UNIT-3

Traditional Training Methods

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Presentation
Methods
Hands-on Methods
Group Building
Methods

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 Presentation Methods

• How is the information transmitted to

the trainee with presentation
methods?
• What information is transmitted?
• Two presentation methods:
– Lectures
– Audio-visual techniques
– Programmed Instructions
 Hands-on Methods
• Hands-on methods refer to training
methods that require the trainee to
be actively involved in learning.
• These methods include:
– On-the-job training
– Case studies
– Role plays
– Behavior modeling
– Simulation Business games
 Hands-on Methods
• In basket exercise
• Laboratory Training
• Critical Incident

Group Building Methods

• Seminars
• Workshops
• Group Discussion
• Syndicates
 Case Studies

• Description about how employees or an

organization dealt with a difficult situation.
• Trainees are required to:
– Analyze and critique actions taken
– Indicate the appropriate actions
– Suggest what might have been done
differently
 Role Plays
• Trainees act out characters assigned to
them.
• Information regarding the situation is
provided to the trainees.
• Focus on interpersonal responses.
• Outcomes depend on the emotional (and
subjective) reactions of the other trainees.
• The more meaningful the exercise, the higher
the level of participant focus and intensity.
 Behavior Modeling

• Involves presenting trainees with a model who

demonstrates key behaviors to replicate.
• Provides trainees opportunity to practice the key
behaviors.
• Based on the principles of social learning theory.
• More appropriate for learning skills and behaviors
than factual information.
• Effective for teaching interpersonal and computer
skills.
 Simulation Business Games
• Represents a real-life situation.
• Trainees’ decisions result in outcomes that
mirror what would happen if on the job.
• Used to teach:
– Production and process skills
– Management and interpersonal skills
 The ‘ADDIE’ framework for Design of
Hi Fi Simulations
• Analyze: Analyze relevant learner
characteristics and tasks to be learned

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• Design: Define objectives and outcomes; select
an instructional approach (of Gagne)
• Develop: Create the instructional materials
• Implement: Deliver the instructional materials
• Evaluate: Ensure that the instruction achieved
the desired goals
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 Simulation Based Education (SBE)
• An educational Simulation vs.
simulation is: Game
– A sequential decision-
making exercise in • In educational
simulations there

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which
– students fulfill assigned are no elements of
roles to manage fantasy.
– discipline-specific tasks • Simulations are
– according to guidelines more fluid and
provided by the spontaneous.
instructor
– in an environment that
models reality
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 Simulations for SBE
• Written simulations • Peer to Peer
• Three-dimensional or Task-specific simulators
static models – Designed to teach a

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• Audio based specific skill or task
• Video-based • Immersive simulation
• Computer-based – Virtual reality (VR)
– High Fidelity (Robotic)
clinical simulation
• Animal models
• Human cadavers
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 Advantages of SBE
• Risks to learners are • Training can be tailored to
avoided individuals/teams
• Undesirable interference • Bridges the “classroom –

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is reduced bedside” gap
• Scenarios can be • “Intimate examination” can
created as per need be practised and learnt by
• Skills can be practised every student
repeatedly
• Retention and accuracy
are increased

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 Key elements in SBE
• Simulation based Education (SBE) has
four key elements –

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1. Create motivation a priori (briefing)
2. Active learner, not passive recipient of info
3. Individualized and paced for each learner
4. Prompt feedback on success and error
(debriefing)

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Role of the Trainer in SBE
• Not all experiences
are equally • To help the students
educative (Dewey) – differentiate between

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• A teacher has to reliable and
assist the learner in unreliable facts
understanding the – to look for patterns
simulated process & within these bits of
information
guide the student – to construct new
through critical knowledge from the
thinking processes experience.
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 Inspirational Techniques
• Brainstorming
• Mind-mapping
• Creative Problem solving
 What is brainstorming?
• Brainstorming is a means of generating ideas.
• Brainstorming can be used to identify
alternatives, obtain a complete list of items and
to solve problems.
• There are a variety of brainstorming techniques.
• The common principle of brainstorming is to set
aside the restrictive thinking processes so that
many ideas can be generated.
 What is brainstorming?
Brain storming includes
• Collective Intelligence
• Innovative Ideas
• Reflective listening
• Group Dymanics
• Team Spirit
 Brainstorming
When to use brainstorming?
One can use brainstorming in a project when:
• Developing the solution definition, particularly in
identifying alternative solutions.
• Identifying all potential risks on a project.
• Developing the Work Breakdown Structure
(identifying all the deliverables and work items).
• Dealing with difficult problems that arise during
the course of the project.
The process of brainstorming
• The environment
• Setting the scene
• Rules for the session
• Running the brainstorming session
• Affinity analysis
• Summary and further action
 Mind Mapping
Definition : A visual picture of a group of ideas,
concepts or issues.
Purpose :
• Unblock our thinking.
• See an entire idea or several ideas on one
sheet of paper.
• See how ideas relate to one another.
• Look at things in a new and different way.
• Look at an idea in depth.
 How and why one should use
mind mapping?
• Uses the whole brain
• Matches the way in which the brain learns
• Creative
– allows ideas to develop easier
– Economical
– Mind Maps show not only facts, but also the overall
structure of a subject and the relative importance of
individual parts of it.
– Mind Maps help you to associate ideas and make
connections that you might not otherwise make.
 Creative problem solving
• “Creative problem solving is - looking at the same thing
as everyone else and thinking something different.”
• The creative person uses information to form new
ideas.
• The real key to creative problem solving is what you do
with the knowledge.
• Creative problem solving requires an attitude that
allows you to search for new ideas and use your
knowledge and experience.
• Change perspective and use knowledge to make the
ordinary extraordinary and the usual commonplace.
 Barriers to creative solving
• Time constraint
• Why change?
• Usually don’t need to be creative
• Habit
• Routine
• Haven’t been taught to be creative
 CREATIVE PROBLEM SOLVING
PROCESS
• State what appears to be the problem.
• Gather facts, feelings and opinions.
• Restate the problem
• Identify alternative solutions.
• Evaluate alternatives
• Implement the decision!
• Evaluate the results.
 Unit IV

Evaluation of Training-need for evaluation,

principles of evaluation, criteria and

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approaches, return on investment in
training, process of calculating ROI in
training
Emerging trends in training and
development
New perspectives on training-cross
cultural training, e-learning,
knowledge management

Tanushree Gulati
 Evaluation of Training
Introduction
• Training effectiveness refers to the
benefits that the company and the trainees
receive from training

• Training outcomes or criteria refer to

measures that the trainer and the
company use to evaluate training
programs
 Evaluation of Training
• Training evaluation refers to the process
of collecting the outcomes needed to
determine if training is effective

• Evaluation design refers to from whom,

what, when, and how information needed
for determining the effectiveness of the
training program will be collected
 Reasons for Evaluating Training
• Companies are investing millions of dollars
in training programs to help gain a
competitive advantage

• Training investment is increasing because

learning creates knowledge which
differentiates between those companies and
employees who are successful and those
who are not
Reasons for Evaluating Training

Because companies have made large

dollar investments in training and
education and view training as a strategy
to be successful, they expect the
outcomes or benefits related to training to
be measurable.
Training evaluation provides
the data needed to
demonstrate that training does
provide benefits to the
company.
Why Should A Training Program Be
Evaluated?
• To identify the program’s strengths and
weaknesses
• To assess whether content, organization,
and administration of the program
contribute to learning and the use of
training content on the job
• To identify which trainees benefited most
or least from the program
Why Should A Training Program Be
Evaluated?
• To gather data to assist in marketing training
programs
• To determine the financial benefits and costs
of the programs
• To compare the costs and benefits of training
versus non-training investments
• To compare the costs and benefits of
different training programs to choose the best
program
 Formative Evaluation
• Formative evaluation – evaluation
conducted to improve the training process
• Helps to ensure that:
– the training program is well organized and runs
smoothly
– trainees learn and are satisfied with the program
• Provides information about how to make the
program better
 Summative Evaluation
• Summative evaluation – evaluation
conducted to determine the extent to
which trainees have changed as a result of
participating in the training program

• May also measure the return on

investment (ROI) that the company
receives from the training program
 Principles of Evaluation
Quick evaluation
• Automated evaluation tools
Challenges
• Skilled evaluators
– Accessibility guidelines
– Relevant Web technologies
– How people with disabilities use the Evaluation System
• Limited time & money
 Principles of Evaluation
Getting started
• Determine purpose
• Determine selection
• Determine thoroughness

Purpose
• Improve service for customers/trainees
• Fulfill legal requirements
• Building awareness or advocating
 Principles of Evaluation
• Management needs to know status
• Third-party conformance testing
Throughness
• Preliminary - quick check to catch major issues
• Conformance - thorough check to determine
conformance
• Comprehensive - involves testing with users as well
 Principles of Evaluation
Ready to go...
• Determined purpose
• Determined selection
• Determined thoroughness
 Principles of Evaluation
Evaluation vs. Validation
• There's no magic, evaluation tools need
humans:
• tools can help detect barriers,
• tools can help determine barriers,
• tools can help repair barriers,
• tools need human judgement.
 Principles of Evaluation
Usages of evaluation tools
• Generating reports
• Step-by-step evaluations
• In-page feedback
• Page transformations
• Some tools provide different modes for checking.
Selecting tools
• User interface
• Checkpoint coverage
• Integration
• Web technology support
• Output formats
The Evaluation Process-Criteria
and Approaches
Conduct a Needs
Analysis

Develop Measurable
Learning Outcomes and
Analyze Transfer of Training

Develop Outcome
Measures

Choose an Evaluation
Strategy

Plan and Execute the

Evaluation
Kirkpatrick Model of Training
Evaluation
Training Outcomes: Kirkpatrick’s Four-
Level Framework of Evaluation Criteria
Level Criteria Focus

1 Reactions Trainee satisfaction

2 Learning Acquisition of knowledge, skills,

attitudes, behavior
3 Behavior Improvement of behavior on the job

4 Results Business results achieved by trainees

Outcomes Used in Evaluating
Training Programs

Cognitive Skill-Based
Outcomes Outcomes

Return on
Affective Results Investment
Outcomes
Outcomes Used in Evaluating
Training Programs
• Cognitive Outcomes
–Determine the degree to which trainees are familiar
with the principles, facts, techniques, procedures,
or processes emphasized in the training program
–Measure what knowledge trainees learned in the
program
• Skill-Based Outcomes
–Assess the level of technical or motor skills
–Include acquisition or learning of skills and use of
skills on the job
Outcomes Used in Evaluating
Training Programs
• Affective Outcomes
– Include attitudes and motivation
– Trainees’ perceptions of the program including
the facilities, trainers, and content
• Results
– Determine the training program’s payoff for the
company
Outcomes Used in Evaluating
Training Programs
• Return on Investment (ROI)
– Comparing the training’s monetary benefits
with the cost of the training
• direct costs
• indirect costs
• benefits
How do you know if your outcomes
are good?
Good training outcomes need to be:
• Relevant
• Reliable
• Discriminative
• Practical
 Good Outcomes: Relevance
• Criteria relevance – the extent to which training
programs are related to learned capabilities
emphasized in the training program
• Criterion contamination – extent that training
outcomes measure inappropriate capabilities or are
affected by extraneous conditions
• Criterion deficiency – failure to measure training
outcomes that were emphasized in the training
objectives
 Good Outcomes (continued)
• Reliability – degree to which outcomes can
be measured consistently over time
• Discrimination – degree to which trainee’s
performances on the outcome actually reflect
true differences in performance
• Practicality – refers to the ease with which
the outcomes measures can be collected
 Training Evaluation Practices
80% 79%
Percentage of Courses Using

70%
60%
50%
40% 38%
Outcome

30%
20% 15% 9%
10%
0%
Reaction Cognitive Behavior Results

Outcomes
 Training Program Objectives and
Their Implications for Evaluation:
Objectiv
e

Learnin Transfer
g
Outcom
es
Reactions: Did trainees like the Skill- Ratings by peers or
program? Based: managers based on
Did the environment help observation of behavior
learning?
Was material meaningful?
Cognitive: Pencil-and-paper tests Affective: Trainees’ motivation or job
attitudes
Skill- Performance on a work Results: Did company benefit
Based: sample through sales, quality,
productivity, reduced
accidents, and complaints?
Performance on work
Factors That Influence the Type of
Evaluation Design
Factor How Factor Influences Type of Evaluation
Design
Change Can program be modified?
potential
Importance Does ineffective training affect customer
service, product development, or relationships
between employees?
Scale How many trainees are involved?
Purpose of Is training conducted for learning, results, or
training both?
Organization Is demonstrating results part of company
culture norms and expectations?
Expertise Can a complex study be analyzed?
Cost Is evaluation too expensive?
Time frame When do we need the information?
To calculate return on investment
(ROI), follow these steps
1. Identify outcome(s) (e.g., quality, accidents)
2. Place a value on the outcome(s)
3. Determine the change in performance after
eliminating other potential influences on
training results.
4. Obtain an annual amount of benefits
(operational results) from training by
comparing results after training to results
before training (in dollars)
To calculate return on investment
(ROI), follow these steps
5. Determine training costs (direct costs + indirect
costs + development costs + overhead costs +
compensation for trainees)
6. Calculate the total savings by subtracting the
training costs from benefits (operational results)
7. Calculate the ROI by dividing benefits (operational
results) by costs
 The ROI gives you an estimate of the dollar return
expected from each dollar invested in training.
Determining Costs for a Cost-
Benefit Analysis:

Direct Costs Indirect Costs

Compensation
Development Overhead for
Costs Costs Trainees
 Goldstein Systematic Training Model

A Diagnostic Approach to Training

Needs Assessment Training & Development Evaluation

Develop
Needs Assessment
Criteria
Select and Design
Derive Objectives Instructional Pretest
Programs Trainees

Conduct Monitor
Training Training
Evaluation not only takes place after learning, but before, during,
and after instruction. It is a continuous flow of information, Evaluate
occurring from the initial steps through return to on-the-job Training
activity. Constantly collecting data enables designers and
instructors to update and perfect their curriculum, materials,
equipment, and methods and set the stage for the next employee Evaluate
training program. Transfer
 Process of Calculating ROI in
Training
• Trainers have struggled for years with the
concept of how to demonstrate return on
investment (ROI) from training.
• Because of the many variables involved, it
is often very difficult to tie business results
directly to training outcomes.
• But training ROI can be measured
Process of Calculating ROI in
Training
 Process of Calculating ROI in
Training
• Select the right program.
• Choose a program for ROI analysis that is
important in helping the organization meet its
goals.
• Select the program based on its cost, its
visibility, the size of the target audience and
the extent of management interest.
• This is important in justifying the time and
cost of performing the ROI analysis.
 Process of Calculating ROI in
Training
• Collect data. Identify appropriate performance indicators
and develop a data collection plan.
• Select output data such as units produced, units sold,
work backlog, new accounts opened, inventory turnover
or productivity.
• Alternately, collect time data such as equipment
downtime, overtime, time to project completion,
processing time, lost time delays or repair time.
• Measure hard costs, such as cost per unit, variable
costs, operating costs and overhead.
• Also measure quality indicators, such as scrap, waste,
rejects, error rates, product failures and rework.
 Process of Calculating ROI in
Training
• Isolate the effects of training.
• Use a control group, trend line analysis
(comparison of projected rate versus rate
after training), participants' estimates or
managers' estimates to determine the
impact of training.
 Process of Calculating ROI in
Training
• Convert data to monetary values.
• Focus on a unit of improvement (hours of equipment
downtime, for example).
• Determine the value of each unit (the cost per hour for
equipment downtime).
• Calculate the change in performance after training.
• Determine an annualized amount of change.
• Calculate the annual value of improvement.
• This is the net program benefit.
 Process of Calculating ROI in
Training
• Tabulate the cost of the training program.
• Include costs for design and development,
program materials, facilitator fees, facilities
and administrative and overhead costs.
• Also include participant costs: travel,
lodging, meals and salaries and benefits
for the period of time they were in training.
 Process of Calculating ROI in
Training
• Calculate ROI.
• Divide the net program benefit by program
costs and multiply by 100.
• This calculation will provide a percentage of
return on the training investment.
• An ROI of more than 100 percent indicates
that the benefit of training was more than the
cost.
 Process of Calculating ROI in
Training
• Determine intangible benefits of training.
• These are soft benefits that cannot be directly
measured or included in the ROI calculation.
• Nonetheless they are important.
• Examples include improvement in morale,
market perception or employee engagement.
 The
Emerging
Issue
Cost-effectiveness of training
must be addressed. Companies
should:
 Assess their own needs
 Develop programs that are
understood by their
employees
 Evaluate training to determine
that objectives have been
achieved
 Emerging Trends in Training and
Development
Multimedia and Online Training
Web Based Training (WBT)
Electronic Performance Support Systems (EPSS) that
deals with the interface between people and software.
Performance Consulting
• providing a range of potential solutions and assists that
include in-depth needs assessment via interviews,
surveys and focus groups.
• Alternatives to training offered by progressive human
resource departments include coaching, organizational
development or planned change consultation and
interventions, facilitated planning sessions and large
group processes.
 Emerging Trends in Training
and Development
• The training that is provided is often custom-designed with
stated outcomes congruent with the direction of the
business.
Performance Management
• Integration of training and development into an entire
performance management system. Organizations are
moving away from the long-established, one-on-one
appraisal or performance review with a boss held once per
year.
• They are designing performance management systems,
instead, that provide an individual with personal and
professional developmental goals and training
opportunities. In a performance management system,
people receive more frequent feedback from many points
of view including peers, direct reporting staff members and
the boss.
 Emerging Trends in Training
and Development
• Performance development plans may include
coursework, but also provide learning activities on the
job such as special projects, serving on cross-functional
teams, and skill stretching job assignments.
Conclusions About Training Trends
• Traditional classroom training is no longer the exclusive
opportunity to learn.
• The age of training that includes training CDs, email
classes, online learning, blended learning and university
degrees online is exploding.
 New Perspectives on Training
Future Trends in
Training and
Development
Practices

Job
requirements
will demand
more than basic
skills.
New Perspectives on Training
Future Trends in
Training and
Development
Practices

More emphasis
will be placed
on increasing
skills of
managers
 New Perspectives on Training
Future Trends in
Training and
Development
Practices

The number of
team-based and
empowered
organizations
will increase
 New Perspectives on Training
Future Trends in
Training and
Development
Practices

Organizations
will require
more training to
develop training
programs
 Cross-cultural Training
There are more than 160 definitions of culture

“Communicable knowledge, learned behavior passed on from

generation to generation”

“ An Integrated system of learned behavior patterns that are

distinguishing characteristic of the members of a given
society

“ The collective programming of the mind which distinguishes

the members of one group or category from those of another
 Element of Culture
A. Language
• Spoken Language
• Written Language
• Official Language
• Body Language
• International Language
B. Religion
• Beliefs and Norms
• Sacred Objects
• Philosophical Systems
• Prayer/ Rituals
• Leading Religious of the World
C. Values and Attitudes
Toward
• Time (Monochronic (V.S) Polychronic)
• Achievement
• Work
• Change
• Risk Taking
D. Education
• Literacy Level
• Formal Education
• Vocational Training
• Human Resource Planning
• Primary / Secondary / High education
E. Social Organization
• Social Institutions
• Authority Structure
• Interest Groups
• Status Systems
• Social Mobility
F. Technology and Material Culture
• Science
• Invention
• Energy Systems
• Communications
• Tools and Objects
• Urbanization
G. Politics
• Nationalism
• National Interests
• Power
• Ideologies
• Political Risks
• Sovereignty

H. Law
• Common Law
• Code Law
• Foreign law
• Home / Host Country Law
• Regulation / Antitrust Policy
• International Law
Cultural Factors
• Never touch the head of a Thai or pass an object over it.
The head is considered sacred in Thailand
• Avoid using triangular shapes in Hong Kong, Korea and
Taiwan. It is considered a negative shape.
• The number 7 is considered bad luck in Kenya, good luck in
Czech Republic and has magical connotation in Benin, Africa
• The number 10 is bad luck in Korea
• The number 4 is means Death in Japan
• Red represents witchcraft and death in many African countries
 Cultural Difference between Japanese and American Individual
lifestyles

American Japanese Cultural

A Culture of self-expression A Culture of Self restrain Background

Clear expression of Joy Ambiguous of joy Reticence

and sorrow and sorrow

Unequivocal expression Equivocal expression Modesty

of “Yes/No”. of “Yes/No”.
Strong self-assertion Weak self-assertion Reserve
Strong Personality Weak Personality Punctiliousness
Excellent Negotiating skill Poor Negotiating skill Politeness
Priority of self-interest Priority of harmony
with others Obligation
 Cultural Difference between Japanese and American
Social Life
American Society
Dignity of Individuals
Dignity of individuals
Individuals work ethic
Great individuals freedom
Respect for rules
A open and transparent
society
Multi-cultural society
A society excelling in creativity
and versatility
Individual decisions over consensus
A society which pursue that ideal
Japanese Society
“In the same boat” concept
Human relation oriented
Dependence on the group
Lack of individuals freedom
Low regard for rules
A close society, lacking in
transparency
Mono-cultural society
An orderly and uniform
society
Dependence on consensus
A society which pursue harmony
with reality
 Cultural Differences between Japanese and American
Business
American Business
Game concept: Business is a game in
pursuit of profits under the rules of laws
and contracts
Efficiency-oriented and approximate
accuracy simplicity, clarity, and quickness
Quantity-oriented
Short-term performance evaluation
Easy layoffs, dismissals of employees, and
selling of businesses
Japanese Business
Mutual trust-oriented business:
business is based on trusting
relationship among people rather than the
rules of game
Highly precision-oriented and
perfectionism-high dependency on human
awareness
Quality-oriented
Mid-to-long term evaluations
Job security
Cultural Differences between Japanese and American
Business

American Business Japanese Business

Top down management Heavy dependence on human resources bottom-
up management and teamwork

Low mutual dependence between employers High mutual dependence between employers and
and employees employees

Control of business by stockholders and the Joint management of business by Employees and
management Employees

Management by “force” Management by “motivation”

Heavy dependence on machinery and

technology, vs. Light dependence on human Heavy dependence on human resources
resources
Limited loyalty and incentive-oriented work
ethics Strong loyalty and fewer incentives
Excellent software-based technology
development Inadequate software development ability
 E-learning
• Web 2.0 technologies
– 1. Twitter
2. Delicious
3. YouTube
4. Google Reader
5. Google Docs
6. Wordpress
7. Slideshare
8. Google Search
9. Audacity
– Blogs
 Knowledge Management
Knowledge is intangible, dynamic, and
difficult to measure, but without it no
organization can survive.
• Tacit: or unarticulated knowledge is more
personal, experiential, context specific, and
hard to formalize; is difficult to communicate
or share with others; and is generally in the
heads of individuals and teams.
• Explicit: explicit knowledge can easily be
written down and codified.
 Knowledge Management

The move from an industrially-based economy to

a knowledge or information-based one in the 21st
Century demands a top-notch knowledge
management system to secure a competitive
edge and a capacity for learning.
 Knowledge Management
• The new source of wealth is knowledge, and
not labor, land, or financial capital. It is the
intangible, intellectual assets that must be
managed.

• The key challenge of the knowledge-based

economy is to foster innovation.
 The Knowledge Economy
The move from an industrially-based economy
to a knowledge or information-based one in
the 21st Century demands a top-notch
knowledge management system to secure a
competitive edge and a capacity for learning.
 The Knowledge Economy
• The new source of wealth is knowledge, and
not labor, land, or financial capital. It is the
intangible, intellectual assets that must be
managed.

• The key challenge of the knowledge-based

economy is to foster innovation.
 The Knowledge Economy

For several decades the world's best-known

forecasters of societal change have
predicted the emergence of a new economy
in which brainpower, not machine power, is
the critical resource. But the future has
already turned into the present, and the era
of knowledge has arrived.
--"The Learning Organization," Economist Intelligence
Unit
 The Knowledge Economy
The knowledge economy rests on three
pillars:
• The role that knowledge plays in
transactions: it is what is being bought and
sold; both the raw materials and the finished
goods
• The concurrent rise in importance of
knowledge assets, which transform and add
value to knowledge products
• The emergence of ways to manage these
materials and assets, or KM
Organizational Knowledge: Why
Is It Important?

• Knowledge can be embedded in processes,

products, systems, and controls
• Knowledge can be accessed as it is needed
from sources inside or outside the firm
• It is versatile and can be transferred
formally, through training, or informally, by
way of workplace socialization
• It is the essence of the competitive edge!
 For Successful Managing of
Knowledge
Focus on five tasks:
• Generating knowledge
• Accessing knowledge
• Representing and embedding knowledge
• Facilitating knowledge
• Transferring knowledge
It is a process of instilling the culture and
helping people find ways to share and utilize
their collective knowledge.
 Knowledge Management
Enablers
• Leadership
• Knowledge champions, such as CKOs
(Chief Knowledge Officers)
• Culture
• Access
• Technology
• Learning Culture
 The Technological Divide
• Generating organizational knowledge
invariably means converting the tacit
knowledge of the individual into explicit
knowledge accessible by all. Information
technology is most effective when it enables
this social process.
• Companies must think through their
technological systems.
• Technology such as Intranets and advanced
collaborative software have made
Knowledge Management possible.
 Organizational Changes
• Lines between departments and operating
divisions blur
• Knowledge management efforts can
completely collapse boundaries
• A knowledge management system cannot
work through hierarchies
• Individual and team learning processes must
become the true driver of organizational
learning
 Why KM? What’s the Big
Deal?
• By instituting a learning organization (KM-
intensive), there is an increase in employee
satisfaction due to greater personal
development and empowerment.
• Keeps your employees longer and thereby,
reduces the loss of intellectual capital from
people leaving the company.
• Saves money by not reinventing the wheel
for each new project.
 Why KM? What’s the Big
Deal?
• Reduces costs by decreasing and achieving economies
of scale in obtaining information from external providers.
• Increases productivity by making knowledge available
more quickly and easily.
• Provides workers with a more democratic place to work
by allowing everyone access to knowledge.
Why KM? What’s the Big Deal?

• Learning faster with KM

• Learning faster to stay competitive
• KM software and technological
infrastructures allow for global access to
an organization’s knowledge, at a
keystroke
 In Successful KM Programs
• Information is widely disseminated throughout
the organization. Wherever it is needed, it is
accessible.
• Accessible at a fast rate of speed.
• Virtual communities of practice share what is
known in a global fashion, independent of time
zones and other geographic limitations.
• Business boundaries are broad, and often
virtual in nature.
• Collaboration to support continuous innovation
and new knowledge creation.
 Sustainability of a KM
Endeavor
There are three fundamental processes that
sustain profound changes such as the introduction
of a KM system:
• developing networks of committed people
• improving business results
• enhancing personal results
To achieve sustainability, there must be a focus on
learning, and learning how to harness the learning
capabilities that lead to innovation.
 Sustainability of a KM
Endeavor
• For significant change to lead to
sustainability, hierarchical control must be
put aside.
• The emergence and development of
informal networks must be supported so
that people can share their tacit knowledge
and help one another.
• Managers need to surrender control.
• And mental models need to be examined.
 KM Software Tools
• Globalserve • Imagination
• Knowcorp • Excalibur
• Hyperknowledge Technologies
• MicroStrategy • Imaging Solutions
• The Molloy Group • Grapevine
• KnowledgeX Inc. Technologies
• • Intraspect Software
WebFarming.com
• Milagro: The Power
• Softlab Enabling
of Imagination
Tools