3-Os/Marketing/White Paper
Welcome to the 3-Os space on WikiEducator.
Onsite, Online & Ongoing Action Learning Model
See Elluminate White Paper on Web2.0 and Education
Our Approach: Action Research and Community Engagement
We facilitate stakeholder engagement using an integrated, inclusive and participatory approach that strengthens your organization’s relationships, builds a robust community, and seeks way to increase and enhance communication throughout your ecosystem. We partner with our clients to co-create solutions that build their skill and confidence over the long term.
Underpinning our approach is a focus on action research and learning to support meaningful project involvement, social/Web2.0 networking and mutual learning, in order to increase communication, advocacy, and sustainable project implementation. These activities will be developed in alignment with your strategic objectives, operational metrics, organizational culture and available resources.
Our methodology includes:
- identifying and developing strategies for reducing resistance to change/transition;
- identifying opportunities and developing strategies for increased stakeholder collaboration, learning, performance and optimal workload distribution;
- building support and momentum for buy-in, ownership and a sense of pride for your project;
- leveraging opportunities for new relationships, communication, learning and Web 2.0 social media / networking.
Methodology: Action Research Cycle
Learning Coordination in the Context of a Learning Organization
With 600 employees and 550 service providers, there is considerable opportunity for engagement that sparks essential learning and critical innovation for performance improvement within the scope of this exciting proposal. As CCAC engages its stakeholders and embraces a Learning Organization focus, it is essential that the process and output of your conversations, preparation and follow-up are strategically-aligned to CCAC’s vision, mission and strategy, and this project’s activities are healthy and generative, to enhance CCAC's effectiveness as a net contributor to Canada's public health sector.
A key success factor in this project is the sustainability and scalability of learning, and its application to business objectives, in a way that is timely, relevant and motivating for employees / stakeholders.
However, despite best efforts, current business processes run on project management principles are proven to be ineffective in capturing the rich diversity of multi-farious learning across the networks that pervade and permeate any organizational culture. This is because, as the recent financial crisis proves, the 20th century MBA-driven, output-oriented model has failed to adequately promote desirable and sustainable change and improvement outcomes that are essential if businesses are to continue to thrive and serve their communities effectively and sustainably in a complex, networked 21st century. Consequently, the assumption that technical-rational project management approaches will capture the full extent of adult education at the workplace to lead to the continuous learning necessary for ongoing organizational development has been found wanting, ushering in the rise of modern-day Learning Coordinators who play the role of facilitating rich ecologies.
Further, because of poor instructional design of workplace learning in the past, the added value of cultivating social and informal learning across the workplace was not being captured and reflected in improving organizational effectiveness. The irony is that the latest evidence of what works in organizational development shows that creating learning communities in a complex adaptive system is the most effective way to tap into the conversations already happening at the workplace and exploit them for advancing behaviour change step-by-step, in tandem, with where each organization is at and desires to be. This is now more possible than ever before with the advent of social networking tools that most employees are already comfortable with and using anyway - Facebook, Skype, YouTube, Google Chat, iPhones, Blackberry, and so on. The Learning Coordinator will thus use social networking to inspire his learners on this project to get comfortable with and start using social networking for rapid knowledge transfer by modelling healthy conversational behaviour online: transforming employees behaviour as lifelong learners is the necessary pre-cursor to transforming their behaviour as outcomes-oriented high-performance loyal and motivated staff.
Having Learning Coordinators play the hybrid strategic and empathetic role of a maestro of a harmonious symphony is what will make a critical difference to the synergy, success and sustainability of this intervention because only the Learning Coordinators can manage ongoing change as a living, breathing culture, rather than off-on stop-start change initiatives that have failed to create performance improvement in the past century.
In this context, the Learning Coordinators will ensure that key organizational artifacts, resources and best practices – existing and created within this project – will be collaboratively and synergisticially developed in multi-modal formats (i.e., audio, video, text). Because learning resources thus created will never be out of date but constantly refreshed through creating a dynamic culture of knowledge management in a pervasive and synergised community, the Learning Coordinators' vital role in developing workplace e-tools strategically will reduce the cost of training materials and curriculum development in the long-run.
The 2 Learning Coordinators will then implement a social and networked pedagogy with a participatory approach to teach employees and stakeholders to strategically and consciously align these resources into an operational and policy framework to renew and refresh workplace practices, followed by a further phase of mentoring key employees as online mentors to mentor their peers in how to deploy, share, design, update, own and refresh self- and group-learning resources continuously, that can then be leveraged across stakeholder groups, particularly customers and suppliers, such that new knowledge is constantly being built and translated into practice, ensuring the quickest improvement in time to better performance when measured by return on investment in staff and organizational development, and contributing to healthy societies because broader public health outcomes-orientation will be infused into the fundaments of the design that the Learning Coordinators will create, refine with participants, and institutionalise for sustainable networked scalability across your organization globally.
In designing this innovative new model, the 2 Learning Coordinators will implement Learning Communities across CCAC that are cross-departmental to facilitate cross-fertilization of new knowledge from the ground into the organizational culture. They will facilitate quality interactions in the Learning Community, both onsite and online, and develop and model self-assessment routines for motivating personal attitude change. This cascading approach that exploits the agency-society dialectic between person and his social context will lead to personal and group behaviour change, followed by organizational behaviour change, both of which are necessary precursors if CCAC is to contribute to patient and social health and human rights outcomes improvement, ensuring a more equitable world, and do so effectively thanks to the participatory action evaluation that will be implemented as a vital component of the learning community model.
A Learning Community:
- uses an inclusive and participatory action-oriented approach for continuous engagement across time and distance,
- sustainably and scalably evolves existing face-to-face and e-learning training into ongoing networked conversations
- facilitates competency development and leadership behaviour strategically through understanding mindset change, ;
- disseminates and implements the latest evidence for improving your professional capacity
- monitors and evaluates its performance continuously to assess its health, its learning capacity, and its effectiveness in creating, capturing, and sharing knowledge across its members to improve business results and health outcomes responsibly and adaptively
Over time, the experience of CCAC as a Learning Community will generate greater and more meaningful, as well as relevant and timely, participation and involvement, trust and commitment among your stakeholders. The 2 Learning Coordinators will ensure that ALL project management activities account for, and incorporate a social and networked learning Pedagogy 2.0 centred around dynamic learning communities to achieve optimal results, where optimization is a never-ending evolution on a futuristic path to growth and sustainability.
