How do Knowledge Management and eLearning contribute to Learning Organization? Erman Yükseltürk...

How do Knowledge Management and eLearning contribute to Learning

Organization?

Erman Yükseltürk Middle East Technical University

ermany@metu.edu.tr

Fethi Ahmet Inan The University of Memphis

finan@memphis.edu

Eric D. Marvin Freed-Hardeman University

emarvin@fhu.edu

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

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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)