Narrating Your Work: an approach to supporting knowledge sharing in virtual teams

We propose an approach to enhancing knowledge sharing and connectedness in distributed teams. Termed ‘Narrating Your Work’ (NYW), the approach involves members of distributed team using a microblogging tool to post regular updates about their current work, accomplishments, and issues. The NYW approach was evaluated within a geographically and temporally distributed team at Shell International for a period of one month, using a mixed-method research design. Methodology comprised of a quantitative survey, followed by semi-structured interviews and analysis of microblogging updates posted during the month in which the approach was being trialled. The evaluation results suggest that NYW was viewed as a valid and practical approach to enhancing knowledge sharing and connectedness. A range of barriers and enablers that could impact the future application and embedding of the approach are identified and recommendations for implementation are outlined.     

Applying activity theory to computer-supported collaborative learning and work-based activities in corporate settings

Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new knowledge within worksplace situation that may involve collaboration among members of a team. We argue that work-based activities (WBA) and computer-supported collaborative learning (CSCL) are appropriate components for courses in such learning situations. Via this approach, collaborative work situations become the core of a course. We further describe how activity theory can provide a framework for the design of courses that involve WBA and CSCL as part of a workplace-oriented activity system for learning. The use of this design approach for courses offered by the Learning and Leadership Development organization of Shell International Exploration and Production is described and an example is elaborated. Finally, we identify four main issues and challenges that arose during the use of the design approach.     

Design criteria for work-based learning: Merrill's First Principles of Instruction expanded

In multinational corporations, new models of learning are developing. A particular model with direct applications for challenges facing distributed workforces is one that combines the strengths of formal and informal learning while focusing on participants’ work‐based tasks. An operationalisation of this model in the context of the ongoing professional development of the engineers, geologists, and other technical specialists in a multinational oil company (Shell EP) is described. Important for the quality control and continual improvement of the implementation of the model is a set of criteria for the design and evaluation of courses reflecting its work‐based learning approach. Merrill's First Principles of Instruction (2002) form a starting point for such a model, but need to be expanded to reflect the particular needs of the Shell EP context. This article presents the expansion of Merrill's First Principles as the Merrill+design and evaluation criteria for courses with work‐based activities for technical professionals and demonstrates how the criteria can be applied through a selection of some results of evaluations of more than 60 of the Shell EP courses using a course‐scan methodology based on the Merrill+ criteria. Implications of use of the Merrill+ criteria for design and evaluation are discussed.     

The RA and TA experience: Impediments and benefits to graduate study

This study examines the growth and professional development of graduate students and compares these outcomes for students who have held assistantships and those who have not. In general, students perceive the assistantship to be a positive experience, but teaching assistants report less of a contribution to their professional development than do research assistants. Students with the without assistantship experience report the same growth in human relation and reflective thinking skills, but teaching assistants report the least growth in research skills, less even than students not having assistantships. Students with assistantships, both teaching and research, are more likely to be active within the external academic community by participating in professional societies and higher levels of scholarly productivity.This paper was prepared for presentation at the annual meeting of the Association for the Study of Higher Education, Boston, November 1991.     

Professional Learning Through Everyday Work: How Finance Professionals Self-Regulate Their Learning

Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work tasks. However, little is known about how professionals self-regulate their learning through regular work activities. This paper explores how professionals in the finance sector (n-30) self-regulate their learning through day-to-day work. Analysis focuses on three sub-processes of self-regulated learning that have been identified as significant predictors of good self-regulated learning at work. A key characteristic of good self-regulation is viewing learning as a form of long-term, personalised self-improvement. This studyprovides a foundation for future policy and planning in organisations aiming to encourage self-regulated learning.     

AN INVESTIGATION OF PART-TIME FACULTY COMMITMENT TO DEVELOPMENTAL ADVISING

Part-time faculty can make substantial contributions to institutions because they represent a flexible resource that allows the institution to respond more effectively to the environment. An area of concern is whether the part-time status imparts a level of commitment to teaching that undermines educational quality. This study examines one component of part-time faculty's teaching commitment by considering their efforts toward the practice of developmental advising.