Designing Workplace Learning and Knowledge Exchange

A Postgraduate Training Program for Professionals in SME

Annemarie Hilbig, Antje Proske, Gregor Damnik, Franziska Faselt and Hermann Körndle

Psychology of Learning & Instruction, Dresden University of Technology, Zellescher Weg 17, Dresden, Germany

Keywords: Further Education for Small and Medium-Sized Enterprises, Enhancing Internal Company Training,

Blended Learning, Informal Learning, Virtual Classroom Sessions.

Abstract: In small- and medium-sized enterprises (SME) training requirements differ widely and can hardly be

covered by broad training programs. For this reason these SMEs heavily rely on internal company training

and informal knowledge exchange between co-workers to effectively use pre-existing resources like highly

specific expert knowledge. To this end, professionals need to be trained in efficiently communicating their

subject-specific knowledge as well as in realizing informal learning opportunities. Hence, in the

postgraduate training program “Designing workplace learning and knowledge exchange” (aquwa)

professionals are taught the necessary didactic competencies. The training takes place parallel to work over

a 12-week period in a blended e-learning format. Modules 1 and 2 deal with principles and methods of

knowledge exchange. These principles and methods are further elaborated in Modules 3 and 4, culminating

in participants’ independent development of an informal learning opportunity at the workplace. The

evaluation of the training shows a great acceptance of the course design as well as a significant learning

gain over time. Most of the participating professionals recognised a successful transfer of the gained

competencies into their workplace. Based on participants’ remarks suggestions for online-based

postgraduate education courses are provided.

1 INTRODUCTION

In small- and medium-sized enterprises (SME),

especially in those which provide highly specialised

products and services, professionals are considered

as an important factor for being innovative, and

hence, for being competitive. As a result training

requirements of such enterprises differ widely and

can hardly be covered by broad training programs.

The percentage of SME using further education is

very small (Lenske and Werner, 2009). Reasons are

a lack of resources. However, SME especially are

more affected by demographical and cyclical based

skills shortage than large-scale operations.

One possibility to tackle these problems is to

maximize already existing personal resources in the

company. The idea of the postgraduate training

program “Designing workplace learning and

knowledge exchange” (aquwa) is to show

professionals how to teach their expertise to other

employees. Thus, in aquwa, professionals are taught

to communicate their subject-specific knowledge to

co-workers more efficiently. Moreover,

professionals become qualified to plan and conduct

SME internal learning opportunities and to initiate

and foster knowledge exchange within the company

(cf. Desouza, 2003; Kyndt et al., 2009).

2 COURSE DESIGN OF AQUWA

The postgraduate training program aquwa lasts 12

weeks and consists of four modules. The contents

are made available on a weekly basis. The program

contains texts for self-regulated study which are

accompanied by workplace-relevant group work,

exercises, role-plays and other interactive

interventions during virtual classroom meetings (see

Table 1). Thus, participants are able to attend the

training program while working fulltime.

Whereas a kick-off meeting and a closing event

take place at the TU Dresden, the contents are

conveyed completely online. This eliminates

travelling time and also travelling costs for the

635

Hilbig A., Proske A., Damnik G., Faselt F. and Körndle H..

Designing Workplace Learning and Knowledge Exchange - A Postgraduate Training Program for Professionals in SME.

DOI: 10.5220/0004345706350638

In Proceedings of the 5th International Conference on Computer Supported Education (CSEDU-2013), pages 635-638

ISBN: 978-989-8565-53-2

 2013 SCITEPRESS (Science and Technology Publications, Lda.)

participating SME.

Table 1: aquwa - a combination of text for self-study and

virtual classroom sessions.

Texts for self-study

 Preparation for the virtual classroom

sessions

 Materials: texts, illustrations, worked out

examples, interactive exercises, videos

Virtual classroom sessions

 Content from the self-study texts are

discussed and elaborated

 Methods: live-presentations, exercises in

groups, case studies, role plays,

discussions, coaching

2.1 Informal Learning

People learn at work by participating in various

situations, collaborating with colleagues and clients,

developing and testing new ideas, or meeting new

challenges (Leslie et al., 1997; Tynjälä, 2008). These

activities correspond to the term of informal

learning. Furthermore, informal learning is

considered as learning outside of educational

institutions and without a specified curriculum

(Eraut, 2004). Thus, the contents of the aquwa

training programs are derived from theoretical and

empirical findings on informal learning.

In informal learning settings learning arises from

mastering new and unfamiliar working tasks (Stern

and Sommerlad, 1999). One method to foster the

learning success in informal learning is to enhance

the support when working on an unfamiliar task

(Overwien, 2005). Thus, the participants of the

training program aquwa are taught competencies

which are useful for preparing and providing such

support.

2.2 Modules

The training program contains four modules.

Module 1 and module 2 serve for participants’

knowledge acquisition, whereas module 3 and 4

prepare and ensure transfer.

In Module 1 participants acquire knowledge on

principles for preparing knowledge such as how to

effectively communicate in written form, or how to

design exercises to foster learning.

Module 2 presents participants with methods for

knowledge exchange, for example to explicate tacit

knowledge, to provide constructive feedback, or to

moderate discussions.

All these principles and methods are important for

professionals who want to exchange their knowledge

because they represent facilities which can support

informal learning. However, informal learning at the

workplace is versatile so it is not necessary to use

every method in every case. Professionals have to

decide from case to case which principle and which

method is most suitable for a particular learner in a

specific situation. Thus, in module 3 the problem-

oriented application of the principles and methods is

addressed. Here, participants design and evaluate

sample learning situations, or create pieces of

instructional materials and exercises for given

topics.

During module 4 participants by themselves

develop an informal learning opportunity. This

includes the generation of educational material

and/or documents for the implementation of the

learning opportunity at the workplace.

The four modules build upon each other. During

the knowledge acquisition phase, participants

practice the principles and methods taught in small

exercises, in module 3 participants are required to

apply a combination of the contents of module 1 and

2 to solve the presented problems. Finally, in

module 4 the participants have to apply all their

knowledge acquired in aquwa to design a complete,

realistic informal learning opportunity. Thus, during

the training participants are confronted with tasks of

increasing complexity accompanied by decreased

tutoring and scaffolding (van Merriënboer et al.,

2003). By not only acquiring principles and

methods, but also by applying them to problem-

oriented and work-related scenarios, it is expected

that participants do not acquire inert knowledge, but

rather knowledge that can be used for effective

problem-solving in realistic situations, finally

leading to a successful transfer to the workplace

(e.g., Eraut, 2004; see also Merrill, 2002).

2.3 Implementation and Participants

A pilot study started with 16 professionals from

different SMEs in Saxony (Germany). 11

participants completed the program. Log-file

analyses showed that on average every participant

spend 75 minutes per week on the self-study texts

and attended 9,5 of the 12 virtual classroom

sessions.

3 EVALUATION METHODS

The training program was evaluated in accordance

CSEDU2013-5thInternationalConferenceonComputerSupportedEducation

636

with an evaluation model by Kirkpatrick (1994).

To examine participants’ reactions (level 1) a

questionnaire was administered at the end of the

program which assessed acceptance of the program

and participants’ satisfaction.

Concerning level 2 (learning), we conducted a

knowledge test at three different times: before the

start, after module 2 (knowledge acquisition phase),

and after the complete training program. A problem-

solving test measured how well participants are able

to apply their acquired knowledge to new problems.

This problem-solving test was conducted after

module 2 (before the transfer phase), and after the

training program was finished.

The knowledge test consists of one item for each

topic of the knowledge acquisition phase. By

choosing three different times of assessment, it is

possible to measure the knowledge gain and the

learning process of the participants. Moreover, it can

be examined, if the content is learned in a

sustainable manner and still available several weeks

after the content was conveyed. Due to the small

sample size, the results of the knowledge tests are

analysed by the non-parametric Friedman test for

repeated measures. Afterwards, detected differences

are tested using the non-parametric Wilcoxon

signed-rank test.

The problem-solving test contains 8 items in

which all main topics of the training program have

to be applied to new problems. In this way it can be

tested if participants perform better after completing

module 3 and 4 (transfer phase). Since the problem-

solving test was conducted only two times the non-

parametric Wilcoxon signed-rank test is used for the

analysis, as well.

With regard to level 3 (behaviours), interviews

were conducted within the participating enterprises 8

weeks after the training program was finished. The

interviews concerned the transfer of program

contents to the workplace.

Level 4 (results) was not assessed.

4 RESULTS

4.1 Level 1 – Reactions

The results of the questionnaire (scale from 1

(strongly disagree) – 5 (strongly agree)) are:

 The participants appreciated the online-

conception (M = 4.45; SD = .69).

 Participants would participate again in program

containing of self-study texts and virtual

classroom sessions (M = 4.45, SD = .95).

 The contents of aquwa were work relevant

(M = 3.80; SD = .93).

 The participants appreciated the instructors

supervision during modules 3 and 4 (M = 4.45;

SD = .69).

4.2 Level 2 – Learning

Figure 1 presents the results of the knowledge test at

three different times and the problem solving test at

two different times. The results are shown in

percentage of the maximal possible score.

Figure 1: Results of the knowledge test and the problem

solving test on three different test times (in %).

By conducting the non-parametric Friedman test

a significant overall effect was observed

(

(2) = 9.30, p < .01). Although, the participants

presented a relatively high level of previous

knowledge with 61,5% of the maximal score, the

subsequent Wilcoxon signed rank test revealed a

significant increase of knowledge after module 2 to

81,8% of the maximal score (W

= 2.04; p = .03).

Six weeks later, participants were still at the same

knowledge level (85,2%), no significant difference

could be observed (W

= 1.07; p = .50). This result

is completely in line with expectations that the

increase of knowledge took place primarily in the

knowledge acquisition phase (module 1 and 2).

For the problem-solving test two different test

times were examined. The performance in applying

the gained knowledge after module 4 was 9,85%

higher than after module 2. The Wilcoxon signed-

rank test revealed that the difference is statistically

significant (W

= 2.37; p = .02). The result

confirmed the hypothesis that the ability of applying

the before learned principles and methods could be

improved after the transfer phase (module 3 and 4).

DesigningWorkplaceLearningandKnowledgeExchange-APostgraduateTrainingProgramforProfessionalsinSME

637

4.3 Level 3 – Behaviour

The interviews for investigating if the contents were

transferred into the participants’ workplace were

conducted September 2012. The interviews lasted

from 10 to 20 minutes. Nine of the 11 participants

could be included. Participants’ answers showed that

 eight respondents (89%) reported changes in

their daily work due to their aquwa

participation;

 five interviewees (56%) already realized an

informal learning opportunity at their

workplace after finishing the course (four of

them were implemented very successfully; one

professional did not complete the

implementation yet);

 the other four former participants (44%) stated

that there was not enough time in addition to

their normal work volume to implement a

learning opportunity.

5 CONCLUSIONS

All in all the results suggest that the postgraduate

training program aquwa is a very successful e-

learning program.

We were able to foster informal learning at the

workplace. We tackled the problem of unsystematic

knowledge exchange in SMEs successfully by

providing professional with possible didactical

approaches and methods for independently

designing informal learning opportunities.

Furthermore, this further education course took

place completely online-based via an e-learning

platform and meetings in a virtual classroom. We

hold the view that neither the self-studying of texts

via the platform, nor the trainings in the virtual

classroom would have been as effective as the

combination of these two elements. In this way the

participants were independent and had full

responsibility for their learning investment while

having at the same time a clear structure, deadlines

and contact persons in case of questions. Despite

some technical problems, the knowledge acquisition

phase had been completed successfully by the

participants. In addition, six weeks after the phase

where principles and methods were emphasized no

loss in knowledge gain could be observed. This

might be because participants needed to use the

acquired knowledge afterwards in exercises and

designing a learning opportunity. The problem

solving test revealed that these activities in module 3

and 4 are effective in fostering the ability to apply

the previous acquired knowledge.

The overarching goal for a further education

course is to influence attitudes and behaviour at the

workplace. But ensuring such transfer is difficult. In

the case of the postgraduate training program aquwa,

the goal was to improve knowledge exchange by

qualifying professionals for installing appropriate

learning opportunities in their companies. It is a

great success that 56% of the interviewed persons

reported the realisation of an informal learning

opportunity. However, it also shows that it is

necessary in further education courses to show and

guide participants in applying the gained knowledge.

REFERENCES

Desouza, K. C. (2003). Facilitating tacit knowledge

exchange. Communication of the ACM, 46 (6), 85-88.

Eraut, M. (2004). Informal learning in the workplace.

Studies in Continuing Education, 26 (2), 247-273.

Kirkpatrick, D. L. (1994). Evaluating Training Programs.

San Francisco: Berrett-Koehler Publishers.

Kyndt, E., Dochy, F., & Nijs, H. (2009). Learning

conditions for non-formal and informal workplace

learning. Journal of Workplace Learning, 21(5), 369-

383.

Lenske, W. & Werner, D. (2009). Umfang, Kosten und

Trends der betrieblichen Weiterbildung – Ergebnisse

der IW-Weiterbildungserhebung 2008. IW-Trends

2009/1.

Leslie, B., Aring, M., & Brand, B. (1997). Informal

learning: The new frontier of employee and

organizational development. Economic Development

Review, 15(4), 12-18.

Merrill, M. D. (2002). First principles of instruction.

Educational Technology Research and Development,

50(3), 43-59.

Overwien, B. (2005). Stichwort: Informelles Lernen. In

Zeitschrift für Erziehungswissenschaft, 3, 339-359.

Stern, E. & Sommerlad, E. (1999). Workplace learning,

culture and performance. London: Institute of

Personnel and Development.

Tynjälä, P. (2008). Perspectives into learning at the

workplace. Educational Research Review, 3(2), 130-

154.

Van Merriënboer, J.J.G., Kirschner, P., & Kester, L.

(2003). Taking the load off a learner’s mind:

Instructional design for complex learning. Educational

Psychologist, 38(1), 5–13.

CSEDU2013-5thInternationalConferenceonComputerSupportedEducation

638