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How do Knowledge Management and eLearning contribute to Learning
Organization?
Erman Yükseltürk Middle East Technical University
Fethi Ahmet Inan The University of Memphis
Eric D. Marvin Freed-Hardeman University
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
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
Resource based perspective: Better respond the environment by dynamic changes. Keeping up-to-date.
Knowledge based perspective: Develop organizational memory particularly firm-specific 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)
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
From
TacitKnowledge
Socialization
(Sympathized Knowledge)
Externalization(Conceptual
Knowledge)
ExplicitKnowledge
Internalization(Operational Knowledge )
Combination(Systematic
Knowledge)
* Adapted from Nonaka and Konno (1998)
eLearning
“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
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
Greater Internet usage and ecommerce
Demand and Needs for continuous education
Need for flexible learning options
Economic turbulence and competition
Supply-Side Drivers
Technology advancesImproved quality and offerings Cost saving Convenience time and placeEffective training content
eLearning
(IDC, 2001)
Comparison eLearning and traditional classroom
Traditional Classroom
eLearning
Classroom Pysical, time and location dependent
Unlimited, anywhere, anytime
Content TextbookVideoProjector 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 Employees respond better to e-learning when it is
promoted well in advance, and they feel prepared.
Support 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
Challenge: 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
Survey: Preference for classroom based learning over
online learning Interview:
Online: Cognitive based development Classroom: Behavioral skills
Decision: Hybrid model
Case: IBM Basic Blue
Conditions for learner acceptance Relative advantage Compatibility Complexity Trialability Observability (Rogers, 1995)
Case: IBM Basic Blue
Advantage: Concise and practical content Easy and Instant access Allow more higher order classroom discussion
(experiential learning, case studies) Compatibility
Standard interface (Just content change) Apply same language (Terminology) and
practices
Case: IBM Basic Blue
Simplicity Formative evaluation on usability and navigations No plug-ins Modular content chunking
Trialability Allow free access with no personal tracking (Safe
and comfortable)
Case: IBM Basic Blue
Observability Initial focus on everyday practical skills Reflection on learner their own learning (increase
awareness)
Case: IBM Basic Blue
Strategies used: Community of practice (workshops) Online communication & collaboration Simple web design with allowing self-
pacing Interactivity (simulations & learning-by-
doing) eMentoring Online self-assessments and feedback
Case: IBM Basic Blue
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
eLearning can: Build individual and team potential Harness experience
Only eLearning can not create learning organization but constitute it most essential part
Questions and suggestions
?/?
Recommendation for eLearning Development
Define learning philosophy Consider individual needs Train the trainer Consider pedagogy/andragogy Develop interactivity strategies Evaluate to improve Meet the standards
(European Communities, 2004)