Complex learning systems may look impressive on paper — but in practice, it is the simple ones that are implemented. This experience was once again confirmed during the nectar LMS implementation at Dawonia.
The challenge of reliably organising learning within an organisation with multiple locations, diverse target groups and a highly operational day-to-day business environment served as the starting point for this project.
Training provision not only needed to be centrally available, but also to function effectively in everyday work — regardless of time, location or role.
The introduction of the nectar Learning Management System (LMS) took place against the backdrop of training programmes being difficult to plan and complex to coordinate across multiple locations. Even before the COVID-19 pandemic, there was a clear ambition to make learning more flexible and efficient.
The pandemic ultimately acted as a catalyst: mandatory training still needed to be delivered reliably, but face-to-face formats were no longer possible or only available to a limited extent. At the same time, professional development could not come to a standstill.
As a result, the LMS quickly evolved from being an option to becoming a necessity — and subsequently developed into an integral part of the everyday workflow.
The objectives were pragmatic and closely aligned with specific operational requirements:
The LMS was not intended to serve only as a content platform, but as the organisational backbone of professional development. In doing so, learning became not only digitally accessible, but also manageable and transparent.
Kerres aptly describes learning platforms as “organisational infrastructures that enable and structure learning processes, rather than merely distributing content” (Kerres, 2018).
The LMS evolved from being an option to an operational necessity — and within a short period of time became an integral part of everyday working life. A gradual rollout proved particularly beneficial, rather than adopting a big-bang approach.
This allowed user groups to be introduced to the system step by step, preventing overload or resistance. Clear communication was equally crucial: mandatory training was established as a binding standard, while the benefits of the system were made transparent.
Senior management visibly and consistently supported the implementation — a factor that significantly contributed to acceptance. In change management research, leadership sponsorship is regarded as a key lever, as it provides direction and establishes priority (Kotter, 1996).
Over time, targeted adjustments were made, particularly with regard to audience-specific content. This increased the relevance of the content and noticeably strengthened employees’ identification with the offered materials.
This practice aligns with social constructivist learning models, in which learning is strongly shaped by interaction and contextual relevance (Vygotsky, 1978).
User adoption developed very positively from the outset. Participation rates were high and usage remained sustainable — without the typical one-off effect often seen with digital systems, where engagement declines after a short period.
Particularly noteworthy was that not only administrative staff and managers were reached, but also operational and technical target groups. While some groups experienced a brief adjustment phase at the beginning, work-related content, clear communication and automated reminders quickly made the system part of everyday routine.
A key success factor was not the technical “power” of the LMS, but its practicality in daily use. Automated invitations and reminders reduced friction points, while the flexibility (“anytime & anywhere”) made access significantly easier.
Crucially, the content was designed to be practical rather than abstract. This aligns with the Technology Acceptance Model, which suggests that acceptance of digital systems depends largely on perceived ease of use and tangible benefits (Davis, 1989).
The introduction of the nectar LMS led to significant improvements across several areas:
Cost effects were assessed as moderate to significant, particularly through savings on face-to-face training and reduced coordination efforts. Many of these benefits would have required considerable manual effort without the LMS.
From an organisational development perspective, this standardisation represents a typical step towards becoming a learning organisation — one in which knowledge is built and made accessible systematically rather than by chance (Senge, 2006).
In day-to-day operations, the nectar LMS runs very reliably. Internal IT effort is described as low to moderate and focuses primarily on coordination and further development rather than troubleshooting. Integration into the existing system landscape was achieved successfully.
Risks relating to data protection as well as role and permission concepts were reported to be clearly and securely managed — an important factor for sustainable use and trust in the system. Particularly in the context of digital platforms, trust is a fundamental prerequisite for acceptance and continued use (Gefen, Karahanna & Straub, 2003).
An overview of the total costs is available, and the cost–benefit ratio is assessed as very favourably. Savings from reduced face-to-face training and lower organisational effort clearly outweigh the investment.
In addition, there is recognised potential to further leverage the LMS for department-specific content and as a broader knowledge platform. In this respect, the system is gradually evolving towards a “learning ecosystem”, in which formal and informal learning interact and reinforce one another (Siemens, 2005)
Several overarching lessons can be derived from the implementation:
The following aspects can be highlighted in particular as best practices:
The success of the nectar LMS implementation can be summarised in a simple insight: it is not the range of features that matters, but everyday usage. A modern LMS delivers real value when it makes learning flexible, reduces organisational effort and at the same time establishes clear and reliable standards. This is exactly what was achieved here.
References (Selection)
A learning management system
by Fischer, Knoblauch & Co.
Developed and operated in Germany
Fischer, Knoblauch & Co.
Munich, Germany
+49 89 95 84 34 - 0