The document discusses optimizing the impact of continued professional development (CPD) in organizations, emphasizing knowledge management and the use of technology. It highlights the need to address gaps in personalized knowledge management initiatives and offers a theoretical quantitative model to measure this impact. Additionally, it outlines methodologies and factors affecting learning through technology for staff and students within higher education institutions.

1. Mind the Gap:
Optimising Impact of CPD
Dr. Jo Smedley
Associate Dean (Learning & Teaching)
Newport Business School

2. Impact of knowledge management
using technology
• Organisations often identify aspects of related weakness
and address them strategically
• Centrally organised knowledge management initiatives
often leave “gaps” in personalised knowledge management
– Reduces the impact of overall progress.
• Theoretical quantitative model for impact of organisational
approach in knowledge management using technology
– Provides a measure of personalised knowledge management
from organisational initiatives

3. Evaluating organisational learning
through technology
• Bacsich (2005) focused on benchmarking in
universities
– Oriented to benchmarking administrative processes
• UK national Benchmarking and Pathfinder
programme between 2003-2008 provided
UK Universities with a structured approach
• Involved five methodologies:-
– ELTI (Embedding Learning Technologies Institutionally)
– eMM (e-Learning Maturity Model)
– MIT90s
– OBHE/ACU
– Pick and Mix

4. Using eMM
• Marshall and Mitchell (2005)
– Learning
– Development
– Support
– Evaluation
– Organization
• Organisational and individual perspectives

5. Modelling impact
• Organisational learning
• Individual learning
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6. Applying the model:
CPD across an HE organisation
• 104 staff and 193 students
• Question categories for staff and students
– U: Aspects of usability of a learning management system by staff (4
questions) and student (3 questions) users
– T: Appropriateness of training provided to staff (1 question) and student
(1 question) users
– C: Discussion of learning through technology by staff (1 question)
– S: Use of plagiarism software by staff (1 question) and students (1
question)

7. Developing the impact equations
Impact Equation: Staff
Impact Equation: Students

8. Analysing Gaps
Impact Equations: Gaps
Usability Software
Training

9. Impact: Staff and students

10. Impact:
Usability, Software and Training

11. Impact across areas

12. Staff impact factors across areas

13. Student impact factors across areas

14. Continuing developments
• Definition/categorisation of
elements
• Optimisation of elements to
maximise impact
• Weighting factors

15. Questions
Email: jo.smedley@newport.ac.uk
http://wiki.newport.ac.uk/index.php?title=Jo_Smedley%27s_wiki