200507 by Hugo Sanchez

DOCUMENTO DE TRABAJO FIEC 2005/007

Model based on Educational Activities, Balanced Scorecard and Information and Communication Technologies (ICT) to get better results inside Organizations Maria Teresa Garcia Florentino∗ Juan Manuel Lombardo Enríquez∗∗

∗

Profesora del Instituto Superior de Gestão (Portugal) e investigadora de postgrado de la Universidad Pontificia de Salamanca en Madrid (España). ∗∗ Profesor y director del Departamento de Organización de Empresas y Economía Aplicada, Universidad Pontificia de Salamanca en Madrid (España). Dirección de contacto: juanmanuel.lombardo@upsam.net

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Model based on Educational Activities, Balanced Scorecard and Information and Communication Technologies (ICT) to get better results inside Organizations Maria Teresa Garcia Florentino

Instituto Superior de Gestão (ISG), Portugal

Juan Manuel Lombardo Enríquez

Universidad Pontifícia de Salamanca (Campus de Madrid), España

Abstract Educational Activities (EA) applied with Balanced Scorecard (BSC) methodology can enhance Organization results and at same time promote knowledge transference and retention and get better control and results for objectives and strategic information. Activities in each step of this model, using EA wheel, will improve and probably accelerate knowledge inside Organizations. Global assessment in this model, can point reorganization and improvements in previous stages and correct or add valuable contribution to get better results in general context and particularly in control and knowledge retention and transference. This model can probably be a way to support reorganization, reflection and new direction to get better performance inside Organizations. Keywords: Educational Performance, Results.

Activities,

Balanced

Scorecard,

Knowledge,

Resumen Las Actividades Educacionales (EA) cuando aplicadas con la metodología del Cuadro de Mando Integral (BSC) pueden mejorar los resultados de las Organizaciones y a lo mismo tiempo, promover la transferencia y retención del conocimiento y obtener mejor resultados segundo los objetivos y información estratégica que hay sido delineada. Las actividades en cada paso del modelo, utilizando la rueda de EA pueden mejorar y probablemente acelerar el conocimiento dentro de las organizaciones. La evaluación general de este modelo, podrá indicar reorganizaciones y mejorías en los estadios anteriores y podrá corregir y añadir contribuciones para obtenerse mejores resultados en el contexto general y en particular en los procesos de conocimiento. Palabras-clave: Actividades Educacionales, Conocimiento, Seguridad, Resultados

Cuadro

Mando

Integral,

García, M. T. y Lombardo, J.M. Model based on Educational Activities…

1. INTRODUCTION Training, learning, teaching and other educational activities seems to sustain better performance on Organizations. Considering professionals’ investment on training and improving qualifications, Portugal is moved away from the European average and has several negative indicators (INE/UMIC). Companies who use explicit mechanisms of knowledge management (see for example, (Lombardo, 2004), (Checa, 2003) and (Cavalcanti, 2000)) have potentially better performance than companies who do

not use

explicitly

these

mechanisms / tools (Knowledge

Management and Knowledge Bases (see for example, (Joyanes, 2004), (Laudon, 2003), (Junqueiro, 2002), (Sveiby, 1997) and (Nonaka, 1995)), HelpDesk, DW (Inmon, 2000), DataMining, TextMining, CRM) combined with accurate methodologies (BSC ((Kaplan 1996, 2000) and (Sveiby, 1997)), Value Chain, Intangible Assets Table).

The collected data

available about the Portuguese ICT investments show us that the amounts of global ICT, (INE/UMIC, OCED 2005 and 2004) investment are very low, therefore the investments in this kind of applications must also be low. Apparently Balanced Scorecard (BSC) (Kaplan 1994, 1996a, 1996b, 2000) seems to be succeeding inside big enterprises (see 1000 Fortune enterprises

every

year)

adding

some

characteristics:

Strong

leadership; Collaborative Corporate governances; Strategic Plan quite well defined; Shared Mission and Objectives; Staff Motivation; Medium / High Information Technology (IT) involvement. Problems arise when we start talking about Small and Medium Enterprises and worst when we talk about Micro Enterprises (SMME) and as well known, they perform 95% of all Portugal enterprises (same for Spain and probably same average in Europe). The BSC is an efficient tool or methodology for performance enterprise evaluation, to show how to create better added value for all stakeholders and at same time a way to rethink the enterprise, redesign strategies, define strategic objectives, KPIs for their business or services and share them with all Organization. This can be one of the most contributions of the BSC concept. ICT adoption in almost all the cases will succeed if they

6 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

are user friendly and results are quite visible from the beginning. Although most important gains can only be seen in long range, really quickly immediate gains must be shown in short time, because without this advantages quite well perceptible, at beginning, inside Organization may conduct all BSC plan adoption to be rejected and difficult to implement. Organizations are not nowadays an island but a combined center of knowledge which must be managed and evaluated to get better performance. At same time security and reliable data and information determines organization future for investors and others shareholders trust. Inside Organizations one of the most hurdles is knowledge transference, retention and also communication issues. So educational activities will contribute to enhance and clearly get better improvements on knowledge processes. Other important issue is partnership between Organizations and suppliers when concerning ICT applications. It is very difficult and expensive to be the edge of ICT development. To allow ICT grow and high rate development, Organizations should try partnership or alliances with institutions and suppliers, in order to enhance even more this model. 2. GENERAL OBJECTIVES There are some important objectives that sustain this document and study. They are resumed in the following items: • Analyze Portugal Information and Technological development situation and its trends – Focus on Enterprises and Families; • Collect and analyze Educational Activities characteristics, models and applications; • Analyze knowledge management models, methodologies, tools and their characteristics; • Collect management performance models; • Models pros and cons analysis and evaluation; • Suggesting a Knowledge Transmission and Retention Model - Based on Educational Activities (EA) and on Balanced Scorecard (BSC) concept. In following subsections a brief resuming will explain the main goals. There is a logical sequence starting by an analysis of Portugal situation for

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ICT and also for Learning, Teaching, Training and Knowledge and Educational Activities correlation inside Organizations.

•TEACHING

A S

•TRAINING

Empowerment and Enabling

KNOWLEDGE

SHAREHOLDERS/COMMUNITY CLIENTS

FINANCIAL

•LEARNING

R PROCESSES

EDUCATION

KNOWLEDGE

INFORMATION AND COMMUNICATION TECHNOLOGIES

MANAGEMENT COMMUNICATION

BEST RESULTS

EVALUATION Remembering; Comprehension; Application; Analysis; Synthesis; Evaluation

Figure 1 - Schema – Target Goal – Best Results using Educational Activities

Those are the foundations for knowledge development. However these activities must be coordinated managed and evaluated to check their performance and act like a guide for orientation to reach the possible best results. In this logical sequence, management and knowledge models and methodologies were studied and after those analysis and evaluation a proposed model was constructed. 2.1.

PORTUGAL INFORMATION AND DEVELOPMENT SITUATION AND TRENDS

TECHNOLOGICAL

Richest Countries are good investors in technologies and the most developed, and so the ones that better support companies’ future. However actual small countries not considered the big eight, like Finland, Denmark, Sweden are sending capital on ICT for it seems ICT investment

8 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

promotes growth and development, OCDE (2005)1. Portugal does not seem to be betting in technologies investment nor obtaining good results with existing technologies. Based on these assumptions a close study can confirm or reject these assumptions. Today Portuguese situation in not in a “good health” so more importance must be given for the understanding of Information and Communication Technologies (ICT) adoption and investment, what kind of tendencies in ICT and in management and evaluation are considered inside organizations and particularly on educational activities.

2.2.

EDUCATIONAL ACTIVITIES, EVALUATION MODELS

CHARACTERISTICS

AND

In recent years, a need for a renewed focus on education has been felt. Universities, High Schools and other schools and Organizations seek for more effective systems to eliminate the increasing dissatisfaction with the performance

characteristics

almost

are

quite

education suitable

systems. with

However

knowledge

Education

retention

and

transference, evaluation and skills development and new models or applications must be developed to overcome deficiencies. The initial purpose of evaluation is to measure and assess, by comparison of

information.

specifically,

"true"

evaluation

consists

establishment of criteria, collection of evidence to compare with the set criteria (baseline) and the arrival of a value judgment. Good models can help teachers, students and all shareholders for an accurate evaluation. Educational activities can be adopted inside Organizations they will combine the major functions of Education: Remembering, Comprehension, Application, Analysis, Synthesis and Evaluation with Community and Organizations mission, vision, values, strategic objectives and activities so a

better integrated combination can result in better performance and

knowledge Organization. 1

OCED (2005), 01/09/2005)

http://thesius.sourceoecd.org/factbookpdfs/06-02-02.pdf

(online

FIEC Working Paper 2005/007

Learning style is one of the possible pieces in learning units or learning organizations. Learning is the base for knowledge and so for Organizations development. In Portugal models and methodologies should be analysed and combined with easy ICT tools for a better evaluation on these themes, because a systemic and good understanding of methods can improve work performance.

2.3.

KNOWLEDGE MANAGEMENT MODELS

One of the main problems nowadays for all enterprises is communication inefficiency especially between employees inside organizations. In general, organizations put the blame on Information Systems (IS). Large amount of money in IT spent in last decade in Portugal discredited some Chief Information Office (CIO). At same time, organizations are questioning about effective use of some systems, some applications or methodologies and models. Some ideas for innovative procedures and methodologies, inserting CoPs; Weblogs; eLearning; groupware; sharing knowledge; top-down and bottom-up information flows are experiments in organizations and Universities investigation areas. Tendency is to group isolated knowledge and ideas because a knowledge database will generate more knowledge and more ideas. Knowledge Management is not a fashion in our days but an important issue considering the complexity of Organizations and Global environment. Main asset on Organization is Human Resources and this value is each more important to evaluate, manager and retain specially on knowledge point of view. KM models can help Organization acting more accurately and retain efficiently information and knowledge inside themselves and promoting interchange experiences, know-how and wisdom to create more value and sustainable competitive advantage. Technology can not be forgotten because it is a powerful enabler, although the critical issues of knowledge transfer are cultural and people-

10 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

intensive. Clearly a culture of knowledge sharing and knowledge seeking based on trust is essential for effective and rewarding networking and for the flourishing of knowledge alliances between communities of knowledge workers.

2.4.

MANAGEMENT PERFORMANCE MODELS

Management Performance Models combines several characteristics some are learning oriented using Human Capital and Intellectual Capital as basis foundations and in this arena they touch Knowledge Management Models, see Cavalcanti Intelligent Enterprises, Knoco Methodology or Kingston’s KM strategy choice. Some like Hubert Saint-Onge are using Communities of

Practice

(CoPs)

enhance

learning

practices

and

knowledge

transference. Others like Sveiby’s theories, Skandia Navigator Model or Technology Broker Model encourage managers to look Organizations as a holistic structure where all assets must have a special attention in organizational governance. Combining CoPs activities and support tools inside BSC will probably accelerate knowledge retention and transfer. There are other facilitators for enable communication inside Performance Management Models like web tools facilities: forums, weblogs, wikis or chats. Balance Scorecard (BSC) crosses these models looking for tangible and non-tangible assets whatever they exist: Organizations, small units, individuals. More then an holistic view, BSC can be globalize, being used inside or outside Organizations moving their characteristics to some other environment where conceptual overview can be adopted with conversions and adapted to several entities (organization, unit, individual).

2.5.

PROS AND CONS IN STUDIED MODELS

not

enough

only

evaluation

knowledge

models

even

performance models. The combination of all can reach better performance

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as a whole and with sustainable activities very well known by all stakeholders. Learning, training and other educational activities are some of the most important components of knowledge and evaluation but guidance like management must appear to control and adjust performance. Only an integrated model with easy understanding and ICT tool to facilitate usage can provide a solution for efficient educational activities with gains for every stakeholder.

2.6.

KNOWLEDGE TRANSMISSION AND RETENTION MODEL-BASED ON EDUCATIONAL ACTIVITIES (EA) AND ON BALANCED SCORECARD (BSC) CONCEPT

Inside Organizations one of the most hurdles is knowledge transference and retention and also communication issues. So educational activities will enhance and clearly get better improvement over knowledge process. Problems may occur inside SMEs or micro enterprises (SMME) as this study points. Here problems are multiplied by the lack of easy and cheap tools and by an easy implementation guide. Also the understanding of what is the BSC and the positive value for the shareholders are fundamental and it is one of the main problems even big issues for SMME.

2.7.

TECHNOLOGICAL APPLICATIONS IMPLEMENTATION

FACILITATE

MODEL

Other important issue is partnership between SMME and suppliers when concerning ICT applications. It is very difficult and expensive to be the edge of ICT development. ICT grow and develop in a high rate so partnership or alliances between institutions and suppliers are one key issue to enhance even more this model.

12 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

3. MAIN OBJECTIVES Educational activities (Trochim, 2002), (Crawford, 2002) and (Angelo, 1993), can be adopted inside Organizations they will combine the major functions

Education:

Remembering,

Comprehension,

Application,

Analysis, Synthesis and Evaluation with Community and Organizations mission, vision, values, strategic objectives and activities so a better integrated combination can result in better performance and knowledge Organization. In the other hand Management Performance Models combines several characteristics some are learning oriented using Human Capital and Intellectual Capital as basis foundations and in this arena they touch Knowledge Management Models, see Cavalcanti Intelligent Enterprises (Cavalcanti, 2000), Knoco Methodology (Knoco, 2004) or Kingston’s KM strategy choice (Kingston, 2003). Some like Hubert Saint-Onge (Hubert, 2002 ) are using Communities of Practice (CoPs) to enhance learning practices and knowledge transference. Others like Sveiby’s theories (Sveiby,

1997a)

(Edvinsson,

1997)

and or

(Sveiby,

1997b),

Technology

Broker

Skandia

Navigator

Model

(Brooking,

1996)

encourage managers to look Organizations as a holistic structure where all assets must have a special attention in organizational governance. Balance Scorecard (BSC) (Kaplan 1996, 2000) crosses these models looking for tangible and non-tangible assets whatever they exist: Organizations, small units, individuals. More then an holistic view, BSC can be globalize, being used inside or outside Organizations moving their characteristics to some other environment where conceptual overview can be adopted with conversions and adapted to several entities (organization, unit, individual). So, Knowledge Retention and Transference using Educational Activities inside Organizations, helped by Balanced Scorecard (BSC) methodology and ICT tools can improve performance due better Organization, Business and Community understanding. Adding this main goal, strategic themes and related objectives will be defined to reach better results. Here it can

FIEC Working Paper 2005/007

be included as a main theme and strategic objectives, processes reorganizations; restructures and other similar activities. Nowadays in USA Balanced Scorecard it is seen as a good methodology to get confidence and point strategic goals in Government sectors. FBI, Office Post, Army Maintenance and many other sectors and Organizations like Small and Medium Enterprises and Micro Enterprises (SMME) are using this tool to improve their performance and get more accurate through their processes. This model through Educational Activities (EA) in their evaluating components

can

help

internal

control

within

sustainable

activities

embedded in key processes or key applications and crucial information. It also should be possible to measure these actions to overcome problems, errors or defaults and establish confidence, security and assurance among employees and other shareholders. However the best issue to obtain is a potential probability to get better results and to spread global strategy and objectives through the Organization and especially inside SMME where a strong effort for competition is clearly need.

4. KNOWLEDGE TRANSMISSION AND RETENTION MODEL - BASED ON EDUCATIONAL ACTIVITIES (EA) AND ON BALANCED SCORECARD (BSC) CONCEPT Based in previous investigations this proposed model is based on general BSC characteristics but focus on small enterprises specially using education and also knowledge management activities. This is a specific model emphasizing educational activities where a simple methodology would create friendly adoption and knowledge retention and transference. This model should fit more realistic situations embracing a holistic view from employees / students to community catching their wishes for better future. Main objective in this study is to achieve a combined model for SMME as the next figure represents, in order to get better controlled performance in knowledge retention and transference with educational activities.

14 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

•TEACHING

•TRAINING

Empowerment and Enabling

KNOWLEDGE

FINANCIAL

•LEARNING

PROCESSES

SHAREHOLDERS/COMMUNITY CLIENTS

EDUCATION

KNOWLEDGE

INFORMATION AND COMMUNICATION TECHNOLOGIES

MANAGEMENT COMMUNICATION

BEST RESULTS

EVALUATION Remembering; Comprehension; Application; Analysis; Synthesis; Evaluation

Figure 2 - Schema – Target Goal – Best Results

Education activities are in a very good position for knowledge spreading among SMME and also for a good way for evaluation issues and this potential should be used inside SMME. Adding suitable ICT tools this potential can even be enhanced. It is not enough to have only evaluation or knowledge models or even performance models. The combination of all elements can reach better performance as a whole and with sustainable activities very well known by all stakeholders. As

pointed

before

Performance

Measurement

“the

process

determining how successful organizations/individuals have in attaining their

objectives”.

This

phrase

contains

the

idea

measurement

necessities to check objectives. Performance Measurement covers all levels, including individuals, teams, processes, departments and the organization as a whole, to get continuous performance improvement against organizational objectives. The outcome is the establishment of performance measures – the quantitative indicators that show how well the organization’s objective is being archived.

FIEC Working Paper 2005/007

There

also

the

fundamental

necessity

for

having

Management

Performance Models to observe and manage activities and resources. Thirty one years ago Drucker (1974) spoke about productivity and his concern about evaluation and measurement. Today his underlined expression is still valid: â&#x20AC;&#x153;Without business objectives we have no direction. Without objectives measurement we have no controlâ&#x20AC;?. Although this model has Educational Activities (EA) to better support best results, also a good plan for communication, management and evaluation should complement those activities. Education activities pillars can transfer and retain information and knowledge themes and along BSC phases. Learning and growth is enriched by EA and ICT support. Processes can be improved by better working methods that will bring better quality and timeless services based on EA. Financial activities to get best results are also accomplished by EA with specific training to get better knowledge transference and retention among employees. Clientsâ&#x20AC;&#x2122; strategic objectives will be enhanced and reached through EA when performing training and other EA inside SMME to get best strategic results and so best results to the enterprise.

4.1.

MODEL STEP BY STEP

This model has four steps that contribute to archive the global and main objective that is to create or improve knowledge inside SMME using educational activities (EA). It is necessary to establish a formal selection for main activities to analyze, measure, evaluate and express conclusions from

improved

performance,

thinking

also

all

the

possibilities

incorporate and adjustments for new KPIs, actions, measures and redefining strategy if necessary.

16 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

STEP 1 GENERAL STUDY ENVIRONMENT •Resources Definition •Mission / Vision / Strategy / Objectives •Industry characteristics •Surrounding Community Characteristics

STEP 2 ICT EXISTENCE / USE

INDICATORS •SW type •Quantity •Main applications •Global Infrastructure Inquiries / Questionnaires / documentation

COMPILATION

Synthesis

Remembering

Educational Activities Synthesis Knowledge Wheel Comprehension Enabler

IMPLEMENTATION SCHEDULER ACTIVITIES

REFINING THE MODEL

•Strategy

•Time Scheduler

•New actions

•Objectives

•Activities

•KPIs

•Resources

•Adjusting scheduler and strategy

•Measures

•Sponsorship

•Incorporating new activities, measures and KPIs

•Activities Remembering

Evaluation

Educational Activities Knowledge Wheel Comprehension Enabler Synthesis

Analysis Analysis

STEP 4 ADJUSTING MODEL

MEASURES / ACTIVITIES

Evaluation Evaluation

STEP 3

Application

Educational Activities Knowledge Wheel Comprehension Enabler

Analysis

Application

Remembering

Application

COMMUNICATION / MANAGEMENT Figure 3 - Model – step by step - BSC based configuration model to get better performance and knowledge retention and transference using educational activities inside all steps.

First step analyse and define the environment, all the space surrounding enterprise and also the small group and course characteristics. A future trend should be identified, and possible scenarios can be built for different actions specially to add competitive advantage from competitors and for best strategy scenario. Also in this first step it is identified all subject ICT relation, infrastructure, use, addition, investments and future tendency. Needs from this area should be shown in this step to better appliance of this model. Based on previous study Mission / Vision and global objectives will be defined or revaluated. These operations are pillars for next steps and to get best results based on strategic defined results. To

possible

efficient

enhancement

process

for

retain

and

transference educational activities in this step will embrace: inquiries and research; ICT tools will help theses activities mainly office tools; databases documentation; forums and chats also weblogs. Shareholders groups will perform these activities helped by a teacher on EA. The second step involves big complexity and hard work to complete, redefine, create, analyze and establish all activities, KPIs, objectives,

FIEC Working Paper 2005/007

measures

according

mission

and

strategy.

good

scheduler

and

orientation adding a powerful group and sponsorship can reach success on this step. In this field educational activities (EA) almost based on workshops sessions will produce best results. Implementation is the third step to go through. In this step a logic sequence project is required with all inherent steps. EA should be check activities lists, checking plans; documentation, tracing and also enhance resources schedulers and performance. At this time all initiatives and their strategic results will be on action. This model finishes with a fourth step for adjustment and revision activities that will point to the new cycle of study aiming each time cycle a better performance. Here a broad session meeting; seminary activities bringing knowledge from previous phases will adjust model for better improvement. Without evaluation there is no control and without control no direction to go. Every step should be evaluated and this action must occur based on initial objectives and activities that were implemented. Here one of the most educational activities â&#x20AC;&#x201C; Evaluation; using tests; quizzes; and improving issues from previous phases evaluations. A Communication and Management plan are transversal to all steps from the very beginning until the implementation. Communication is a vital key to involve all organization members and gather them to go in same strategy direction. All EA are based on communication and in almost organizations this is a gap, obstructing performance and goals results. Management plan and strong leadership no doubt fundamental activities playing a big role during all BSC phases until the final implementation step. The leadership must use educational / training/ coaching best characteristics to reach strategic results inside the organization. All this model steps aim to reach better results supported by education activities to get better knowledge achievement and better performance in all activities. The largest goal from community to community is knowledge

18 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

achievement. We belong to a specific community and inside that community most of the projects must succeed and get better possible performance for the better welfare of the community’s people. All the actors – intervenient or shareholders should get benefits from this project in direct or indirect way. Thus a global vision from SMME can be shown and must be one of the main pieces in the new model and methodology. From community to community conceptual vision shows that only a mach with all stakeholders in education processes can reach better results. Support resources are a combined junction between: ICT tools suppliers, partners like Institutions, Investigators and Researchers. Organizations where educational activities take place either in private or public institutions or inside any kind or organization will have the main role in this scenario. Clients will be students, parents, tutors, organizations’ employees and in the end all community who will be enriched by added value from knowledge achievement.

COACHING

Public

MANAGER

TRAINING

STUDENTS (Parents; Tutors)

TEACHER

SUPPLIERS

CONSULTANT

COMMUNITY

CLIENTS (individuals; groups; enterprises)

PARTNERS

ORGANIZATIONS GOVERNMENT

TRAINING

Private

COMMUNITY

MANAGER

STOCKHOLDERS CONSULTANT

COACHING

TEACHER

CUSTOMERS (public; private)

STAKEHOLDERS

CLOSED CIRCLE

Figure 4 – Actors, Entities or Shareholders – From Community to Community

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This is a closed circuit that is auto feeding because well supported knowledge will generate more knowledge. As knowledge is a foundation for Organizations or at the end for Community, focus should have to converge to knowledge at the end of all activities: learning, teaching, education, manager, guidance, control, performance. Following subsection will present detailed specifications from all fourth steps of the new proposed model. STEP 1 - General Study and ICT Existence and Use This phase has the main objective on analysis and evaluation of the present situation, environment and ICT recourses. Several techniques are used

this

step

SWOT

technique,

inquiries,

benchmark,

documentation analysis and further methods. One of the main goals is the stat of art on present situation and to find a new strategy based on Mission / Vision or at least readjust the previous one.

1. General Study Even for big or SMME it is impossible in present days to work isolated from surrounding environment. Competition, community needs and deficiencies, government rules, international impacts and ICT huge development and use mold every organization. In this initial stage it is crucial to define the work group elements that have important functions like establish tasks for each element and get essential resources: technological, office materials and financial. First step evaluate the environment, all the space surrounding enterprise and also inside and outside SMME. Future trend will be identified and also possible depending on different actions specially to add competitive advantage.

20 GarcĂa, M. T. y Lombardo, J.M. Model based on Educational Activitiesâ&#x20AC;Ś

2. Team and project strategy Team composition is essential for the initial start because there are lots of tasks involving environment analysis and further tasks in following steps. A convincing strategy should be taken and explained to all team. Strategy will consist in two main orientations and tough work: quite clear activities, resources and timing definitions and a very good management, communication and evaluation plan.

3. Teams Team elements represent a key for success so, a good management and according skills should mach as much as possible. There are two main roles: management role which principal activities are conducting their team, be pro-active as much as possible and controlling accurately scheduler resources and timing. Execution group should develop analysis and evaluation activities. From empiric studies Florentino (2000) it seems that best group elements should be those who are inside studied processes, they feel like something belonging to them and this can gather them and push them to work as one. Depending on dimension and need SMME can have one or more teams for specific EA.

4. Main rules and practices Available resources evaluation determine accurately: time, objectives and activities. This primarily analyses aims to determine risk and possible scenarios at a first glance. How many people are involved, what kind of ICT infrastructure stage is available, what kind of skills are we dealing with, what kind of rules should be pointed, some formal guide must also be available for better understanding of sequence activities and roles and

FIEC Working Paper 2005/007

a clear and effective communication strategy should be presented at this model stage. At this time classroom dimension and teachers skills are defined and also course planning. Tradition courses have at least five keys underlined: 1. Course objectives, defining main goals of this educational activity; 2. Students main skills, for this course several characteristics are asked; 3. Archived competencies, at final this course should provide special skills adapted to this specific course; 4. Methodology,

broad

explanation

for

context

environment,

program, staff support, resources, bibliography and evaluation rules 5. Evaluation, considering knowledge transference and retention, work on classroom, examination, participation and innovative activities pointing mainly knowledge activities (externalization, socialization, internalization and combination) Teachers / Coachers can be another group element inside team with representatives joining contribution and knowledge to the team. Their characteristics and guidelines should be presented at first stage when team start to work. They act as join elements bringing experiences and knowledge from other teams.

22 GarcĂa, M. T. y Lombardo, J.M. Model based on Educational Activitiesâ&#x20AC;Ś

Teacher / Coach / Manager / Consultants or representatives

Small Training Group (employees / students and teacher)

Institution elements or representatives

Community elements or representatives

Figure 5 â&#x20AC;&#x201C; Team Group

It is necessary to bring institution knowledge relevant characteristics inside group to adapt rules and make formal guides. Ending with the surrounding Community also need to understand rules and highlights from it to better organize team processes and attributions activities and roles. Main role here is to spread knowledge and evaluate course and subjects that will target strategic results for the SMME. Course, teachers and students / employees should be evaluated according final goals. These groups can create a small ball with huge energy to spread knowledge, strategic issues having a strong communication empowerment.

5. ICT Existence and Use On this first step evaluation takes place and identifies all subject ICT relation, infrastructure, use, addition, adoption, investments and trends. Needs from this area should be shown in this step to better appliance of this model. Infrastructure can be divided into 4 parts: Hardware (HW), Software (SW), Web and Communications and Data. Assessment and material need for this model must be identified in the first stages. In this model ICT resources are explained for each scenario in the following table, identifying that scenario 1 is for ICT courses or courses with a strong ICT content and scenario 2 is for non ICT courses.

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Infrastructure Hardware (HW)

Scenario 1

Scenario 2

All intervenient have 1 personal computer (PC) or at least 1 PC for 2 person;

1 personal computer (PC) for 5 person; 1 datashow; 1 printer

1 datashow; 1 printer Software (SW)

Internet browser, MS Office or similar, BSC SW, communication tools *

Web and Communications

Internet access, internal network access

Internet access, internal network access.

Data

DB or Files and SW for data management

* - chats, forums, weblogs, wikis, websites, portals Table 1 â&#x20AC;&#x201C; ICT resources for new proposed model â&#x20AC;&#x201C; 2 scenarios

The good understanding of ICT for better support new model activities will produce better knowledge retention and transferring. Partnership or alliances are helpful in this context especially for future maintenance. HW material is very important but also good SW and especially Databases can produce an adding value to this model. Knowledge must be in a repository with particular functionalities like: data retrieve, storage and exploitation and

these

characteristics

exist

Data

Warehouses

(DW)

management SW tools. A simple file solution is also possible depending on data amount but of course peopleâ&#x20AC;&#x2122;s work will be more difficult and hard thus automatic database management are not available. A structured data base is very important for these tasks for they save lots of time in searching, storage and avoid errors, faults or data duplications. SW requirements have a first layer which is office and Internet access but second layers (deep IT use) are a good solution for evaluation and management activities using appropriate SW. All SW that can support BSC concept or methodology can help dramatically this new model. Communications and associated tools are very important and should be available because they can promote high speed knowledge transference.

24 GarcĂa, M. T. y Lombardo, J.M. Model based on Educational Activitiesâ&#x20AC;Ś

Chats, forums, websites, portals or workgroups tools provide people enhancement communication. STEP 2 - Compilation The third step involves big complexity and hard work to complete, redefine, create, analyze and establish all activities, KPIs, objectives, measures

according

mission

and

strategy.

good

scheduler

and

orientation adding a good performance group activities and sponsorship can reach success on this step. Mission must be always in team and group horizon and must also be communicated to everybody. Strategy will interiorized and drill down until be representative or translated on SMME objectives. These objectives should be defined among team, group and institutions. Objectives definition must be a participative task for a win-win goal especially in course members when alumni and teacher are involved. As objectives have to be measured, at same time appropriated measures should be defined and accurately thought. Mission is defined for the organization but objectives are defined from top to individuals as their measures. This can be a complicated task for there are lots of possibilities for groups / teams / courses and for each case, objectives can be

different and also the correspondent measures

depending on each strategic theme. In addition all activities and initiatives to promote and reach goals are defined based on objectives and at the end all team have to consider that evaluation and management are always a baseline orientation and effective tasks to do. So several objectives will have lots of activities and lots of work on evaluation and management and for this reason a good and health mind must exist to avoid pitfalls when considering lots of combinations. Key Performance Indicators (KPI) will express main objectives and should be measured by efficient measures that can be qualitative or quantitative

FIEC Working Paper 2005/007

but both aiming the best adjustment for KPI assessment, see table Mission, Objectives and Perspectives for Education Activities. Activities consist in a huge amount of tasks to reach goals and for this reason a good definition adding good communication channels and report repository can avoid difficulties in evaluation, control, management and knowledge

transmission

and

retention.

Sometimes

fluid

communication is usual, a proactive action can be performed and a possible good solution or efficient work will be archived, see tables Activities and Measures for Education Activities, Objectives and Activities â&#x20AC;&#x201C; Control for Education Activities and Objectives and Activities - ICT support for Education Activities in Organization / Institution or Courses. In this particular step more than others educational issues can take the first role and contribute for a better achievement results ant the end of all process.

They

incorporate

knowledge

transference

and

retention,

communication and evaluation. So it seems to be a very good way to get better strategic results and in intermediate phases sub-strategic results. STEP 3 - Model Implementation helped by EA Implementation is the fourth step to go through. In this step a logic sequence project is required with all inherent steps. Behind this project implementation there are three main components: management, control and planning. Evaluation

and

decision

making

are

also

standard

activities.

implementation level, there are two separate sides: Global Model and ICT project

implementation.

Global

Model

will

run

defined

phasesâ&#x20AC;&#x2122;

references in previous paragraphs. Inside this model implementation a subset is concerned to ICT implementation complementing all proposed model. This model - BSC based model to get better performance and knowledge retention and transference using Educational Activities (EA) inside Small, Medium and Micro Enterprises (SMME), can be enhanced by technologies and main detailed activities for ICT project will be needed: Initialization,

26 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

Planning, Implementation, Control and Implantation, traditional tasks for an ICT project. Considering ICT Project Definition: Sponsorship, sponsor for the accomplish and project acceptance Team group – definition based on best collected skills from available resources, a subgroup from the small group investigation. Chief Project and Technical Chief will define the most suitable and the best life cycle for the ICT project. It should be use and selected best methodologies to perform the three relevant issues: Strategy – Align ICT plan with global organization and community strategy and objectives; Requirements – ICT development aligned with organization structure and architecture where applications can be together and adapted to strategy and objectives; ICT should perform all defined tasks for SMME on study. Resources – Resources allocation to adapt and develop ICT operations and manage all involved applications. For better understanding following picture describes all ICT project planning and its phases. Task planning during the whole project time will be done using MS project, Excel or other suitable tools for project management and control.

FIEC Working Paper 2005/007

Figure 6 – ICT Project Planning K T R NO A WL NE NSF ED E R GE G O EN TI O CE AT IO N

PROJECT LIFE CYCLE

Help-Desk

Implantation phase

Documentation

QUALITY CONTROL AND ASSURANCE

Pos-Implementation

Implementation Management Acceptance and tests Acceptance tests

Requirements

System tests

Architecture

Integration tests

Design Parameter tests

Parameterization

NEGOTIATIONS, COMMUNICATION AND KNOWLEDGE TRANSFERENCE BETWEEN DIFERENT AREAS PLANNING AND CONTROL TOOLS

For each action: documentation, requirements, architecture, design or parameterization a correspondent test plan evaluates these actions. Documentation will be present in whole project since the beginning until the

end

the

ICT

project.

implementation

documents

reporting

also

and

are

Also

after

implantation

and

for

maintenance

needed

pos-implementation

evaluation

should

poserrors

continue

periodically to better understanding of model performance. Requirements are too important so all careful tasks in this matter are always necessary. Dealing and negotiating with clients (employees / students), teachers, organization’ managers also community entities will provide a good source and foundation to accurate requirements. What do employees / students expect, what is teacher’s ambition inside training / course and all Educational Activities, what is the goal for the organization based on educational activities, what did community need? Reliable requirements come from those questions which answers must be perceived, understand and perfectly transferred among shareholders. Architecture and design are probably simple thus there are no software development only parameterizations and adjusts, however as better

28 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

defined and integrated ICT with “business” operations better results will be achieved at the end. This ICT project is process driven so phases and ICT activities systematization and team understanding play the main role. At the end of this stage, team group is able to completely understand and perform their tasks and activities. They also had completed tests and accepted previous model process steps.

6. Evaluation helped by EA At this stage, model is already implemented and now educational team group will perform evaluation and management tasks in every suitable phase. BSC methodologies and knowledge management solutions through EA perform best solution for these model evaluation activities. Concept and methodology used in BSC will be applied in this model adding knowledge management techniques to get better performance with these educational activities inside SMME. Repeating again one key sentence that: without evaluation there is no control and without control no direction to go, at this third step, all evaluation must occurs based on initial objectives and activities that were implemented. This model finishes with a fourth step for adjustment and revision ICT and non-ICT activities that will point to the new cycle of study aiming a new better performance cycle. This model – BSC based model to get better performance and knowledge retention and transference using Educational Activities (EA) inside Small, Medium and Micro Enterprises (SMME), must be accomplish with formal Management and Evaluation activities in all layers. A friendly framework should help execution in all manager or evaluation activities for all stages. Questions and suitable answers will help to check Mission and evaluated it, same for strategy and perspectives (they should be really the best

FIEC Working Paper 2005/007

chosen), KPI, measures, and action plans will be checked with questions why, how, when, why not and related answers to “educate” new model’s

MISSION VISION STRATEGY

PERSPECTIVIES

VALUES

VALUES Remembering

Client Financial Process

STRATEGYC THEMES Objectives; KPI; Measures; Actions

Comprehension Application Analysis Synthesis

L& G COMMUNICATION

Evaluation

MANAGEMENT

EDUCATIONAL ACTIVITIES

users. Sample examples are exemplified in this section (see tables).

ICT EDUCATIONAL ACTIVITIES

EDUCATIONAL ACTIVITIES

Clients; Financial; Processes; Learn & Growth

EDUCATIONAL ACTIVITIES Remembering; Comprehension; Application; Analysis; Synthesis; Evaluation

Figure 7 - Educational Activities in Every Phases of the Model

Learning, training and other education activities are some of the most important components of knowledge, but guidance like management and global evaluation must appear to control and adjust performance and results. This model uses EA in each main BSC steps. Like traditional BSC there are perspectives, objectives, KPI, measures and action plans for all drill down entities from community to employees / students. An example for each case must be constructed for a friendly users help on implementation and maintenance in this particular model. Main objective of this model, the focus and study of this investigation, is to retain and transfer knowledge to get better performance using specific methodologies: using BSC methodology through all scorecards from surrounding

environment

till

individuals,

supported

educational

activities that will enhance Knowledge, Evaluation, Communication and Management issues.

30 García, M. T. y Lombardo, J.M. Model based on Educational Activities… Figure 8 -Proper Perspectives for all Layers COMMUNITY

INSTITUION

P F – Financial

R&D

P – Process

R&D

R&D – Research and Development SBU / SMALL GROUPS

STUDENT / EMPLOYEE

R&D

C – Client E – Environment / Shareholders

Starting from Community scorecard also referred by several authors and consultants (Brink (2004), Groh and al (2004), Hubbard, Edward E. (2005),

Reyes

(2003))2

there

are

three

perspectives

included:

Environment / Client / Shareholders / Community perspective where analysis will show main objectives correlated with institution, course and SMME elements (students / employees); Process from community point of view,

bringing

best

bridge

between

nearby

community

and

all

shareholders; R&D represents knowledge enhancement captured from all actors activities. Organization are represented by a generic organization, an institution or a school and here basic and normal four perspectives are: Financial represented by suitable KPI financial indicators; Clients, in this case employees, students, managers, organization or shareholders; Process where main KPIs are the flexibility on dealing with ICT and heath communication among all actors and R&D also with suitable KPIs showing relevant knowledge enhancement, retention and transferences. Small Business Unit (SBU) / Small Groups (SG) scorecard has also four perspectives namely: Financial where profitability is the main concern: Clients in this study, internal ones hope to be satisfied with good SBU / SG services; Process explained by efficiency KPIs; R&D using knowledge and 2

Feasibility of a Responsive Business Scorecard – a pilot study, Frans Van Der Woerd and Timo van den Brink, Journal of Business Ethics Issue: Volume 55, Number 2 , 2004

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ICT key indicators to represent effective ICT and knowledge use and finally Financial perspective should have cost-effective control and so this could be the strategic objective. Teacher / Manager (TM) scorecard it is not represented but can be a different one or can be combined with the course or training event. It means desires and hopes from this group to better obtain their objectives aligned with course, institution, community and students wishes and hopes. This scorecard can have four perspectives: Financial represented by investment versus results KPIs; Processes showing best way to achieve results based on effective communication, efficient evaluation processes and management rules; Client concerns on Teacher / Manager point of view showed by confidence and trust KPIs and R&D also like on course scorecard, using knowledge and ICT key indicators to represent effective ICT and knowledge use, retention and transference. As this model is EA oriented this scorecard can be applied if enterprise is a medium one. For Micro and Small ones all issues can be joined with SBU / SG scorecard. The final scorecard is students / employeesâ&#x20AC;&#x2122; representative hopes and whishes where there are only three perspectives: Financial with identical SBU / SG KPIs that is to say, investment versus results; Processes with KPIs related with effective use of materials and learning processes and R&D with ICT efficient use KPIs and knowledge representative KPIs for efficient use, retention and transference. Processes for knowledge improvement will be made in all steps and all scorecards but particularly inside the SBU / SG where knowledge phases: externalization, socialization, internalization and combination will be achieved by specific activities shown in following sample table.

32 García, M. T. y Lombardo, J.M. Model based on Educational Activities… Activities

Socialization: tacit -> tacit observation, imitation, and practice Chat and forums

Face-to-face communication Showing examples SMME educational activities

Narratives and stories Conversion among team members, responding to questions

Evaluation

Externalization: tacit -> Combination: explicit -> Internalization: explicit -> tacit explicit - process of explicit - Individuals exchange - "learning by doing." articulating tacit knowledge and combine knowledge media into explicit concepts Process capture tools - search Internet Knowledge networks: shared engines: google; yahoo experiences, examns and results from databases among small group Query tools Web foruns Datamining / textmining and other mining activities Databases management tools Databases use and sharing Knowledge is verbalized or documentation diagrammed into documents or oral stories Wikis, weblogs, forums Using and sharing documents, Video/audio of presentations / meetings, and conversations visualization Uses of metaphors, analogies, Document categorization Read concepts, hypothesis, or models and study documents from a number of different databases. Answering questions / Text search Annotations Evaluation Evaluation Evaluation

Table 2 – Knowledge Activities used in all steps of BSC model at SMME, enhanced by Educational Activities

These activities are complemented with BSC activities as following tables show for a pilot example and future implementation. The term tacit knowledge is conventionally opposed to explicit knowledge, and is used to describe knowledge which cannot be explicitly represented. Common examples of tacit knowledge include the knowledge of how to ride a bicycle, how to knead bread, how to use a word processor ((Polanyi, 1958), (Nonaka, 1995)). Narrative is one of the most powerful means of expressing and transmitting knowledge but they are not a free good for the institution which attempts to preserve them. Although stories or narratives circulate freely and informally within organisations, it requires skilled work to provide occasions for storytelling, and even more effort to capture, record and make appropriate stories available in a usable and credible form3. The most typical way in which tacit knowledge is built and shared is in face-to-face meetings and shared experiences, often informal, in which information technology (IT) plays a minimal role Marwick (2001)4, however some ICT tools can improve a little bit knowledge transference. 3 Narrative and Social Tacit Knowledge - Charlotte Linde, In Journal of Knowledge Management, Special Issue on Tacit Knowledge Exchange and Active Learning, 5 (2), 2001. 4 Knowledge management technology - A. D. Marwick (2001), IBM Systems Journal, Vol 40, No 4, 2001

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In this model will apply these observation, imitation, and practice activities for Socialization (tacit to tacit). Adding also some interactions related within SMME education activities like: chat and forums, face-toface

communication,

showing

examples,

narratives

and

stories,

conversion among team members and responding to questions. Externalization

(tacit

explicit)

can

achieved

through

conceptualization, extraction and ultimately articulation, typically in collaboration with others. Some examples for this model can be: Process capture tools - search engines: Google; Yahoo, Query tools, Databases management tools, wikis, weblogs, forums, uses of metaphors, analogies, concepts, hypothesis or models and answering questions / annotations. Combination (explicit to explicit) - Individuals exchange and combine knowledge and in this phase explicit knowledge can be shared in meetings, via documents, e-mails, etc., or through education and training inside the SMME. The use of technology to manage and search collections can be done by sharing documents database. There are specific activities namely:

Internet,

documentation,

Web

Using

forums,

and

Databases

sharing

use

documents,

and

sharing

meetings,

and

conversations, Document categorization and Text search. Internalization (explicit to tacit) "learning by doing." involves creating their own tacit knowledge. By reading documents, it is possible to have a feeling like others experience from what others previously learned. By reading documents from many sources, it is possible to have the opportunity

create

new

knowledge

combining

existing

tacit

knowledge with the knowledge of others. This process is becoming more challenging because individuals have to deal with larger amounts of information.

Mission Give Employee / Alumni an easy and quick knowledge actualization adding activities using actual methodologies and easy ICT tools Type: Current Risk Factors Objective CSF Description Perspective Inside Added Value (External) Code Outside Give alumni adjusted Client I Ratio = Price Quality Economic Recession 1 market knowledge Gap content vs. Market Share experiences inside Client I 2 Content deficient matched programs in Classroom / Small Group market) Central competences Client I ICT Competition 3 acquisition

Teaching Quality

Missing atractive cintents

Employee / Alumni Quality

Missing target profissional applyance

Promote Institution good name outside Organization Process and particular in Management areas Empower Skills for job / tasks Promote teacher in the market both educational and inside enterprises

Client

R&D

Environment Conditions

Classroom / room Conditions

Get a positive profit margin Financial in the market average

Support Materials (books, documentation, ICT access)

ICT use since possible

R&D

Scheduler

Retain Knowledge inside Institution

R&D

Accessibility

Client Satisfaction; SBU /SG Satisfaction; Institution Satisfaction; Community Satisfation and Better Results

* internal ones can be considered those that may cause negative impact on CSF

Table 3 â&#x20AC;&#x201C; Mission, Objectives and Perspectives for Education Activities

Activity

Measure

Detail - Measure

Alumni / Employee Evaluation Self-evaluation

Punctuation 0-20

Teachers evaluation: on classroom work, exercises, exams

Average Evaluation - Average=40%*work+30%test+30 grading balance %Examn; scale [0-20]

Inquiries / questionnaire / Give Alumni / enterprise meetings Employee adjusted market knowledge Participation evaluation through observation on: exercises, new solution, new ideas

Track Alumni / Employee professional route

Scale [ 0-20]

Owner

Timing

Alumni / Employee

1 day

Teacher

total of sessions exact identification of course sessions or hours)

Job adaptation; Career progression: Scale [0-5] not apt - excellent; year on same Qualitative: rotation in other Clerical function; quantity of functions with or without evolution different functions, jobs, enterprises

total of sessions exact identification of course sessions or hours)

Qualitative:

Teacher

total of sessions exact identification of course sessions or hours)

Clerical

3 days per 15 alumni

Scale [Insufficient-very good]

Academic and professional components. Nº of CV analyze; Alumni Employee courses; Nº of jobs; Inquiry Internationalization ;Languages

Table 4 – Activities and Measures for Education Activities

Objective Code

Give alumni / employee Alumni / Employee Evaluation - Selfadjusted market evaluation knowledge

Teachers evaluation: on classroom work, exercises, exams

Enterprise Inquiries

Participation measurement through observation; work grading; tests; exercises

Share experiences inside Classroom

Alumni / Employee Evaluation - Selfevaluation

Teachers evaluation: on classroom work, exercises, exams

Assiduity

Participation / Communication measurement through observation

Central competences acquisition

Alumni / Employee Evaluation - Selfevaluation

Teachers evaluation: on classroom work, exercises, exams

Assiduity

Participation measurement through observation

Diffuse Institution good name outside Organization and particular in Management areas Diffuse teacher in the market both educational and inside enterprises

Control Examples

Activities - Actions - Metrics

Description

Alumni / Employee Evaluation - Selfevaluation

Enterprise Inquiries

Alumni / Employee ICT use since possible Evaluation - Selfevaluation

Retain Knowledge inside Institution

Clerical Name Teachers / Manager / Coach Name Clerical Name

Track alumni / employee professional route

Teachers / Manager / Coach Name

Clerical Name

Alumni / Employee Evaluation - Selfevaluation

Get a positive margin in the market average

Track alumni / employee professional route

Control Owner

Clerical Name

Measure profit margin

Teachers evaluation: on classroom work, exercises, exams

Scheduler timings Create and maintain a for KB Knowledge Base (KB) actualization

EBIT = Receiving Costs Amortizations

Clerical Name

Measure ICT used tools

Teachers / Manager / Coach Name

Monitorize the KB

Errors or faults quantification

Clerical Name

Table 5 – Objectives and Activities – Sample for each step – Enhancement with Education Activities

Objective Code

Activities - Actions - Metrics

Description

ICT - Examples

Track Participation alumni / Office; Internet; Intranet; measurement through employee BSC observation; work grading; profession tests; exercises al route Participation / Communication E-LEARNING; email; measurement through forums; weblogs observation Track Participation alumni / SPSS; SAS measurement through employee observation profession al route

Alumni / Employee Give alumni / employee adjusted Evaluation - Selfmarket knowledge evaluation

Teachers evaluation: on classroom work, exercises, exams

Enterprise Inquiries

Share experiences inside Classroom

Alumni / Employee Evaluation - Selfevaluation

Teachers evaluation: on classroom work, exercises, exams

Assiduity

Alumni / Employee Central competences acquisition Evaluation - Selfevaluation

Teachers evaluation: on classroom work, exercises, exams

Assiduity

Diffuse Institution good name outside Organization and particular in Management areas

Alumni / Employee Evaluation - Selfevaluation

Diffuse teacher in the market both educational and inside enterprises

Alumni / Employee Evaluation - Selfevaluation

Get a positive margin in the market average

Measure profit margin

ICT use since possible

Alumni / Employee Evaluation - Selfevaluation

Retain Knowledge inside Institution

Create and maintain a Scheduler timings for KB Monitorize the Errors or faults Knowledge Base (KB) actualization KB quantification

Enterprise Inquiries

EXCEL; SPECIFICS EIS; BSC; ERPs MS PROJECT: EXCEL; SPECIFICS PROGRAMS; EMAIL; IM

Teachers evaluation: on classroom work, exercises, exams

EBIT = Receiving Costs Amortizations

EXCEL; ACCESS; SAP; or other account application

Measure ICT used tools

EXCEL; ACCESS; SPECIFICS EIS; BSC; ERPs INTERNET (information, email, forums, weblogs, wikis, chats); Data Bases; Knowledge Bases; Phone contacts

Table 6 â&#x20AC;&#x201C; Objectives and Activities - ICT support using Education Activities in SMME

García, M. T. y Lombardo, J.M. Model based on Educational Activities…

In this explicit to tacit operation, a typical activity would be to read and study

documents

from

number

different

databases

and

management tools will help to be more efficient in these tasks. In

DB this

examples there are some activities that can be applied here: Knowledge networks: shared experiences, exams and results from databases among small

group;

datamining

textmining

and

other

mining

activities;

knowledge is verbalized or diagrammed into documents or oral stories; video/audio of presentations / visualization; read and study documents from a number of different databases. As one of the most hurdles is knowledge transference and retention, also with communication issues; educational activities will enhance and clearly get better improvement over knowledge process. Teacher / Manager will better conduct these events for better understanding and best results in the end. The figure shows the global idea for this model, a possible knowledge process

through

BSC

from

people-Community

pyramid. This circle concept explained in above paragraphs that starts in Community – Employees / Students – SBU /SG – Institution and then again Community, will help to retain knowledge and get more knowledge from cycle to cycle. This can be pictured as a Knowledge Equilibrium figure helped by Educational Activities (EA). Figure 9 - BSC Layers – using EA in every stages - Knowledge Equilibrium

COMMUNITY

INSTITUTION / SMALL ORGANIZATION / SMME

SBU / SG

STUDENT / EMPLOYEE

FIEC Working Paper 2005/007

In Knowledge Equilibrium picture the possible four are built containing bottom-up student / employee, SBU / SG, institution and community. For all layers will have Education Activities (EA) and BSC concept and methodology embedded, with all indicators, measures and action plans and all combine to pursuit organization mission and strategy. For each layer specify strategy should also be formally indicated and every EA should be presented and explained in formal way. Learning, training and other education activity are some of the most important components of knowledge, they support and sustain knowledge. So a knowledge base should exist containing all information and for employees / students point of view it will be possible to manager their whishes, tendencies, skills and though manager their career combined with community and market needs. This kind of information and knowledge achievement will be collected from people, databases, inquiries, strategies or plans as steps one and two point. For evaluation and better management properly indicators must also be collected also previously referred in this model steps one and two. Key success factors of this new model are: methodology and friendly tools to get more simplification. Also an efficient and easy implementation and easy way of working would be expected based on educational activities. STEP 4 - Adjusting Proposed Model These model pursuits a continued improvement so after finishing one cycle a new reevaluation should occur. This kind of process will correct errors, defaults and will adjust strategy, objectives or activities considering embedded knowledge provided from previous courses and cycle. Also EA will be adjusted with suitable changes depending on evaluation. Pursuing permanent improvement and knowledge by past knowledge experiences and activities, this model can permanently be improved.

40 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

Some concerns and strategies when applying this model In Portugal, the use of the BSC is not very common although recent effort to implement these methodologies. If the target are big Organizations the BSC implementation can be easier: there are more money for investments, rules quite well defined, more understanding of culture problems and more capable to get training, so in sum, there are strong probabilities to implement and have success with BSC in large Organizations. Problems may occur inside SMEs or micro enterprises (SMME) as this study is concerned. Here problems are multiplied by the lack of easy and cheap tools and by an easy implementation guide. Also the understanding of what is a BSC and the positive value for the actors (stakeholders) is fundamental and it is one of the main problems even big enterprises or SMME. At this point several important topics must be considered: Mission, strategy, objectives, and activities for practical and starting point. Secondary evaluation of these objectives must be done continuously for improvement. Third, managing them is fundamental in order to guide or for the governance of the group. This sequence when perfectly adjusted and interiorized using small team groups performing and transferring knowledge through educational activities will be easy to understand and will be easy to implement and maintain. ICT tools must also be adopted in this process. The idea of Norton and Kaplan to go down into unit business and at the end individuals can be theoretical applied to the SMME added by education activities: training, courses, traditional educations issues. This concept can probably be tested on SME or micro Enterprises. One of the golden rules will be friendly use of ICT, clear understanding of an “easy BSC” combined with educational activities behind this model. Some examples were constructed for possible test on a pilot approach, see previous tables. The sequence and methodology will be quite simple and typified according groups. A Guide Operation for these SMME should be

FIEC Working Paper 2005/007

available for the complete understanding and for steps implementation and at the same time to interiorize knowledge inside the organization. Pilot tests in SMME for this methodology will be refined and adjusted to typical situations. Especially for SMME where management activities are not embedded, an easy framework and easy methodology is fundamental, so it is one of this model main target. Other important issue is partnership between SMME and suppliers when concerning ICT applications. It is very difficult and expensive to be at a good stage or positioning with technologies. They grow and develop in a high rate so partnership or alliances between institutions and suppliers are one key issue in this model. Always pointing Human and Technologies resources as a very important asset and

dignifying work through organization,

all employees and

shareholders should pursuit and contribute with ideas and initiatives to a common objective - welfare people’s organization and communities. This concept can lead initiatives to get effective knowledge diffusion through community, organizations, courses and individuals.

4.2.

RESEARCH RESUMING

Early studies sustain this research and based on defined objectives it is possible to check and resume it in the following:

Portugal Information and Technological development and trends discussions, analysis and evaluation – Focus on Enterprises and Families, show: •

Low investment in ICT and innovation;

•

ICT use is basically for information search and emailing.

42 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

Educational Activities (EA) characteristics, models and applications analysis, point: •

Lack between environment and EA content;

•

EA seems to be a very good way for knowledge actions as enabler and evaluation propose.

Knowledge management models, methodologies, tools and their characteristics analysis and evaluation, reveal: • Lack on effective evaluation procedures; • Knowledge models are an effective way to transfer and retain knowledge even with some difficulties in sharing and trust feelings. Management performance models studies, analysis and evaluation, show: • Lack on effective evaluation procedures; • Lack on knowledge transmission and retention specially in BSC model; • Difficulty on implementation process specially in BSC model; • BSC seems to be a very good model integrating all organization levels towards its strategy and objectives. Models pros and cons analysis, discussions and evaluation can reveal; • Some defaults in every studied models show a sustainable possibility to create a new integrated model overcoming defaults in previous models • Summarizing good and relevant characteristics from previous studies: 1. EA seems to be a very good way for knowledge actions as enabler and evaluation propose; 2. Knowledge models are an effective way to transfer and retain knowledge even with some difficulties in sharing and trust feelings; 3. BSC seems to be a very good model integrating all organization levels into the same strategy and objectives.

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Knowledge Transmission and Retention Model suggestion - Based on Educational Activities (EA) and on Balanced Scorecard (BSC) concept, can be referred as following, where main steps are: 1. Environment analysis and evaluation using EA 2. ICT evaluation using some EA 3. BSC adapted model to archive Organization strategic goals where EA acts in all steps 4. Feedback and realignment sustained by EA

Educational Activities are important because they enhance Knowledge Transference and Retention through their activities, and at same time get Organization better results due to an efficient evaluation from mission to activities.

Inside

these

activities

and

procedures

all

knowledge

characteristics can be found:

•

Socialization discussions

(Tacit

•

Externalization questions

•

Combination (Explicit to Explicit): Share documentation; e-mail; education; training involving documents

•

Internalization (Explicit to Tacit): Leaning from a registry.

(Tacit

Tacit): to

Meetings

Explicit):

and

Dialogues;

team

work

answering

In this model there are Educational Activities main functions - Knowledge Wheel Enabler and Evaluation (see Figure 1). Remembering - recalling of appropriate, previously learned information: define; describe; enumerate; Comprehension - understanding the meaning of informational materials: classify; convert; describe; discuss;

44 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

Application - The use of previously learned information in new and concrete situations to solve problems: act; articulate; assess; chart; collect; compute; operationalize;

Evaluation

Remembering

Educational Activities Knowledge Wheel Enabler

Synthesis

Analysis

Comprehension

Application

Figure 10 – Educational Activities as Knowledge Wheel Enabler

Analysis - The breaking down of informational materials into their component parts, to find evidences: break down; correlate; diagram; differentiate; discriminate; Synthesis - Applying prior knowledge and skills to produce a new or original

whole:

adapt;

anticipate;

categorize;

the

collaborate;

combine;

communicate; Evaluation

Judging

value

material

based

personal

values/opinions: appraise; compare & contrast; conclude; criticize; decide; defend. This model uses EA in each main BSC steps. Like traditional BSC there are perspectives, objectives, KPI, measures and action plans for all drill down entities from Community / Organizations to lower levels of Organizations, the employees. An example for each case must be constructed for a friendly users help on implementation and maintenance in this particular model.

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Figure 2 shows step by step implementation process and characteristics. On the bottom of Figure 2 and for each step and main issues it is the Educational Activities - Knowledge Wheel Enabler which can be seen in detail at Figure 11. Figure 11 - Model–step by step implementation. Examples of Evaluation on Environment and ICT–Incremental Add Value Cycle STEP 1 GENERAL STUDY ENVIRONMENT •Resources Definition •Mission / Vision / Strategy / Objectives •Industry characteristics •Surrounding Community Characteristics

ICT EXISTENCE / USE INDICATORS •SW type •Quantity •Main applications •Global Infrastructure Inquiries / Questionnaires / documentation

STEP 2

STEP 3

STEP 4

COMPILATION

IMPLEMENTATION

ADJUSTING MODEL

MEASURES / ACTIVITIES

SCHEDULER ACTIVITIES

REFINING THE MODEL

•Strategy

•Time Scheduler

•New actions

•Objectives

•Activities

•KPIs

•Resources

•Adjusting scheduler and strategy

•Measures

•Sponsorship

•Activities

Evaluation Evaluation

Synthesis

Remembering

Educational Activities Synthesis Knowledge Wheel Comprehension Enabler

Application

Remembering

Evaluation

Educational Activities Knowledge Wheel Comprehension Enabler Synthesis

Analysis Analysis

•Incorporating new activities, measures and KPIs

Application

Remembering

Educational Activities Knowledge Wheel Comprehension Enabler

Analysis

Application

COMMUNICATION / MANAGEMENT

Combining several more activities pointed in Knowledge Management Models inside BSC activities, and supported by ICT tools, will probably accelerate knowledge retention and transfer. As learning is also achieved in both EA and BSC, potential positive results are expected based on this new model. In Figure 11 specific tasks for control and reorganization can be added to the BSC activities, based on previous strategic and objectives definitions analyzed in steps 1 and 2. Using the EA wheel and particularly at evaluation activities in each step, a possible checklist for control will improve confidence and insurance for Organizations processes and information. Step 3 defines sponsorship, calendar and resources allocation. Step 4 should point reorganization and improvements from knowledge brought from previous stages, and can correct or add valuable contribution to get better results in general context, and particularly in control and accurate content.

46 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

5. CONCLUSIONS This study was based in several studies, analysis and discussion resuming main objectives such as: •

Portugal Information and Technological development and trends;

•

Educational Activities characteristics, models and applications;

•

Knowledge management models, methodologies, tools and their characteristics;

•

Most usual management performance models particularly BSC.

For this reason and after comparisons it was possible to bring some evidences: Aligning strategy is one of the most difficult processes for BSC Model, but can be enhanced by Educational Activities. So this model tries to fill gaps on BSC and Knowledge models. The use of objectives, measures, targets and initiatives provides a vehicle for articulating the strategy in a very tangible manner.

Strategy

communication

and

explanation

using

Educational

Activities inside Organization, small group or units will enable people’s tasks and efforts alignment with strategy. Educational Activities can be adopted inside Organizations they will combine the

major

functions

Education:

Remembering,

Comprehension,

Application, Analysis, Synthesis and Evaluation with Community and Organizations Mission, Vision, Values, Strategic Objectives and Activities in a better integrated combination. As one of the most hurdles is knowledge transference and retention, also with communication issues; educational activities will probability enhance and clearly get better improvement over knowledge process in all model steps towards better results. Integrated performance models are quite common inside Organizations. Those models can evaluate all organization, particular business units or processes. But it seems some activities like training, teaching, learning or other education activities will improve better integration between BSC concepts and its appliance, also promoting knowledge transference and retention.

FIEC Working Paper 2005/007

Information can be collected using EA and using this methodology and the expressed model in which Enterprises learn to get better performance, combining several interests from all the organization functions. Nowadays key indicators come from all Organization, Business Units or processes, in order

collect

the

best

representative

issues

from

all

enterprise

Information and once again EA can have a valuable and distinguish role to perform. Especially at SMME, new management techniques and appliance of performance models and knowledge retention and transmission are very difficult issues to achieve but with EA they will probably get better results. Due all these conclusions it was possible to build a new model: to get better performance and results inside SMME where it can be also applied knowledge

retention

and

transference,

using

BSC

methodology

but

essentially supported by Educational Activities that will enhance Knowledge, Evaluation, Communication and Management issues. Resuming this study, the EA allow an efficient measurement and appliance over enterprises IS/IT acting as internal control entities and promoting confidence and accuracy inside enterprise systems. In practical terms, EA and particularly at evaluation, the final phase of the EA enabling wheel (see Figure 2), some of these educational activities must be constructed to support key procedures. Using this model, specific tasks for control and performance should be added to the BSC activities â&#x20AC;&#x201C; step 3, based on previous strategic and objectives definitions â&#x20AC;&#x201C; steps 1 and 2 (see Figure 2). At evaluation level for each step, using EA wheel (see Figure 1), a possible checklist for control will improve

confidence

and

insurance

for

Organizations

processes

and

information. Global assessment of this model â&#x20AC;&#x201C; step 4, can identify possible reorganization and improvements in previous stages, and correct or add valuable contribution to get better results in general context and particularly in processes and activities.

48 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

Inside

Organizations

specific

objectives

goals

can

improve

communication and knowledge retention and transference. In this case, this model can perfectly be a way to support SMME or other enterprises’ strategy and reorganization goals as long as those Organizations put these issues as priority in their strategic plans, themes or objectives.

References Angelo, T. A., and Cross, K. P. (1993): Classroom assessment techniques: A handbook for college teachers, 2nd edition, San Francisco: Jossey-Boss. Brooking, Annie (1996): Intellectual Capital: Core Asset for the Third Millennium Enterprise, London: International Thomson Business Press. Cavalcanti,

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Rossatto,

Maria

Antonieta

(2000):

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FIEC Working Paper 2005/007

Kaplan, Robert S. and David P Norton (1996): “Using the balanced scorecard as a strategic management system”, Harvard Business Review, Vol. 74 No. 1, pp. 75-86. Kaplan, Robert S. and David P Norton (1996a), “Using the balanced scorecard as a strategic management system”, Harvard Business Review, Vol. 74 No. 1, pp. 75-86. Kaplan, Robert S. and David P. Norton (1996b): The Balanced Scorecard: Translating Strategy into Action, Harvard Business School. Kaplan,

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Kenneth

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Jane

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50 García, M. T. y Lombardo, J.M. Model based on Educational Activities…

Cyber-references

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Fundado en 2005, el Instituto para el Fomento de la Investigación Económica (Instituto FIEC) es una asociación sin fines de lucro abierta a integrarse con otras instituciones que compartan los mismos objetivos. El Instituto FIEC está formado por la combinación de dos redes de investigadores europeos y latinoamericanos pertenecientes a prestigiosas Universidades y Centros de investigación de ambos continentes, y tiene como objetivo investigar sobre temas relacionados con la integración económica y economía internacional. Para conseguir este objetivo sus miembros participan en congresos, conferencias, seminarios, libros y documentos de trabajo.

Founded in 2005, the Institute to Foment Economic Research (FIEC Institute) is a non-profit organization opened to be integrated with other institutions sharing the same objectives. The FIEC Institute is formed as a combination of two networks of Latin American and European researchers that belong to prestigious Universities and Research Centers. FIEC aims to promote research mainly on Economic Integration and International Economics. To cope with this objective, its members participate in congresses, conferences, seminars, books and Working papers.