Social Media In A Corporate Environment
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Social Knowledge Sharing Online in a Corporate Environment
Steve Grocott&
Howard Errey
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The mind is not a vessel to be filled, but a fire to be ignited.
(Plutarch)
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Why would
• Theory• Social Learning strategy• What are examples of learning needs you
have?
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Blooms Revised Taxonomy
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It’s not how smart you are but how you are smartHoward Gardner, 1983
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Connectivism
Somewhere Not HereBy Hckyso on flickr
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Where have we come from?
Where are we now?
Where are we going?
What does this mean for organisational (e)learning?
eLearning – elephant in the room?
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Information based approaches…Do NOT result in sustained & deep learning
eLearning 1.0
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Tasks
Focus on real-world activities
Enable the learner to produce something of value and application
Directly relate to their role or position in the workplace
Are complex and open-ended (problem based), often with multiple solutions or answers.
Focus on real-world activities
Enable the learner to produce something of value and application
Directly relate to their role or position in the workplace
Are complex and open-ended (problem based), often with multiple solutions or answers.
Resources and Support
Give access to people and information that learners would seek and use in real life – such as 'experts', colleagues and 'real' documents
Provide different perspectives on the same task
Scaffold (support) the learner to apply knowledge to new problems
Look and feel (visually) like real life 'things' and people – PDAs, computers, phones, etc.
Give access to people and information that learners would seek and use in real life – such as 'experts', colleagues and 'real' documents
Provide different perspectives on the same task
Scaffold (support) the learner to apply knowledge to new problems
Look and feel (visually) like real life 'things' and people – PDAs, computers, phones, etc.
Tools
Learners to articulate what they know
Learners to reflect on what they are learning
Performance of real life tasks
Represent the actual tools (forms, documents, electronic tools such as a PDA or computer) that learners would expect to use in real life.
Learners to articulate what they know
Learners to reflect on what they are learning
Performance of real life tasks
Represent the actual tools (forms, documents, electronic tools such as a PDA or computer) that learners would expect to use in real life.
Feedback
Is 'rich', describing how a learner is correct/incorrect
Encourages self-reflection
Is often provided in the form of model or expert responses
Is 'rich', describing how a learner is correct/incorrect
Encourages self-reflection
Is often provided in the form of model or expert responses
Applying the theory…
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… but this still remains centred on content, 40 mins modules, training… plugging the ‘gap’, developing skills…
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THE CASE FOR A NEW APPROACH
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What percentage of the knowledge you need to do your job is stored in your own mind?
– 1986: 75%– 1997: 15 - 20%– 2006: estimated 8 -10%
Robert E KelleyCarnegie-Mellon University
The case for a new approach
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AITD Conference 2007
Spending Outcomes Paradox
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poor ID, bad training?
or
not how we naturally learn?
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Expertise requires lots of practice
Much expert knowledge is with very little conscious effort– automated, rapid, fluent
performance
Experts know differently from (but not more than) novices
Expert/novice?
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Know what questions to ask
Know who to ask
Know when to ask– Expertise is borne of
experience, not formal learning
Expert/novice?
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70% of all US jobs created since 1998 require judgment and experience. These jobs now make up 41% of the labour market in the United States
The shift from transactional to tacit interactions requires companies to think differently about how to improve performance
Companies in many sectors are hiring additional employees for more complex interactions and fewer employees for less complex ones
Complex interactions typically require people to deal with ambiguity and to exercise high levels of judgment
The nature of working…
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Web 2.0 is about the more human aspects of interactivity. It's about conversations, interpersonal networking, personalization, and individualism.... The emerging modern user needs the experience of the Web, and not just content, to learn and succeed....
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Pedagogical modifications require an integrative approach to enhance prior practices and not
merely replace previous modalities
Caution
(work it in)
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• Performance based learning is more effective than skills based learning
• People learn more (and better) from each other
• Informal learning has different impact from formal training
• Environmental (context) factors impact performance most– more than training
• Expertise is founded on experience, not skills
• Content should never be placed at the centre of any learning experience, the learner’s objectives should
• Learning 2.0 provides for a social, peer-peer world – take advantage
some take aways…
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Learning Need Formal component Informal component
Customer service and support – just in time learning
Elearning course - 30mins – 2-3 courses
F2f event leading into forum discussions
Product knowledge Group, facilitated training
Shared wiki for product categories
Systems training Group, facilitated training – eLearning simulation
Train customers (thru staff) Group, facilitated trainingKiosk type displays
Website forums (categorised)
On the job training (service, build experience)
Outsourced facilitated training
line manager training (is the right message and content being passed on)
Accreditation / assessment (high stakes)
Exams, tests Align evidence to competencies/objectives (structured framework)
A new ‘blended’?
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Case Study
• Project goals• Why proposed solution
was thought to meet goals
• Points of failure• Improvements
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Case Study
• Points of failure• Improvements
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ROI Reality Check
• Faith
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• Invest in People learning tools/resources
• Be more competitive
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Defining clear goals
• Knowledge management
• Competencies• Culture change
• Increase uptake• Acceptance by business
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• Map activities to changes in performance
• Make performance criteria SMART
• Review to identify cause• Do more of what works• Try new things
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• Activities – pro motion, facilitation
• Social Data, hits, visits, new connections etc
• Transactions – posts, responses
• Long term return & involvement
• Outcomes achieved
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• leveraging
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Other examples
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Free vs propritary
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Some slides in this presentation were borrowed from:http://www.slideshare.net/thebrandbuilder/olivier-blanchard-basics-of-social-media-roi?src=embedfound at http://mashable.com/2009/10/27/social-media-roi/#mb(both highly recommended)