
3rd Party Tools
Source: CEB 2014 Learning Innovations Survey.
Assessment Factors
Adoption Level Current Impact Future Investment
Experimenting Adopting Embedded Low Impact Medium Impact High Impact Low Medium High
See the appendix for
Degree of adoption is measured by Current level of impact based on: Future outlook is based on the projected
definitions of each of the items
extent and nature of deployment across Level of value for L&D level of investment in the next two years.
represented on the bullseye. organizations. Impact on employee performance
© 2014 CEB. All rights reserved. LDR9550614SYN
12The application
of findings from
LEARNING METHODS: APPLYING NEUROSCIENCE
neuroscience research to
employee development
PRINCIPLES FOR DEVELOPMENT
is still in an experimental
phase. Limited Adoption for Neuroscience Principles
Extent of Deployment of Neuroscience Principles (Percentage of L&D Staff)a
■■ Few L&D professionals 70% 65%
have fully integrated findings
from neuroscience into
35%
development efforts, with 14%
12%
only 2 in 10 already using 2% 5% 2%
this method. 0%
Not Using Planning to Use It Piloting Using for Using for Some Using for Some
in the Near Term Its Use Some Time Time and Planning Time and Planning
■■ In the majority of cases, to Roll It Out to to Scale Back Use
More Employees
neuroscience provides
medium impact when n = 43.
deployed at present, Source: CEB 2014 Learning Innovations Survey.
and investment outlook a
Response option also included “Using the channel but are planning to discontinue it”; no respondents selected these options.
is broadly positive.
Medium Impact from Applying Neuroscience Moderate Future Investment for Applying
Principles Neuroscience Principles for Development Planned
Degree to Which Applying Neuroscience Principles Expected Level of Investment for Applying Neuroscience
Have a Positive Impact on Employee Performance Principles Over the Next Two Years (Percentage of L&D
2,500%
(Percentage of L&D Staff) Staff)
20%
Low
20% Impact 25%
High High
Impact Investment 75%
Medium
CEB L&D Resource Investment
60%
The Neuroscience of Leadership Medium
Impact
This webinar replay introduces
key research findings, case
studies, and important
implications for improving n = 15. n = 15. 7,500%
Source: CEB 2014 Learning Innovations Survey. Source: CEB 2014 Learning Innovations Survey.
leadership best practices.
© 2014 CEB. All rights reserved. LDR9550614SYN
13Technology-based
simulations are showing
LEARNING METHODS: TECHNOLOGY-BASED
wider adoption and
are seeing increased
SIMULATIONS
investment levels.
Tech-Based Simulations Are Well Embedded
Extent of Deployment of Technology Based Simulations (Percentage of L&D Staff)a
■■ Over half of L&D
professionals have rolled 40% 35%
out technology-based 26%
simulations for employee 16%
20%
development, and over 15% 12%
7%
of L&D professionals report 2% 2%
0%
they plan to roll them out in
Not Using Planning to Piloting Using for Using for Some Using for Using the
the near term. Use It in the Its Use Some Time Time and Some Time Channel but
Near Term Planning to Roll and Planning Planning to
It Out to More to Scale Back Discontinue It
■■ Forty-one percent of Employees Use
L&D professionals report n = 43.
a high impact from their Source: CEB 2014 Learning Innovations Survey.
simulations.
■■ Almost half of L&D
professionals expect Medium Impact from Technology Based High Investment for Technology-Based
investments in technology Simulations Simulations
simulations to be high in Degree to Which Technology Based Simulations Have a Level of Investment for Technology-Based Simulations
the next two years. Positive Impact on Employee Performance (Percentage Over the Next Two Years (Percentage of L&D Staff)
of L&D Staff)
3% 6%
Low Low
Impact
CEB L&D Resource
Playbook: Achieving Impact
41% 56% 47% 47%
with Simulations High Medium High Medium
Impact Impact
This playbook reviews the three
action steps that L&D must
take to ensure simulations drive
performance outcomes rather
than just offer an entertaining n = 32. n = 32.
Source: CEB 2014 Learning Innovations Survey. Source: CEB 2014 Learning Innovations Survey.
experience.
© 2014 CEB. All rights reserved. LDR9550614SYN
14Technology-based
simulations involve real
TECHNOLOGY-BASED SIMULATIONS
employees operating in
a computer-simulated Benefits Drawbacks
system.
Are often a highly scalable simulation method Bought off the shelf or L&D must use
■■ Technology-based dedicated consultants or internal staff with
simulations are well suited Ensures learning is consistent across the the right technical skills to create them
for scalably developing learner population (which are hard to find)
higher-order technical skills.
Enables L&D to re-create (and modify) real- Can seem gimmicky to learners and leaders
life scenarios to provide powerful teaching when not done well
Enables employees to practice using Learners need a high level of technology
expensive equipment or engaging in complex fluency
actions that could have costly consequences
if not performed properly The organization must have the appropriate
technology infrastructure
Allows learners to operate in condensed time
(e.g., compressing a year of events into a day)
to see the future implications of decisions
Case in Point
Workplace Technologies Research, Inc. (WTRI) worked with SAIC to create an interactive simulation game
to train open-pit miners on safety measures. In their quest to extract the most gold under budget and
Choosing the Right
on time, teams of miners confront a variety of challenges, such as bad weather conditions, maintenance
Technology-Based Simulation
problems, and dangerous unforeseen events. The teams must address these challenges while continuing to
When choosing the type of meet production goals, which teaches them effective mine safety practices and maintenance procedures
technology-based simulation when operating in real-life pressure situations. The training program can identify and track game players
to deploy, L&D staff should who are working and behaving in an unsafe way and deduct points from the team’s score for this behavior.
consider the necessary level of
interactivity between learners
Source: http://www.saic.com/products/simulation/olive/customers.html; CEB 2014 Learning Innovations Survey.
and whether the simulation
must be available on demand
to learners.
© 2014 CEB. All rights reserved. LDR9550614SYN
15Before creating a
simulation, L&D must
ASSESS THE SUITABILITY OF SIMULATION
carefully consider
whether a simulation is
AS A DEVELOPMENT METHOD
an appropriate method
to meet a specific Guide to Assessing the Suitability of Simulation
learning need.
Directions: For the learning content you are evaluating, consider each of the selection criteria below. Circle the rating that
■■ Simulations are not is most appropriate for each of the criteria. Tally your score, and consult the key at the bottom of the page to interpret
appropriate for every the score and determine the viability of simulations as an effective learning delivery method for this particular content.
development need—L&D
must consider the learning Selection Criteria Rating Scales
content, the audience, and Target Population: To what extent is the learning 1 3 5
logistics when deciding content relevant to a large population of learners Small Medium Large
whether to use a simulation. within the target audience? Population Population Population
Need for Practice: To what extent is there a need 1 3 5
■■ Use this tool as a guide to for learners to practice applying the content? Little Need to Some Need Substantial Need
determine if simulation is an Practice to Practice to Practice
appropriate delivery method. Emphasis on Skills Versus Knowledge: To what 1 3 5
extent does the learning content address building Imparting Equal Focus on Skills Building Skills
skills as opposed to imparting knowledge? Knowledge and Knowledge
Risk of Content Application: How risky is it for the 1 3 5
target audience to apply the learning back on the No Risk Medium Risk High Risk
job without supervision?
Barriers to Content Application: How many barriers 1 3 5
(e.g., workflow, manager relationships) are there to Few Barriers Some Barriers Many Barriers
learners applying content on the job?
Importance of Feedback: How important is it that 1 3 5
learners receive immediate feedback on their ability Not Important Somewhat Important Very Important
to apply learning?
CEB L&D Resource L&D Resources: What level of investment (money, 1 3 5
time, people, etc.) can the organization devote to No Resources Limited Resources Substantial
Playbook: Achieving Impact this initiative? Resources
with Simulations
This playbook reviews the three Point Total
action steps that L&D must 25 and Above Deploying a simulation is a highly viable approach.
take to ensure simulations drive
15–24 Simulation may be effective when also blended with more traditional learning approaches.
performance outcomes rather
than just offer an entertaining 14 and Below Simulation is not likely to be effective. Consider a more traditional approach.
experience.
Source: CEB 2014 Learning Innovations Survey.
© 2014 CEB. All rights reserved. LDR9550614SYN
16A varied response for
including learners from
LEARNING METHODS: INCLUDING LEARNERS
partner organizations in
development programs
FROM PARTNER ORGANIZATIONS IN PROGRAMS
demonstrates this is still
an experimental learning Limited Adoption for Including Learners from Partner Organizations in Development Programs
Extent of Deployment of Including Learners from Partner Organizations in Programs (Percentage of L&D Staff)
method for many.
49%
■■ Almost half of L&D 50%
professionals plan to or
have attempted to expand 25% 16%
learning programs to those 12% 9%
7% 5% 2%
outside their organization, 0%
with a small contingent Not Using Planning to Piloting Using for Using for Some Using for Using the
scaling back Use It in the Its Use Some Time Time and Some Time Channel but
Near Term Planning to Roll and Planning Planning to
this activity. It Out to More to Scale Back Discontinue It
Employees Use
■■ The majority of respondents n = 43.
have seen limited impact, Source: CEB 2014 Learning Innovations Survey.
with this method, with
just under 20% of L&D
Including Learners from Partner Limited Investment in Including Learners
professionals capturing
Organizations in Development Programs from Partner Organizations in Development
high returns.
Seeing Limited Impact Programs
Degree to Which Including Learners from Partner Level of Investment for Including Leaners from
■■ Few organizations are Organizations in Development Programs Has Partner Organizations in Programs Over the Next
planning substantial a Positive Impact on Employee Performance Two Years (Percentage of L&D Staff)
investments in including (Percentage of L&D Staff)
partners in development 4%
programs. Low
Investment
18%
Low
18% Impact 23%
High High
Impact Investment
CEB L&D Resource 64% 73%
Medium Medium
Cargill: Customer Capstone Impact Investment
Project
Identify how to use value chain
partners in formal development
solutions. n = 22. n = 22.
Source: CEB 2014 Learning Innovations Survey. Source: CEB 2014 Learning Innovations Survey.
© 2014 CEB. All rights reserved. LDR9550614SYN
17Caterpillar invites
HIPOs from key external
BEST PRACTICE EXAMPLE: INTERORGANIZATIONAL
partners to their HIPO
development program
PEER LEARNING
to strengthen working
relationships across the Common Approach to HIPO Development: Siloed Caterpillar’s Approach to HIPO Development:
value chain. HIPO Development within Own Organizations Interorganizational HIPO Development
Organization External Partner Organization External Partner
Weak
Senior Working Senior Senior Senior
Leadership Relationship Leadership Leadership Strong Leadership
Working
Relationship
Development Development
Program Program
Interorganizational
HIPO HIPO HIPO Development
HIPO
Program
Entry Level Entry Level Entry Level Entry Level
Unfamiliar Working Relationships: Senior Well-Established Working Relationships:
leaders must quickly learn how to best work Senior leaders establish working relationships
with external peers in the value chain. with external peers early in their careers.
Inaccessible Information: Senior leaders Known Sources of Information: Senior
struggle to find the information about the leaders know who in their networks—inside
external market and value chain needed for and outside of the organization—can provide
success in their roles. market information.
CEB L&D Resource Isolated Problem Solving: Senior leaders Systems Thinking: Senior leaders consider how
Stretch, Support, and Sustain often fail to consider implications for parts decisions impact all parts of the value chain
of the value chain outside of their own instead of just their own organization.
Learn from Caterpillar and
organizations.
other best practices how to
accelerate HIPO performance. Source: Caterpillar; CEB analysis.
© 2014 CEB. All rights reserved. LDR9550614SYN
18Caterpillar invites
strategically important
IDENTIFY STRATEGIC EXTERNAL PARTNERS
external partners to send
HIPOs to participate in
TO PARTICIPATE IN HIPO DEVELOPMENT
their HIPO development
program. Criteria for Identifying Strategic Details of Caterpillar’s “Digging Deep” Advanced Executive
External Partners Leadership Program Communicated to External Partners
VP, Global VPs, Dealer
Purchasing Services
External Partners Existing Confidentiality
■■ Suppliers
Agreements
■■ Dealers
1. D
oes the partner’s business performance These partners often
■■ Customers
substantially impact our business already have legal
performance? agreements in place
Participants
to protect confidential
From Caterpillar: information shared within
oes the partner conduct a substantial
2. D ■■ Department heads
amount of business with us? these relationships.
■■ Managers
■■ HIPOs currently in officer succession plan
as this partner consistently provided
3. H
high-quality work for us? From External Partners:
■■ Current senior leaders
■■ HIPOs currently in the partner’s succession plan
4. Is this partner interested in sending his
or her HIPOs to our HIPO development Costs of Participation to External Partners
program? ■■ Tuition costs of $60,000 per participant
■■ Travel costs
■■ Visa costs
Benefits of Participation for External Partners
■■ HIPO development without program cost of
administering own program
■■ Improved working relationship with Caterpillar
Source: Caterpillar; CEB analysis.
© 2014 CEB. All rights reserved. LDR9550614SYN
19Caterpillar helps
HIPOs contextualize
CONTEXTUALIZE MANAGEMENT AND MARKET
organizational theory and
global economic trends
KNOWLEDGE FROM EXTERNAL EXPERTS
by alternating discussions
with external experts and Development Program Contextualization of External Markets and Organizational Theory
senior leaders.
One Year
■■ Caterpillar partners with
faculty from Stanford Module 1: Core Module 2: Thinking Module 3: Organizing Module 4: Core
University to teach the most Leadership Capabilities About Markets for Global Markets Looking Forward
current concepts and trends
Location: Caterpillar Location: Wuxi, China Location: São Paolo Location: Stanford
in organizational theory and
Headquarters University
the global economy. Length: 5 days Length: 5 days
Length: 5 days Length: 3 days
–– Caterpillar helps HIPOs
apply external knowledge
and skills developed to Presenters Presenters Presenters Presenters
Program Overview
■■ Caterpillar Officers ■■ Caterpillar Officers ■■ Caterpillar Officers ■■ Caterpillar Officers
the Caterpillar value chain
■■ Stanford University ■■ Stanford University ■■ Stanford University ■■ Stanford University
through executive-led
discussions. Faculty Faculty Faculty Faculty
Topics Covered Topics Covered Topics Covered Topics Covered
■■ Critical Analytical ■■ Strategic Leadership: ■■ Regional and Country ■■ Organizational Culture
Thinking Economics Analysis ■■ Organizing for
■■ Innovative Design ■■ Strategic Leadership: ■■ Global Leadership and Innovation
Thinking Organization Design Markets ■■ Strategic Crisis
■■ Personal Leadership ■■ Supply Chain ■■ Managing a Global Management
■■ Macroeconomicsa Organization ■■ Change and Leadershipa
■■ International Tradea ■■ Marketing Globally
■■ Sustainability
■■ Ethicsa
Locations Tied to Growth Strategy
The location of Module 3 may change
based on Caterpillar’s growth market focus.
Provide Most Current Information on Disciplines Most Relevant to Caterpillar’s and Partners’ Organizational Strategies
Caterpillar provides HIPOs with information about the external market and organizational leadership that is most
critical for successfully meeting strategic challenges.
Source: Caterpillar; CEB analysis.
a
Distance learning completed before next module.
© 2014 CEB. All rights reserved. LDR9550614SYN
20Caterpillar builds
networks across the value
BUILD INTERORGANIZATIONAL NETWORKS
chain through teams of
external partners and
THROUGH PEER LEARNING TEAMS
internal HIPOs.
Caterpillar and External Partner Collaboration Activities Throughout Development Program
■■ By working closely together Program Program
Module 1 Module 2 Module 3 Module 4
for a full year, HIPOs build Overview Finale
working relationships
across organizations that
enable future on-the-job 1. PEER REFLECTION 2. ACTION LEARNING PROJECT
collaboration and holistic
problem solving across the
value chain, not just within Questions for Team Discussion of Module Content Sample Business Challenge
their own organizations. Illustrative Develop a process for creating a supplier park
near one of Caterpillar’s facilities that can
later be used in the expansion of Caterpillar’s
1. W
hat about this module surprised us? Why are or facilities globally.
aren’t these reactions different depending on which
organization we work for?
2. W
hat differences did we discover about each of
our organizations based on this module? What
Virtual and In-Person Team Collaboration
similarities did we discover?
3. W
hat will we do differently to better partner
Caterpillar External Partner
across the value chain as a result of what we
HIPOs HIPOs
learned in this module?
External Partner Key Principles of Action Learning
Caterpillar HIPOs
HIPOs
Identifies root causes of challenge across
value chain
Considers implications of solution for all
parts of value chain
Identifies actions across value chain
Source: Caterpillar; CEB analysis.
© 2014 CEB. All rights reserved. LDR9550614SYN
21ROADMAP
Learning Channels Learning Methods LMS Features Appendix
© 2014 CEB. All rights reserved. LDR9550614SYN
22Communities
ls
Worlds
L&D professionals are
LMS FEATURES of Practice
ne
Augmented
Instant
an
confident their LMS Reality
Messaging Network
Ch
Technology
provides reporting and Learning
Classroom Based Simulation
ing
assessment capabilities Learning Applying
RSS Blogs On the Job
External
arn
but now seek to widen Development
Neuroscience
Feeds and Wikis Networks
Learning
LMS functionality to
Virtual
Worlds
Communities
of Practice
Principles
ls
Le
Augmented
e
Instant
a
nn
become more tailored to
Reality
User Created
rn
Enterprise Messaging Network
Mentoring
a
Technology-
ing
Ch
Classroom Learning Based Simulation
individual learner needs. Collaboration Content
ng
M
Learning Applying
eth
RSS Blogs On-the-Job
rni
Neuroscience
Environments
Feeds and Wikis
Peer Based
Learning
ods
Principles
Lea
User-Created
Enterprise
Enterprise Mentoring
Coaching Content Including Learners
Learning
Collaboration
from Partner
Environments Peer-Based
Social Portal
Coaching Including Learners
■■ The foundations of enabling MOOCs
Enterprise Learning
from Partner
Organizations
Networks MOOCs
Social
Networks
Portal
Manager-Led Manager Led
Organizations
learning assessment and E-Learning
Coaching In-Person
Coaching
Simulations Targeting In Person
Action
Simulations Targeting
Employee
reporting are well embedded
Modules
E-Learning Enables
Learning Mind-Set
Team-Based Action
in organizations. Modules
M-Learning Assessment
Reports Integrate Development Plans
Employee
Real Time Data Learning Mindset
Enables
M-Learning Assessment Team Based
■■ L&D professionals see Push Content Management
Reports Integrate
Compliant with
3rd Party Tools
Based on Features
Integration with Development Plans
considerable impact from
Management of
Real-Time Data
Performance Informal Learning
Provides Mobile Management Systems
being able to push content Access Share Content Enables Learner
Outside Firewall Created Content
to learners.
LMS Features Management Compliant with
Push Content Based on Third-Party Tools
■■ L&D seeks to increase Features
investment in mobile Integration with Management of
Performance Informal Learning
learning access, performance Management Systems
Provides Mobile
management integration, Access
Share Content Outside
and gamification features. Enables Learner
Firewall Created Content
LMS Features
Source: CEB 2014 Learning Innovations Survey.
Assessment Factors
Adoption Level Current Impact Future Investment
Experimenting Adopting Embedded Low Impact Medium Impact High Impact Low Medium High
See the appendix for
Degree of adoption is measured by Current level of impact based on: Future outlook is based on the
definitions of each of the items
extent and nature of deployment across Level of value for L&D expected impact on L&D and employee
represented on the bullseye. organizations. Impact on employee performance performance in the next two years.
© 2014 CEB. All rights reserved. LDR9550614SYN
23LMS functionality for
enabling assessment is
LMS FEATURE: ENABLES ASSESSMENT
well embedded but will
see limited additional Learner Evaluation Firmly Established
investment. Extent of Deployment of Enabling Assessment (Percentage of L&D Staff)
59%
60%
■■ Only 10% of L&D
professionals do not utilize
LMS for learner evaluation,
with the vast majority 30%
already using it.
18%
14%
■■ This learning assessment 6%
has provided high impact to 0% 2%
employee development. 0%
Not Using Planning to Piloting Using for Some Using for Some Using for Some
Use It in the Its Use Time Time and Planning Time and
■■ However, over three-quarters Near Term to Roll It Out to Planning to
More Employees Scale Back Use
of respondents do not
n = 49.
foresee higher returns from
Source: CEB 2014 Learning Innovations Survey.
enabling assessment in the a
Response options also included “Using the channel but planning to discontinue it”; no respondents chose this option.
future.
Enabling Learner Evaluation Providing L&D Is Not Expecting High Returns to Employee
Considerable Impact Performance
Degree to Which Enabling Assessment Has Degree to Which Enabling Assessment Will Have a
a Positive Impact on Employee Performance Positive Impact on Employee Development in the Next
(Percentage of L&D Staff) Two Years (Percentage of L&D Staff)
7%
17% Low
Low Impact
Impact 24%
CEB L&D Resource High
Impact
Measuring for Impact
57%
This research brief details High
the key aspects of learning Impact 26% 68%
measurement and provides Medium Medium
Impact Impact
guidance on a three-step
process for effectively
evaluating your learning
n = 42. n = 42.
programs. Source: CEB 2014 Learning Innovations Survey. Source: CEB 2014 Learning Innovations Survey.
Note: Pie may not total 100% due to rounding.
© 2014 CEB. All rights reserved. LDR9550614SYN
24Still in its experimental
phase for the majority
LMS FEATURES: PROVIDING MOBILE ACCESS
of L&D professionals,
providing mobile access L&D Is in the Planning Phase for Mobile Rollout
is high on the list of Extent of Deployment of Providing Mobile Access (Percentage of L&D Staff)
investments in the next 60%
53%
two years.
■■ Over half of L&D
professionals have yet to 30%
22%
roll out mobile access; more
than 20% are planning 10% 10%
implementation soon,
2% 2%
while 10% are presently in a
0%
piloting phase. Not Using Planning to Piloting Using for Some Using for Some Using for Some
Use It in the Its Use Time Time and Planning Time and Planning
Near Term to Roll It Out to to Scale Back Use
■■ Almost half of L&D More Employees
professionals who have
n = 49.
rolled out mobile access Source: CEB 2014 Learning Innovations Survey.
find it greatly impacts a
Response options also included “Using the channel but planning to discontinue it”; no respondents chose this option.
employee development.
Providing Mobile Access Proving Impactful L&D Expects High Impact from Mobile Access
■■ The majority of L&D Degree to Which Providing Mobile Access Has in the Future
professionals expect a Positive Impact on Employee Performance Degree to Which Providing Mobile Access Will Have a
high returns to employee (Percentage of L&D Staff) Positive Impact on Employee Development in the Next
performance from providing Two Years (Percentage of L&D Staff)
mobile access in the next
two years.
4%
22% Low
Low Impact
Impact
31%
48% 64% Medium
High High Impact Impact
Impact
CEB L&D Resource 30%
Medium
Preparing L&D for the Future Impact
See the appendix to gain more
information on the use of n = 23. n = 23.
Source: CEB 2014 Learning Innovations Survey. Source: CEB 2014 Learning Innovations Survey.
mobile learning.
Note: Pie may not total 100% due to rounding.
© 2014 CEB. All rights reserved. LDR9550614SYN
25The ability to learn
through a mobile
ENABLING MOBILE ACCESS
phone or tablet has
the potential to make Benefits Drawbacks
learning more accessible
but comes with increased
Mobile access allows learning to take place Mobile technology must either be provided
security risk.
on the move, which enhances flexible work by the company or through employees
conditions and provides development for bringing their own device to work.
remote employees.
Determining which mobile platforms are
Bite sizing learning through mobile compatible can be complex.
technology can provide performance support
at point of need. Providing information through mobile
channels can lead to security risk, especially
Mobile learning brings learning to platforms if the information is sensitive or company
employees are comfortable using. specific.
Learning on a mobile device lends itself to
self-paced learning.
Case in Point
With more than 26,000 employees at more than 175 locations around the world, making learning resources
available through a variety of channels 24 hours a day is critical. To that end, in 2013 the company launched
the Qualcomm Employee App Store, which features 30 internally developed and externally hosted apps on
Android and iOS platforms that provide employees with a variety of mobile-ready resources. For instance,
the app “52 Weeks” is an onboarding tool that tells the company history through a series of weekly stories.
“Worldwide QMaps” shows all company locations, local restaurants, and shuttle bus information, and
“QCEvents” showcases current, past, and future events.
It also launched the “Qualcomm Journey,” a web platform that features user-generated content, such as
video stories, that allows employees to share their work experiences, and Panopto—a video platform that
provides recording and broadcasting capabilities.
Source: CLO Magazine; Mobile Friendly Learning.
© 2014 CEB. All rights reserved. LDR9550614SYN
26L&D is experimenting
with empowering
LMS FEATURES: ENABLES LEARNER CREATED CONTENT
employees to create their
own content and expect L&D Is Experimenting with Enabling Learner-Created Content
more significant impact Extent of Deployment of Enabling Learner-Created Content (Percentage of L&D Staff)
in future. 60%
59%
■■ Over half of L&D
professionals have not yet
adopted enabling employee- 30%
created content, but more
than 20% plan to or are 14% 12%
10%
piloting its use.
4%
0%
■■ Where L&D has enabled
Not Using Planning to Use Piloting Using for Some Using for Some Time and
learner-created content, It in the Near Term Its Use Time Planning to Roll It Out to
the majority report More Employees
a medium impact. n = 49.
Source: CEB 2014 Learning Innovations Survey.
a
Response options also included “Using the channel but planning to discontinue it”; no respondents chose this option.
■■ L&D envisages high levels of
impact coming from learner-
generated content in the
next two years. Enabling Learner-Created Content Providing L&D Confident in Future Impact of Learner-
Medium Impact Created Content
Degree to Which Enabling Learner-Created Content Degree to Which Enabling Learner-Created Content
Has a Positive Impact on Employee Performance Will Have a Positive Impact on Employee Development
(Percentage of L&D Staff) in the Next Two Years (Percentage of L&D Staff)
20%
Low
Impact
30%
High
Impact 58%
42% Medium
High Impact
50% Impact
Medium
Impact
n = 20. n = 20.
Source: CEB 2014 Learning Innovations Survey. Source: CEB 2014 Learning Innovations Survey.
© 2014 CEB. All rights reserved. LDR9550614SYN
27Build employees’ ability
to share and learn from
BEST PRACTICE EXAMPLE: ENABLE
others by implementing
a channel that allows and
LEARNERS TO CREATE AND CRITIQUE
supports employees in CONTENT
creating and critiquing
content.
Learner Video Creation and Critiquing Tips
■■ Before launching BLOOM, How to Review a Claim Comments:
ELO@32: This was
EL&D populated the site with really helpful and
videos and is now working so short!
bObGrez2: I wish
with their subject matter the speaker went
experts to create additional more in depth on
how to handle
content employees use. something more
Videographer Employee complicated.
3,245 like it!
GrEEr31: I thought
■■ BCBSNC provides employees that this was very...
with tips on “How to
BLOOM” (how to create the Tips for How to BLOOM Video Feedback Tips
videos) and how to provide Use these tips to help you make your BLOOM video. Use these tips to help you provide constructive
constructive feedback to feedback or comments to video creators.
■■ Clearly explain what and how you are going to
video creators.
share your knowledge with peers. ■■ Additional Questions? Feel free to ask in the
comments—just be sure to check that no one else
■■ BLOOM will actively engage ■■ Explain why and who can use these skills, as they
asked before you!
learners by allowing them might not be relevant to everyone.
to critique the quality and ■■ Did this video not cover the specific information
■■ Be specific on “the how,” and include tips to avoid
helpfulness of videos. you were looking for? Make a comment about
common pitfalls or frequently asked questions.
what the speaker could add or what would be
■■ Provide example opportunities illustrating when good for a sequel.
learners should use this information.
■■ Was this video helpful for you? Like it! Your likes
CEB L&D Resource ■■ Test your video with colleagues before sending it help us ensure all content on BLOOM is relevant
BlueCross BlueShield of to your department’s Super-User for approval. and useful.
North Carolina’s Effective
Learner Platform
This case profile describes User-Generated Content Governance Principles
how BCBSNC designed a
To ensure learner-generated content is both high quality and relevant, BCBSNC has created a series of quality checks:
learner-centric, on-demand
media platform (BLOOM) that ■■ Content must be approved by a Super-User or administrator before it is available for viewing.
supports effective learning ■■ Super-Users filter videos made by employees in their department for quality and content.
behaviors instead of just ■■ EL&D monitors user-generated feedback.
passive consumption.
Source: BlueCross BlueShield of North Carolina; CEB analysis.
© 2014 CEB. All rights reserved. LDR9550614SYN
28ROADMAP
Learning Channels Learning Methods LMS Features Appendix
© 2014 CEB. All rights reserved. LDR9550614SYN
29ADOPTION LEVELS RANKED FROM MOST EMBEDDED TO EXPERIMENTAL
Learning Channels Level of Adoption Learning Methods Level of Adoption LMS Features Level of Adoption
1 E-learning modules Embedded 1 On-the-job learning Embedded 1 Enables assessment Embedded
2 Classroom-based learning Embedded 2 Mentoring Embedded 2 Reports integrating
Embedded
real-time data
3 Enterprise collaboration 3 Peer-based coaching Embedded
environments Embedded 3 Pushing content based
4 Manager-led coaching Embedded Adopting
(e.g., Sharepoint, Huddle) on learner profiles
5 Action learning Embedded
4 Learning portal Embedded 4 Certification management Adopting
6 Technology-enabled
Adopting 5 Management of informal
5 Instant messaging Adopting simulations
learning and communities Adopting
6 Enterprise social networks 7 User-created content Adopting of practice
Adopting
(e.g., Yammer, Jive) 8 In-person simulations Adopting 6 Compliant with third-party
Adopting
7 Blogs and wikis Adopting 9 Network learning Adopting tools
8 Mobile learning (M-learning) Experimenting 10 Communities of practice Adopting 7 Integration with the
performance management Adopting
9 Virtual worlds Experimenting 11 Team-based development system
Adopting
action plans
10 RSS feeds Experimenting 8 Enables learner-created
12 Gamification Adopting Experimenting
11 MOOCs Experimenting content
13 Including learners from 9 Provides mobile access Experimenting
Experimenting
partner organizations
10 Gamification features Experimenting
14 Targeting employee
Experimenting 11 Shares content outside
mind-set Experimenting
organizational firewall
15 External development
Experimenting
networks
16 Applying neuroscience
Experimenting
principles
17 Augmented reality Experimenting
Source: CEB analysis.
© 2014 CEB. All rights reserved. LDR9550614SYN
30CURRENT IMPACT LEVEL RANKED FROM HIGHEST TO LOWEST
Learning Channels Current Impact Learning Methods Current Impact LMS Features Current Impact
1 Classroom-based learning High 1 On-the-job learning High 1 Pushing content based on
High
learner profiles
2 E-learning modules High 2 Mentoring High
2 Enables assessment High
3 Learning portal High 3 Peer-based coaching High
3 Reports integrating
4 Virtual worlds High 4 Action learning High High
real-time data
5 Mobile learning (M-learning) Medium 5 Team-based development
High 4 Provides mobile access High
action plans
6 Instant messaging Medium
5 Integration with the
6 Manager-led coaching High
7 Enterprise collaboration performance management Medium
environments Medium 7 Communities of practice Medium system
(e.g., Sharepoint, Huddle)
8 In-person simulations Medium 6 Compliant with third-party
8 Enterprise social networks Medium
Medium 9 Augmented reality Medium tools
(e.g., Yammer, Jive)
10 Technology-enabled 7 Enables learner-created
9 MOOCs Low Medium Medium
simulations content
10 Blogs and wikis Low 8 Certification management Medium
11 Network learning Medium
11 RSS feeds Low 9 Gamification features Medium
12 User-created content Medium
13 Applying neuroscience 10 Management of informal
Medium learning and communities Low
principles
of practice
14 Including learners from
Low 11 Shares content outside
partner organizations Low
organizational firewall
15 Targeting employee
Low
mind-set
16 External development
Low
networks
17 Gamification Low
Source: CEB analysis.
© 2014 CEB. All rights reserved. LDR9550614SYN
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