![Knowledge sharing structure and support
“This has implications beyond the classroom setting as
employees with high SDLR[self-directed learner readiness]
scores tend to distribute knowledge more freely and
frequently among their fellow workers, thus actively
supporting the creation of a learning organization.”
(Beitler & Mitlacher, 2007)](https://image.slidesharecdn.com/self-directedlearningoverview-160906141947/85/Self-directed-learning-overview-15-320.jpg)
![Knowledge sharing structure and support
“This has implications beyond the classroom setting as
employees with high SDLR[self-directed learner readiness]
scores tend to distribute knowledge more freely and
frequently among their fellow workers, thus actively
supporting the creation of a learning organization.”
(Beitler & Mitlacher, 2007)](https://image.slidesharecdn.com/self-directedlearningoverview-160906141947/75/Self-directed-learning-overview-15-2048.jpg)
Uploaded byTrey Mitchell
Self directed learning-overview
Self-directed learning (SDL) describes a process where individuals take initiative to diagnose learning needs, formulate goals, identify resources, choose learning strategies, and evaluate outcomes. SDL thrives in environments that nurture and support learning for all employees. Organizations can promote SDL by providing open access to learning resources, knowledge sharing structures, learning experiences that integrate content, and leadership support. Leaders should assess how their organization currently supports or restricts SDL by reviewing access to resources, knowledge sharing capabilities, experience design, and coaching for learners.
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Self directed learning-overview
- 1.
- 2. Purpose Identify the aspectsof an environment in which self-directed learning is nurtured and supported for all employees within an organizational setting.
- 3. What is self-directed learning? Questionsand Context Current Models Research Highlights Applying Findings The Plan
- 4. “In its broadestmeaning, self-directed learning describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.” (Knowles, 1975)
- 5. 1. What limitsor restricts SDL? 2. Questions? For learners in an organizational setting: What promotes and encourages SDL?
- 6. Context “…the relationship betweenSDL and the learning organization is symbiotic…” (Confessore & Kops, 1998) Organizational setting Where work happens + organizational structure
- 7. Newer models andframeworks are adapting to the impact of technology on SDL in organizational settings. Teaching an old dog new tricks.
- 8. Personal Learning Environments(PLE) Adapted from Haworth, 2016 Easy to use DynamicOpen Collaborative
- 9. Self-directed Learning Environment(SeDLE ) Adapted from Din, Haron, & Rashid, 2016 Teaching environment Effective instruction Instructors skills Learning materials Technology Tech training Access Admin Support Collaborative Flexible Interactive Communication Learning Environment Effective Learning expertise Technical support
- 10. The role ofthe Organization in SDL By not actively supporting practices and policies that promote SDL, organizations are restricting SDL by default. In this sense, organizations themselves are the biggest potential barrier to SDL.
- 11. Open access tolearning resources “The average knowledge worker spends 15% of their time looking for information and only 50% of the time do they find it.” (Terry, 2007)
- 12. Open access tolearning resources “The process of SDL extends well beyond the company to the global world, as employees can reach any information from different parts of the world at their fingertips. Due to global connectivity; knowledge, ideas, and learning resources can move instantly and ubiquitously around the planet.” (Karakas & Manisaligil, 2012)
- 13. Open access tolearning resources “…the research suggests that social media are being increasingly used as tools for developing formal and informal learning spaces or experiences that start out as an individual learning platform or PLE, enabling individual knowledge management and construction, and evolve into a social learning platform or system where knowledge is socially mediated.” (Dabbagh & Kitsantas, 2012)
- 14. Knowledge sharing structureand support “Organizations can build and support online communities involving a large number of people from diverse disciplines to learn and work together, to support each other in SDL, and to solve cross-disciplinary problems.” (Karakas & Manisaligil, 2012)
- 15. Knowledge sharing structureand support “This has implications beyond the classroom setting as employees with high SDLR[self-directed learner readiness] scores tend to distribute knowledge more freely and frequently among their fellow workers, thus actively supporting the creation of a learning organization.” (Beitler & Mitlacher, 2007)
- 16. Application & integrationof learning experiences “The instructional approaches that allow learners to apply and integrate what they learn are known to be effective for learning, and the findings of this interview study indicate that such approaches are effective in motivating leaners in self- directed e-learning courses as well.” (Kim, 2009)
- 17. Leadership Support “SDL inthe digital ecosystem requires a wide range of skills for effective implementation; including digital literacy, self- awareness, time management, self-evaluation of learning, the ability to work alone, self-discipline, and learning independently. If the learner lacks these critical skills, the process of SDL will not be effective.” (Karakas & Manisaligil, 2012)
- 18. Leadership Support Expanded roleof the learning function, well beyond that of just training and development. These functions must become coaches, consultants, and counselors to learners. These roles should broadly focus on resources for learners and ensuring they are curated to match the strategic direction of the organization (Confessore & Kops, 1998).
- 19. How findings canbe used Learning professionals and leadership in organizations of any size can reflect on how they are both supporting and restricting SDL across all employees and roles. Detailed review of the following areas will provide an initial needs assessment: ◉ Are learners able to access to learning resources on-demand? ◉ Is there a way for individuals and teams to share knowledge and expertise across the organization? ◉ Are learning experiences designed with adult learning principles in mind?
- 20. References Colin Terry. (2007).Enabling staff to access the knowledge they need, when they need it. Industrial and Commercial Training, 39(7), 368–371. http://doi.org/10.1108/00197850710829076 Confessore, S. J., & Kops, W. J. (1998). Self-directed learning and the learning organization: Examining the connection between the individual and the learning environment. Human Resource Development Quarterly, 9(4), 365–375. Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. http://doi.org/10.1016/j.iheduc.2011.06.002 Din, N., Haron, S., & Rashid, R. M. (2016). Can Self-directed Learning Environment Improve Quality of Life? Procedia - Social and Behavioral Sciences, 222, 219–227. http://doi.org/10.1016/j.sbspro.2016.05.150 Haworth, R. (2016). Personal Learning Environments: A Solution for Self-Directed Learners. TechTrends, 60(4), 359–364. http://doi.org/http://dx.doi.org.libproxy.library.wmich.edu/10.1007/s11528-016-0074-z Karakas, F. & Manisaligil, A. (2012). Reorienting self‐directed learning for the creative digital era. European Journal of Training and Development, 36(7), 712–731. http://doi.org/10.1108/03090591211255557 Knowles, M. S. (1975) Self-Directed Learning. A guide for learners and teachers, Englewood Cliffs: Prentice Hall/Cambridge. Michael A. Beitler, & Lars W. Mitlacher. (2007). Information sharing, self‐directed learning and its implications for workplace learning: A comparison of business student attitudes in Germany and the USA. Journal of Workplace Learning, 19(8), 526–536. http://doi.org/10.1108/13665620710831191
- 21.
Editor's Notes
- #2 Hello, my name is Trey Mitchell any the Adult Learning topic I chose is Self-Directed Learning. Good
- #3 The overall purpose of my paper is to identify the aspects of an environment in which self-directed learning is nurtured and supported for all employees within an organizational setting. Good
- #4 (don’t click)For this brief overview presentation, I simply want to touch on a few key concepts of my research as well as highlight some of the research that informs and speaks to my purpose and practice questions. Click First I will briefly review a popular definition of SDL, then introduce my questions and the context in which those questions are being asked. Next I will identify a few modern models and highlights from the research. Finally, I introduce some high level areas for organizations to analyze to begin determining whether or not they are supporting their SDLearners. Good maybe
- #5 To define self-directed learning, the most cited expert is someone we are all very familiar with, Malcolm Knowles. The key is that the learning is learner initiated. Good
- #6 There are two primary questions of this research, what limits or restricts SDL and what promotes and encourages SDL in an organizational setting. Good
- #7 The context in which these questions are being asked can be defined as a place where work happens within an organizational structure. Sharon Confessore and William Kops emphasis the connection between SDL and a learning organization in their research which finds the relationship between the two to be symbiotic, or mutualistic in nature. They benefit and thrive off each other. Good
- #8 SDL as a process, attribute, and concept has been around for a long time, however, the way in which it is practiced and applied has changed dramatically with both technology and access to information. SDL research and tools have evolved along with these changes. So, an old dog like SDL can indeed learn some new tricks. While there are a number of modern SDL models, I want to highlight two that clearly layout what contribute to positive SDL environments. Good
- #9 Good The first framework I wanted to share is the Personal Learning environment, or PLE. PLEs serve as platforms for integrating formal and informal learning and are key to fostering self-directed learning. PLE tools mirror many of the social and collaborative technologies often referred to as Web 2.0. This can includes social media sites, collaboration tools, and content-driven shared learning spaces. The be considered a PLE, Ryan Haworth puts forth 4 evidence based requirements. they must be easy to use – learners are able to use it with little to no training, in other words, it needs to be intuitive Open – the platform must be built to allow information to flow in and out as needed, it must be accessible Dynamic- as the learners needs, information, and context change, the tool should be able to adapt with the learner offer collaboration options – Finally, the tool should have collaboration options built in so the learner can engage with other learners actively and passively. Personal Learning Environments (PLEs) are Web 2.0 and social media technologies that enable individual learners the ability to manage their own learning. Self-directed learning is explored as a foundation for the use of PLEs. I outline the optimal criteria for social media tools to be used as PLEs: they must be easy to use, open, dynamic, and offer collaboration options. I discuss individual PLE tools with examples and possible uses. I list implications for educators and individual learners. I conclude the discussion with ideas for future study of PLEs in formal and informal learning.
- #10 In their application of the Self-directed learning environment index, researchers Noorriati Din and Shireen Haron identify the 4 aspects that must be present to sustain and support a SDLE, or an environment in which self-directed learning flourishes. They found that SDLearners improved their quality of life, well beyond their increased capacity for self-directed learning projects. Opportunities for advancement, acknowledgement, control over learning, and overall job satisfaction was impacted by maintain a SDLE. The aspects include…read chart.
- #11 No action is inaction. Based summative findings in all the research I read, organizations need to activity support SDL. If they don’t they are essentially doing the opposite and restricting it, making them the biggest barrier to SDL. However, by supporting and adopting a few key practices and approach's to support SDL, organizations can be the greatest influencer on SDL.
- #12 Colin Terry presents information overload as more than a trendy term but as a true burden and risk for individual learners and organizations. The problem is not having the information, the modern problem for knowledge workers is simply finding the information quickly and ensuring it is accurate. In most cases, services like Google or YouTube are always going to be faster than poorly optimized and restricted organizational intranets. Ensuring these are accessible is key to promoting SDL.
- #13 Limiting access to SDLearners is simply not an option anymore. High performing employees are used to getting the information and resources they need when they need them and will align this practice with organizations who support this through connecting with global knowledge networks and knowledge sources. Karakas and Manisaligil find that the role of HRD in organizations is no longer to limit transparency or put up barriers to employees who seek organizational data or trends, whether they are external or internal. Their role is to knock down these barriers and serve as learning coaches and consultants to SDLearners to ensure they have what they need when they need it. If you can’t trust your employees, they shouldn’t be working there.
- #14 This trust extends to acknowledging the power social media platforms can be to SDLearners. While often considered distractions or ways to diminish productivity, Dabbagh and Kitsantas identify social media as an essential tool for learners when planning and organizing their SDL projects or enhancing their personal learning environments, in which SDL is a constant. It is the role of the organization champion this through embracing social media both internally and externally, setting an example which learners can follow.
- #15 This takes us to the next role of the organization, having a knowledge sharing structure and support system is key for employees who practice SDL. Connecting expertise across the organization, regardless of role, allows employees to share their own knowledge with peers. SDL is not individualistic and will only benefit from giving a structure for this expertise to be shared and stored for easy access.
- #16 Self-directed learners are more likely to share their knowledge and expertise with others according to Beitler and Mitlacher. Using the Self directed learner readiness assessment, which determines the likelihood the individual will be successful in self-directed learning projects, they found that across the board these individuals with high scores shared knowledge much more than those with lower scores. From this finding, an organization who supports self-directed learning, supports knowledge sharing. Like the classic chicken or egg argument, the results are the same and learners benefit regardless of which comes first.
- #17 Finally, the most basic role of the organization is ensure learning experiences and content are aligned with the basic principles of adult learning. Kim looks at motivation in adults when completing individually guided virtual training and finds that the virtual training that integrates the learners role and provides application opportunities resulted in much higher levels of motivation in the adult learners. This can be cascaded to all learning experiences. For SDL to be effective, the learner must be motivated and engaged. While external learning resources are beyond the control of the organization, internal resources, courses, and online training should be designed and developed with SDLearners in mind.
- #18 In addition to creating an environment which supports SDLearners, organizations need to also provide opportunities to employees to develop the skills and behaviors to be a successful SDLearner. Supporting this development will grow current employees who practice SDL and introduce the practice and its benefits to those who do not. Some of the skills highlighted in research from Karakas and Manisaligil included digital literacy, self-awareness, time management, discipline, and independent work.
- #19 It is important that the learning functions within the organization understand their role in supporting SDLearners and creating a support environment. Confessore and Kops challenges those responsible for employee learning to be less focused on butt-in-seat training and more focused on designing knowledge and information to an on-demand system. A current trend in the field or training and development is framing the role of those in Learning and Development as curators. A term that may invoke images of libraries or museums. In this sense, the curator is validating and organizing key learning resources from a number of sources and then sharing those resources to learners. For SDLearners in organizations to thrive and remain engaged, the evidence suggest this trend is on the right track.
- #20 While the findings are not specific to an industry or role, they do provide some high-level guidance as to where an organization should begin assessing their current environment and how it supports SDL. (read slide)
- #21 Here are the references used for this overview. While not as exhaustive as my full paper, they provide an introduction into a rich field of topics and studies related to SDL.