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<ul><li><p>David Grebow October 2013 </p><p>Research Brief </p><p>The Business Case for LCMS: Moving From Standalone to </p><p>Collaborative Content Authoring </p></li><li><p> 2013 Brandon Hall Group. Not licensed for distribution. Page 2 </p><p>The Business Case for LCMS </p><p>Research Brief </p><p>The Business Case for LCMS: Moving from Standalone to Collaborative Content Authoring </p><p>By: </p><p>David Grebow, Principal Learning Analyst October 2013 </p></li><li><p> 2013 Brandon Hall Group. Not licensed for distribution. Page 3 </p><p>The Business Case for LCMS </p><p> Introduction </p><p>The widespread adoption of Learning Content Management Systems (LCMS) to author </p><p>content is changing the way companies operate by changing the cost structure, speed of </p><p>development, management and communication of content. Perhaps even more </p><p>profound is the change in the relationship between the content creator and consumer. </p><p>The once dependent connection between author and reader, in which the author </p><p>published content and the reader consumed the content, has dramatically changed. </p><p>Today, LCMS has enabled the readers to easily publish and in turn become the co-</p><p>contributors and writers. </p><p>LCMS software collapses authoring, publishing and using content into one activity. In </p><p>addition, it has enabled the creation and dissemination of content to be easily </p><p>accomplished on a variety of devices, quickly switching from desktop to laptop to tablet </p><p>in mid-sentence. This process of disintermediation has enormously increased how fast </p><p>and accurately content is used, and has resulted in dramatic increases in performance </p><p>and productivity. The key difference is that the pre-LCMS environment was focused </p><p>exclusively on the content. In the LCMS world, the learner is the focus. </p><p>Content is driven by an anytime/anywhere need to access content. It is defined by what </p><p>end-users of the content need in real-time to perform their work. It is no longer as </p><p>useful or valuable to provide content focused on a process or procedure with a short </p><p>shelf-life, or knowledge or know-how that does not help users do their jobs. The LCMS </p><p>can provide all or any specific part of a course that the learner needs. Relevancy and </p><p>immediacy are the new bars which need to be cleared for the authoring and delivery of </p><p>content. The impact on the L&amp;D departments and their training programs has been </p><p>most powerful. The system brings the people who have the knowledge and know-how </p><p>into direct contact with the people who need their knowledge. </p><p>The result is a company that is more agile, adaptive and able to change and adjust to </p><p>market conditions -- using content that is as current as possible; content that can be </p><p>delivered in a variety of formats from formal to informal, classroom to eLearning or </p><p>performance support; able to be more productive, innovative, and responsive. As this </p><p>report will show, organizations that use their LCMS will be more successful in a rapidly </p><p>changing, more competitive marketplace. </p></li><li><p> 2013 Brandon Hall Group. Not licensed for distribution. Page 4 </p><p>The Business Case for LCMS </p><p> The Adaptive Business Model Defined </p><p>The traditional business model developed pre-determined content that demanded </p><p>consensus, often by committee, and absolute compliance. The model was created </p><p>during an era when the business environment was more stable, and the products and </p><p>services, and resulting skills and knowledge, often had a shelf life of up to several years. </p><p>The new, more flexible adaptive business model requires communication and </p><p>collaboration which creates new content on an as-needed basis. New businesses </p><p>operate in a flat, hypercompetitive world market and experience a more rapid pace of </p><p>change. Even the characteristics of change are dramatically different. Change today is </p><p>dynamic and discontinuous. Change happens with greater frequency and is </p><p>unpredictable based on real-time events within the company and with their customers, </p><p>vendors, and suppliers. </p><p>Organizations need to adapt quickly and correctly to these changes. For example: </p><p> A software company needs to provide customized upgrades to their clients, who </p><p>are adapting to rapidly changing market conditions. </p><p> A healthcare organization is constantly updating their policies and procedures </p><p>based on rapidly changing guidelines and regulations. </p><p> Two companies are merging and need to quickly rationalize the different ways of </p><p>doing business in order to keep moving forward. </p><p> A multinational fast-food company is constantly bringing in new products to </p><p>different markets and regions and must provide information and directions </p><p>about food safety, preparation and marketing. </p><p>All of these examples result in changes in learning content and in the training based on </p><p>that content. The adaptive business model means that the company has the tools and </p><p>culture to be able to quickly adapt to changes in their marketplace. </p><p>Most organizations today have been built upon a traditional corporate culture with a </p><p>number of well-known and accepted corporate procedures regarding content and </p><p>content-sharing. The adaptive business requires new ways of communicating and </p><p>collaborating. Transitioning into an adaptive business model requires the right tools, a </p><p>supportive culture, a new mindset, good strategy and high-level commitment. The goal </p><p>is to find the intersections where the traditional model no longer produces the optimum </p><p>results, and can be improved using an adaptive model that views content and content-</p><p>sharing. </p></li><li><p> 2013 Brandon Hall Group. Not licensed for distribution. Page 5 </p><p>The Business Case for LCMS </p><p>Traditional Business Model Adaptive Business Model Content has a longer shelf life often measured </p><p>over a year or longer </p><p>Content has a shorter shelf life, often measured in </p><p>months or less </p><p>Training content can be developed and delivered </p><p>over longer time periods that can be measured in </p><p>months </p><p>Training content needs to be developed and </p><p>delivered within weeks and occasionally in real </p><p>time </p><p>Training materials are delivered using more </p><p>traditional training approaches (e.g. ILT, VLT) </p><p>Training materials are delivered using new non-</p><p>traditional approaches (e.g. mobile, social, videos, </p><p>performance support (one specific of a course, </p><p>chapter, check list, etc.) </p><p>One-size-fits-many, off-the-shelf programs One-size-fits-one personal learning path for one </p><p>person at a specific point-in-time </p><p>The adaptive business model is based on the capability to share content instantly, and </p><p>work collaboratively across the enterprise regardless of the department or division in </p><p>which you are working. </p><p>The adaptive business model incorporates several business practices that enable the </p><p>kind of content creation, communication and collaboration required to respond and </p><p>move to meet the rapid and discontinuous change. </p><p>Progressive organizations utilize a content creation and management tool that has the </p><p>capability of developing content using subject matter experts from across the company </p><p>and often with the input of customers, suppliers and vendors as well. </p><p> The content creation and management tool employs a number of social and </p><p>other collaborative features and functions. </p><p> The implementation of the new system starts out small and builds on the success </p><p>of the program it supports. </p><p> The adaptive organization includes workspaces that cross department and </p><p>division lines and incorporate. </p><p>o Company-wide secure access to files </p><p>o Enterprise-level social network features </p></li><li><p> 2013 Brandon Hall Group. Not licensed for distribution. Page 6 </p><p>The Business Case for LCMS </p><p> o Real-time collaboration tools (e.g. virtual meetings and shared editing </p><p>capabilities). </p><p> The organization fully embraces methods to facilitate real-time discussion and to </p><p>reduce unnecessary emails using instant messaging for on-screen and mobile </p><p>chats between everyone across the enterprise. </p><p>The Value of an Adaptive Business Model Using an LCMS </p><p>There are a number of ways the LCMS develops a new mindset that supports an </p><p>adaptive business model. That new LCMS-based adaptive model produces a number of </p><p>benefits for the organization: </p><p> Contextual Learning. No two learners are alike, nor do they usually need the </p><p>same information at the same time. The content needs to adapt to their needs in </p><p>order to be most useable and useful. The LCMS takes knowledge objects and </p><p>places them into a learning path that is proscribed by what the learner needs to </p><p>know. These learning paths not only provide the learning that is most relevant; it </p><p>also captures the learning objectives determined by the organization. </p><p>This approach means that learners will find what they need when they need it </p><p>instead of waiting for that piece of knowledge to be shared as they patiently </p><p>wade through lots of content they do not need. Adaptive learners are able to </p><p>search and find what they need in the same way that a person can search for </p><p>specific information on Google. The difference is that the information is more </p><p>focused and linked to additional knowledge learners might need to do their job. </p><p> Core and Custom Knowledge. In addition to tacit and explicit knowledge, the </p><p>adaptive organization using an LCMS also recognizes that there is core and </p><p>custom knowledge. Core knowledge tends to have a longer shelf life and can be </p><p>used by many people. Custom knowledge often has a very limited shelf life and </p><p>focuses on a specific audience. </p><p> Knowledge Objects are Adaptable. The adaptive organization needs to keep up </p><p>with the way technology impacts on the delivery of content. Mobile is a great </p><p>example of an emerging technology that once delivered only telephone calls and </p><p>today, with smartphones, can provide content through a variety of networks and </p></li><li><p> 2013 Brandon Hall Group. Not licensed for distribution. Page 7 </p><p>The Business Case for LCMS </p><p> apps. Content developed as an object can be reused and delivered on a mobile </p><p>device without having to redevelop the content from scratch. As content </p><p>delivery technology changes, the adaptive organization can change without the </p><p>time-consuming and expensive effort of re-developing content for mobile. </p><p> Faster Time-to-Performance. One key goal of any learning content is to speed up </p><p>the time to performance. This is especially true for new employees. In </p><p>organizations that need to adapt to high turnover or frequently changing rules </p><p>and regulations, even the core content that was previously developed can be </p><p>more readily revised and repurposed than creating new content from scratch. </p><p>Core legacy content, which might have become obsolete, can still be converted </p><p>and becomes an asset that reduces the cost of new content development. </p><p> Self-paced, anytime and anywhere. Another advantage the LCMS affords the </p><p>adaptive organization is to enable employees to also be as adaptive as possible. </p><p>This means that employees have the capability to choose small units of content </p><p>from which to learn. This is useful for new employees who learn what they need </p><p>to perform a new job and then go back and learn more advanced skills, as well as </p><p>more experienced employees who simply need a refresher on a single subject. </p><p>Finally there is another benefit that using an LCMS in an adaptive business </p><p>environment can produce. Delivering a high-performance learning culture begins </p><p>by understanding that smart and agile employees, with the tools they need to </p><p>succeed, are also the most engaged employees. Numerous studies show that </p><p>providing up-to-date performance support content and learning programs will </p><p>have a dramatic effect on a companys customer service and satisfaction, </p><p>productivity and ultimately profitability. The LCMS enables a learning culture </p><p>that can produce these benefits. </p><p>Moving from Standalone to Collaborative Content Authoring </p><p>Until the emergence of the LCMS, standalone authoring was the norm. Standalone </p><p>authoring meant that the content in a training program was defined, designed, and </p><p>developed by a single person or single design team with initial input from a Subject </p><p>Matter Expert (SME). The team or person acted independently of the learners and </p></li><li><p> 2013 Brandon Hall Group. Not licensed for distribution. Page 8 </p><p>The Business Case for LCMS </p><p> interpreted and translated the content into learning materials. Content authoring </p><p>software and tools were designed to support this model. </p><p>Collaborative content authoring is a relatively new concept and practice. Collaborative </p><p>content authoring opens the content development to many people outside the </p><p>development team, traditionally composed of instructional designers, writers, graphic </p><p>artists and others, as well as the SMEs. The new collaborative content teams are </p><p>composed of anyone who has knowledge and know-how to contribute to the content. </p><p>This includes everyone from product developers to customers. The only way this type of </p><p>wide-ranging collaborative content authoring can be achieved is through an LCMS. </p><p>Collaborative authoring uses an LCMS to free all the learning that went into the </p><p>standalone content. LCMS builds a repository of many learning objects that have been </p><p>created by many people collaborating on the content. These learning objects contain </p><p>content that is tagged by metadata, for example objects about product overview or </p><p>product service. These learning objects can be assembled into individual learning </p><p>paths with the objects in the order needed by the learner. Each object can also be </p><p>Collaborative Authoring </p><p>Collaborative authoring is dynamic and produces content containing many </p><p>elements. Content is organized in a branching fashion. It is designed so learners </p><p>can assemble their own customized learning paths. The content is assembled on-</p><p>the-fly as needed and remains open for quick changes or updates. </p><p>Standalone Authoring </p><p>Standalone authoring is static and produces content that can be viewed as a single </p><p>learning element. Content is organized in a linear fashion. The content is also usually </p><p>designed so the learner is led through the content by an actual or virtual instructor. </p><p>The content is pre-assembled and closed to quick changes or revisions. </p></li><li><p> 2013 Brandon Hall Group. Not licensed for distribution. Page 9 </p><p>The Business Case for LCMS </p><p> revised as needed by anyone who has the new content which needs to be added. A </p><p>learning path can deliver up-to-the-minute knowledge because it is put together in real-</p><p>time by the learners who are the most current on what is happening in the workplace </p><p>and not taken off the shelf with a use by date. </p><p>The LCMS enables the addition of informal or social content (the 80%) coming from </p><p>many sources to the more traditional formal standalone content (the 20%) producing </p><p>learning content that is closer to a 100% solution. Content developed in this fashion </p><p>allows room for the informal content; it can be stretched or adjusted to fit the needs of </p><p>informal learning. </p><p>The LCMS authoring tool, used to create new learning objects, can use everything from </p><p>PowerPoint presentations to Word documents and memos as content. Many LCMS </p><p>authoring tools use templates, stor...</p></li></ul>


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