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Social Media In A Corporate Environment


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presentation by Steve Grocott and Howard Errey at conVerge09

Published in: Business
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Social Media In A Corporate Environment

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