The Changing Service Portfolio of the Learning Function to ... · Research Question . What kind of...

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The Changing Service Portfolio of the Learning Function to Design Learning Organisations in the Digital Age Evidence from the Banking Industry

Daniela Schuchmann Sabine Seufert 5 June 2014, EURAM

First of all – this work…

• is embedded in a larger project: strategical consulting and supporting an educational institution, which offers management development services for the banking industry

• outlines the first stage conceptual framework

I. PROBLEM STATEMENT & RESEARCH OBJECTIVES

Problem Statement

Banking organisations… • are challenged for acting in a dynamical environment are under pressure for being innovative

• specific organisational preconditions: • Privacy policies limits e.g. free information sharing

• Hierarchical structures limits e.g. project-oriented structures & ways of development

• Dealing with regulatory guidelines (EU; e.g. SEPA) requires ressources less capacities left for dealing with innovations

• Increased Competition • Personal customer relationships are central, but they lost their trust to retrieve trust is essential

continuous learning as precondition for the organisation’s capability for being innovative! (e.g. Haller, 2003) 4

The Research Objective is…

… to analyse and identify the changing service portfolio

of the learning function in order to support the role of designing

a learning organisation rather than organising training

in the banking industry.

implies a changing role of the learning function

We use the term learning function…

… in an overarching understanding containing all activities

to enable, facilitate, organise and design

learning inside the organisation.

internal or external

Research Question

What kind of services should a learning function enhance or integrate to take up the new role of a developer and to design a learning organisation respectively enterprise 2.0?

1. general developments: what are general trends and major developments for corporate learning in the future?

2. developments in the banking industry: what are new initial points for the design of learning organisations?

3. services of the learning function: what are necessary services to include in the portfolio of the learning function according to the changing role as supporters of a learning organisation?

II. METHODS

Methods – step 1 of 3…

1. Exploring future trends in corporate learning: • scil Trend Study: empirical research on trends and challenges in

educational management since 2005 (most recent study: 2012) • 6 aspects:

strategy, didactics, organisation, culture, technology, economy • sampling criteria: training managers: decision makers and experts in

L&D, representation of businesses from various industries

2. Literature review about developments in the banking industry: a) developing a theoretical framework including related topics:

b) reviewing various publications for case examples:

projects/ initiatives supporting a learning banking organisation/ E2.0 (Switzerland, Germany) 6 cases cross-case-analysis, typology predefined criteria: sources & authors, implemented web 2.0 tools, contribution to organisational learning

Topic Area Focus

organisational learning

connection between personnel and organisational development (e.g. Argyris & Schön, 1999; Senge, 1996)

knowledge management

contribution to the… - facilitation of learning - distribution of knowledge & flow of informations (e.g. Probst et. al., 2012; Wilkesmann, 1999)

enterprise 2.0 new opportunities to deal with knowledge in collaboration (e.g. McAffee, 2011; Back, 2012)

3. Development of a framework model for a changed service portfolio • derived from previous findings • including the role of a learning function with the purpose

to facilitate a learning organisation

III. RESULTS

Framework Model: the role of the learning function – a concept for a service portfolio

Action Area 1: Individuals’ Competence Development • Competence development as an «employer tool»,

not only a «tool of management» • It’s not only about improving employees’ performance responsibility for learning: employee – «create their own paths» superiors direct influence is limited, they can only provide appropriate conditions

• Offering development opportunities to employees is essential: formal & informal learning contexts

Key activities: • New carreer and development paths (non-qualification oriented) • New forms of learning and working – connecting both:

collaboration, dealing with knowledge, project groups, … 14

Action Area 2: Managers as Learning Facilitators New management logic: • Self-organisation, self-responsibility, realisation of potential

Roles of managers: • «Central culture bearers» & disseminator encourages or impeeds learning! awareness must be raised

• Extended field of responsibilty as professional employee developer understanding of leadership must involve this

• Talent management retain employees secure high-potentials encourage B-players

Key activities: • Living values – value-oriented leadership (transformational) • Recognise & encourage potentials • Foster knowledge transformation to the organisational level

Action Area 3: New Forms of Learning and Networking at the Workplace • Skill development with the goal of individual’s innovative behavior «formally organised learning – informal learning» «individual learning – organisational learning» learning in social working groups, networks, communities enables self-organisation and development of innovations employees reflect on potential for their own work

• E 2.0 enables new collaboration between employees, customers and partners: internal perspective: improving processes, exchanging knowledge,… external perspective: communication/ cooperation with customers, marketing/ reputation purposes, etc.

Key activities: • Support self-organised reflection - «learning to learn» • Support developing skills for dealing with social networked

collaborative environment personal knowledge mgmt. • Practice-oriented communities of people (Wenger, 1998) 16

Action Area 4: Organisational Development • Structural factors:

• Tasks, decisions, responsibility, budget, knowledge mgmt., communication related to framework conditions for learning (e.g. incentive systems, technological infrastructures)

• Cultural factors: • Attitudes, levels of authority, implicit types of behaviour of people in a social

system, significance of self-organisation

Key activities: • First step: learning culture analysis • Design structures & cultures • Change mgmt.: involve employees & customers • Make knowledge & information available/ accessible • Establish innovations: e.g. trendmonitoring, ideas mgmt., … • Use all available knowledge in the organization: e.g. use of web 2.0 tools • Networks for experience sharing: best practices, benchmarking... 17

Types of logic for the organisation of learning processes Self-initiated Professional CommunitiesModerated

Reflection Processes inWork Practice

Transfer-orientedEducational Programme

«Standardized»Training

formal contexts informal contextsLearning in ...

Case Typology

Credit Suisse: training sequences

UBS: Social Computing Platform, TV-Channel, Webcasting

Commerzbank: "WikIdee"

Credit Suisse:"expert insights"

Raiffeisen: "my Page 2.0" Raiffeisen: "directory 2.0"

Dresdner Bank: eLearning

Sparkasse: organization manual & glossary

Conclusion: The Changed Service Portfolio

Outlook – it’s an ongoing project…

…it’s followed by these next steps:

1. qualitative interviews with supervisory board members of banking organisations objective a) validate and modify the theoretical framework objective b) specify relevant services

2. supporting/ facilitating the educational institution in implementing innovative services

Implications

• Theory:

• Facilitation of corporate learning in banking organisations theoretically & empirical evidence

• Practice: • Theoretical guidelines • Case study as success story

Limitations

• Broad view: we involved a lot of conntected topics

strength: «bigger picture» weakness: further questions for details remain open

• Facilitation of learning is affected by many factors e.g. «informal learning» is an extensive field

• Acceptance from banking organisations will be investigated in further steps in this project

Thank you for your attention!

Contact

Institute of Business Education and Educational Management, University of St.Gallen

Daniela Schuchmann daniela.schuchmann@unisg.ch

Prof. Dr. Sabine Seufert sabine.seufert@unisg.ch

APPENDIX

Trends and Developments for Corporate Learning – derived from the scil Trend Study New exemplary initial points for corporate learning: • Organise Learning:

• Integrate L&D in the organisation’s strategy • New roles of managers facilitator/ coach in learning concerns • «new thinking» through focus on competencies: outcome-orientation;

foster informal workplace learning collaboration, knowledge sharing • Knowledge management:

• Support/ enable knowledge sharing collaboration platform • Methods to identify, prepare, distribute, preserve knowledge

• Enterprise 2.0: • Implementation of social software tools interactive and collaborative learning – integrated in working processes

New logic for the organisation of learning – didactical & management perspective (employee’s self-organisation in informal context) 26

Action Area 1: Individuals’ Competence Development • Competence development as an «employer tool»,

not only a «tool of management» • It’s not only about improving employees’ performance responsibility for learning: employee – «create their own paths» superiors direct influence is limited, they can only provide appropriate conditions

• Offering development opportunities to employees is essential: formal & informal learning contexts

Key activities: • New carreer and development paths • New forms of learning and working – connecting both: collaboration,

dealing with knowledge, project groups, … 27

Action Area 1: Knowledge About Working Processes

… to interlink informal and formal learning contexts:

Knowledge about working

processes

context-based,action-guiding,

explicit

context-based,subjective, implicit

context-free,subjective, science-based

models, concepts,tools

examples for good practices,real cases

Practical Experience Theoretical Knowledge

(referring to Fischer, 2002)

Action Area 2: Managers as Learning Facilitators New management logic: • Self-organisation, self-responsibility, realisation of potential

Roles of managers: • «Central culture bearers» & disseminator encourages or impeeds learning! awareness must be raised

• Extended field of responsibilty as professional employee developer understanding of leadership must involve this

• Talent management retain employees secure high-potentials encourage B-players

Key activities: • Living values – value-oriented leadership (transformational) • Recognize & encourage potentials • Foster knowledge transformation to the organizational level

Action Area 2: managers in their learning facilitating role

Action Areas Managers

Learning Contexts / Realms of Experience

Facilitate Formal & Informal Learning

Designing Framework for Learning at Workplace

Designing Interactionfor Learning at Workplace

Leadership Commitment Designing Competency-oriented Leadership

Designing Frameworkfor Learning- and Development-

oriented Leadership

Designing Interactionfor Learning- and Development-

oriented Leadership

k Designing Interaction

(Seufert, 2013, 328) 30

Action Area 3: New Forms of Learning and Networking at the Workplace • Skill development with the goal of innovative behavior «formally organised learning – informal learning» «individual learning – organisational learning» learning in social working groups, networks, communities enables self-organisation and development of innovations employees reflect on potential for their own work

• E 2.0 enables new collaboration between employees, customers and partners: internal perspective: imrpoving processes, exchanging knowledge etc. external perspective: communication/ cooperation with customers, marketing/ reputation purposes, etc.

Key activities: • Support self-organised reflection - «learning to learn» • Support developing skills for dealing with social networked collaborative

environment personal knowledge mgmt. • Practice-oriented communities of people (Wenger, 1998) 31

Action Area 3: Types of organisational logic for the design of learning and development

Type Objectives Didactical Perspective

Management Perspective

Transfer-oriented Educational Programme: integrating informal learning into preparations/ follow-ups

Less specific learning events, but rather the organisation of a learning process, e.g. preparation, presence and follow-up phases for training offerings

Increase the individual transfer success using informal training offerings; bring about adapted working processes

Effectively adapt the organisation to specified goals and standards

Moderated Reflection in Work Practice: connecting formal and informal learning at the workplace

Trigger reflection at the workplace within the informal setting of a planned training/ learning offering

Support learning processes at the workplace, solve problems in teams and trigger (moderated) reflection processes

Question and, if necessary, restructure existing theory of action, change learning

Self-initiated Professional Communities: Self-organisation and reflection

Trigger innovations at the workplace; self-organised reflection about innovations within a profession (e.g. new working methods or processes)

Individually initiated reflection processes, increase individual learning ability, supported by organisational/ cultural framework conditions

Gaining insights into the learning processes that have taken place in the organisation for oneself, process learning, increasing the company's ability to learn

Action Area 3: Linking employee and customer communication

Corporate Communication

KnowledgeManagement

Team Collaboration

Personal Communikation

Social Networks

Longtail

Crowdsourcing

ViralMarketing

Social Sales

Co-Creation

Process Optimisation

CustomerCommunication

EmployeeCommunication

EffectivityEfficiency

(Göhring, 2008, 156–66) 33

Action Area 3: Goals for the introduction of social software in a company

Goal category Goal description Efficient, goal-oriented communication and the prevention of information overload

• More open communication channels

• More direct employee-to-employee communication

• Prevention of or improvement in coping with information overload

• Reduction in e-mail More efficient knowledge transfer

• Prevention of the development of knowledge silos

• Improvement in knowledge transfer within the company

• Better access to best practices Participation of the employees and creation of an open business culture

• Ongoing involvement of the employees

• Reduction in anonymity of the employees

• Development of a creative climate to which the employees can contribute and in which they are keen to do so

Construction of expert networks

• Improvement of expert identification and employee networking

• Employees who work in a similar context exchange information in expert communities

• The combined wisdom of the employees is utilised Increased awareness and transparency

• Improved visibility of the tasks and skills

• More transparency as regards decisions and processes

• “Serendipity”: instinct, chance discoveries Increased innovation potential and sustainability

• Innovations can be incorporated faster

• New systems enable additional flexibility and the sustainability of the company

• The sustainability is projected outwardly for the young generation as well

Action Area 4: Organisational Development • Structural factors:

• Tasks, decisions, responsibility, budget, knowledge mgmt., communication related to framework conditions for learning (e.g. incentive systems, technological infrastructures)

• Cultural factors: • Attitudes, levels of authority, implicit types of behaviour of people in a social

system, significance of self-organisation

Key activities: • First step: learning culture analysis • Design structures & cultures • Change mgmt.: involve employees & customers • Make knowledge & information available/ accessible • Establish innovations: e.g. trendmonitoring, ideas mgmt., … • Use all available knowledge in the organization: e.g. use of web 2.0 tools • Networks for experience sharing: best practices, benchmarking... 35

Action Area 4: Learning culture analysis tool as initial point for organisational development

Empower Employees

Foster Self-organised Learning

Involve Managers

Learning-orientedLeadership

Learning Value Management

Pinpoint Value Contribution

Design Learning Manifoldly

Formal & Informal Learning Forms

Enable Learning

Ensure Organisational Framework

(Seufert, Hasanbegovic and Euler, 2007, 19) 36

Action Area 4: Examples for benchmarking results emerged from a learning culture analysis

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