Conference PaperPDF Available

Supporting Competency Development in Informal Workplace Learning.

K.D. Althoff et al. (Eds.): WM 2005, LNAI 3782, pp. 189– 202, 2005.
© Springer-Verlag Berlin Heidelberg 2005
Supporting Competency Development in Informal
Workplace Learning
Tobias Ley1, Stefanie N. Lindstaedt1, and Dietrich Albert2
1 Know-Center, Inffeldgasse 21a,
A-8010 Graz, Austria
{tley, slind}@know-center.at
http://www.know-center.at
2 University of Graz, Cognitive Science Section,
A-8010 Graz, Austria
dietrich.albert@uni-graz.at
http://wundt.uni-graz.at
Abstract. This paper seeks to suggest ways to support informal, self-directed,
work-integrated learning within organizations. We focus on a special type of
learning in organizations, namely on competency development, that is a
purposeful development of employee capabilities to perform well in a large
array of situations. As competency development is inherently a self-directed
development activity, we seek to support these activities primarily in an
informal learning context. AD-HOC environments which allow employees
context specific access to documents in a knowledge repository have been
suggested to support learning in the workplace. In this paper, we suggest to use
the competence performance framework as a means to enhance the capabilities
of AD HOC environments to support competency development. The framework
formalizes the tasks employees are working in and the competencies needed to
perform the tasks. Relating tasks and competencies results in a competence
performance structure, which structures both tasks and competencies in terms of
learning prerequisites. We conclude with two scenarios that make use of
methods established in informal learning research. The scenarios show how
competence performance structures enhance feedback mechanisms in a
coaching process between supervisor and employee and provide assistance for
self directed learning from a knowledge repository.
1 The Importance of Work-Integrated Learning
In order to operate economically in business education the ratio between outcome and
investment needs to be maximized. Investment in business education consists of
financial contributions for courseware, learning management systems, training hours,
and costs for employees being away from their workplaces. Outcome in business
education should be learning results that can directly be transferred to employees’
workplaces and which have a high reinforcing impact on job performance. However,
studies reveal that only a small amount of knowledge that is actually applied to job
activities comes from formal training:
Ley, T., Lindstaedt, S. N., & Albert, D. (2005). Supporting Competency
Development in Informal Workplace Learning. In K. Althoff, A. Dengel, R.
Bergmann, M. Nick & T. Roth-Berghofer (Eds.), Lecture Notes in Artificial
Intelligence - Professional Knowledge Management: Third Biennial Conference,
WM 2005, Kaiserslautern, Germany, April 10-13, 2005, Revised Selected Papers
(Vol. 3782 / 2005, pp. 189-202). Springer-Verlag GmbH.
190 T. Ley, S.N. Lindstaedt, and D. Albert
1. Formal training is the source of only 10 – 20% of what we learn at work, although
it accounts for about 80% of spending in business education [1].
2. Only 20% to 30% of what is being learned in formal training is actually transferred
to the workplace in a way that enhances performance [2].
3. 80 – 90% of what employees know of their job, they know from informal learning
[3].
At the same time companies invest large amounts of money in formal training
initiatives. Haskell in [4] informs us that in 1998 $70 billion were spent on formal
training. He argues that half of this has been misspent due to the fact that what people
are taught in formal training is not sufficiently transferred to and applied to the job.
In spite of these findings, in current business practice and eLearning research
projects most spending is applied to enhancing knowledge transfer of formal training
interventions. These initiatives try to answer the question: “How much does the
learner know after engaging in the formal training?” Instead, as suggested by the
above numbers, the question which should be asked is: “To which extend can the
learner apply the newly acquired competencies to improve her work performance?”
This is why in our work we focus on learning transfer.This is the effective and
continuing application of knowledge and competencies to new (and often unexpected)
contexts.
Let’s now take a look at organizations in which both the content being created
within the usual work processes and the changing requirements of the tasks
employees are working in create a dynamic environment. Such organizations have
been referred to as knowledge intensive; examples are R&D companies,
consultancies, etc. In knowledge intensive organizations weakly structured work
processes are predominant, leaving enough space for flexibility and creativity. In such
environments, it is neither possible nor feasible to predetermine all possible "learning
paths" employees may be pursuing. In order to ensure a high degree of learning
transfer in such knowledge intensive organizations the focus of business education
has to be shifted. The trend goes away from enforcing predetermined, general
learning paths (as attempted by formal training) towards supporting individual, work
task related learning paths (the goal of informal learning). We refer to this type of
informal, work-integrated learning as AD-HOC learning [5], since it happens ad hoc
during work.
In addition, the separation of working, learning, and teaching becomes blurred in
knowledge intensive organizations. Increasingly interdisciplinary teams work together
to perform a task. They all have to learn from each other (and thus also teach each
other) to be able to solve the given problems. Most of the time, mutual learning and
teaching happen unconsciously during work. Often “simple” work documents (such
as reports, project plans, etc.) serve as learning/teaching content. This content already
exists in knowledge intensive organizations (e.g. in the organizational memory) and is
generated continuously during work. But unfortunately it is mostly not linked to the
work processes where it is needed by other people to learn and within the content
generation activities didactical aspects are not taken into account. In order to support
informal learning related to individual work tasks a large amount, and especially a
large variety of learning content is needed. Obviously this content can not be created
solely for learning purposes. Instead, an environment supporting learning and
Supporting Competency Development in Informal Workplace Learning 191
working can tap into an organizational memory and reuse available content for
learning. Metadata associated with the content plays a central role in this pursuit.
Based on the argumentation given above we argue that what is needed is an
environment which supports AD-HOC learning: the acquisition of new competencies
in the context of the current work task, thus enabling the user to perform the task
better, faster, or more reliably. Such an environment will support working as well as
learning and will take into account the following aspects:
1. Provide available content for learning purposes: The environment should support a
“learner” or a “teacher” in finding any existing content from an organizational
memory which could be used for learning or teaching purposes.
2. Support learning interactions: The environment should provide support for
interactions that take place for learning purposes. Examples are: a coaching
interaction between employee and supervisor, a lessons learned meeting at the end
of a project, or an interaction between an expert and novices in a certain topic.
In Chapter 2 we introduce the AD-HOC concepts which are the basis for creating
environments to support specific work tasks according to the requirements given
above. Chapter 3 serves to make the relation between effective competency
development and workplace learning explicit. Chapter 4 illustrates the notion of
competencies as a conceptual layer. This conceptual layer formalizes the tasks
employees perform and the competencies needed to do so. Relating tasks and
competencies results in a competence performance structure, which structures both
tasks and competencies in terms of learning prerequisites. Chapter 5 then illustrates –
using two scenarios – how competency performance structures can be applied within
AD-HOC environments to support the competency development of the users.
2 AD-HOC Concepts and Environments
In order to create environments which support AD-HOC learning we have developed
the AD-HOC methodology [6]. In this paper we will shortly introduce the main AD-
HOC concepts and then (as one example) present an AD-HOC environment for
project management.
2.1 AD-HOC Unifying Structure: Enabling Content Reuse for Learning
A typical workplace of a knowledge worker and its structure consisting of three
separate spaces: a work space, a knowledge space, and a learning space.
Work space represents the user’s desktop PC and shared document storage devices
such as a common file structure or document management systems. It contains the
work documents which are needed by an employee on a day-to-day basis, such as
project related documents. In many knowledge intensive organizations this space is
structured according to projects and their work packages.
Learning space stands for conscious learning situations, e.g. attending seminars
and taking eLearning courses. The learning space is either completely outside any
technical system or combined with an eLearning platform. Sometimes information
about current seminars is available through the Intranet. The structures of learning
192 T. Ley, S.N. Lindstaedt, and D. Albert
spaces mirror the structures of the learning topics as it is seen by course providers. It
follows the didactical abstraction of the topic and provides generally no information
about the relationship of work tasks to courses. In addition, the available course
material is fairly general and has to be adapted to employees’ work contexts.
Knowledge space represents unconscious learning, application of past experiences
(own and from others) to new situations, spontaneous search for information and use
of examples in order to understand how to apply newly found information. The
knowledge space of an organization is often distributed over different systems such as
the Intranet, a common file server, etc. Here the structure again is different:
Organizational knowledge often does not have one clear structure, but mirrors the
internal cognitive map of each person providing the knowledge. Often a mix of the
organizations’ processes, topics and department structures are found here.
Based on the description of these three spaces, two main problems can be
identified when linking the spaces together and integrating teaching and learning
support and everyday work:
Cognitive disconnection between the three spaces: Each of the spaces has an
inherent structure which mirrors to some extent the mental model of the people
who are using it.
Structural separation of the three spaces: Each of the spaces is implemented on
different technical systems. And here the contents’ structure is predetermined by
the system’s design.
The cognitive disconnection between the three spaces cannot be overcome as long
as users are confronted with the structural separation all the time during their daily
work. Thus, it is the structural separation that has to be changed first. In working
towards that goal attention has to be paid not only to the properties of the content in
Fig. 1. Using the work process as unifying structuring element to link elements of the three
spaces together
Supporting Competency Development in Informal Workplace Learning 193
question, but also to the mental models of the users. This will ensure that the three
spaces will not be connected in some arbitrary way, but in a way that is actually
useful and intuitive for the target group.
In order to bridge the cognitive disconnection the AD-HOC method identifies one
unifying structuring element for each AD-HOC environment. This unifying element is
then used to reference the content from the different spaces. In Figure 1 the work
process is used as unifying structural element. This has the advantage that (learning)
content can be linked to the work task in which it was created an in which it will
likely be used again. Choosing the work processes as unifying structure does not
imply automatically that the processes will be used as navigational element. The
structural element can be used for navigation (as is described in the case study)
however it can also be maintained in the background simply providing implicit
structure and using another navigation metaphor (interested readers can refer to the
AD-HOC RESCUE environment [7].
2.2 AD-HOC Spectrum: Supporting Self-directed Learning
As motivated above the competence development process largely relies on the
learners’ own initiative. Within this work we refer to this process as self-directed
learning [1], [8]. Autonomously defining learning goals and learning paths are
important activities within self-directed learning. In order to perform these activities
learners need to have a certain level of expertise of the knowledge domain learned.
According to [9] there are five different levels of expertise:
Novice: Learns from facts and context-free rules
Beginner: Application of facts and context-free rules to other contexts, making first
experiences
Competent: Application of facts, context-free rules and own experiences to other
contexts
Versatile: Holistic perception of ‘gestalt’ and similarities
Expert: Holistic perception of ‘gestalt’ and similarities, intuition
Novices and Beginners need to be supported and led during learning. Only up from
the level Competency, learners are able to direct their own learning. Additionally,
levels of expertise are dynamic in that one person can have differing levels of
expertise in differing knowledge domains. In one domain, she might be an expert,
thus behaving as a master (informally) teaching others, in another domain she may be
a novice, thus incorporating the role of an apprentice. With informal self-directed
learning, learners are able to change between levels of expertise and participate in
groups of experts and other learners in order to gain the greatest advantage for
themselves and for the community [10].
This illustrates that the needs of a learner are influenced to a large extend by the
level of expertise she has reached within one domain. Also, as shown in the section
above, the current work context sets certain prerequisites of which learning resources
are perceived useful in a situation. In addition, the current personal situation
influences immensely which learning content is needed: a person under time pressure
is much less likely to read a long report or take an eLearning course than a person
who has more time or a more in-depth interest in the subject.
194 T. Ley, S.N. Lindstaedt, and D. Albert
Thus, an environment which aims to support AD-HOC learning must offer a
variety of learning content to the user. The more this content is already tailored to the
user’s situation, the better. We believe however, that it is always useful to get an
overview of the different learning resources available within the organization. That is,
Novices and Beginners – who still need guidance in their learning activities – will be
made aware of formal training offerings (such as seminars and eLearning courses).
But at the same time other learning resources will be made available via self-directed
learning. The individual learner thus has the choice of which offering fits best his
personal preferences and work related needs. We refer to this variety of possible
learning resources as the AD-HOC Spectrum (see Figure 2). It bridges the gap
between continuously searching the company’s intranet and formal courses.
Fig. 2. The AD-HOC Spectrum
Many short task-oriented unconscious learning experiences and few long general
conscious learning episodes represent the two extremes of the AD-HOC Spectrum.
Between those extremes, AD-HOC offers the learners (workers) a variety of different
resources relevant for their specific work tasks. These resources range from example
documents and templates, checklists, how-to descriptions, guidelines, contacts to
dedicated experts, etc.
3 Competency Development and Workplace Learning
It is generally agreed that learning at the workplace can take different forms. As we
have discussed in the previous section, one can differentiate between short-term
performance support that would involve learning simple procedures or problem
solving strategies, and long-term people development (e.g. [11], [12]). In this paper
we look at the latter kind of these learning activities, namely at how employees
develop competencies that enable them to perform competently in a broad range of
situations.
Up to this point, the use of information technology at the workplace has been
primarily concerned with providing performance support, and many knowledge
management applications give account of this focus. Learning, however, does also
involve permanent changes in the underlying cognitive structures[12]. If we intent to
consider a more holistic idea of learning at the workplace, it would therefore be
Supporting Competency Development in Informal Workplace Learning 195
essential to look at human competencies, how they are developed in the workplace
and how they are used to produce performance.
We define competencies as personal characteristics (knowledge, skills, abilities) of
employees which are relatively stable across different situations (see also [13]).
Competencies can be described in terms of distinguishable elements of underlying
capacities or potentials which allow job incumbents to act competently in certain
situations [14]. Employees dynamically combine these elements according to the
requirements of the situation in a self-organising process [15].
Traditionally, competency-based training was targeted at specific behaviors that
constitute superior performance. Recently it has been argued that instead of a set of
behaviors, competencies should be understood as a set of attributes that allow for
superior performance, and that development should be targeted at the underlying
competencies rather than at the behavioral level [11]. In accordance with this view,
competency development aims to extend the capacity of a person to act competently
in a number of situations by helping this person acquire additional competencies
applicable for performance in several tasks.
Our view of competency development is such that people acquire new
competencies predominantly in interaction with real job situations and tasks (see
[14]). New competencies are being developed when a person enters a new situation or
task in which action is not predetermined. Reflecting on the outcomes or receiving
feedback from a more experienced person helps in this development. This view is in
accordance with a large body of research showing the importance of informal learning
as opposed to formal training when it comes to learning at the workplace [16].
Baitsch [12] and Conlon [17] have discussed a whole variety of methods that can
be used for informal learning, including mentoring, coaching, networking, modeling,
effective leadership and interactions in a team environment. Employees consider
alternative ways to think and behave, and reflect on processes to assess learning
experience outcomes.
How such development can be integrated into workplace learning scenarios is the
central concern. In recent times, methods derived from competency-based human
resource management (also termed “competency or skills management”) have been
suggested to improve both knowledge management (KM) and eLearning. Within
these methods, competencies of individual employees are being described and rated in
order to improve accessibility of these assets or to develop them further.
In KM, competencies have been used to create yellow pages or expert searches
(see [18], [19]) in order to leverage “tacit knowledge”. Others have suggested that
competencies be defined as a means to derive goals for strategic knowledge
development [20]. In eLearning, comparing profiles of required competencies for
different jobs to profiles of available competencies of individual employees has been
utilized in an attempt to assign eLearning courses to employees who need them [21].
Some authors see competencies as a way to closer relate KM and eLearning activities
in companies (e.g. [22]).
In this paper we argue that KM and eLearning initiatives aimed at developing
competencies of the workforce by employing competency management methods may
be improved in two ways: (1) By providing a closer connection between
competencies on the one hand and tasks or performance outcomes on the other, and
196 T. Ley, S.N. Lindstaedt, and D. Albert
(2) by seeing competency development as an individually controlled learning process
rather than a centrally managed development initiative.
Issue (1) will be addressed by a framework which establishes a competency-
performance connection (see section 4). We present results of a case study in a
research institute of 30 members, in the following referred to as Research Ltd., where
the framework was applied. Issue (2) will be addressed by two scenarios that show
how our framework can be applied within an informal workplace learning approach
(see section 5). The scenarios emphasize self directed learning from a knowledge
repository (rather than the utilization of static courseware) and feedback mechanisms
in a coaching process (rather than off the job training).
4 A Competence Performance Approach
Any model for describing competencies should therefore aim to offer a tight
integration between competencies and task performance. Using Korossy’s
competence-performance conception (see [23]), we have developed a framework that
achieves this integration. By relating competency descriptions to descriptions of task
in which the competencies are being used (task competency matrix), we derive a
structure on the set of competencies and on the set of tasks (competence performance
structure).
Table 1 gives an extract from a task competency matrix for Research Ltd. In this
case, the competencies (A-G in the rows) denote typical competencies that deal with
different issues of communication. The tasks (the numbers in the columns) denote
several documents actually produced by employees working in projects, for example
a project requirements document or a management summary. Each document
represents a specific task in the project management process that encompasses all
actions necessary for producing it.
The document competency matrix was derived by asking project managers, which
competencies (knowledge and skills) they had used when producing the documents.
Competencies were both general (e.g. communicating in a team setting or with
partner companies) and domain specific (e.g. knowledge of streaming technologies).
While the first are used for coaching purposes, the latter ones may be used in the
context of self-directed learning from a knowledge repository (see next section).
Table 1. Extract from a task-competency matrix for Research Ltd
Project Documents
Competencies 10 11 12 13 14 17 24 26 33 41
A Communication about client requirements x x x x x x x
B Discussing ideas on an informal level x x x x x
C Understanding goals of others x x x x
D Discussing a common practice in a team x x x x x x x
E Employing effective interview techniques x
F Presenting and selling own ideas x x x x x
G Defining goals and persuading others x x x x x x
Figure 3 shows the competence performance structure that can be derived from the
matrix. The boxes in the figure represent competence states, which are characterized
Supporting Competency Development in Informal Workplace Learning 197
by a specific combination of competencies (A-G). States are connected by lines
denoting a subset relation. Below the competencies, numbers of documents are given
that can be created in the state (documents are only listed in the minimal state). For
example, in the state {A, D, G} the documents 12, 13 and 14 can be created. The
method for deriving a competence performance structures is described in [13].
Fig. 3. Structure for competencies A-G and documents corresponding to the states (see [13])
Competence performance structures are based on dependencies that exist both
within the set of documents and the set of competencies. Within the competence
performance framework, these dependencies can be interpreted as learning
prerequisites which can be used for diagnosing learning needs. For example, Figure 3
suggests that there exists a dependency between documents 12 and 13 in that
document 12 requires the same competencies as document 13 (A and D) plus one
additional one (G). The diagnosis of learning needs happens through an assessment of
the performance outcomes (documents in this case). So from good and poor
performance in any of these performances, missing competencies can be derived. As
competencies are directly connected to performance outcomes, this diagnosis may
happen within the usual work processes.
5 Supporting Informal Workplace Learning
Competence performance structures as described in the previous chapter can be the
basis for a more effective support of technology enhanced learning interventions at
the workplace. They provide the basis for dynamically modeling learning goals and
198 T. Ley, S.N. Lindstaedt, and D. Albert
prerequisites, and in conjunction with an AD HOC environment can be used for
supporting workplace learning. As competency development is inherently an
individual learning activity, we focus on two scenarios that illustrate their use in
informal workplace learning.
5.1 Scenario A: Enhancing Supervisor-Employee Learning Interaction
At Research Ltd., project managers are required to write a management summary at
the end of each project (as part of a defined project-close-out process). In this
management summary the goals of the project, the approach taken, the results
achieved and the value generated are stated within a few pages. However, many
project managers have difficulties taking a step back from the specific project
problems and technical details to give a clear, abstract description of what was
achieved. Since the management summary is published on the website of Research
Ltd. and serves as a communication device to the management, its quality is of high
importance. Thus, steps have to be taken to ensure the quality of the documents and to
improve the capability of the project managers.
Imagine now that one project manager recently has completed a project. Using the
AD-HOC environment which guides him through the project-close-out process he
finishes writing his management summary. Within the environment, a workflow is
initiated in which the supervisor reviews the document and provides feedback about
its suitability (differentiated task rating). The management summary is part of a
competence performance structure, and so are other documents the project manager
has previously created and which have been reviewed. Based on this information the
environment determines the likely competence state the employee is in and identifies
competencies the employee is likely lacking.
In this case the environment finds out that the project manager in the past had low
ratings in the competencies “problem abstraction” and “structured writing” which are
essential for writing a management summary. The environment displays these
findings to the supervisor thereby supporting the supervisor in his role as a learning
coach by helping him assess strengths and weaknesses of the project manager. In this
case, the project manager has made considerable improvements in “problem
abstraction” but still has some deficiencies in “structured writing”. Since the
development of this competency is best done by providing feedback and discussing
the paper together the supervisor meets with the project manager and coaches him.
This scenario illustrates the connection between the competencies “problem
abstraction” and “structured writing” and the task of management summary writing.
With a competence performance structure that models the relation of competencies
and tasks, it becomes possible to integrate learning in the working process. From the
quality of the management summary, the system suggests that the project manager
should focus on the development of these specific competencies. Since these
competencies are also crucial for other tasks (e.g. writing of user requirement
definition) improving them will help to improve overall performance. The scenario
also underlines the trend to perform competency development within the business unit
as opposed to relying on centrally controlled human resource activities.
Supporting Competency Development in Informal Workplace Learning 199
5.2 Scenario B: Using a Document Repository for Self-organized Learning
Searching the company’s document repository for documents that have been
produced in previous projects and finding pointers to the people that have produced
them is a different form of informal learning that takes place at knowledge intensive
workplaces. The problem is that the document repository is usually not structured
according to learning requirements. Again, we suggest that competence performance
structures may offer such structuring that is based on learning prerequisites among the
documents that have been created.
Fig. 4 shows part of the structure that was created from the data provided by the
employees. The part that is shown in the figure focuses on a subset of knowledge used
in e-Learning projects (domain specific competencies). The structure was visualized
using Formal Concept Analysis [24], which creates concepts (the nodes in the graph)
that consist of subsets of objects (documents) and subsets of attributes
(competencies). Two documents (5 and 7) can be seen in the structure. The other
descriptions denote competencies. All competencies used for producing a specific
document can be found by following all paths upwards in the graph.
Fig. 4. Formal Context of the documents (5 and 7) and domain specific competencies (101-143)
needed for producing them
From the graph, relationships between competencies are readily apparent. For
example, we find technological knowledge (“Accessing Webservices”, “Structuring
Metadata” and “Streaming Technologies”) closely related as these were evidently
applied in similar contexts. Also, the two documents are related, as document 7
200 T. Ley, S.N. Lindstaedt, and D. Albert
(a publication on adaptive competence testing) used a subset of competencies that was
used for document 5 (a publication on learner models). When supporting a
self-directed search in the document repository, these relationships can be exploited:
For the author of document 7 who is searching for information on technologies used
in e-Learning, document 5 might be a valuable learning resource.
This scenario shows that knowing which competencies are available improves self-
organized learning by offering documents and information applicable to the user in
question. In this case, the environment can take on the role of the “coach” in the sense
that for the initial building of the competency “technologies in eLearning” available
documents are provided. Initially, no human coach is needed but can later be accessed
through the environment as well.
6 Conclusion
We have shown how competence performance structures that establish a connection
between tasks and competencies can support informal workplace learning. Two
scenarios illustrate possible areas of application. Both utilize a structure of
competencies that models the learning prerequisites within the set of competencies
and the relationships to the tasks in which they are applied. This provides support in
competency assessment and coaching and enhances access to resources in a document
repository for learning purposes.
The view of competency development advocated in this work is in sharp contrast
to simply teaching certain behaviors or providing employees with rules that describe
performance in a specific task (for example a “how-to description” for writing a
management summary). Instead, competencies also encompass attitudes and the way
employees conceive of the work [25] (e.g. writing from the viewpoint of a potential
customer) and high-level skills (e.g. abstraction from specific cases) that is commonly
acquired by experience in working on many different tasks. We do not imply that all
learning in organizations should conform to this pattern. In fact, training behaviors or
providing performance support should be sufficient in many cases. Whenever tasks
change quickly and employees have to dynamically adapt to new situations
frequently, a competency-based approach should be favorable since it emphasizes
more broadly applicable skills. In our view, support for this kind of competency
development has been scarcely addressed so far.
Another advantage of using competence performance structures when modeling
competencies is that they offer substantial potential for automating the process of
competency profiling. Because the structures integrate competencies with the tasks
performed in an organization, profiling can be done within the usual work processes.
Additionally, the prerequisites in the structures reduce the amount of information that
has to be provided manually. If the AD-HOC environment utilizes a document
management system, a workflow may be introduced in which only little information
(i.e. document-competency ratings) have to be provided in order to place a certain
document into the structure, and to make it accessible for technologically enhanced
learning purposes.
Supporting Competency Development in Informal Workplace Learning 201
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... This matrix is the basis for defining so-called formal concepts [2], which can be ordered in a lattice for navigation. Ley et al. show two application scenarios in the domain of informal learn- ing [3]. First, a task included in a workflow, for example the preparation of a document, is an indicator of the learner's competencies. ...
... The MILL-system either has access to such competency ratings for each worker or prompts an evaluator to judge about the competencies. Up to this point, competency-based rating resembles and formalizes the ideas of [3]. From this point on, all further steps and techniques we introduce (for competency-based rating, task-based rating and beyond) are innovative. ...
... – The MILL is centered around a systematic browsing of a concept lattice resulting from the task-competency structure. Prior work [3] focuses on the task-competency structure and resulting learning paths itself; its traversing by (temporally and conditionally) structured tasks from a workflow was not formalized, yet. The MILL innovates the view on the tasks and competencies as a dyadic one: it is possible to reason from failed tasks and from lacking competencies. ...
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The paper presents the MILL – a system which supports planning of training measures. Its background technique, task-competency modeling, is based on formal concept analysis as an indirect and qualitative way of determining the abilities of learners. In that context, the fulfillment or failure of a work task is the indicator of a set of necessary competencies. The core of the presented approach is a matrix structure – a formal context – which has tasks as labels for its rows and competencies labeling its columns. This matrix is the basis for defining formal concepts which can be ordered in a lattice for navigation and systematic decision support on training measures in an organisation.
... In order to enable effective learning, these spaces have to be linked. One of the arising problems is cognitive disconnection between the three spaces, because "each of the spaces has an inherent structure which mirrors to some extent the mental model of the people who are using it" [8]. Benmahamed, Ermine & Tchounikine state in their work that one of the problems is to connect already available conceptual KM models to learning activities and existing learning standards such as IMS Learning Design [1]. ...
... Benmahamed, Ermine & Tchounikine state in their work that one of the problems is to connect already available conceptual KM models to learning activities and existing learning standards such as IMS Learning Design [1]. Each of the spaces listed above (i.e., work, learning, and knowledge space) is implemented on different technical systems [8]. Examples of these spaces include specific desktop applications, e-Learning platforms, and KM System such as the Intranet. ...
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A number of recent studies have contributed to Knowledge Management (KM) and Learning integration. They are mainly based on organizational learning analysis. In this paper, KM is discussed from the viewpoint of adaptation in learning systems. The learning systems use and process great amount of different data, information, and knowledge which is necessary to be analyzed before KM methods can be applied. The main components of Adaptive Learning System (ALS) are discussed with respect to the KM processes. Goal of ALS is becoming self-directed learners. Learners will identify important resources for Life Long Learning in their field of study. For ALS is more important management of the Learners characteristics, they can define a learning agenda and follow them for reaching teaching goals. Course Management Systems as a part of ALS provide better communication with learners, quick access to course materials, and support for administrating and grading examinations.
... -Problèmes d'ordre conceptuel : par exemple (Ley et al, 2005) (Ras et al, 2005). Un apprentissage ne se réduit pas à un transfert de connaissances (Schmidt, 2005). ...
... Différentes approches et méthodes traitent du rapprochement entre e-learning et knowledge management. Certaines étendent des systèmes e-learning avec des méthodes de KM (Richter et al, 2005), d'autres cherchent à faciliter et améliorer l'apprentissage dans des systèmes de KM (Ley et al, 2005) (Yacci, 2005). Nous trouvons également des approches qui tiennent compte, dès la modélisation et la conception, des deux aspects (Schmidt 2005). ...
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The acts to teach, to learn and to work are never socially isolated. According to (Benoit, 2000), they are the cultural resultant, articulated and developed through a defined practice gathering in a place, virtual reality or, an unspecified number actors questioning themselves and wondering about the necessary knowledge, abilities and attitudes with the acquisition and the control of competences specific to a given field, whether it is of an academic or professional nature. Our aim, with the MEMORAe approach, is to operationalize connections between e-learning and knowledge management. To that end, our objective is to model and build a learning environment taking into account at the same time these two aspects. In the e-learning side, these last years, the modelling of learning environments was studied in educational engineering according to two principal approaches: • Approach by the resources, based on the paradigm of the learning objects; • Approach by the activities, based on the concepts of learning units, activity and teaching scenario. In the knowledge management side, knowledge engineering proposes concepts, methods and techniques making it possible to model, formalize, acquire knowledge in organizations to operationalize, structure or manage in the broad sense (Charlet, 2001). The same author specifies that these methods and tools are intended to support the dynamics of knowledge in the organization. Within the framework of the MEMORAe approach, we propose to associate knowledge engineering and educational engineering in order to model and build a learning environment according to the approach by the resources. We made the choice to test and evaluate the contribution of the organizational memories based on ontologies in a context of training within a learning organization. Let's note that, on one hand, such an organization must favour learning at several levels (individual, group and organization) and maximize organizational learning ; on the other hand, it forms a communities of practice constellation.
... Skills are specific activities, and competence is the ability to carry out an activity effectively, safely and efficiently to pre-determined standards (Welsh et al., 2009). However, new competencies may be developed when a person enters a new situation or task in which action is not predetermined (Ley et al., 2005). Informal workplace learning may therefore be important to ensure organization objectives are achieved by reflecting on outcomes or receiving feedback from more experienced personnel (Ley et al., 2005). ...
... However, new competencies may be developed when a person enters a new situation or task in which action is not predetermined (Ley et al., 2005). Informal workplace learning may therefore be important to ensure organization objectives are achieved by reflecting on outcomes or receiving feedback from more experienced personnel (Ley et al., 2005). Organization planning to achieve this in a structured predicable manner is important to ensure that developing competencies and improving performance of employees does not occur by accident. ...
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Workplace learning is important because it facilitates the application of acquired knowledge and sharpening the skills of employees. This may involve exposing employees to experienced peers who may serve as mentors and regarded as experts to less experienced employees. However, studies have shown that expertise is not correlated to number of years in experience. These studies focused more on skills that require decision making and less on the application of physical mechanical skills. Internal consistency [in decision making] has been proposed as an important criterion in determining expertise as well as agreement amongst experts [or to a standard]. Knowledge is also as important as its application within varying contexts. In general everyday work contexts, it is important to ensure that employees work according to set standards where reliability and consistency is important. Organizations may neither have the time nor expertise to design and implement sophisticated training and assessment tools for employees. This paper presents a generic framework for the quality assurance of in-house training to promote competency management of employees. Training is proposed as an annual event for all employees, “experts” and novices. Training interventions are designed to transfer knowledge based on vocational knowledge and organization specific standards as inputs to training outcomes. Process monitoring serves as another input but also as a mechanism to evaluate the effectiveness of training. Hence it serves as a single learning loop to improve worker performance. Evaluation of organization specific standards during training serves as the double learning loop toward continual improvement of organization performance using the expertise and experience of employees.
... In investigating the competencies among research support librarians in Malaysian public universities, the self-directed learning among these professionals is also indispensable to be scrutinised. Various studies have concluded that selfdirected learning has an influence on competencies ( Wiebrands and Wiebrands, 2014;Viliunas, 2013;Karakas and Manisaligil, 2012;Hashim, 2008;Park, 2008;Ley, Lindstaedt and Albert, 2005;Beatles, 2005;and Boyatzis, 2004). Other studies have looked into the relationship between self-directed learning and the competencies among librarians ( Wiebrands and Wiebrands, 2014;Irfan, Haneefa and Shyni, 2015;Reid and Tairi, 2012;and Lai and Wang, 2012). ...
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... The people-driven approach to e-learning can be implemented around Web 2.0 concepts (Chatti et al. 2007). Interesting studies show that " only 20-30% of what is being learned in formal training is actually transferred to the workplace in a way that enhances performance and that 80-90% of what employees know of their job, they know from informal learning " (Lindstaedt et al. 2005) & ( Cross 2003). To be effective, knowledge sharing has to involve people all being on the same page. ...
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E-learning usually focuses on learning material, now it's widely recognized that there is a continuous research in the field of e-learning and its relationship with different concepts in information technology; it's widely known that knowledge management primary focus is how to create, use, share, and store knowledge in organizations. In learning organizations learning content can be referred as knowledge, so that it can be found that e-learning and knowledge management are interrelated and require a collaboration culture that could foster knowledge networking with technology as an enabler, Which can be implemented around Web 2.0 concepts where people can share ideas, thoughts, and experiences. This concept of e-learning can be best implemented using service oriented architecture to achieve greater and better service agility to respond to organizational changes. In this paper an e-learning framework is used to propose a service oriented architecture for e-learning system that combines the knowledge management and web 2.0 approaches
... Given the competency state of a worker, and the competency requirements of a task at hand, a discrepancy could be identified and educational interventions could be initialised. Ley, Lindstaedt and Albert [16] have suggested Competence based Knowledge Space Theory as a model to formalize competencies and their connection to workplace performance for work-integrated learning. With the Competence based Knowledge Space Theory, Korossy [14] has introduced an extension of Knowledge Space Theory [8]. ...
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... KM is related to an organizational perspective, because it addresses the lack of sharing 050 E3 J.Bus.Manage. Econ knowledge among members of the organizations by encouraging the individuals making their knowledge explicit by creating knowledge chunks which can be stored in repositories for later re-use or participating in communities of practice; opposed to that, EL emphasizes an individual perspective, as it focuses on the individual acquisition of new knowledge and the technical means to support this construction process (Ley et al, 2005). Thus, the integration of EL and KM is more than just topicoriented delivery of information chunks by following nonadaptive processes that are prescribed by a centrally managed learning initiative. ...
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E-learning is an emerging field in the intersection of education learning, and business, referring to education services and information delivered or enhanced through the Internet and related technologies. This paper is an attempt to show how knowledge management (KM) and E-learning (EL) specifically can be of prominent support in the workplace. The challenge is to align the organization as a whole to a constantly changing environment in terms of learning and innovation. This paper posits that KM consists of enablers such as Information systems infrastructure, Eemployees involvement, Team working, Employee empowerment, Top management leadership and commitment that are critical to the success of a knowledge-based organization. The model presented in this paper combines e-learning and KM into adaptable an framework that provides integrated support end effect on various Media involved in the education systems. The model is a suggestion to improve teaching and learning process and how KM adds a successful help for educational consumers in selecting and evaluating e-learning media. The design of the model is based on an analysis of KM and e-learning literature and the information search process.
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In this important theoretical treatise, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning--that learning is fundamentally a social process and not solely in the learner's head. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation. Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. Legitimate peripheral participation provides a way to speak about crucial relations between newcomers and oldtimers and about their activities, identities, artifacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalized to other social groups.
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Zunächst werden drei Weiterbildungsarten aufgezeigt, die typischerweise in Unternehmen zur Erreichung unterschiedlicher Weiterbildungsziele eingesetzt werden. Jede dieser Weiter- bildungsarten stellt andere Anforderungen an die Technologie-Unterstützung, um ihren Ziel- gruppen, Zielen und Rahmenbedingungen gerecht zu werden. Im Weiteren diesen Kapitels fokussieren wir dann auf die beiden Weiterbildungsarten, die besonders charakteristisch für betriebliche Weiterbildung sind: Weiterentwicklung und Training-on-the-Job. Aufbauend auf diesem Verständnis der betrieblichen Weiterbildung zeigen wir drei wichtige Trends auf, die unserer Einschätzung nach die betriebliche Weiterbildung in den kommenden Jahren verstärkt beeinflussen werden. Eine Analyse der Trends ermöglicht die Identifizie- rung von drei Fokuspunkten, die neue Herausforderungen für CSCL-Technologien darstel- len. Hierbei steht die Einbettung der Kommunikation und Interaktion in den Kontext im Mittelpunkt. Der Kontext bezieht sich hier auf die Arbeitssituation, die Unternehmensstruk- tur, die Lehrmöglichkeiten und die Lernbedürfnisse der involvierten Personen. In jedem Kontext können natürlich allgemeine CSCL-Technologien (siehe Kapitel 2.1) eingesetzt werden - wie es auch bereits in vielen Unternehmen geschieht. Den wirklichen Mehrwert aber wird man nur durch die Berücksichtigung des Kontextes und der Anpassung der Tech- nologien auf diesen und der Einbettung in Infrastruktur erreichen können. Den Hauptteil des Kapitels bildet daher die Vorstellung dreier innovativer Ansätze, die die identifizierten Fokuspunkte angehen und zu ihrer effektiven Umsetzung auf CSCL- Technologien angewiesen sind: Skills Management, Blended Learnung und Integration von Arbeit und Lernen. Anschließend zeigen wir anhand von zwei kurzen Fallbeispielen, wie Skills Management in einem Großkonzern und die Integration von Arbeit und Lernen in einem kleinen Unternehmen umgesetzt werden können.
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Looks initially at the theoretical foundations of both competency-based training (CBT) and reflective practice, then at current approaches to CBT and reflective practice. The compatibility of these two in educational practice, and the extent to which they might be combined in an educational or training context is discussed. CBT and reflective practice are not regarded as having a mutual equivalence in adult education and training. Rather, it is argued that they constitute two approaches within this educational field which function at different levels of teaching and learning and, as such, there exists at least the potential for them to be designed and developed so as to be complementary.