Background
Reuters is a knowledge-intensive organisation, which provides up-to-date news and financial information to clients across the world. Currently Reuters employs 15,000 staff (of whom 4,000 are based in the UK). The main journalism function (known internally as Editorial) - which is the subject of this case study - employs 2,300 people (mainly text journalists, but including video-journalists photographers and graphic specialists) who work in 197 bureaux in almost as many countries.
In 2001, Charles Jennings joined Reuters as a consultant and subsequently became Head of Global Learning and Development. As a former University Professor in Electronic Communication he has a strong awareness of the potential of e-learning. The first bespoke module on legal defamation was introduced in 2002. Today there are some 35 bespoke modules available on Editorial topics and this area has witnessed the most successful uptake of e-learning within Reuters. Each month more modules are added to the portfolio. Although e-learning has been successful it still only accounts for 5% - 10% of total training time spent at Reuters. It is not surprising, therefore, that much of the current focus is on ways of embedding the use of e-learning in the organisation and making its use more widespread.
Why e-learning
Nigel Stephenson, Reuters Editorial Training Manager for Europe Middle East and Africa, puts the case for e-learning as follows:
"Cost is undoubtedly a factor but so are a number of practical considerations on access to courses. Many bureaux are small with two or three staff or even a single member. Releasing them for off-the-job training can be difficult in terms of sustaining the operation. In addition journalists work at high speed and are under time pressure - 'tell me what I need to know about this subject?'"
Course based events remain a feature of Reuters training but, in Nigel Stephenson's view
"The classroom is not the best place for information, when it's available in advance as a download. The classroom is good for tips and war stories, skills and sharing experiences."
Although the e-learning modules produced for Editorial have been designed primarily for stand-alone use, they have been incorporated as pre- and post-course activity in course design. For example, participants in the basic journalism course (which every new starter should attend) are required to have undertaken the following e-learning modules before they enter the classroom:
- headlines
- story structure
- legal defamation
- hoaxes
- filing drill
- grammar
- interviewing
The e-learning modules in the 'Editorial' series are similar in style and use a standard template. They are between 20 and 40 minutes in length and encourage the learner to progress through text and undertake a series of quizzes and tests. Techniques extend beyond 'tick the correct answer' and include 'drag and drop' and 'matching' games. However the fact that some learners will access the material from countries where there is no broadband has meant that media-rich alternatives have been avoided.
The production process begins with the training specialists within Editorial specifying their requirements which is then used to produce the detailed content. This is handed over to the central Reuters e-learning team who commission an instructional designer to write the storyboard. The final product is produced by a software development house at an estimated cost of £2,000 per module.
Progress to date
Reuters Editorial have now reached the stage where they feel that e-learning is a cost-effective way of promoting the relevant learning. Immediate feedback on modules has been positive and their use is growing. The site has been extensively marketed using announcements on the Editorial website, e-mails to regional groups, colour fliers using titles, and sales pitches on conference calls.
The Reuters training team recognise that there are a number of technical problems to be overcome: user-access can be difficult; there is a lack of easy fit with other systems (for example the enterprise and customer relationship management systems) and some users report that the technology can be a bit chunky. However Richard Taylor, the Global Head of Training for News and Data, emphasises that once they get in there they find something of value. No major revisions to module design is under consideration, therefore the challenge is to ensure that the e-learning produced is embedded in organisational practice.
A particular success has been achieved in the Asia region. Here an established Regional Training Manager agreed a target with the Senior Team that staff should undertake an average of four modules in the course of the year. This figure was exceeded, though in part this may reflect a ready cultural acceptance in the region of the need to achieve centrally set targets. Progress towards these targets was included as an element in the appraisal of local managers. Building on this success, in January 2005, the News Management Executive team has set a target of three modules per person.
However, as Richard Taylor is keen to emphasise:
"Ownership for individual performance and learning must rest with the line management. The training function, through their supply of material and use of channels, must not set out to disintermediate that process."
The future of e-learning
As well as embedding learning in HR processes a number of other initiatives are under way at Reuters. To extend the range of material available in Editorial a content swap has taken place with BBC.
Virtual classroom-on-line seminars to update worldwide staff on changing applications (particularly around technology) are used extensively through out Reuters - one is taking place practically every day somewhere in the world.
The next step, once the existing content has been embedded, will be to create better links with knowledge management. This is a critical element in Charles Jennings agenda as he seeks to move the function from volume to value. Some parts of the business are currently piloting the use of on-line performance support tools, mainly round the customer relationship management system. These are accessible panels which will offer on-line advice on technical activities that the user encounters during his or her day-to-day work. The potential of such just-in-time learning could be considerable and learner acceptance is under review in the pilot.