Læring i Jyske bank

Student thesis: Master programme thesis

  • Morten Ploug
  • Suzanne Petersen
  • Anders Lindskjold
4. term, Master of ICT and Learning (MIL) (Continuing education) (Continuing Education Programme (Master))
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.
Publication date2008
Publishing institutionÅlborg Universitet
ID: 14366610