Books. The e-Learning Revolution: From Propositions to Action

Citation

(2001), "Books. The e-Learning Revolution: From Propositions to Action", Education + Training, Vol. 43 No. 8/9. https://doi.org/10.1108/et.2001.00443had.002

Books. The e-Learning Revolution: From Propositions to Action

The e-Learning Revolution: From Propositions to Action

Martyn SlomanChartered Institute of Personnel and Development2001ISBN 0852928734£25Keywords: Learning, Information technology, Training, Trainers

"Existing models of learning and training are being overturned. Those trainers who stay inside their comfort zones and think in terms of traditional models will be the losers in the profession", Martyn Sloman, author of The e-Learning Revolution: From Propositions to Action, told the Chartered Institute of Personnel and Development's annual learning and development conference and exhibition.

"The pace of change in the global economy and advances in communications technology mean that there is no debate about whether e-learning is the future or not. It clearly is", he continued. "Latest assessments indicate that competitive organizations will soon be delivering up to a fifth of their training through the internet, intranets or the Web".

In his new book, Sloman urges trainers to gain a rapid understanding of how e-learning enables organizations to deliver training in a new way. In this new model, learners are no longer passive customers waiting in line, but interactive clients demanding differentiation in the products and services they receive – just like any other consumer. Employees will be able to shop around with greater ease, gaining access to training materials directly from the Web sites of top business schools or universities. This, in turn, will place enormous competitive pressures on local colleges.

The information revolution and the ability of companies to transmit information between computers in a user-friendly form – connectivity – are driving this change. With the available technology doubling every 18 months and costs remaining static, Sloman believes that training specialists are about to feel the winds of change.

He demonstrates clearly that the arrival of new technology, which offers learner-centred opportunities, will demand re-examination of the way in which adults learn. Expertise in "soft" technology – coaching, facilitation and learner support – will give trainers new credibility. Corporate universities and virtual business schools will be able to provide radically different learning opportunities. And the barriers between knowledge management, performance management and training will have to fall to achieve competitive advantage.

Sloman, director of management education and training at Ernst & Young, says: "Trainers will have to get to grips with these issues and redefine their roles and skills. New skills will have to be developed and client management will become a top priority."

The author provides no simple answers, but does furnish a framework of tools for professionals to use as a catalyst for debate and to get started on implementing a strategy of their own.