Learning in and from projects: the learning modes and a learning capability model

Abstract

The notion of ‘project delivery’ is well embedded in and across the management and organizational sciences literature – generating a narrative that reflects and recognizes the instrumental nature of projects and programmes in strategy execution. Project management, as a distinct and well-established body of research enquiry, has increasingly sought to focus our attention on the impacts of complexity, risk and uncertainty in projects; the corollary being a desideratum to strengthen our theoretical understanding of how insight and learning from projects may influence improvements to organizational efficiency. The wider literature suggests that organizational learning remains a challenging proposition, particularly in the context of organizations operating in environments of high complexity. In this paper, we enhance the conversation on organizational learning through a series of case studies, generating evidence of thirteen ‘learning modes’. The paper proposes that mature organizations tend to exhibit a greater number of learning modes and that there is a tendency to capture and socialize knowledge with a greater emphasis on the context of the learning situation rather than the learning artefact in isolation. The empirical evidence gathered in this paper forms the basis of a capability model, characterized by the thirteen modes of learning. The model intimates that learning occurs, and is more effective, when knowledge and information are enacted in practice through the learning modes which form a nucleus of the organizational learning capability. The research concludes with a 'call to action' that emphasizes the strategic importance of learning practices and routines in project oriented-organizations.     

The Relationship between Adult Students' Instructional Technology Competency and Self-Directed Learning Ability in an Online Course

The main purpose of this research was to examine the relationship between adult students' self-directed learning (SDL) ability and instructional technology (IT) competency in an online course. The study also investigated motivation and learning strategies that the students used to learn IT. The research involved surveying 198 continuing education professionals who took online courses at a large Midwest state university. The results indicate a statistically significant positive correlation between SDL ability and IT competency in students with above average SDL ability. The results also indicate that motivation is an important factor for learning technology in an online course regardless of the students' SDL ability. Additionally, the results show that students with higher level of SDL ability are likely to exhibit higher level of self-efficacy for learning and performance, and higher level of effort regulation.     

Telepresence in cross-site business process simulation - lessons learnt in technology,social interaction and organizational learning

Re-engineering global business processes requires innovative methods for inter-organizational learning. This article describes and analyses an experimental telepresence process simulation that was applied to develop and train the cross-site New Product Introduction process of a global telecommunication company. Interactive, real-time audio and video connections over the Internet supported the process-oriented discussion between two groups in distant locations. Identical visual process charts and other information, projected on the walls of the two auditoriums, helped the two teams to discuss and understand the process. Audibility of the discussion was crucial for learning, but the visual 'talking heads' of the participants distorted concentration. Facilitation at both ends and local simulation periods smoothed the interaction and the imbalances between the locations. The simulation achieved positive effects in immediate learning and in motivation for change, although the telepresence caused some limitations. The ultimate goal, the feeling of real presence, was not reached. But when time gets more expensive, and travelling less preferable, telepresence simulation can be a feasible group-mode e-learning method for inter-organizational learning.     

Interaction and effectiveness of corporate e-learning programmes

This study was conducted in a large Mexican organization running a virtual corporate university. It aimed to evaluate students' perceptions of three types of interaction (learner–teacher, learner–content and learner–learner) and their views on the effectiveness of online courses in terms of satisfaction, learning and behaviours. Twenty-six employees who had studied at least one online course within the organization answered an online survey. Four of them were interviewed. Results show that: (1) Learners value their interaction with the content the most. (2) Online learning is generally perceived as an effective method for delivering corporate training. (3) There is no perceived relationship between online interactions and training effectiveness. The findings are limited to the specific context of the participating organization. Further research into online learning in corporate settings is needed to understand training interactions and changes in job performance.     

Developing the e-learning community

This paper considers aspects of the theory and practice of e-learning communities. To date much of the research and discussion in this area has been drawn from experiences in education where the prevalent model is best described as supported on-line learning. Propositions on the structure of the e-learning community, and on the role of the moderator, have been based largely on lessons drawn from practice in higher education. The growing importance of e-learning as a tool for informal learning and team development in business is leading to new types of e-learning communities with different objectives, different boundaries and membership, different demands on the moderator and different measures of effectiveness. Two e-learning communities are outlined and some key characteristics are presented.     

Engineering change: A theoretical assessment and a case study

The competitive playground where nowadays firms struggle to survive has rapidly become unforeseeable: product life cycle has shrunk, becoming even shorter than in the past, and world-wide market is suffering for a strong customer differentiation which led to an increasingly wide product mix. In this industrial environment, the engineering change process is getting more and more attention throughout the branches of industry, as it appears as a critical process which seeps into the operations management core, thus influencing the overall firm's performances. A brief state-of-the-art in the area of engineering change is firstly presented. Then a proposal of classification and a new methodology for an effective engineering change process management are suggested. The new proposed methodology has been successfully applied to a real-life manufacturing system and the related case study is reported at the end of the paper.     

Educating collaborative planners: strengthening evidence for the learning potential of multi-stakeholder regional learning environments

Abstract

Planning education needs effective learning environments that support students’ boundary crossing competence development. The multi-stakeholder regional learning environment (RLE) is, by its typical design, hypothesized to foster boundary crossing. This quasi-experimental mixed method pre- and post-test study affirms the effectiveness of the RLE for stimulating competence development, and specifically shows the added value of three typical ‘boundary crossing’ RLE design characteristics, i.e. working in multidisciplinary student groups, working intensively with multiple stakeholders, and a high coaching intensity. Results strengthen previous findings, and contribute to the debate in planning education on an evidence-based pedagogical fundament for commonly used authentic learning environments.     

Learning from suppliers: a framework for operation innovation in small and medium sized enterprises

Abstract

Inter-firm learning though partnering with suppliers is often considered as a relatively cheap way to develop the knowledge necessary for innovating operations procedures. SMEs may benefit, especially from the inflow of information, as they face multiple restrictions on innovating manufacturing or delivery processes due to their small size and limited resources. Based on the two studies – a logistic regression analysis and a configuration analysis – evidence was found that small- and medium-sized enterprises (SME) need to integrate knowledge sources in distinct knowledge configurations. In particular, it is shown that an operation process innovation (OPI) strategy for SME is incomplete if it does not find a way to combine internal and external knowledge to innovate operation procedures. The main contribution of this paper is to uncover the precise composition of effective knowledge configurations, which leads to innovation.     

Learner Engagement: A New Perspective for Enhancing Our Understanding of Learner Motivation and Workplace Learning

Abstract

Organizations invest millions of dollars in workplace learning programs to develop human capital for competitive advantage. The effectiveness of workplace learning programs is directly linked to learner motivation. However, we contend that our current understanding of learner motivation and workplace learning is limited by the tendency to conduct research based on the traditional instructional system design model and the limited adoption of organizational behavior theories to guide such research. We propose that studying workforce learning from a psychological engagement perspective is necessary to gain a better understanding of learner motivation and subsequent knowledge and skill acquisition. We review studies of learning methods and contextual factors that likely influence learner engagement. We propose a research agenda focusing on six directions for future research.     

Thank you!

The study focuses on the question of how HRD personnel employed in a large multinational company perceive learning at work. We are interested in how HR development staff describe learning at the individual, collective and organizational levels. The participants were Finnish and Chinese human resource professionals (n?=?17) who used an asynchronous web-based tool to study adult education. The empirical data consist of all the texts sent to a web-based discussion forum. The findings showed that the HRD practitioners' views of learning covered quite evenly all three levels of organizational learning. The practitioners paid special attention to practical learning taking place in connection with everyday work activities, to communication and collaborative learning and to the development of a learning organization. This reflects the multifaceted nature of learning at work and the necessity of using HRD to integrate individual- and organizational-level needs in order to enhance organizational learning. The participants frequently reported that they found this a demanding task that required a clear 'understanding of humans, people in the organizations and their learning'. If organizational learning is to meet its current challenges it should take note of messages like these from HRD practitioners, which emphasise the diversity of learning experiences. Promoting a shared understanding and especially awareness and recognition of the fundamental issues associated with learning at work is a possible first step.     

Efficacy Foundations for Risk Communication: How People Think About Reducing the Risks of Climate Change

Believing action to reduce the risks of climate change is both possible (self‐efficacy) and effective (response efficacy) is essential to motivate and sustain risk mitigation efforts, according to current risk communication theory. Although the public recognizes the dangers of climate change, and is deluged with lists of possible mitigative actions, little is known about public efficacy beliefs in the context of climate change. Prior efficacy studies rely on conflicting constructs and measures of efficacy, and links between efficacy and risk management actions are muddled. As a result, much remains to learn about how laypersons think about the ease and effectiveness of potential mitigative actions. To bring clarity and inform risk communication and management efforts, we investigate how people think about efficacy in the context of climate change risk management by analyzing unprompted and prompted beliefs from two national surveys (N = 405, N = 1,820). In general, respondents distinguish little between effective and ineffective climate strategies. While many respondents appreciate that reducing fossil fuel use is an effective risk mitigation strategy, overall assessments reflect persistent misconceptions about climate change causes, and uncertainties about the effectiveness of risk mitigation strategies. Our findings suggest targeting climate change risk communication and management strategies to (1) address gaps in people's existing mental models of climate action, (2) leverage existing public understanding of both potentially effective mitigation strategies and the collective action dilemma at the heart of climate change action, and (3) take into account ideologically driven reactions to behavior change and government action framed as climate action.     

Factors influencing perceived learning transfer of an outdoor management development programme in Malaysia

This study investigated if components of outdoor management programme, participant characteristics and work environment characteristics influence perceived transferable skills. The study used 148 executive and management participants who attended a 3-day outdoor management programme using experiential learning at a secondary rainforest in Malaysia. Motivation to learn was the predictor of perceived transferable skills. Macro-dynamic activities, continuous learning culture and self-efficacy were found to significantly influence perceived transferable skills, but micro-dynamic activities, instructor's skills and perceived content validity were not. The outdoor management development programme was not effective in achieving its main objectives and return on investment to the relevant stakeholders. A well-designed instructional programme should be developed for accountability purposes.     

Action Learning - A Paradigm in Emergence: the Problems Facing a Challenge to Traditional Management Education and Development

This paper examines the proposition that action learning is a new paradigm in management education. Action learning is becoming widely accepted methodology for the development of managers and managerial competence. This is in both public and private sector organizations and within the context of certificated and organisationally based programmes. The paper seeks to use Kuhn's work on the nature of paradigms and change as a way of explaining the increase of interest in his approach. Importantly, although this approach promises to answer some of the problems of traditional management education, it is not without its own critics. Kuhn's criteria for a paradigm change are explained with reference to action learning literature and knowledge of practice. From this a framework is developed that compares a traditional approach to management education with an action learning approach on three levels. Our conclusion is that action learning is a new paradigm, but for the maximum benefit to be gained from the approach its application needs to be more carefully considered, particularly in relation to the provision of some wider external frameworks for the manager to use as‘tools for thinking’     

Supporting collaboration in humanitarian supply chains – insights from a design science project

Abstract

The growing number of large-scale relief operations and humanitarian aid initiatives is stretching the resources – financial, material and human – of humanitarian actors to their limits. Challenges to collaborate both within international humanitarian organizations, and among their direct and indirect supply chain partners often contribute to the inefficient use of resources, or ineffective operations. In this research, we discuss collaboration in humanitarian supply chains, and analyze causes of their dysfunctional operations. Furthermore, we develop an experiential learning approach that can sensitize humanitarian supply chain actors to causes of information distortion. The simulation approach was implemented in the field and instructional design cycles yielded insights into how staff apply their learnings under the specific conditions of humanitarian relief work.     

Taipei,Taiwan: A transformational learning event: Reflecting on the 4th Asian Conference of Academy of Human Resource Development

Abstract

The 4th Asian Conference of the Academy of Human Resource Development held in Taipei, Taiwan, nurtured new learning, networking and international integration. As we reflected upon the experience in Taiwan, the realization was evident that we now view the world from a global perspective. We no longer look at the world through our own country's lenses. Through participation in this transformational learning event, the way we see the world and ourselves has changed as well as enriched our HRD knowledge.     

An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

ABSTRACT

This paper responds to calls for new inquiries into the use of technology in HRD. We examine how, and to what extent, social media tools contribute to learner experiences and learner outcomes in an HRD intervention in a workplace context. We analyse qualitative and quantitative data relating to a massive open online course (MOOC) in a healthcare sector case study setting. We examine the interaction between the MOOC programme, social learning through social media tools and learner outcomes. The results of our evaluation show that usage of social media tools does not significantly affect knowledge outcomes but social media usage enhances affective outcomes. We conclude that social media tools can foster productive social learning processes. We also find evidence of some reluctance to engage with the technologies and declining patterns of interactivity using social media over the duration of the MOOC programme. We conclude that a more nuanced theorization to take account of personal and professional workplace context is necessary to explain how learners regulate their engagement with social media tools and the effect of social technologies for sustained social learning in HRD interventions.     

An Exploratory Study of the Impact of e‐Service Process on Online Customer Satisfaction

Although extensive academic research has examined the dynamics of interpersonal interactions between service providers and customers, much less research has investigated customer service encounters through technological interfaces such as the Web in electronic commerce transactions. Corporate websites have become an important point of contact with customers for many companies. Service has been described as one of the most important attributes for online business to influence traffic and sales. However, more research is needed to understand how Web‐based technological capabilities of services affect customer satisfaction. In this paper, we propose viewing the interface between online buyers and sellers through the lens of service management to identify possible determinants of online customer satisfaction. A company's website is considered its electronic service delivery system. We look at this electronic service delivery system from its process point of view. Our findings indicate that as the electronic service delivery system process improves, a customer's perception of the website's ease of use increases, leading to increased service value and perceived control over the process, which increases customer satisfaction. The research provides evidence that the technological capabilities embedded in the website processes are an important factor in determining service quality and ultimately online customer satisfaction.     

Social Learning in Transnational Spatial Planning Processes: An Analysis of the ‘V4+2’ Cooperation on Spatial Development

ABSTRACT

Social learning can offer a useful lens to analyse multi-actor cooperation processes and their outcomes. In this paper, a conceptual framework based on learning theories is applied to a recent transnational spatial planning process in Central Europe to analyse how the cooperation agenda was shaped, a joint strategy developed, and to understand the possible policy effects of this process. The findings allow a reflection on the potentials of, and challenges for, multi-actor cooperation on spatial planning in large regions covering several countries.     

Economic manufacturing quantities under conditions of learning and forgetting (EMQ/LaF)

Abstract

Abstract. It has been empirically observed that productivity improves as production continues due to system 'learning’, but that it deteriorates once the activity is stopped due to system 'forgetting’. Both learning and forgetting follow an exponential form with a 'doubling factor’ ranging between 0.75 and 0.98. We review and critique two previously proposed models, correct some minor errors in them, and expand one of them to accommodate a finite horizon. We also propose a new model that is more in harmony with the established learning function, for the determination of the optimal number and size of the lots in the finite and infinite horizon. The methodology used throughout is dynamic programming. We investigate the impact of all three models on the optimal lot sires and their costs, and establish the functional relations between the total cost and the various factors affecting them.     

Application of TOC/OPT rules in a medium sized shop

Abstract

Abstract. Theory of constraints (TOC) and optimized production technology (OPT) are frequently presented as the better options for production control systems. Despite this enthusiasm, there is very little literature on how these principles can be implemented in practice without having to resort to the expensive proprietary software. In this paper we present a case study in which the OPT/TOC ideas were implemented without using the software. Management's major concern was reduction of work in process and increased delivery performance. It was decided to test whether the ideas of OPT/TOC were applicable in this environment and more importantly to which extent these two performance measures could be improved. The paper reports on the methodology used to test the OPT/TOC ideas in this shop and presents some early results of improvement, as well as some new problems which arose due to the new approach.