LMS Consulting Services
&
LMS Consulting Services
TABLE OF CONTENTS
Introduction
1
Summary
1
Our Approach
2
Our Consultants
4
Project Management
5
Deliverables
6
Phase I (Investigate) Deliverables
Phase II (Select) Deliverables
Phase III (Implement) Deliverables
6
6
6
Appendix A – High-Level LMS Requirements
7
Appendix B – Learning Maps
8
The ThinkWorks Approach
8
Appendix C – Phase III (Implementation) -Taxonomy of Content
10
Define Standard Naming Conventions, Terminology and Taxonomy
Define a Taxonomy for the LMS
Define a Taxonomy for Content
10
10
11
Appendix D – LMS Standards
12
Guiding Principles and Vision
Policies and Procedures
Standards and Guidelines
Optimize Use of the LMS
12
12
12
12
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Introduction
ThinkWorks is pleased to provide this white paper that describes how we partner with our clients to
provide Learning Management System (LMS) services.
Summary
This document provides an overview of our three phase process for LMS deployment, and detail on how
our consultants can assist with the Investigation, Selection, and Implementation of a Learning
Management System.
ThinkWorks has extensive experience in helping companies to investigate their requirements for
learning management, select the most appropriate technology solution and implement that solution.
ThinkWorks offers the services of its senior consultants to assist in the process of investigating,
selecting, and implementing an enterprise Learning Management system.
Our consultants have experience as corporate managers and leaders of learning organizations. They also
have current knowledge in learning program design, development processes and technology such as
LMS. The consultants collaborate, in partnership with you, to provide the most thorough and strategic
analysis possible within the timeframe and budget that is established for your initiative.
One of the consultants available for this this engagement has been responsible for selecting and
implementing an LMS in Fortune 500 corporations. Another consultant founded a company that
developed a web-based enterprise LMS software system that was implemented by 3M, Cargill,
LandO’Lakes and many other companies to support their world-wide corporate universities.
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Our Approach
Learning Management Systems are continually changing. New systems, new vendors, new mergers, and
new technologies result in a constantly changing playing field. To assist our clients in making the best
possible decision, we approach the selection and implementation of an LMS as a three phase project:
1. Investigation
a. Determine LMS requirements
b. Research and identify potential solutions
c. Develop recommendations and “go forward” plan
2. Selection
a. Create vendor demonstration scripts
b. Facilitate vendor demonstrations
c. Facilitate final selection process
3. Implementation
a. Determine Taxonomy and Learning Paths
b. Develop detailed implementation plan
c. Execute implementation plan
Considerations in the Definition of Requirements
Requirements are generated from internal interviews of your stakeholders, web research, and our
consultants’ prior experiences. However, our consultants have found that many organizations typically
require some of the following special features that are not always listed in product descriptions:

Bulk assignment of learning programs or courses to specialized groups

Verification that the learner has the credentials to take a specific course

Manager assignment of a learning activity to a learner

Learner self assignment

Manager Sign-Off for completion of a learning activity (e.g. mentoring experience)

Manager certification that the learner has achieved a competency

Multi-level reporting (aggregation of information at levels of the organization)

Tracking the achievement of competencies

Tracking the completion of learning resources
This is a small but relevant list for organizations that use “blended learning” or provide learning
experiences in several different formats (i.e., not just eLearning).
Considerations in the Selection Process
ThinkWorks will compile a list of optional solutions for LMS, compare the requirements list against the
options and submit a “short list” of approximately ten (10) solutions/products that meet high level and
intermediate level requirements. This list can include both hosted and installed solutions depending
upon the approach your team wishes to take.
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Considerations for Implementation
LMS vendors expect the client to perform a number of tasks in the installation/implementation process.
Our consultants help streamline this process. Our consultants partner with the appropriate internal
resources to support the installation and implementation of the LMS.
Specifically, our consultants work with you to:

Review specifications provided by the LMS vendor prior to installation to identify "gap"
functionality

Test and validate data on a staging server

Test and validate data on a production server

Implement the learning outcomes as defined in the requirements phase

Implement the appropriate taxonomy as defined in the requirements phase
Above all, our consultants act as advocate and technical voice for your team when interacting with
internal IT resources and the LMS vendor implementation team.
Collaboration
ThinkWorks understands that every client is different. However, from our extensive prior experience
working with companies on learning systems we can anticipate many of the activities that need to take
place to meet your business need.
All information and findings from interviews and research are quickly posted to an online log accessible
by your project team members and other approved stakeholders in the LMS selection process. This
allows stakeholders to review and validate the information as it is collected, encourage them to share
opinions and insights early in the process, and increase a sense of ownership in the final selection
decision.
In all of its engagements, ThinkWorks attempts to build bridges of understanding between key
stakeholders.
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Our Consultants
To provide both depth and breadth of consulting services, ThinkWorks offers two of its most senior
employees for this type of engagement. Our senior team members have consulted extensively with
upper and middle management at numerous Fortune companies. They are comfortable interacting with
business leaders and individual contributors. A brief description of their experience follows.
Larry Erickson, M.Ed
Larry has extensive experience in curriculum and learning systems design, information technology and
consulting for large corporations. In addition, Larry has complete Doctoral level coursework in
instructional systems.
Larry’s career began in the education sector as teacher and then as Director of Curriculum Planning for a
large urban school district. Larry has written and published e-learning courses, managed several
industrial training businesses and founded a software company that developed the Intranet U™ webbased system for enterprise learning management.
Larry worked with 3M, AT&T Wireless, Cargill, H.B. Fuller, Land O’Lakes, Toshiba and many other
Fortune 500 companies to select and implement a new learning management system at these
companies. This required consulting on the technical aspects of deploying an enterprise software
system, set-up of learning maps (programs of study), linking learning objectives to all types of
instructional resources, developing the registration/tracking system for instructor-led classes and the
business/systems analysis to customize the LMS.
Larry has consulted with companies such as Allied Waste, Cargill, Horace Mann Financial, IBM, Park
Nicollet Health System, and UnitedHealth Group in competency mapping, aligning learning to corporate
strategy, courseware development and instructional management systems. For five years Larry
presented and conducted workshops at the Corporate University Week national conference.
Garry L. Nordenstam
Garry Nordenstam, founder of ThinkWorks, has extensive experience managing the design,
development, and delivery of technology-based solutions. He has worked as a technology consultant,
curriculum designer, application designer, and instructor. He has taught continuing education classes as
a part of Minneapolis Community & Technical College’s technology curriculum. In addition to speaking
at industry conferences, Garry is a published author of textbooks and articles.
Before founding ThinkWorks in 1998, Garry was the Honeywell Learning Innovations Leader in
Minneapolis, Minnesota, where he provided internal consulting regarding learning technologies in North
America, Europe, and Asia-Pacific. He was responsible for the feasibility study and implementation of
Honeywell’s virtual university in the Asia-Pacific region.
Garry’s experience includes facilitating the LMS selection and implementation process; leading process
improvement initiatives; and designing business simulations, process training, sales training, and
leadership training for organizations such as Ameriprise, American Medical Systems, Deluxe
Corporation, superDimension, Toshiba and The Mosaic Company.
Garry has extensive experience also includes working with the AICC, IMS and SCORM standards;
including the Tin Can API. As a beta tester, his input and feedback has shaped many commercial
products.
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Project Management
The process for selecting and implementing an enterprise LMS is very similar to selecting and
implementing other enterprise-wide software solutions. When selected to provide LMS Consulting
Services, we immediately begin work by creating a detailed project plan for all of the phases customized
to your situation.
We utilize an online project management tool, WorkZone, to keep our projects on time and on budget.
The system provides the entire team secure, web-based access to the latest project schedules and
status. All associated documents are easily accessible. The system also provides automated alerts to
highlight tasks that need attention.
The investigation and selection process can typically be completed in three to six months. The time
period is highly dependent upon access to key stakeholders and subject matter experts.
The implementation process can range from 6 to 12 months depending on the software selected and
your organization’s requirements.
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Deliverables
This section describes the typical deliverables for this type of engagement. Deliverables are met
according to timelines mutually agreed upon by both parties. The actual services, deliverables, and cost
are documented in a Statement of Work.
Phase I (Investigate) Deliverables
1. Matrix of LMS business requirements
2. Matrix of top three solutions that meet your LMS business requirements.
3. Report documenting next steps, considerations, and concerns.
Phase II (Select) Deliverables
1. Vendor demonstration scripts for agreed upon roles and functionality.
2. Facilitation of the selection process.
3. Report documenting next steps, considerations, and concerns such as communication, change
management etc.
Phase III (Implement) Deliverables
1. Mission statement for corporate learning that defines the audiences and the intended impact on
the business for its learning investments.
2. List of the groups who will be assigned the same or similar learning resources and the
restrictions or permission that applies to that group.
3. A taxonomy that supports efficient use, eliminates duplication, and increases re-use/sharing of
learning resources.
4. Bylaws for a governing body that will coordinate the management of learning resources and
review outcomes on the business.
5. Starter set of policies and procedures for using the LMS to cover acquiring/delivering, updating,
loading, and evaluating content, maintaining an accurate database of people within the LMS and
managing access to resources through the LMS, and reporting.
6. Set of standards for learning content in all forms (media, electronic, instructor, on-the-job
learning experiences) that address adult learning principles and production values.
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Appendix A – High-Level LMS Requirements
During the Investigate phase, we work with you to identify your requirements in the following areas:
Technical Environment for Internal Hosting
Technical requirements for solution hosted within the organization’s technical environment
Technical Environment for External Hosting
Technical requirements for solution hosted outside the organizations technical environment,
such as a SaaS (Software as a Service) model
Interoperability
Requirements for interoperability (e.g., data exchange) with current and future systems such as
its human resources information system (HRIS), finance and accounting systems, corporate
intranet, etc.
Standards Compliance
Standards requirements such as Regulatory Compliance, AICC, SCORM, HIPPA, ADA, etc
Business Performance Measurement
Business performance measurement requirements such as skill gap analysis, certification
requirements, self-test and self-assessment requirements, etc.
Learner Interface
Learner interface requirements such as personalized learning plans, search capabilities,
registration capabilities, support for employee and/or customer training, multi-language
support, secure access, etc.
Content and Curriculum Management
Content and curriculum management requirements such as tracking and managing specific
types of content including internal and third-party offerings
Assessment, Testing, and Evaluation
Functional requirements for assessment, testing and evaluations such as built-in assessment
tool for creating quizzes and exams, storing results, pre-test, post-test, opt-out tests, etc.
Class Scheduling
Functional requirements for handling class scheduling including all course attributes, wait listing,
prerequisites, etc.
Registration
Functional requirements for registration including data fields to store in system database,
internal/external registrants, auto-notification, etc.
Finance Administration
Finance administration requirements such as departmental charge backs, exporting to other
systems, invoicing, billing non-employees, etc.
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Appendix B – Learning Maps
Implementation of an LMS requires more than just installing a software package or service and
acquainting users in its operation. Implementation must be directed to achieving real business results.
When implementing an LMS, the organization must determine if they will implement individualized
Learning Maps. A Learning Map defines, for an individual or group, a set of learning experiences that
support a company’s strategic business goals, objectives and initiatives. The LMS will need to be set-up
so that learning investments by the company directly support the company’s strategic plans. How
learning maps are set up in the LMS has a large influence on achieving this goal.
The ThinkWorks Approach
The first phase of any consultation regarding learning maps is to ensure that all stakeholders share a
common vision for the use of the LMS. ThinkWorks uses a four step approach to create or validate a
Vision Statement. These four steps are:
1. Define the purpose(s) for the LMS and Learning Maps (WHY)
2. Define and segment the learner audiences (WHO)
3. Define the type of information to be tracked by the LMS in the LMS– Achievement of
Outcomes, Topics Studied or Completion of Learning Activities (WHAT)
4. Define the types of learning paths that will be supported by the LMS (HOW)
Step One: Define the Purpose(s) for Learning Maps (WHY)
The definition of the purpose(s) for learning maps is typically accomplished in meetings with training
staff and other stakeholders. All potential future uses of the learning maps and the LMS are considered,
such as to:

Respond to a specific business requirement (e.g. regulatory compliance)

Provide employees with a career development plan

Help a learner navigate through a set of purchased courses

Prepare employees to support a specific business initiative or program

Support the performance appraisal process
Step Two: Define and Segment the Audience (WHO)
A Learning Map within the LMS is typically created for a specific audience such as persons with the same
job class. However, job class may not be the only meaningful segmentation of the learner population.
Learners can be assigned to learning activities based on (a) job class, (b) industry topics that overlap job
classes, (c) differences between managerial and technical jobs, (d) tenure and prior training completion,
(e) regulatory considerations.
Step Three: Defining the Learning Map Framework (WHAT)
Defining a Learning Map Framework is the process of clarifying what types of information will be tracked
through the LMS. This is a foundational question that has far-reaching implications for the credibility
and effectiveness of the training and development function. There are three options. Our consultants
guide your team through the process of considering and deciding on how it will use the selected LMS.
The LMS can be set up to track learning in one of the following ways:
1. Achievement of outcomes
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2. Maintain a list of topics that an employee has studied
3. Maintain records of the completion of learning activities
Many learning maps are simply a list of topics studied or learning activities that an employee should
complete. This type of learning map is similar to the list of the titles of specific classes that you were
required to complete in college.
Although this type of information helps employees to build their resumes it seldom tells an employer if a
person has the competencies/skills to perform in a job in the business world. The LMS needs to do more
than document how much learning the company has provided to an employee.
More importantly, the LMS needs to help the company assess the preparedness of each individual to
execute the company’s goals, objectives and strategic initiatives.
Learning maps can also be designed around Outcomes – e.g. descriptions of competencies and skills that
are required for a specific job. The language of outcomes is much more specific, job related and
prescriptive. An often used “middle ground” is to display general learning topics.
In summary, our consultants guide your team through consideration of the basic options for setting up
their LMS, regardless of which specific LMS has been chosen. These are:
1.
2.
3.
4.
Outcomes – descriptions of competencies or KSAs
Topics – descriptions of general content categories (e.g. data communication protocols)
Resources/Activities – specific opportunities for learning, such as online course or class
Combination of three above approaches
Step Four: Define the Learning Pathways (HOW)
There are many options for the layout of a professional development plan that is managed by the LMS.
The ThinkWorks consultant will guide your team through these options. Some development plans need
to be lock-step and sequential steps; others need to give learners options for what they will learn and in
what order. Some types of pathways that will be considered include:

Sequential/lock-step path

Multi-threaded/branching path,

Random/nodal path (learner can select any next step)

Spiral path (concepts are re-visited in increasing depth)
Our consultants use the information collected for the Vision Statement to develop a project plan for the
subsequent phase, during which detailed information is collected in each of the aforementioned
categories. Our analysis will focus on job descriptions for the target job classes identified by your team.
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Appendix C – Phase III (Implementation) -Taxonomy of Content
In Phase III (Implementation) of an LMS deployment a taxonomy (multi-level organization schema) of
course content in the LMS must be created so that investments in learning support the current business
organization and structure, and are flexible enough to accommodate changes in the future. We partner
with your team to define the taxonomy, which is implemented through the LMS.
Define Standard Naming Conventions, Terminology and Taxonomy
At minimum, standard naming conventions, standard terminology, and a standard taxonomy for the
organization of content need to be defined. Since this affects all organizations that use the LMS, their
business requirements must be included. This is best addressed through the LMS Governance
document.
However, a small working group could be convened to define catalog categories, course codes and
naming conventions, and the taxonomy for all content, including content delivered through ILT,
eLearning, and the LMS.
Define a Taxonomy for the LMS
A simplified LMS taxonomy (organization of content within the LMS) can be constructed using Bloom’s
Taxonomy. This taxonomy assumes the participant enters the curriculum with a core competency
(baseline knowledge and skills as defined by the participant’s role.
Remembering: Describe fundamental knowledge
Understanding: Demonstrate comprehension of
knowledge using given skills
Applying: Apply knowledge and skills in the real
environment
Mastery: Synthesize knowledge and develop
advanced skill and mastery
The diagram shown above provides a view of the curriculum that provides the designer a map for
developing new curricula or a method for identifying gaps in content/courseware that already exists. A
sample mapping of the curriculum taxonomy to a framework of courseware is shown below.
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Figure 1 – A curriculum map built using Blooms Taxonomy.
Using the example above, the taxonomy for courseware and Course Codes could be developed:
Series 100 XXX Fundamentals
Series 200 XXXX Practice
Series 300 XXXX Mastery class
The number of levels in the frameworks should be kept to a minimum.
Define a Taxonomy for Content
To adopt standard naming conventions, your organization must define and agree upon a standard
method for organizing content (content taxonomy) that is delivered to learners. This is different from
the taxonomy for how content is organized within the LMS. This is about the hierarchy of content in a
learning solution and how it relates to the other learning solutions.
For example, the LMS may only consist of three hierarchical levels, while the structure for the content
may consists of five hierarchical levels.
The important thing is that the names of each level in the hierarchy need to be defined and agreed
upon. What they are called doesn’t matter as much as the consistent use of the names and the
hierarchy.
Keep in mind that there are two purposes for the content structure – one is for a consistent experience
for the user, and the other is for a consistent development process by instructional designers.
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Appendix D – LMS Standards
A successful LMS implementation requires standards for policies, procedures, and taxonomy. As use of
the LMS grows across the enterprise, the lack of standards will result in the system becoming unusable.
To ensure the LMS meets the needs of the enterprise the vision, policies, procedures, and standards for
the system need to be defined. As part of Phase III (Implementation) our consultants guide your team
through the process of answering questions such as the following:
Guiding Principles and V ision

What is the purpose of the LMS?

How will we know if it is successful?

What are the priority business drivers for learning investments?

What are the goals for learning?

What modalities of learning do we support?
Policies and Procedures

Who can use the LMS?

When can they access the LMS?

What content can they access?

What is the approval process for loading content on the LMS?

What are the procedures for:
o
o
o
o
o
Developing content
Loading content
Updating content
Archiving content
Reporting on learning progress
Standards and Guidelines

Taxonomy of course structure

Lexicon of terms (curriculum, course, module, lesson, topic, etc.)

Production values
Optimize Use of the LMS
As part of the implementation, we partner with your team to…

Create a statement of the mission for corporate learning that defines the audiences and the
intended impact on the business for its learning investments.

Identify the specific groups of people to be assigned the same or similar learning resources and
the restrictions or permission that apply to each group.

Develop a taxonomy that supports efficient use, eliminates duplication, and increases reuse/sharing of learning resources.
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
Create bylaws for a governing body that coordinate the management of learning resources and
review outcomes on the business.

Draft a starter set of policies and procedures for using the LMS to cover acquiring/delivering,
updating, loading, and evaluating content, maintaining an accurate database of people within
the LMS and managing access to resources through the LMS, and reporting.

Create a set of standards for learning content in all forms (media, electronic, instructor, on-thejob experiences) that addresses adult learning principles and production values.
The ThinkWorks Approach
Our formal process to optimize the use of the LMS consists of Group Work Sessions and Post-Group
Consultations led by a qualified facilitator well-versed in LMS governance. Each Group Work Session
prepares the participants for the Post-Group Consultations that follow each Group Work Session.
The process can be completed in eight to twelve weeks depending upon availability of business leaders.
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