• Regulate CPAs in accordance with the law and the Institute’s Code of Ethics in the public interest.
• Ensure that CPAs are constantly up to date in all matters relating to their professional work.
• Maintain the highest levels of educational standards for new entrants to the profession.
• Represent the interests of members where appropriate.

The CPA’s Suzanne Shaw, outlined the reason for the emergence of non-formal and informal e-learning technologies in the Institute:

As one of [the bodies] in the Ireland that train accountants and regulate them throughout their professional life, our members are predominantly split three ways: practitioners; entrepreneurs; and employees of businesses.

All of them are at the coalface of the current economic climate and many of them use tools like LinkedIn, Twitter and Facebook to give one another practical advice about sustaining businesses and planning for a long-term environment. It’s a great way to get information out to people really quickly.

It seems that the CPA members are using Facebook and Twitter to share articles and information to keep each apprised of developments in their domain. Ms. Shaw again:

The beauty of social networking is it enables two-way communication or, if you want, one-to-many communication. The CPA uses it to gauge feedback on courses and products and adjust them accordingly.

One of the benefits of LinkedIn, Facebook and Twitter is that they are "ready-made." The CPA’s experience is that they can concentrate on the business use of the technology without contributors having to worry about the technology per se. Despite being (by it’s very nature) a very traditional organization, the obvious business advantages of using these platforms for information-sharing seems to have eased the transition to using social media. There are a number of core uses of social media for learning in the CPA:

• The CPA recently set up a space on Facebook for new students to get and share information.
• In terms of professional use, with closed LinkedIn forums are used, so information can be kept confidential between members.
• CPA accountants are using Twitter as a way of relaying information or lobbying issues.
• Professional members make use of LinkedIn to keep in touch with each other, as well as business associates.

Interestingly, one of the main drivers of the growth in utilization of social media tools is that accountants’ clients are "pushing them to be more involved in online communication" according to Ms. Shaw.

It seems that once members are exposed to Web 2.0 technologies, they adapt their own information-sharing practices to include Twitter and Facebook. Ms. Shaw stated that:

Many share war stories and know-how in the forums. With CPE seminars taking place across the country, people not only meet up but can also keep in touch. Because people have hectic working lives and a home life to balance, they can’t get to every course or seminar, so they …use these tools to share notes and find out where the next course is taking place. Not every one can make it to the centre of Dublin after a day’s work, so we’ve started uploading video lectures. Students …are recording podcasts of lectures and sharing on places like Facebook. We estimate about 10% of our 5,500 members and students are using social media for continuous professional education. With Facebook, for example, they are truly engaging with one another. Many use it because they are that generation, others have begun dabbling. It can only grow from here.

Brutus, in Shakespeare’s Julius Caesar tells Cassius that 

There is a tide in the affairs of men.
Which, taken at the flood, leads on to fortune

Act IV, Scene 3.

In a similar vein, I would suggest that there are trends in the uses and the adoption of technology. The current global economic environment as well as the emergence and broad adoption of easy-to-use Read/Write Web tools like Facebook, Twitter, and LinkedIn in society-at-large are profoundly re-shaping the ways people and organizations communicate.

As we know from Rogers’ writings on diffusion of innovation, people’s attitude toward a new technology is a key element in its diffusion. Roger’s Innovation Decision Process theory asserts that innovation diffusion is a process that occurs over time through five stages:

   1. Awareness
   2. Interest
   3. Evaluation
   4. Trial
   5. Adoption

The final phase of the diffusion process is characterized by large-scale continued use of the idea or technology, and by "satisfaction with" (Diffusion of Innovations, 2003, p.2) the idea. This does not mean that the the individual or organization that has accepted the idea will use it constantly, rather, it means that the diffused idea has been integrated into their schema or metal model as a valuable asset or resource.

Figure 1 Diffusion of Innovation curve
[Click to enlarge]

Individuals or organizations will typically go through these processes at varying speeds, depending on factors ranging from the cost, time, and effort required to implement the diffused concept, the return on the investment, how well it aligns with their previous experience with similar concepts, as well as the complexity of the idea or technology under consideration. By endorsing and supporting a range of well-tested, free-to-use solutions, that are currently very positively received in the public consciousness due to their apparent ability to elect presidents (Obama), overthrow despotic regimes (Obama again for Dubya Iran), and circumvent traditional media channels (Michael Jackson’s death). Such momentum is hard to ignore, especially when coupled with the economic imperative of clients demanding access to CPA members’ skills via social media.

However, a corollary to the curve described in Figure 1 (above) is the Gartner Hype Lifecycle illustrated in Figure 2 (below).

Figure 2 Generic Gartner Hype Cycle
[Click to enlarge]

I would suggest that Twitter, Facebook etc are well on their way to reaching what Gartner describes as the "Peak of Inflated Expectations" associated with this type of innovation. It remains to be seen if the CPA can take this flood in the tide of technology and progress their non-formal learning initiatives, or if they will be "bound in shallows and in miseries" if they are unable to leverage the potential of this phenomenon.

___________

References:

Kennedy, J. (2009). Number crunchers find social media a ‘tweet’ surprise. Silicon Republic. [Internet] 29 June. Available from: http://www.siliconrepublic.com/news/article/13271/ [Accessed 29 June 2009] 

Rogers, E. M. (2003) Diffusion of Innovations, 5th ed.. Simon & Schuster International.

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As you’ll know if you follow the E-Learning Curve Blog (click on the link to subscribe, folks!), I have a strong professional and academic interest in workplace learning and worker- and organizational performance. So today I thought I’d look at some of the results of their research.

The research for this study is based upon an investigation of over 750 organizations, and examines trends, best practices, and strategic solutions in “modern training organizations.” It focuses in particular on the specific processes and strategies that drive high levels of efficiency and business impact and provides information on

• organizational structure
• business alignment
• leadership
• governance
• program measurement
• learning architectures
• integration with talent management
• outsourcing
• globalization
• training the multi-generational workforce

In addition, this research provides analysis and case studies on the implementation of collaborative learning, e-learning, content management, content re-use, and learning on-demand.

Of particular use, is their referenceable table of High Impact Learning Dimensions.

Figure 1 High Impact Learning Dimensions
(Bersin & Associates, 2008)

Unusually perhaps for those not familiar with the dynamics of workplace learning, the results in Figure 1 emphasise the importance of a learning culture at the core of successful learning organizations. I have discussed the importance of this element of success learning in my own research:

Within … organisations then, workers evolve a culture – what Bates and Plog (1990) define as “the system of shared beliefs, values, customs, behaviours, and artifacts that the members of society use to cope with their world and with one another, and that are transmitted through learning [my italics]” (p.7) – to enable groups to perform tasks within the context of the organisation. Recognition of the social and interactive nature of knowledge working was one of the key drivers for the live component of the [learning intervention under discussion]: at any given time, individual workers in the organisation have more-or-less tacit and explicit knowledge on a given topic than their co-workers, and collectively a very high level of expertise across a range of topics exists.

(Hanley, 2007, p.30)

I extend this by suggesting that

[a]s organisations are at root, cognitive enterprises, and the sum of the knowledge of the organisation is expressed collectively through the behaviour, skills and attitudes of its employees, the organisation is itself a cognitive entity. It continually constructs itself through the learning processes its members engage in.

(Hanley, 2007, p.55)

Similarly, the idea of culture being at the root of organizational learning and worker performance is central to Mary Broad’s work on transfer of learning in Ensuring the transfer of learning to the job (2000), where she discusses organizational factors that affect performance and in particular institutional “barriers to learning” and their impact on workers’ ability to enhance their performance through learning interventions.

I would assert that there is now a definite and perceptible shift in thinking around this subject: we can begin to say that this aspect of training is becoming more central to strategic and operational aspects of organizational development.

_______________

References:

Bersin & Associates (2008) The Top 18 for Learning [Internet] Available from: http://www.bersin.com/Resources/Content.aspx?id=7004 Accessed 20 June 2008

Broad, M (2000) Ensuring the transfer of learning to the job. IN: The ASTD Handbook of Training Design and Delivery. Piskurich, G. M. Beckschi, P. Hall, B. (Eds) pp.473-493). McGraw Hill.

Hanley, M. (2007) Is Non-Formal Learning an Effective Means of Enhancing Knowledge Workers’ Performance in a Small- to Medium-Sized Enterprise? Thesis Paper presented as part of the requirements for completion of the Master’s Degree in Education & Technology. National College of Ireland, Dublin.

–

As you’ll know if you follow the E-Learning Curve Blog (click on the link to subscribe, folks!), I have a strong professional and academic interest in workplace learning and worker- and organizational performance. So today I thought I’d look at some of the results of their research.

The research for this study is based upon an investigation of over 750 organizations, and examines trends, best practices, and strategic solutions in “modern training organizations.” It focuses in particular on the specific processes and strategies that drive high levels of efficiency and business impact and provides information on

• organizational structure
• business alignment
• leadership
• governance
• program measurement
• learning architectures
• integration with talent management
• outsourcing
• globalization
• training the multi-generational workforce

In addition, this research provides analysis and case studies on the implementation of collaborative learning, e-learning, content management, content re-use, and learning on-demand.

Of particular use, is their referenceable table of High Impact Learning Dimensions.

Figure 1 High Impact Learning Dimensions
(Bersin & Associates, 2008)

Unusually perhaps for those not familiar with the dynamics of workplace learning, the results in Figure 1 emphasise the importance of a learning culture at the core of successful learning organizations. I have discussed the importance of this element of success learning in my own research:

Within … organisations then, workers evolve a culture – what Bates and Plog (1990) define as “the system of shared beliefs, values, customs, behaviours, and artifacts that the members of society use to cope with their world and with one another, and that are transmitted through learning [my italics]” (p.7) – to enable groups to perform tasks within the context of the organisation. Recognition of the social and interactive nature of knowledge working was one of the key drivers for the live component of the [learning intervention under discussion]: at any given time, individual workers in the organisation have more-or-less tacit and explicit knowledge on a given topic than their co-workers, and collectively a very high level of expertise across a range of topics exists.

(Hanley, 2007, p.30)

I extend this by suggesting that

[a]s organisations are at root, cognitive enterprises, and the sum of the knowledge of the organisation is expressed collectively through the behaviour, skills and attitudes of its employees, the organisation is itself a cognitive entity. It continually constructs itself through the learning processes its members engage in.

(Hanley, 2007, p.55)

Similarly, the idea of culture being at the root of organizational learning and worker performance is central to Mary Broad’s work on transfer of learning in Ensuring the transfer of learning to the job (2000), where she discusses organizational factors that affect performance and in particular institutional “barriers to learning” and their impact on workers’ ability to enhance their performance through learning interventions.

I would assert that there is now a definite and perceptible shift in thinking around this subject: we can begin to say that this aspect of training is becoming more central to strategic and operational aspects of organizational development.

_______________

References:

Bersin & Associates (2008) The Top 18 for Learning [Internet] Available from: http://www.bersin.com/Resources/Content.aspx?id=7004 Accessed 20 June 2008

Broad, M (2000) Ensuring the transfer of learning to the job. IN: The ASTD Handbook of Training Design and Delivery. Piskurich, G. M. Beckschi, P. Hall, B. (Eds) pp.473-493). McGraw Hill.

Hanley, M. (2007) Is Non-Formal Learning an Effective Means of Enhancing Knowledge Workers’ Performance in a Small- to Medium-Sized Enterprise? Thesis Paper presented as part of the requirements for completion of the Master’s Degree in Education & Technology. National College of Ireland, Dublin.

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