To what extent does the success of E-Learning depend on the nature of an organisations culture - Essay Example

?To what extent does the success of E-Learning depend on the nature of an organisations culture Introduction The continuous development of technology used in learning process have led organizations to update their existing learning schemes in order to increase the effectiveness of their training plans. In this context, the expansion of e-learning has been rapid in all industrial sectors. The context of e-learning as a mechanism responding to the learning needs of an organization can be derived through the following definition – as developed by CIPD (2009): ‘e-learning is learning that is delivered, enabled or mediated using electronic technology for the explicit purpose of training in organizations’ (CIPD 2009). The above definition has been resulted from the findings of CIPD surveys through which the role and the requirements of e-learning have been explored. In accordance with a report published in 2009 by CIPD, e-learning is a term, which appeared for fist time in 1999. As noted in the above report, two are the key forms of e-learning, as identified in organizations globally: ‘the web-based training and the Supported Online Learning’ (CIPD 2009). Current paper focuses on the examination of a particular aspect of e-learning: its relationship with organizational culture. Emphasis is given to the potential dependency of e-learning on the nature of an organization’s culture. The role of e-learning within modern organizations is critically reviewed. Then, the interaction between e-learning and the culture of each organization is critically discussed, taking into consideration the findings of studies that have been published in the particular field. 2. E-Learning as an element of the organization In accordance with Rosenberg (2006) e-learning is likely to provide solutions in ‘informational or instructional organizational problems’ (Rosenberg 2006, p.72). The above description of e-learning is, partially, opposed with the most common role of this framework, as a tool covering various organizational needs, as analyzed below. On the other hand, Cross et al. (2002) note that the quality of e-learning, as part of an organization’s plans, is not depended on the funds invested on the relevant project. Rather, it is an issue of managing effectively the resources available and being aware of current challenges of the organization’s internal and external environment. However, the following problem should be highlighted: the term e-learning is often too vague (Servage 2006, p.304), i.e. the parts and the role of the relevant schemes are not clearly explained. This fact can have the following implication: the targets set by the scheme’s initiators are not achieved while valuable time and funds are spent without having the chance to be paid back. Despite the value of e-learning, its use in organizations is still limited, mostly because of its requirements. In accordance with a series of statistics published in CIPD, e-learning is mostly used in large organizations, at a percentage of 79% than in medium organizations – the organizations with less than 250 employees are likely to use e-learning just at a percentage of 39% (CIPD 2008). It should be noted that the benefits of e-learning have not been made clear to employees. This problem is reflected in the following fact: in organization where e-learning schemes are available, the percentage of employees participating in these schemes is not over 60% (CIPD 2008). Moreover, the use of e-learning as the unique learning process within organizations seems to be avoided. In a relevant research developed by CIPD (2008) it was proved that most organizations (95%) prefer a blended learning scheme, i.e. a learning scheme in which e-learning is combined with other e-learning processes (CIPD 2008). The research developed by Servage (2006) led to the following finding: ‘cost and technology are the most common challenges of e-learning’ (Servage 2006, p.304), a problem which cannot be easily resolved. The use of e-learning practices, which have been already implemented successfully in organizations with similar characteristics, could lead to the limitation of these projects’ risks. The challenges of implementing e-learning within modern organizations are analysed in the study of Hartley (2001); it is made clear that the understanding of e-learning by managers is often problematic, a fact that causes further implications in the development of the particular schemes. The specific issue needs to be taken into consideration by the developers of such schemes when contacting managers for making relevant proposals – referring to the planners of e-learning schemes who have to promote these schemes in organizations with different cultural and structural characteristics. In accordance with Moser (2007) e-learning is not expected, under normal terms, to be welcomed in organizations where emphasis is given to traditional ethics and practices. These are the organizations where change is not easily accepted and where the suggestion of innovative practices and policies is likely to cause strong resistance. Under these terms, the development of e-learning across organizations cannot be equal especially in regions where traditional methods of learning are strongly supported by the national culture and ethics. The training needs of employees are quite high in organizations within different industrial sectors. In fact, it could be noted that the particular needs are likely to be continuously increased, indicating the increase of complexity of organizational operations, as a result of the lack of effective organizational plans. In accordance with a recent study, the value of the training industry in 2009 was estimated to $90 billion – referring to the global market (Garavan et al. 2010). As for the e-learning industry, its worth by 2012 is estimated to $40 billion (Garavan et al. 2010). It is assumed that the growth of e-learning in organizations will be continued for quite a long, taking into consideration the increase of the value of specializing in the workplace – under the influence of the development of technology and the limitation of the power of employees to spend many hours for covering their training needs. Different approaches have been used in order to explain the increase of e-learning as a tool for supporting employees in organizations with different operational and structural characteristics. In accordance with Garavan et al. (2010) the theories of planned behaviour and of the reasoned actions are likely to be used when the identification of the reasons that have led people to e-learning is necessary. Garavan et al. (2010) developed an empirical study trying to identify the reasons for which employees are likely to choose e-learning. It was proved that ‘the demographic and human capital characteristics explain the participation in e-learning’ (Garavan et al. 2010, p.156). In this context, age has been proved to be of critical importance for participating in such schemes (Garavan et al. 2010, p.156). However, it is not made clear whether the relationship between e-learning and human demographics is standardized, i.e. whether all people of the same demographical characteristics are likely to have the same perceptions on a critical social or political issue. The availability of e-learning as a tool for supporting employees globally helps towards the achievement of organizational goals. Indeed, through e-learning, managers internationally can offer to their employees training programmes of high quality without setting the organizational performance in risk. Indeed, through e-learning the following benefits are achieved: a) employees are informed on key advances related to their job position, b) the time required for the completion of e-learning programmes is less compared to the traditional training programmes, a fact that is considered as a significant advantage of e-learning, c) employees are getting used to technology, which is likely to be involved in their daily tasks (Van Dam et al. 2002). However, the risks related to e-learning cannot be ignored. Van Dam et al (2002) note that through e-learning ideas, which have been developed in a particular geographical place, are transferred to employees in another geographical place with no guarantees that these ideas are aligned with the ethics and culture of the destination-marketplace (Van Dam et al. 2002). Because the material of e-learning programmes is likely to be standardized – i.e. common for organizations with similar employees’ needs – its appropriateness for employees in all countries internationally is often criticized. Apart from cultural issues in the development of e-learning, an issue which is critically discussed below, the expansion of e-learning globally is likely to be delayed because of the following reason: Internet is characterized by the dominance of English; people that try to identify material through the Internet need to have basic knowledge of English, otherwise they are expected to face difficulties in accessing sources or publishing material; populations where the learning of foreign languages is not expanded, for instance the Chinese, are likely to face difficulties in using the Internet as a tool for developing their knowledge (Van Dam et al. 2002). In any case, making reductions in the funds invested on the development of e-learning schemes is not considered as an appropriate practice, since it could set the organization’s plans in risk, meaning that the targets of e-learning could not be achieved. This issue is analyzed in a report of CIPD in 2001. In accordance with Martyn Slovan, an Adviser of CIPD ‘cutting expenditure on course-based training and relying on e-learning to fill the gap would be an understandable, but a wholly inappropriate’ (CIPD 2001). It is explained that e-learning is critical for the achievement of organizational goals (CIPD 2001). For this reason reducing costs in the particular sector would set the organization’s plans in risk: if employees are not trained on critical operational issues, their performance is likely to be reduced resulting to the limitation of organizational profits. Furthermore, Conole et al. (2004) claim that the quality of e-learning needs to be improved. The alteration of existing pedagogical processes is quite necessary for the establishment of an effective e-learning programme which will be characterized by flexibility, being able to change periodically in order to meet the needs of the learning environment – as these needs are identified and highlighted by tutors. The above approach involves primarily in educational settings but it could be also be used for addressing similar needs of organizations with different characteristics and role. The development of e-learning in a particular organization cannot be effectively completed unless specific measures are taken – meaning the support provided to the relevant programmes both by the employer and the employees. In the study of Mitchell et al. (2007) reference is made to the requirements of learning programmes that are promoted in educational institutes in Britain. In the research developed by Mitchell et al. (2007) it was revealed that human behavior should be taken into consideration when having to implement blended learning programmes; the study was based on the views of MBA students and lasted for about 3 years. Various methods of learning were tested, including the e-learning. No particular differentiation was identified regarding the requirements of e-learning compared to other methods of learning, apart from the knowledge of learners on technology on which the e-learning programmes were based. In the study of Stiles et al. (2006) explanations are given for the expansion of e-learning as a method for increase the effectiveness of the learning process. It is noted that e-learning reflects the importance of innovation in the learning process. Reference is made to the e-learning scheme of Staffordshire University. The above University incorporated e-learning in order to cover the learning needs of the students. The e-learning system implemented in 1997 but it didn’t respond to the expectations of its planners. In 2002 the performance of the system was reviewed; the results were disappointing. New approaches were used for supporting the system’s performance: emphasis was given not just to the change of various organizational practices – as necessary for promoting e-learning – but also to the use of innovation as a tool for promoting the needs of individuals. Because e-learning was in opposition with traditional organizational culture, conflicts could not be avoided, unless by ‘offering the chance to practitioners to experiment’ (Stiles et al. 2006, p.251). In the case of the University of Staffordshire, the success of the e-learning system was achieved by combining two different strategic approaches: the ‘let a thousand flowers bloom’ (Stiles et al. 2006, p.254) where ‘the new technology is made available to practitioners’ (Stiles et al. 2006, p.254) and the ‘build it and they will come’ (Stiles et al. 2006, p.254) approach, which means that the organization’s technology – in terms of learning – is updated even if it is not necessary for existing projects, but it can be valuable for attracting customers/ practitioners (Stiles et al. 2006). 3. E-learning and organizational culture The relationship between e-learning and organizational culture is derived from the requirements of e-learning as part of the organizational strategy. It should be noted though that e-learning, as an integrated learning process, has its own culture, see Graph 2 (Appendix). In practice, this means that the successful implementation of e-learning schemes in a particular organization is depended on the potentials of these schemes to be appropriately alternated – as of their culture – in order to be aligned with the culture of the organization, as being influenced from the national culture and ethics (Graph 3, Appendix). In accordance with Lea (2003) the successful development of e-learning in modern organizations is depended on five factors: ‘content, capability, cost, clients and culture’ (Lea 2003, p.217). In other words, e-learning is highly depended on culture. Because of this fact it can be assumed that in organizations with complex cultural characteristics the implementation of e-learning schemes is expected to be quite difficult (Lea 2003). On the other hand, the potential development of e-learning in organizations of different industrial sectors should not be delayed or prohibited by the fact that the culture of these institutions is not easily identified. Relating culture with particular organizational activities would be a primary method for simplifying culture and aligning it with existing organizational needs, including the need for e-learning. The potential correlation of culture with specific organizational activities is highlighted in the study of Lea (2003); it is explained that culture can be given different explanations. When referring to the initiatives developed for covering gaps in certain organizational operations, for instance the need for increase of the employees’ skills as related to the provision of appropriate training, culture can be a term widely interpreted, including various organizational practices. The potential interaction between organizational culture and e-learning is analysed in the study of Czerniewicz et al. (2009). The above researchers used appropriate qualitative and quantitative techniques in order to check whether organizational culture can affect the effectiveness of e-learning schemes. Different types of organizations have been chosen – in terms of their structure. It was proved that culture has a critical role in the design and development of organizational plans, including the e-learning schemes (Czerniewicz et al. 2009). Different methods are used in organizations for promoting e-learning. In accordance with Boon et al. (2005, 205) ‘trend watching reports’ are quite popular in organizations aiming to support e-learning. However, it is explained that these reports often lack the necessary quality, a fact that decreases their effectiveness. Particular problem seems to exist for the forecasts including in these reports. Despite the fact that forecasts are quite important for increasing the value of the above reports, their performance is usually low, limiting their potentials to support the personal development of employees in the long term. The engagement of different methods by organizations in order to promote e-learning, as indicating in the study of Boon et al. (2005) above, leads to the following assumption: culture, as differentiated across organizations and industries can be a factor highly influencing the choices of businesses and institutions in terms of e-learning. The intervention of culture in e-learning schemes can be solely based on national ethics and traditions (see Graph 3, Appendix) or just in the cultural rules of the organization or industry involved (see Graph 1, Appendix). The need for reviewing organizational environment, including organizational culture, before implanting an e-learning programme is emphasized in a report of CIPD published in 2003. It is explained that reducing the costs of e-learning programmes might keep the organizational costs under control, however it cannot guarantee the effectiveness of the relevant initiatives. The requirements of e-learning schemes are many and if they are ignored, then the chances for success of these schemes are minimized. In accordance with the above report, the following areas are likely to affect the quality/ effectiveness of e-learning schemes: ‘strategic intent, blended learning, content, supporting the learner and monitoring’ (CIPD 2003). Under the influence of culture, the success of e-learning programmes may be set in risk. Indeed, in industrial sectors, which are quite demanding, in terms of the hours of work and the level of commitment of employees, the use of e-learning schemes for supporting the personal development of employees may not be as successful as expected. This issue is discussed in the study of Wall et al. (2008). The above researchers tried to identify the potential use of blended learning programmes for the training of professionals in the construction industry. It is explained that in the particular industry the available time of employees for participating in learning programmes is quite limited. It has been proved that the use of blended learning programmes, i.e. a combination of traditional and distance learning schemes is the best solution for addressing the learning needs of employees. The findings of the above study involve in a particular industry, meaning that they have been resulted because of the sector’s culture – emphasis on experience rather than on participation in learning programmes. In other words, the specific study proves that organizational culture may be preventive towards the development of e-learning schemes within a particular organization – or industrial sector. However, appropriate solutions can be retrieved meeting the needs of organizational environments of all types. In the above case, the e-learning scheme was combined with another learning scheme aiming to reduce the chance of strong resistance in the workplace. It should be noted that the requirements of e-learning, as an organizational plan, are not standardized. Each organization is likely to choose an e-learning scheme which best meets its needs. The culture of the organization seems to be the key factor influencing the success of e-learning projects, as revealed through the study of Newton and Ellis (2005). The above study focuses on the needs of e-learning schemes used in the Australian army. The views of the stakeholders were identified and analyzed at the level that they could explain the mode of e-learning scheme implemented in the particular organization. The findings of the above study are quite important for understanding the needs of e-learning schemes since such schemes are used in Australian Army since 1987 (Newton et al. 2005). The research developed for the needs of the above study has been based on the Grounded Theory of Glaser & Strauss (1967). Effort was made so that the concerns of all stakeholders are identified and appropriately analyzed (Newton et al 2005). It was revealed that three are the factors that most influence the success of e-learning programmes in the Australian Army: ‘driving for change, training culture and learners’ needs’ (Newton et al. 2005, p.390). It was also revealed that the success of e-learning in the particular organization was related to the alignment of the relevant programmes with ‘organizational priorities’ (Newton et al. 2005, p.391). Two other factors, which could potentially influence the success of e-learning, were: ‘the strategic imperatives and the learners’ needs’ (Newton et al. 2005, p.391). The term strategic imperatives, as a factor influencing e-learning, reflects the organizational mission and aims, which are the basis of the organization’s plans. The needs of learners refers to the professional but also the financial demands of employees participating in the particular schemes – at the level that employees who participate in such schemes lose hours from work being compensated less than normally. This is a problem, which can exist in many organizations, while in others more beneficial schemes may be available to employees willing to participate in e-learning programmes. In Australian Army also the training costs of e-learning schemes have been a factor highly influencing the performance of the particular schemes (Newton et al. 2005); in the above organization the problem of high training costs has been faced by developing ‘a highly centralized e-learning scheme’ (Newton et al. 2005, p.391), a solution which could be potentially used in other organizations that face similar problems. 4. Conclusion The success of e-learning as part of the strategic plans of a particular organization depends on a series of factors. In any case, managers need to set clearly the needs of their organization in terms of e-learning. However, because failures are likely to be made by leaders when managing such projects – mostly because of the lack of relevant experience – the implementation of an e-learning scheme within a particular organization needs to be carefully planned and monitored. The most usual causes of failures of e-learning schemes have been analytically presented below. It is made clear that e-learning is a demanding learning process being related to many organizational sectors and frameworks. However, the interaction between e-learning the elements of each organization is not standardized. Culture seems to be the part of the organization mostly influencing e-learning schemes – for the reasons and under the terms explained above. This means that the cultural characteristics of each organization need to be taken into consideration when planning the implementation of an e-learning scheme in a particular organization. From another point of view, the culture of an organization denotes the type of e-learning mostly appropriate for the particular organization under the terms that any e-learning scheme chosen should be closely and carefully monitored. References Boon, J.., Rusman, E., Van Der Klink, M. and Tattersall, C. 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Munster: Waxmann Verlag. Newton, D. and Ellis, A. (2005) 'Effective Implementation of E-Learning:A case study of the Australian Army', Journal of Workplace Learning 17(5/6):385-397. Rosenberg, M. 2006. Beyond e-learning: approaches and technologies to enhance organizational knowledge, learning, and performance. Hoboken: John Wiley and Sons. Servage, L. 2006. Strategizing for workplace e-learning: some critical considerations. The Journal of Workplace Learning. Vol 17, No 5/6, pp. 304-317 Stiles, M., Yorke, J. Technology supported learning – Tensions between innovation, and control and organisational and professional cultures. Journal of Organisational Transformation and Social Change Vol 3, No 3, pp.251-267 Van Dam, N., Rogers, E. 2002. E-learning cultures around the world. E-learning pp.28-33 Wall, J. and Ahmed, V.(2008) 'Lessons Learned from a case study in Deploying Blended learning Continuing Professional Development', Engineering, Construction and Architectural Management 15(2):185-202. Appendix Graph 1 – E-Learning Methodology (Source: http://www.lms-global.com/global/images/e-learning-methodology.gif) Graph 2 – E-Learning Culture (Source: http://agelesslearner.com/images/cultureiceburg-mlc.gif) Graph 3 – Culture and E-Learning using the Lewis Model (Source: http://dhirsch.com/data/images/rlc_lewis.jpg) Read More