Dr. polit. Grete Netteland

I believe it is important that the organization is conscious of the changes they want to achieve and, in particular, why e-learning can be a positive contribution to those changes.  This must be conveyed and understood at all levels in the organization, so that everyone is working toward a common goal.  The organization must also be aware of the challenges associated with e-learning in various phases of the implementation process; first short-term – to get personnel to start using the e-learning, then long-term – to ensure that e-learning survives in the organization over time.

Why is a standardised implementation model problematic for e-learning in large organizations?
Large organizations are often extremely differentiated:  there can be large variances in responsibilities and work methods; different backgrounds, competence, and experience; and individual organizational units can have different histories and cultures.  Individual employees’ interest in technology can also vary significantly.  That’s why it is important that those developing an implementation model know the organization and understand its internal diversity well.

That doesn’t mean that portions of the introduction and minimum requirements cannot be the same for everyone.  What is important is that if you choose such a solution, it is crucial that the knowledge the employees learn is both valued and demanded after the fact.  The standardised implementation model must also allow for local adaptations and internal flexibility, so that individual employees can easily access topics directly relevant to them.

How should e-learning be developed and implemented to provide effective learning for the individual as well as for the organization?
It is extremely important, already during planning, to address exactly that and potential differences between individual and collective needs.  This can be achieved by, for example, involving people who are well acquainted with the various parts of the organization, who are respected by personnel both above and below them, and who are able to link the need for change in the company with the learning opportunities presented by this new technology.  There must also be a clear understanding that people learn in different ways and have different backgrounds and ambitions.

At the same time, it is a good idea for the organization to think through success criteria for the implementation process carefully and, not the least, which conflicts and challenges can arise along the way.  Good planning, combined with good improvisation, will go a long way and provide a good foundation for a realignment process based on technology-supported learning.

What will happen with e-learning in the future?
E-learning technology is under constant development and we will see new opportunities for technology-supported learning in the workplace.  Already today, we have examples of how 3D technology, virtual worlds, games, mobile technology, and various web 2.0 collaboration technologies are employed.  As I see it, it is important to choose a learning technology that can solve the company’s concrete learning needs and facilitate new ways of working.  Different learning technologies can be combined and integrated, and can be used individually or in combination with other non-technological learning forms (like workshops and classroom training).

What characterises a well implemented e-learning programme?
My experiences from Telenor indicate that it is important that one’s closest superior is engaged in the implementation.  In the first place, it will make it easier for the employees to accept that it is OK to use time on e-learning.  Secondly, it signalises that this new knowledge is relevant and important.  This is the only way to integrate the employees’ newly acquired knowledge into daily work processes, to promote change and improvement.

Another important factor is that user support must be accessible for those who need it; either from other colleagues, from a dedicated user support group, or the like.  Everyone must know where to get help.

I also believe it is crucial that, when an organization introduces e-learning, the objective must be to offer this form of learning over the long term.  That’s why it is important that the first implementation period receives a lot of attention, leaving both management and the employees with positive experiences and wanting more.  At the same time, it is important that the experiences gained along the way are continuously evaluated, enabling necessary corrections to be made, ensuring that e-learning remains valuable to the organization.

Grete Netteland wrote a doctoral dissertation on e-learning, at the University of Bergen, which was presented in a previous HLK article and can be read here.  In her dissertation, E-learning for change in large organizations, she looks at Telenor’s use of e-learning in conjunction with moving more than 6000 employees to Fornebu, in Oslo.  To purchase/order the dissertation, contact Grete Netteland by e-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

By: Arne Morten Rosnes, Mintra as