NHRD April 2013.pdf - National HRD Network

above four stages and an additional fifth
stage – ‘yet to start’. Most organizations
are likely to fall into the fifth categorization
for the reason Jim Collins mentions in his
book Good to Great - organizations find it
difficult making the initial decisions and
taking the first steps as the internal cry
for demonstrating actual benefit echoes
around from myriad quarters.
Assessment of readiness for leveraging
technology for learning can be directed
around the organization’s ability or the
lack of it to manage any complex individual
(behavioral) and/or organizational
variables. Borrowing from Lippitt et al
(1958), who articulated five key indicators
in the form of a dashboard – readiness
can be assessed with respect to – TEL
vision, Learner and Facilitator skills,
TEL Adoption incentives, Access to TEL
resources, and TEL Action plan to reach
in the context of the larger ‘organizational
learning plan’.
Level 2
Assessing the readiness or feasibility
of adopting TEL has to begin with an
understanding of how the TEL works
and its scope at the operational level. The
question often asked is – what have been
the experiences with TEL. What may work
TEL adoption readiness - Based on Lippitt et al (1958) Model
effectively in one setting may not work
as well in another, so it is important to
consider factors such as context, setting,
and circumstances, along with evidence
of success/failure.
Issues that are likely to indicate the
organizational readiness for leveraging
TEL through self-reflection are -
l Does TEL fit into the organizational
culture with respect to Congruence and
Compatibility?
l Can the L&D function articulate the
business case through a potential costbenefit
and risk analysis?
l Has momentum been built for change
readiness to embrace TEL?
l Have the structure-process-workforce
changes aligned to changing readiness
for TEL?
l I s t h e b l u e - p r i n t f o r p i l o t -
implementation-evaluation journey of
the TEL environment communicated
organization wide?
Readiness for leveraging technology to
help people learn at an organizational level
can also be understood from the strength
of ‘enablers’ and ‘inhibitors’. Organizations
that end up scoring high on enablers and
low on inhibitors are more likely to be
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April | 2013 NHRD Network Journal