Transcript Knowledge Management and eLearning for Learning Organization

How do Knowledge Management and
eLearning contribute to Learning
Organization?
Erman Yükseltürk
Middle East Technical University
[email protected]
Fethi Ahmet Inan
The University of Memphis
[email protected]
Eric D. Marvin
Freed-Hardeman University
[email protected]
E-Learn 2004 -- Washington, DC, USA Nov. 1-5, 2004
Learning Organization

“Organization where people continually
expand their capacity to create the result
they trully desire, where new and
expansive patterns of thinking are
nurtured, where collective aspiration is set
free, and where people are continually
learning how learn together”
(Senge, 1990)
Learning Organization
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Strategies and initiatives for improving
organizational effectiveness through
emphases on developing the capabilities,
capacities and qualities of the staff, and on
approaches based on behaviors and
attitudes, as well as skills, enhancement”
(Pettinger, 2002)
Learning organization can mean an
organization which learns and/or an
organization which encourages learning in
its people. It should mean both”
(Robin, 1998)
Structure of Learning organization
Classical Organization
Learning Organization
Institutions
Routinized; static; maintain
the current organizational
structure
Always in question; fluid;
constantly changing;
innovative
Institutional
Practices
Following directions;
Localized and fragmented
thinking; workers
responsible for own tasks;
managers responsible for
own section; Get the job
done
Explicit and shared mental
modeling; systems thinking;
shared vision; team
learning; dialogue
generatively; personal
mastery; ask: ‘how should
we get the job done?’
Culture
All above institutional
practices taken as givens
Principles of the learning
organization routinized to
become unconscious action
Growth and
Change
Static; lack of change
Constant and continuous
change
* Adapted from Guthrie(1996)
Five Disciplines
Senge’s (1990) describe five disciplines that
enable a company to become a learning
organization
 Mental modeling
 Shared vision
 Personal mastery
 Team learning
 System thinking
Why a Learning Organization

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Resource based perspective: Better
respond the environment by dynamic
changes. Keeping up-to-date.
Knowledge based perspective: Develop
organizational memory particularly firmspecific knowledge (tacit knowledge).
Importance of systems thinking: Better
way to see wholes and relationships
between the task components.
(Reigeluth, Pershing, & Park, 1998)
Knowledge Management (KM)

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Data: Factual information (measurements
or statistics)
Information: Meaningful form of data
Knowledge: Understanding and/or using
of information
Knowledge management: A process of
creating, capturing, and using knowledge to
enhance organizational performance
(Stacey, 2000)
Knowledge Transformation Process
To
Tacit Knowledge
Explicit Knowledge
Tacit
Knowledge
Socialization
(Sympathized
Knowledge)
Externalization
(Conceptual
Knowledge)
Explicit
Knowledge
Internalization
(Operational
Knowledge )
Combination
(Systematic
Knowledge)
From
* Adapted from Nonaka and Konno (1998)
eLearning

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“The use of technologies to create,
distribute and deliver valuable data,
information, learning and knowledge to
improve on-the-job and organizational
performance and individual development”
(Dublin,2004)
Elearning means the use of new multimedia
technologies and the internet to improve
the quality of learning”
(European Communities, 2004)
eLearning Plays Role

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Acclimate to new job roles
Work with a new product
Adapt to a new corporate culture
Work on a new project
Learn a new bussiness project
(IDC, 2001)
Growth in eLearning
2000
2002
2005
2006
$2.3
billion
$6.6
billion
$18
billion
$23.7
billion
(Gaither, 2004;IDC, 2001)
eLearning Growth Drivers
Demand-Side Drivers
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Supply-Side Drivers
Greater Internet
usage and
ecommerce
Demand and Needs
for continuous
education
Need for flexible
learning options
Economic turbulence
and competition
Technology
advances
Improved quality and
offerings
Cost saving
Convenience time and
place
Effective training
content
eLearning
(IDC, 2001)
Comparison eLearning and traditional
classroom
Traditional
Classroom
eLearning
Classroom
Pysical, time and
location dependent
Unlimited, anywhere,
anytime
Content
Textbook
Video
Projector slides
Simple text, audio,
animation, video,
printed and online
resources,
collaboration
Personalization
One learning path
Pace and path
determined by
learner
(PrimeLearning, 2001)
Shift from Instructor-Led Training to
eLearning
(IDC, 2001)
Conditions for success

Internal Marketing
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Support
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Employees respond better to e-learning when it is
promoted well in advance, and they feel
prepared.
Employees value and respond to e-learning when
they feel they have the necessary technical,
subject matter, and managerial support.
Incentives

Employees respond to e-learning when they can
clearly see the value of what they will learn.
(ASTD, 2001)
Case: IBM Basic Blue
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Challenge:
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Train managers scattered around the world
(IBM has more than 30,000 managers in more
than 50 countries).
(Lewis & Orton, 2000)
IBM Basic Blue for Managers
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Survey:
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Interview:
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Preference for classroom based learning over
online learning
Online: Cognitive based development
Classroom: Behavioral skills
Decision:
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Hybrid model
Case: IBM Basic Blue
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Conditions for learner acceptance
 Relative advantage
 Compatibility
 Complexity
 Trialability
 Observability (Rogers, 1995)
Case: IBM Basic Blue
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Advantage:
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Concise and practical content
Easy and Instant access
Allow more higher order classroom discussion
(experiential learning, case studies)
Compatibility

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Standard interface (Just content change)
Apply same language (Terminology) and
practices
Case: IBM Basic Blue
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Simplicity
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Formative evaluation on usability and navigations
No plug-ins
Modular content chunking
Trialability
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Allow free access with no personal tracking (Safe
and comfortable)
Case: IBM Basic Blue
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Observability
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Initial focus on everyday practical skills
Reflection on learner their own learning (increase
awareness)
Case: IBM Basic Blue
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Strategies used:
 Community of practice (workshops)
 Online communication & collaboration
 Simple web design with allowing selfpacing
 Interactivity (simulations & learning-bydoing)
 eMentoring
 Online self-assessments and feedback
Case: IBM Basic Blue
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Results:
 More than 4,000 managers have
completed the training
 Basic Blue won a 2000 American Society
for Training & Development "Citation"
Award
 The program is expected to save IBM
more than $16 million in 2000
(Jeurissen, 2004)
Conclusions
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eLearning can:
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Build individual and team potential
Harness experience
Only eLearning can not create
learning organization but constitute
it most essential part
Questions and suggestions
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?/?
Recommendation for eLearning
Development
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Define learning philosophy
Consider individual needs
Train the trainer
Consider pedagogy/andragogy
Develop interactivity strategies
Evaluate to improve
Meet the standards
(European Communities, 2004)