Læring i Jyske bank

Abstract

Denne opgave er skrevet som en del af masteruddannelsen i IKT og Læring ved Aalborg universitet, Danmark i 2008. Ud fra en beskrivelse af udvalgt træk i læringskulturen i Jyske Bank undersøger opgaven, hvordan IKT og Blended learning kan understøtte læring, der både guider den enkelte og giver afdelingslederen overblik over medarbejdernes uddannelsesbehov og i særlig grad understøtter praksislæring. Hvilke krav vil forudsætningerne stille til design og facilitering? Som en teoretisk basis om læringsteori har forfatterne valgt: Activity Theory ved Vygotsky, Leontjev, Engeström og Cole. Desuden Deweys pragmatiske filosofi, Lave & Wengers teori om situeret læring og læring i praksisfællesskaber samt Batesons læringsteori og –niveauer. Dernæst er i forhold til videndeling og –udvikling valgt Holdt Christensen, Nonaka & Takeuchi samt Fahey & Prusak. Som grundlag for kulturfortolkning er valgt Schultz´s symbolske kulturteori. Desuden er blevet anvendt forskellig litteratur indenfor feltet IKT og Blended learning. De empiriske undersøgelser er baseret på 2 fokusgruppeinterviews med medarbejderne og et enkelt-interview med HR-ledelsen. De 2 fokusgrupper havde 5 og 8 deltagere. I HR-interviewet deltog lederen af afdelingen for afdelingen for kompetenceudvikling samt en nøglemedarbejder fra afdelingen med ansvar for den pædagogiske linje i banken. Fokusgruppeinterviewene skulle belyse de forskellige opfattelser af den nuværende læringskultur i banken. HR-interviewet skulle bidrage med strategiske overvejelser om den nuværende situation og visioner på området. Analysen af empirien er teoretisk baseret på Grounded Theory. Alle interviews, der er transskriberet i fuld længde, har dannet grundlag for kategorisering ud fra perspektiverne læring, videndeling og kultur. I analysen har forfatterne uddraget, at der i Jyske Bank er en fungerende team-struktur og en åben kultur. Imidlertid bør banken arbejde med følgende områder: Afdelingslederne bør prioritere kompetenceudvikling af medarbejderne. Desuden bør men i banken have et fælles defineret vidensbegreb. Der kan med fordel lægges mere vægt på eksperimenteren og initiativ, ligesom banken bør have mere fokus på at arbejde kollaborativt. Forfatterne har designet et lay-out for Blended Learning, som består af en kombination af F2f-læring og netværkslæring gennem åbne læringsressourcer, som er baseret på praksislæring. I prototypen har hver medarbejder både en privat og en offentlig profil. Afdelingslederen har overblik gennem sin egen profil, hvorfra han kan tilgå udviklings- og uddannelsesplaner og refleksioner for medarbejderne. Herfra kan planlægges og målsættes sammen med medarbejderne. Det nuværende videns- og informationssystem i banken er blevet redefineret og er i den nye version mere interaktivt, hvilket betyder mere overblik, bedre videndeling og mere innovation. Mulighed for social bookmarking betyder, at alle kan arbejde med egne og fælles mål. Forfatterne har defineret mulighed for at arbejde sammen i åbne netværk med blogs og wikis, indenfor hvilke medarbejderne kan arbejde med værktøjer til mediering, konstruktion, refleksion, kollaboration og interaktion. Værktøjerne tilbydes praksisfællesskaberne, der selv definerer en meningsfuld måde at arbejde med dem på. I det samme miljø er der mulighed for uformel interaktion og læring, hvilket vil medføre en bedre læreproces.

This thesis is written as part of the Master Programme in ICT and Learning at Aalborg University, in Aalborg, Denmark. Starting from a description of chosen features extracted from the present learning culture in Jyske Bank. The thesis investigates how ICT and Blended Learning would be able to support learning, which both guide the staff and give the department manager a general view of the need for training, which particularly is supported by Practise Learning. What demands there will be for a design of a prototype and facilitation. As the theoretical basis of how to understand learning the authors have chosen: The Activity Theory of Vygotsky, Leontjev, Engeström and Cole. The Pragmatism and the Philosophy of John Dewey. The Situated learning of Jean Lave & Etienne Wenger, and the learning theory of Gregory Bateson. Secondly, the theoretical basis of knowledge management is Peter Holdt Christensen, Nonaka & Takeuchi and Fahey & Prusak. Finally, as the theoretical basis of Culture in organizations, the authors have chosen the symbolic cultural theory of Majken Schulz. Furthermore, different literature has been used within the field of ICT and Blended Learning. The empirical study is based on interviews with two focus groups of bank employees and one with the HR Department in Silkeborg. The two focus groups had five and eight participants, who posses very different jobs and had much difference in experience. In the interview with the HR Department the authors interviewed the Head of the Learning Department in Silkeborg and a key-employer with responsibility for the pedagogic strategy. The Focus Groups investigate the different point of views of the staff on the present learning culture in Jyske Bank. The third interview in the HR Department investigates the view of the leaders on the present learning culture and the strategy for in what direction the company is heading towards a new learning culture, where web 2.0 has a central role. The Analysis of the interviews is theoretical based on the Grounded Theory. The interviews are written in full length, and from the data the authors deduct ten categories which are interpreted from the theoretical view of learning, knowledge management, and culture in organizations. From this the authors extract, that the staff is familiar with working in teams, and they work in an open culture. Because of that it is assumed, that the staff is ready to work with networked learning. However the Bank should work with the following developmental areas: the department manager should be able to prioritize and work with the learning development of the staff which must lead to practise learning in the department. Moreover the bank departments need a common understanding of knowledge. Furthermore, from a learning point of view it might be better if the bank dared to have more experiments and initiatives. Finally, the bank should give more attention to collaborative learning. The authors have designed a layout of Blended learning, which consist of F2f learning and networked learning through open learning resources that are based on practise learning. Every member of the staff has both a private and a public profile. The department manager has an over view through his private profile, where he has access to educational plans, developmental plans and reflections. Here he can plan and set objectives together with his employees. The knowledge management system has been redefined and is in the new version more interactive, which could mean a better over view, better sharing of knowledge and more innovation in the bank. The possibility of social bookmarking makes it possible for everybody to work towards objectives and motives together with other members of the staff. The authors have defined possibilities for the staff to work together in open networks with blogs and wiki’s, where the staff members are given tools for mediation, construction, reflection, collaboration and interaction. These tools are offered the communities of practice and the staff members to work with in a meaningful way. In the same environment, there is room for informal interaction and learning which will lead to a better learning process.

A master programme thesis from Aalborg University

Læring i Jyske bank