Who led Digital Transformation within your Organisation?

A: COVID-19

B: Chief Technology Officer (CTO) or

C: Chief Executive Officer (CEO)

Introducing David Londt, National IT Manager at Omni HR Consulting

As the IT Manager at Omni, it is my responsibility to ensure that everything that has to do with ICT is readily available to everyone in our organisation. I need to ensure that our systems are always up and functioning at 100%.

If we require or need anything innovative from a technology perspective that will help us achieve our goals, I do the research and find a tool that is able to help us achieve that. IT Managers these days have a little bit of everything in their roles  - we are not just about information technology! We are responsible to ensure functionality and stay abreast of all things digital out there.

Q: In terms of our topic which addresses, Digital Transformation – from your perspective, how much does Digital Transformation have to do with technology?

DL: If you look at Digital Transformation Strategies (DTS),  there is no single technology that will deliver speed or innovation as such. The best combination of tools for a given organisation will vary from one  (company) vision to another.  

Digital Transformation can involve many different technologies and there are so many out there right now. The biggest ones are; Cloud Computing, the Internet of Things (IoT), Artificial Intelligence (AI) and Big Data. DTS It is not only about technology; change in business processes and corporate culture are just as vital or important to the success of these initiatives. Technologies like Big Data, Cloud, IoT and AI are helping companies develop new business models and disrupt the established way of running any operation.

Q: In order to demystify the term: Digital Transformation Strategies; how would you define it from your perspective?

DL: DTS is the integration of digital technology into almost all aspects of a business; fundamentally changing how you operate and deliver value to customers or service them. It is also a cultural change that requires organisations’ to continue to change their existing way of doing things; it is also about experimenting and getting comfortable with failure as well.

DTS has its ups and downs and the only thing you can do is to learn from your mistakes and get stronger from there.  DTS will look different for every business, it can be hard to pinpoint one definition that applies to all organisations. The idea is to use technology not just to replicate an existing service in a digital format but to use technology to transform service into something exponentially better.

Q: Identifying that DTS is centred around adding value to your customer – is this both from an internal and external customer perspective?

DL: You absolutely must look at both!  You can’t just look at implementing DTS for external clients, you have to consider internal stakeholders as well. Your employees/staff are customers, so any platforms you consider using or developing needs to create value. Take e-Learning for example; it is an external product, however, employees (internally) will utilize for self/skills development.

Q: Based on the COVID-19 pandemic, has your I.T Agenda shifted in terms of priorities or goals from a Digital Transformation perspective?

DL: As I always say to everyone;  when I initially set up the I.T. infrastructure at Omni, I set it up in such a way, that you could be anywhere in the world and still do your job, fully functional. I always joke that you could sit on the moon and if you get a signal you would be able to carry on working, delivering on everything that you need to.

There wasn’t much that I needed to change as the infrastructure we have in place allowed us as an organisation to continue operating. I think the biggest fear that a lot of I.T Managers have these days is Cyber-Security. You have a larger percentage of your workforce working remotely now so, ensuring that, any remote services you are giving your employees access to is locked down and secure and that encryption levels on data are set. You need a whole new mindset of looking at things.

With the lockdown, it has opened doors for more cyber-attacks. Cyber-hackers are looking for weak spots and with employees working from home, one cannot be sure of their security setup, the kind of routers they have or if their passwords on their routers are equivalent to what we as I.T Managers try and force in the business.

COVID-19 and the lockdown make us IT people worry a bit – however, I am confident that all our systems are secure and locked down. We can continue functioning remotely for some time to come.

Q: As you have said, many I.T Managers may be concerned during this time. Is there any advice that you would give IT Managers to make the mind-shift especially for those still battling with the concept to feel comfortable with implementing remote work?

DL: Well as I said before, with remote work, you just need to make sure that you are giving employees access to the servers that you have whether it be on-premises or in the cloud.  Make sure that your security levels are up to scratch and plug any holes in your security layers that might open you up to an attack.  We all know that systems are never 100% secure. There is always someone out there that will try and find a way in. 

From an Omni point of view, we are all able to carry on working remotely. From our R&D team, Marketing, Web Developers, I.T and even Facilitators; we just had to change the way we did things. One of our core functions is training and with no more face-to-face training, all engagements are going onto a digital platform together with our e-Learning.  The same goes for meetings or conferences;  we are all attending them digitally, whether it’s using Skype, Zoom or Microsoft Teams. 

Microsoft Teams is having a big impact on the way people are working these days. There is a lot of technology out there and when you are implementing something, just make sure it is secure.

Contributor: David Londt, IT Manager, Omni HR Consulting

Additional recommended reading:

1. 6 Steps Framework to implement Digital Transformation in Business: New Generation Apps

2. Unlocking success in Digital Transformations: McKinsey and Company

Heeding the pleas for Post-Schooling and Workplace-Based Learning to continue, Sector Education and Training Authorities (SETA’s) have collaborated positively with Skills Development Providers and Skills Development Levy paying organisations.

Considering the current lockdown, there is understandably an impact on planned Skills Development initiatives, which will have both short and long-term effects on organisations, their B-BBEE strategies and the development of scarce and critical skills. Not forgetting the learners committed and motivated to complete their studies and who wish to continue doing so.

Providers who meet the following checklist requirements are encouraged to engage the SETA for provisional approval to offer online learning and exit current learners through external moderation.

Online platforms that can facilitate the following:

• Learners can complete assessments online and submit Portfolios of Evidence (PoE) electronically.
• Providers can assess and moderate electronic submissions of portfolios online.
• Providers can schedule External Moderation by providing login details to the SETA for access to electronic portfolios.
• SETA verifiers can conduct external moderation electronically.

The checklist for compliance also evaluates if the Provider has the following in place:

• Suitably qualified Facilitators, Assessors and Moderators to offer the online solution
• A robust Quality Management System (QMS) to implement online learning and quality assessment and moderation practices with related review mechanisms
• A detailed Programme Strategy including: Alignment matrix, Notional Hour Matrix, Facilitator, Assessor and Moderation Guide
• A Learner Management System allowing for storing of learner data and the pulling of detailed reports

OMNI’s vision to have a significant and positive impact on Outcomes-Based Education in South Africa led to Digital Transformation Strategies that saw the launch of our e-Learning platform.  We ensured that it met the quality and compliance parameters of the South African Qualifications Act (SAQA), Department of Higher Education and Training (DHET) and the Council ​on Higher Education (CHE).

What does this all mean in the context of learning and where we find ourselves as a country? 

OMNI is now able to continue to offer accredited learning through our online platform and successfully exit learners. 

At a time where classroom training is restricted, but Workplace Skills Planning is still due at the end of May, and B-BBEE strategies and aligned budgets are rigorously being discussed around the (virtual) Board Room table, perhaps the latest SETA Communication is just what we need to address some of the current challenges and concerns.

Embrace the new world of work with certainty as Omni makes accredited online delivery a reality. We are here to support you in crafting a learning and development solution that best meets both your organizational objectives and human capital needs.

Visit our website at www.omnihrc.com or get in touch via email: [email protected] and one of our customer relationship managers will be in touch.

Mobile learning features more prominently in the education sphere than it did a decade ago. There has been unprecedented growth in mobile learning that is tied with increased internet and platform coverage, as well as other technological improvements throughout South Africa. As mobile learning becomes more widespread, its importance grows as a vital factor for education in this country, and as this dynamic take shape, it is critical that it receives recognition from relevant authorities and receives the support that it deserves.

Mobile learning is thought to be limiting and that is why it is not shared in occupational learning and higher education as a priority. As technology evolves, m-Learning can provide learning to anyone in the country in both remote and urban areas because it uses a smartphone to provide the content and lectures, not relying on transportation or movement to an institution of learning.

This is not to say, however, that there is no interest from the authorities. In fact, quite the opposite is true. Numerous governmental and non-governmental programmes have been initiated over the last decade. A few examples are noted:

m-Learning got its first kick-start in 2009 with a project called MELFA which was a programme specifically aimed at teaching people suffering from dyslexia. In South Africa, the programme was used to teach dyslexia-suffering construction employees.

The Council for Scientific and Industrial Research later developed a programme called Dr Maths. In conjunction with a local university, high school learners were able to communicate with lecturers about mathematics-related problems.

Another good example is that of bringing books to mobile phones. One such successful initiative seeks to increase literacy in South Africa by making books available in multiple languages for m-reading. This success of this initiative is significant in both South Africa and Kenya and has been active since 2010.

Of course, there are many other examples that are too numerous to mention here. Suffice it to say that they exist, and they cater to specific niches that require educational attention. Progressing from individual contributions to the theme, however, requires a broad view from the top. In this regard, it is useful to look at how South Africa implements and has implemented UNESCO's guidelines on enabling m-Learning in a national context.

UNESCO has developed guidelines to help countries develop their own approaches to m-Learning. Assessing how South Africa has responded is critical for the progress of m-Learning in this country.

Firstly, South Africa has acknowledged the importance of Open Distance Learning in supporting its education system and enacting a policy towards it (Aluko, 2017).

Secondly, several documents have been identified as being important in the field of Information and Communication Technology in terms of m-Learning. The policies were drawn up within a framework of the government's broader economic, social, and development strategy (Isaacs, 2007, in Aluko, 2017). The most important policy here is the Policy for the Provision of Distance Education in South African Universities in the Context of an Integrated Post-school System which has been enacted and has gone through the proper legislative process (Aluko, 2017).

It is important, however, to keep in mind UNESCO's guidelines with regards its policy for m-Learning. Braun and Clarke (2006, in Aluko 2017) identify ten themes that are encompassed by these guidelines:     

1. Policy updates/creation
2.  Training teachers
3.  Teacher support
4.  Developing educational content
5.  Gender equality
6.  Improving connectivity
7.  Equal access
8.  Safe and responsible use
9.  Improved communication and education management
10.  Awareness through advocacy, leadership and dialogue

What is clear is that these themes are compatible and even espoused by our national constitution. As such, they form a backbone for the consideration towards education that has been envisioned as being the cornerstone of South Africa as a socially progressive nation.

It is our collective responsibility as business and industry to explore opportunities for learning delivery which are progressive and most importantly accessible.   Get in touch with Omni HR Consulting, should you wish to discuss opportunities to help your organisation move to digital learning platforms.  We can support learning delivery, through our online learning platform, OmniStack, which is adaptable and accessible to most devices (including mobile) and operating systems

Contributor: Greg Beyer
Researcher at Omni Academy for Education, Training and Development

References: 

Aluko, R. 2017. "Applying UNESCO Guidelines on Mobile Learning in the South African Context: Creating an Enabling Environment through Policy" in International Review of Research in Open and Distributed Learning, Volume 18, Number 7.

Jantjies, M. and Joy, M. "Lessons learnt from teachers’ perspectives on mobile learning in South Africa with cultural and linguistic constraints" in South African Journal of Education · August 2016

Yoza Project: https://m4lit.wordpress.com/about-the-project/ (Accessed 21/04/2020)

Internet access and challenges to mobile learning in South Africa are not unique. Geographically, South Africa ranks as the 25^th biggest country in the world with population centres scattered throughout the country in cities that are more spread out than their European counterparts. In addition to this, there is a large rural population.

These facts are important when considering the logistics of mobile learning. While the internet mitigates problems caused by distance, there are the logistics of internet coverage to consider, and as South Africa is still considered to be very much a country with a developing economy and infrastructure, there are many who do not benefit from internet coverage. In many areas’ bandwidth is slow or simply nonexistent.

For providers, costs versus profit have to be considered when rolling out services and for customers and potential customers, there are also significant expenditures which need to be considered. The latter is a specific obstacle especially since the consensus is that data prices in South Africa are unusually high.

Establishing internet coverage, however, brings with it a new challenge. How does one use the service? One cannot disregard the fact that there are many South Africans, especially in the rural areas who do not have the means to afford smartphones and data contracts that are capable of bringing the mobile learning experience to them. This is not a challenge that is being ignored. As of October 2019 smartphones are being produced in South Africa with the intent of being affordable for and easily accessible to lower-income groups. In this regard, it can be seen that businesses are showing significant interest in this market. Additionally, as we have seen recently, data prices have been reduced in response to legal requirements.

Of course, many other challenges also need to be taken into consideration. On the part of the provider, there is the need to factor in what kind of software to use for the mobile learning platform, and this needs to consider various things such as user-friendliness, content security and information privacy, desired learning experience, and compatibility with the user's device of choice for receiving instruction. Fortunately, there is software already developed that is free to use and can be easily accessed and downloaded. In this regard, programmers are not needed to create software from scratch. Experts are, however, required to install the software correctly and to adjust it to all the requirements. In addition to software considerations, it is also important to attend to technical support for students as well as teachers.

Many of these challenges should not be seen as problems, but opportunities for business development that serve as important avenues of enriching South African society. As the need for digital transformation grows, these services will become more necessary and more in demand. Envisioning and acting on these opportunities will no doubt be a benefit to the South African entrepreneurial market. Indeed, it can even be viewed that the current national lockdown is forcing people to explore digital options that they were reticent in investigating beforehand. In this way, the lockdown is shaping a dynamic that will end up having positive effects in this regard. Learning should continue, even during a crisis as it provides the opportunity for development during challenging times.

In a previously released opinion piece, titled: e-Learning in a new era we noted that learning in an e-Learning fashion is flexible and bypasses physical and financial barriers; e-Learning provides access – which many, under “normal” circumstances, could not afford.

Irrespective of the chosen device (mobile, desktop, tablet) a user opts for, one thing is evident – providing a learner (end-user) with options to educational avenues best suited to their circumstances and skills development needs places the learner in the centre of driving how, where and when they want to learn. We do not subscribe that learning is one-dimensional, but rather that it is complex and there we have developed OmniStack, our e-Learning platform, with blended learning models that allow for customized application.

Our world has changed dramatically!  

How we live, connect, communicate, work, socialize, worship and learn has been disrupted by a virus. As things grind to a halt, we begin to make sense of the impact this pandemic is having on our daily lives.

Humans are creatures of habit; thriving on predictability and routine helps us feel in control. Uncertainty brought on by watching the rate of infection and death toll increase daily, understandably creates anxiety and feelings of being overwhelmed, frustrated and stressed by this life-altering, life-threatening change.

Acknowledging the fear and dealing with the emotions associated with the impact of this virus on our current reality, is necessary if we are to adapt to this extreme change. And adapt we must if we want to survive.

So how do we adapt in the face of all this uncertainty? It starts with finding HOPE.

According to William Bridges, a well-known author and Organisational Change specialist, whether it is chosen or thrust upon you, change brings with it both opportunities and turmoil.  When change disrupts our lives, leaving a ‘big hole’ at our feet, we look for a way to ‘get over’ it. 

In his book “The Way of Transition: Embracing Life’s Most Difficult Moments” (2001), Bridges offers a pathway to navigate through difficult change called The Transition Model. This model is a three-phase process of adjusting to change – the end, the neutral zone and the new beginning.

In this case, COVID 19 is the end stage, which means letting go of comfortable patterns and habits. Lockdown has forced us to let go of our established way of life; to adjust our life patterns or face the consequence of being exposed to the virus. If our priority is to remain safe and healthy, we need to accept the situation for what it is and adapt.  

In the next phase, Bridges describes the neutral zone as ‘crossing a street’. Moving from one side of the road (the ending phase) to the other side of the road (the beginning phase). Moving away from the comfort of routine, order and certainty, to a state of ‘chaos’, disorder and uncertainty, is scary. Understanding the feelings of anxiety, distress, confusion, and the loss that you may experience are normal after letting go.

There is no clear boundary between the neutral zone and the new beginning. As you adapt to life after letting go of your old ways and establish a new routine by creating new habits, you will find different, even novel ways to adjust to your new way of life.

As you explore and experiment with different ways to adapt to your changing circumstances, your way of thinking also starts changing, looking for opportunities to ease the ‘pain’ that this change brings as you embark on your new beginning.

This pandemic was not something any of us chose. But knowing what’s at stake if we don’t, we have no choice but to adapt to our ‘new reality’.  In this unsettling time, there is an opportunity to ignite your power of HOPE and develop your level of self-awareness, allowing you to have greater control over your thoughts, feelings and behaviours when adapting to change.

Switching from traditional methods of learning to that of mobile learning is a lot easier and simpler than one might imagine. It doesn't involve huge amounts of research, nor does it require businesses and potential students to pour large amounts of time and energy into learning new and difficult methods of operating.

Breaking down the requirements can be split into two categories: What the learner or potential learner needs, and what the provider needs.

From the perspective of the learner, the tools are already in place, and the list is minimal. Firstly, the learner requires a physical platform on which to receive learning. This forms the basis of mobile learning. A home computer, a laptop, or a tablet or mobile phone are the requirements. And even in South Africa, learners will have access to at least one of these. The latter being something which is already owned by much of the population is also a major factor considered by mobile learning providers.

Secondly, the learner requires a stable internet connection with the available bandwidth to watch videos or podcasts posted by the learning institution. Watching these videos need not be done in real-time. An advantage of mobile learning is that these videos can be downloaded and watched at a time that is convenient for the learner. The videos can also be streamed, which takes up less data than a full download. In addition to this, the learner will need a decent data plan for them to receive the content provided.

From the perspective of the provider, several things must also be considered as requirements. Obviously, a mobile learning program cannot be run without instructional designers. Teachers are required to teach, and administration staff are required to handle the program administration.

Another important aspect is the need for a software platform that is designed for mobile learning. There are many platforms that exist to fulfil this function, and many of these platforms are free. They come with a myriad function for the purpose. These platforms are not simply ways of sharing videos and podcasts. They provide the ability for student feedback. Students can send in essays, take part in quizzes, attend chat sessions and several other functions that mirror traditional methods of learning instruction, but also go beyond the capabilities of traditional modes of learning. The opportunity to be able to track the interaction of learning is available on most platforms, which provides critical data like learner interaction time.

In addition to the above, what is needed the most is the will to learn and the will to educate! And these, are in no short supply in this country. Because of this, we can be confident that mobile learning opportunities will increase significantly in the years to come.

Now is the time for organisations and individuals to evaluate and rethink their approach to learning and skills acquisition. We have a powerful learning tool within the palm of our hands!