Transforming the delivery of learning in a rapidly changing digital environment and the evaluation of the consequent benefits

Relentless technology development has been the principal catalyst contributing to an exponential rate of change in almost everything we do. The use of technology in training and learning, stimulated by forces induced by the global pandemic, led to unprecedented adjustments to training models. Across all industry segments, digital transformation has disrupted established market forces leaving many organisations dealing with evident uncertainty. A contributor to this was the lack of workforce preparedness for new demands on skills and capabilities. In the context of the local economy such change has had profound implications on the future of training industry.

This research studied the learning transformation project that enabled a core change in the training business model operated by the Training Academy (MT) at PricewaterhouseCoopers (PwC). I assumed the roles of an embedded action researcher and leader of this project. I led the design and implementation of a transformation journey from the long-established mode of operation into a new organisational learning model that prioritises knowledge and quality excellence as its fundamental elements. The project lasted thirty months and followed the model of “action research”, with stages from diagnosis, to designing, implementing and evaluating the change intervention at the PwC’s Academy.

The action research cycle built on quantitative and qualitative measurement initiatives. These enabled me to set the right benchmarks against which a variance could be analysed at evaluation and reflection stages. Figure 1 below depicts the action research stages pursued by this change project.

A key aspect of this project was the learning and development of the Academy team that enabled the transformation to take place. Analysing the levels of knowledge and skill at the final stage of the project against the benchmark set at the beginning of the project indicated that the team had acquired significant new knowledge and capability. Statistical analysis showed that the null hypothesis, that the outcomes occurred purely by chance or coincidence had a negligible probability. These team learning outcomes exceeded my own initial project expectations and suggested that the project rollout, which was meticulously diagnosed and designed, successfully addressed the gaps against the desired model. This was also clearly corroborated by the evaluation and reflection stages.

The transformation project was delivered in all its phases in line with a changeover plan based on an articulated and agreed approach to change management, that was diagnosed and planned as part of the opening initiatives. The time and effort invested in the team delivered positive results in terms of involvement, motivation, new skills and capabilities acquired, leading to an efficient operation. The challenge of this project was to secure an effective client-centric approach by determining the best course of action to ensure an optimal holistic service to every Academy trainee or corporate clients making use of its services. Notwithstanding the unanticipated business context this project has registered positive outcomes both in terms of the operational and the academic objectives that were established at the start of the project.

In conclusion, this change project enabled the Academy to improve its services by enhancing personalised training that met better the needs of both individual as well as corporates. The new business model provided a more agile and adaptive setting that could respond better to market changes. This project resulted also in efficiency gains both in terms of administrative effort as well as in terms of trainee satisfaction rates. The agility around the new model enabled higher resiliency making it easier to reframe problems when faced with unexpected situations. Complete engagement of management and the formation of guiding coalition team, coupled with an organised transformation roadmap proved to be successful. The importance of having clear quality benchmarks as an end goal is also an important aspect to such change projects. Finally, the embedded use of data in managing such projects coupled with the right learning environment and team knowledge investment have the potential to yield significant growth.

Further research may consider investigating the ways in which institutional policies can promote or inhibit the transfer of knowledge from the trainee to the place of work within the context of a socio-economic analysis.