Overview

Research
summary

Case Studies

Your views

Discuss in the
communities

Responses

Case studies

• Customised E-Learning at B & Q
• E-learning for Journalists at Reuters
• Tailored E-Learning Modules at the BBC
• Fairness and Inclusion in Sports - The Sport England E-Learning Initiative
• Embedded E-Learning in the Crown Prosecution Service

Customised E-Learning at B & Q

Background

B & Q is a major retailer of home improvement products. It offers a large range of goods for the do-it-yourself (DIY) enthusiast, and for the growing market, known as buy-it-yourself, where a homeowner purchases materials that are installed by a specialist.

The company, which is owned by the Kingfisher retailer group, has experienced rapid growth. It is a dominant force in the UK with 50% of the market and is the third largest DIY company in the world. It operates in a competitive market, with low margins on the more traditional products; B & Q is therefore seeking higher value transactions with correspondingly improved returns.

The strong growth has led to expansion and an increase in the number of jobs. B & Q currently employs some 30,000 staff and 40% of these are part-time. It has acquired a national reputation for its positive approach to the employment of older people - some of whom are in their 70s.

Some early decisions on development

Given the nature of both the business and the workforce, effective introduction of e-learning represents a considerable challenge. B & Q recognised that, if e-learning was to contribute to improved performance it would need to take account of the very specific knowledge required by the Customer Advisors. These employees were dispersed over a large number of sites; there was pressure on their time away from the workplace and in many cases their IT skills would be minimal.

B & Q began their e-learning project in August 2000. The first decision to be made concerned the choice of learning management system (LMS), as this was the heart of the e-learning infrastructure. According to Adrian Jones, B & Q's E-Learning Manager, even at this stage it was recognised that there was a need for the systems to grow in line with the company: "all infrastructure systems must be scaleable".

Firm criteria were therefore established for the choice of the learning management system. Above all it should be straight forward and easy to use ('user-centric'). It also needed to have the ability to interface easily onto the other B & Q IT systems. Generally it was recognised that most learning management systems will have more functionality than the organisation required. B & Q chose the learning management system developed by Docent.

A more important decision concerned the content or material to be developed and deployed. At the outset B & Q recognised that content would need to be developed to meet the needs of the store-based Customer Advisors. There were questions on the scope of content: would Customer Advisors see basic IT skills, interpersonal modules and general management as important? Management would not see the immediate relevance of generic material to performance. Content, therefore, would have to be B & Q specific.

Although the Docent learning management system included a facility for the creation of content, a simple form of authoring system, B & Q initially contracted with three separate organisations to provide bespoke content: EPIC, Copia and Tim Neil Associates. One of the first challenges was ensuring that this content could be deployed using the LMS.

The list of B & Q e-learning modules available it December 2003 are set out in Table 1. All were exclusively for use in B & Q, and firmly focused to the needs of the store-based employees. All have audio as well as visual components, are deliverable in short bite-sized chunks and provide clear indication for the learner on their progress.

Table 1.

Embedding e-learning

Since implementation began a number of related steps have been undertaken to ensure that Customer Advisors actually use and value the material.

One practical problem is that most Customer Advisors have limited exposure to using a PC during the course of their day-to-day work. From the outset it was determined that designated pcs for e-learning alone, would be needed. Given the need for dispersed access content from CD-ROMS was transferred to the hard drive of the designated PCs. The alternative of placing all material on the B & Q intranet is regarded as infeasible at this stage because the systems are too slow.

As elsewhere, time for learning is a problem. It is particularly acute in some areas - for example checkout staff - and for part-time workers who must spend a higher proportion of their total time at work on training and learning. However time for training is identified in decentralised training budgets for which managers are held accountable. Carron Duffus, the HR adviser at the Edinburgh warehouse, expects all staff to have at least one hour a week training. Customer assistants are paid for time spent learning and in Carron Duffus's view it should take place at the start of the shift. "Don't put your apron on. Do your learning first thing and in the training room".

All new e-learning that is distributed is supported by posters being on prominent display and leaflets and pamphlets distributed to store management and Customer Advisors.

Results

Regular reports on training modules are provided. This information is designed to record overall usage and allow a full analysis of the impact of e-learning to be undertaken.

Barry Sampson, an e-learning adviser at B & Q University, observes:

"Our managers are very competitive and are used to comparative reporting. If they see the use of e-learning as an important target they will seek to achieve it. They do not want to be seen to be at the bottom of the pile."

B & Q have made an explicit link with e-learning and their learning and development framework (LDF) which was launched in January 2003, in order to offer all staff a way to improve their capabilities and achieve greater job satisfaction. Initially the emphasis within the LDF was in customer assistants who could progress through five levels which would result in enhanced remuneration if they were able to demonstrate knowledge. Now the emphasis has shifted to supervision and experts (for example plumbers, electricians, horticulturalists and joiners). For supervisors in particular there is a greater emphasis on people skills - managing their staff. Progress on the implementation of the LDF has and will continue to be monitored using surveys.

The reports and surveys show e-learning has produced demonstrable business benefits. The top ten e-learning stores produce consistently higher than average customer satisfaction scores and top-level economic benefits - the Halifax store in Yorkshire achieved 426% over budget with 300% more e-learning completed than the average store.

The next steps

B & Q now plans to extend its use of e-learning - current estimates suggest that somewhat less than 10% of LDF materials are provided by e-learning. A long-term target is 50%. As e-learning gains greater acceptance, there is continued scope for growth along the same pattern.

The B & Q strategy for e-learning is to create a stronger link with knowledge management and performance management; the creation and support of learning networks; outward focused learning initiatives involving the customers.

Overall, B & Q's approach to e-learning has been successful by the criteria that they themselves have set. This is due to two main factors: a willingness to collect feedback information and seek continued improvement and most importantly, the decision to deploy and promote content that is prepared specifically for B & Q's needs to highlight it as a business priority.

E-learning for Journalists at Reuters

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.

Tailored E-Learning Modules at the BBC

Background

Given its reputation for innovative broadcast communications, it is not surprising that the BBC has adopted a considered approach to e-learning. This case study concentrates on the production of an online course on 'Editorial Policy' and demonstrates their comprehensive approach to e-learning. However those involved in e-learning at the BBC emphasise that they have developed their thinking over time and adopted a pragmatic perspective on what e-learning can offer.

The BBC were early adopters of both e-learning and the more general use of portals for employees to access information on learning opportunities at their desktop. A learning website portal, learn.gateway, was established in 1999 and it currently contains the following:

• a wide variety of web based modules produced in-house
• purchased content, such as Harvard Management Mentor
• learning stories and journeys
• information and guidance on informal learning
• details on (including the facility to book) face to face training courses

The amount of content has increased periodically since learn.gateway was set up. Initially the content tended to follow the form of 'electronic paging-turning with a quiz at the end'. In 2001 a major review of e-learning at the BBC took place and new staff were recruited to form an 'Interactive Products and Services' team. Of those recruited, some had an educational/instructional design background but others came from the commercial web world. This resulted in a new approach based on learner centred design. This has developed from the interchange between those who came from a commercial web background and those with a learning/training background. Both groups formed part of the new team. Over time a new shared vocabulary has developed - for example learner profiling, navigation, architecture, and learning outcomes.

In 2004 a tailored module on workplace health & safety ('What happened to Max?') was released. Previous mandatory Health and Safety training had been designed and delivered on a CD Rom. The BBC's e learning team learned a great deal from the deployment of this module, which received some criticism. It was made compulsory for all production staff (some 16,000) but did not always have the management support to ensure compliance. At eight hours it was too long and many users complained it went over material which was inappropriate or they already knew.

The success of the Editorial Policy module outlined in the remainder of this case shows how demanding the requirements are for a high profile tailored or bespoke module. It also shows how effective results and savings can be made if the necessary resources are invested.

The requirement

As a public corporation, the BBC is required to observe standards in a whole range of activities across its broadcasting coverage whether television, radio or the Internet. These standards are set out in a hard copy document known as the 'Editorial Guidelines' which must be observed by all staff at all times and in all locations. Previously staff were trained in these guidelines in off-the-job courses held in the Regions with a member of the Editorial Policy team in attendance. By 2002 (it was a gradual realisation) it was recognised that this approach was no longer appropriate, because

• the approach was ad-hoc, it was variable in its effectiveness and was not mandatory
• the corporation was recruiting more staff from outside, increasingly on contracts and learning essential production values by 'osmosis' could no longer be guaranteed to ensure sufficient awareness and judgement. Moreover increasingly output broadcast by the BBC was made by independent companies
• the enquiries received by the specialist editorial policy teams were often from people who were unaware or insufficiently familiar with the policies

The need for a new approach was given added impetus by some high profile cases where the standards had not been applied in programming making. On a day time discussion show two actors had appeared purporting to be sisters with a problem they wished to air; this impersonation led to negative publicity for the Corporation across the tabloid newspapers.

A decision was therefore made to commission an e-learning course of two modules on Editorial Policy and to make it compulsory for 16,000 members of the BBC staff - half of whom were journalists. The demanding requirements of this and the other bespoke modules mean that only a small number of such initiatives can be resourced. Subsequently the e-learning team have produced a similar sized course on shooting skills called The Good Shooting Guide which has been very positively received both internally and externally with praise received from countries worldwide. The following quotations illustrate the user reactions:

"Great stuff! Thanks for having put this online. The guide is put together very nicely, with the proper use of flash and html, clear navigation, visuals and audio. Very nice! I wish we had BBC in Holland"

"Thank you so much for your brilliant shooting guide. It makes difficult and complex concepts seem simple and basic. The interactive aspects (adjusting Iris to observe changes) are ingenious."

The team's latest challenge is a course on legal issues for programme makers (working title Legal Online).

Learner needs

According to Rachel Simnett, the team leader who developed the learner centred approach within the department, in 2001 the BBC "started designing e-learning with both the organisation and the learners preferences in mind". The assumption that there is a need for training needs to be tested - training solutions are not always appropriate - and, at the outset, information must be assembled, on the approaches that will engage the learner. This is not a matter of flashy and seductive graphics - indeed these may be a barrier if the user is accessing these in the module at home or at an office without adequate bandwidth. What is important is to produce illustrations or scenarios which will make sense to the user in their context. Rachel Simnett suggests that for example, it is important to recognise learning aspirations ("where they want to be not where they are") so scenarios describe the problems encountered at the next level up the promotion ladder.

The subject matter expert (in the example under review, the Senior Editorial Policy Staff) will always specify the policy content. The team will undertake interviews, ideally of 15-20 end-users to identify what they know about current practice; how comfortable they are with the e-learning approach and the past circumstances in which they learnt best. The resulting module produced will therefore be tailored but Rachel Simnett is not committed to any theoretical textbook module of learning and is pragmatic and exploratory in her approach. The product is the same for all the potential users, but if designed using this degree of care, will meet their different needs. In her view

"A well-designed course caters for different preferences".

Elements of the module

Once the requirements had been determined by Editorial Policy, the e-learning package was co-produced by the BBC and Line Communications. It consists of two modules, both of which contain highly relevant and engaging material - which resulted in an external award for best e-learning material.

• Module one: is designed to give users an overall appreciation of the issues involved in meeting the required standards. It uses a tutorial-based approach but has clips drawing on relevant actual BBC output. All these clips contain a set of questions: for example, learners are invited to 'pull the plug' when they think a cookery programme has over promoted a book authored by one of the guests. They are given feedback and questions many of which require multiple answers. There are links available at all stages to relevant text in the guidelines - in this way the need to recognise the Editorial Guidelines as the prime source of information is reinforced.
• Module two: has more detailed sections on aspects of editorial policy: privacy, impartiality and accuracy, harm and offence and the commercial world. Each section contains two or three scenarios often based on media clips. Learners are, for example, invited to choose a balanced panel for a question programme at the time of the Iraq war and deal with a subsequent complaint on the composition of the panel. In another example the extent to which subterfuge can be used to obtain a journalistic scoop is explored.

In total the time taken to work through both modules amounts to some three hours

Results feedback

Almost all the 16,000 staff identified have completed this course. Minimal opposition has been encountered. In some senses it could be argued that relevance has driven out resistance. However the design of the project has required, and been given, strong senior management support. This has also been reflected in the marketing and promotion which is necessary even for a compulsory course.

Feedback has been obtained through a variety of means. Having undertaken both modules, all the BBC's 8,000 journalists were required to subsequently attend a half-day classroom workshop. At that stage they offer their views. There is also a free text feedback form at the end of the modules. The comments here have been favourable with many users stating that they did not realise that e-learning could be as engaging and affective.

The most powerful indicator of success is the request to the e learning team from other parts of the BBC for similar modules. As Rachel Simnett recognises there is a need to maintain standards of production but only so much can be done. However as she puts it

"If you need 16,000 people to go through specific training in a tight timetable at less than £20 per head there is no other way of doing it. The BBC has saved up to £2 million of licence fee money by using this approach".

Fairness and Inclusion in Sports - The Sport England E-Learning Initiative

Context: promoting the concept

Sport England is the brand name of the English Sports Council - a non-departmental body committed to creating opportunities for people to start, stay and succeed in sport. Sport England provides the strategic lead for sport in England and is responsible for delivering the Government's sporting objectives and the distribution of lottery funding to both national and community bodies across the country. Sport England provides advice, support and knowledge to a network of partners and customers including the national governing bodies of sport (for example the Football Association) and county sports partnerships.

In November 2004, Lord Carter, Chair of Sport England, launched The Equality Standard: A Framework for Sport. The Standard is intended to be a vehicle for widening access and increasing the participation and involvement in sport and physical activities from under-represented individuals, groups and communities, especially women and girls, ethnic minorities and disabled individuals. It will also assist organisations involved in sport develop policies, structures and processes, and allow performance and progress to be assessed. The introduction of the standard was a collaborative effort involving all four UK Sport Councils and a number of partner organisations. The Standard identifies four levels of achievement (foundation, preliminary, intermediate and advanced), with Sport England and the major partner organisations being committed to attaining the first two levels by March 2006.

The e-learning module

Tom Harlow was appointed to his current role of Learning and Development Manager of Sport England in July 2004. To assist the awareness and implementation of the standard, he has produced an e-learning module called Fairness and Inclusion.

Although funded by Sport England and intended as a learning vehicle for their staff, it was recognised from the outset that an e-learning solution would be of wider value. It could assist governing bodies and other organisations and individuals with an interest in fairness and inclusion in sport. Accordingly the module is available for access to all at www.fairnessandinclusion.org

Fairness and Inclusion is a good example of the case of customised or bespoke e-learning - a web-based learning module which can be accessed through the Internet or intranet at an individual's PC. Tom Harlow chose the e-learning option because the engaging content would be available for all at any time and easily updated with additional scenarios and legislative changes.

There are three sub-modules in Fairness and Inclusion: basic awareness; making fairness and inclusion a reality; and positive management of a diverse workforce. The content was specified by Tom Harlow and subject experts on equality within Sport England. The product was produced by software house, Atticmedia.

The three modules would take the user some 90 minutes to complete. As well as basic text information, the module contains scenario-based information which invites the learner to answer questions which produce feedback. It contains exercises but not video streaming clips.

At the end of the module, learners are invited to produce an action plan based on their learning. There is a facility to allow them to email it to themselves and to their manager. When this occurs an email is also sent to Tom Harlow. This simply tells him that an action plan is produced. To protect confidentiality, nothing is disclosed in the content or its author.

Fairness and Inclusion went live on December 16 2004. So far much of Tom Harlow's efforts have concentrated on increasing awareness through marketing. The launch date coincided with the Christmas Party so it featured as a question in a treasure hunt.

Using the module within Sports England

There are 290 staff employed by Sport England, of whom half work at the Support Centre in Holborn, London, and the majority of the remainder at one of nine regional offices. So far use of the module is voluntary and four of the regional offices have shown a strong commitment and this sort of pattern is reflected in the Support Centre. Tom Harlow currently has three ways of monitoring progress:

• The number of hits on the site
• The number of action plans produced
• The comments offered by users on an online evaluation which is sent to him when users have completed the final module

The first, the number of hits, is, as Tom Harlow would admit, a crude indicator. It reflects activity not learning. Individuals could access the site through curiosity or even mistake. The number of action plans produced is an interesting measure and a far better guide to acceptance.

By mid March, three months after the site had been introduced, there had been over 1,200 hits on the home page, 233 users had viewed the action plan and 85 had taken advantage of the action plan e-mail facility. 281 copies of a team exercise had been downloaded.

The assumption is that, at this stage, all action plans had been prepared by Sport England employees. As noted above, the email to Tom Harlow does not indicate the role of the originator of the plan and this must limit the capability, at the centre, to measure the impact of the initiative. However, as Tom Harlow says, "This is a necessary limitation to ensure confidentiality is maintained regarding the content of the plan, as was requested by users."

So far, at these early stages, the emphasis has been on effective marketing of the concept. Tom Harlow has spoken at team meetings and met with managers at all levels. He is considering whether more positive encouragement should be introduced or even a compliance element, probably linked to the performance appraisal system.

"While every effort is being made to ensure line managers encourage and monitor use within their teams, until completion is an essential part of performance review, this initiative will always be seen as an add on rather than an integral part of what we do,"

Using the module outside Sport England

The policies and procedures outlined in the e-learning module are relevant to any situation or organisation where sports activity takes place. The promotion of the module to this wider community will be mainly managed by the regional offices and National Governing Body client managers. Some success has already been achieved with partner organisations in London. Representatives from Governing Bodies of sports organisations at a recent London conference were required to complete the programme beforehand.

The design of the module has been constructed with the intention of giving a wide appeal. One scenario for example involves discussion at a local swimming pool. Clearly there, the use and implementation of the e-learning tool is a matter for the partner organisation - it cannot be imposed from outside.

According to Tom Harlow:

"The content of the programme will be dynamic with changes regularly being made following feedback. Changing behaviour at an individual level can underpin organisational behaviour change and the way we work in sport."

Embedded E-Learning in the Crown Prosecution Service

Background: The role of the CPS

The Crown Prosecution Service (CPS) is the Government Department responsible for prosecuting people in England and Wales who have been charged with a criminal offence. The CPS have 7,700 staff across 42 geographical areas, which are aligned with the boundaries of the police authorities and headquarters. Some 3,000 of the staff are lawyers and the CPS could be described as the biggest law firm in the country - it is certainly the biggest recruiter of lawyers, recruiting up to 400 lawyers with a range of experience in any given year.

Technical legal knowledge is of critical importance. New legislation is appearing continually and CPS staff need to keep abreast of complex legislation and understand its consequences as quickly as possible. Given this need for instantaneous and accurate updating, e-learning has attractions as a means of delivery. In 2002 the CPS commissioned and deployed a bespoke e-learning module Speaking up for Justice. This considered the consequences of a Home Office report on the treatment of vulnerable and intimidated witnesses. This was intended to be part of a blended solution involving e-learning and classroom elements, it was also intended to be made available to partners across the criminal justice system.

The experience of Speaking up for Justice has convinced the CPS that it is only customised e-learning material that will be valued within the organisation. However, it is now recognised that this first module was insufficiently rigorous in its technical content (this is essential in a legal environment), insufficiently interactive, and there was not enough support given to the module. Sharron Hughes, E-Learning Manager at the CPS, regards this last point as critical. In her words:

"Don't put anything online if you don't want to support it."

The Prosecution College

There are three principles that underpin the CPS approach to developing e-learning:

• The need for customised or bespoke rather than generic e-learning products
• Ensure that any e-learning material is adequately supported
• E-learning should be an integral part of the wider organisational objectives

The CPS Learning and Development Team is firmly of the view that unsupported, generic material made available on a user-choice basis is unlikely to make a significant contribution to the wider training effort.

To emphasise the central importance of knowledge and skills in the modern CPS, the organisation is establishing a Prosecution College. The intention is to present e-learning material in a virtual Prosecution College that will be available to all employees through their PC.

Eventually the Prosecution College will have a number of faculties, including a legal faculty and faculties supporting leadership and management development, business support and personal development. This last area may be incorporated into leadership development, one area where some generic e-learning material may be made available.

The first range of programmes which have been developed and tested are components of the legal faculty. The foremost were modular for lawyer induction. Another module has been designed for all managers who are involved in recruitment and induction. A third concerns equality and diversity policy and procedures and is aimed at all new entrants to the CPS.

The CPS has aimed for what they describe as medium technology. This means that although they incorporate audio commentary at some stages, questions and scenarios they do not involve high-level graphics or interactive facilities. This choice reflects a view on both what the CPS technology infrastructure will support and what is acceptable for the learner in that framework. The material included within the modules is specified by an internal CPS expert and the CPS Learning and Development Team, and production is undertaken by Futuremedia, a Brighton-based e-learning consultancy.

Costs of production at this level works out at about £16,000 an hour of module time - low-level interaction would cost about £11,000 and high-level about twice as much. Current feedback on the modules is positive and efforts are now focussed on their use in the organisation rather than an improved design.

The Lawyer Induction Modules

Much of the current effort in embedding e-learning is centred on lawyer induction. Five modules are currently available and concentrate on technical subjects like the bail act, identification, custody and evidence. Completion of these modules, which will take approximately four hours, is compulsory for all newly-recruited lawyers before they attend classroom sessions.

Support and monitoring is provided by line managers and internal Lawyer Induction tutors. However, there are clear standards on what is to be expected and these are issued to all learners with the name of their immediate manager identified. Most importantly, induction appears in the performance targets that are set for CPS Areas. Such learning and development targets were introduced for the first time in April 2005 and are reviewed on a quarterly basis.

One other interesting approach to embedding the use with the organisation is a feature of the design of the modules themselves. At some stages learners are presented with a scenario: an example would be an outline of exchange that has taken place between a suspected shoplifter, a store detective and a police officer. The learner is invited to submit a short free-form text commentary on the exchange, highlighting its conformance to the CPS guidelines. This commentary is sent immediately to the learning and development team who forward the individual's assembled commentaries to one of 80 internal tutors or mentors who are employed by the CPS. These tutors have committed to respond to the learner within a certain time period (five days). The CPS learning and development team will be reviewing this innovative application to test its appropriateness and if necessary redesign the process.

Sharing with a wider audience

A number of other modules are under production and some of these will be of particular value to partner organisations in the criminal justice system. One example is a module on the proceeds of crime that will be of value to those involved in asset recovery. Another concerns the care of witnesses that are of particular value to the police.

The CPS intends to give all appropriate parties access to the Prosecution College via the Internet. However, the monitoring and support - considered essential to effective learning - must be conducted by the user organisations.

This was produced on behalf of the CIPD by the University of Cambridge, Programme for industry.