mind the gap: optimising impact of cpd

Mind the Gap: Optimising Impact of CPD

Dr. Jo Smedley

Associate Dean (Learning & Teaching)

Newport Business School

Impact of knowledge management using technology

• Organisations often identify aspects of related weakness and address them strategically

• Centrally organised knowledge management initiatives often leave “gaps” in personalised knowledge management – Reduces the impact of overall progress.

• Theoretical quantitative model for impact of organisational

approach in knowledge management using technology – Provides a measure of personalised knowledge management

from organisational initiatives

Evaluating organisational learning through technology

• Bacsich (2005) focused on benchmarking in universities – Oriented to benchmarking administrative processes

• UK national Benchmarking and Pathfinder programme between 2003-2008 provided UK Universities with a structured approach

• Involved five methodologies:- – ELTI (Embedding Learning Technologies Institutionally) – eMM (e-Learning Maturity Model) – MIT90s – OBHE/ACU – Pick and Mix

Using eMM

• Marshall and Mitchell (2005)

– Learning

– Development

– Support

– Evaluation

– Organization

• Organisational and individual perspectives

Modelling impact

• Organisational learning

• Individual learning

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Applying the model: CPD across an HE organisation

• 104 staff and 193 students

• Question categories for staff and students – U: Aspects of usability of a learning management system by staff (4

questions) and student (3 questions) users

– T: Appropriateness of training provided to staff (1 question) and student (1 question) users

– C: Discussion of learning through technology by staff (1 question)

– S: Use of plagiarism software by staff (1 question) and students (1 question)

Developing the impact equations

Impact Equation: Staff

Impact Equation: Students

Analysing Gaps

Impact Equations: Gaps

Usability Software

Training

Impact: Staff and students

Impact: Usability, Software and Training

Impact across areas

Staff impact factors across areas

Student impact factors across areas

Continuing developments

• Definition/categorisation of elements

• Optimisation of elements to maximise impact

• Weighting factors

Questions

Email: jo.smedley@newport.ac.uk

http://wiki.newport.ac.uk/index.php?title=Jo_Smedley%27s_wiki