ICELW 2010 June 9Th-11Th, New York, NY, USA

ICELW 2010 June 9th-11th, New York, NY, USA

RELOAD – A knowledge based Approach to Informal Learning

Heide Lukosch1, Pieter de Vries1 1 Delft University of Technology, Faculty of Technology, Policy and Management Delft, The Netherlands

Abstract—In this paper we discuss an innovative approach (German and Austrian) do-it-yourself-branch. This branch to informal, workplace learning. We show how the is dealing with employees who often come from other Microtraining method has been applied to a branch to sectors and do not belong to knowledge intensive improve its knowledge flow with the introduction of an easy organizations, thus are not used to learning and knowledge useable knowledge system. The influence of current learning sharing. The target group of the learning is therefore approaches to this design is also shown as the adaptation to defined as un-learned, older employees as well as novices the specific target group and organizational requirements. in (e-)learning. The platform was meant to foster media Least, we show first experiences with the knowledge supported, self-regulated learning within this target group. platform and further steps. The do-it-yourself-markets also have to deal with the Index Terms—Informal learning, Microtraining, media challenge of a large amount of products and a rapid supported learning, organizational learning. product development. The involvement of the markets itself and their suppliers is crucial as to improve the advisory services as vital step in the value added chain of I. INTRODUCTION knowledge from supplier to customer. The knowledge platform developed during the project period was meant as addition to the already existing Although nowadays most of the learning activities learning system. This platform contains several formal supported by companies seem to be formal, taking place learning courses and is used by do-it-yourself-markets to within formal learning settings like classrooms or train new employees. The look and feel of the new predefined online courses, it shows that these types of platform should be similar to the existing one, because learning are not flexible enough to react on fast changes many employees are already used to this system. The taking place in today’s companies’ surroundings. Most familiar design of the new platform should downsize striking, most of the knowledge needed at the workplace barriers to use the learning system. seems to derive from informal learning activities like A further vital objective of our research was to develop a discussions between colleagues. Current research shows didactical concept for the platform itself but also for the that the effect of formal and informal learning on learning method that should be used within the markets, organizational learning is positive, while too much of the Micortrainings. The didactical concept is based on formal structure is counterproductive (Wenger, 1998; several learning theories and concepts and has been tested Janowicz-Panjaitan/Noorderhaven, 2008). Unfortunately, with a test group at the do-it-yourself-markets. for companies, informal learning activities seem to be The Reload platform has been build within a European unstructured and difficult to lead as well as to evaluate by project running in the years 2007 until 2009. The platform the organization. is to be found at www.reload.produktwissen.eu. With the knowledge platform we build based on the Microtraining Method, we are able to structure and facilitate informal learning processes in an organization III. DIDACTICAL BACKGROUND which leads to organizational learning. In this sense, The employees in the do-it-yourself-markets do not have learning is seen as an active and collaborative process of many possibilities to leave their workplace for training creating new knowledge within an organization, taking sessions because of the need to be accessible for the place outside of training institutions, but can be planned clients. On the other hand, they do not have clients all the and structured in some way. The structure of the time and could use these gaps for (short) learning sessions Microtraining method cannot only be applied to single as it is used for small talks with colleagues now. Thus, the learning units like a blended-learning course alone, but aim of our research is to foster informal learning that can has the aim to support changes in an organization’s take place at the workplace. Nonetheless, we do learning policy in a whole. understand the distinction between formal and informal not as based on a strict separation between different II. ABOUT THE PROJECT learning activities, but we understand formal education as traditional, class and curriculum bounded and informal [Übergang vom allgemeinen zum besonderen Beispiel] learning as a predominantly social activity consisting of a As general and shared learning material is lacking in the mix of learning related actions. The range of formality of do-it-yourself-branch, one main objective of our research learning activities can be seen from the learning spectrum. project was to develop an e-learning standard for the

The International Conference on E-Learning in the Workplace 2010, www.icelw.org 1 ICELW 2010 June 9th-11th, New York, NY, USA

The Learning Spectrum a learning solution that is able to connect people with Formal learning Informal learning different levels of knowledge. 1. Constant Classes 1. Ad-hoc groups 2. Pre-defined courses 2. Trial and error Assuming that people are unique learners, they also have 3. Training programs 3. Lifetime learning a different experience level. According to Jonassen 4. Curriculum 4. No pre-defined structure (1993, 1997) and Rosenberg (2006) this should be taken 5. Certificates 5. Practical knowledge into account while designing learning activities. Three 6. Top Down 6. Peer learning 7. Pre-determined 7. Spontanous levels are distinguished: early development, competent and experienced, expert (see figure 2). A newcomer Figure 1: The Learning Spectrum (based on [5]) needs good formal and structured learning to acquire basic knowledge and skills in an appropriate fashion. In reality we learn all the time, under different More experienced employees with more knowledge and circumstances, but apparently more informal than formal. skills are better served with a largely informal learning Cross (2007) states that 80% of the knowledge we need to situation that better fits the rather ad hoc learning needs, do our work well is obtained through informal processes, so common for workplace related learning. For people the remaining 20% through formal channels. Obviously this is not yet common ground for learning professionals, with expert knowledge and experiences, formal and because about 80% of the training budget is spent on structured learning can even become counter-productive, formal business training efforts. This can be qualified as because it does not fit the very personal learning needs. an over-investment which shows that many professionals So in the case of the do-it-yourself-branch this means that are unaware of the possibilities offered by more natural the already existing learning platform with e-learning and informal learning to increase the learning capacity of courses works very well for newcomers, but for the an organization. Cross (2007) describes this phenomenon experienced workers one need to rely much more on the as the 'Spending & Outcome' paradox, a problem the do- self-initiative of the worker to support his or her learning it-yourself-branch is dealing with, too. process. Thus, we are seeking for a learning model that is able to support informal learning at the workplace. It seems that training concepts that are based on socio-constructivist principles work well for informal, practical, ad-hoc-like, spontaneous learning (De Vries & Brall, 2008). Core of the constructivist concept is the premise that we all have our own 'mental model' which is developed in interaction with the world around us (Vygotsky 1978, Wertsch 1987). The main principles are that each person is unique with regard to knowledge and experience; people primarily learn by actively trying and learning always is related to a particular social context. Therefore the learner plays a central role in the development of learning activities with the sole aim to make learning more efficient. Based on these findings, our approach would be a learning concept Figure 2 Levels of experience (Jonassen, e.o. ,1993) where the individual approach to learning relates very much to the knowledge and experience acquired in the past and where the learner’s motivation and active involvement in the learning activity plays an important IV. EVALUATION PROCESS role. Not only active learning is important, learning should also be an activity directly linked to the daily work of the Evaluation steps employees and to be accomplished on the workfloor, together with other colleagues. In this view, we - needs analyses understand learning on the workfloor as collaborative o target group/project knowledge creation. Not only is knowledge acquired, but objectives/requirements of the also shared with others and within a social process new organizations practices are developed (Tynjälä: 2007). In general, o CLS model (Intake, Interviews learning at the workplace can be characterized as creating employees, semi-structured Interviews new modes of action, new practices, new procedures and with target group – management, report, new products. This is very much related to the need of the workshop -> needs analyses) do-it-yourself-branch to adapt to increasing product cycles and innovation. As mentioned before, learning in the - didactical concept workplace is seen as informal learning, mostly not - first evaluation (test group 1) planned and occurring outside of educative surroundings - second evaluation (test group 2) (but directly at the workplace). Informal learning at the workplace means learning in collaboration with others, - real use: evaluation with 25.000-40.000 users mostly with the own colleagues. Interaction between upcoming novices and experts is of crucial importance for that sort - needs analyses outcome: of learning activities (Tynjälä: 2007). Thus, we looked for

o daily requirements of the employees is o Short-term applicability very high o Cost-effective o employees must be able to perform and support the companie’s advisory process System architecture o employees must have a good relationship with the clients - Different access (dictionary, practice house, search engine, practice advisor) o employees must be up to date with new - Different content (learner’s desk, Microtrainings, product innovations project knowledge, product knowledge, practice o fluctuation of employees knowledge) o permanent product replacement/innovation o less explicit learning- and training VI. APPLICATION SCENARIOS possibilities - preparation and reviewing of customer o well informed clients through various relationships media like the internet - support of employees: managers decide to use o competition between different markets Microtraining for one (group) of employees: through knowledge o on-the-job-training for new product o challenge for media novices who are assortments working in the markets to keep up to date o addition/preparation for face-to-face- with the information sources the internet trainings offers o introduction of new products/actions o leveranciers are an important source of o safety trainings, point-of-sale, inventory information - Employees are able to develop own microtrainings leveranciers try to dissiminate important o on basis of newly acquired knowledge, for example information to the markets employees after product training at supplier with the use of websites, trainings, leaflets, learning platforms, courses, games etc.), but mostly do not reach the target group VII. ADVANTAGES OF THE SYSTEM AND THE METHOD o different leveranciers use different ways - easy, fast and direct access to actual knowledge at of information ways, which is highly the workplace confusing for the employees who are in - access to knowledge which is needed for daily need for one access to the information tasks (product guidelines, brand products, own they can get used to and search for the brand) right information they need - exlusive knowledge - personalized learning - reasonable combination with other trainings

V. SYSTEM REQUIREMENTS - qualification through suppliers - Fostering informal learning (80%-20% learning - supports Micortraining method: paradox) o allows active start of a learning session - Learning at the workfloor o different ways of knowledge transfer as - Easy use/ intuitive use demonstration part of a Microtraining session - Integration of the knowledge of the suppliers review of the learning process: did the - Clear track of changes of (actual) content o employees understand the information? - Requirements concerning Microtraining are: o Allows a preview of what is coming next, o A time-related minimum of how to retain o Integration into the modularized learning [Microtraining approach – picture] system o Flexible design of single learning units Advantages of the Microtraining Method o Focus on applicability to daily work - transfer of knowledge within 15 minutes, well processes integrated in daily workflow o Reflection of own work - structuring knowledge through efficient and goal- o Various and activating learning methods oriented learning structure o Encouragement to self-directed learning - flexibility of time, duration, frequency, and content

- interactive approach improves the active use of the - The outcomes of our research project show that the aquired knowledge advisory services of the employees can be - employees share their knowledge and improve the strengthened with the use of a knowledge platform. business performance of the organization The introduction of the new, informal learning method, the level of usability as well as the amount - work appreciation is improved concerning of accessible content of the knowledge platform, communication and learning seem to be the most important points for the - can be both support informal and formal learning success of such a platform [abstract text end]. - can be used online, face-to-face or in blended - learning scenarios - REFERENCES [1] De Vries, 2005. VIII. FIRST EXPERIENCES [2] De Vries, 2007. - pilot phase [3] De Vries&Leege, - test group: difficult access to the system [4] [5] . - introduction of the learning method [6] K. Elissa, “Title of paper if known,” unpublished. - amount of content [7] R. Nicole, “Title of paper with only first word capitalized”, J. - one standard, one access point are very important Name Stand. Abbrev., in press. to the employees to possess the needed knowledge [8] Y. Yorozu, M. Hirano, K. Oka, and Y. Tagawa, “Electron - target group was involved early to analyze the spectroscopy studies on magneto-optical media and plastic needs, the platform was introduced and easy to substrate interface,” IEEE Transl. J. Magn. Japan, vol. 2, pp. 740– 741, August 1987 [Digests 9th Annual Conf. Magnetics Japan, p. use, the learning units and the information was 301, 1982]. judged as useful - content is very important, if there is not enough interesting material, the platform is not gonna to AUTHORS be used Dr. Heide Lukosch is Assistant Professor for Learning - the greatest barrier was the hardware, because for Technologies and Organizations at Delft University of some employees it was very difficult to get access Technology, Delft, The Netherlands (e-mail: to a pc, and the use of the platform was not part of [email protected]). any trainings or business plan dealing with Dr. Pieter de Vries, is Assistant Professor for Learning questions of learning policy, learning time and Technologies and Organizations at Delft University of space etc. – some employees tried to access the Technology, Delft, The Netherlands (e-mail: platform at home not on the workfloor as the goal [email protected]). of the project was - the leveranciers, too, asked for binding and engaging learning processes in the markets Manuscript received 01 April 2010. (Write the date on which you - next steps: evaluation of the system with a huge submitted your paper for review.) This work was supported in part by the U.S. Department of Commerce under Grant BS123456 (sponsor and amount if users in Germany and Austria financial support acknowledgment goes here).

IX. SUMMARY Published as submitted by the author(s). - next steps: quantitative evaluation with end-users in real use

The International Conference on E-Learning in the Workplace 2010, www.icelw.org 4