PLDT's eLearning Experience: Riding the Wave with LearNET!

• Autores: Alexander Kibanoff, Katrina Mae T. Flores
• Localización: International journal of the computer, the internet and management, ISSN 0858-7027, Vol. 12, Nº. 2 (AGO), 2004 (Ejemplar dedicado a: Suplemento: Proceedings of the International Conference on eLearning for Knowledge-Based Society), págs. 105-110
• Idioma: inglés
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• Resumen

  • This paper aims to present lessons learned from PLDT’s implementation of its own eLearning environment. It discusses the actual case analysis of the drawbacks and success elements of creating an eLearning program in a corporate setting. This paper draws its own story then, from the first attempts to the actual successes of LearNETthe branded computer-based training of PLDT today. The experience and lessons detailed in this paper will hopefully give other companies and organizations important insights on implementing their own corporate eLearning programs. PLDT’s new business environment demands a transition from the telephony business to data and information technology. In order to stay competitive, PLDT’s Training and Career Center was tasked with re-tooling 13,000 employees to equip them with skills that the new business requires. Looking for a solution, PLDT was among those to be lured by the buzz created by eLearning. With its promise of mass learning at a cost-effective rate, eLearning seems to be a “heaven-sent” solution. Even before the eLearning method was formally introduced in the organization, simple forms of eLearning had already found its way into PLDT. But the first fullyinteractive eLearning system for PLDT employees was introduced in April 2000. Excited by the discovery of this eLearning system, the PLDT Training and Career Center hastily launched the CBT Campus to the executives. In spite of the CBT Campus’ promise, it fell short in attracting employees to enroll in its courses. Thus, a paper-and-pencil survey was conducted in order to ascertain causes for the low turnout of graduates and enrollees. Results of this study attribute the low turn-out of enrollees to employees’ general lack of information about CBT Campus. Armed with research data, PLDT’s Training group proceeded to re-invent CBT Campus. Three basic marketing approaches eventually proved to work: (1) packaging, (2) branding, and (3) promotion. Major results were reaped from the eLearning re-launch. The Training group reported dramatic increase in enrollees and graduates because of the program. PLDT’s eLearning implementation finally earned significant cost savings. The experience of riding in the wave of eLearning taught PLDT seven valuable lessons: (1) make people appreciate eLearning before asking them to use it; (2) understand users’ needs well; (3) product development is key; (4) package eLearning as user-friendly; (5) find ways to make users love eLearning; (6) get top management endorsement; and (7) create a bandwagon by spreading the good news.