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PublicationCorporate Learning in Times of Digital Transformation: A Conceptual Framework and Service Portfolio for the Learning Function in Banking Organisations(International journal of advanced corporate learning iJAC, 2015-03-21)Digital transformation is one of the major challenges in all industries. It embraces the realignment of technology and new business models to more effectively engage digital customers at every touchpoint in the costumer experience lifecycle. Therefore, successful digital transformation begins with an understanding of digital consumer behavior, preferences and choices. It then leads to major consumer-centric changes within the organisation that address these needs. Such a consumer-centric and self-directed client structure has significant consequences for banks. Banks will need to continue existing services, while developing strategies to manage the shift in mix. For that reason, banking organisations are challenged to consider exploration new business fields and not only focus on exploitation anymore. Finally they need to ensure a successful balance between both. This means they have to establish a general development orientation and afford implementing innovations at the same time they focus on efficiency by utilizing and optimizing the existing. Pressure for doing this is definitely there and causes in current dynamic changes in the finance market, new competitors in the branch and little differentiation among offered banking services. Hence, they need to enhance their continuous learning ability, which is an essential precondition for coping with innovations. This paper follows the research question "how can the learning function foster the enhancement of the banking organisation's learning and innovation ability in times of digital transformation?" This is closely linked to the kind of services a learning function needs to enhance or integrate for supporting and designing a learning organization. With the idea underlying enterprise 2.0, social media platforms offer valuable opportunities for doing this. From an educational management perspective, we focus on the design levels of individuals, teams, and organisation in banks. Derived from our theoretical framework we suggest a conceptual model for managing organisational learning for continuous innovation based on four action areas. We examine the appropriateness of this framework in the practice field through eleven case studies in banking organisations. This approach allows a further development of these areas and to develop an understanding of what are current and future starting points for action in banking organisations. Finally, we identify new roles and services of the learning function for supporting the organisations.Type:Journal:Volume:Issue:
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PublicationNeue Geschäftsmodelle für Weiterbildungsanbieter(Wolters Kluwer Deutschland GmbH, 2012-08)
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PublicationSupporting Bank Managers in Facilitating Employees' Continuous Learning As A Precondition For Organizational Development And Innovation : An Empirical Study In The Banking Sector(IATED, 2015-11-16)The financial sector is faced with fast moving and expansive changes in a dynamic environment and market. This situation is caused by current developments in the finance market, newly emerging competitors and less differentiation amongst existing banking services. However, banks are under high pressure to deal with this increasing and changing competition on the market. Taking a look into the future, banks need to tap new respectively further business areas and models, which don't (only) focus on traditional and typical banking services any longer but go beyond. Ultimately, the individual's continuous learning is an essential precondition for the organization's learning and innovation capability. In this regards, bank managers are key persons for providing and designing learning-oriented framework conditions for individual employees and team members at their workplace. Thus, they need to take up an extended leader role and understand themselves as personnel developer. Based on organizational learning theories and the connected field of knowledge management, this requires managers to act at four design levels, respectively, levels for organizational learning in order to contribute to the organization's enhancement of the learning and innovation capability: At individual level, employees need be encouraged for learning through appropriate workplace infrastructures which allow self-organization. At team level, collaboration and team learning needs to be afforded. At organizational level, generation, usage, sharing knowledge and experiences needs to be ensured, this is connected to supportive cultures, structures and strategies. Finally, an openness to the environment is crucial for generating input "from outside" and developing ideas and, at best, knowledge in collaboration with external actors. From an educational management perspective, we argue that an internal or external learning function can effectively support bank managers in this extended role. Therefore, we follow the research question "how can a learning function support bank managers in designing workplace framework conditions to enable continuous learning of bank employees and teams as a precondition for the bank's organizational learning?" Based on our theoretical framework we suggest a conceptual model for enhancing the ability for organizational learning and continuous innovation, which is based on four action areas: personnel development as executive management task, development work with individuals/teams, transformation of the organization, development of learning/innovation-oriented management systems. A case study-based investigation in bank organizations in Germany allowed verifying this model as well as further developing the action areas. The results identify highly relevant current and future starting points for the learning function to support managers with designing framework conditions for the employees' learning - this implies developing competencies for acting in an extended role. Hence, it becomes apparent that managers' competencies are closely interlinked with and therefore can enhance the bank's competencies for learning and development at organizational level. Consequently, we adapt the conceptual model with the interrelated competency development of managers and bank organization. Specifically, the four action areas exhibit core competencies for both in the sense of a competency model. Finally, this indicates a new role for the learning function.
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PublicationFrom Teaching to Competence Development in Executive Education : Achieving Educational Innovations at Programme Level(European Association for Research on Learning and Instruction (EARLI), 2013-08-26)Many traditional learning organisations such as business schools still focus on "delivering" knowledge and understand learning as an input-activity through teaching. These organisations have received extensive criticism for their executive education results in the last few years. Regarding standard programmes in executive education, we can see that there is a gap between offered learning programmes and required outcome-orientation. This is caused by changing demands and needs in the current changes within society. Parallel to this, a new understanding of sustainable learning and competence has developed. Traditional formal classroom learning cannot fit these needs and demands anymore. Instead, informal learning contexts are becoming more and more important to develop competences needed today. Caused by societal changes and the need to deal with constant uncertainty, as well as dynamics and complexity, means that knowledge coming from experiences is important and business schools need to facilitate the learning process in this sense. But they are still focusing on one-off point-of-learning experiences. Considering these aspects, business schools need to base their organizational thinking on this learning paradigm shift and establish the link to informal learning settings to facilitate competence development in a holistic and sustainable way. Doing this can be seen as an educational innovation on the programme level of the business school. Such innovations could focus on new educational and/or learning aims as well as new ways to reach those aims. The outlined situation leads to the following questions for the roundtable session: How can learning and teaching innovations be implemented on the programme level especially in this organizational context? How would these innovations impact the value chain of the supply of learning programmes? How do they impact organisational culture and structures? And in general, how can an organisation ensure renewal when needed instead of just constantly optimizing programmes?
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Publication7.30.10.40 Corporate (E-)Learning in Zeiten der digitalen Transformation. Ausgangspunkte und Handlungsfelder einer Transformationsstrategie(Luchterhand / Wolters Kluwer, 2019-05)
