The Learning Concierge: Providing Knowledge Just in Time Not Just in Case

The Learning Concierge: Providing Knowledge Just in Time – Not Just in Case

Michelle L Houston

Department of Educational Psychology and Instructional Technology

University of Georgia

EDIT6900

Research Methods in Instructional Technology

Dr. Lloyd Rieber The Learning Concierge

Introduction

General Background Today’s workers are the unwilling participants in downsizing and rightsizing. Many are doing their job along with that of a displaced former colleague. There is scarce time to devote to training. The need to focus on the bottom line undoubtedly tempers employer sympathy. Formal training programs can be costly and time consuming. While employers need skilled, adaptable and knowledgeable workers, they also need workers to be working. Currently, many workplace training curricula are steeped in traditional face to face or linear online courses. Information has a short shelf life. Organizations that value learning and innovation must transform their traditional curricula into one that targets timely information and knowledge sharing.

Purpose of Development The purpose of the development is to create a cost effective learning solution that integrates the needs of workplace learners with the needs of employers.

Statement of the need The time between the completion of these formal courses and the application of the knowledge varies greatly. The longer the interval between instruction and application, it becomes more likely that the learner will forget the information presented. Workers need access to relevant learning materials such as job aids, online communities of practice, web and print based information and project mentors instead of the rigid course menus that address broad learning issues. Employees and employers need a more targeted approach to workplace learning to maximize effectiveness and minimize training costs and workers' time away from their primary responsibilities.

Significance of the development Developing The Learning Concierge (TLC) program will change the focus of workplace learning from being formal and broad in scope to a more personalized and timely learner focused system. TLC is a cost effective solution that uses an employer’s existing resources along with other web or print based information and mentoring opportunities to create learning solutions that are immediately relevant to the learner. Knowledge and information change rapidly in today’s workplace. Employers and employees will benefit from a knowledge management system that solves problems in a timely manner instead of waiting to develop formal training. (Kane, 2010)

Review of literature

This literature review will focus on the importance of the access to knowledge in a workplace setting. In the journal article Workplace learning: the roles of knowledge accessibility and management, Jessica Li, et. al. (2009), examine the ways knowledge management (KM) systems are used in several organizations. Data were collected from five organizations using a qualitative case study method. I liked that the authors recognize that there is a need for both formal and informal methods of workplace learning. They state that informal learning accounts for a major portion of learning on the job. While the study was relatively small (involving only five organizations), the interviews and onsite observations gave a more in depth picture of how learning actually takes place within the organizations. In the study, the authors found that all of the organizations studied felt that it was important to leverage tacit knowledge by making it more explicit and enabling workers to share what they know. The journal goes on to state that having the technology portion KM system is not an end of itself. Organizations must also be better able to locate and help workers apply knowledge in an efficient manner in order to be more competitive in their marketplace. Ironically, the academic institutions involved in the study lag behind the non-academic organizations in the way of innovative KM endeavors. The article proposes that in order for an organization to be effective at KM, they must create “dynamic strategies and practices.” The study opens the door to many questions in the way of better practices for workplace learning; however, I think the authors have made a clear case that a system that is flexible and focused on the sharing of relevant knowledge is beneficial for employees and employers.

Design Specification

TLC will use existing learning management systems (LMS) to house the Self Directed Learning Readiness (SDLR) assessment. TLC will create a database of mentors – volunteer and paid – with verifiable experience in the areas common to the organization. TLC will develop relationships with various professional societies in order to recruit members to serve as learning mentors.

Learners will begin by completing the SDLR. The assigned Learning Concierge will analyze the results to determine what types of learning are appropriate for the learner. A face-to-face or web meeting will be arranged where TLC and the learner will discuss the specific work issue or knowledge deficit to be addressed and the learner’s time constraints. TLC will use this information to conduct a search of existing employer resources, external training, and web and/or print resources and to assign an appropriate mentor. The results will be put into a learning menu that the learner and mentor will use to create a learning path. The mentor will provide scaffolding for the learner as needed and assist the learner with the selection of suitable learning tasks. This scaffolding is intended to prevent the learner from getting bogged down with extraneous information. (Ley, 2010; van Merriënboer, 2009) The learner and mentor will create and maintain an online learning journal to chart the learning process. This process will allow the learner to reflect on his process and self-explain the effectiveness of the learning path. (van Merriënboer, 2009) The learner and mentor will create a project portfolio that will be used in future learning paths. The learner will be entered into the learning mentor database upon completion of the learning program. TLC will maintain a cataloged database of the portfolios.

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