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Workplan

Mon, 01/14/2008 - 16:42 — admin
The project will identify ways in which learning at Shell can be transformed by radically improving the integration of learning with knowledge sharing. The project will develop new pedagogies and technologies supporting collective learning, thereby presenting Shell with blue skies thinking around current challenges identified by the KID team, and offering concrete solutions contextualised within current practice. These solutions may relate to personal working practices rather than what individuals might perceive as ‘learning’, or ‘a course’. Whilst the exact nature of the proposed project is dependent upon appropriate problems being identified by Shell, we would anticipate that problems chosen would represent key challenges faced by Shell. The project is structured as a set of three inter-related workpackages mapped to key challenges (Figure 1 below). For each, in partnership with the KID team and other relevant stakeholders at Shell Learning we will conceptualise, develop, implement and evaluate a solution to an identified problem, providing observations, structuring and innovative thinking on various aspects of KID activity.



Three potential workpackages are described in more detail below. Each follows a similar structure and will be carried out in parallel throughout the duration of the partnership.

Workpackage 1: Comparing knowledge sharing behaviours and needs of novices and experts

What is the aim? WP1 will explore ways in which individuals, teams and communities within Shell contribute and consume knowledge.

Why is this aim important to Shell? Experienced staff use tools such as wikis, blogs or KSNs to record their knowledge. In addition, initiatives such as RoCK (Retention of Critical Knowledge) seek to target senior employees at the end of their careers to capture their expertise before it is lost from the organisation. However there are a number of key questions surrounding knowledge sharing and its relationship to learning. Are current processes for capturing expert knowledge at Shell effective? Are they sufficient for addressing the challenge of ‘crew change’? How can captured knowledge support ‘new crew’ in achieving their development and learning goals? The ‘new crew’ must be able to discover and integrate knowledge from many different sources as they gain key competencies within the organisation. They also require support, drawing on the expertise of mentors or peers in groups or networks supported through tools such as blogs or virtual worlds. Therefore a critical component for success is the design of systems which improve the flow of knowledge within the organisation.

How will the Partnership achieve this aim?
WP1 will improve knowledge retention and redistribution necessitated by an anticipated crew change based on a specific instance identified by Shell. For example the WP might investigate how experienced Shell staff act as individual contributors of knowledge to the collective and contrast this with the behaviour of new recruits who are primarily consumers of knowledge.

Deliverables for WP1
  1. Solutions developed and piloted within the organisation for knowledge sharing behaviours.
  2. A report summarising the piloting and evaluation of the solution, outlining recommendations for implementation across the organisation to support knowledge sharing.


Workpackage 2: Charting the learning paths of novices
What is the aim? In WP2 we will develop an approach and set of tools to support novices in planning and executing their own learning and development needs.

Why is this aim important to Shell? Charting is a proposed solution to reducing the ‘time to competence’ of new recruits to the organisations. Charting is a process whereby an individual determines and executes their individual learning paths. In doing this, individuals assess their current competence and set precise learning and developmental goals. This process can be supported by a guidance team, comprised of the learner's workplace supervisor, the coach, an experienced colleague, and a training specialist. In charting a learning path ideally suited to their needs, learners take advantage of the knowledge within the organisation, seeing how others with similar goals achieved them and their reflections on the process. The approach requires learners to both create and share knowledge, to allow others to build on their experience and to contribute to the collective knowledge for the benefit of the organisation. Charting should also match learners to others with similar goals and development needs, creating communities of learners who may support each other in learning and work.


How will the Partnership achieve this aim?
In this workpackage we will define the processes underlying charting, examining and linking to existing systems in the context of a specific group of new recruits, specifying a system which can be used individually, in partnership with the guidance team, and to connect and co-learn with other learners with similar development needs.

Deliverables for WP2
  1. Solutions developed and piloted within the organisation focusing on charting.
  2. A report summarising the piloting and evaluation of charting solutions, outlining recommendations for implementation across the organisation.


Workpackage 3: Developing requirements for a Personal Learning Interface for collective learning

What is the aim? To implement and evaluate a solution to the problem of accommodating personal learning needs for a diverse workforce. Workpackage 3 integrates with Workpackages 1 and 2, bringing together our work on Knowledge Sharing and Charting.

Why is this aim important to Shell?
The value of collective learning is that it has the potential to create knowledge networks which are better integrated with each other, and supported by contextual information which makes knowledge discovery more efficient and rewarding. However a prerequisite for successful collective learning is that all knowledge within the organisation can be shared when appropriate (WP1). For the individual, it is important first, that they understand the value of sharing, and second that sharing their knowledge can become a routine part of their daily working practices rather than being an additional activity which interferes with day to day objectives which may be deemed more important by both the individual and their line manager. In addition, the concept of charting (WP2) relies on the individual taking an active role in planning their own career development, and seeing recording achievement as an ongoing task. To do this, the individual needs a set of tools which integrate well with their current work practices: tailored to the needs of the individual and integrated with other enterprise tools: a Personal Learning Interface.

How will the Partnership achieve this aim?
WP3 will begin to provide an interface to existing knowledge sharing systems within the organisation that is more suited to the needs of the individual, empowering these individuals to take control of their knowledge sharing.

Deliverables for WP3

  1. Personal Learning Interface solutions developed and piloted within the organisation.
  2. A report summarising the piloting and evaluation of these Personal Learning Interface solutions, outlining recommendations for implementation across the organisation.


Additional desired outcomes deliverables from the partnership:

  1. A final report outlining the three collective learning solutions with guidelines and future recommendations on how these can be extended beyond across the organisation;
  2. Observations on future trends in collective learning, Web2.0 tools and virtual worlds (ongoing);
  3. Regular presentations to staff and management on findings of the research partnership (ongoing);
  4. Representation of Shell within key international learning communities (ongoing);
  5. Two partnership inauguration events at Rijswijk (Shell) and Glasgow (GCU) (February 2008);
  6. Ten academic publications submitted to journals and conference proceedings (by December 2009);
  7. A keynote (in partnership with Shell) at a major international conference (by December 2009);
  8. Talent exchange involving 2 to 3 Masters students and at least 1 PhD student carrying out research and development projects at Shell, and other activities (Shell seminars at events hosted by GCU) (ongoing);
  9. A concluding event at Rijswijk (December 2009)