Social Business – A New Dimension for Education and Training
in Organizations
The EToW Model
Maria João Ferreira
1,2
, Fernando Moreira
1,3
and Isabel Seruca
1,2
1
DICT, Portucalense University, Porto, Portugal
2
ISTTOS, Centro Algoritmi, Minho University, Guimarães, Portugal
3
CLEGI, University Lusíada de Vila Nova de Famalicão, Vila Nova de Famalicão, Portugal
Keywords: Social Business, Social Tools, Training.
Abstract: Organizations have suffered a large (r)evolution at the social, economic and technological levels. A change
of paradigm in what comes to information systems and technologies (IST) used in the day-to-day life of
every citizen, by itself, does not sustain such a transformation; it is therefore necessary a change of culture
and behaviour. The use of IST in an appropriate and integrated way with the organization's processes will
depend on an individual and collective effort. The younger generation, familiarized to sharing, often through
mobile devices, personal information on social networks, enters the job market looking for similar tools.
These social tools allow the production, sharing and management of information and knowledge within the
organization between peers and other stakeholders, eliminating the barriers of communication and sharing.
Taking advantage of these technologies for the education and training of organization’ employees within the
context of Social Business, in particular concerning nomadic workers, requires a comprehension exercise in
how to demonstrate their usefulness with regard to the creation, access and sharing of contents in a safe
way. To this end, this paper proposes a model for the 2
nd
layer – Education and Training of Organizational
Workers – of the mobile Create, Share, Document and Training (m_CSDT) framework.
1 INTRODUCTION
It is widely acknowledged that organizations have
suffered a large (r)evolution at the social, economic
and technological levels, with particular
predominance in the last 10 years, where the
traditional barriers of transferring information and
knowledge silos have been progressively eliminated.
Finding experts and knowledge within an
organization is now easier through Social Business.
Social Business (IBM, 2013) can be defined as the
ability of an organization to share information,
produce knowledge collaboratively, manage
knowledge, eliminate communication and sharing
barriers, accelerate business processes, approaching
the business partners, namely suppliers and
customers, and create innovative products, services
and business models. It is thus essential that such
products, services and models are created and
properly documented, managed and shared.
A change of paradigm in what comes to the use
of information systems and technologies (IST) in the
day-to-day life of every citizen, by itself, does not
sustain such a transformation; it is also necessary a
change of culture and behaviour. On the one hand,
the use of IST in an appropriate and integrated way
with the organization's processes will depend on an
individual and collective effort, which may be called
"collective leadership" (Friedrich et al., 2009). On
the other hand, the younger generation, accustomed
to sharing, often through mobile devices, personal
information on social networks, enters the job
market looking for similar tools. These new "social
tools" allow the production, sharing and
management of information and knowledge within
the organization between peers and other
stakeholders.
Therefore, we may infer that Social Business is
much more than just collaboration and sharing, since
the IST that are currently available allow the
organizations’ processes to be more dynamic, more
"social".
420
João Ferreira M., Moreira F. and Seruca I..
Social Business – A New Dimension for Education and Training in Organizations - The EToW Model.
DOI: 10.5220/0004970604200427
In Proceedings of the 16th International Conference on Enterprise Information Systems (ICEIS-2014), pages 420-427
ISBN: 978-989-758-028-4
Copyright
c
2014 SCITEPRESS (Science and Technology Publications, Lda.)
Such evolution is also observed in the context of
mobile devices. These are becoming ubiquitous and
mobile learning/training is increasingly becoming an
option. Furthermore, the use of mobile devices for
personal and professional use will grow
continuously over the next years.
Taking advantage of these technologies for the
education and training of employees in organizations
within the context of Social Business, in particular
for nomadic workers, requires a comprehension
exercise in how to demonstrate their usefulness with
regard to the creation, access and sharing of targeted
contents in a safe way. In this paper we propose a
model for the 2
nd
layer – Education and Training of
Organizational Workers (EToW) – of the mobile
Create, Share, Document and Training (m_CSDT)
framework described in (Ferreira, Moreira & Seruca,
2014).
The rest of the paper is structured as follows:
Section 2 describes the contribution of social
business as a new trend for organizations. Section 3
provides a summary of the use of social media tools
in several contexts. Section 4 discusses the evolution
of social media training in organizations, identifying
the main trends. Section 5 presents the contribution
of our model to support the education and training of
organizational workers. Finally, Section 6 concludes
with a summary of our achievements and directions
for future work.
2 A NEW TREND FOR
ORGANIZATIONS – SOCIAL
BUSINESS
2.1 Social Business
The concept of social business was firstly associated
with Yunus work (Yunus, 2007), where the concept
involved both the economic and social perspectives;
that is, social business was supposed to solve a
social problem and to achieve financial
sustainability rather than to generate profits. A new
perspective was introduced by Kim (2012) in a blog
post where the concept was applied to evolutionary
marketing and technology strategies. Social
Business is a recent but popular trend that is
revolutionizing organizational work and generating
value for all of its elements, i.e. employees,
customers, partners and suppliers. It means that all
departments in an organization integrate their social
capabilities into traditional business processes to
change the way of working in order to create value.
A Social Business organization uses social software
technology to communicate with its rich ecosystem
of customers, business partners and employees. In
order to achieve that with success, long term goals
are needed to be set, i.e. profitability, productivity,
competitive position, employee’s development,
employee relationships, public responsibility, and
technological leadership.
Hagel et al. (2010) claim that “each of us,
individually and together, are now, for the first time
in history, in a position to collaborate in a complete
reimagination of our biggest private and public-
sector institutions that will eventually remake
society as a whole”. Following this imperative,
organizations must be open to be supported by social
business, which constitutes a shift in how people
work, moving from hierarchies to networks.
Nowadays, complex work is the most valuable, as
well as the type of work that cannot be automated or
outsourced. It is work that requires creativity and
passion. Doing complex work in networks means
that information, knowledge and power no longer
flow up and down.
The work underlying social business can only be
achieved through social learning; Jarche (2011)
synthesized this idea into ten statements and argues
that training courses are artefacts of a time when
information was scarce and connections were few, a
time that has passed.
2.2 Integrating Social Business into an
Organization
The future of organizational work is social,
collaborative and mobile. The introduction of social
business into an organization requires important
changes in the way its collaborators work within the
whole organization structure (Cortada et al., 2012).
According to Cortada et al. (2012), in order to
integrate social business in the core of an
organization three key issues must be addressed: (i)
Organizations need to consider how to incorporate
social metrics in themselves and in their processes;
(ii) Organizations need to understand and manage
the risks associated with the integration of social
business; and (iii) Organizations need to manage
change, which is a fundamental requirement to
undertake with success social business practices.
Moreover, in SideraWorks (2013) seven
dimensions are proposed that must be questioned
and defined: (1) vision and goals; (2) cultural
readiness; (3) organisational structure; (4) social
strategy; (5) communication; (6) social technologies;
and (7) training and education.
SocialBusiness-ANewDimensionforEducationandTraininginOrganizations-TheEToWModel
421
In this context, training and education (the
seventh dimension) should allow knowledge to flow
in the organization. The primary function of training
and educating professionals in the networked
organization is to connect and communicate based
on three core processes: (i) Facilitating collaborative
work and learning amongst workers, especially as
peers; (ii) Sensing patterns and helping to develop
emergent work and learning practices; (iii) Working
with management to fund and develop appropriate
tools and processes for workers.
Learning through connection and collaboration
through the use of various social media tools
happens, and is growing, in the workplace, with or
without being formally recognized. The integration
of learning mediated by these tools is of
considerable interest to the organizations on the
effects that these have on learning and
organizational development.
2.3 Social Business Contributes for a
More Competitive Organization
During the last few years, social technologies
allowed social interactions with the speed and scale
of the Internet. Whether discussing consumer
products or organizing political movements, people
around the world constantly use social media tools
to seek and share information. And, in this context,
business is changing their behavior and social media
becomes an important business tool (McKinsey and
Company, 2012).
The value of organizations that use social media
tools is determined by how they are harnessed to
create value for them (Majchrzack et al., 2009).
Martin and van Bavel (2013) present a set of
potential benefits, i.e., tangible and intangible gains,
when the organizations use social media tools,
which they classified in terms of a) employees’ use
of the technologies, b) customer engagement
activities, and c) external partner activities.
According to these authors, the benefits in these
three dimensions were summarized as follows. For
employees: (i) Fast access to organizational
knowledge; (ii) Fast access to internal expertise; (iii)
Greater collaboration opportunities; (iv) Reduced
internal communication costs; (v) Improved training
processes and (vi) Improved recruitment of new
employees. Regarding customer engagement: (i)
More effective branding, stronger brand loyalty, and
improved marketing, including stronger customer
dialog; (ii) Ability to mine and analyze customer
data more effectively; (iii) Ability to personalize
marketing activities based on customer interests; (iv)
Improved customer service and support; (v) Better
product development; (v) Increased customer
satisfaction, and (vi) Reduced marketing costs.
Finally, for external partners: (i) Fast access to
external knowledge and improved information
sharing; (ii) Reduced external communication costs;
(iii) Improved collaboration and innovation
opportunities, and (iv) Exploiting new marketing
opportunities.
3 THE USE OF SOCIAL MEDIA
TOOLS
3.1 The Use of Social Media Tools in
Organizations
Social media tools are supposed to inflict a sharp
transformation in the employees’ private and
professional lives. Through careful observation of
the use of such tools, it is widely acknowledged that
they are vital in the process of communication in
society today. Nowadays, we live in a world where
people have opportunities to connect, communicate
and collaborate in ways that were previously
inconceivable. Only in the last decade, there has
been an overwhelming change in the way people use
the Internet (Everson et al., 2013).
With the large number of young people entering
the job market with skills in the use of social media
tools, organizations cannot ignore this influence on
the habits and skills of their employees.
The work discussed by Myers (Myers, 2013)
points out a study based on 3500 interviews made to
businessmen, from which was concluded that 83%
of the organizations involved in the survey already
use social media tools in several activities. Another
interesting finding relates to mobility, where 48% of
the organizations that participated in the survey
indicate that employees have access to mobile
devices and 65% of these use at least one mobile
social tool. The same study showed that
organizations, on the one hand, are recommending
increasingly mobile access to their employees and,
on the other hand, begin to use social media tools as
early as possible in order to benefit from the
combination of the both.
According to Cara (2010), more than 70% of
what is learned throughout life and work is learned
informally and socially. In this work some
interesting results are presented. The fact that social
media tools constitute a vital tool for education and
training of employees is highlighted with 90% of
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422
respondents supporting this statement, 81% of
respondents feeling that social media tools offer very
interesting opportunities for employees’ learning and
98% of respondents agreeing that social media tools
are changing the way employees are learning and
accessing information.
Jarrahi & Sawyer (2013) mention that what is
known so far on the use of social media tools at
work is based on studies focused on the use of a
social media technology by itself. These studies
provide useful information about some
organizational implications of its use, but do not
consider how technologies can be used together.
3.2 The Use of Social Media in
Education
Today's students and future professionals are digital
natives. They grew up with access to computers and
the Internet, and belong to a generation whose
vocabulary includes words like blog, Facebook,
among others. In addition, they have a decade or
more of experience in using social media tools to
share information and make connections. Thus,
students who grew up with this type of social media
tools are the ones providing answers to new
industries when they leave the university.
Some studies have been conducted to verify the
importance that social media tools have in teaching.
For example, Young (2010) refers that about 750
teachers participated in a conference on emerging
technologies for computer-based learning. At that
conference teachers defended the use of Facebook in
education. They concluded that this medium has
advantages over typical LMS (learning management
systems), since many students already know how to
use Facebook, which saves time in the classroom.
Yet another study (Wankel and Wankel, 2011),
shows that university leaders began to use tools such
as Facebook, Twitter and YouTube to manage issues
related to the day-to-day of institutions and public
relations, while some university members use social
media tools for teaching and research.
Some authors, such as Dunlap and Lowenthal
(2011), believe that the use of social media
technologies, on which students are already familiar
can help and support lifelong learning, because they:
(i) develop the student's autonomy, responsibility
and intentionality, (ii) encourage reflection, (iii)
allows the participation in communities of practice,
(iv) encourage collaboration and sharing, and (v)
provide motivating learning activities.
4 SOCIAL MEDIA TRAINING:
PAST, PRESENT AND FUTURE
TRENDS
Social media training has quickly become
mandatory for an ever-growing range of companies,
far surpassing the wave of IT firms that embraced it
in a first stage, like Dell, Intel and IBM (Meister and
Willyerd, 2010). While it began as an added ‘bonus’
in the arsenal of the marketing spokesperson, now
companies ranging from Unisys, PepsiCo, Adidas,
HP and Sprint (http://www.sprint.com) are making
social not only part of the company’s core training
curriculum, but also a key element in their recruiting
message, stressing the employee benefit of receiving
social media literacy training.
One obvious motivation for formalizing a
company’s social media program and policies is to
avoid a social media disaster. The video entitled
“Dirty Dominos Pizza” is an example of how
dangerous the combination of social media and the
workplace can be. The two Dominos Pizza
employees who joked in the video while tampering
with food, claimed afterwards that they were just
having fun when they posted it to YouTube. As a
result, both were fired and sent to jail on charges of
food tampering. The consequences for the company
of the incident are hard to erase: three years later,
when a Google search on Domino’s Pizza is made,
the video is still the fifth result. A number of real
episodes of this kind, damaging the image of
companies, are continuously emerging and being
noticed in the media in several countries and
involving well known companies (Samsung, 2013;
Fnac 2012).
Companies like Unisys, Sprint and HP are
creating social media training programs to avoid
these types of social media crises, but also, just as
importantly, to show employees how using social
media can be a valuable business tool which can
increase their performance and productivity.
In fact, at a first stage, to avoid inappropriate
online behaviour, most companies started by
establishing specific social media guidelines, even
though they would already have a policy of
employee conduct. However, companies have found
that guidelines were only the first step. They soon
realized that they really needed a formal social
media literacy program, which would offer a
certification so that employees could share their
progress and practices both on their employee
directory as well as on LinkedIn, Facebook and even
their Twitter profile.
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Taking the right steps in this arena can produce
great benefits on the business side. As stated by
Gloria Burke, Director of Knowledge &
Collaboration at Unisys, offering social media
training creates a team of advocates who are
equipped to represent their employer online. “When
you give them that training, you’re empowering
them to be more confident and effective in what
they’re sharing…”, Burke said. That means they will
not only share news about their company but also
feel confident they know how to do this in a safe and
responsible manner while building their personal
brand.
At Sprint, the social media-training brand is
called Sprint Ninja, named after the type of warrior
that originated in feudal Japan and specialized in
unorthodox warfare. For its program, Sprint adopted
many of the principles traditionally used to
train Ninjas, like self control, moderation, and
courtesy. Sprint employees who end up the Sprint
Social Media Ninjas program (thus far, 2,400
volunteers have done so) complete a two-hour
workshop to receive their Ninja certificate. Then,
they become part of a community that is
continuously engaged in discussion about how best
to use social media to advocate for the company.
Furthermore, Sprint is working to develop an online
version of this training and offer it within Sprint
University of Excellence.
Despite some initial arguments regarding the
view that learning from experience is either the best
or the only way to learn about social media, it is
currently acknowledged that social media skills and
abilities can be developed through training and that
there is a need for formal education in social media.
Given that the demand for social media skills and
expertise is likely to rise much faster than available
supply in the foreseeable future, we are likely to see
an increase in courses and programs of all types
(general training courses, specific training courses,
certificate programs and degree offerings) as
offerings in social media training and education
(Hunt, 2014).
In this paper we put forward an extension to this
view of social media training. Not only we take for
granted that social media training is needed in
organizations as we also propose that social media
tools can be used with great benefits as a means to
provide education and training to employees in the
several business areas of the organization, ranging
from human resources, to sales, marketing and
customer care, to product development and
production.
A well-known example of the feasibility of our
view on this matter is the United Breaks Guitar case
reported in (Ferreira et al., 2014) where a YouTube
video posted by a very unsatisfied customer with
United Airlines and which attracted millions of
views was afterwards used by the company
internally for training.
At this stage, we not only propose that social
media can be used for training in organizations in an
episodic way but also in a systematic way and as
part of the organization training policy.
5 THE EDUCATION AND
TRAINING OF
ORGANIZATIONAL
WORKERS (EToW) MODEL
Social business in organizations is a reality that
needs to be improved and systematized. Therefore,
in Ferreira, Moreira & Seruca (2014) the m_CSDT
framework is proposed, which provides a way to
introduce and/or systematize social business in
organizations. In the following subsections, we
describe a model – the EToW model – for the 2
nd
layer of the m_CSDT framework as well as a usage
scenario for the model.
5.1 The Rationale for the Model
Proposal
The relevance of conducting social business
supported by social media tools is widely
acknowledged and recognized by the scientific
community and organizations, as discussed
throughout the previous sections. However, there is
a lack of approaches that allow the systematization
and that guide its implementation within an
organization. To address this end, an approach was
proposed consisting of a three-layer framework
(m_CSDT), covering the: (i) creation, sharing and
the documentation of information and knowledge in
and out of an organization; (ii) education and
training of organizational workers, and (iii)
promotion of ad-hoc discussion.
As shown in Figure 1, it is possible to develop a
generic approach for implementing social business
through the use of social media tools, in order to
achieve the well-being of the organization
considering the agility and collective intelligence
dimensions. In the referred approach, emphasis is
given in the production of value for the
organizational ecosystem.
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The model shown in Figure 2 covers the second
layer of the framework, called Education and
Training of organizational Workers (EToW), which
aims to use social tools to define educational and
training strategies for the organization. It enables the
conduction of training in the organization aligned
with the organizational strategy, allowing training
requested by the employees themselves or as a
Figure 1: 2
nd
layer – EToW – of the m_CSDT framework.
proposal made by the organization (of mandatory or
optional attendance).
According to Figure 2, the EToW model of the
m_CSDT framework aims the education and
training of employees supported by social tools (4)
(see section 3). Training strategies and training in
the organization (2) are aligned with the
organizational strategy (1). In order to allow a more
flexible scheme of education and training, the model
also allows the training proposed by the employees
of the organization. Attending the training will be
mandatory or optional, according to the strategy
defined for training (3). The definition / adjustment
of the training strategy (2) must be periodical so that
it fits to the evolution / needs of the organization.
The model identifies and presents the
relationships and interactions between the
organizational strategy, the training needs of the
employees, social tools, training strategies and their
implications for pratice and training in workpalce.
Figure 2: EToW model.
Regarding the use of Social Media tools, the model
foresees a rather complete set of tools to be used
within the training activities, which can be organized
inside and outside the organization, i.e., in
different learning contexts. We may assert that the
model supports a learning classroom / distance, on
the type of peer-to-peer mentoring or formal
learning. In the learning type mentoring peer-to-
peer, the instructor acts as an observer / facilitator.
whilest in the formal learning type, the instructor
acts as an educator.
The use of social tools in learning is described in
EToW as collaborative learning. That means that
employees learn through participation and
involvement with the (internal and external) social
tools, connecting, interacting and collaborating to
obtain or share information and / or knowledge
through this kind of tools.
The use of social tools leads to the existence of
sharing (implicit or explicit) of information on
personal and professional networks. Thus, in order
to overcome this potential problem (public exposure
of information and knowledge owned by the
organization), the creation of private groups is
proposed, with restricted access to employees. Any
violation of the established rules will be subject to
sanctions.
The proposed model intends to promote the
development of a culture of training and learning
that supports lifelong training, adding value to the
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425
organizational development, as well as being central
to achieve the objectives set in aligning
organizational strategy with organizational training
needs. Without a culture of learning incorporated
into the ecosystem of the organization, it is unlikely
that any training strategy in the organization may be
successful.
5.2 A Scenario for the Model Usage
In this section, we outline a scenario for a possible
training action that will incorporate social media
tools – the 2
nd
framework’s layer. The scenario
describes how Facebook, Twitter and YouTube, can
be included in the training program.
At the beginning of the training program some
accounts on Facebook and Twitter are created.
Subsequently, a group is created on Facebook,
where employees are invited to join. At this stage, it
is expected that some inexperienced employees
present some concerns related with the safety of the
group, such as the addition of their profiles as well
as the information that they are writing on Twitter.
In response to these concerns it is possible to change
the Facebook settings to allow access only to
"friends" of the group's creator, who is the action’s
instructor. Regarding Twitter, only the instructor and
other employees are allowed to follow. Furthermore,
only one group member can send invitations to
others to join the group. Thus, it is not possible for
any other user of Facebook to access the group
without an invitation. These training actions may
involve employees who have never used this kind of
tools, so a first action of training to learn how to use
Facebook and Twitter effectively may be needed.
During the course of the training the instructor
can put YouTube videos on the mural of the
Facebook group created and learners are invited to
comment the videos with their opinions.
Simultaneously, trainees may ask any questions
about the videos on the Facebook, as well as through
Twitter by writing small messages. At this stage,
there is no difference between employees who are in
the organization and those who are on the move, as
there is no difference in treatment and "equal"
opportunities are given. If precise indications on
how to make comments are not given, it is quite
possible that in the early stages there are few
answers and that the "Like" button is just used. One
way to encourage the production of reviews is, for
example, to assign a score grade to this activity so as
to improve the final classification of the training
action. During the training action, Facebook and
Twitter can be used for the instructor to send
messages to learners, tasks to be performed related
to the action. What is expected is to have great
interaction in the communication between the
instructor and the trainees and between the trainees
themselves.
It is expected that instructors will increase the
number of questions posted on Facebook and
Twitter on the next subjects taught, the types of
assessments to be performed, deadlines for
submission of tasks, among other tasks. This type of
interaction will allow, for example, a collaborator
who knows the answer to some question to "post" it
even before the instructor realizes it, which can
improve communication and a spirit of sharing and
collaboration. It is also expected that as the action
progresses more training videos are available in
Youtube and their respective reviews increase in
quantity and quality. It is believed that, at the end of
the training action, the pedagogical use of Facebook,
YouTube and Twitter has a positive impact on
organizational learning through the use of mobile
devices and with the contribution of the training
group community, by creating, sharing and
documenting information and knowledge.
At the end of the training action, a formal
evaluation of the action will be carried out, through
the use of a questionnaire and the results obtained
will be compared with the results of training
activities that do not use social media tools.
6 CONCLUSIONS
The m_CSDT framework referred in this paper aims
to enable the implementation of social business in an
organization. The approach is focused on the
production of value for the customer, reducing
whatever does not add value from his point of view
as well as to the organization itself. Therefore, the
involvement of the organization ecosystem is of
paramount importance to achieve this goal. On the
contrary, traditional approaches allow the
conduction of business within an organization in a
closed way.
In this paper we propose a model for the 2
nd
layer
of the framework in which social tools are used as a
mean of transmission and exchange of knowledge,
i.e., enabling the training of the organization´s
employees.
The model identifies the crucial role that an
organization plays in a culture of their employees’
learning and consequently contributes to achieving
the organization's strategic objectives.
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Future work will include the testing of this model
within a business environment, based on the
experiences obtained with pilot tests performed
under an academic context.
If any, should be placed before the references
section without numbering.
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