How do Knowledge Management and eLearning contribute to Learning Organization?

1. 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

2. 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)

3. 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)

4. Structure of Learning organization * Adapted from Guthrie(1996)

5. 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

6. 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)

7. 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)

8. Knowledge Transformation Process * Adapted from Nonaka and Konno (1998)

9. 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)

10. 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)

11. Growth in eLearning (Gaither, 2004;IDC, 2001)

12. 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 advances • Improved quality and offerings • Cost saving • Convenience time and place • Effective training content eLearning (IDC, 2001)

13. Comparison eLearning and traditional classroom (PrimeLearning, 2001)

14. Shift from Instructor-Led Training to eLearning (IDC, 2001)

15. 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)

16. 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)

17. 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

18. Case: IBM Basic Blue • Conditions for learner acceptance • Relative advantage • Compatibility • Complexity • Trialability • Observability (Rogers, 1995)

19. 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

20. 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)

21. Case: IBM Basic Blue • Observability • Initial focus on everyday practical skills • Reflection on learner their own learning (increase awareness)

22. 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

23. 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)

24. Conclusions • eLearning can: • Build individual and team potential • Harness experience • Only eLearning can not create learning organization but constitute it most essential part

25. Questions and suggestions • ?/?

26. 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)