ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem? Case: BA Outstanding Leaders Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30 Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann

1.
Joint
ELIG
Pearson
Online
Educa
Berlin
Learnshop
How
to
Guide
Innovation
in
a
Changing
Education
Ecosystem
Friday
6th
December
2013
-­‐
11:45
-­‐
13:30
Case
Study
Template
&
Background
Information
This
interactive
Learnshop
aims
critically
to
reflect
how
to
innovate
in
a
profoundly
changing
education
ecosystem.
What
are
the
opportunities
for
innovation
within
emerging
lifelong
and
life-­‐wide
multi-­‐stakeholder
and
multi-­‐sided
ecosystems?
The
subsequent
case
information
will
form
the
base
within
the
Learnshop
to
examine
the
case
through
the
lens
of
a
rigorous
and
structured
framework,
the
Pearson
Efficacy
Framework,
as
a
tool
to
engender
learning-­‐focused
behaviours
when
assessing
and
evaluating
prospective
innovations.
Facilitators
Andreas
Meiszner
European
Learning
Industry
Group
(ELIG),
The
Netherlands
Elmar
Husmann
European
Learning
Industry
Group
(ELIG),
Germany
Kelwyn
Looi
Analyst,
Office
of
the
Chief
Education
Advisor,
Pearson,
UK
Vaithegi
Vasanthakumar
Associate,
Office
of
the
Chief
Education
Advisor,
Pearson,
UK
Fadi
Khalek
Adam
Black
Contacts:
Kelwyn
Looi
VP-­‐Higher
Ed
&
Voc
Learning
Solutions,
Pearson
Education
EMA
Chief
Learning
Technologies
Office,
Pearson
ELT;
SVP
Efficacy
and
Global
Scale
of
English
Products,
Pearson
English,
UK
(kelwyn.looi@pearson.com)
Andreas
Meiszner
(andreas.meiszner@elig.org)

3.
HoTEL
OEB
Case
Study
Template
Case
Study
Template
General
Information
Name
of
Case
:
Case
Website:
Contact
information
Name
&
Surname:
Institution
or
Company:
Email:
Stage
of
Development:
British
Airways,
Outstanding
Leaders
blended
leadership
programme
Patrick
Thomas
LINE
Communications
patrick.thomas@line.co.uk
Commercialised
Case
Information
1.
Background
&
introduction
Briefly
describe
the
nature
of
the
case
It
is
important
to
set
the
context
in
which
this
frontline
leadership
programme
was
launched.
It
was
very
different
to
any
landscape
that
this
kind
of
leadership
programme
would
ever
be
launched
in.
The
backdrop
was
one
with
enormous
business
issues,
high
public
risk
and
British
Airways’s
reputation
at
stake.
Historically
leadership
development
in
BA
had
only
ever
been
isolated
at
the
very
top
of
the
airline.
Following
September
11th
2001,
all
development
that
wasn’t
legally
mandatory
was
stopped.
The
airline
was
on
the
edge
of
bankruptcy
and
with
only
weeks
of
cash
reserves
left
in
the
bank.
All
leadership
development
throughout
the
organisation
had
completely
ceased
until
recently
when
the
portfolio
that
Outstanding
Leaders
is
part
of
was
launched.
During
these
10
years,
leaders
were
pushed
to
their
very
limits
especially
at
the
‘frontline’
interface
with
our
customers
–
but
with
no
leadership
development
to
pull
from.
They
were
thrown
into:
• The
chaos
of
the
opening
of
Terminal
5;
• Volcanic
ash,
snow
and
so
on
terminating
operations;
• Militant
and
disengaged
employees
(AND
their
mangers).
These
people
had
been
on
strike
or
threatened
strike
from
2003
to
2011
in
all
frontline
areas
–
ie
the
terminals,
catering
and
most
drastically
the
flight
crew
and
then
cabin
crew.
The
last
cabin
crew
strike
lasted
22
days
and
cost
BA
over
£150m.
BA’s
reputation
in
2011
was
simply
appalling
and
BA’s
leaders
were
at
breaking
point.
Outstanding
Leaders
was
part
of
a
comprehensive
and
integrated
leadership
development
portfolio
The
airline
started
with
the
top
1,000
leaders,
developing
the
leadership
behaviours,
skills
and
knowledge
needed
to
recover
and
succeed
the
tumult
of
the
past
decade.
Outstanding
Leaders
was
introduced
just
as
the
‘no
strike’
ballot
was
received.
The
aim
was
to
rebuild
and
re-­‐engage
frontline
leaders
with
the
understanding
that
the
programme
was
critical
to
the
airline’s
success
BA
knew
it
needed:
Speed
–
this
was
a
small
window
of
opportunity
to
start
to
get
as
many
people
through
the
programme
as
possible;
Cost
effective–the
frontline
audience
is
over
4,750
and
the
airline
needed
them
to
be
out
of
the
operation
for
as
short
a
time
as
possible;
HoTEL
|
page
1

4. Evaluation
Questionnaire
HoTEL
events
Scalable
–
the
airline
needed
it
to
be
able
to
be
rolled
out
quickly,
globally,
with
common
tools
&
language;
Flexible
-­‐
it
had
to
be
able
to
be
part
of
a
programme
BUT
with
elements
that
could
‘stand
alone’;
Engaging
-­‐
as
well
as
transforming
their
perception
of
BA
(and
therefore
the
airline’s
customers)
BA
also
needed
to
transform
people’s
perception
of
online
learning.
The
perception
to
date
was
that
online
learning
was
dreadful
multiple
choice,
inanimate,
boring
health
&
safety.
They
wanted
to
prove
that
it
was
something
that
employees
would
engage
with,
use
and
reuse!
2.
Conception
and
progress
to
date
How
did
the
case
come
about,
what
progress
has
it
made
to
date,
and
what
are
plans
for
the
future?
The
airline
had
been
working
already
with
ORConsulting
and
LINE
Communications.
They
brought
together
the
complimentary
strengths
of
the
3
companies
to
create
this
ground
breaking
programme:
ORConsulting
brought
the
leadership
development
expertise
LINE
Communications
the
online
and
blended
expertise
BA
understood
the
culture,
unique
challenges,
opportunities
and
HUGE
PR
risk
(almost
everything
they
did
at
that
time
was
picked
up
by
the
press)
Outstanding
Leaders
couldn’t
be
a
training
event
but
needed
to
be
a
long-­‐term
blended
learning
solution.
It
needed
to
equip
managers
with
the
skills,
knowledge,
reference
points
and
confidence
to
enable
them
to
support
and
develop
their
teams.
Their
teams
would
be
going
through
a
development
programme
too.
Outstanding
Leaders
needed
to
be
designed
in
a
way
that
it
could
adapt
to
whatever
new
challenges
they
airline
was
sure
to
face.
The
programme
was
designed
with
seven
key
phases
to
be
accessed
via
the
British
Airways
moodle
LMS:
1. Introductory
email
to
all
invited
leaders
2. Online
360
review
completed
by
all
invitees
3. Online
learning:
a. Programme
overview
b. 4
short
knowledge
modules
on
leadership
methodology,
behaviours
and
terminology;
c. Fictional
scenario
of
an
automotive
manufacturer
undergoing
significant
change
to
a
recent
take-­‐over
for
a
foreign
company;
d. Challenge
modules
to
engage
learners
with
both
the
leadership
methodology
and
what
is
being
expressed
in
the
fictional
automotive
company.
4. 2
day
workshop
5. Post-­‐workshop
online
learning
a. Scenario
challenge
–
culmination
of
scenario
plot
b. 4
updated
knowledge
modules
reflecting
new
knowledge
from
workshop
c. 2
new
knowledge
modules
6. Leadership
accreditation
enrolment
and
exam
prep
7. Online
reference
materials
Eight
months
after
the
successful
rollout
of
the
LMS
version
of
the
blended
programme,
BA
purchased
iPads
for
all
cabin
crew
and
flight
ops
personnel.
BA
then
commissioned
LINE
to
develop
an
iPad
compatible
version
for
cabin
crew
who
tend
to
access
their
development
training
whilst
in
the
airport
before
flights.
2
page
|
HoTEL

5.
HoTEL
OEB
Case
Study
Template
3.
Outcomes
&
value
proposition
What
are
the
intended
outcomes
&
value
proposition
of
the
case
with
regards
to
enhancing
learning
and
education?
Outcome
BA
introduced
a
challenging
customer
proposition
for
their
colleagues
to
deliver.
The
programme
was
designed
to
support
colleagues
and
their
teams
in
delivering
excellent
customer
service
by
equipping
them
with
the
necessary
tools.
The
design
of
the
blended
learning
programme
had
to
meet
the
following
criteria:
1. As
a
behavioural
capability
development,
in
the
workshop
OR
Consulting
used
an
experiential
facilitative
approach
to
enable
the
participants
to
reflect
upon
their
own
attitudes
and
behaviours
as
leaders.
This
aspect
is
highly
personal
and
self-­‐reflective
–
it
is
also
the
element
most
participants
rate
the
highest
from
the
existing
3-­‐day
workshop.
A
design
of
the
programme
would
look
to
extend
the
experiential
journey
of
the
workshops.
2. It
would
also
look
to
prolong
the
impact
of
the
learning
experience
so
that
participants
have
time
to
use
the
models
and
tools,
meet
and
collaborate
with
one
another
and
have
an
online
resource
which
people
can
go
back
to
over
time.
The
design
split
out
the
core
skills,
tools
and
behavioural
models
into
pre-­‐workshop
learning,
application
of
those
skills
during
the
workshop
and
reflection
and
collaboration
as
post-­‐workshop
activities.
Aims
The
pre-­‐workshop
learning:
• Ensures
that
participants
know
why
they
are
participating
and
what
is
expected
of
them
• Provides
an
understanding
of
both
the
Leadership
Capabilities
that
Managers
of
FLLs
are
expected
to
enact
and
the
behavioural
expectation
for
their
Front
Line
Leader
colleagues
• Provides
a
basic
understanding
of
the
key
models
to
be
used
in
the
workshop
The
aims
of
the
workshop
are
to:
• Transition
Managers
of
FLLs
from
being
supervisors
to
being
leaders
• Support
participants
to
enact
the
required
behaviours
in
order
to
lead
their
complex
teams
more
effectively
• Develop
leadership,
coaching
and
team
effectiveness
skills
• Create
a
supportive
peer-­‐coaching
network
in
which
to
facilitate
and
enquire
about
new
skills
and
enhance
their
sense
of
belonging
to
the
BA
leadership
community
The
aims
of
the
post-­‐workshop
learning
are
to:
• Provide
reflective
exercises
and
challenges
that
integrate
the
tools
and
behavioural
models
from
the
pre-­‐learning
with
the
workshop
experience
• Create
a
space
for
participants
to
collaborate
online
• Allow
the
BA
Leadership
team
to
update
each
other
with
relevant
news
and
events
• Provide
a
dedicated
resource
for
colleagues
to
refresh
their
learning
prior
to
sitting
a
test
to
gain
certification
(Outstanding
Leaders
is
accredited
by
the
UK
Office
of
Qualifications
and
Examinations.
Participants
will
have
the
opportunity
to
achieve
either
a
Level
3
award
in
Leadership
Excellence
or
a
Level
3
award
in
Customer
Centred
Leadership).
HoTEL
|
page
3

6. Evaluation
Questionnaire
HoTEL
events
4.
Measures
of
achievements
and
success
What
are
the
intended
(or
already
implemented)
measures
of
achievements
and
success
through
the
case
life
cycle?
This
could
include
the
data
that
you
will
collect,
examples
of
research
activity
etc.
British
Airways
conducted
a
6-­‐month
review
of
efficacy
and
impact
of
the
programme.
Below
is
a
summary
of
results:
• That
73%
of
observers
asked
about
the
progress
of
their
colleagues
6
months
after
line
managers
indicated
that
they
had
seen
positive
change
and
transfer
of
learning
into
the
workplace.
Particular
improvements
observed
were
improved
relationships,
increased
confidence,
an
improved
attitude
and
tolerance
to
others,
more
proactive
leadership
and
better
team
working
• That
the
average
impact
of
the
learning
for
100
‘graduates’
of
Outstanding
Leaders
was
assessed
as
2.37/
5
where
5
is
no
impact
and
1
is
excellent
impact.
This
score
indicates
a
high
level
of
the
transfer
and
impact
of
the
learning
Beyond
the
measures
of
effectiveness
of
the
programme,
BA
also
noted
changes
across
the
global
organisation
as
well
as
changes
to
the
culture
of
the
organisation.
These
include:
• Cultural
shift
started,
especially
amongst
cabin
crew
who
were
now
feeling
better
engaged
by
the
organisation
and
a
part
of
the
future
success
of
the
airline;
• The
programme
has
enabled
our
leaders
to
re-­‐engage
with
this
critical
group
of
frontline
leaders
who
were
neglected
for
over
ten
years;
• The
programme
design
had
a
clear
cost
benefit
which
reduced
the
running
of
workshops
from
3
days
to
2
days
–
saving
one
day
o Saving
delivery
costs
of
£1.6mil
o Offline
roster
of
cabin
crew
reduced
–
this
is
a
significant
cost
to
the
business
o Programme
design
and
build
cost
£150,000
for
the
online
offering
• Reuse
and
extension
-­‐
programme
participants
are
re-­‐using
online
resources.
The
resources
are
now
being
extended
to
a
wider
audience
through
the
onboarding
programme
• In
terms
of
the
impact
to
global
operation
of
the
airline,
from
2001
to
2011
the
airline
has
had
six
strikes,
threatened
strikes
or
walkouts.
Since
delivery
of
this
programme,
the
organisation
has
not
experienced
any
industrial
relations
issues.
In
fact,
the
business
perceives
this
leadership
development
programme
to
be
instrumental
in
changing
the
culture
of
the
organisation.
The
programme
won
the
Brandon
Hall
Silver
award
for
‘Best
Use
of
Blended
Learning’
and
was
shortlisted
for
e-­‐Learning
Age
Awards
‘Excellence
in
the
Production
of
Learning
Content’
5.
Impact
What
is
the
envisioned
impact
of
the
case,
in
particular
on
the
wider
education
community
and
the
changing
education
ecosystem?
Outstanding
Leaders
has
greatly
influenced
learning
innovation
throughout
the
organisation.
From
technical
point
of
view,
British
Airways
produced
the
programme
on
a
moodle
test
server
which
sat
outside
of
the
organisation’s
firewall.
This
was
done
because
BA’s
LMS
was
too
restrictive
with
the
file
sizes
it
would
permit.
LINE
conducted
a
series
of
technical
tests
to
measure
the
optimal
video
compression
rate
across
BA’s
global
stations.
With
the
feedback
on
the
technical
test,
BA
could
prove
that
video
would
be
accessible
even
it
its
most
remote
stations.
The
BA
Learning
Innovations
team
then
had
a
case
to
show
that
an
investment
in
a
new
learning
4
page
|
HoTEL

7.
HoTEL
OEB
Case
Study
Template
management
platform
would
greatly
enhance
the
delivery
of
development
programmes
across
the
business.
The
Learning
Innovations
team
succeeded
in
influencing
the
Board
to
invest
in
the
new
technical
platform
and
they
will
roll
out
the
new
system
to
the
global
teams
at
the
beginning
of
2014.
Outstanding
Leaders
was
the
first
fully
blended
learning
programme
delivered
by
British
Airways.
It
has
set
the
benchmark
for
the
blended
design
of
future
programmes.
With
the
rollout
of
the
new
learning
management
platform,
the
Learning
Innovations
team
is
optimising
its
entire
face-­‐to-­‐face
portfolio
and
engaging
its
development
partners
re-­‐design
the
majority
of
those
programmes
as
blended
learning
engagements
which
leverage
social
learning,
video
story-­‐telling,
online
modularised
learning
resources/nuggets
and
rich
scenarios.
Cabin
crew’s
appetite
for
learning
on
their
iPads
has
also
informed
how
suppliers
will
be
developing
content
for
the
new
learning
platform.
All
new
content
will
be
built
using
HTML
frameworks
and
no
Flash
assets.
HoTEL
|
page
5

8. Evaluation
Questionnaire
HoTEL
events
Background
Information
Context
The
HOTEL
(Holistic
Approach
to
Technology
Enhanced
Learning)
project
originates
from
the
observation
that
most
of
the
TEL
research
so
far
has
concentrated
mainly
on
the
development
of
ad
hoc
technologies
for
learning,
failing
to
capture
both
the
potential
adoption
of
emerging
technologies
not
originally
designed
for
learning
in
education
and
training
environments
and
the
innovative
use
that
is
made
of
technologies
in
non-­‐formal
and
informal
ways
of
learning
and
the
extent
to
which
this
could
be
transferred
/
adapted
to
formal
learning
environments.
This
is
believed
by
the
Consortium
to
provide
a
misleading
and
fragmented
picture
of
the
extent
to
which
new
forms
of
using
technologies
(already
mainstreamed
and/or
successfully
piloted
and/or
emerging)
support
learning.
Innovative
practices
in
the
use
of
technologies
for
learning
(especially
in
non-­‐formal
and
informal
learning
environments)
are
often
not
sufficiently
considered
by
research
whereas
bottom-­‐up
innovation
is
playing
an
increasingly
important
role
in
the
field
of
TEL,
which
might
lead
to
new
theories
for
learning.
On
the
other
hand,
there
is
a
need
to
verify
the
impact
of
existing
learning
theories
on
TEL
practices
to
determine
whether
this
has
led
/
is
leading
to
innovation.
Furthermore,
the
lack
of
a
holistic
approach
in
TEL
as
described
above
puts
at
risk
the
effectiveness
and
mainstreaming
of
new
ways
of
using
ICT
for
learning
purposes:
too
often
the
timespan
between
the
identification
of
technologies
that
have
a
potential
for
learning,
the
theoretical
analysis
of
pedagogical
implications,
the
piloting
of
such
technologies
and
their
adoption
(first
at
small
scale
and
then
mainstreamed)
is
so
long
that
the
technology
itself
becomes
out-­‐dated
compared
to
the
changing
environment
and
learning
needs.
Pearson’s
Efficacy
Framework
would
be
tested
as
a
[e.g.
stand-­‐alone]
means
to
support
the
different
stakeholders
to
innovate
in
TEL
/
education.
ELIG
and
Pearson
have
been
working
together
to
design
a
learnshop
that
would
foster
the
hands-­‐on
experience
of
using
the
efficacy
framework
with
test
cases
of
technological
innovations
in
order
to
examine:
i.
Whether
new
innovations
necessarily
support
learning
enhancement
ii.
The
impact
of
existing
learning
theories
on
TEL
practices
to
determine
whether
this
has
led
/
is
leading
to
innovation
Objectives
of
the
Learnshop
1. For
attendees
the
learnshop
would
provide
the
opportunity:
a. To
acquaint
themselves
with
the
efficacy
framework
as
a
tool
to
engender
learning-­‐
focused
behaviours
when
assessing
and
evaluating
prospective
innovations
b. To
be
involved
at
the
input
phase
of
the
project,
allowing
for
feedback
provided
on
evaluating
the
efficacy
framework
as
a
support
model
to
be
incorporated
into
future
iterative
decisions
of
the
holistic
model
c. To
examine
their
own
‘case’
(or
a
sample
case)
through
the
lens
of
a
rigorous
and
structured
framework,
providing
the
participant
key
takeaways
at
both
the
transversal
and
individual
case
level
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HoTEL