A KNOWLEDGE BASED PLATFORM TO SUPPORT

INFORMAL LEARNING IN DO-IT-YOURSELF RETAIL STORES

Heide Lukosch and Pieter De Vries

Delft University of Technology, Delft, Netherlands

Keywords: Informal learning, Social constructivism, Microtraining, Media supported learning, Workplace learning.

Abstract: This paper is about an innovative approach to informal, workplace related learning in do-it-yourself retail

stores. Most organizations ignore informal learning as a strategic tool, although this kind of learning

dominates the workplace in many organizations. The objective of the project described here was to facilitate

informal learning practices by the sales people on the work floor with an easy to use knowledge platform.

The platform should be structured in line with current learning concepts, the specific target group and

organizational requirements. An existing knowledge platform was upgraded in this sense to better serve the

informal learning activities using a semantic approach and Microtraining, a didactical concept for

structuring short learning sessions. This platform has been tested in practice in the retail stores. The

outcome of the project shows that using the knowledge platform can indeed strengthen the advisory services

of the employees. The semantic web as well as the Microtraining approach enhanced the usability of the

platform and fostered self-directed learning, understood as an important component of informal learning

practices.

1 INTRODUCTION

Most companies consider learning to take place

predominantly within formal learning settings like

classrooms, seminars and predefined online courses.

In practice it shows that these settings lack the

flexibility to deal with the fast changing learning

demands of today’s companies. More striking, most

of the knowledge needed at the workplace is derived

from informal learning activities like discussions

between colleagues and information exchange with

suppliers (Cross, 2007). Current research shows that

the effect of formal and informal learning on

organizational learning is positive, but a too

dominant formal structure is counterproductive

(Wenger, 1998; Janowicz-Panjaitan &

Noorderhaven, 2008). Therefore it seems reasonable

to look for ways to support informal learning

practices. Up till now, informal learning activities in

organizations seem to be incidental, unstructured,

lack control and appear to be difficult to integrate in

every day’s work as well as to monitor, evaluate and

assess.

In this paper we describe a concept that has been

developed to support informal learning practices in

do-it-yourself (DIY) retail markets. The specific

target group of the project was the sales people on

the work floor in the stores. The main goal was to

develop a support mechanism that would help the

sales people to continuously update their product

knowledge and to enhance their ability to deal with

the demands of the customers. The outcome of the

research project was the development of an online

platform based on the analysis of the actual

knowledge and learning processes in the retail stores

and new technology supported educational concepts

like the Microtraining method (Overschie, 2007; De

Vries & Brall, 2008).

Important issues in the research project were the

use and acceptance of the knowledge platform as a

tool fostering informal learning by personnel and

management in the DIY stores. The platform was

applied at a number of do-it-yourself-markets in

different regions in Germany. The implementation

strategy contained an analysis of learning practices

beforehand, which was used to set up the

implementation trajectory using introductory

sessions and a first evaluation of the use of the

adapted knowledge platform. For the RELOAD

platform, we used a technology already established

within the DIY branch. This technology consisted of

an e-learning platform containing formal courses

252

Lukosch H. and De Vries P..

A KNOWLEDGE BASED PLATFORM TO SUPPORT INFORMAL LEARNING IN DO-IT-YOURSELF RETAIL STORES.

DOI: 10.5220/0003337302520257

In Proceedings of the 3rd International Conference on Computer Supported Education (CSEDU-2011), pages 252-257

ISBN: 978-989-8425-49-2

 2011 SCITEPRESS (Science and Technology Publications, Lda.)

that are required for new employees and apprentices.

The former version was used because basic

functionalities like log on and navigation parts are

well known and familiar to the employees. On the

other hand, this version of the learning platform did

not ground on instructional design referring to

informal learning, did not support communication

and collaboration amongst the users and was not

based on a semantic web. These are the most crucial

points that were changed in the new knowledge

platform. The first experiences show that the

renewed knowledge platform is accepted as a central

access-point to the knowledge needed for everyday

tasks at work. In the following, we show the crucial

aims of our research project, the theoretical

background of the Microtraining method, the

evaluation process and the first outcomes of the

evaluation.

2 THE RELOAD PROJECT

The DIY market is a sector with a rapid changing

flow of information on products, product change and

innovation as well as product advertisement as

crucial elements in the business processes. In

practice employees and management are not very

much used to value informal and computer

supported learning (De Vries & Leege 2008). This

branch is dealing with employees who often come

from other sectors with a less intense learning

profile and who are not used to a greater variety of

learning beyond the traditional settings. This is

especially true for the group that can be defined as

un-learned, older employees as well as novices that

enter the sector. This group basically has to develop

their knowledge and competences while being on the

work floor. The existing courses hardly fit the

particular learning needs of this group due to the

very formal structure and timing and the lack of up

to date information.

The RELOAD project focuses on the

development of an e-learning approach that allows

more workplace related information acquisition and

informal learning. The core of the project is the

development of an educationally structured online

learning and knowledge platform based on a

semantic network approach that allows interlinking

and an easier access to the content. This knowledge

platform is meant to foster media supported,

informal and connected learning to enable the target

group for timely and appropriate individual learning

in line with workplace related requirements. New

features that were added compared to the already

existing system were: the development of different

points of entry, like an encyclopaedia, a course

listing of Microtraining, a 3-D house of applications,

a product finder, a search option and personal

learning desk. In this way different types of learning

approaches were supported, like a quick information

search or course based learning.

Next to the adaptation of the platform to the

specific learning needs, Microtraining learning units

have been developed, which are short 15 minutes,

multimedia units that focus on workplace related

issues and can easily be integrated in the daily

working schedule. The specifications for these

features were derived from an upfront analysis of the

learning context in the DIY sector (De Vries &

Leege 2008) and the didactical concept developed in

preparation of the functional design of the RELOAD

concept.

The RELOAD project was supported by the

Leonardo program of the European Union from

2007 to 2009. The platform is to be found at

www.RELOAD.produktwissen.eu.

3 NEW LEARNING CONCEPTS

AND TOOLING

The sales people in the DIY-markets spend most of

their time on the shop floor where they meet the

customers. Therefore it is rather difficult to organize

long-term training activities. On the other hand, they

do not have clients all the time and could use these

‘gaps’ in the sales activities for (short) learning

sessions. Thus, the aim of our research is to foster

informal learning that can take place in this context.

This understanding of the term ‘informal

learning’ is very much based on the idea of where

learning takes place. Nevertheless, the distinction

between formal and informal is not seen as a strict

separation between different learning activities.

Formal education is understood as traditional, class

and curriculum bounded and informal learning as a

predominantly social activity consisting of a mix of

learning related actions.

In reality we learn all the time, under different

circumstances, but apparently more informal than

formal. Cross (Cross, 2007) states that 80% of the

knowledge we need for our work is obtained through

informal processes, the remaining 20% through

formal channels. Obviously this is not yet common

ground for learning professionals, because about

80% of the training budget is spent on formal

business training efforts. Thus, we are looking for a

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learning model that is able to support informal

learning at the workplace, not necessarily replaces

formal learning, but supplies an additional

opportunity to increase the learning capacity close to

the work floor.

The learning concepts that are based on socio-

constructivist principles work well for informal,

practical, ad-hoc-like, spontaneous learning (De

Vries & Brall, 2008). Core of the constructivist

concept is the premise that we all have our own

'mental model' that is developed in interaction with

the world around us (Vygotsky, 1978; Wertsch,

1987). The main principles are that each person is

unique with regard to knowledge and experience;

people primarily learn by actively trying and

learning therefore is always related to a particular

social context.

Not only active learning is important, learning

should also be an activity directly linked to the daily

work of the employees and to be accomplished in

the workplace environment in collaboration with

other colleagues. In this view, we understand

learning at the workplace as collaborative

knowledge creation. Not only knowledge is

acquired, but also shared with others and within a

social process new practices are developed (Tynjälä,

2008). In general, learning at the workplace can be

characterized as creating new modes of action, new

practices, new procedures and new products.

Informal learning at the workplace means learning in

collaboration with others, mostly with your own

colleagues. Interaction between novices and experts

is of crucial importance for that sort of learning

activities (Tynjälä, 2008). Thus, we looked for a

learning solution that would connect people with

different levels of knowledge.

Assuming that people are unique learners, they

also have a different experience level. According to

Jonassen et al. (Jonassen, Mayes, McAleese, 1993;

Jonassen, 1997) and Rosenberg (Rosenberg, 2006)

this should be taken into account while designing

learning activities. Three levels are distinguished:

early development, competent and experienced,

expert. A newcomer needs good formal and

structured learning to acquire basic knowledge and

skills in an appropriate fashion. More experienced

employees with more knowledge and skills are

better served with a largely informal learning

situation that better fits the rather ad hoc learning

needs, so common for workplace related learning.

For people with expert knowledge and experiences,

formal and structured learning can even become

counter-productive, because it does not fit the very

personal learning needs.

In the case of the DIY-branch this means that the

already existing learning platform with e-learning

courses works very well for newcomers, but for the

experienced workers one need to rely much more on

the self-initiative of the employee to support his or

her learning process.

4 MICROTRAINING

Based on the above findings a didactical concept

was developed for a renewed knowledge platform

that was based on the learning concepts as discussed

and the Microtraining approach as an overarching

learning method and a structuring element for the

courses in the RELOAD platform.

Microtraining is a method for structuring self-

learning or group learning to develop learning

materials, e-learning and other learning activities,

while focusing on the applicability of what is

learned and needed at the workplace (De Vries &

Brall 2008). It supports the development of short,

customized learning sessions for different groups of

employees with the focus on workplace related

learning demands. It is in fact a framework for types

of self-promoted learning support to be used by the

employee or manager with a high level of practical

relevance. A Microtraining arrangement comprises

a time span of 15-20 minutes for each learning

occasion, which can activate and maintain learning

processes for a longer period if they are bundled up

in series, being face-to-face, online or in an e-

learning situation. Each session starts actively,

followed by a demonstration or exercise, feedback

or short discussion, and ends with directions for

further development and a brief preview of the next

sessions.

In RELOAD, the didactical concept of

Microtraining was used to develop learning units

within the learning platform. The focus of the

learning units is on work related issues crucial for

the daily work in the DIY-stores, such as product

knowledge, customer relationship and sale

strategies. The Microtraining method is not only

meant to be used as a format to develop ready-made

(electronic) learning units, but to familiarize the

learners with the didactical format to apply this in

informal learning settings for better results. The time

limit of the learning units is a crucial point for the

effective use on the work floor, but not the only one.

Microtraining is meant to be used by a group of

learners in relation to their work floor related

learning demands that supplies solutions and a

strategy for the reuse of these solutions.

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Furthermore, the structure of the Microtraining

sessions is easy to understand and flexible. It can be

applied to any new topic arising, so that companies

are able to develop their own learning materials on

basis of the Microtraining concept.

5 EVALUATION PROCESS AND

FIRST RESULTS

To match the theoretical considerations with the

actual requirements of the DIY markets, we

developed an evaluation plan based on the Corporate

(e-) Learning Strategy (CLS) model (De Vries,

2005). This model is marked by a holistic approach

and subsequent phases for the development of a

sustainable learning strategy. This allows the

development of a clear picture of the actual situation

at both the strategic, tactical and operational level of

an organization.

The first evaluation amongst the management

and employees showed a high workload of the

employees. They have to perform and support the

company’s high quality level advisory process

including a rather demanding communication with

the clients and an ongoing need for product

information. Furthermore, the fluctuation of

employees, typically for the branch, means a lot of

pressure for the workers in the markets.

Understaffing means a higher workload and less

time for information acquisition and explicit

learning activities. The on-going product changes

and the fact that well-informed customers are

becoming the typical DIY customer require well-

balanced information and learning strategy. The

rivalry is harsh between the competitors on the DIY

market. The needs analyses showed that competitive

advantage must be achieved by the ability to process

the increasing information flux. The access to up to

date information and the ability to process this

information is a challenge for media novices, like

most employees of the DIY-markets. Suppliers are

considered an important source of information. They

convey important information to the markets using

seminars and different media like websites,

trainings, and leaflets, learning platforms, courses

and games. The evaluation shows that these

resources are hardly used by the target group. In

addition most suppliers use different information

channels and media, which makes it rather difficult

for the employee to find the right information and

use it correctly.

6 SYSTEMS REQUIREMENTS

AND APPROACH

The theoretical findings and the outcome of the

evaluation lead to a specification of the requirements

for the knowledge platform. Taking into account that

the new knowledge platform has to be based on the

previous findings and the didactical concept,

employees have to be able to easily execute the

learning activities by themselves. A list of system

requirements for the learning concept emerged,

including the applicability of learning activities in

the daily work processes, a time-related maximum

of learning activities, flexibility of content, cost –

effectiveness and integration of information from the

suppliers of the markets.

As an answer to the crucial need of active

learning, we realized different learning approaches

within the new system architecture, to make intuitive

execution of learning activities for different kinds of

learners possible. The knowledge platform now

contains an encyclopaedia, short Microtraining

courses, a 3-D house of applications, a product

finder and a search engine. Furthermore, users are

able to personalize the system by using a personal

desktop (see figure 1).

Figure 1: Different access ways to knowledge with the

RELOAD-platform.

The encyclopaedia included in the platform

stores alphabetically ordered knowledge about (new)

products and other hardware that is been sold in

DIY-markets. This offers a very easy and quick

access to knowledge about single tools and products.

The course-area contains a large amount of short

learning units, offering information from the

suppliers. The courses are also alphabetically

ordered, and a short description as well as further

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information is available. With this overview, the best

learning activity to a recent problem is easily to be

found. The house of applications offers thematically

access to knowledge by showing a 3-D model of a

house with different workspaces, which fulfils the

requirement that the knowledge included is

applicable to different daily work tasks. (see figure

2).

Figure 2: House of applications to offer work-related

access to knowledge.

If one wants to use the traditional approach of a

search engine, this is possible with the RELOAD

platform, too. A term can be searched within whole

documents, a title or a web address. Platform wide,

the search can include encyclopaedia entries, courses

and links to information of the suppliers. With the

use of the personal desk, a user is able to save links

and courses he or she is interested in or has already

visited. So a personalized knowledge landscape can

be build.

Within these various approaches, different

content is accessible. The user can enter a short

learning course, or he or she can pick up some short

information about projects or products. The multi-

dimensional learning approach offers the

opportunity to use different scenarios. Firstly, the

information offered by the platform can be used for

preparation and for reviewing the sales-customer

relationships. Secondly, it can be used for training

purposes organized by management. The executive

can decide to use Microtraining for one (group) of

employees. With the didactical approach of

Microtraining and the use of the learning system, it

is possible to execute on-the-job-training for new

product assortments, use information as

addition/preparation for face-to-face-trainings,

develop an introduction for new products/actions

and to carry out safety trainings, point-of-sale,

inventory. Thirdly, employees are able to develop

their own Microtraining learning units on the basis

of new learning demands and newly acquired

knowledge, for example after a product training by a

supplier.

7 EXPERIENCES

A first pilot phase was executed and evaluated

during the RELOAD project. A group of 18 test

persons was chosen and their use of the knowledge

platform was reported. After using the system,

interviews were held with the test persons. The first

experiences with the knowledge system showed that

some of the employees had difficulties to access the

system due to a lack of hardware devices in the

markets itself. Learning and training was not part of

the business plan dealing with questions of learning

policy, learning time and space. Despite that, a

group of test persons used the platform at home and

considered this information source as useful, but the

project’s goal to support learning at the workplace

was not realized with this mode of use. Additionally,

the use of the platform was not part of any training

sessions, which made it a problem for some of the

employees who were not used to learning systems

supporting self-directed learning.

Furthermore, the interviews showed that the

content and amount of content of the platform was

very important for its usefulness and attractiveness.

The learning units and information already

obtainable were judged as very useful in daily work

contexts. It was reported as positive that up-to-date

information from the suppliers was included. The

possibility to have one access point to the

information needed at the workplace was very much

appreciated. The introductory session of the new

learning method was received positively. Asked

about the kind of information resources the

employees want to use when being in need of actual

information, the answers were varied ranging from

unstructured information, self-directed learning,

small information pieces from time to time to

classroom-learning or using the internet at work.

Thus, a flexible solution with different access modes

as the developed RELOAD-platform seems to be an

answer to these heterogeneous learning needs.

8 CONCLUSIONS

With the new platform developed within the

RELOAD project easy and direct access to actual

knowledge at the workplace is enabled. The new

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knowledge platform offers unique knowledge by

integrating exclusive information from suppliers and

markets. With the possibility to personalize the

learning activities, it shows a reasonable

combination with other trainings. For the employees

with ample time for learning and training, the use of

the Microtraining method means that an active start

for learning is fostered by the system itself. It allows

the structuring of the knowledge through an efficient

and goal-oriented learning structure. The learning

activities itself are flexible regarding time, duration,

frequency, and content. The interactive approach

improves the active use of the acquired knowledge

and the sharing of knowledge. Our evaluation

showed that work appreciation is improved

concerning communication and learning.

Nonetheless, with the knowledge platform, both

informal and formal learning can be supported. The

underlying method can be used online, face-to-face

or in blended learning scenarios. The outcomes of

our research project show that the advisory services

of the employees of this branch can be strengthened

with the use of a knowledge platform. The

introduction of the new, informal learning method,

the level of usability as well as the amount of

accessible content of the knowledge platform, seem

to be the most important points for the success of

such a platform.

In summary, it showed that the method chosen is

able to foster active, informal learning at the work

place, but that the success of the learning platform

strongly relates to experiences of learners, content of

the platform and technical facilities on the work

floor. Next steps to be taken are a quantitative

evaluation with end-users to analyse the use of the

system and to improve the platform and the learning

approach of the Microtraining method based on the

new findings. A crucial question within this

evaluation will be how learners experience the use

of the platform as a medium for knowledge sharing.

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