Growing importance of knowledge and learning: - Changing learning models from formal training to coaching, on-the-job learning, to communities… using variety of e-learning and KM tools - Knowledge Management focus on access to learning resources and collaboration - Human Resources development learning as a tool for performance improvement decentralising responsibility for learning focus on formal learning models

1. An Introduction
to Knowledge
Management-
2m40

2. Digitalization Learning

3. Triggers: iceberg of learning
Tough (1979)
• It is common to
spend 700 hours
a year at learning
projects
• About 70% of
them are planned
by learner
EDC study
(1998)
• 70% of the way
employees learn
their job is
through informal
learning
• Motorola
example: every
hour of formal
training
complemented
with 4 hours of
informal learning
NALL study
(1998-2000)
• In average 6
hours per week
are spent for job-
related informal
learning
formal
learning
informal
learning

4. Triggers: corporate learning
Growing importance of
knowledge and
learning
Changing learning
models
•from formal training to
coaching, on-the-job
learning, communities…
•using variety of e-learning
and KM tools
Knowledge
management
•focus on access to learning
resources and collaboration
Human resources
development
•learning as a tool for
performance improvement
•decentralising responsibility
for learning
•focus on formal learning
models

5. Triggers: practice
How different efforts
could be aligned to
ensure that learning adds
value?
HRD
KM

6. Learning defined
Different
levels
Individual learning
Group learning
Organisational
learning
Individual
learning
Is the process of
gaining knowledge
and/or expertise
Is different from
teaching (which is
facilitating learning
of others)
Knowles, Holton, &
Swanson, 1998

7. Formal vs. Informal learning
Focus: who is in control
Some taxonomies
Formal - informal -
incidental learning 
Marsick & Watkins, 1990
Natural - formal - personal
learning  Gibbons, 1990
Formal - informal  EDC
study, 1998
Unintended - self-directed
- mediated - authority-
directed learning 
Knowles, Holton, &
Swanson, 1998

8. Formal vs. Informal learning
Formal learning
• of variable relevance to worker needs
• communicated information is constant
across learners
• variable gap between current and target
knowledge
• instructional
• variable temporal gap to application
• represents core “organizationally
beneficial” knowledge
• scheduled
• occurs in a settings other than that where
the knowledge is used
• has specified outcomes
• with a “trainer” who is accountable for
results
Informal learning
• extremely relevant to needs
• communicated information is variable
across learners
• small gap between current and target
knowledge
• constructive
• immediately applicable
• core and other knowledge
.
• arises spontaneously
• occurs in the settings where
knowledge is used
• with/without specific outcomes
• with/without reported results
EDC study, 1998

9. How adults learn: learning cycle
Phase 1: Need
• Determine what learning is needed
Phase 2: Create
• Create a strategy and the resources
to achieve learning goals
Phase 3: Implement
• Implement learning strategy and
use the resources
Phase 4: Apply and reflect
• Apply what was learnt and assess
the attainment of learning goal
Adapted from Swanson (2008)
Need Create
Apply &
reflect
Implement

10. Learning effectiveness
– Business results
– Performance
– Learning results
– Learning process
Alignment of goals and
interventions
Motivation, environment
Motivation and support
Kirkpatrick, 1994

11. Learning effectiveness
Need Create
Apply &
reflect
Implement
What methods and tools an
organisation can use to
make sure that learning
processes controlled by an
individual bring
business value?

12. Effectiveness: need
• Awareness of organisational goals and needs
• Awareness of competency gaps
• Alignment between individual and organisational goals
Factors to
support
effectiveness
• Performance and competency standards
• Multi-rator assessment (360° feedback)
• Learning plans
• Concept mapping
Methods
• HR systems: performance and competency standards,
individual profiles
• LMS: competency assessment, learning plans
Tools

13. Effectiveness: create
Factors to support
effectiveness
Awareness of learning
opportunities
Matching learning solution
and individual learning style
Selecting cost-effective
solution
Methods
Learning plans
Knowledge mapping
Tools
LMS: catalogues, generated
priorities and suggestions
LCMS: generated
personalised programs
Yellow pages
Search in knowledge bases
Agents

14. Effectiveness: implement
Factors to support
effectiveness
• Matching individual learning style
• Right degree of facilitation
Methods
• Formal: courses, coaching and
mentoring programs…
• Informal: communities, on-the-job,
meetings…
Tools
• Learning environments
• EPSS
• Agents embedded into working
environments

15. Effectiveness: apply & reflect
Factors to support
effectiveness
Methods
Tools
• Motivation to apply
• Rewards and environment to
apply
• Motivation and skills to reflect
• Evaluation tools
• Learning plans
• Competency and performance
assessment
• Concept maps and
visualisation
• HR systems: performance and
competency standards,
individual profiles
• LMS: competency
assessment, learning plans

16. Challenges
Current state:
disintegrated
• Formal and informal learning
“belong” to different
departments
• Variety of methods from
different disciplines
• Technology promises a lot, but
still have to prove it
Desired: focused and
supported
• Getting learning added value
for a company while control is
in hands of employee
• Attain synergy between formal
and informal learning
• Support all stages of learning
cycle
• Using technology

17. Challenges

18. Digitalization of
Knowledge Management

19. Knowledge Management
… Improving organizational capability
Create a new working environment where
knowledge and experience can easily be shared
Enable information and knowledge to emerge
and flow to the right people at the right time so
they can act more efficiently and effectively
21-Aug-14
19
COMLABS ITB - Knowledge Management for Corporate

20. Apply everywhere what
you learn anywhere
People to
Information
People to
People
People to
Business
People to
Communities
• Make better decisions
• Make faster decisions
• Do more with less
• Speed up learning
• Improve motivation
Connecting
Collaborating
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21. COMLABS ITB - Knowledge Management for Corporate
7-21
21-Aug-14

22. COMLABS ITB - Knowledge Management for Corporate
7-22
21-Aug-14
Example:
Enterprise Knowledge

23. 21-Aug-14 COMLABS ITB - Knowledge Management for 23

24. Knowledge Technologies
– Present and Future
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The Future Revolves
in Knowledge
Management-4m20

25. First Wave KM
Technology
Portals, Collaboration,
Document Management,
Little Integration
Process
Best Practices, Validation
People
Communities of Practice
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26. Enterprise Information Portal
All important information from both inside and outside the
company delivered to the desktop
– unstructured & structured data
– thin client → web browser
– Search & Browsing
• Services
• Presentation – Visualization • Subscription – Notification
• Collaboration • Personalization
• Publishing & Distribution • Data Feeds
• Data Feeds • Security
• Trends
• Finding → Doing • Multi-Purpose Information
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27. Infrastructure
e-business
XML
Wireless Devices
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28. Knowledge Representation
Transparent Interfaces
Workflow Capture
Expertise
Incomplete, Ephemeral Knowledge
Integration
Standards
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29. One-Stop Search /
Case-Based Reasoning
Speed, Precision, Recall
Natural Language
Integration / Interaction
Multilanguage
Multiple Media
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30. JIT Knowledge Delivery
Agents
Help Wizards
e-learning
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31. Knowledge Powered Enterprise
Real-Time Knowledge Management
– Everyone Contributes
– KM Embedded in Workflow
Seamless Information Space
Integrated Simulation / Decision Support
Data Mining / Knowledge Discovery
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32. Knowledge Creation /
Innovation
Continuous Learning
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33. Today Long Term
Infrastructure
e-business
XML
Wireless Devices
One-Stop Search /
Case-Based Reasoning
Speed, Precision, Recall
Natural Language
Integration / Interaction
Multilanguage
Multimedia
Knowledge Representation
Transparent Interfaces
Workflow Capture
Expertise
Incomplete, Ephemeral Knowledge
Integration
Standards
JIT Knowledge Delivery
Agents
Help Wizards
e-learning
Knowledge Powered Enterprise
Real-Time Knowledge Management
– Everyone Contributes
– KM Embedded in Workflow
Seamless Information Space
Integrated Simulation / Decision Support
Data Mining / Knowledge Discovery
Knowledge Creation /
Innovation
Continuous Learning
First Wave KM
Technology
Portals, Collaboration,
Document Management,
Little Integration
Process
Best Practices, Validation
People
Communities of Practice
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34. 21-Aug-14 34COMLABS ITB - Knowledge Management for
Discover
What You
Know-2m20

35. E-Learning Integration with
Knowledge Management on
Corporate
Case Studies

36. Dairy Industry
eLearning Integration
Project
Dairy Australia
Knowledge
Management - Tacit
and Explicit-4m

37. Goal: To equip dairy people with the knowledge, skills,
motivation and confidence to improve business
competitiveness and sustainability
Dairy Industry workforce development
strategy
National Centre for Dairy Education Australia
$50 Million p.a.
Research
Development &
Extension
Vocational
Education
& Training
Mission: To develop the best dairy people in the world
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38. Project Scope
• Dairy Processing factory staff
– All areas of dairy food processing
– 6 major processing companies
• Factory suppliers (farmers and their staff)
– All areas of dairy farm management (8000 farm enterprises)
– Specialist dairy farm technical service providers
– Industry leadership and governance training
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39. Key Project Deliverables
1. Industry pool of E-expertise & resources
2. Strategies & action plans for incorporating e-learning
into industry workforce development planning
3. An expanded range of courses available utilising e-
learning (2009)
4. Industry awareness of e-learning availability and
effectiveness to contribute to workforce development
(2009)
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40. Building E-Learning capacity
• Four farmer groups
– Murray Goulburn
– The People in Dairy
– Dairy Australia Milk Harvesting
– Dairy Youth
• Manufacturing
– Student groups in the Diploma of Food Science and
Technology (Dairy)
– Diploma Preparatory programs across major
processors
1.1 Farmer and manufacturer pilot groups
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41. E-Learning Expertise & Resources
• Farming:
– On Farm Quality Assurance
– On Farm Staff Induction
– Milking Shed Management (“Paddock to Processor”)
– Breeding Basics
• Processing:
– Focus on three specific Diploma subjects: General foundation
subject; Technology related subject; Product specific (advanced
technology) subject
1.2 Resource development and trials
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42. E-Learning Expertise & Resources
• Organisational survey - no e-learning capacity in
NCDEA at the commencement of the project
• Established a cross discipline NCDEA e-team
under guidance and tuition of our partner
provider, TAFE Tasmania
• NCDEA e-team consisting of 3 farm program
staff in the Victorian dairy regions and 2
processing program staff
1.3 Trial & implement new e-learning mentoring
program and e-learning delivery
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43. E-Team Mentor Program
The mentor program has
covered:
• Constructivism
(establishment of sound
models)
• Learning Design
• Blooms Taxonomy to
align design to Certificate
levels
• Three face to face
workshops and ongoing
support in WebCT
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44. Mentor Program Activities
1. Creation of story boards relevant to their areas of delivery
underpinned by
– Reflection on Learning Design
and Authentic activities
– Creation of engaging learning
tasks for each section
(formative & summative
assessment)
– Creation of engaging assessments/assignments for
• Diploma of Food Science & Technology (Dairy)
• Certificate IV in Agriculture
• Diploma of Agriculture
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45. Mentor Program Activities
2. Training and practice in using the
– QTImPlayer
– Camera Glasses
– WebCT
– The Learning Edge
– LORN
3. Reinforcement of eLearning design and development
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46. The NCDEA E-Team
• Activities & Output:
– 12 QTImPlayer and camera glasses trials conducted and evaluated
– Developed and trialled e-resources in a further 4 units of competency
with 30 learners
– Developed and trialled Recognition of Prior Learning tools with 2
candidates
– All staff have commenced the development of
e-learning courses
• The e-Team has expanded - now 7 staff plus a project
manager and writer coordinator.
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47. E-learning Infrastructure
• Victorian TAFE VC online platform – “Dairy VC”
• TAFETasmania eLearning@TAFE platform
• Australian Flexible Learning Framework learning objects:
– LORN depository
• Toolbox repository
• QTiM player and creator
• TAFETasmania assessment repository
• Results returned to NCDEA Student management system
• Learning Content creation – Learning Edge (Equella)
• Engagement of Multimedia staffing, IT infrastructure &
special products
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48. E-Learning Expertise & Resources
• Project co-ordinator appointed
• Two national workshops conducted with RDE&E partners
to study knowledge management systems and examine
how we can better manage the industry pool of
knowledge assets
1.4 An Industry pool of shared learning
resources
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49. Incorporating E-Learning into
workforce development plans
• Management level meetings with two major
manufacturers - Murray Goulburn Co-op; Fonterra
Australia
• Processing Working Group constituted to progress on-
line Diploma delivery and e-resources across eight major
manufacturing sites nationally
• Farming – Working group established with Murray
Goulburn to progress the e-learning component of
MG@Farm (2500 suppliers)
2.1 Working group establishment
2.2 Enterprise management briefings
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50. Incorporating E-Learning into workforce
development plans
• Farming – December meetings with Dairy Australia,
NCDEA and Murray Goulburn Co-op, as a pilot for
industry
• Processing – March 09 meetings with Review Group and
individual companies re
– Learner group customisation issues
– E-learning design & delivery suitability to technical content and
workplace outcomes
2.3 Action Plans for workplace needs of target
groups
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51. Incorporating E-Learning into
workforce development plans
• Farming
– Enrolled 12 farm employees in milking shed management
– Enrolled 42 learners in Breeding Basics
– Trained & mentored NCDEA staff to support learners
– Trailed and evaluated the products November, 2008 and January
2009
• Processing
– Enrolled 31 factory employees in on-line delivery of Diploma bridging
program in 2008
– Designed and built 2009 student mentoring processes
– Closer engagement with review (Course Advisory) group
– Moved all Diploma enrolments to blended delivery (on-line)
2.4 Enroll enterprise staff, build appropriate learner
support and mentoring networks, trial and evaluate
the products
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52. Expanding of available
E-Learning courses
• Farming
– Expansion of Murray Goulburn offering to other areas, such
as business management and cash flow budgeting
– Progress Fonterra discussions to specific deliverables
– Progress Dairy Australia Learning programs in the key
topics of mastitis management and feeding
• Processing
– Linkage to sophisticated tools (e.g. process simulator linkage)
– Adaption of Diploma designs & content to Cert II and III programs in the Workplace
3.1 Identify additional e-learning opportunities
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53. What next?
• Farm:
– Increase existing e-learning tools initially to 12 units of
competency in topic areas of milking, leadership, business and
animal health, after consultation with our industry partners.
• Processing:
– expand the number of sophisticated e-learning subjects in the
Diploma of Food Science & Technology.
3.2 Expand the EL platform by migrating
additional units/products to EL
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54. Future Plan
– Promotional visits, staff workshops and seminars
– Providing e-learning tools to partner RTOs
– Benchmarks for delivery and assessment
– Participating enterprises case studies development
– Promotional tours, industry conference addresses
and industry media articles
4 Industry Awareness of the availability and
effectiveness of e-learning to contribute to
workforce development
4.1 Promote EL amongst partner RTO s & client
networks
4.2 Harness dairy industry networks and affiliations to
promote the use of EL in work force development
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55. Current Engagement
• Farming Sector
January
2008
November
2008
Farms with staff engaged with e-learning 0 32
Milk companies engaged with e-learning on
behalf of their suppliers
0 2
Learners engaged with e-learning (and
assessment)
0 42
Competencies with e-learning tools 0 4
Competencies with e-assessment tools (RPL) 0 25
Training partner providers engaged 0 1
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56. Current Engagement
January
2008
November
2008
Companies with staff engaged in NCDEA
e-Learning
0 8
Company sites engaged in NCDEA e-Learning 0 14
Students engaged in e-learning 0 116
Diploma Subjects on-line 0 18
• Processing Sector
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57. Change and achievement
• Dairy industry sector has enthusiastically embraced the
potential for E- learning training for factory staff and
farmer suppliers
• E- learning - overcome issues of distance and isolation of
farmers and processing staff, to provide greater
connectivity between the industry workforce and expert
trainers and widely dispersed technical expertise at an
enterprise level
• RTOs recognise e-learning through setting profile targets,
and investments in resources, staffing and multimedia
systems to support the intitiative
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58. Embedding of e-learning
• Farmers through their Industry Advisory committees and
Milk Factory staff commitment to
- Delivery mode to reach all industry farmers
- Advisory committees in all dairy regions
- On line provision of dairy information and services
• Processors commitment to
– Delivery modes
– IT resource provision at factory sites
– Advisory committees
– Management involvement in student mentor programs
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59. Digitalization & Knowledge
Management on Corporate
Questions & Answer
When Barry met
Sammy - A
Funny View of
HR and KM-6M

60. Digitalization & Knowledge
Management on Corporate
Back-up
Knowledge Management
Checklist
Checklist for a
Knowledge Management
Engagement Strategy
Know-All 10-A Quick
KM Assessment