=Paper=
{{Paper
|id=None
|storemode=property
|title=Reengineering the Learning Process in a Transport Company
|pdfUrl=https://ceur-ws.org/Vol-601/EOMAS10_paper5.pdf
|volume=Vol-601
}}
==Reengineering the Learning Process in a Transport Company==
https://ceur-ws.org/Vol-601/EOMAS10_paper5.pdf
Reengineering the Learning Process in a Transport
Company
Pieter de Vries1, Heide Lukosch1
1
Delft University of Technology, Jaffalaan 5,
2628 BX, Delft, Netherlands
{Pieter de Vries, Heide Lukosch, pieter.devries@tudelft.nl)
Abstract Swift changes in the regulations and the organization of the
transport sector make innovation an absolute necessity. A company’s
ability to cope with these changes depends largely on the learning
capacity of the organization. Therefore in the transport case described
in this paper the company decided that reengineering of the learning
strategy was needed to handle the needs of their mobile workforce also
in the long term. The strategy is based on a multi dimensional design
using sound educational concepts and recent insights in the changing
knowledge landscape in combination with Learning 2.0 elements to
handle the ever changing learning demands. The multi faceted solution
is an integrated cross functional business portal with information,
learning and performance improvement as the essential processes in the
design. The portal is online and acceptance is clearly growing. Process
monitoring and evaluation supply data on the usage and success of this
integrated approach.
Keywords: Reengineering, Learning strategy, Transport, Learning 2.0,
Business portal
1 Introduction
The transport world in general shows a mastery of logistic processes including the
coordinated transport of goods, transport chains, freight handling, time windows, and
planning arrangements. This practice is supported by well organized business
processes in combination with dedicated transport software to ensure a minimum of
errors and a maximum of efficiency. Rapid innovations in the industry and frequent
changes in legal issues and governmental regulations endanger the conservation and
improvement of that mastery when modernization becomes a burden. One of the
actions taken by Van der Wal International Transport, the case discussed here, was to
improve the learning capacity of the company to allow for adequate response to the
demands for change and innovation. An important issue is the mobility of the
workforce of which the majority are truck drivers, who are away from home and
office most of their time. A main challenge is to involve this target group in the
J. Barjis, M.M. Narasipuram, G. Rabadi, J. Ralyté, and P. Plebani (Eds.):
CAiSE 2010 Workshop EOMAS’10, Hammamet, Tunisia, pp. 57-68, 2010.
58 P. de Vries and H. Lukosch
information, learning and performance improvement processes that largely define the
capacity for innovation in the organization.
Van der Wal international transport is a family owned business founded in Utrecht
in the Netherlands in 1924 with presently about 450 employees. The company has a
firm base in the Netherlands with branches in Belgium, Poland, Russia, Azerbaijan
and Kazakhstan. The company has received several rewards as a fair and green
enterprise that operates with respect for people and the environment.
The aspiration of the company is to better integrate information and learning into
the business processes to enhance the learning capacity of the organization. This
paper covers the analysis of the actual and the desired situation, the concept
development based on educational theories and concepts, the implementation and the
experiences so far with an innovative information and learning approach for these
mobile workers in the transport sector using web 2.0 functionalities.
2 The Research Flow
The overall research plan was based on the Corporate Learning Strategy model, the
CLS model [1] [2]. This model is marked by a holistic approach and subsequent
phases for the development of a sustainable learning strategy (see figure 1). This
allows the development of a clear picture of the actual situation at both the strategic,
tactical and operational level of an organization.
Fig. 1. The Corporate (e-)Learning Strategy Model [3]
The exploration using the CLS analysis framework is structured around a quick
scan on five major issues: organization, process, and content, infrastructures and
business model. Phase two of the model is the pilot phase, in which solutions are
tested in practice and in phase three the focus is on the structural integration of these
solutions in the actual business processes of the organization. This paper is about the
experiences in the first two phases of the development and the transition process of
the innovation into phase three.
Reengineering the Learning Process in a Transport Company 59
2.1 Analysis of Learning Requirements
Although information management, training and learning had never been a
priority, management of the transport organization was convinced that these issues
had become essential and that there was a strong need for a strategic solution using
good theory, good structured processes, a realistic timeline and a sound business plan
to recoup the investment. An important goal of information and learning in the eyes of
management was to familiarize the employees with the companies’ vision, mission
and values and have a tool to cope in a sustainable way with new development,
change and innovation.
Dominant in the overall analysis is the mobility of the employees, which makes it
almost impossible for them to attend courses, workshops or information sessions.
Formal training and learning events that are very much time and place restricted have
shown to be of little value for the mobile learner, as we define the type of learners in
this case. For this learner, other ways must be found to reinforce the information and
learning processes [3]. From the analysis it became also clear that learning in a
transport company has a multi-dimensional character which can not be served
adequately with formal and traditional learning models. The day to day reality
comprises a broad spectrum of information exchange associated with learning and
communication processes very much linked to workplace related needs for
performance improvement.
On the basis of the analysis the following three dimensions of requirements were
identified: (1) Information: An information system as a low threshold resource of
news and other relevant resources; the need to better connect with the mobile
colleagues to reduce isolation; the need to engage all employees in the company’s
values and vision viewpoint; an information resource as reference for daily tasks
(drivers handbook). (2) Learning: A sustainable alternative learning concept to
replace ad hoc and incidental learning practices; a concept which is attractive for the
target group that arouses interest and fits into the daily working schedule; the
‘learning’ activity can be monitored for supervision, support and planning, adding
transparency to the mostly informal learning process. (3) Performance: Plain job
descriptions which allow for KPI's (Key Performance Indicator) reference to establish
a clear picture of the performance requirements; the transparency of the job
descriptions should allow employees to continuously be aware of the requirements
they must comply. These requirements must be translated into clear operational
instructions including learning activities when needed. In this way the employee
receives guidance which may serve as a structuring element for learning.
2.2 Learning concepts to match requirements
The three dimensions of requirements clarified the goals for the new learning
strategy and emphasized the fact that the solution would need to have a
multidimensional character. The first step made was to match theoretical concepts
with these requirements to be able to cope with the multitude of issues and establish a
firm theoretical basis to work with.
60 P. de Vries and H. Lukosch
Social constructivism. Training Models based on socio-constructivist principles
seem to work well for informal, practical, ad-hoc-like, spontaneous learning [4]. Core
of the constructivist concept is the premise that we all have our own 'mental model'
which is developed in interaction with the world around us [5], [6]. The main
principles are that each person is unique with regard to knowledge and experience and
that people primarily learn by actively trying and learning always is related to a
particular social context. Therefore the learner plays a central role in the development
of learning activities with the sole aim to make learning more efficient. As a
consequence motivation becomes an important stimulating factor and the individual
approach to learning relates very much to the knowledge and experience acquired in
the past. The relevance of this concept for the transport case is that the learning
demand of the employer is an important trigger for learning to take place.
Connectivisme. The constructivist approach is a strong advocate for the inclusion of
informal learning as part of the learning strategy. This approach is supplemented with
the concept of Connectivisme that focuses on the changes taking place in society
when it comes to knowledge and learning [7]. The knowledge landscape is changing
by the array of new information media, like You Tube, Facebook, Wikis, which
emerge in a rather quick pace. In this new situation learning is the ability to connect to
different 'nodes' of knowledge, which are spread over a network of data, information
and people and is called ‘connected knowledge' [8]. This observation is relevant in
our transport case, because the lorry drivers are increasingly using mobile phones and
the Internet in their day to day working environment, which affects their
communication patterns, information acquisition, their learning and the development
of their social network.
Levels of experience. Assuming that people are unique learners, as conceived in the
social constructivist model, they also have a different experience level to be taken into
account [9], [10], [11]. Three levels are distinguished: early development, competent
and experienced, expert (see figure 2). A newcomer needs good formal and
Fig. 2. Levels of Experience [10]
Reengineering the Learning Process in a Transport Company 61
structured learning to acquire basic knowledge and skills in an appropriate fashion.
More experienced employees with more knowledge and skills are better served with a
largely informal learning situation that better fits the rather ad hoc learning needs, so
common for workplace related learning. For people with expert knowledge and
experiences, formal and structured learning can even become counter-productive,
because it does not fit the very personal learning needs. So in the case of the transport
organization this means that a well structured on-boarding program might work very
well for newcomers, but for the experienced workers one need to rely much more on
the self-initiative of the worker to support his or her learning process.
Formal and informal. The distinction between formal and informal is not based on a
strict separation between different learning activities, but the notion that formal
education is traditional, class and curriculum bound and informal learning is a
predominantly social activity consisting of a mix of learning related actions. In reality
we learn all the time, under different circumstances, but apparently more informal
than formal. Cross [12] states that 80% of the knowledge we need to do our work well
is obtained through informal processes, the remaining 20% through formal channels.
Obviously this is not yet common ground for learning professionals, because about
80% of the training budget is spent on formal business training efforts. This can be
qualified as an over-investment which shows that many professionals are unaware of
the possibilities offered by more natural and informal learning to increase the learning
capacity of an organization. Cross [12] describes this phenomenon as the 'Spending &
Outcome' paradox. The notion of formal and informal learning very much relates to
the concepts of social constructivism, connectivism and levels of experience and
clarifies that in daily practice the company can profit much more from the support of
informal learning than continue to invest in traditional learning practices which
increasingly show to be ineffective.
Microtraining. Microtraining is a mechanism to support informal learning with the
learning demand of the worker as the main point of reference. This mechanism is
based on a development scheme to organize self learning or group learning, to
develop learning materials, e-learning and other learning activities, while focusing on
the applicability of what is learned and needed in the workplace [13]. It supports the
development of short, customized learning sessions for different groups of employees
with the focus on workplace related learning demands (see figure 3). It is in fact a
framework for types of self promoted learning support to be used by the employee or
manager with a high level of practical relevance.
A Microtraining arrangement comprises a time span of 15-20 minutes for each
learning occasion, which can activate and maintain learning processes for a longer
period if they are bundled up in series, being face-to-face, online or in an e-learning
situation. Each session starts actively, followed by a demonstration or exercise,
feedback or short discussion, and ends with directions for further development and a
brief preview of the next sessions.
62 P. de Vries and H. Lukosch
Each Microtraining session is structured in the same way
3 min Active start
6 min Demo/Exercise
4 min Feedback/ Discussion
3 min What next? How to retain?
Each series of sessions is structured in the same way
Sessions of Sub‐topics
Introduction Sub‐topic 1 Sub‐topic 2 Sub‐topic 3 Rounding off
etc.
.
Fig. 3. The Microtraining Workflow [14]
'The Strength of weak Ties' [15] Granovetter [15] clarifies in his theory that weak
ties (see figure 4) play an important role in the functioning of social networks and
should be used to optimize the links between employees in an organization.
Nowadays this theory again receives much attention in relation to the emerging use of
social software. This discussion is relevant as the use of mobile devices, laptops and
internet related applications like email and social software like You tube and
Facebook or just a blog, enable the weak links (drivers) to be better informed and
have more opportunities to communicate, which can strengthen the social network of
the company.
Fig. 4. A Social Network of Strong and Weak Ties [16]
Lorry drivers as mobile workers have a 'weak tie' with colleagues, unless they are
friends. If so then they are part of a strong tie group that tends to become isolated if
Reengineering the Learning Process in a Transport Company 63
they do not interact with 'weak ties'. In the context of a strong tie group, learning is
not well served, because of the internally directed focus of the group.
3. Learning 2.0 Ingredients
The analysis of the actual and desired situation in the company clarified the need of
an integrated information and learning strategy that comprise three dimensions as
there are information; learning and performance. As a first step we matched
theoretical concepts and visions with these requirements to establish a theoretical
basis, which was used to develop solutions. Evident in the solutions approach is that
learning comprises all interactions with information and as a consequence deals with
the capacity of the employees to manage information in a meaningful way. The
following section illustrates the main actions taken to integrate the different
functionalities into a complete cross functional process. For phase 1 and 2 of the
project, five work packages were defined: 1. Learning policy, 2. Communications
Requirements, 3. Online Newsletter, 4. Micro Training and 5. Online courses. Each of
the items is discussed below.
Integration of learning policy in strategic business plans. In the initial phase
consensus was achieved with management about the importance of learning and the
need to make this an integral part of the company’s strategic business plan. The
learning chapter should provide the link between the business plan and the
curriculum. This learning plan should contain the vision, the approach and tools for
the business plan as prepared for the holding and the different companies, the
departments, the job positions and the related tasks. In the framework of this work
package basic job profiles and annual job profiles were developed. The basic profile
comprises the minimum knowledge, skills and experience levels. The annual profiles
relate to instant changes in work practices and depending on the needs and the time
period, these are added to the basic profile.
Communications Requirements. In the initial phase of the project the existing
information resources were complemented through interviews and a survey focusing
on the communications needs of employees and management. The aim of the study
was to determine what the perception was of the employees and their wishes. The
survey was distributed among all employees with a reaction level of 65%. In addition
a selection of 13 employees were interviewed, taking into account age, group
representation (drivers, planners, administration, management) or department,
talkative or not, men and women, ICT minded or not. From the interviews and
survey it is shown that the employees have a strong commitment towards the
company. Generally there is a strong need for news about the business (state of
affairs) with the emphasis on reliable and inclusive information. Especially the drivers
are in need of good professional information. Their main sources of information are
colleagues (85%). The monthly paper newsletter was considered an important good
quality resource. Online information had not arrived yet as an alternative. To foster
understanding of the situation a workshop was held with the management team on the
64 P. de Vries and H. Lukosch
outcome of the surveys and interviews to clarify the views on the role of
communications in and for the business. Managers underlined that communication
should be open, honest and inspiring, respectful, interactive and available for
everyone, requiring good solutions for 2-way communication, communication rules,
clear (communication) tasks, responsibilities, sufficient support and commitment
throughout the organization.
Online newsletter as the main entry for the Business portal. Since the paper
newsletter was highly appreciated, it was decided to extend this tool to an electronic
online newsletter and pilot this product over a period of time. The aim of the pilot was
to find out which functionalities were needed to establish such a 24/7 news service.
An online version requires a different strategy concerning content selection,
production process, format, design, navigation, storage, and offers other features, such
as the comments, which can be used and read by everyone. In that context it was
important to establish a workflow for the online newsletter and analyze the work
processes involved to assure that this service could in the long term be managed by
the company itself. In addition, the technical infrastructure had to be designed and
adapted to the actual ICT infrastructure. The Drupal content management system was
selected because this open source software was a better fit for the company’s demands
for tailor made solutions within the margins of available skills and budget.
Microtraining. The managers were trained in the use of Microtraining. In a series of
four workshops we dealt with the topics: 1. The need for well trained and informed
staff, 2. Microtraining methodology, 3. Microtraining development, 4. Online course
production based on the Microtraining concept. In this way the managers became
familiar with the methodology and gained experience in using Microtraining through
a group assignment of developing the content for an online module based on existing
learning demands.
Online courses. The opportunities for mobile workers to attend place and time fixed
learning events like courses are extremely limited. E-learning helps to make learning
less place and time dependent. In the pilot phase learning by means of an online
course has been examined using a course on the Digital Tachograph. The performance
risks for drivers and company are high, since the introduction of this device is related
to lots of implementation problems. The existing analogue equipment is gradually
replaced by a digital version. The Microtraining concept was the basis for the
development of this course, which consists of a series of learning events that could be
used by the drivers online at any time or place.
4. Key Experiences
The project is moving from phase two to three as presented by the CLS-model [3]
and data are being collected at the time of writing. Nevertheless we want to present
some key experiences in the project up till now. The integration of redesigned
information and learning policy in the strategic business plans has moved forward and
Reengineering the Learning Process in a Transport Company 65
basic-profiles are now used to assess performance. The ongoing evaluation of the
basic tasks and the required tasks show that employees are in continuous need for new
information, new learning and new skills and in this framework personal development
plans are being prepared. Experiences with the personal profiles so far, show that
communication with and among the employees are of great importance to pass on the
changes that are taking place. The electronic newsletter allows conveying the message
in the right context and evoking public interaction.
The online newsletter (see figure 5) started with a minimum of functionalities to
allow for tracking the impact of the intervention. At the same time the workflow of
newsletter production was developed for the people formerly responsible for the paper
version. At the moment an editor is responsible for the content and first line technical
support. The editor, employees and managers all contribute to the news flow by
sending in messages, links, reports, pictures, mobile phone video clips, etc. All this
information is being tagged that allows for easy access to topic related information,
which could also be learning related content like a course, the drivers handbook, legal
documents and others.
Fig. 5. The Homepage of the Business portal
Since news attracts most users, the homepage of the online newsletter is qualified
as the main entrance for the business portal. The portal shows a multi dimensional
approach reflecting the integration strategy of information and learning in the
business processes. Employees were asked about their appreciation of the new
system. The research shows that the drivers greatly appreciate the new online
newsletter. Nevertheless there is still a large group that has difficulties with online
information acquisition. This group is yet facilitated by the paper version of the
newsletter, but this will come to an end. An ongoing activity is the further integration
of the online newsletter (news portal) into the working practices. Reports on current
66 P. de Vries and H. Lukosch
diesel prices, pump instructions and so on should encourage people to use the system.
Other incentives are the option for each employee to develop an online profile. This
concept should allow for better use of the connections with the weak tie colleagues
and strengthen the company’s network.
As mentioned before, the online course on the Digital Tachograph (see figure 6),
as a first product, was based on the Microtraining concept. The course was developed
in close collaboration with the end users. A preliminary classification of subjects was
used by the fleet manager and drivers to determine their needs and express their
wishes. The content then was collaboratively developed and tested by the users. The
course is online and frequently being used. A first test and survey revealed that the
users liked the online opportunity, had virtually no difficulties with the navigation in
the course, considered the information as informative and useful, but were confronted
with the ‘lonely learner experience’ as being very different from what they were used
to.
Fig. 6. The Homepage of the Tachograph Course
The holistic and multi dimensional approach in the project is a complicating
factor, because of the number of interdependencies. Although the CLS model helps to
manage the complexity, the day to day business reality is a rather unpredictable factor
that influences the pace and the planning in the project. Urgent needs receive much
more attention than planned for and other interventions have to be delayed. This is a
reality test for the project and is a crucial element in the integration with the existing
business processes as part of the new learning strategy. The online newsletter or
business portal, as some call it, continues to be the central point for access to the
news, business resources, learning environment, personal profiles and workshops
(communities) that start developing around topics such as the Digital Tachometer.
Key words (tags) are the main links between these various components and lower the
threshold for the user to acquire any information, including the access to learning
related resources offered in the business context. The most important next step is the
Reengineering the Learning Process in a Transport Company 67
emerging integration with the daily working practices that should coincide with the
emerging acceptance of this new approach.
Some interesting numbers come from the comparison of the analysis of the target
group at the beginning of the project at the end of 2007 with the state of affairs at the
end of 2009 after the business portal was successively introduced during 2008. In
2007 the employees were not very satisfied with the communication in the company,
especially not with the way management conveyed their information. The business
portal apparently has a positive effect on the perception of the employees concerning
the communication. The employees express that they receive more information on the
topics they consider relevant, like about their work, business results, customer
satisfaction, management information and human resource information. Also they
consider this information to be more relevant than before. In 2007 32% of the
employees indicated that they received information from management on a regular
basis. By the end of 2009 this had risen to 76% and they considered this information
more relevant, 39% – 54%.
An important issue was when, how often and from where the employees were
using the portal. This is relevant to judge if the portal serves as low threshold
information and learning resource at all times. It’s 37% of the employees that uses the
portal daily and 27% weekly. On a two week basis it is 84% that uses the portal. 56%
use an office pc to log on, 46% a home pc and 19% use mobile computers and other
devices. 46% of the employees use during working days, 41% uses it in the weekend.
5. Conclusions
The reengineered information and learning strategy as an integrated service has
been rewarded by management and employees of the transport company as a business
process for innovation. Change though takes time especially when change of behavior
is part of the innovation. Some employees think the development does not go fast
enough, which is an indication for the emerging momentum in the development which
should be addressed and used to better manage the expectations. The news portal is up
and running and is used more and more by the employees, which shows the increasing
integration of the service in the daily work processes.
The role of managers in this development needs to be strengthened. It remains
difficult for them to maintain an overview of the new methodologies and materials
and to actively work on the integration with their tight agenda. Manager involvement
should carefully be planned. The results so far increase the demand and therefore it is
necessary to agree on the pace and scope, so expectations stay in line with the
possibilities. The managers are generally satisfied with the more flexible training
options and start using the Microtraining concept of short focused sessions also in
their group meetings. The Microtraining method is perceived as clear and logical. For
the overall acceptance of the innovation, this is a promising development also because
regular use will foster other applications. The use of the theoretical concepts and
visions as a development framework plays an important role in discussions on choices
to be made regarding the feature development of the learning strategy. On virtually
68 P. de Vries and H. Lukosch
any level of development, these concepts supply guidance which is very helpful to
transfer the main ideas.
Two items seem to be crucial. A holistic approach is not only useful to get a good
overview, but provides a better insight in the business processes, the opportunities and
barriers and the relevance of the redesign. This project is not just about the
introduction of some information management and e-learning applications, but about
the development of a sustainable learning strategy that builds on the qualifications of
the worker population. The second item is involvement. The needs and wishes of
management and employees are at the core of what this strategy is about. If it fits their
needs, they will use it and start depending on it.
The numbers of the user evaluation show very positive results in regard to the
objectives of this project. Reengineering the learning strategy has shown so far to be
useful and rewarding as a cross-functional process.
6. References
1. De Vries, P.: An Analysis Framework Approach for Managing Corporate E-learning
Development. Brussels: De Vries. Doctoral dissertation. (2005)
2. De Vries, P. & Leege. T.: Final Report WP 1: Baumaerkte und Lernen: eine Bedarfsanalyse.
Reload project. DE/07/LLP-LdV/TOI/147058. Leonardo Project European Union, (2008)
3. De Vries, P. & Lukosch, H.: Supporting Informal Learning at the Workplace. In: IJAC,
International Journal of Advanced Corporate Learning. Vol 2, No 3. August 2009. Pp. 39-
44. www.i-jac.org (2009)
4. De Vries, P. & Brall, S.: Microtraining as a Support Mechanism for Informal Learning. In:
Elearningpapers of Elearningeuropa, on: http://www.elearningpapers.eu/, (2008)
5. Vygotsky, L.S. Mind and society: The development of higher mental processes. Harvard
University Press, Cambridge, MA (1978)
6. Wertsch, J.V. Vygotsky and the Formation of the Mind. Cambridge, MA (1997)
7. Siemens, G.: Connectivism: A Learning Theory for the Digital Age. International Journal of
Instructional Technology and Distance Learning, Vol. 2, No. 1 (2005)
8. Siemens, G.: Knowing Knowledge. Lulu Publishers (www.lulu.com), (2006)
9. Jonassen, D., Mayes, T., & McAleese, R.: A manifesto for a constructivist approach to uses
of technology in higher education. In T.M. Duffy, J. Lowyck, & D.H. Jonassen (Eds.),
Designing Environments for Constructive Learning (pp. 231-247). Springer-Verlag,
Heidelberg (1993)
10. Rosenberg, M.J. Beyond E-learning: Approaches and Technologies to enhance
Organizational Knowledge, Learning and Performance. (2006).
11. Jonassen, D. H.: "Instructional Design Models for Well-Structured and Ill-Structured
Problem-Solving Learning Outcomes". In: Educational Technology Research and
Development 45 (1): 65-94 (1997)
12. Cross, J.: Informal Learning: Rediscovering the Natural Pathways that Inspire Innovation
and Performance. Pfeiffer , San Francisco (2007)
13. De Vries, P.; Lukosch, H.: Supporting Informal Learning at the Workplace. In: IJAC,
International Journal of Advanced Corporate Learning. Vol 2, No 3. Pp. 39-44. www.i-
jac.org. (2009)
14. Overschie, M.: Microteaching Manual: Effective transfer of knowledge for Sustainable
Technological Innovation. On http://www.microteaching.org (15.8.2008), (2007)
15. Granovetter, M. The Strength of Weak Ties: A Network Theory Revisited. In: Sociological
Theory, Volume 1, p. 201-233 (1983)