France, May 7, 2007

For a white paper prepared by Auralog on e-Learning and language learning, IDC highlights the importance of official measurements and Auralog progress tests, to evaluate companies’ return on investment. Feedback is routinely sought on these tests, which are a real added value for the companies consulted, because of their regular evaluation of learners' actual progress.

The IDC-AURALOG white paper addresses the issues associated with corporate language learning, training practices (face-to-face and remote), various associated uses and benefits for these companies. To this end, in early 2007, IDC interviewed five major European and American companies from a variety of industries: Alcatel Lucent, Getronics, Konica Minolta, GlaxoSmithKline and Caja de Granada.

The IDC study is supplemented by the results of a survey conducted by Auralog among its learners (400 learners surveyed from 25 corporations). The results of the survey show that 85% of learners who used tutored language training made definite progress.

1. E-learning and ROI: Official Measurements and Auralog Progress Tests

The notion of ROI is traditionally difficult to manipulate, because it involves both quantitative and qualitative criteria. As for learning quality, this can only be perceived by measuring students' progress.

IDC finds that interviews conducted with companies reveal that "companies that pay attention to their students' progress demonstrate concern for productivity and efficiency in the infrastructure they have implemented. Indeed, results show that the company needs to validate the efficacy of learning solutions implemented in order to evaluate the relevance of their investments and target their training expenses.”

At Alcatel-Lucent, on a comparable basis – 54 training hours for an individual user – combining face-to-face classes with Auralog’s e-Learning solution reduces costs by more than 30% compared to a 100 % face-to-face solution.

The study conducted by IDC and Auralog shows that companies generally use two methods to evaluate their employees’ progress in learning languages: official tests (Bulats, TOEIC® or TOEFL®) and the progress tests of Auralog’s e-Learning solution.

Auralog’s solution comes with two assessment tests on a scale of 1 to 10. Dynamically generated according to answers given, the test adapts itself to individually evaluate the progress of each student. It consists of 64 questions that help to:

Measure the student’s knowledge of vocabulary, grammar, verbal and written comprehension skills

Evaluate at the start of the course to create uniform groups and provide training programs that are relevant to the student’s level and needs

Track and measuring progress at the end of the cycle to quantify progress achieved.

The test meets the student's needs because it is quick enough to take, and simple enough to compile to evaluate progress. As a result of a survey conducted on a sample of 400 students from 25 different companies in more than seven countries, Auralog can assert that progress was discernible in 85% of students. This amounts on average to 0.81 for 40 hours of working time (an average increase of 8%).

Auralog also focused on studying and itemising the parameters that play a role in the student's progress level.

The results reveal that, for a user population starting out at an average level, progress is all the greater when training is done in supported (tutored) mode and followed through in courses averaging between 30 and 50 hours. Progress then increases to more than 1.1 points when both conditions are met.

At Getronics, the quality of learning has advanced significantly, and the company is using the test systematically to evaluate enrolees’ progress. It is clearly seen as relevant, because one of Getronics’ goals is to include the Auralog progress test within the general evaluation framework of each employee.

In some structures, progress tests are used to size the training volume that needs to be implemented to ensure that learners make meaningful progress. Such is the case for KONICA: AURALOG’s progress tests have shown that two hours of lessons per week were enough to reach the level of progress the company expected. This is one way to optimise resources deployed (training costs, time spent by employees) according to the objectives set out (learner progress).

As a supplement to the white paper, Auralog also interviewed other companies, including Clarion in Strasbourg. Each of the companies interviewed plans to use the results of these evaluations and progress tests in their employee skill assessments and job descriptions. Thus, Auralog’s measurement system has a place in Job and Skills Management Planning.

2. E-Learning Means Succeeding: IDC Auralog’s Rules of Good Practice

From the feedback cited, we also find that, whatever their type of business, companies who have successfully implemented e-Learning solutions all have a number of things in common in terms of methods, procedures and organisation.

e-Learning solutions are a good way to optimise traditional training programs. Experience shows that unless there is practical application within a short time after traditional training, the benefits are lost fairly quickly. There is a “backslide,” with the user losing ground from one course to the next.

Companies that combine two teaching methods, such as Alcatel Lucent and GlaxoSmithKline, quickly gauge the benefit in terms of learning continuity.

e-Learning solutions help maintain skill levels, with minimal user stress. This is especially true when the instructor is there in person, providing tutoring for the e-Learning solution.

This study shows how effective the TELL ME MORE® method and training services provided by Auralog are, such as the e-Coaching solution, which provides continuous coaching with a tutor who monitors, provides feedback to and motivates the learner on a weekly basis.

Companies who are in competitive, cost-controlled settings understand it is important that the learning curriculum correspond as closely as possible to their business realities. In a streamlined environment, rather than having a third party translate technical documents, Konica Minolta decided to step up its employees’ skills and teach them how to put their English into practice. The ability to incorporate specific technical content was the deciding factor for Konica Minolta. In this learning context, Konica Minolta chose Auralog to provide training programs tailored to the company’s professional environment.

The flexibility of customised e-Learning means an organisation that is consistent, yet incorporates different cultural contexts. Many multinational organisations are faced with the need to streamline infrastructure, but, at the same time, they want to continue to meet the needs specific to each location. Getronics has put together a training catalog with 13 different languages in 25 countries for 2,000 users! (….) It was the need to create a common catalog accessible to all of the company’s users that quickly led Getronics to choose a solution that was virtually all e-Learning.

In contrast to a purely face-to-face solution, e-Learning is no longer an isolated exercise, but is now becoming the vector of a comprehensive learning solution that considers one essential factor in the company’s growth: employee mobility. And so, Konica-Minolta uses an e-Learning solution for populations of technical and business users who are especially mobile. e-Learning is accessible outside the company via a dedicated platform.

Companies that have had successful e-Learning training projects are those in which management has been involved very early on. For example, Getronics holds awareness-building meetings before each e-Learning session. There are even rooms set aside for the program’s exclusive use.

These rules of good practice are indispensable to the special context in which companies evolve: seeking greater competitiveness in a highly competitive international context, employees increasingly on the move, flexible working hours, technical level, job diversity, and so on.