How to make your Learning Mangement System work harder for you

As published by on 4 October 2012

By Chad Hoke, October 4th, 2011

The first thing you want to ask yourself when considering, implementing, or switching to a new learning management system (LMS) is: Will it be easy to use?

Think about the majority of your LMS provider’s users. How tech-savvy are they? Don’t over-estimate your users’ tolerance for complexity. One of the most common complaints we get from companies is that their usage is far less than they expected.

The best LMSs are built from the ground up for those who don’t typically use a computer every day. That means virtually anyone can easily navigate and complete training. Instead of visiting the site once and leaving frustrated, they achieve some early success and are willing to come back for more.

What to Look for in an LMS

Let’s look at the little things that can make e-learning easier on the learner and you, the administrator. These are features such as single sign-on, which allows the platform to integrate into other third-party applications such as other Websites, company intranets, portals, or existing training sites. The idea is to seamlessly integrate the LMS so a learner only needs one username and password for all company-related Web logins.

Next, you want an LMS whose look and feel is customizable, so the LMS becomes an extension of your brand. This is especially useful to manufacturers, for example, who frequently drive other vendors, value-added resellers, distributors, and other third parties to their online universities for e-learning. Employees also find that a seamless transition from their company’s intranet to their LMS creates less of a barrier to participating in training.

Another feature that makes e-learning easier on the administrator is having control over security permissions. Learners at a company or organization need different levels of access to information. You want to make sure your LMS allows your company to maintain those security preferences. The OT, ICS, and IIOT Cybersecurity is a necessity for all these days.

Auto-enrollment links allow the LMS administrator to customize a URL that can automatically enroll learners in a course or course category. This feature removes the need for the learner to find courses or join a group on his or her own, making it easy for learners to begin training.

Other Features to Consider

You want an LMS optimized for your industry. The BlueVolt LMS, for example, is optimized for the extended enterprise. We serve the entire ecosystem of an industry—for example, in the construction industry, this means we provide training from the original equipment manufacturer to the product distributor to the contractor to the installer and the association/buying group. This ensures consistency of training (and ultimately, product knowledge) throughout the channel.

Does your LMS enable course sharing? Many extended enterprise businesses have training needs that reach beyond their employees. They also would like to train their sales channel, their supply chain, and their contactors or installers, but getting online courses to all those distributed people is a challenge. BlueVolt’s course-sharing feature allows customers to share their courses with other BlueVolt customers. And inversely, customers can see and request courses from others on the LMS. This is an easy way to add fresh content to a university or training center, which is a critical factor in motivating users to return again and again.

Next, take a look at your LMS provider’s development process. Do they have a quarterly or yearly development and release cycle? At BlueVolt, we update our software every two weeks; sometimes they’re major updates with new features requested by our customers and sometimes they’re minor enhancements. And because we’re a Web-based LMS, our customers don’t have to reinstall the software or download anything. The updates are automatic.

What about incentives for learning? Something we’ve found unique to the e-learning industry is providing rewards for learner engagement. Our program, called $BlueBucks, provides dollar-for-dollar rewards for successfully completing a course. These rewards are easy to implement and redeemed in the form of online or offline gift cards to hundreds of national retailers.

$BlueBucks have been proven by BlueVolt customers to increase online course enrollment up to 10 times. Some of our learners, especially those who work for distributor companies in the construction trade industries, earn hundreds of dollars per year by combining their $BlueBucks from successfully completing courses from manufacturers in their industry. These manufacturers pay for the rewards so their distributors’ employees are well-versed on their products and more likely to facilitate successfulsales to the end-user.

Creating Compelling Content

Now that we’ve reviewed some key things to consider when choosing an LMS, let’s look at some tips on content (what goes inside the LMS to facilitate learning). After all, a great LMS is no good if the learners don’t use it because the content isn’t compelling.

Here are five tips for creating compelling content:

  1. Find your company’s Subject Matter Experts (SMEs): These are the people who always have the answers to your questions. Put that knowledge to work! They can help write FAQ’s, fill in information (see #2), and create training materials and resources.
  2. Create templates: Instead of continually creating new courses, create a generic template to simplify future course development. By providing a template with a few questions to fill in, it will be a snap for others throughout the company, like SMEs, to help you create a course.
  3. Draw on newbies: After developing training materials, during the testing and Q&A process, use new employees or customers to help review the training. They will offer a fresh set of eyes on the material and be able to call out topics that are confusing for someone going through the training for the first time.
  4. Assign administrators: Allow department heads, managers, or product people, anyone who can help administer your LMS, administrative access to the appropriate parts of the system. They can run reports for themselves, enroll students in classes, and much more. This gives administrators more ownership of the training program, while reducing your administrative overhead.
  5. Reward feedback: No matter how hard you try, you will always miss something. Encourage your learners to find mistakes and provide feedback on your training. When they do, make sure to thank them—either through a simple e-mail or a $5 coffee gift card. You want extra eyes watching for mistakes, and your students will feel pride in improving the quality of your training program.

Online learning is constantly changing and improving. The best LMS platforms stay up to date with current technologies, make adding your e-learning courses easy, and, most importantly, give your users a reason to keep learning

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8 comments on “How to make your Learning Mangement System work harder for you
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  4. Laly says:

    Tony, this thread is shiinng the light on something that I’m trying to shift here at the hospital. The message is shifting the concept of learning capability away from the technology that enables it. Sounds rather vaporous, right? Consider this. I inherited a mentality that the LMS was to be the “single source of truth”…meaning all tracked training would be resident in the LMS. That thinking implied there would be no special cases like rogue Blackboard accounts or any training in the electronic medical policy and procedure stash…and forget about identifying frequency associated with a learner accessing performer support objects in the informal realm. Throw in specialized events aligned with issuing Continuing Medical Education (CME) credits based on role, and you’ve blown any chance of a LMS keeping up. They just don’t do much beyond vanilla “registrar things” without a ton of customization, and we avoid the “C” word like the plague.The challenge was having visibility (track-ability) of our learning assets for compliance reasons as well as just knowing usage patterns, etc.The solution is not deciding “what goes into the LMS” as much as what goes into the “learning systems network”. And we can live with disparate learning systems by consolidating what we need to track, slice and dice by using a data warehouse. Our “single source of truth” is not a system (LMS), it is a reporting aggregate derived through using a data warehouse. Now the Hatfield’s that swear by the LMS as the center of the universe and the McCoy’s who need their Blackboard to service the academic part of our world can live in peace. And happy learning leaders give better learning…or something like that. Adding EPSS and tracking usage is no longer a challenge because the chunk of technology can do what a best-of-breed system should do provide a discrete learning capability. We can access tracking data through the data warehouse and consolidate reporting through creative query development. In a sense, the importance of the LMS is shrinking. That’s not a bad thing, it’s a return to the core competencies of what a LMS should do manage learning that is vanilla eLearning & Classroom. Wanna get bold? Throw in synchronous distance learning events. But leave learning event management to a different system whose core competency handles events like that. Just make sure it can pump out data in XML or even something as old-school as Excel extracts. I hate to use the word “paradigm” in a sentence, but that is what we’re shifting. It ain’t the system from which to seek the solution, it’s the blend of technology necessary to create the learning and in this case the reporting capability. Pay no attention to the man behind the curtain Gary WiseSr. Director Learning ArchitectureCincinnati Children’s Hospital Medical

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