The Enterprise

Learning Framework:
A Modern Approach to
Corporate Training

Josh Bersin
Principal Analyst

David Mallon
Senior Analyst

April 2009

© BERSIN & A SSOCIATES RESEA RCH REPORT | v. 1. 0

The Enterprise Learning Framework 2

TABLE OF CONTENTS
Introduction 3
Modern Corporate Learning Today: Where
We Have Been 5
1970s and 1980s: Traditional and Computer-Assisted Training 5
1990s to Early 2000s: The e-Learning Era 8
Mid-1990s to Today: Blended and Informal Learning 10
Late 2000s to Today: Collaborative, Social,
Talent-Driven Learning 14

The Challenges for Learning Professionals 18

Bersin & Associates Enterprise Learning Framework® 19
1. Learning Programs 20
2. Learning Approaches 22
Formal Versus Informal 22

Formalizing Informal Learning 24

Three Broad Types of Informal Learning 26

3. Disciplines 31
4. Tools and Technology 33
5. Culture 36

Use the Enterprise Learning Framework to

Build a Learning Architecture 40
What Is a “Learning Architecture?” 40

Final Thoughts 44
Appendix I: Bersin & Associates Enterprise
Learning Framework® 45
Appendix II: Table of Figures 46

About Us 47

About This Research 47

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The Enterprise Learning Framework 3

Introduction
In the last few years, modern corporate training has undergone
tremendous change. In addition to the need to rationalize budgets,
consolidate and reorganize the L&D function, and deal with rapidly
changing business conditions, organizations are now dealing with
a real change in the way training takes place. The proliferation of
new communication and knowledge management tools (from social
networking1 to wikis2 to search engines) have made “informal learning”
a mainstream strategy for all training managers.

Much has been written about the role of informal learning today.
Our research has shown that high-impact learning organizations
must “formalize informal learning” – that is, create a formal learning
architecture which helps training managers (and line managers)
understand how to embrace informal learning in all of their
training programs.

While informal learning is a new term and appears to be

transformational, our research shows that, in reality, “informal learning”
is really a natural evolution for corporate training. Many organizations
have been using informal learning for years – and, in fact, you could say
that the apprenticeship learning model used in the beginning of the
industrial age was a form of informal learning.

So to help organizations understand what informal learning really is

and how it fits into the broader context of enterprise learning, we have
developed our Enterprise Learning Framework®. This Framework (see
Figures 4 and 10) is designed to help organizations understand the new
world of corporate training – and help companies evolve their strategies
to meet the needs of the modern corporate organization.

1 For more information, please see these two reports: (1) Enterprise Social Software
2009: Facts, Practical Analysis, Trends and Provider Profiles, Bersin & Associates / David
Mallon, September 2008; and, (2) Social Networks for Enterprise Learning and Talent
Management: A Primer, Bersin & Associates / David Mallon, June 2008. Both reports are
available to research members at www.bersin.com/library or for purchase at www.bersin.
com/socialsoftware.
2 “Wiki” is from the Hawaiian word for “fast” – and stands for web pages that can be
collectively and collaboratively edited on the fly by readers.

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The Enterprise Learning Framework 4

We hope this report gives you a good introduction to this Framework

and helps you understand the roles of all elements of corporate
training, including:

• Learning programs;

• Learning audiences;

• Learning approaches;

• Learning disciplines;

• Learning technologies;

• Learning culture; and,

• Learning architecture.

Together these elements make up what we consider to be the "whole"

of modern enterprise learning.

This report is designed to be an introduction to this topic. We encourage

you to read our in-depth, best-practice report on this topic, entitled
The Modern Practices of Enterprise Learning3, for in-depth case studies,
examples and methodologies to help you build high-impact corporate
training programs.

3 For more information, The Modern Practices of Enterprise Learning, Bersin & Associates /
David Mallon, June 2009. Available to research members at www.bersin.com/library.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 5

Modern Corporate Learning Today:

Where We Have Been
Today’s modern corporate learning environment has evolved through
four major stages.

Figure 1: Evolution of Corporate Learning

Collaborative, Talent-Driven Learning

Formalize Informal Learning
Collaboration and Talent Management by Design

Blended and Informal Learning

Mixing All Forms of Media with Informal Learning
Learning On-Demand and Integrated Programs

The e-Learning Era

Put Materials Online, Information Versus Instruction
Web-Based Courseware, Virtual Classroom and Learner-Facing LMS

Traditional and Computer-Assisted Training

Instructor and Computer-Based (CBT)
Implement the LMS as Administration Platform

Source: Bersin & Associates, 2009.

Copyright © 2009 Bersin & Associates. All rights reserved.

1970s and 1980s: Traditional and
Page 1

Computer-Assisted Training
In the 1970s and early 1980s, organizations relied on instructor-led
training (ILT) for much of their corporate learning, often supplemented
by mainframe-based activities, videotapes, audio and new presentation
technologies. Computers were used to “assist” and “extend” the formal
training process.

In 1981, a revolution occurred. When the IBM PC was introduced,

organizations suddenly realized that computers could play a major
role in the development and delivery of highly interactive content.
Organizations and vendors built “computer-based training” (CBT) to
deliver learning materials to people at their desktops. These programs
created a revolution in the industry and changed the nature of

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The Enterprise Learning Framework 6

the training organization. Rather than focus primarily on building

presentation and written materials for students, training departments
hired “instructional technologists” – people who learned to apply
the disciplines of instructional design, graphics and advanced media
(animation and video) to build high-fidelity programs on CD-ROM.

Figure 2: Evolution of Corporate Learning – Stage 1

Collaborative, Talent-Driven Learning

Formalize Informal Learning
Collaboration and Talent Management by Design

Blended and Informal Learning

Mixing All Forms of Media with Informal Learning
Learning On-Demand and Integrated Programs

The e-Learning Era

Put Materials Online, Information Versus Instruction
Web-Based Courseware, Virtual Classroom and Learner-Facing LMS

Traditional and Computer-Assisted Training

Instructor and Computer-Based (CBT)
Implement the LMS as Administration Platform

Source: Bersin & Associates, 2009.

In those days, technology-based training was very expensive, so it was

developed by specialists (often external firms) and cost tens to hundreds
of thousands of dollars to build. Corporations implemented home-grown
training management systems to manage the administration of classroom
programs and, in the late 1980s, the first generation of network-based
learning management systems (LMSs) arrived. These new systems
(originally designed to track information about a student’s interaction
with electronic content) served as electronic filing systems that tracked
a learner’s activity and helped the training department understand who
was completing which courses.

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The Enterprise Learning Framework 7

The key innovations that came out of this era were:

• AICC4 (the tracking and scoring technology still in use with most
e-learning programs today);

• The ADDIE5 model (the formal approach to the design of

instructional content);

• The concepts of instructional systems design (designing a learning

program as a piece of content, not just as a “class”); and,

• The use of graphical interfaces for student interaction (e.g., matching

boxes, selecting items and many other forms of user input).

Training departments developed new skills and disciplines to adapt to

these changes, such as:

• Hiring people with computer and instructional technology backgrounds;

• Appointing a learning technologist to worry about the LMS; and,

• Developing skills and experience in “content development” and

“content development tools” to build electronic content.

As the early LMS companies gained traction, training departments

started to buy their own administrative systems.

Revolutionary Technologies: IBM PC, AICC, local area networking,

color graphical user interfaces.

Key Disciplines: Instructional design, AICC, networking and

bandwidth management, PC platforms, LMS management and
administration, ADDIE model. e

4 The “Aviation Industry CBT Committee” (AICC) is an international association of

technology-based training professionals that develops guidelines for the aviation industry
in the development, delivery and evaluation of computer-based training (CBT) and
related training technologies.
5 “ADDIE” is a standard instructional design model that stands for analyze, design,
develop, implement and evaluate.

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The Enterprise Learning Framework 8

1990s to Early 2000s: The e-Learning Era

In the mid-1980s and early 1990s, companies started to implement
widespread internal networks (at that time, most were proprietary
and used Novell, Microsoft or 3Com technology), so their PC-based
training programs could be accessed anywhere. The big revolution
that characterizes this stage was the Internet browser. Netscape was
founded, giving rise to the emergence of the Internet as not only a
communications network – but also as a network used to display and
manage graphical and textual data. The concept of a browser and the
HTML language dramatically changed the way people used technology
to learn.

Figure 3: Evolution of Corporate Learning – Stage 2

Collaborative, Talent-Driven Learning

Formalize Informal Learning
Collaboration and Talent Management by Design

Blended and Informal Learning

Mixing All Forms of Media with Informal Learning
Learning On-Demand and Integrated Programs

The e-Learning Era

Put Materials Online, Information Versus Instruction
Web-Based Courseware, Virtual Classroom and Learner-Facing LMS

Traditional and Computer-Assisted Training

Instructor and Computer-Based (CBT)
Implement the LMS as Administration Platform

Source: Bersin & Associates, 2009.

Organizations quickly realized that the Internet browser and Internet

connectivity could be used for instructional content – so they initially
tried to “migrate” the CBT programs from the PC era onto the web.
These early online training programs were slow, hard to use, and very
expensive to build and maintain. People were not sure what to call them,
so we called them “online learning” programs by a variety of names. A
new set of “web-based training” (WBT) tools emerged and companies
started to realize that web-based training was far different than the
CBT approaches of the past. In 1998, an important thing happened – the

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The Enterprise Learning Framework 9

term “e-learning” began to take off, representing a “new generation” of

instructional content designed for the Internet.

The word e-learning clearly took hold. The term was coined to parallel
“e-commerce” and “e-mail” as the next “big thing” for education and
learning. John Chambers, the CEO of Cisco at the time, was widely
quoted as stating that, “… e-learning was going to make e-mail look
like a rounding error….” Many believed that Internet-based training and
education would put traditional “brick and mortar” universities out
of business.

What really did happen is that training departments threw away

their laserdiscs and CD-ROMs, and rushed out to buy a new set of
development tools built for the web. They raced to put as much content
online as possible. With the recession around 2001, this reduction in
spending further incented training departments to put materials online
in the interest of saving money on travel. As virtual classroom technology
matured, learning organizations started to look more and more like “e-
learning” departments.

Figure 3: Evolution of Corporate Learning – Stage 2

Collaborative, Talent-Driven Learning

Formalize Informal Learning
Collaboration and Talent Management by Design

Blended and Informal Learning

Mixing All Forms of Media with Informal Learning
Learning On-Demand and Integrated Programs

The e-Learning Era

Put Materials Online, Information Versus Instruction
Web-Based Courseware, Virtual Classroom and Learner-Facing LMS

Traditional and Computer-Assisted Training

Instructor and Computer-Based (CBT)
Implement the LMS as Administration Platform

Source: Bersin & Associates, 2009.

One of the biggest outcomes of this era was the development of

large libraries of e-learning content – some sold by vendors and much
developed internally. Companies now realized they could buy much
of the content they needed and build custom courseware for critical

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The Enterprise Learning Framework 10

internal programs. Companies became very sophisticated at building e-

learning and online simulation programs; their LMSs started to progress
into highly evolved applications that managed both instructor-led
programs and e-learning. Companies started to buy learning content
management systems (LCMS) and development tools became the rage.

This era continues today with companies now heavily focused on the
implementation and evolution of e-learning catalogs, LMSs, and tools
to help rapidly build and publish instructional content. The first “page-
turning” materials used in the early 2000s have now given way to highly
interactive, scenario-based programs and character animations that go
far beyond the “talking head” of instructor-led training.

Revolutionary Technologies: The web browser, HTML, Flash,

web-based content development tools, virtual classroom tools,
application simulation tools, web-based LMS systems.

Key Disciplines: Web-based instructional design, design of

interactivities, Flash, management of course catalogs, reporting
and analysis of web-based programs, program management of
e-learning and blended-learning programs. e

Mid-1990s to Today: Blended and

Informal Learning
In the last five years, the “e-learning” market has become more rational.
We found that much of the early hype about e-learning turned out to
be faulty.

• Brick-and-mortar classrooms and universities continued to be

very important.

• Some online learning programs were boring, expensive to maintain

and not very “instructionally sound.”

• Vendors selling large libraries of soft-skills content were overselling

their usefulness.

• In applications other than IT and compliance, many e-learning

programs were not fully meeting the need.

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The Enterprise Learning Framework 11

Figure 4: Evolution of Corporate Learning – Stage 3

Collaborative, Talent-Driven Learning

Formalize Informal Learning
Collaboration and Talent Management by Design

Blended and Informal Learning

Mixing All Forms of Media with Informal Learning
Learning On-Demand and Integrated Programs

The e-Learning Era

Put Materials Online, Information Versus Instruction
Web-Based Courseware, Virtual Classroom and Learner-Facing LMS

Traditional and Computer-Assisted Training

Instructor and Computer-Based (CBT)
Implement the LMS as Administration Platform

Source: Bersin & Associates, 2009.

So, naturally, organizations began to realize that e-learning was not a

“replacement” for instructor-led training but, rather, a “complement.”
In 2004, when I wrote The Blended Learning Book™6, I identified 17
different types of approaches to corporate training, as well as a series
of models to help companies understand how to blend into different
programs various types of e-learning with various types of
“real-life” learning.

As blended-learning concepts became clearer, we began to understand

that different “learning programs” justified different types of blended
program design. Executive education warrants coaching, leader-led
teaching, 360 assessments, and the use of online materials for support
and sometimes simulation. Sales training still requires the use of
instructors for scenario-building and feedback, while much process and
product training could be put online. Enterprise resource planning (ERP)
rollouts could be done with blended classroom training and online
simulation programs, complemented with many forms of performance
support. Every other “training program” could be built out of a set of
different program elements to meet the needs of a particular audience,
timeframe and other factors.

6 For more information, The Blended Learning Book: Best Practices, Proven
Methodologies, and Lessons Learned, Josh Bersin, Pfeiffer, October 2004. Available for
purchase at www.bersin.com.

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The Enterprise Learning Framework 12

During this period, we also saw the rise of “rapid e-learning” (a term
first developed by Bersin & Associates, but now widely in use). We
realized that some “instructional content” was really more informational
in nature – so that we could relinquish the ADDIE model, and enable
subject-matter experts (SMEs) to publish their own PowerPoint slides,
animations and audio directly from their PCs. This type of learning was
originally frowned upon by instructional designers, but now has become
a mainstay of all corporate training.

Perhaps the most interesting trend of all occurred – people began to

realize that organizational learning takes place in subtle and informal
ways. The content, technology and formal design we developed did
not always fit into the knowledge pathways that take place in the
organization itself. So, we began to think seriously about how to
facilitate and improve “informal learning” – the learning processes that
take place outside of formal training programs.

Figure 4: Evolution of Corporate Learning – Stage 3

Collaborative, Talent-Driven Learning

Formalize Informal Learning
Collaboration and Talent Management by Design

Blended and Informal Learning

Mixing All Forms of Media with Informal Learning
Learning On-Demand and Integrated Programs

The e-Learning Era

Put Materials Online, Information Versus Instruction
Web-Based Courseware, Virtual Classroom and Learner-Facing LMS

Traditional and Computer-Assisted Training

Instructor and Computer-Based (CBT)
Implement the LMS as Administration Platform

Source: Bersin & Associates, 2009.

Of course, one of the biggest drivers of this era was Google. Workers
can now search for any type of instructional or informational material
quickly – so the design of a “formal” learning program must incorporate
more informal, supporting content. We now must also learn new skills
to harness the hundreds to thousands of instructional objects available
in our systems (i.e., courses, videos, audios, documents, rapid e-learning
modules and more).

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The Enterprise Learning Framework 13

Again these changes have had profound effects. Designers (who

focused very heavily on the design of online content) realized that they
needed to seriously consider many blended elements in their program
architectures. We now had to consider a wide array of new media
elements (such as embedded audio, video, simulations, application
simulations and character animations) and start to design performance
support materials to go along with the traditional instructional materials.
Chief learning officers and training directors needed to build a business
case7 for a much more sophisticated LMS – in addition to rethinking their
roles. The traditional “corporate university” now needed a technology,
design and architecture group to build blended-learning solutions that
could be leveraged by training professionals all over the organization.
We began to think about the need for a “learning architecture8.”

Even today, many companies struggle to build well-architected, blended-

learning programs because the available tools and media continue
to evolve.

Revolutionary Technologies: Google, mobile devices, mobile

players, XML, inline video and podcasting, wikis9, high bandwidth,
flexible LMS systems.

Key Disciplines: Blended-learning design, search, podcasting, in-

line video, graphic design, information architecture, knowledge
management, content architecture, learning architecture. e

7 For more information, Corporate Learning: Building a Business Plan, Bersin &
Associates / Josh Bersin, August 21, 2007. Available to research members at
www.bersin.com/library.
8 For more information, A Learning Architecture: Key to a High-Impact Learning
Strategy, Bersin & Associates / Josh Bersin, May 2008. Available to research members at
www.bersin.com/library.
9 “Wiki” is from the Hawaiian word for “fast” – and stands for web pages that can be
collectively and collaboratively edited on the fly by readers.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 14

Late 2000s to Today: Collaborative, Social,

Talent-Driven Learning
Which brings us to where we are now. Today, employees have
widespread access to the Internet, and most have many computers and
mobile devices at work and at home. Mobile phones have better graphics
and networking capabilities than the early PCs. Workers use social
networking websites (like Facebook and LinkedIn) regularly – and they
expect online applications to be fast, easy to use, and changing regularly
like Amazon.com and Yahoo!. We expect to be able to “comment” and
“rate” anything we read on the Internet (or intranet), and count on the
ability to find the author in a few seconds. In addition, of course, we all
expect to be able to “Google” anything we need in order to find all the
relevant information on a topic.

Figure 5: Evolution of Corporate Learning – Stage 4

Collaborative, Talent-Driven Learning

Formalize Informal Learning
Collaboration and Talent Management by Design

Blended and Informal Learning

Mixing All Forms of Media with Informal Learning
Learning On-Demand and Integrated Programs

The e-Learning Era

Put Materials Online, Information Versus Instruction
Web-Based Courseware, Virtual Classroom and Learner-Facing LMS

Traditional and Computer-Assisted Training

Instructor and Computer-Based (CBT)
Implement the LMS as Administration Platform

Source: Bersin & Associates, 2009.

In addition, the disciplines of talent management have grown up.

Organizations now have teams that manage learning, performance
management, assessment, leadership development, succession
management and career development in a single group. We no longer
look at employees as “people to train” but, rather, “talent to manage” –
and want to align our L&D investments with the talent management
strategies needed to grow or improve the business.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 15

To us this means that we are entering a fourth era – that of social,

collaborative and talent-driven learning.10 Today’s worker still needs
formal training that is built around specific problems and talent needs;
however, they also need the availability of a “learning environment”
in which they can find information, collaborate and build their own
learning plans. The learning organization must go beyond the disciplines
of building content for use online. We must provide context and
pathways for people to learn.

Consider the following statistic. Our learning on-demand research11

(conducted in fall 2008) found 61 percent of all corporate training
managers state that the biggest challenge their employees now have
is “finding relevant information” to do their jobs, not “developing the
skills” to do their jobs. Learning leaders tell us that their three biggest
challenges today are:

1. Building the next generation of blended-learning programs;

2. Using social networking12 and other tools to enhance the learning

culture; and,

3. Updating and better understanding the disciplines of the modern

training organization.

The fundamental principles of training have not changed – people still

need deep levels of skills, experience and practice to become proficient
with any role. New and experienced employees need continuous training
to stay current on the company’s products, processes and markets.
Managers and leaders need coaching, mentoring and feedback. Also,
everyone needs access to relevant, current and timely information to stay
current and productive.

But in today’s corporate environment, we can now talk and interact

with almost anyone instantaneously. Through the use of the corporate

10 For more information, please see these two reports: (1) Enterprise Social Software
2009: Facts, Practical Analysis, Trends and Provider Profiles, Bersin & Associates / David
Mallon, September 2008; and, (2) Social Networks for Enterprise Learning and Talent
Management: A Primer, Bersin & Associates / David Mallon, June 2008. Both reports
are available to research members at www.bersin.com/library or for purchase at
www.bersin.com/socialsoftware.
11 This information is based on our current research on the topic of learning on-

demand, the report for which is due to be published spring 2009.

12 For more information, Social Networks for Enterprise Learning and Talent

Management: A Primer, Bersin & Associates / David Mallon, June 2008.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 16

intranet and online directory, most organizations have tools available

to let every employee call, chat or send emails to anyone they need. So
knowledge and skills (which were once “centralized” in the training
department) can now be readily accessed by subject matter experts – if
the company establishes the tools and culture to enable such knowledge
and skills transfer to take place.

Figure 6: Today’s Networked Organization

Peer
Manager Peer

Mentor

Employee

Expert

Informal learning and collaboration now takes place naturally,

changing the role of the formal training leader.

Source: Bersin & Associates, 2009.

We must not forget the role of talent management. Today, organizations

tell us that their weakest skills are in first-line management.13 Almost every
HR manager is building an integrated approach to the management of
people – an approach that integrates competency and career management
with performance management, succession management and leadership
development. Why such a big focus? Many companies now see the aging
baby boomers, rapid influx of young workers and need to restructure
as fundamental to their success. People no longer enter a job and work
within that role for 20 to 30 years in a linear fashion. They change jobs far
more frequently, so they need “talent-driven” learning programs that help
them build deep levels of skills on an “as-needed” basis.

One thing Google has taught us is that we can “build our own learning
environment.” Young people do not expect just to be “taught”; they
expect to be able to “learn on their own.” In school and early in their
careers, younger workers have been given wide access to information

13 For more information, The Corporate Learning Factbook® 2009: Benchmarks,

Trends and Analysis of the U.S. Corporate Training Market, Bersin & Associates / Karen
O’Leonard, January 2009. Available to research members at www.bersin.com/library or for
purchase at www.bersin.com/factbook.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 17

Figure 5: Evolution of Corporate Learning – Stage 4

Collaborative, Talent-Driven Learning

Formalize Informal Learning
Collaboration and Talent Management by Design

Blended and Informal Learning

Mixing All Forms of Media with Informal Learning
Learning On-Demand and Integrated Programs

The e-Learning Era

Put Materials Online, Information Versus Instruction
Web-Based Courseware, Virtual Classroom and Learner-Facing LMS

Traditional and Computer-Assisted Training

Instructor and Computer-Based (CBT)
Implement the LMS as Administration Platform

Source: Bersin & Associates, 2009.

and people. So we must think about today’s corporate learning

environment as a network of programs, resources and people –
which must be focused, targeted and enabled for both individual and
organizational learning.

Revolutionary Technologies: Social networking, Twitter, wikis,

blogs, RSS, graphical interfaces in mobile devices, location
awareness, instant messaging, presence awareness, tagging and
tag clouds14.

Key Disciplines: Community management, information

architecture, competency management, leadership development,
leadership pipeline, career management, job design and job
architecture, audience analysis, performance consulting15. e

14 “Tagging” refers to an individual’s ability to “tag” a note onto any object, blog
posting or article, so that others can find the resource more easily; the system can then
categorize tags into groups or what is commonly called “tag clouds.” Tagging enables users
to dynamically categorize content, showing its popularity, frequency of use and topic area.
15 “Performance consulting” is a needs assessment process that must be completed

to identify the root cause of the business problem. Working with the line of business,
performance consultants diagnose the business problem and assess the needs, and then
work with instructional designers to develop, launch, manage and assess the training
solution. Performance consulting does not presume that the solution is training.

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 The Enterprise Learning Framework 18

The Challenges for

Learning Professionals
These changes are exciting – but they present many challenges. They
force us to “redesign” our learning programs, rethink our learning
organizations and “reskill” our learning teams. As Figure 3 shows, every
few years we have a new set of disciplines to master.

Evolution of Corporate Training

Figure 7: How L&D Has Shifted toward Learner-Driven, Social and Talent-Driven Learning
Changes in Corporate Learning Focus

Get Materials Expand, Blend Solve Talent Social Networking

Online Improve e-Learning Problems Formalize Informal
Learning

Rich Catalog Learning Paths Competency-Based Career & Leadership Devel.

Key Programs
University Role-Based Learning Learning Communities

Instructional Design Rapid e-Learning Search, Collaboration

Disciplines
Kirkpatrick Information vs. Instruction Information Architecture

Focus
e-Learning Interactivity Blended Collaboration, Content
Get Materials Online Simulation Learning Management, New Media

LMS LMS Learning Portals

Technology
e-Learning Platform Enterprise Learning Platform Social Networking tools

2001 2004 2007 2010

Source: Bersin & Associates, 2009.

Copyright © 2009 Bersin & Associates. All rights reserved. Page 1

The words we use to define these changes have also been challenging.
Are we talking about “Learning 2.0?”; “informal learning?”; “social
learning?”; or, “learning on-demand?” We realized, after much research,
that none of these were clear or holistic – so we developed our Enterprise
Learning Framework.

Why a framework?

The framework shows a visual, easy-to-read organization of the most

important elements, practices and approaches to consider in corporate
learning today.

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 The Enterprise Learning Framework 19

Bersin & Associates Enterprise

Learning Framework®
Our research among hundreds of companies and providers found that
all corporate learning strategies and architectures revolve around the
following five fundamental elements:

1. Learning programs;

2. Learning approaches;

3. Learning disciplines;

4. Learning tools and technology; and,

5. Learning culture.

As illustrated in Figure 4, the five elements fit together to comprise the

whole of enterprise learning programs. On the left of the Framework, we

Figure 8: Bersin & Associates Enterprise Learning Framework®

Enterprise Learning Framework®
1 Learning Programs
Organization, Governance and Management

Audiences & Problems

2 Informal
Learning Architecture
Approaches

Formal On-Demand Social Embedded

3 Disciplines

4 Tools & Technology

5 Culture

Source:
Copyright © 2009 Bersin & Associates. All Bersin
rights reserved. &Page
Associates,
1 2009.

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The Enterprise Learning Framework 20

see a bar that represents the organization, governance and management

of the L&D function. This area is detailed in our High-Impact Learning
Organization®16 research, which describes best practices in the
management of the learning function. The right side of the Framework
refers to the learning architecture17, which is an organization’s chosen
set of tools and approaches for training programs.

Before examining each area in more detail, let us explain the logic
behind these five key elements.

1. Learning Programs
We believe that the most visible and important part of corporate
learning is the “learning programs,” which we define as follows.

A “program” is a set of carefully crafted content,

information and experiences that create skills and
capabilities within a specific audience.

Figure 9: Bersin & Associates Enterprise Learning

Framework® – Element 1

Learning Programs
Organization, Governance and Management

Audiences & Problems

Informal

Learning Architecture
Approaches

Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

16 For more information, The High-Impact Learning Organization: WhatWorks® in

the Management, Governance and Operations of Modern Corporate Training, Bersin &
Associates / Josh Bersin, May 2008. Available to research members at www.bersin.com/library
or for purchase at www.bersin.com/highimpact.
17 For more information, A Learning Architecture: Key to a High-Impact Learning

Strategy, Bersin & Associates / Josh Bersin, May 2008.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 21

Within the concept of a program are the critical steps to define the
business and learning problem, clearly segment and understand the
audience, and analyze the gaps in learning or performance to be filled.
Examples of learning programs include sales leadership programs, new
product rollout programs, ERP system rollout programs, onboarding
programs, leadership development programs, compliance programs,
manufacturing quality excellence programs and thousands of others.

These programs make up the creative magic in the L&D profession. Our
goal is to try to apply the approaches, disciplines, tools, technologies and
cultural elements to make high-impact, efficient, long-lasting programs.

Programs are targeted toward “audiences” and “business problems.”

Every learning program has a target set of learners, as well as a set of
learning and business objectives to achieve. In the design of a program,
we must consider both the business problem (or desired business
improvement measure), the audience’s demographics (e.g., who is the
audience we are going to train) and the many characteristics of
this audience18.

To design and implement the learning program, we must select the

appropriate or available learning approaches, which leads us to the
second level of our Framework.

18 In the Bersin & Associates Learning Impact Measurement Framework®, we illustrate

a way to decompose the audience into the various influences on outcomes, so that you
can measure each outcome and impact area of a program as it is deployed. For more
information, High-Impact Learning Measurement: Best Practices, Models, and Business-
Driven Solutions for the Measurement and Evaluation of Corporate Training, Bersin &
Associates / Josh Bersin, November 2006. Available to research members at
www.bersin.com/library or for purchase at www.bersin.com/measurement.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 22

2. Learning Approaches
The second element of our Framework is what we call, the “learning
approaches.” As any trainer well understands, there are a myriad of
ways in which adults learn, along with hundreds of possible ways to
design and implement a learning solution. Depending on the problem
and the audience, we can assemble many different types of experiences,
media and interactivities to meet the business need. Some problems and
audiences demand highly rigorous learning approaches (e.g., teaching
pilots to fly a jet, teaching call center agents to use a complex banking
application), because the learner must learn experientially. Other
problems warrant self-study and meticulous practice (such as computer
programming, accounting and math skills) – and still others warrant a
high degree of discussion, role plays and interaction (as with leadership
development, sales and customer service).

Figure 10: Bersin & Associates Enterprise Learning

Framework® – Element 2

Learning Programs
Organization, Governance and Management

Audiences & Problems

Informal

Learning Architecture
Approaches

Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

Formal Versus Informal

In today’s corporate training world, there are two broad categories of

approaches – “formal” and “informal.” What precisely is the difference
between formal and informal training?

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 23

According to reference sources, the word “formal” means,

“… Being in accordance with usual requirements,

customs, etc.; observant of conventional requirements
of behavior, procedure, etc., as persons; ceremonious;
made or done in accordance with procedures that
ensure validity: a formal authorization.”

In a learning context, formal commonly means that the program elements

are designed (typically using the disciplines covered in the next section),
have a formal structure and have specific, well-defined learning objectives.
From the standpoint of our research, “formal training” programs are
those that have traditional modules and a formal structure – in essence, a
“beginning” and an “end.”

The word “informal” (according to reference sources) means,

“… Not officially recognized or controlled, free from

constraint, casual and without ceremony.”

Figure 10: Bersin & Associates Enterprise Learning

Framework® – Element 2

Learning Programs
Organization, Governance and Management

Audiences & Problems

Informal

Learning Architecture
Approaches

Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

In a learning context, “informal learning” has typically referred to

learning that was accidental, ad-hoc, unplanned and which happened
without the disciplines of instructional design. It has typically referred to
the things that training professionals did not necessarily pay attention to,
but knew were occurring.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 24

Our research shows many corporate managers believe that, at most,

20 percent of on-the-job skills are learned through formal, traditional
training. Eighty percent of all organizational learning occurs informally –
or on the job. So we drew the Framework to reflect this distribution (see
Figure 4, repeated in this section).

Figure 10: Bersin & Associates Enterprise Learning

Framework® – Element 2

Learning Programs

Organization, Governance and Management Audiences & Problems

Informal

Learning Architecture
Approaches

Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

Formalizing Informal Learning

One of the important concepts we are introducing in this Framework is
the need to “formalize” these informal training activities. We illustrate
them boldly in the Framework because our research shows that
organizations (which consider elements of informal learning in their
programs’ design) can get orders-of-magnitude greater returns than
those that do not. The following is one example.

We all know that one of the most important people in a formal training
program is the employee’s manager – who approves an employee’s
training, decides who should go, makes time for him / her to go, and who
should value the training and reinforce it after the program is completed.
Many training experts believe that as much as 70 percent of all training is
“wasted” – because management does not support the program. So why
do we not include management and support people within the design of
the program?

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 25

Many programs do this – but often as a part of the “change

management” process. Rather than simply considering managers
as “change agents,” we should consider their roles in coaching and
supporting every major learning program, and design informal activities
and support from managers into the program.

Figure 10: Bersin & Associates Enterprise Learning

Framework® – Element 2

Learning Programs

Organization, Governance and Management Audiences & Problems

Informal

Learning Architecture
Approaches

Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

There are many other examples of ways to “formalize” informal learning,

such as to:

• Create communities of practice19 and insert them into a

formal program;

• Ask learners to interact with SMEs as part of a formal program;

• Create projects or group activities that reinforce the learning; and,

• Create portals of supporting materials and examples that support the

learning activities.

19 A “community of practice” (or “CoP”) is often defined as a group of people who

share an interest or concern about a common topic, and who deepen their knowledge in
this area through ongoing interaction and relationship-building within their group. While
communities often come into being spontaneously, they nonetheless require nurturing if they
are to become valuable to the members and remain viable over the course of their evolution.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 26

Most experienced L&D professionals understand these learning

activities, but have not yet “formalized” them. Modern L&D teams
must now “architect” these informal elements, establish clear
objectives for each, decide how we will evaluate their success20 and
include them in the design of all major learning programs.

Three Broad Types of Informal Learning

Using these definitions, informal learning falls into the following three
broad types.

On-Demand Learning

(Also called, “self-study” or “self-directed learning.”)

In our Framework, the term “on-demand” refers to learner-led activities,

such as self-study e-learning21, books, reference materials, videos,
podcasts and other forms of content, which the learner uses on his / her
own when needed or as directed. In this approach, the learner “learns”
through his / her own interaction with the content – and he / she
essentially assembles his / her learning with help from the
training department.

20 How do we “measure” informal learning activities? Bersin & Associates Learning

Impact Measurement Framework provides assistance (published in The Training
Measurement Book: Best Practices, Proven Methodologies, and Practical Approaches,
Josh Bersin / Pfeiffer, 2008.). If one develops clear objectives for these informal activities,
we can measure activity, engagement and feedback from informal learning just as we
measure formal learning. Organizations with large commitments to informal learning
measure activity, utilization, satisfaction and utility just like traditional programs. For
more information on this topic, please visit www.bersin.com/measurement.
21 People often ask “is e-learning informal?” We believe e-learning can be formal or

informal, depending on how it is designed. Some e-learning courses are the product of
formal design (e.g., detailed application systems training programs and some onboarding
programs), and are embedded into structured learning and talent programs with
certification and scoring. Other e-learning programs are less formally designed (rapid
e-learning or subject-matter-expert authored e-learning fit this description) and would
fall into the category as “informal”. Regardless of design, any e-learning content is
“informal” when used as learner-initiated, “on-demand” performance support (for which
the learner may search, find a module, take it and go back to work). Microsoft’s online
help files for its Office products fall into this latter category.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 27

Figure 10: Bersin & Associates Enterprise Learning

Framework® – Element 2

Learning Programs

Organization, Governance and Management

Audiences & Problems

Informal

Learning Architecture
Approaches
Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

In The Blended Learning Book®22, we refer to two models for self-

directed learning – “program flow” (in which a designer specifies an
order and flow to the content), and “core and spoke” (in which a
designer creates core content and supporting materials). Today’s modern
self-study programs blend both of these approaches.

Social Learning

(Also called, “collaborative learning.”)

Perhaps the newest and hottest topic in corporate training is the use of
social experiences to learn. This is nothing new – classroom training with
breakout sessions, workshops and problem-solving groups have used social
learning for years. We know that many people learn best in groups –and
some people learn better by asking others for explanation, rather than by
reading or studying on their own.

22 For more information, The Blended Learning Book: Best Practices, Proven
Methodologies, and Lessons Learned, Josh Bersin, Pfeiffer, October 2004.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 28

In the corporate training world, many learning experiences are social –

simply because the person with the expertise is on the job. When you run
into a problem on the job and need help, you find someone who is an
expert – you would rarely, if ever, go back to the training department
for assistance.

Figure 10: Bersin & Associates Enterprise Learning

Framework® – Element 2

Learning Programs

Organization, Governance and Management

Audiences & Problems

Informal

Learning Architecture
Approaches

Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

We must also remember coaching and mentoring. Coaching is a great

example of how many organizations (perhaps unbeknownst to them) are
already formalizing informal learning. Coaching is one of the simplest,
most common and most effective forms of social learning; most of the
coaching that happens in organizations is very informal. However, when
a company institutes a coaching program (providing explicit alignment
to business needs, structured opportunities for coaching to happen and
defined templates to follow), they are formalizing it. Coaching is a two-
way street – it not only develops skills in the learner, it also develops skills
in the coach (or mentor).

The ongoing relationship that develops between a mentor and a protégé

is almost always informal – even when the original contact might have
been initiating via a formal program. The guidance, conversation and
collaboration that take place are driven by circumstance instead
of methodology.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 29

In today’s new technology environment, social learning can take place

in new, low-cost, highly interactive ways. We can connect people
very quickly and in very granular groups by using social networking,
communities of practice, quality councils, wikis, blogs and instant
messenger. Using these tools, we can now create highly specific social
learning groups that can leverage the expertise of many people to solve
the problems of the few. In this approach, people learn from peers and
experts, not from formal trainers.

One of the important dimensions of social learning is culture.

Organizations today have realized that just “creating groups” does not
create knowledge-sharing and learning. Many new cultural concepts
must be considered, such as how to incent people to share knowledge
and expertise rather than hoard it. Our new learning culture research23
explores this topic in great detail.

Embedded Learning

(Also called, learning “on the job.”)

Finally, we must consider a very important third informal learning

approach – embedded learning or performance support. Here we
consider processes, content and systems that help an employee solve
problems and learn while doing his / her job. There are many forms of
embedded learning – some obvious and some not so obvious.

23 This information is based on our current research on the topic of learning culture,
the report for which is due to be published summer 2009.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 30

Figure 10: Bersin & Associates Enterprise Learning

Framework® – Element 2

Learning Programs

Organization, Governance and Management

Audiences & Problems

Informal

Learning Architecture
Approaches
Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

Job-aids are simple examples of embedded learning. No one will sit down
and read the laminated card on a copier that explains how to “unjam”
the paper. But when the paper does jam, the card is there to quickly
“teach you” how to fix the problem.

Performance support or embedded learning is far more common than

you may realize. Help systems in software, job-aids, checklists, reference
cards and online performance support are all forms of embedded
learning. For this approach, it is important for the program designer to
consider what parts of an employee’s job or problem can be solved “as
needed.” Maybe we should not bother to teach people how to unjam
copiers, but just solve that problem on the job. Many retail, customer
service and manufacturing learning programs justify large amounts of
embedded learning.

More subtle aspects of embedded learning include elements like a

“stretch goal” or an “after-action review.” These managerial activities
help people learn new approaches, as well as learn from their mistakes.
They tend to be monitored by talent management processes, but fall
directly into the category of “embedded learning” activities.

Finally, we must consider the role of customer-intelligence activities.

Customer interviews, councils and feedback surveys are also a form of
embedded learning. While these types of programs do not directly fall

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 31

into the ownership of the training department, they have a big influence
with “on-the-job” learning and should be considered in some programs.

As our Framework shows graphically, any program could include one

or more of each of these four elements. In today’s rapidly changing
corporate environment, we urge program designers and learning leaders
to consider all four approaches – and “formalize your informal
learning strategy.”

3. Disciplines
The third layer of our Framework discusses the disciplines or skills of the
L&D organization. Our most current research from among our research
members shows that “understanding the modern disciplines of corporate
training” rates among the top two needs of training professionals. These
needs were closely followed by the need to better understand best
practices in the globalization of learning programs.

Figure 11: Bersin & Associates Enterprise Learning

Framework® – Element 3

Learning Programs
Organization, Governance and Management

Audiences & Problems

Informal

Learning Architecture
Approaches

Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

Most L&D professionals learned about instructional design, content

development, training and HR development over the last 10 to 20 years.
They were not trained to understand the new principles of information

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 32

architecture, Web 2.024 user experience design, tagging and community

management. Most instructional technologists did not learn about
mobile technologies, RSS, semantic search, XML and many of today’s
new technologies.

To encourage organizations to think about skills and knowledge,

we explicitly describe what we believe are the modern disciplines of
corporate learning. These disciplines have not replaced traditional
instructional design – rather, they add to existing approaches.

Many people ask us the following questions.

• How do I create and manage a community of practice?

• How do we build a learning portal?

• What role will social networking play in our leadership

development program?

• How can I create a library of searchable learning within our internal

training environment?

• How can my LMS look more like YouTube and less like a course catalog?

These are new and important questions to answer – and the answers are
not simple. In many cases, these new approaches and technologies have
not yet been widely understood, documented and studied. So, in order
to help organizations “modernize” themselves, we identify what we
believe are the “modern disciplines” of corporate training.

24 “Web 2.0” refers to a perceived second generation of web-based communities and

hosted services (such as social-networking sites, wikis, folksonomies, weblogs / blogs,
social bookmarking, podcasts, RSS feeds, social software, web application programming
interfaces / APIs, and online web services), which aim to facilitate creativity, collaboration
and sharing between users. Although the term suggests a new version of the World Wide
Web, it does not refer to an update to any technical specifications, but to changes
in the ways software developers and end-users use the web. Source:
http://en.wikipedia.org/wiki/Web_2.0#Defining_.22Web_2.0.22.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 33

4. Tools and Technology

Technology plays an integral role in every corporate training program.
Over the years, instructional designers and learning leaders have used
technology to extend the role of the instructor, empower learners to
learn on their own, and make learning available anywhere and
at anytime.

Figure 12: Bersin & Associates Enterprise Learning

Framework® – Element 4

Learning Programs
Organization, Governance and Management

Audiences & Problems

Informal

Learning Architecture
Approaches

Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

Today, organizations must deal with a wide array of learning

technologies – starting with the LMS, LCMS, and a wide range of
development and assessment tools. These core technologies comprise the
foundation of modern training, but much more is now available.

Consider all the tools now available to support informal learning.

Community management software, social networking software,
presence awareness tools (such as instant and mobile messaging), expert
directories and highly customizable user directories now make it possible
to find, locate and interact with experts anywhere.

Today’s ideal corporate learning environment looks more like

YouTube than a corporate course catalog – which means that learning

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 34

organizations are focused on building complete learning portals to

empower people to find any formal or informal learning resource from
a single place. LMSs also now support advanced talent management
capabilities, such as performance management, development planning,
goal alignment and succession management. These talent-related
features make the LMS more strategic then ever.

In addition, we are now in the middle of a wave of new technology

that is changing at an accelerating rate. Because of the availability of
Google, high-powered mobile phones and faster PCs, we are seeing
exciting new ways for people to communicate, share content and publish
materials. Much innovation occurs in the public web – before it appears
within corporations. It is far easier to publish video or presentations into
YouTube or Slide than it is into most corporate LMS systems.

The role of the learning technologist is as important as ever. Think about

some of the new technologies we must consider.

Figure 12: Bersin & Associates Enterprise Learning

Framework® – Element 4

Learning Programs
Organization, Governance and Management

Audiences & Problems

Informal

Learning Architecture
Approaches

Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 35

• Employee Status – Twitter, Facebook, LinkedIN and other systems give

us instant information about where someone is and what they
are doing.

• Deep Profiling – Talent management systems enable us to publish

everything about a person that we need to find expertise (such
as skills, languages, experience, current projects, job history,
certifications and far more).

• Presence and Location – Instant messaging allows you to find people

online and new presence-location services tell us precisely where
someone is at all times.

• Directories – Today’s online directories give us access to everything

about someone (i.e., their skills, location, status, contact information
and even on what they are working).

• Content Tagging – Vast arrays of content are now available through

tag clouds, keyword search and the ability to view almost any content
in a web browser. The traditional top-down approach to content
architecture is being reinvented by letting users “tag” content and
using tag clouds to see what content is most useful.

• Data – All learning systems now track every click, every completion
and almost every interaction, allowing us to mine far more data and
correlate it to other talent-related data.

The role of learning measurement is also as important as ever. Our

Impact Measurement Framework®25 was developed to extend the
traditional Kirkpatrick Model26 and help companies see how to measure
their entire range of learning solutions. Informal learning may not have a
direct “ROI” like a traditional class – but its value can still be measured by
looking at utilization, changes in behavior and patterns of usage.

25 For more information, High-Impact Learning Measurement: Best Practices, Models,

and Business-Driven Solutions for the Measurement and Evaluation of Corporate Training,
Bersin & Associates / Josh Bersin, November 2006.
26 Donald Kirkpatrick’s four-level Measurement Model has been widely published

in many articles and its terminology is well-known to most training professionals. The
original model was published in Training and Development Handbook, R. L. Craig,
McGraw-Hill, 1976.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 36

5. Culture
Perhaps the most important element of an informal learning strategy
is culture. Organizational learning does not just “happen” – it must be
supported, facilitated and reinforced through culture. When we asked
our research members to discuss their learning cultures, fewer than 20
percent of all organizations tell us they have a “strong and consistent
culture of learning” throughout their organizations.

Figure 13: Bersin & Associates Enterprise Learning

Framework® – Element 5

Learning Programs
Organization, Governance and Management

Audiences & Problems

Informal

Learning Architecture
Approaches

Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

There are many aspects to a learning culture. In our research, we group

them into the following areas.

• Formal L&D Processes – Development planning, coaching, mentoring,

leaders taking responsibility for employee development, succession
processes, and career development programs and approaches.

• Organizational Processes – Quality circles, loss reviews, open

communications up and down the organization, innovation centers
and councils.

• Customer Processes – Customer feedback, customer councils,

customer story-telling.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 37

• Employee Culture – Employee opinion surveys, suggestion and

innovation programs, openness of employee feedback, employees’
ability to communicate openly up, down and across the organization.

• Management Processes – Managers held responsible for

development, learning from mistakes and not “shooting the
messenger,” rewarding people for sharing information and
knowledge, encouraging job rotation and mobility.

• Leadership – Leaders taking an interest in employee development,

business plans (including skills and capabilities, and readiness in their
model), leaders listening to new ideas, leaders asking managers to
develop and promote people.

• Systems – Use of portals, wikis, collaboration systems and a wide

range of open systems to help people communicate.

Figure 13: Bersin & Associates Enterprise Learning

Framework® – Element 5

Learning Programs
Organization, Governance and Management

Audiences & Problems

Informal

Learning Architecture
Approaches

Formal On-Demand Social Embedded

Disciplines

Tools & Technology

Culture

Source: Bersin & Associates, 2009.

These are only a few of the business processes that demonstrate a

strong learning culture. As our research shows, culture is something
which is both a driver of learning, as well as an obstacle of learning.
Organizational cultures are sometimes hard to change – they build early
in a company’s life and evolve over time.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 38

The role of L&D and HR is to carefully monitor the organization’s

learning culture, and implement new processes and systems that improve
the learning culture. Any change in process requires a heavy dose of
change management. We think it is important to consider employee,
management and leadership culture in any major learning strategy.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
 Enterprise Learning Framework®
Leadership Career Onboarding Customer Project and Customer
Systems
Learning Development Development Service Process Education
Technical Product Channel
Programs Management Compliance Sales IT Skills
Professional Knowledge Training

Audiences Jobs Roles Competencies Proficiencies Preferences Demographics Geographies Business Problems
& Problems

Informal

Formal
Instructor Led Training On-Demand Social
Virtual Classroom Embedded
Games E-Learning Wikis, Blogs, Forums Performance Support
Simulations Search Expert Directories Feedback
Testing and Evaluation Books, Articles Social Networks Rotational Assignments
E-Learning Videos Communities of Practice After Action Reviews

Approaches
Podcasts Conferences and Colloquium Quality Circles
Learning /Knowledge Portals Coaching and Mentoring Development Planning
Figure 14: Bersin & Associates Enterprise Learning Framework®

Performance Information Content Change Measurement and

Consulting Architecture Development Management Evaluation
Learning Architecture

Disciplines Instructional Knowledge Program Community Business

The Enterprise Learning Framework

Designs Management Management Management Intelligence

LMS, LCMS Content Rich Performance Reporting and

Collaboration Assessment
Tools Learning Portals Development Media Support Analytics
Talent Mgt. Content Social Search, Virtual Measurement
& Technology Mobile
Systems Management Networking Tagging Classroom Systems

Executive Development Performance and Innovation Employee

Organization, Governance and Management

Support Planning Talent Management Programs Feedback
Culture

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
Learning integrated Knowledge Customer Mentoring and Learning from
With Business Planning Sharing Listening Knowledge Sharing Mistakes

Copyright © 2009 Bersin & Associates. All rights reserved. Page 3

Source: Bersin & Associates, 2009.

39
The Enterprise Learning Framework 40

Use the Enterprise Learning

Framework to Build a
Learning Architecture
Our Enterprise Learning Framework™ is a guide designed to help you
build a total learning architecture for your organization. While corporate
training solves problems one program at a time, to drive organizational
impact today you must consider the broad and wide range of options for
organizational learning.

So how can you use this framework? We believe it offers the following
three main benefits.

1. First, we hope it helps to broaden and clarify your thinking

about the various learning options available today. Ideally, all
corporate learning programs should be built with considerations
for performance consulting, audience analysis, various learning
approaches, technology and culture. So we hope that our Framework
gives you some clarity about what is important, as well as the many
options available to you for corporate learning.

2. We hope it helps you understand the new skills, disciplines and

competencies you must build within your own L&D organization.
Corporate learning is an ever-changing profession and now, more
than ever, we need many new internal skills and tools to succeed.

3. Most importantly, we hope this Framework helps you build what we

call, a “learning architecture.”

What Is a “Learning Architecture?”

A “learning architecture” is your organization’s decisions about which
approaches, tools, systems and supporting processes you will use to build
your learning programs. As our High-Impact Learning Organization®27
research shows, the learning architecture should constrain your choices
and make it easier to build scalable, measurable, high-performance

27 For more information, The High-Impact Learning Organization: WhatWorks® in

the Management, Governance and Operations of Modern Corporate Training, Bersin &
Associates / Josh Bersin, May 2008.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 41

learning programs. It should also help you hire contractors and

outsourcers in a more efficient and focused way.

Figure 15: The Role of the Learning Architecture

Business Performance Gaps Identified

Performance Consulting Process

Identification of Key Criteria for Success

(Information, Processes, Management, Skills,
Competencies, Assessments)

The Learning Development and Delivery of a

Architecture Learning Solution

Learning Systems, Tools,

Outsourcers
Processes, Expertise

Source: Bersin & Associates, 2008.

One example of such a learning architecture is the Reuters Learning

Model (see Figure 12).

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
 The Enterprise Learning Framework 42

Reuters Learning Architecture

Figure 16: Reuters Learning Architecture

Formal Learning Informal Learning

Learning Events e-Learning and On-the-Job and Knowledge

Distance Learning Experiential Learning Management
• Workshops
• Virtual Classroom • Work within Role • Best practices
• Scheduled Courses
• CD Rom • Exposure to other depts. • Reference and
• Conferences
• Web courses and roles reading materials
• Seminars
• Structured web learning • Special assignments, • Information Repositories
• Workbooks and guides task forces, projects • Access to internal experts
Structured Work • Web conferencing • Action learning • Internal standards and
Experience documented processes

• Coordinated swaps
• Secondments Certification and Mentoring and External
• Job Shadowing Qualifications Communities of Practice Experience
• Project Managements
• Reuters Certification • Buddies, mentors, peers • Relationship with outside
• Professional Certification • Informal professional professionals
Structured Coaching • Academic Qualification networks • Speaking engagements
& Team Effectiveness • Common interest groups • Professional memberships
• Lunch talks • Publications and reports
• Structured Mentoring • Executive Directorships
• Structured Coaching
• Team effectiveness activities
• External Coaching

Source: Reuters, 2007.

By creating this architecture, Reuters formalizes many types of informal

learning. The company makes sure that
Copyright © 2009each
Bersinof the approaches
& Associates. in its Page 1
All rights reserved.
Model are documented and considered for any major training program.
In Reuters’s case, the organization focuses very heavily on a performance
consulting-based approach – no training programs are developed
without a clear analysis of the audience’s on-the-job work environment,
performance needs, existing skills and management culture28.

Other organizations use different types of models. A second learning

architecture that is worth reviewing is the “Performance Learning
Model” from the Defense Acquisition University. This organization (one
of the largest training functions in the U.S. Department of Defense) is
used to “formalize informal learning,” and explicitly define the role

28 For more information, please read the following two reports: (1) The High-Impact
Learning Organization: WhatWorks® in the Management, Governance and Operations
of Modern Corporate Training, Bersin & Associates / Josh Bersin, May 2008; and, (2) A
Learning Architecture: Key to a High-Impact Learning Strategy, Bersin & Associates / Josh
Bersin, May 2008.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
 The Enterprise Learning Framework 43

of knowledge management, performance support, e-learning and

Defense Acquisition Universitycommunities of practice29.

Learning Architecture: The “Performance

Learning Model”
Figure 17: The Defense Acquisition University Learning Architecture

Resident Certification Training Group Job Performance Support

• Classroom • Performance Support

• Onsite • Action Learning
• Fee for Service
• Targeted Training
• Learning Organization
Skills Knowledge
Development • Web-based Learning • Knowledge Sharing System Distribution
Management System (Communities of Practice)
• Online Guidebook
• Yellow Pages

Distributed Learning Knowledge Sharing

Individual
Single dimension learning paradigm (old) Multi-dimensional learning paradigm (new)

Source: Bersin & Associates, 2009.

Copyright © 2009 Bersin & Associates. All rights reserved. Page 1

Your job is to use our Framework, look at your available skills, systems,
and resources, and build your own learning architecture.

29 For more information, Developing Communities of Practice: Best Practices and

Lessons Learned from the Defense Acquisition University, Bersin & Associates / Chris
Howard, May 2007. Available to research members at www.bersin.com/library.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
The Enterprise Learning Framework 44

Final Thoughts
We clearly understand that there are many excellent ideas, approaches
and models for corporate training – this Framework represents one
way to put the pieces together. Ideally, we should consider our learning
programs as not only events – but, rather, as “environments” that help
people improve their performance, skills and long-term capabilities. If we
think broadly and always consider the surrounding business environment,
we will always deliver learning solutions that drive high levels of impact.

For more information on this topic, please see our two latest
industry reports:

• The Modern Practices of Enterprise Learning30 – (due to be published

in June 2009) This industry study covers the latest trends and best
practices in corporate L&D, including learning on-demand and
the most recent advances in learning systems – as well as the new
challenges, opportunities and best practices for next-generation
online learning, collaboration and social networking.

• The High-Impact Learning Organization31 – This keynote Bersin &

Associates research is an exhaustive industry study on all aspects
of the management, organization and operations of corporate
training, including the top 18 best-practices for high-impact corporate
learning, dealing with the emerging issues of integrated talent
management, multigenerational workforces and globalization.

We are always interested in your feedback, examples and comments

about this Enterprise Learning Framework. If you would like to give us
feedback, please email us at [email protected] or post your comments
on any of our blogs at http://blogs.bersin.com.

30 For more information, The Modern Practices of Enterprise Learning, Bersin &
Associates / David Mallon, June 2009.
31 For more information, The High-Impact Learning Organization: WhatWorks® in

the Management, Governance and Operations of Modern Corporate Training, Bersin &
Associates / Josh Bersin, May 2008.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material
 Appendix I: Bersin & Associates Enterprise Learning Framework®
Figure 14: Bersin & Associates Enterprise Learning Framework®
Enterprise Learning Framework®
Leadership Career Customer Project and Customer
Learning Development Development
Onboarding
Service Process Education
Systems

Programs Management
Technical
Compliance Sales Product Channel
IT Skills
Organization, Governance and Management
Professional Knowledge Training

Audiences Jobs Roles Competencies Proficiencies Preferences Demographics Geographies Business Problems
& Problems

Informal
Bersin & Associates © April 2009 • Not for Distribution • Licensed Material

The Enterprise Learning Framework

Learning Architecture
Formal
Approaches

Instructor Led Training

Virtual Classroom
On-Demand Social Embedded
Games E-Learning Wikis, Blogs, Forums Performance Support
Simulations Search Expert Directories Feedback
Testing and Evaluation Books, Articles Social Networks Rotational Assignments
E-Learning Videos Communities of Practice After Action Reviews
Podcasts Conferences and Colloquium Quality Circles
Learning /Knowledge Portals Coaching and Mentoring Development Planning

Performance Information Content Change Measurement and

Consulting Architecture Development Management Evaluation
Disciplines Instructional Knowledge Program Community Business
Designs Management Management Management Intelligence

LMS, LCMS Content Rich Performance Reporting and

Tools Learning Portals Development
Collaboration
Media
Assessment
Support Analytics

& Technology Talent Mgt. Content Social Search, Virtual Measurement

Source: Bersin & Associates, 2009.

Mobile
Systems Management Networking Tagging Classroom Systems

Executive Development Performance and Innovation Employee

Support Planning Talent Management Programs Feedback
Culture Learning integrated Knowledge Customer Mentoring and Learning from
With Business Planning Sharing Listening Knowledge Sharing Mistakes

Copyright © 2009 Bersin & Associates. All rights reserved. Page 3

45
 The Enterprise Learning Framework 46

Appendix II: Table of Figures

Figure 1: Evolution of Corporate Learning 5

Figure 2: Evolution of Corporate Learning – Stage 1 6

Figure 3: Evolution of Corporate Learning – Stage 2 8, 9

Figure 4: Evolution of Corporate Learning – Stage 3 11, 12

Figure 5: Evolution of Corporate Learning – Stage 4 14, 17

Figure 6: Today’s Networked Organization 16

Figure 7: How L&D Has Shifted toward Learner-Driven, Social and Talent-Driven Learning 18

Figure 8: Bersin & Associates Enterprise Learning Framework® 19

Figure 9: Bersin & Associates Enterprise Learning Framework® – Element 1 20

Figure 10: Bersin & Associates Enterprise Learning Framework® – Element 2 22, 23, 24, 25, 27, 28, 30

Figure 11: Bersin & Associates Enterprise Learning Framework® – Element 3 31

Figure 12: Bersin & Associates Enterprise Learning Framework® – Element 4 33, 34

Figure 13: Bersin & Associates Enterprise Learning Framework® – Element 5 36, 37

Figure 14: Bersin & Associates Enterprise Learning Framework® 39, 45

Figure 15: The Role of the Learning Architecture 41

Figure 16: Reuters Learning Architecture 42

Figure 17: The Defense Acquisition University Learning Architecture 43

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The Enterprise Learning Framework 47

About Us
Bersin & Associates is the only research and advisory consulting firm
focused solely on WhatWorks® research in enterprise learning and
talent management. With more than 25 years of experience in enterprise
learning, technology and HR business processes, Bersin & Associates
provides actionable, research-based services to help learning and HR
managers and executives improve operational effectiveness and
business impact.

Bersin & Associates research members gain access to a comprehensive

library of best practices, case studies, benchmarks and in-depth market
analyses designed to help executives and practitioners make fast, effective
decisions. Member benefits include: in-depth advisory services, access to
proprietary webcasts and industry user groups, strategic workshops, and
strategic consulting to improve operational effectiveness and business
alignment. More than 3,500 organizations in a wide range of industries
benefit from Bersin & Associates research and services.

Bersin & Associates can be reached at http://www.bersin.com or at

(510) 654-8500.

About This Research

Copyright © 2009 Bersin & Associates. All rights reserved. WhatWorks®
and related names such as Rapid e-Learning: WhatWorks® and The
High-Impact Learning Organization® are registered trademarks of
Bersin & Associates. No materials from this study can be duplicated,
copied, republished, or re-used without written permission from Bersin &
Associates. The information and forecasts contained in this report reflect
the research and studied opinions of Bersin & Associates analysts.

Bersin & Associates © April 2009 • Not for Distribution • Licensed Material