As you know by now, SkillSoft has acquired Element K.
We are extremely excited about the acquisition and are looking forward to working with you. We believe that you will experience a number of important benefits as a result of this acquisition. More and more, organizations recognize that continuous learning and talent optimization is crucial to their success. The ability to attract, retain and grow talent is central to building and sustaining competitive advantage. Learning IS a vital contributor to this business imperative. In addition, advances in technology, rich media and online learning techniques -- including social collaboration and mobility – introduce new opportunities for developing a workforce that is prepared to take on the challenges of today’s 24/7 economy. To meet these challenges you need a learning partner that can address the full spectrum of your needs and be a trusted guide for helping you implement the tools, content and best practices that are just right for your organization. We’re confident that by combining Element K and SkillSoft we’ve created that partner.
We understand that this development raises questions. We want to hear them. We’ll answer them as quickly and as best we can. We will be reaching out to each of you to get to know you and your needs better. We encourage you to do the same. In my letter to you we provided an overview of some of our plans regarding integration of our offerings. That work is already underway and we’re excited about what we see on the horizon in terms of offerings that will benefit everyone.
If there is anything this business of learning has taught us, it is that continuous innovation is at the heart of it and we should embrace it. Change can open our minds to new ideas, new perspectives, new opportunities and even new friendships. Please visit SkillSoft’s Learning Re:Imagined blog and follow us on Twitter to get to know us a little better and for up to date information about our products and solutions. This is a new opportunity for us all and we look forward to taking this journey together with you.
It's time for another edition of the “Learning and Development Roundup”! (See also previous editions at the archive page.)
Talking about Blended Learning Learning and development expert Clive Shepherd recently provided a series of videos that give an extensive overview of blended learning. You can watch either the entire 43 minute interview or you can view it broken up into five parts: Foundations, Analyzing the situation, Selecting methods, Selecting media, and In conclusion. Along the way, he shares his perspective on a couple of dozen specific questions, such as: What's the case for blended learning? When is blended learning appropriate? How should someone set about designing a blended solution? How do you begin deciding which methods to use? Why start with methods rather than technologies for learning? What guarantee is there that you'll end up with a solution that is both effective and efficient?
The Working Smarter Glossary In the April issue of Chief Learning Officer magazine, industry expert Jay Cross's column provided an outstanding resource called the "Working Smarter Glossary." Provocative even when providing an alphabetized reference, learning professionals would be wise to consider carefully Jay's perspective.
Learning and Forgetting Curves As noted in the previous "Learning and Development Roundup," Will Thalheimer provides interesting research results in the L&D field. I noted his recent blog posting "How Much Do People Forget?," but since then he has released a very interesting video titled "Learning and Forgetting Curves -- In Depth" This is a great video for all learning professionals, from instructional designers and trainers all the way up to Chief Learning Officers.
The Latest on Mobile Learning The past year has seen increasing interest in mobile learning -- leveraging the many mobile devices in our lives for learning and development purposes. Here are some of the best writings on this subject from the past few months:
"2011: The Year of the Media Tablet as a Learning Tool" -- by Jeanne C. Meister, Evgeny Kaganer, and Rick Von Feldt, in the April issue of T+D magazine. This article provides some key industry data about the rise of the iPad and other tablet devices, and their relevance for learning and development. See the link for buying the article from ASTD, as well as this blog posting by Jeanne Meister with highlights from the article.
"The Pad and the Pod" -- a blog posting by Clark Quinn, author of the new book Designing mLearning. Here he shares some of his tentative thoughts about the differences in using a smartphone and tablet for mobile learning and support. See also his recent posting "10 Mobile Questions."
The Latest on Social Learning There continues to be a great flow of good articles, blog postings, and resources on this popular and important subject, so I will again list a few of the best from the past couple of months:
"Undeniable Connector" -- by Marcia Conner in the March 2011 issue of Chief Learning Officer magazine.
"Building a Personal Learning Network (PLN)" -- Jane Bozarth's latest "Nuts and Bolts" column at Learning Solutions Magazine gives tips on how to build your personal learning network, with special emphasis on Twitter and the benefits of the weekly #lrnchat as an example.
"Social Networks Enhance Employee Learning" -- Phaedra Brotherton's Intelligence column in the April issue of T+D magazine reports on recent survey data on the use of social media to enhance informal learning.
"Mapping Informal and Formal Learning Strategies to Real Work" -- a blog posting by Tom Gram that provides a categorization of typical job roles into routine, technician, craft, and knowledge work areas, and then considers each in terms of learning approaches (informal learning, formal learning, performance support, and more.)
"Should Employees Be Incented to Use Social Technologies?" -- a blog posting by Dan Pontefract, which gives a balanced consideration of a controversial but important question for any organization considering or already using social technologies.
Updates from Element K As usual, I'll end this roundup posting with links to the latest editions of our newsletter, which include several articles of relevance to the learning and development field, as well as updates about Element K events and our latest product releases. You can see the latest newsletters here: March, April, and May.
But before describing specific examples, I’ll start by noting the broad applicability of mobile learning (learning while on the move, using highly portable devices such as smartphones or tablets). To do this, I will first remind you of industry expert Conrad Gottfredson's "Five Moments of Need" for learning. I've always thought this list nicely covered just about all workplace learning needs that learning professionals encounter and support. I'll quote Gottfredson's own description of these from his recent article at Learning Solutions Magazine, "The Other Side of Learning: 'Performance is Everything'":
When people are learning how to do something for the first time (New)
When people are expanding the breadth and depth of what they have learned (More)
When they need to act upon what they have learned; which includes planning what they will do, remembering what they may have forgotten, or adapting their performance to a unique situation (Apply)
When problems arise, or things break or don’t work the way they were intended (Solve)
When people need to learn a new way of doing something; which requires them to change skills that are deeply ingrained in their performance practices (Change)
The mix of formal learning, informal learning, and performance support that are often used to support these learning moments of need generally fall into a pattern, with formal learning (training) being used more often for the first couple in the list, and informal learning and performance support approaches being more relevant for the last three (though specific circumstances and contexts can vary widely).
The point here is just that "mobile learning" can be a good fit for any of these five learning moments of need. That is, mobile learning can be used for formal learning, informal learning, or performance support; or, using Gottfredson's words, when the learner is learning something new, learning more on a subject, applying what he or she learned, solving a problem that has arisen, or facing something that has changed.
In considering mobile learning content that could support those needs, there is no lack of possibilities. I like to group these into three broad areas: formal learning and training, review and retention, and performance support.
Starting first with formal learning / training, consider these mobile learning possibilities:
Courses to replace traditional ILT and e-Learning. Although not likely to be common, you could deliver training courses via smartphones or tablet devices. (See the success that early adopter Merrill Lynch had with this).
Book abstracts. Several companies, such as Element K's partner GetAbstract [LINK], have long provided the key points from great books, either as five-page PDF documents or as audio recordings. This kind of short content is ideal for consuming while on the go, in short periods of time, via a smartphone or tablet device.
Blended learning assets. Content delivered to smartphones or tablets can be part of a blended learning program, to complement training materials provided in a classroom or through traditional e-Learning. This could include content such as audio podcasts of subject matter expert interviews, or videos of impactful stories from leaders in the organization.
Full-length e-books. As the popularity of e-readers and tablets is demonstrating, learning from reading full-length e-books can provide many benefits.
Quizzes and assessments. Just as formal training content can be delivered to smartphones and tablets, so too can quizzes and assessments. Answers and overall results can be tracked and synchronized to a back-end system for reporting.
Consider now the needs of review and increasing learning retention:
Book abstracts. While a book abstract can be read or heard in place of reading the actual book, they also can be used as a great follow-up to help with retention of the key points from the book.
e-Learning abstracts. Similarly, a 10-minute video that highlights the key points from a much longer classroom or e-Learning course can also help with retention of key points. Making such content available on a smartphone or tablet allows learners to consider the highlights again a week or a month after the initial formal learning.
Follow-up quick-tips. To really help a person review and retain what they have learned, a steady stream of "quick tips" -- whether in text, audio, or video format -- can help cement the new ideas.
Test-prep flashcards. For anyone studying for a certification or other exam, being able to frequently review relevant material on the most convenient devices could make a significant difference in their preparation.
And finally, consider some of the possibilities for performance support:
Job-aids, checklists, and product information look-up. Most job roles benefit from one or more "job-aids" for performance support. These can be procedures, checklists, product data-sheets, and so on. There can be great benefit to having such aids available via the devices that are most easily accessible and that you carry with you the most often.
Motivational audio and daily quick-tips. Just as regular quick-tips can help with retention of learning, they also can help drive improved performance. For example, regular tips or even motivational clips could be useful for field salespeople to read or hear before their next big client meeting.
Mobile e-reference. While reading full-length books on a tablet is growing in popularity, being able to search a full library of e-Reference materials from one's smartphone or tablet device can also be a great performance support solution.
Access to social media (forums, micro-messaging, and more). Increasingly, people are learning informally from peers and experts in their field through social media. So providing a user-friendly access mechanism to blogs, discussion forums, wikis, social messaging, or similar platforms can increase the value obtained from these interactive tools.
As you consider the possibilities for mobile learning in your organization, which of Gottfredson's "Five Moments of Need" for learning are ones you might address with a mobile learning initiative first? Which of the many content ideas above (or others) might be of interest to you in meeting those needs.
In my previous post, I considered the question of "Who can benefit from mobile learning first?" Now I'd like to consider mobile learning from another angle: Where is mobile learning most helpful? After all, if you are sitting at your desk, using a robust laptop or desktop computer with access to all of your learning resources, then you won’t have as much need for learning on a smartphone or tablet device. It is when you are away from such environments -- when you are "mobile" but have a handheld device with you -- that you will realize the most benefits of "mobile learning."
In discussing this question, I always like to split it into two main categories. The first is what I and others have referred to as making better use of "stolen moments of time." These are most often moments when you are waiting somewhere, for something to happen next -- the time is "stolen" from you unless you make productive use of it. If you have your smartphone with you, perhaps you'll make a few calls from your to-do list or check and process some email. For some, keeping up with Twitter, Facebook, LinkedIn, or their other social media presences might be another good use of their smartphones during such stolen moments of time. And then, of course, there are entertainment diversions, such as playing a game or watching a fun video. But the question for learning professionals is this: Can you provide people in your organization with another productive use of their smartphone during such stolen moments -- a way to learn or improve their performance in some way?
Through my research and conversations with our customers, the following are some typical stolen moments of time that can be considered as opportunities for mobile learning:
Waiting at the airport: This is perhaps the classic example -- how much more productive and enjoyable would that wait be if you could watch an instructional video, learn a new skill, or even take the compliance course assigned to you?
On the plane, train, or subway: If the mobile learning solution you have available allows you to download learning content ahead of time so that a live connection is not required for streaming, then being able to review key information before the meeting you are travelling to, or being able to take a course module as part of your development plan can be a great way to pass the time in transit.
In the car: If you are driving -- commuting to work, or anywhere really -- then audio-only mobile learning can be a good option. Alternately, if you carpool, as a passenger you could make productive use of that time by utilizing downloaded mobile learning content.
Waiting in a line: I've often seen people checking email or doing other productive tasks while waiting in long lines at the post office, or while waiting at their doctor's office, hair salon, or in other similar contexts. If you have time to process email, you also have time to watch a five-minute video on a subject you need to brush up on.
While exercising: Not all types of exercise lend themselves to simultaneous mobile learning, and some would prefer music while building up a sweat. But for those who want to learn something while they jog, stair-climb, or lift weights, many types of mobile learning content, such as audio-only content, could be a perfect fit.
All of the above are cases where, in many instances, people become bored and don't make the best use of their time. Another example of where mobile learning could be helpful is quite different from boredom; it is in urgent situations when immediate performance support is required. Here are some examples of typical job roles where providing performance support via a handheld device could be particularly valuable:
Sales executives: The ability either to better prepare for a key customer meeting or to quickly look up product or pricing information on the most convenient device at that moment could be a big plus. Even short, motivational audio clips could put a sales executive in a better frame of mind going into a crucial conversation.
Field engineers or repair technicians: I often see such field employees using laptop computers when they need to look up product information on the job. That is fine, but increasingly the more convenient devices will win out, as long as they can reliably provide the performance support content that is needed.
Retail employees: Where a laptop is not practical, a smartphone certainly could be. Could retail employees better serve customers by using apps to quickly look-up additional product information from the sales floor?
As a learning professional, ask yourself if your consideration of mobile learning is more targeted on making better use of stolen moments of time, or providing performance support. Dealing with boredom and urgency are both valid uses of mobile learning. Which approach makes the most sense for your first mobile learning projects?
For the purposes of this blog post, I'll take "mobile learning" to mean learning that occurs via a handheld, highly portable device (like a smartphone or a tablet) and while the individual is away from a typical office environment where they would have access to a more robust personal computer. As organizations look to mobile learning to extend their learning and development initiatives and provide solutions to business performance challenges, a natural question arises. Who is likely to benefit from mobile learning first? That is, who has learning and development needs that aren't being met ideally through traditional approaches? Who are you helping by providing a mobile learning solution?
The following is a list of some typical characteristics of individuals who I think can benefit most from mobile learning today:
Mobile job environment: These are people who, as part of their job role, travel or otherwise work "on the move," spending significant amounts of time away from their desk or other locations where they could use a laptop or desktop computer.
Very busy work schedules: People who have busy schedules struggle to find time for traditional learning approaches (instructor-led training, whether in a classroom or virtual, or even lengthy e-Learning modules).
Learn when convenient: Some people want to make better use of short periods of otherwise wasted time in their day, when they have their handheld device ready at hand.
Want shorter learning content: Some people prefer learning content to be available in shorter chunks, and this is ideally suited for delivery to mobile devices.
Seek just-in-time learning or require performance support on the job: Virtually everyone can benefit from some measure of performance support tools or content, but some job roles can benefit from this more than others.
Comfort with technology: Many are already familiar with smartphones or tablets, so there won't be a significant learning curve or resistance to the hardware when getting started.
Have a range of devices: Increasingly, many people have multiple devices, and would appreciate being able to access learning or support content on both their smartphone and their tablet, depending on the context.
Who in organizations today most often have some or all of these characteristics? Through both research and conversations with many of our customers, here are some of the most common job roles:
Leadership: The highest levels of leadership in most organizations are extremely busy, travel often, prefer concise communications, have long been comfortable with smartphones, and often were the very first in an organization to get an iPad or other tablet device.
Sales executives: People in field sales organizations are very busy, travel frequently, often require information quickly in response to customer queries, can benefit from easy access to product information, and were often among the first in their organizations to adopt smartphones and tablets.
Field engineers and repair technicians: Like sales personnel, such "in the field" employees are inherently mobile and can use performance support content provided on the most convenient devices possible. In some cases, using a smartphone or tablet could be easier than a more robust laptop computer.
Retail employees: In this case, mobile learning can help overcome a couple challenges presented by traditional approaches to training -- either the lack of a convenient personal computer for e-Learning delivery, or the desire to not "take the individual off the floor" for classroom-based learning activities. Providing targeted training modules or performance support content on a smartphone or tablet device could be an ideal solution to either of these business problems.
That list is far from complete as of course many others can benefit from mobile learning -- today and in the future. It depends on context, and the business needs of each organization. For each job role in an organization, ask yourself: what benefits would providing learning and development opportunities via a smartphone or tablet device provide those individuals? Or better yet… ask them!
It's time for another edition of the Learning and Development Roundup! (See also previous editions at the archive page.)
Training Top 125 We'd like to congratulate all of the organizations in the latest class of "Training Top 125," as recently announced by Training magazine. An interesting article in the January/February issue provided "Training Visions" from the leadership at these best-in-class organizations, giving readers a glimpse of their key learning and development initiatives, agendas, and trends. The responses were varied, but of those that mentioned modalities, technologies, and focus areas for their L&D efforts in the coming year, the following were some of the recurring items:
Social/informal learning
Measurement, with a focus on connecting with real business value
Leadership development/the war for talent
"Learner at the center"/personalization/individual development plans
Mobile learning
Quick and relevant video clips
Shorter content
Blended learning
Performance support
Trainers and the L&D group more broadly becoming "facilitators" and "enablers"
Horizon Report 2011 The New Media Consortium and EDUCAUSE have recently published their annual Horizon Report 2011 (PDF). This volume "examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry. It is the eighth in the annual series of reports focused on emerging technology in the higher education environment." For those in academia, this is must-reading. But even for those in L&D roles in corporate or government contexts, the Horizon Report is a great read, as a glimpse into the future of learning technologies for people who will soon be joining the workforce. For 2011, the report indicates two technologies in each mainstream time adoption period:
Time to adoption of one year or less: Electronic Books and Mobiles
Time to adoption of two to three years: Augmented Reality and Games-Based Learning
Time to adoption of four to five years: Gesture-Based Computing and Learning Analytics
March's Big Question: Assessing Learning Initiatives The ASTD Learning Circuit's "Big Question" for March is "How do you assess whether your informal learning, social learning, continuous learning, and performance support initiatives have the desired impact or achieve the desired results?" See the initial responses from such industry thought leaders as Jay Cross, Clark Quinn, Tom Gram, and others.
Research on Forgetting Will Thalheimer provides interesting research results in the L&D field, and a posting from December was on a topic important to anyone in the field: "How Much Do People Forget." That is, how much do learners forget from training/learning programs, and specifically, what are the factors involved and to what degree do they vary? This blog post provides some key summary points, and a link to the longer report.
The Latest on Mobile Learning The past year has seen increasing interest in mobile learning -- leveraging the many mobile devices in our lives for learning and development purposes. Here are some of the best writings on this subject from the past few months:
The Latest on Social Learning There continues to be a great flow of good articles, blog postings, and resources on this popular and important subject, so I will again list a few of the best from the past couple of months here:
Updates from Element K As usual, I'll end this roundup posting with links to our newsletter service that we launched last year. Each newsletter includes several articles of relevance to the Learning and Development field, as well as updates about Element K events and our latest product releases. You can see the latest newsletters here: January, February, and March.
Back in October of 2009 I wrote a posting titled "The New Learning and Development Virtual Cocktail Party," which was about the weekly "chats" that occur on Twitter amongst dozens of learning professionals. Known as #lrnchat (think "learn chat"), these occur each Thursday at 11:30 a.m. EST and 8:30 a.m. EST. Each week has a topic or theme, and several pre-determined questions to keep participants all generally talking about the same subject. (For more information visit http://www.lrnchat.com/.)
Frequented by many top experts and thought leaders in the Learning and Development industry, these Twitter chats can be very powerful learning opportunities. But they can also be hard to keep up with, especially for newcomers, but even for regulars as well. These exchanges can be a firehose of facts, opinions, speculations, questions, links, and more, and it can be hard to keep up with it all, let alone reflect upon what you are being bombarded with.
That is why I was so pleased when my friend David Kelly started writing blog postings that serve to gather together his learnings from the lrnchat events he participates in. While each participant will naturally have somewhat different key takeaways, being able to read one participant's reflections can not only provide intrinsic value, but also help you to clarify some of your own thoughts on what you read in the chat.
Kelly started providing us with such postings at his relatively new blog Misadventures in Learning in October. Since then he has summarized his reflections on the following lrnchat events:
If you miss a lrnchat event, you can always read the transcript posted quickly to the http://www.lrnchat.com/ website. But now, another option is available from participants, like David Kelly, who take the time to reflect on the discussion and organize some of the key points into coherent blog essays. Much appreciated David!
Because of their concise, high-quality nature, many videos from the TED (Technology, Entertainment, Design) conferences go "viral," at least amongst educators and business professionals. One that made the rounds in November and December of last year, and deservedly so, was "Seven Ways Games Reward the Brain" by Tom Chatfield. Learning professionals would be wise to take 15 minutes and watch this video, and then reflect on the ways that games and gaming concepts can be used in learning in their organizations.
As Chatfield discusses, games dole out rewards that engage the brain and keep us questing for more. Aren't those two key aspects of what learning professionals are trying to accomplish for their organizations: engage with learners and turn them into people with a passion for ever more learning?
After discussing many key elements of games and their relationship to the neuroscience, Chatfield describes seven lessons from games that can be used outside of games, e.g., for learning initiatives:
Experience bars measuring progress
Multiple long- and short-term aims
Rewards for effort
Rapid, frequent, clear feedback
An element of uncertainty
Windows of enhanced attention
Other people
For many years, Element K and Cognitive Arts have been using a variety of games and gaming concepts, where appropriate, to increase the level of engagement in the e-Learning courses we produce. These have ranged from relatively simple "gamelets" to rich, immersive simulations and game paradigms that engage learners in many of the ways Chatfield has identified. If you are interested in learning more, and would like to see how games and gaming concepts could be added to your learning initiatives, contact your Element K or Cognitive Arts account executive or learning consultant.
Element K was delighted to again participate in the Learning Technologies 2011 conference held last recently in London. Now in its 12th year, this event showcased organizational learning and the technology used to support learning at work.
We had plenty of traffic at our exhibit stand, and our outstanding Element K team in Europe did a great job keeping up with it. We noted that the conversations this year were generally at a deeper level than the ones in 2010. For instance, we found that many attendees already know of the massive breadth and depth of our off-the-shelf e-Learning and print courseware offerings. So while there was plenty of interest in these libraries, more of the inquiries were about additional learning and development needs that organizations have. As a result, we had just as many conversations about KnowledgeHub (our SaaS-based LMS), our powerful vLabs (virtual labs), bespoke/custom e-Learning development, and our new mobile learning services.
We were proud to be included in the Towards Maturity "treasure hunt" at this year's show, where visitors to our booth were given some combination of whitepapers I have authored, such as "Enterprise Mobile Learning and Development," "Web 2.0 and Social Learning Best Practices," and "Blending Web 2.0 Technologies with Traditional Formal Learning." Much thanks goes to Laura Overton for this brilliant idea to help us engage with and provide value to attendees.
In addition to the interactions at the stand, two of us gave presentations in the exhibit hall theatres. Andrew Tempest, our Director of Product Marketing, gave a presentation on "Emerging from the Great Recession: Trends Impacting Corporate Learning in 2011." This was an update on his presentation from last year's Learning Technologies event. And I delivered a presentation on the "Who, What, When, Where, Why, and How of Mobile Learning." Thanks to everyone who attended these two sessions, and who followed-up with questions or comments afterwards. And a special thanks to Hugh Alford for the review of my session at his blog.
In addition to the large exhibition, there was also a strong conference program "upstairs" at this event, with industry experts and book authors presenting on a range of topics. Numerous attendees have by now given their reflections and key takeaways from the conference, and my friend David Kelly (who wasn't even at this event!) has done us all a great service by gathering links to these at his blog.
Personally, this event meant a great deal to me for several other reasons:
I speak at numerous events around the USA and Canada, but this was my first event in the UK. It was great to meet with so many current and prospective customers, and to learn of the similarities and differences in their needs from those on this side of the Atlantic.
I was fortunate to meet several of the great learning professionals and thought leaders from the UK, who until now I'd only known from Twitter or their blogs. It was great finally meeting Clive Shepherd, Nick Shackleton-Jones, Karyn Romeis, and many more.
Overall, this was an outstanding event: if you've been on the fence about attending in the past few years, you really should make room in your calendar and your budget -- this show is a must-see!
For many, in both their personal and professional lives, changing the calendar from one year to the next is a natural time for reflection on the previous year and the year ahead. All of us in the Learning and Development industry are fortunate that so many expert writers take time to share their perspectives in this way, whether in magazine articles, blog postings, or in end-of-year reports.
One such article was T+D magazine's "Six Trends That Will Change Workplace Learning Forever," which discusses leadership, social learning, the focus on performance improvement, mobile learning, cloud computing, and globalization. Several of the writers for Learning Solutions Magazine also wrote columns that either reflected on the past year or looked ahead to 2011:
Other top industry publications peered into what 2011 might bring as well, such as Chief Learning Officer magazine with their article "A Look Ahead: Learning in 2011" which provided the perspectives of industry veterans Larry Israelite, David Greenberg and Julie Curtin. And eLearn Magazine again provided its annual slate of predictions for the new year obtained from a range of industry experts and thought leaders including Roger Schank, Charles Jennings, Harold Jarche, Clark Quinn, Allison Rossett, Karl Kapp, Saul Carliner, Janet Clarey, Elliott Masie, and many more. Clarey then followed this up at her blog with a concise bullet list of the key points from these predictions.
Another good read was from TrainingIndustry.com, whose CEO Doug Howard recently wrote on "10 Predictions for 2011: Trends that Will Reshape the Training Industry." His top-10 list makes predictions about overall training industry spending, outsourcing patterns, the role of learning leaders, shifts in the role of the learning management system (LMS), and much more.
Innovation, empowerment and learning culture will become common themes for talent management and business growth.
Deep specialization and career development are now keys to organizational success, and will drive integrated talent and learning strategies.
Informal and continuous learning will continue to transform corporate L&D, and will drive further adoption of internal social networking.
Talent mobility strategies will become highly strategic, often replacing the traditional approach to succession management.
Social networking will continue to transform corporate recruiting.
New models of leadership development will emerge, forcing HR organizations to rethink and reengineer many of their leadership programs.
HR transformation programs will accelerate, driven by globalization and the need to further integrate talent and employee engagement strategies.
The talent management software market will continue to grow rapidly, as the market players become bigger and more consolidated.
Companies will start to unravel and replace their 20+ years of investment in HRMS systems -- and evolve to SaaS and more modern systems for core HR management.
Business executives will further understand and take part in talent management strategies, but HR leaders will still struggle to gain alignment.
Download your own copy of this complementary report to learn more about what Bersin and Associates sees for the coming year.
