TOP 10 STRATEGIES FOR TECHNOLOGY APPLICATION
1. Encourage and Enable Staff to Connect to the Information
Highway
Many organization members, especially older employees, are
afraid of computers or are unwilling to regard them as an impor-
tant resource for personal and corporate success. A learning
organization will dedicate time and energy to these people; after
all, many are in senior positions and may be unintentionally slow-
ing the use of technology, thereby limiting a company’s ability to
store and transfer knowledge. In doing so, they limit the firm’s
capacity to learn faster and better.
The information available in such abundance from electronic
sources is too valuable to be neglected by even a few employees.
Learning organizations encourage staff to tap into external online
databases and electronic bulletin boards, such as those maintained
by universities, vendors, partners, and other learning resources.
They can also examine research findings and new practices re-
lated to neuroscience, adult development, and psychology while
keeping abreast of advances in computer software and hardware
that may facilitate teamwork across geographic and discipline dif-
ferences.
2. Develop Multimedia, Technology-Based Learning Centers
Many learning organizations maximize their formal learning
efforts by incorporating computers, multimedia, interactive video,
and distance learning into their facilities. Technology is being used
to create and support learning environments that powerfully inte-
grate art, music, and visuals, blending the most effective educa-
tional theories with state-of-the-art technologies.
In these learning centers, computer-assisted programs and
tutorials greatly enhance the flexibility of individual learning,
while group efforts enhance interpersonal, critical thinking, and
generative learning skills.
With the vast array of learning technologies available, select-
ing the best medium becomes important. As a general rule of
thumb, computer-based training and CD-ROMs are more effec-
tive for knowledge skills, whereas interactive technology usually is
more effective for behavioral training.
3. Develop and Use a Variety of Distance-Learning Technologies
With its FORDSTAR program, Ford has successfully demon-
strated the power and value of using a variety of distance-learning
technologies. Here is a quick checklist to consider when develop-
ing distance learning for a given organization:
• Verify that distance learning is the right choice for the
organization.
• Be prepared to define distance leaning and communicate its
benefits to key stakeholders within the organization.
• Integrate distance learning into the overall training strategy.
• Identify course objectives and methodology during the
instructional design phase in order to select the appropriate
technology.
• Form a course development team that includes the instruc-
tional designer, developer, trainer, and technological sup-
port. Identify a management sponsor, distant site facilita-
tors, and materials and facilities support.
• Adapt traditional courses to fit distance-learning platforms
based on technology needs.
• Use dress rehearsals and a pilot to test distance-learning
classes.
• Use comprehensive evaluations systems to assess learning.
• Use cost-benefit calculations to illustrate the benefits of
action learning.
4. Use Technology to Capture Internal and External Knowledge
and Ideas
Using technology to gather knowledge from people both
inside and outside the organization should be a high priority.
Corning’s human resources department, for example, videotapes
interviews with acknowledged experts; the tapes are then made
available to staff who might benefit from the expert’s knowledge,
ideas, and inspiration. Corning’s Bill Whitmore even created a
new name, tecknowledgy transfer, for this process, which is
designed to identify technical experts, capture their knowledge,
and then transfer that knowledge to strategic sites within the
organization (Marquardt and Reynolds, 1994).
Royal Bank of Canada also uses technology to expedite
knowledge transfer through communication channels such as
videoconferences between offices, a weekly worldwide conference
call known as the President’s Forum, a corporate video network,
and weekly exchanges of videocassettes.
5. Acquire and Develop Competencies in Groupware
and Self-Learning Technology
Improving the quality of group decision making while
decreasing the time required for the process is a valuable accom-
plishment for learning organizations. To this end, it makes sense
to become familiar with various groupware software packages that
can help manage group processes and learning in areas such as
project planning, team development, and meetings management.
Other specific software applications are designed to promote
learning and assist with individual problem solving and decision
making.
6. Install Electronic Performance Support Systems
The EPSS must be understood by people across the organiza-
tion before it can be developed and used properly. Requirements
include an adequate technological infrastructure, appropriate
skills among employees, and management support for develop-
ment and implementation.
All nine components of a comprehensive and solid EPPS
must be developed. In brief, these are competency profiles; expert
knowledge bases; online help; integrated training and job aids;
electronic integrated reference system; online documentation; a
system for monitoring, assessment, and feedback; links to external
applications; and system information.
7. Plan and Develop a Just-in-Time Learning System
Much like the just-in-time inventory concept, the reasons
behind just-in-time learning are to reduce waste and cost and
increase productivity by making sure learning happens as close as
possible to the time when workers need it. This is especially
important because the shelf life of much current knowledge has
become shorter than ever, often less than a few months in certain
technical and service areas. Thus, the pressure is on learning
organizations to develop innovative ways of providing learning at
the most effective moments. To construct a just-in-time learning
system, companies must integrate high-tech systems, coaching,
and actual work on the job into a single seamless and rewarding
process.
8. Build Internal Courseware Technology and Capability
Learning organizations should acquire the technology and
capacity to design software systems that support individual and
collective learning. These might include self-development systems,
open learning catalogs and live resources, career development sys-
tems, diagnostic instruments, decision-making aids, opinion sur-
veys, and even methods of achieving instant and continuous feed-
back about the learning of teams, departments, or the company as
a whole. These systems can then be integrated with other software
tools, such as project managers, spreadsheets, databases, and word
processors and become part of the everyday activity, language, and
know-how of the organization.
9. Use Intranets for Training
Learning organizations reap tremendous benefits from using
intranets for learning purposes. Positives include consistency, cen-
tralization, and convenience because the same training materials
are drawn from a single database to be used by employees when
and where they prefer. The interactive quality of tools such as Java
and Shockwave enliven Web-based training, making it fun and
engaging. Most intranets can be created and maintained with min-
imal programming expertise, and once systems are established,
updating intranet learning materials is easier and less expensive
than revising print-based resources. And, as bandwidth increases
and new technologies emerge, the potential of intranets continues
to evolve. Last but not least, new learning technologies help
organizations stay current with the younger workforce.
10. Increase Capabilities of Management
and Human Resources Staff
To maximize the power of technology and enhance organiza-
tional learning capacity, managers and HRD staff should be
knowledgeable about technology-based learning. They should also
be prepared to assume key leadership roles in the following areas:
• Operating technological systems that support organizational
learning
• Managing large and continuous organizational change processes
• Facilitating outsourcing processes for technological resources
• Facilitating structured on-the-job learning systems
