Holistic Thinking in the Implementation of Digital Learning Activities, with Due Regard to Implementation of a Learning Management System and Digital Learning Course: A Field Report

Abstract

Digital learning (DL) has enjoyed a huge amount of hype over the past two years. This is especially the case among businesses which just 5 years ago were convinced that DL could never replace in-person training. Looking back at the developments of the past years in the area of learning, the rollout of DL among companies, including the IT infrastructure that goes with it, has not always been without its issues. For this and other reasons, efforts are currently underway to rethink and revise the DL decisions of the last few years. Yet if there is so much to rethink, why not think holistically from the outset? In this respect, we might compare DL within an organization to the circulatory system in the human body: It reaches all areas of the organizations, supplying employees with important knowledge that is necessary for the survival of the organization. The present moment offers an opportunity to rethink what has been achieved so far. In order to ensure the success of this holistic redesign, this paper describes 7 steps for developing a DL approach, with tips from fieldwork which also cover the different areas of a company, such as learning strategy, roles and responsibilities.

1. Introduction

The world has been altered dramatically in recent years by events like the coronavirus pandemic. In many countries, working from home is now the rule, not the exception, and many companies frequently conduct a good deal of their business digitally, such as having online meetings. Yet it is in the area of learning where this shift and transition to a digital world has become particularly conspicuous. In light of the situation outlined above that little to no in-person teaching could be offered during the pandemic; for example, we have seen a creeping transition towards DL. According to Koch et al. [1] digital learning means learning conducted in an environment that uses a learner-centric design and tools to support learners and teachers and that should be designed in such a way that active learning strategies can be applied and are supported by software tools (e.g. learning programs, open education resources, platforms or other technology-based systems) in order to improve teaching and measure learning through certificates (in [1]). In countries like Germany, this development was not one that could have been predicted, the reason being that while DL concepts have been around since the 60s, most notably in the work of Skinner and his work on a teaching arrangement for learning machines from 1958, a unique feature of which was a feedback process used for positive reinforcement in operant conditioning (1958 after [2], p. 18), only a few companies ever implemented this concept. There are many varied reasons why this concept was never introduced. In addition to the financial aspect of investing money in software and technical personnel, there was a failure to recognize both the point of DL and its associated benefits, such as the ability to learn anywhere, any time, and also the various opportunities to save money that DL offers, such as saving on the cost of renting spaces for trainings.

Now, 2 years after the start of the pandemic, most companies have introduced DL and used the associated hype around the subject to good effect. However, if we are being honest, these companies did not in fact have a choice and were practically forced into this move by the pandemic. But that does not mean that those responsible for introducing and implementing DL acted wisely (in some cases due to ignorance). One of the consequences of this is that employees rarely, if ever, take advantage of DL offers, while in many cases there are no reasonable offers available and it is hard to identify any structure or a set development path for each individual with respect to their learning.

As a way of preventing these mistakes from happening again, and so that they can also be corrected after the fact, we can apply a 7-step model, like shown in Figure 1, for developing and implementing digital learning concepts that has been tried and tested in the field:

Figure 1.

7-step model for developing and implementing digital learning, [3].

It should be noted that an LMS can or indeed must also be implemented whenever introducing or correcting a DL strategy, depending on whether companies have already rolled out a professional LMS or have opted to introduce a new or perhaps different system in retrospect.

For this reason, implementation of an LMS is also mentioned tangentially here and there in the following 7-step model.

2. The 7-step model for developing and implementing digital learning

The basis of the 7-stage model that follows here is based on different quality management processes from education, such as the Excellence Model of the European Foundation for Quality Management (EFQM) with the 5 enabler criteria (leadership, employees, policy and strategy, partnerships and resources and processes) and four result criteria (results employees, results customers, results society and key results) ([4], p. 42–46) as well as from the simple management process (TQM) from the field of business administration with the phases planning, steering and control ([5], p. 83–84). Both models are very theoretical and extensive, which is why both have been compressed into a simple 7-step model for practical use. This way it can be applied and used in practice. Like the two basic models, the 7-step model for the development and implementation of a DL strategy can act not only as a one-off support, but is to be understood as a cycle that can and must be repeated at regular intervals. The 7-step model for developing and implementing a digital DL strategy can offer more than just one-off support. It should also be understood as a cycle that can, and indeed must, be repeated at regular intervals. This is similar to the typical ideal of the well-known management cycle.

However, what is key to bear in mind at the start of the first cycle is that the initial analysis phase is hugely important and also takes time. For this reason, this paper will focus largely on this phase. The more information there is for subsequent planning and designing, the better the later steps can be prepared, including purchases and so on, and the better the concept and documents can be developed in the following stages. Out-of-the-box thinking is a must here, and we should bring together as many of the stakeholders involved as possible.

We also should not forget that it is a good idea to conduct a monitoring phase at each individual stage so that any adjustments and, in particular, updates can be integrated at an early stage.

We will begin, however, by taking a closer look at the crucial and comprehensive analysis phase.

2.1 Analysis phase

While it is actually no longer necessary per se to describe an analysis phase within the context of implementing a digital learning strategy and when implementing an LMS, we should be aware of the purpose of such a phase. According to Lachenmaier [6], the purpose of an analysis phase is “to dive to the very bottom of an issue, to sound out its opportunities and identify the client’s requirements, and ultimately to use this information to create a stable model of analysis. […]” [6]. Even where a DL strategy is to be implemented within a company in the holistic sense, the aim is to fully explore all opportunities so that we end up with a suitable DL model. This phase should be planned and worked on intensively, if for no other reason than to have as much information as possible and as many contact partners on board as possible, and correct contacts at that. In order not to overlook any aspect of this important phase, the following section looks at individual steps and offers practical tips.

2.1.1 Training strategy

Traditionally, the pillars for developing a training strategy comprise, on the one hand, the classic analyses regarding need for training, target group(s) and competition (see below) and the internal resources and on the other the training or learning goals. These days, however, matters are complicated by the fact that the internal resources a company has at its disposal have a greater impact on the future training strategy than was previously the case as they no longer have sufficient time to prepare in-house trainings (due to the prevailing skills shortage), or because only the bare minimum of time can be dedicated to managing the training process, even with an LMS. We must also remember that the implementation and associated go-live of a new training strategy (and the situation is even more volatile when going live with a new LMS) often come with a change in the previous learning culture which should be understood “as the totality of learning and development potential that arises from the cooperation of members in interaction and communication processes […]” ([7], p. 4), and therefore this should be accompanied by professional change management and communication as a matter of urgency. After all, one aspect that we must bear in mind is that HR decisions made in relation to a training strategy always have an impact on ALL areas of the business, and hence, it is advisable to also have a holistic training strategy.

Definition of the training needs analysis: Even today, the training needs analysis is still conducted with regard to employee wishes based on concrete events, interviews, employee surveys or even employee discussions (Source: p. 99, Strategische Personalentwicklung in der Praxis – Instrumente, Erfolgsmodelle, Praxisbeispiele [Strategic HR Development in Practice—Tools, Models for Success, Practical Examples], 3rd ed., Christine Wegerich, Springer-Verlag Berlin Heidelberg 2015). It must be noted here that surveys, specifically, or the expressing of wishes, can also be conducted using a technology solution, such as an LMS.

Definition of the target group analysis: According to Baum ([8], p. 243), a target group analysis is a meaningful description of the group of persons who constitute the primary training group and on which all possible data is collected.

Definition of the competition analysis: The competition analysis, also known as benchmarking, is defined by Mühlstein and Schumann ([9], p. 6) as a “continuous process, in which both products and services, and in particular processes and methods of operational functions are compared across multiple businesses”.

TIP:

At the start of a development project for a (new) holistic DL strategy, with or without implementation of an LMS, it is advisable to bring all peripheral departments, and persons, together at a kick-off meeting. One of the major challenges at the beginning is clarifying the different wishes and requirements regarding the new strategy (and system, where applicable), which often also throws up the question of what resources and skills are still available among the current workforce, and considerations must be made regarding configuration and/or procuring external skills and resources from outside. This is often complicated by the fact that within the internal departments there exist different definitions of terms like “E-learning” or “digital learning”, while in some cases internal company terms have been defined and need to be clarified accordingly. It is vital that everyone involved is “speaking the same language” in order to guarantee consistent understanding for quick progress on the project.

2.1.2 Value creation model

When it comes to learning, value creation can be demonstrated, and also recorded, using a number of different KPIs (KPIs are key performance indicators relating to the success, performance or outreach of a business, its individual organizational entities or a machine [10]). According to Wegerich [11], classic KPIs include “Average number of days annual leave taken by employees, Average number of days annual leave taken by senior executives and senior management, Average number of days annual leave taken by employees over 50 years of age, Implementation rate after workshops, or Optimization rate after coaching sessions” ([11], p. 107). The KPIs that are actually implemented in practice differ from company to company.

However, it goes without saying that all online and blended-learning courses can be included in the KPI model, allowing us to break down the model into face-to-face, online and hybrid. The reason why this has to be mentioned at this point specifically is that the cost breakdown is significantly different in this case compared to times when the focus was solely on face-to-face events. It is no wonder, therefore, that often the number of trainings has increased dramatically, but the costs for trainers are lower.

TIP:

At most companies, all employees have to pass mandatory trainings in the form of compliance trainings. As the name suggests, these trainings are mandatory, and so it might make sense to break down the KPIs into mandatory and optional trainings. The reason behind this is that this makes it easier to list the costs incurred according to their purpose. Investigations mostly ask about the expenditure spent on optional trainings, not mandatory trainings, and query the costs associated with such.

A small example of a KPI table is shown in Table 1.

KPI	Detail 1	Detail 2	Who/Where/What
Number of trainings	Mandatory	Optional	Per year
			Per division/department/team
			Per employee
Average duration of trainings	Mandatory	Optional	Per employee
			Per division/department/team
Training costs	Mandatory	Optional	Per year
			Per employee Per division/department/team
Special trainings (IT)	Mandatory	Optional	Reduction of tickets
			Reduction of the error rate

Table 1.

Practical example for KOIs in learning, [3].

In the case of a new product, such as implementation of a blended-learning course developed in-house or externally, different areas need to be taken into account and structured from a financial point of view: the technology (e.g. an LMS), the content (e.g. creating scripts and exercises and creating specific areas of responsibility internally), sales (e.g. training sales employees) and marketing (e.g. creating a communication plan).

Let us take a closer look at developing internal trainings in-house: many companies still have most of their training documents from pre-pandemic times in the form of slide decks or internal videos. These must be conceived and modified in a holistic concept before they can be integrated into a new DL strategy. It seems banal, but it must be reiterated that there are key differences between, say, face-to-face and online trainings, especially with respect to the existing training documents. Let us briefly put ourselves in the learners’ shoes. In a face-to-face session, learners can ask the trainer questions immediately which the trainer can then answer. While it is possible to ask questions on an online course regarding a subject and the accompanying documents, it can take some time for the trainer to respond. In order not to unnecessarily delay the learning process, questions should always be pre-empted before they arise. This means that the content of the course script and its didactic approach must be formatted in such a way that it provides a depth of content that is appropriate for the target group and at the same time does not allow for questions as far as possible.

Tip:

If you have developed an online course in-house, make sure you always take advantage of other tools and aids, such as a glossary, FAQs or additional and accompanying media, such as explanatory videos. In order to ease the anxieties of inexperienced/anxious learners regarding a new system such as the LMS, it has been shown that designating a concrete point of contact in case of questions can be helpful, as can a forum for dialog where the group can work on problems and solve them together. There are a lot more possibilities which vary from LMS to LMS. Use them without fail!

Past experiences have shown that there is only something to be gained from revising and restructuring old face-to-face materials. In terms of the quality of the documents and the course concept, it has proven to be a clear success, especially for participants who can compare and contrast both course formats.

However, as is customary in a holistic analysis, let us take a step away from the area of training. After all, alongside optimizing the content we need to also start work on developing a communication strategy for the new DL strategy. While many companies have communication departments, most of which have previously overseen other rollouts, other companies have to find new paths here and entrust this job to employees who are perhaps not as experienced in the area. Some readers must be shaking their heads now and wondering why we need to take that into account? Well, good communication that is prepared well ahead of time and anticipates potential issues, and that was also promoted using internal findings from marketing, can provide positive support. While a major change process may not be clear at first glance, this is indeed the case in practice. A named communication strategy can be hugely beneficial in making this change as smooth and pleasant as possible.

Discussion: Offering internal company trainings/courses for external learners.

If a company has considered the possibility of offering its own trainings to external learners as well, then the basis for strategizing must be good communication between the different groups of people involved (e.g. IT, IT security, personnel development, HR, Marketing, etc.) which should be supported by regular fixed dates. When offering in-house trainings externally as “products”, advertising measures should focus on marketing as well as developing the course. For example, the first job for the marketing team should be to conduct a competition analysis in order to gain an overview of the market. Alongside this, the personnel development/HR team needs to define the target group for each training product and then derive next steps from this. Points such as the name of the course or the marketing presence on different communication channels (not necessarily in that order) should be discussed at length, and social media strategies and additional advertising materials should be determined.

Tip:

Another aspect of expanding services to external learners is the fact that in larger organizations the rule is that contractors (i.e. external employees) should be engaged here. These, too, will usually have to complete the relevant compliance trainings. However, what is particular about this is that most of the time they do not have access to the same system. Therefore, you should consider developing a special strategy for external employees from the very outset. The time and effort that goes into implementing this later is enormous and can be prevented by proactively taking it into consideration.

2.1.3 Skills, staff, roles and responsibilities

The success of a digital learning strategy implemented holistically essentially depends on whether the skills required can be covered by current employees. The issue of new hires and/or procuring external skills and capabilities to supplement those of existing employees has already been discussed above under Section 2.1.1. In the event that the preceding analysis indicates that staff with certain skills are required, then the HR department and/or personnel development department should be engaged as a matter of urgency. The lead times for recruiting new staff (e.g. advertising positions or acquiring new hires) are extensive, which could have a significantly negative impact on the progress of the implementation process in the event of delays in the hiring process. They must therefore be involved in the project in good time.

The roles and responsibilities of the persons involved will change significantly if their company is one that has previously only offered face-to-face sessions since the changes involved in transitioning to a digital learning strategy will be enormous for these organizations. In this case, each individual employee must be aware that the implementation of such a learning strategy will have an impact on the entire business and thus also on all employees. The same is true with regard to the introduction of a new or different LMS. Here, too, roles and responsibilities within day-to-day business frequently change.

Usually, companies are unable to hire new employees during implementation of a DL strategy for cost reasons and instead have to use pre-existing resources, as a result of which these employees require intensive and comprehensive trainings. These trainings can be conducted digitally and adapted to a new DL course format, for example, both technologically and with respect to methodology. At this juncture, it is vital to once again highlight how a digital format differs significantly from a purely face-to-face format since the former uses various technical media (e.g. videos and learning packages), with these media and thus also the learning documents usually being made available on an LMS. We must also remember to train teachers/trainers in the new software system via train-the-trainer trainings. It may additionally be necessary for teachers/trainers to encounter not just an LMS in a digital learning strategy, but also other software, such as software for webinars and author tools. These must also be taken into account in the train-the-trainer concept as a matter of urgency.

Tip:

Practice has shown that with technical trainings, it is necessary to make clear that these must never be conducted as purely theoretical trainings. A blended-learning format is advisable here. The participants must have sufficient opportunity to also practice what they have learned in a safe space. The more intensive the trainings were, the more confident teachers/trainers were in using the new software. Following the trainings, teachers were also able to maintain their courses themselves, adding new content and providing adequate support to participants. The skills acquired have also been very much evident in the feedback provided by participants, in that the teachers were mostly described as “very capable”, “outstanding support” or even “best teacher ever”.

However, with a new DL strategy the most obvious change is in the role of teachers who have previously taught face-to-face. Before an online course was introduced, the teachers and their responsibilities were focused on preparing, conducting and following up on purely face-to-face sessions. They had years of experience here. In their new role as courses leaders for a blended-learning course, for example, they need to acquire new skills and capabilities for managing courses online and working with new media (e.g. running a course on an LMS or using media correctly for a webinar).

The online management aspect should be highlighted here. It cannot be underestimated and must be communicated to the teachers clearly. 24/7 availability must be arranged and carried over into daily business. As a result of this availability, consultations “one after the other” during the in-person lesson are shifted to multiple smaller sequences via email. Initially, it would appear that this requires significantly greater effort but upon further inspection this is not the case. That is not to say, of course, that the communication system does not need to be structured.

2.1.3.1 Organizational structure

A new DL strategy must be integrated into an existing organizational structure. The advantage of modern businesses is that they mostly have an existing, flexible structure that has been tried and tested. Here, a flexible structure is understood such that employees are not bound to fixed organizational structures or roles, such as a straight line organizational system or static matrix structure. Ionescu [12] defines a flexible organization as: “A flexible organization initiates and develops periodically strategic changes. Organizational change corresponds to a new orientation, fundamental and radical, concerning manners of business conduct, having essential implications on all its members’ behaviour. Launching a process of change supposes acknowledgment of change need, manifesting wish of change, gathering knowledge, as well as forming abilities to implement change. Flexible organization, change oriented is, by excellence, a learning organization” ([12], p. 283). The core of a flexible organization is thus the willingness to change, such that it is possible for the employees of such an organization to take on multiple roles within the company. However, this does not mean that the structures do not need to be properly established. Quite the opposite. The structures must be described in detail and communicated clearly and also adapted quickly and easily where necessary. Company visions, missions, values and norms, as well as a good ability to adapt the flexible areas mentioned, also play a major role in this regard.

Embedding a new DL strategy in a flexible organizational structure often proved unproblematic. However, this requires that all affected employees are integrated into the transformation process, as was recommended under Section 2.1.1 above. In this regard, it is necessary to once more highlight the aspect of communication within the organization. Transparent communication between all interfaces is not just advisable, it is a “MUST”.

Tip:

As already discussed, that learning in a digital learning concept will change significantly in the event of simultaneous implementation of an LMS cannot be overlooked here either. Previously, it was often stipulated for learners what they were expected to learn by when. With an LMS, the learner must organize and manage their learning themselves, which represents a major change. Therefore, a team from communication and change management should be engaged here through appropriate measures and the change process supervised.

2.1.4 Supporting systems

When a new learning strategy, and in particular a DL strategy, is implemented at a company which previously had only conducted purely face-to-face sessions, new technologies must be embedded in the old IT infrastructure, in addition to the new strategy. This affects the entire company, not just individual sections as is usually the case when implementing software.

A learning management system (LMS) is the foundation of a DL IT strategy. Roughly speaking, when it comes to LMS, we should differentiate between open-source and paid-for, licensed software. The range of offers available in this regard is enormous and hard to wade through. It is therefore evident that the selection process itself will take up a lot of time. In addition to functionality, the focus is often also on finances, meaning that particular attention is paid to license costs. Costs for connecting the LMS to the previous HR system via interfaces should not be overlooked either.

Tip:

At larger companies, in particular, it is not usually the HR department that makes decisions on software purchases. This is the job of either purchasing or IT. However, in order that the software ultimately also suits the new DL strategy, all departments should come together in good time and reach a decision together on WHICH system to purchase. After all, HR staff will ultimately have to work with the software and also offer it to colleagues internally and motivate them to use the system. These employees are easier to motivate when the HR employees involved in the process can also vouch for the system.

In addition to an LMS, there is lots of other helpful software that can be used alongside a DL strategy (e.g. author tools, video tools etc.). Here, we must think about whether we are planning to develop courses ourselves in the near future or to purchase content. Both options have their pros and cons.

Let us take a quick look at developing content in-house: In each organization, there is knowledge that is used only in this organization specifically. Today, it is more important than ever to also pinpoint and retain this knowledge. However, simply recording and saving this is usually not enough. Therefore, this content must also be prepared in a consumer-friendly way. This means, for example, that content must be ordered logically or formulated for each target group specifically. This can be achieved using so-called author tools, such as Articulate Rise or Easy Generator, as well as tools intended solely for producing teaching/learning videos. The market for these tools is also extensive, and purchases depend on what future intentions are. However, it is important that the employees who use these tools are also given sufficient training. Purchasing software and letting the rest of it take care of itself is not sufficient! A major advantage of this “Make” strategy is that there is a lower risk regarding data privacy.

This is not the case with a “Buy” strategy involving the purchase of external content. Technologically speaking, professional companies can certainly prepare special content better than a layperson in the HR department. However, not all of these companies have their servers in Germany, for example. And this is a major problem as many companies have a strict privacy policy (and rightly so!).

Tip:

In recent years, many companies have also relied on an international server strategy, which makes sense in many respects. However, it does not make sense with respect to learning since this is an area where lots of personal data is exchanged, which is exactly what makes it attractive to external attackers. Therefore, when purchasing external content, we must pay close attention to where the provider has their server. For this reason, the data protection officer must be brought along to the negotiating table. At the same time, we must consider and pay attention to how this external content reaches the LMS. Will you receive Scorm files (special files for E-learnings) or is there an option of jumping to the provider’s page? Here, too, it will be important how data such as test results are presented, and how these end up in the in-house system.

When purchasing external content, we must also make sure that academic content is prepared individually for a specific target group. Not all content can be equally consumed by all users. Let us look at an example: Perceptual speed decreases with age. This speed slowly declines, starting at the age of just 20 ([13], p. 707). It is quite easy to spot that children using a computer can click the mouse faster or scroll up and down quicker than adults. This must absolutely be taken into account when creating teaching videos. A video that contains too many and too rapid changes may not be taken in by an adult. This can lead to frustration and even rejection.

It may also be necessary to consider which software can be used for webinars. The market for these tools has grown significantly too, and the offers available are hard to wade through. Decisions should be based on factors such as costs and usability for employees and participants, but also stability. Participants will not put up with interruptions caused by technical difficulties. In addition, technical support should be available (where possible) for teachers and participants free of charge.

2.1.5 Controlling and governance

Generally speaking, the job of a company’s controlling department is to manage and regulate set processes. The processes mentioned also include reviewing these processes according to KPIs (see 2.1.2 Value creation model) and fixed reports. This is based on using these KPIs to determine whether the strategies and measures set out are in fact having their desired impact and whether they actually make sense.

Within the context of developing individual DL trainings, this area is only marginally affected. In this regard, it may be necessary to highlight fee calculations or invoicing, cancelation and payment processes, insofar as these trainings are also offered and sold externally. Sometimes, however, the management also wants to know the costs for developing these courses.

When calculating trainings (which also includes webinars), in particular, we must bear in mind that the costs for the software and for preparing the webinar content will be lower the more often the webinar or training is conducted with the same teachers and software. Preparing the teacher’s content as a one-off and making temporary updates will reduce costs from just the second webinar. The software costs (mostly license costs) will decrease the more often the software is used.

A further area relevant for controlling, which is affected by training management, is the invoicing, cancelation and payment process. At companies which purchase external trainings, these processes are mostly already present and should be reviewed at least once a year. Failing this, the price of the external course (and/or teacher) will have to be renegotiated. NB: If purchasing a purely online course solely via the Internet, we must bear in mind the 14-day returns policy for Internet purchases.

The situation is different when implementing an LMS, as opposed to developing individual courses. In each LMS, there is the ability to create reports. In some LMS systems, this comes preconfigured, while in others, it can be adapted individually. However, all this reporting relies on the management and evaluation of personal data. For this reason, this is a highly sensitive area and must be handled using predefined company rules appropriate for regulations on privacy and data protection.

Tip:

If your company has not yet defined a role for reporting, you should do this no later than when implementing an LMS with a reporting function. Make sure that external employees (such as external consultants through intermediaries) do not have access to this! You should also remember that access should be limited for internal employees as should their rights for the LMS. That is, where possible a minimum of just two employees should have access to this. The processes for reporting should be captured and defined here too. This also includes the processes for passing on personal data in the context of trainings within the organization.

No less important is the area of governance which is mostly accompanied by a document containing all the specifications for the learning documents to be created (including in what format, what font, what font size, colours etc.), and the role concept, i.e. which employee has which role in the LMS. Within IT, the latter usually takes the form of a workbook. This workbook sets out all the LMS specifications. This is particularly important in the event of problems with the system. It allows errors to be identified faster.

Having covered controlling and governance, the theoretical part of the analysis phase is complete. However, practice shows that now all areas intersect in parallel and that often one or the other has to be redefined or re-implemented. It is almost impossible to work with all of these areas one after the other as these processes mostly overlap with others. Here too, good and transparent communication between all parties involved is fundamental and makes a logical contribution to success.

This approach is also advisable with respect to the following processes, such as defining learning objectives, developing a concept, developing learning materials, test phases, execution, and monitoring, albeit these areas do not take up as much space in the implementation as the analysis phase. It is, however, subsequently of huge importance. Each individual issue could have its own paper, and hence, they are addressed only briefly due to the restraints of this paper.

2.2 Defining learning objectives

Defining learning objectives is not as easy as it sounds. It is often based on one’s own understanding of the term “learning”. If we consider learning from the perspective of psychology, then it is “[…] an experience-based process resulting in a relatively constant change in behavior or potential behavior” ([14], p. 200), meaning the fundamental change in a behaviour brought about by learning. In defining learning objectives, the term “learning” should be defined insofar as this definition includes the fundamental change in behaviour caused by learning. With respect to learning, this perception is significant insofar as it makes the different learning objectives more tangible. After all, in addition to the commonly known cognitive learning objectives which relate to the reproduction of acquired knowledge, there are also affective learning objectives (attitude and developing values) and psychomotor learning objectives which are restricted solely to manual skills ([15], p. 37–38). It may be that all three areas are addressed in a single training.

To make the process of formulating a learning objective smooth, we can consider the following:

• The subject is mostly the learner or participant.

• An objective is often described as a measurable or observable behaviour.

• An active verb circumscribes what the subject should be capable of by the end of the course.

• Further information on what skills/abilities should be attained by the end of the course.

• How the learning objective will be examined at the end of the course.

A cognitive learning objective for an area within management training can therefore be defined as follows:

After attending the online course, the participant is able to logically use the communication models they have learned in their practical activities and to infer instructions in the form of concrete work steps which they will set out in writing over the coming 3 months.

2.3 Developing a concept

In order to make the design of a DL course or blended-learning course easier to grasp, it can be helpful to establish the instructional design at the outset in order to have a foundation. The instructional design “is a large part of the definition. Instructional design is the process by which instruction, computer-based or not, is created. Instructional design provides a framework for the creative process of design, and ensures the learners’ needs are met” ([16], p. 16). In this design, we must describe specifically what the new course should be capable of doing. Most often, the requirements come from either the company management or the relevant departments. For example: If the requirements for a DL course are to be about saving time and money, we can consider whether it might be advisable to get a purely online product. However, if it should also be possible to explain complex and complicated content in a face-to-face session as well, and also to practice this content, then a blended-learning format may be more appropriate.

However, the final teaching and learning format can only be decided on, together with the company leadership and project management, after the existing documents have been properly reviewed. Once this decision has been made, the instructional design for the established format, and subsequently rough project planning with key milestones, can be illustrated as shown in Figure 2.

Figure 2.

Example of modular project planning for initial project steps using roughly defined milestones, Baum [3].

In this illustration, we can identify the individual steps of the project (e.g. target group analysis or training portfolio) and the individual associated areas (e.g. analysis of internal and external training portfolio). What is important in this context is that these steps and areas differ from project to project and from company to company.

Tip:

An instructional design with three concept phases has proven successful when it comes to executing a DL course. These must be contained in blended-learning and purely online formats, as well as in purely face-to-face trainings:

Before the training: General awareness of the subject must be created at the outset.

During the training: In addition to activating prior existing knowledge, the focus of the subject should also be clearly underlined. In addition, activities which can be used to check whether the participant has in fact understood the subject must never be overlooked.

After the training: A summary of the subject can be useful in order that the participant can actually apply what they have learned in practice. The participant can then take this back to their workplace and perhaps take another glance at it. Feedback on the course should also always be collected from participants. To conclude, the application of what was learned in practice should be examined.

2.4 Developing learning materials

The development of learning materials for a DL course depends on several factors. One key factor is the target group (e.g. age, prior knowledge), while another is the subject itself. It is undisputed that there exist countless media for developing DL courses, such as learning packages (E-learnings), videos, electronic diaries, etc. Which medium is selected for which subject and for which target group is very individual and must therefore be determined on a project-by-project basis. Because it is so individual and the selection of media is a special and also important issue, this is not addressed in more detail here.

Tip:

When preparing teaching/learning media, make sure to always observe the findings of the summary in Baum [3] of studies by Falkenstein et al. [17] and Schapkin [18] in order not to reduce the motivation of older learners/participants.

• Avoid constant changes to the process (e.g. module design in the LMS).

• Avoid constant changes to the learning process.

• Give older learners/participants more time to complete tasks.

• Allow an appropriate amount of time between different examinations so learners can recover.

• Prepare learning content in a way that it addresses above all factual knowledge, problem-solving strategies and biographical and operational areas.

• Use self-led learning as much as possible.

• In management training, teaching videos (with practical application of certain methods), scripts and questions are often used to track learning.

2.5 Test phases

It goes without saying that the correct implementation of a piece of software and any newly developed course must be properly tested. However, there are key differences here with respect to the degree of testing.

With LMS software, it very much makes sense to first fully configure the software to at least 85% with all participants and to then test it in a test mode or even a separate test system. During testing, the radius of the test group should be increased successively. At the beginning, it is sufficient for the IT department to test the technology, while the employees who will later be working with the system test the functionality.

Tip:

Please use your initial personal experiences with LMS and note down your questions and issues. Both are helpful when it comes to designing training documents. After all, if there is one thing that is certain it is that your first experience using the system will most likely be the same as it is for others, above all end users.

Many companies have their own quality system for testing where test cases are defined and input. Use these test cases for initial end-user trainings. Following this, more and more users should be added to the system as testers. It has been shown to be beneficial when critics of the new LMS are engaged here, in addition to advocates. This way, differing points of view and criticisms can be obtained and worked into the training and communication concept.

With respect to the development of a new DL course, experience from recent projects has shown that the test phase should be split into two phases: pre-pilot and pilot phase. In the pre-pilot phase, the product can be properly tested by the employees involved and maybe colleagues as well. In the pilot phase, a pilot group must test the new DL course under “normal” conditions, meaning that the course must be tested in a regular process. This requires a questionnaire to be developed in advance which can provide insight into whether improvements or other modifications must be made to the new course. Surveying the test group properly is fundamental to this test phase.

2.6 Execution

Once the first 5 steps have been sufficiently reviewed and constantly questioned and correctly modified, there is nothing standing in the way of execution. It is a very good idea to survey the learners/participants in this phase as well. Every group is different, meaning they have different demands and perceptions of the content. For this reason, it is always vital that the course be adapted and modified as a matter of urgency to the needs of learners/participants wherever necessary. However, this is what makes it exciting time and again. Do not forget to update the content regularly in this regard.

2.7 Monitoring

Steps 1–7 should be reviewed at regular intervals and at least once a year after successful implementation. Particular attention should be paid to regularly updating the teaching/learning documents that were discussed briefly in the preceding section.

In addition to a structured approach to the implementation of DL strategies and courses, the motivation of learners/participants should never be overlooked either. It is therefore crucial that motivation for and acceptance of new LMS software or a DL strategy be created. The pandemic has definitely had a positive impact on increased acceptance among company management. However, this is still not enough. After all, while DL should be used to a greater extent, the demands placed on the strategies and content of employees and learners have also increased.

3. Creating motivation for and acceptance of the new digital learning model

This article does not intend to answer the question of where the concept of motivation comes from. What is particularly important with respect to implementing a DL strategy or a new LMS is understanding the motivation process which, according to Heckhausen & Heckhausen ([19], p. 3), comprises the determinants of person, situation, action, result and consequences which is then characterized by the fact that this process can be understood as a short-term personality trait (cf. [20]: 39). Colloquially, the concept of motivation is frequently used interchangeably with the concept of motive which differs from motivation in that it is a long-term personality trait which is frequently established during childhood. The motive furthermore has the characteristic that, among other things, it causes “a person to […] initiate a motivation process” ([3], p. 22; cf. [19], p. 3 and 198; [21]), whereby the strength of the motive, according to Rheinberg & Vollmeyer [22], depends on previous experiences. Thus, the motive is the stumbling block, while the motivation keeps this block moving. However, learning is not an independent motive, and hence, the concept of learning motive must be considered in particular. Within motivation research, therefore, learning is seen as a consequence of motivation since “in the long-term organisms only retain and develop those actions and forms of expression which help to satisfy the motive” ([3], p. 24; cf. McClelland, [23] in [19], p. 57). Therefore, the DL must also serve to satisfy the motive, which in turn must be reflected in the concept and strategy.

The main aim with DL is that all learners/participants should enjoy working with the new LMS software, be able to use it intuitively, and also learn something from using the new DL courses which either advances them in their daily working lives or develops their personality ….. all while enjoying and having fun learning. Which is precisely what we must never lose sight of!

4. Conclusion

It goes without saying that currently DL is seen as a passing fad. Currently, there are lots of companies examining how to implement a (new) DL strategy with or without simultaneously introducing an LMS. Other companies have already succeeded in doing this in recent years and are at the stage of modifying their implementations.

It is important in this regard that during implementation, the perspectives of other participants, such as IT, Marketing & Communication, Works Council or Worker Representatives, are also integrated into the new strategy and not just the perspectives of the HR department. The cooperation of all parties involved is crucial for the success of the project. Therefore, a holistic approach is applied.

A 7-step model which specifically includes an intensive analysis phase has proven successful in implementing DL in practice. The foundation underlying this includes the training needs analysis, target group analysis, competition analysis, and internal resources analysis, as well as analyses of training and learning objectives. However, when conducting this analysis, we must always be aware that decisions in this area affect all areas of the business.

With respect to creating value in the area of DL, we should also bear in mind that the usual indicators need to be considered from a different perspective since these are mostly handled differently by the company management. For this reason, a sensible perspective and evaluation should be prepared in consultation with the company management. The differences in perspective include externally purchased or internally developed trainings which can also be sold externally (if possible). However, the focus here is mostly on the different evaluation of compliance or optional courses. The compliance training KPIs, in particular, function such that they must also be reported to third parties in many respects.

As at most companies, the project at companies which wish to implement a DL strategy also rises and falls with the companies’ internal resources. However, in times of international skills shortages, these are hard to come by, and hence, we must often consider engaging external specialists at an early stage. There should also be a prevailing willingness to change within the company because roles will also change during implementation of a DL strategy, repeatedly and at shorter intervals. In this regard, the issue of training internal employees should also be reconsidered. So that expertise on the new DL strategy and any new LMS remains within the company, all parties involved should be trained sufficiently and intensively. Implementing a DL strategy is easier in a flexible organizational structure which is open to change. This type of organizational structure paves the way for a learning organization and makes it easier to develop a new strategy. Communication is a good tool here for providing all parties involved with sufficient transparency regarding the processes and procedures for implementation. Communication also accompanies the change process when implementing an LMS.

Additionally, other supporting systems which might logically accompany such an implementation should also be taken into account and considered. It should not always be the price that is the decisive factor, but also functionality and how intuitive such systems are for individual participants to use.

In addition to technical resources, we should not skimp on documentation of the implementation. The focus here is in particular on the technical specifications of new software and on the overall framework conditions for the design of digital teaching/learning offers.

Additionally, the implementation of a new DL strategy is supplemented by the conception of in-house DL courses, the development of learning documents, of the test phase, of the execution and of monitoring, thus rounding off the 7-step model.

However, we must not overlook that the core of a DL strategy is still learners who should be motivated and enjoy completing their courses. Which is why the issue of motivation must never be overlooked.

All in all, it is vital when implementing a new DL strategy to consider a holistic perspective in order to guarantee success at the end of the implementation and get all participants in one boat. This also means that a holistic view of digital learning should be applied in the future. However, it remains to be seen what changes will come in the next few years, especially in the area of digital learning and in the development of learning software. Perhaps it will then be necessary to modify the 7-step model as well as the perspective of the respective implementation.