Three Recipes for Blended Learning at Lilly

Three Recipes for Blended Learning at Lilly

Roger Reeves, Training Consultant, Eli Lilly and Company

Produced by

201

May 18 – 19 , 2006

Practical Strategies for Effective Blended Learning May 18 - 19, 2006

Page 1Session 201 – Three Recipes for Blended Learning at Lilly, Roger Reeves, Eli Lilly and Company

Three Recipes for Blended Learning at Eli Lilly and Company

Roger Reeves

Training Consultant

Thursday, 18-May-2006

2

Three Recipes / Case StudiesSAP Systems Implementation Initial Sales Representative

Manufacturing & Quality Learning Center



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Session Objectives

Recognize key ingredients of blending in Lilly’s case studiesRecall the reasons Lilly chose in their blending approachIdentify potential barriers when implementing blended solutionsList major benefits for blended learningIdentify methods to increase participant participation and engagement

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Recipe #1 – SAP Implementation



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Learning CurveK

now

ledg

e &

Per

form

ance

Time

Project Level Training (Intro to GBIP, SAP Navigation, etc.)

Process Level Training (process threads, business scenarios)

Local Process Level Discussions

Job Level Training (roles, business transactions)

Local Business Information Sessions led by Power Users

Practice in Training environment

NOTE: OCM discussions with Manager and Directors occur throughout the implementation lifecycle. Basic PC skills are a prerequisite to GBIP training.

Go Live Date

Electronic Performance

Support Systems

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Lessons LearnedBENEFITS:

Reach large number of people in relatively short time.Flexibility…available at user’s convenience.Available on-the-job after the initial “event” for questions and job rotation.Easy to keep up-to-date as content changes…update in 1 place and easily available to everyone immediately.Provide consistent message, reduce variability from instructors.Reduce cost of delivery logistics.

CHALLENGES:

Different learning styles….not the be-all, end-all solution for everyone.

More applicable for knowledge-oriented vs. skill building.

Requires self discipline to complete.

Non-conducive training environment, easy to be interrupted.

Limited opportunity to interact with instructor or other participants, or ask clarifying questions on complex concepts.

Must be supported by robust, stable technical infrastructure while providing rapid response times and scalable for large number of simultaneous users.



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Recipe #2 – Sales Rep Training

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Alternating Course of Studies

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20191817161514

13121110987

654321SATFRITHRWEDTUEMONSUN

MAY

302928272625

24232221201918

17161514131211

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JUNE

Home Study

District

Classroom

Classroom



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Sales Training TopicsHealth Care IndustryDisease StateProduct KnowledgeCompetitor positioningAdverse EventsProduct ComplaintsDosing/EfficacyMessage recall/frequencyDetailing

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Recipe #3 – Manufacturing and Quality Learning Center (MQLC)

• Systems Training• Hands-On Equipment

Training• Technical Training• New Employee

Orientation• Pre-qualification Center• Leadership Training• Training Center of

Excellence



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MQLC floor plan

Cafe

OfficeLibrary

Conf. Room

ParenteralProducts

Classrooms

QC LabsClassrooms

Health, Safety, Environmental

(Future)

DistributionWarehousing

Lockers

DryProducts

Utilities

IndianapolisHall

API

Computer Labs

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Hands-on activities



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MQLC Implementation Issues

Using your Chat window pane, list 1 major obstacle in training people at an MQLC-like training facility.

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Blended Learning is combining:Instructional, presentation and distribution methodsLearning methods (ILT, CBT, self-study, coaching, OJT)Different disciplines (training, communications, OCM, content/knowledge mgmt)Human, Organizational, and Technical issues



Three Recipes for Blended Learning at Eli Lilly and Company

Roger Reeves

[email protected]

Session 201 – Three Recipes for Blended Learning at Lilly Eli Lilly and Company, 2003 Page 1 of 3

Blended Learning white paper

What are we blending?

Blended learning may mean different things to different people. ASTD’s Blending E-LEARNING book defines it as “taking two or more presentation and distribution methods and combining them to enhance the learning content and experience for the learners.” Brandon-Hall says, “As learning moves closer to the job, blended instruction addresses the need for more just-in-time and project-based learning, performance support, open and distance learning, expert assistance, and a generally greater variety of events and experiences.” Here are some other potential options: • Combining Instructional, Presentation, and Distribution Methods • Information types (procedure, process, structure, concept, principle, fact,

classification) • Learning methods (live classroom, synchronous e-learning, asynchronous

e-learning, self-study, on-the-job training, blended web-based and traditional methods)

• Interventions (Communications, Training, OCM, Content/Knowledge Management)

• Learning, Performance Support, Knowledge Management • Human, Organizational, Technical Issues (People, Process, Technology)

Learning Methods

ASTD’s definition of blended learning is combining two or more methods.

Continued on next page


Blended Learning white paper, Continued

Learning Methods, (continued)

Formal education and prior experience provides the additional traditional learning methods: • Classroom-based • Instructor-led • Mentoring • Tutoring • Small group study sessions • 1:1 coaching • OJT • Apprenticeship programs • Co-op or intern programs / assignments

Technology-based e-learning methods

In addition to traditional learning methods, technology-based e-Learning also provides the following methods of learning: • Facilitated Synchronous (distance learning – same time by separated by

distance. May include both audio and video. Video-Conferencing, Satellite Broadcasts (1 way video, 2 way audio), Web-Conferencing, Tele-conferences, Chat rooms, instant messaging.

• Facilitated Asynchronous – 1 way communication from teacher to students. Online classrooms to present materials, maybe presentation/lecture. Communicate via email, maybe discussion room. Students take the course at their own pace. Assistance is available which differentiates it from self-paced CBT/WBT.

• Self-Paced CBT/WBT – Self-contained, learner controlled environment. • Collaboration – combining various formats so learners interact with each

other • Digital Surrounds – Rich media technologies that support and enhance

traditional classroom-based instruction. These include: • Email access to instructors post-class • Links and resources to internet • Online pre-work • Online assessments and testing • Online courseware and textbooks • FAQ listings • Virtual classroom or chat room scheduled • Digital field trips in class • Media streaming of classes

Continued on next page


Blended Learning white paper, Continued

Disciplines Combine different disciplines, not just traditional training approaches, to deliver a more robust, comprehensive solution. • Communications • Training • Organizational Change Management • Content/Knowledge Management Improved performance requires an appropriate mix of communications, training, OCM, and content/knowledge management (e.g. performance support) to be more successful with a positive ROI for the business.

Blended e-Learning Processes

It can mean both blended delivery methods as much as it can be the blending of technology-based learning solutions that are aimed at attainable performance goals. This is RWD Technologies’ model for components of blended e-learning processes.

HOT issues During a performance analysis process, the HOT issues should be investigated: • Human • Organizational • Technical Most consulting companies will also refer to these as People, Process, and Technology. Linking this to Human Performance Improvement, you could also blend a solution to include all of the elements of either David Wile’s Human Performance Improvement model or Tom Gilbert’s Behavior Engineering Model.

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Three Recipes for Blended Learning at Lilly