Basics of CMS Implementation
By Ed Mayberry

A Content Management System (CMS) can resolve a number of e-learning design, development, and deployment problems. Consider the following scenarios:

Example 1: Company X has changed its name. Branding on more than 300 e-learning resources needs updating. No problem. A search and replace request to the CMS administrator changes the name.

Example 2: Company Y adds a wireless component to its training library but must continue to support standard PC e-learning options. No problem. With minor configuration changes, the CMS can interpret and modify its content output based on the type of device accessing the system.

I first learned about CMSs when I was tasked with finding a better, faster, cheaper approach to e-learning development and deployment. A thorough industry scan lead to two primary solutions: individual authoring tools and content management systems.

Individual authoring tools assist with e-learning development needs such as workflow and design. A content management system is a database that authors, stores, and delivers content, offering a more global approach to e-learning development. In a CMS, content (text, graphics, animation, and so forth) resides in this central repository, and templates, designed by Web developers, tell the database what, how, and when to publish materials on a server.

Typically, CMSs are used to develop and update e-business and online publishing Websites, in which text is the primary editing point. For this reason, it's necessary to outline big picture goals that explain what a CMS will do for you, your company, and the learners. Next, conduct preliminary research to match your ideal situation against current needs and capabilities. For example, if you need to improve workflow, a CMS enables you to pass changes between people for approval before publishing, such as instructional designers to the SME. The check-in/check-out module of a CMS prevents users from working on files concurrently.

However, a basic CMS stops short of LCMS functions, including tracking registration, course completions and learner scores. Issues to consider when implementing a CMS are selecting a supplier, reviewing required modifications, determining fit and flexibility, outlining the development process, and understanding the output drivers.

Supplier selection

Before reviewing suppliers, match CMS requirements to the overall learning goal. CMS requirements can include

• compatibility with current LMS
• review cycles
• custom navigation
• workflow management
• wireless device output
• cross-browser output (Netscape Navigator and Internet Explorer)
• cross-platform development (PC and Mac).

Next, map project implementation resources, including IT, project management, Web development, and instructional design. Create a timeline for completing your initial CMS-developed e-learning product.

During the procurement phase, develop a Request for Information (RFI) and a Request for Proposal (RFP). The RFI and RFP should outline existing technology resources, new tools and functionality, the timeline, and cost estimates.

Meet with several suppliers to ensure competitive bidding. Some product features and functions may become difficult to compare, such as

• off-the-shelf versus custom
• time-to-deployment
• implementation requirements
• required training.

Carefully evaluate custom versus off-the-shelf products. Because similarities between products will disappear, calculate business impact in the cost-benefit analysis. After conducting comparison reviews, examining the required product modifications should reveal the better choice for your needs.

Modifications

Your RFI and RFP should clearly identify all product features. Outline all the required modifications you'll need to get your CMS running at the level you want. Listen to the sales pitch, but direct 95 percent of questions to the supplier's project and technical lead who will be in charge of the physical implementation. Once you've identified modifications, prepare a detailed list of project deliverables and negotiate roles and responsibilities with the supplier and any internal IT staff.

Modifications require highly skilled and specialized programmers, so it's best to minimize surprises. Pay attention to how much your contract allows in terms of the supplier's programming time, as well as what's included in the Service Level Agreement. More important, thoroughly examine the low bidders. Low-bid vendors will probably require the buyer to perform more in-house programming to off-the-shelf programs. Therefore, calculations of the complete cost will be similar to other vendors.

Fit

It's important to determine the effort required to make the product fit your current situation and remain adaptive and flexible to fit future e-learning needs. Take a step back, and try to predict your company's e-learning future. For instance, will your company adopt the use of wireless e-learning?

Accurate predictions rely on understanding your organization's goals and business drivers, so examine your organization's corporate goals for learning and development and its professional development strategy. Consider meeting with management, IT, learners, the designated CMS administrator, and the LMS administrator to find out what they need.

Your overall goal is to align e-learning content, technology, and related services to your organizational culture and learning needs. Consider ownership issues. For example, content is generally in the domain of the learning group while technology is IT’s responsibility. Finally, contact the supplier's satisfied customers to learn what CMS issues they experienced and how they were handled.

Development process

Remember, this is the process for documenting and redesigning your e-learning development process. The typical e-learning development phases are

1. design document
2. storyboard
3. storyboard review
4. alpha
5. alpha review
6. beta
7. beta review
8. client sign-off.

Each phase of the development process should be mapped in advance. Be sure to identify all potential inputs, processes, and outputs. You get what you design: If a development process isn't integrated with the CMS, expect chaos during your first few projects.

Output drivers

Output refers to the format that you choose to deliver your e-learning products. This should include three variables: format, type, and channel. Formats include blended and stand-alone e-learning. Type includes narratives, games, simulations, drill-and-practice exercises, and so forth. Channel refers to LAN, modem, and wireless.

With those three variables in mind, review the following example:

You receive a request from top management for a stand-alone course with drill-and-practice exercises that's to be delivered over a wireless device.

Step 1: Determine whether there are realistic goals associated with specific business needs.

Step 2: Map technical capabilities and learner expectations.

Step 3: Use common sense. For example, when people hear the term wireless, they tend to think about television ads rather than a monochrome 2"x 2" screen on a cell phone or PDA. Is that an appropriate output for the content?

When managing output and expectations rely on common sense and business needs. Be cautious about pioneering new technology applications unless you have the excess budget and a culture that understands and accepts failure. Develop a list of all desired output features and prioritize the list into must-have, should-have, and nice-to-have. Considering the rate of technology advances, all requested e-learning outputs and features are possible, but they can get expensive.

Bottom line

This formula works for implementing nearly any new e-learning tool. However, your specific needs will be unique to your organization, so I offer the following basic suggestions:

• Identify what you need and prioritize those needs into three categories: must-have, should-have, and nice to have.
• After identifying rough costs, develop a two-page executive summary formatted business proposal to sell your plan to management.
• Make friends with IT, and keep them aware of what you're planning.
• Research several suppliers, receive bids, and invite the finalists to present on-site.

Published: May 2002