Adopting a Learning Management System

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ADOPTING A LEARNING MANAGEMENT SYSTEM: ISSUES RELATED TO SUPPORTING PROGRAMDEVELOPMENT IN PETROLEUM INDUSTRY TRAINING

By

Maeve Veronica Frances Spain

B.F.A. University of Windsor

A thesis submitted in partial fulfillment of

the requirements for the degree of

MASTER OF ARTS

IN

DISTRIBUTED LEARNING

Focusing on Leadership, Learning and Technologies

We accept this thesis as conforming

to the required standard

_____________________________________________Faculty Supervisor, Brad Eastman, PhD

_____________________________________________

Acting Academic Lead, Susan Chandler MSc.

______________________________________________Acting Director, School of Information and Society, Tony Boydell, PhD

ROYAL ROADS UNIVERSITY

June, 2006

© Maeve Spain, 2006





Supporting the Adoption of a Learning Management System ii

ABSTRACT

Enform, a petroleum industry training organization is tasked with expanding course offerings via

distance, or on-line delivery. This study explores how Enform could meet program development

needs and goals by adoption of a Learning Management System (LMS) and examines theorganizational needs and impediments for the successful integration of on-line learning

technology within the context of workplace practice. The organizational opportunity focuses on

meeting industry demand for on-line training initiatives. Measures to support individual

employees’ integration of new technology for the development and delivery of training materials

within Enform are examined. This study examines the significance and role played by diffusion

of technology, organizational culture, and organizational change within the context of Enform’s

adoption of an LMS.



Supporting the Adoption of a Learning Management System iii

ACKNOWLEDGEMENTS

This, my extraordinary journey, which opened the doors and windows of learning, could not

have been done without the love and support of my family, friends and colleagues. I dedicate this

to Ciaran, my son, for just being you and never complaining about my academic preoccupationsthese long three years. May you be inspired to give “your all” to something one day, for it is

truly worth the effort.

For the many philosophical discussions, cafe lattes, supportive suggestions, questions and

edits of my proposal and research project, I express my sincerest gratitude and thanks to dear

friend, Finbarr Wilson. Many thanks go to Marcia Docherty, cohort and friend who discussed

and listened at length. I appreciated your edit of my project thesis and the ongoing support. And

to Jacquie Burke, dear friend for making me exercise and take breaks along the way, whose

support is always appreciated.

I acknowledge the support and camaraderie of fellow MADLers, cohorts 2003 and 2004,

for sharing your knowledge, experience, skills and expertise in so many areas. Thank you for

proving the unlimited potential of on-line learning. We have been fortunate to experience the

meaning of community of practice first-hand throughout the MADL program.

I would also like to acknowledge the many professors who inspired and encouraged me

to look deeper and see the world with different eyes. Brad Eastman, my academic supervisor

deserves mention for providing me with leadership, support, and sound guidance.

My appreciation is warmly given to my colleagues at Enform and its owner associations,

who were generous with their knowledge and time towards this project.



Supporting the Adoption of a Learning Management System iv

TABLE OF CONTENTS

Abstract…………………………………………………………………………………………...ii

Acknowledgements………………………………………………………………………………iii

List of Tables………………………………………………………………………………….…viiChapter One – Study Background………………………………………………………………...8

The Problem or Opportunity…………………………………………………………………..8

Significance of the Problem/Opportunity…………………………………………………..…9

The Organizational Context………………………………………………………………….11

Review of the Organization………………………………………………………………….12

Definition of Terms…………………………………………………………………………..13

Limitations of the Study……………………………………………………………...………14

Delimitations of the Study……………………………………………………………...……15

Chapter Two - Literature Review……………………………………………………..…………17

Introduction………………………………………………………………………………..…17

On-line Learning Technology………………………………………………………..………18

Culture………………………………………………………………………………..………21

Change…………………………………………………………………………….…………24

Knowledge and Content Management………………………………………….……………30

Conclusion……………………………………………………………………………...……32

Chapter Three – Conduct of the Research Study……………………………………..…….……34

Research Methods………………………………………………………………..……..……34

Data Gathering Tools…………………………………………………………………...……35

On-line Surveys…………………………………………………………………….……35

Interviews……………………………………………………………………………...…36

Study Conduct………………………………………………………………………..………36

Preparation Phase……………………………………………………………………...…37

Rationale for Data Collection……………………………………………………..…37

Rationale for Participant Selection………………………………………………..…38

Development Phase………………………………………………………………………39

Implementation Phase……………………………………………………………………40

Conducting the Surveys…………………………………………………………...…41



Supporting the Adoption of a Learning Management System v

Conducting the Interviews…………………………………………………………...42

Evaluation Phase…………………………………………………………………………44

Chapter Four – Research Study Results…………………………………………………….……46

Study Findings……………………………………………………………………….………46

Purpose……………………………………………………………………………...……47

Business……………………………………………………………………………….…49

Capacity……………………………………………………………………………….…51

Realization………………………………………………………………………….……56

Study Conclusions……………………………………………………………………...……60

Purpose………………………………………………………………………………...…63

Business………………………………………………………………………………….64

Capacity……………………………………………………………………….…………64

Realization………………………………………………………………………….....…65

Study Recommendations…………………………………………………………………….65

1. Define a Vision……………………………………………………………………..…66

2. Develop a Strategic Training Plan……………………………………………….……66

3. Develop a Strategic Plan………………………………………………………………67

4. Define Quality…………………………………………………………………………67

5. Create an Integration Team……………………………………………………………68

6. Approach On-line Initiatives………………………………………………….…….…68

7. Create a Repertoire……………………………………………………………………69

8. Create a Blended Model…………………………………………………………….…69

9. Create a Community of Practice………………………………………………………70

10. Transition the Organization……………………………………………………….…70

Chapter Five – Research Implications…………………………………………………………...71

Organizational Implementation……………………………………………………………..71

Future Research……………………………………………………………………………...74

Chapter Six - Lessons Learned………………………………………………………………..…77

Research Project Lessons Learned………………………………………………………...…77

References …………………………………………………………………………………….…79

Appendix A On-line Survey Questions………………………………………………………..84



Supporting the Adoption of a Learning Management System vi

Appendix B Interview Questions…………………………………………………………...…87

Appendix C Request for Participant Letter and Participant Consent Form Sample………......91

Appendix D Project Tracking Document……………………………………………………...93

Appendix E Code Set Sample…………………………………………………………………95

Appendix F Code Group Sample…………………………………………………………...…96



Supporting the Adoption of a Learning Management System vii

LIST OF TABLES

Table 1: Data Collection Summary 43

Table 2: Summary of Enform Instructors’ Knowledge and Skills 52

Table 3: Summary of Franchise Instructors’ Knowledge and Skills 53

Table 4: Summary of Interview Participant Technical Knowledge and Experience 53



Supporting the Adoption of a Learning Management System 8

CHAPTER ONE – STUDY BACKGROUND

The Problem or Opportunity

To meet the demand for training alternatives to the traditional face-to-face classroom,

providers have looked to technology as a solution, which offers both synchronous and

asynchronous learning opportunities. However, the adoption of distance learning technologies,

such as a Learning Management System (LMS) to facilitate the development and delivery of on-

line training materials often creates a common dilemma among businesses and organizations. It

not only requires a shift in the traditional paradigms of learning and teaching (Palloff & Pratt,

1999), but also may involve change within an organization’s culture and operations (Rogers,

2003).

Enform, a not-for-profit training organization supporting the petroleum sector, will face

many of these challenges as it implements an LMS in the near future in response to an industry

directive for on-line training. The object of this study is to identify how adoption of an LMS by

Enform will support organizational goals in practice, and second, to identify employee support

measures needed for successful implementation of an LMS. The research question was

How can the adoption and integration of a Learning Management System fulfill Enform’s

organizational program development goals to meet demand for on-line training initiatives

from the upstream petroleum industry?

The accompanying subset question was

What measures can be taken to ensure that employees responsible for training

development make a successful transition to integrating a Learning Management System

into their work practices of course planning, design, development and delivery?




In answering both questions, this study explored Enform’s organizational and program

development needs and goals to gain insight into impediments and opportunities for the

successful integration of LMS technology within the context of workplace practice.

In consultation with Enform, I defined program development needs and goals as:

1. demand from industry for on-line courses.

2. quality control for all courses.

3. flexibility in delivery and type of course.

4. modularization for efficiency (e.g., re-purposing content).

5. capture of knowledge and experience.

6. storage of content and media.

7. accessibility to content.

8. learning opportunities in on-line learning theories and strategies for employees

involved with course development.

Significance of the Problem/Opportunity

In 2004 the organization made a decision to transition, over a period of one to three years,

the majority of its training curricula to a modularized, competency-based design with clearly

identified outcomes and objectives. Simultaneously, Enform decided to investigate distance

learning technologies with the desire to acquire a system with which to offer online registration,

participant tracking, course development, delivery, and support issues.

To meet industry’s demand for more on-line training opportunities and to improve the

quality of courses, Enform created a new program development department. This department

must now manage the design, development, and evaluation of training curricula for distance and

face-to-face delivery. The transition to on-line course development would require new processes




and systems to be developed. Adopting an LMS would prompt the department’s examination of

course materials to determine suitability for on-line delivery while assessing quality issues and

gaps in courses. These actions create an opportunity for innovation and positive change.

Since Enform does not have an electronic platform or LMS to deliver on-line training

programs, its current distance offerings consist of mainly two computer-assisted learning (CAL)

courses which are only available in compact disc (CD) format and need to be upgraded as the

original supporting software is aging into obsolescence. To address the program development

needs, Enform has arranged to pilot one on-line course using The Learning Manager (TLM),

Moodle, and Absorb systems, to deliver the course.

The benefits to be realized from adopting an LMS are many. First, the organization could

meet the immediate demands for new online courses. Second, the organizational mission could

be furthered by providing a level of quality in its course development that would position the

organization as a leader in its field. Third, the organization as a whole could become part of the

learning process, which could have positive implications on organizational culture. Finally, the

change process for adopting new technologies could be eased by having recommendations to

guide adoption.

In its current state, Enform cannot meet its on-line directive from industry. If the situation

identified by this research does not change within Enform, it is likely to lose ground to its

competitors, making it less prominent and potentially underutilized within the upstream oil and

gas industry. The organization could be reduced to a one-dimensional training facility with

diminished opportunity for growth. Its offerings of face-to-face programs and courses would

likely continue but remain limited by facility scheduling and size. Potentially, Enform could lose

its position as a leader for training within the industry. Enform is on the cusp of leading industry




training into a new era of thinking and learning. If the organization does not rise to this

challenge, it will likely become redundant.

The Organizational Context

Enform provides training to the upstream petroleum industry sector. It is a relatively

small, not-for-profit organization accountable to six industry associations representing over

1,100 upstream oil and gas member companies predominately in western Canada. Training is

provided at two locations: corporate headquarters in Calgary and at Nisku, a field-like operations

facility.

As an employee involved in program development within Enform, I had a vested interest in

finding solutions to the problem posed. My experience in curriculum development, instructional

design and recent studies in the Master of Arts in Distributed Learning program contributed to

my bias in the conduct of this study. My background also tended to promote a move towards

adoption of learning technologies to advance the organization in the area of program

development. This allowed me to recognize that training materials proffered in industry, often

result in truncated information, and rarely promoted deeper learning of a subject. I hoped this

study would reveal innovation in training development and delivery as possible and feasible

within Enform.

This action research study involved stakeholders within Enform, associations and

members of the upstream petroleum industry, and instructors both contracted and franchised.

Internal stakeholders, such as Training Coordinators at Enform are directly involved in program

development.

The training curriculum developed by Enform is mainly initiated and driven by industry

demand. Training is delivered primarily in the traditional classroom by contracted instructors.




Franchised instructors are also used to meet demand for training that cannot be met by Enform.

The majority of Enform’s courses involve topics which traditionally have not been taught on-line

and require a hands-on competency type of assessment.

Review of the Organization

In September of 2004, Enform came into being as the result of a merger. By combining the

former Petroleum Industry Training Service (PITS) and the Petroleum Safety Council (PSC),

Enform can provide greater opportunities and efficiencies for services to their clientele, the

upstream petroleum industry. This new organization has plans to expand operations to a national

and potentially global audience in the future. All of the current organizational policies and

documents are currently under revision. With a new Board of Directors in place, Enform is

creating a new vision and mission.

A newly struck training council meets quarterly to review the training demands and

directives from industry, as well as address any specific needs related to training, such as

discussing a volunteer model for program development (Enform Training Council Meeting,

2006). The council has representatives from the six supporting associations and various

companies in the upstream petroleum industry. To demonstrate Enform’s training commitment,

the Program Development department was created. This action has instigated the changes

currently being undertaken at Enform. For example, changes include on-line course development

initiatives and the creation of standards, procedures, policies, and customer service related

directives to provide electronic access to registration, course information, and tracking of student

and instructor information.

Minutes from the first and second training council meetings were reviewed to determine

the level of involvement required from stakeholders in the program development area of Enform.




The minutes provided insight into the direction of the organization’s training commitment to

industry. Senior level stakeholders representing industry, supporting associations, and regulatory

agencies were selected to ensure wide and varied input to the committee process would meet the

needs for training and program development.

Definition of Terms

Blended learning. A training format that requires a face to face classroom component

with an Internet or web site component.

Executive Manager . An executive position within Enform responsible for organizational

management of finances and operations.

Franchise Instructor . A subject matter expert who delivers Enform training materials as

an independent business.

Industry. A generalized term for any sector of business, such as upstream petroleum

industry or transportation.

Industry Association. An owner-organization responsible for governing and directing

training initiatives at Enform.

Instructor . A subject matter expert who is contracted to deliver training materials for

Enform.

Learning Management System. A software interface that facilitates the delivery and

development of on-line courses. It typically houses course content and provides functionality for

testing, communications, and tracking of students’ or learners’ performance.

Manager . A senior position within Enform responsible for a department’s operations,

planning, and budgeting.




On-line learning. A training format that requires Internet or web site access to facilitate

the delivery of the course or program.

Subject Matter Expert (SME). An expert or authority in a particular subject or field (e.g.,

soil scientist).

Training Coordinator . A senior departmental position within Enform responsible for

course development and training operations. Training Coordinators report to a departmental

Manager.

Upstream. Oil and gas operations and services companies involved in exploration,

drilling, and completion of wells, and pipeline services to production facilities. Midstream

involves processing, development and maintenance of facilities, and production of products with

downstream involving commercial and retail development and delivery, as well as related

products and services.

Limitations of the Study

This study was limited to Enform and the upstream petroleum industry sector. It would not

have been possible to include the midstream and downstream aspects of the sector in this study.

As an action research project, the results were based on Enform and its unique perspective. The

findings of this study are specific and may not apply to other organizations.

The focus of this study was narrowed to include those at Enform responsible for course

and program development. It excluded the learner or end user perspective. While there is ample

research on users and LMS, this study assumes end user perspectives to be homogenous with

experience elsewhere. Enform’s audience needs conform to the typical on-line user needs, such

as needing to feel connected, needing more directions for activities, and knowing the rules of




engagement (Palloff & Pratt, 1999). The study would have exceeded the scope if the learner

perspective had been included.

This study did not focus on the type of LMS to be selected, or on descriptions of the

functionality or specifications of the technology. The focus of this study was on how to manage

and support the adoption of an LMS rather than on the selection of a particular technology.

While acknowledging that the selection of a particular LMS is important, understanding the

needs of the individuals involved exists as a prior issue that informs the technical choice.

Essentially, the decision has been made by Enform to have a LMS in place to deliver on-line

courses. Thus, how best to assist with this transition irrespective of technical questions is the

extent of the study, as exploration of the technology would have potentially taken the study in a

different direction.

Delimitations of the Study

To make this study manageable, it focused specifically on the adoption and integration of

an LMS in the context of program development needs and goals. The specific goal of meeting

industry demand for on-line delivery of training materials was explored in depth. Other needs

and goals were considered secondary to that of meeting industry demand for on-line training.

Prioritizing was needed to narrow the scope of the research.

Defining the program development needs and goals set the scope for the research project.

This study focused primarily on on-line training development and did not extend to print-based

course and program offerings at Enform. Organizational and individual needs within Enform

were explored but this study did not investigate specific needs of the upstream petroleum

industry. A decision to collect only general information on industry needs kept the focus of this

study clearly on Enform’s specific problem and opportunities.




This study examined Enform’s organizational structure, culture, processes, and practices

to determine how to integrate and promote the adoption of a new system. This examination

included also the perspective of individuals within the organization, encompassing general and

specific knowledge, working practices, and processes related to Enform and program

development.




CHAPTER TWO - LITERATURE REVIEW

Introduction

Enform’s organizational problem in the context of the research questions raised a web of

issues prominent in contemporary literature that include adoption of technology, diffusion of

technologies, distance learning technology, learning management systems, organizational

culture, organizational change, learning organizations, corporate culture, change management,

training, training development, workplace training, on-line curriculum development, and

organizational creativity, and innovation.

Many of these topics are interrelated and have been combined under generalized themes in

this study and elsewhere. For example, the adoption of new technology (e.g., LMS) is more

complex than simply considering the training needs for using the technology; it has to be

reviewed in association with organizational change and culture to provide a thorough

understanding of the other factors that may affect or influence the process and rate of adoption.

Adoption of technology is therefore embedded within a myriad of interconnected factors

affecting its success or failure (Rogers, 2003; Senge et al., 1999).

From the literature review, four overarching themes emerged to address the research

questions:

1. On-line Learning Technology.

2. Culture.

3. Change.

4. Knowledge and Content Management.




On-line Learning Technology

On-line learning technology encompassed LMS, its functions and benefits to the

organization, on-line training and development, and the appropriateness of curricula for on-line

delivery.

It is clear the debate is not over concerning the efficacy of e-learning for education and

training (Buchen, 2005; “Corporates Challenged…” 2005; Dillich, 2000; Palloff & Pratt, 1999;

“Rating Your LMS…” 2005; Trierweiler & Rivera, 2005; Woodill, 2004). However, the use of

LMS in post-secondary educational institutions and a wide variety of training environments,

such as the health and medical fields, insurance, and financial services, indicates the prevalence

of learning technologies within contemporary society.

To appreciate the benefits of the LMS requires a thorough understanding of the purpose

and functions of the technology in the context of its use. Substantial benefits for LMS as noted in

the literature included the ability to standardize training materials, track learners’ performance

and competency achievements, and reduce the administrative load for registrations and

notifications (“How to Turn…” 2001; Little, 2005; Sussman, 2005).

Much of the research indicated that well thought-out integration of the technology is

critical to achieving return on investment for an LMS. Alley’s (1996) experience with using an

LMS confirmed the importance of instructional design and curriculum development for the

technology. Unfortunately, training on the technology is often superficial and does not address

learning theory for those who will be creating courses. An example of the inability to achieve

deeper learning beyond the functionality of the technology is the failure to fully embrace a

paradigm shift on the part of instructors from a teacher-centered to a learner-centered approach; a

problem indicated in two studies (Alley, 1996; Waller, et al., 2004; Woodill, 2004).




If fundamental learning theories are unknown or poorly understood, the adoption of a new

tool for development and delivery of training materials will not of its own accord promote deeper

learning for the course developers or their end users. For example, the tool will not solve a

problem that stems from a lack of instructional theory, nor will it be effectively implemented

without an effort on the part of courses developers.

When faced with learning a new technology, instructors and course developers have to

become learners themselves. “What learners bring to the learning situation dictates to a large

extent what they will take away from it in terms of new knowledge…” (Driscoll, 2000, p. 138).

In this case, the potential and expectations of any technology adopted, need to be clearly defined.

Otherwise, those responsible for program development may learn to use the technology as an end

rather than as a means to an end. All too often, solutions are promoted for problems that have not

been adequately defined.

A common problem in business or corporate training environments is the lack of time

allocated for presenting learning materials. Typically, large amounts of materials are compressed

into distilled essentials presented in a slide-show format. Course developers struggle with finding

a balance between providing sufficient or too much information in a short time period. Having to

learn too much in too little time results in learners becoming overwhelmed and unable to absorb

meaning, which inhibits deeper learning.

In this case, technology can provide a solution, in part, to this common face-to-face

delivery problem. On-line delivery of materials enables learners to pace their learning over a

period of time convenient to them, and lets them take responsibility for their learning (Palloff &

Pratt, 1999). However, providing learners an on-line text version of the material they would be

offered in a traditional class setting does not constitute a course. The solution must incorporate




sound pedagogical and instructional design theories appropriate to the delivery mode. Only this

way, can the technology become transparent affording the learner with an experience equivalent

in richness and depth to that of face-to-face delivery (Caplan, 2004; Palloff & Pratt, 1999; Dick,

Carey, & Carey, 2001).

The same applies to the delivery of training for those learning the new technology and

developing on-line training materials. Training for use of a new technology should be in the

context of the work that must be performed. Standards and policies typically need to be

established to address the scope and objectives of using and integrating the new technology. A

model for measurement and assessment should also be defined (Caplan, 2004; Senge et al.,

1999).

A large portion of industry training involves performance and demonstration of practical,

hands-on skills attainment. For example, when learning how to use safety equipment such as

breathing apparatus, it is imperative that end-users have an opportunity to both try on and use the

equipment. This permits opportunities for corrective feedback, coaching, and skills assessment.

Industry perspective is that this cannot be done on-line. However, with pressure to reduce the

time allocated for training, there is opportunity for blended learning delivery. In this way,

prerequisite requirements and advance organizers can be delivered on-line prior to attending a

face-to-face class. This permits efficiency with regard to managing the amount of material and

transfer of learning (Driscoll, 1999; Ally, 2004).

Although little evidence was found specifically on the topic of adoption and use of distance

learning technologies within the oil and gas industry sector, the problems, issues, and concerns

are not unique or different from those of other industries approaching on-line training. The

benefits of incorporating into on-line courses “…the myriad ways learners can interact with




content in text, visual, audio, animated, and other forms…” (Thiessen & Ambrock, 2004, p. 261)

provides a range of possibilities and solutions to meet ongoing training demands and

expectations within the upstream petroleum industry.

Culture

Culture encompassed organizational and corporate culture, organizational learning, and

personal learning and behaviors affecting organizations. Culture and change were closely linked

in the literature. “A “culture” is a pattern of shared basic assumptions that have been learned by

the members of their group. These assumptions stem from people’s experience, as they conduct

their business successfully over and over again” (Schein, 1999, p. 336).

The literature emphasized the significance of organizational culture within the workplace.

Culture manifests in performance, change initiatives, commitment, motivation, and retention as

noted in many studies (Ankrah & Langford, 2005; Juechter, Fisher, & Alford, 1998; Karahanna,

Evaristo, & Srite, 2005; Lahiry, 1994; Raby, 2005; Tan, 1998). Organizational cultures are often

expressed through the shared beliefs, values, and expectations of individuals.

In the context of the research questions, the literature supported the significance of the

interrelationship of individuals and groups and how they react within any organizational culture.

The group response to a new technology can be predicted by the dominant culture within an

organization (Juechter, 1998; Kitchell, 1995; Lahiry, 1994). Therefore, an organization’s culture

cannot be overlooked when attempting to introduce new technologies that will cause change in

the way work is normally done. “The general assumption of research on innovation in

organizations is that organizational variables act on innovation behavior in a manner over and

above that of the aggregate of individual members of the organization” (Rogers, 2003, p. 418).




Prior to adopting new technologies or creating new processes it is important to assess the

existing culture of an organization. Schein’s (1999) process of inquiry includes identifying an

organizational culture by examination: identify artifacts, which are the existing visible

organizational structures and processes; identify espoused values, which are the strategies, goals

and philosophies of an organization; and, identify underlying assumptions, which are the

unconscious, taken-for-granted beliefs, perceptions, thoughts, and feelings.

Another important aspect of an organization’s culture is the role of governance. How an

organization is governed and managed plays out in the values and beliefs of individuals. Senge et

al.’s (1999) description of governance states:

[d]eveloping a set of governing ideas is one of the few activities that can penetrate to all

levels of an organization, because it is one of the few ways to reach the hearts as well as

the minds of an organization’s members…

From the standpoint of governing, of orienting and adjusting, the primary function of

such ideas is to establish a common set of aspirations and guidelines for everyone in the

enterprise. Ultimately, they define who “we” are and how “we” operate. They are

guidelines, not rules. But as such, they are potentially more powerful than rules because

they influence a broader set of behaviors. “All men are created equal” does not prescribe

any particular behavior, but it establishes a foundation for a vast array of judgements, and

ultimately sanctions, on behavior. (p. 375)

Within an organizational culture, there may be subgroups with secondary cultures. Any

efforts at shifting the overall culture of an organization needs to consider this as behaviors may

not be consistent among groups (Schein, 1999). The relationship of intention and action as

manifest in behavior is also critical to changing a culture. For example, managers must exhibit




the behavioral changes expected from workers. Managers need to respond to change with

sincerity and authenticity, otherwise they will not engender a trusting environment in which to

foster employee growth and reflection; elements essential for profound change to occur (Senge et

al., 1999).

Organizational culture plays a significant role in growth and learning. Today, the term

learning organization is recognizable. Vaill (1996) describes organizational learning as the

“learning that goes on in an organization, usually the learning of an individual but also the

learning of pairs or teams of people” (p. 52). However, a learning organization can be described

as a different incarnation. Unlike traditional businesses, it is adept, flexible, involves social

systems, growth, and constant change (Vaill).

There are many examples of companies that have changed the way in which they

traditionally worked, often out of necessity to survive or to meet a changing marketplace. The

majority of North American automobile industry companies are a common example where the

adoption of new technology was required to change how work was performed. Robotic assembly

lines made automobile production faster and more efficient. However, a philosophical shift is

often required in addition to process changes. Companies able to re-invent themselves, adapted

and survived the change process.

Senge et al. (1999) refers to a couple of petroleum industry companies, such as British

Petroleum and Shell Oil that have undergone significant change within their organizations.

Restructuring, even at the highest levels of both organizations was undertaken to ensure the

changes would be effective. For example, British Petroleum (BP) began new ways of working

which involved site managers from plants around the world meeting regularly to form advisory

networks, share ideas and information, problems, and insights. When the meetings were curtailed




somewhat by a downturn in the 1998 economy, “the formal GRN meetings slowed down, but the

informal contacts continued – and even deepened. These it turned out, were a highly compelling

and vibrant part of BP’s continuing breakthroughs in organizational learning” (Senge et al., pp.

48-49).

Organizational learning can thrive if encouraged, or be curtailed depending on the culture.

However, the realization that cultures exist and they are not easily changed or replaced is

important.

You cannot create a new culture. You can immerse yourself in studying a culture (your

own or someone else’s) until you understand it. Then you can propose new values,

introduce new ways of doing things, and articulate new governing ideas. Over time, these

actions will set the stage for new behavior. (Schein, 1999, p. 334)

Communication networks and knowledge sharing are a significant part of organizational

learning. “For organizational learning individual experience is not enough. The organization

cannot learn if individuals or groups act only on their own conclusions, uninformed by the

knowledge and perspectives of others” (Dixon & Ross, 1999, p. 442). Collaboration and

openness within an organizational culture are required for successful learning to occur.

Whether an organization is capable of learning also determines its ability to adapt. A

corporation’s success is related to the ability to learn and change, not only in its business

practices and focus but also through the transformation of its culture (Guoquan Chen, 2005;

Senge et al., 1999).

Change

Change encompassed the topics of organizational change and change management,

adoption of new technologies, and theories of diffusion. The literature provided evidence to




support the researcher’s understanding of how organizations deal with change. Burnes & Senge

(2004, 1999) address the concept of change within organizations and corporations as inevitable

and ongoing in today’s world. However, comparing organizational cultures for common

characteristics is not easy because of the many factors affecting it. For example, not all cultures

will respond the same way to a technological change or innovation that may be beneficial. As

stated by Rogers (2003), the same innovation may be desirable for one adopter in one situation

but undesirable for another potential adopter whose situation differs (p.12).

An important factor regarding the adoption rate of an innovation is its compatibility with the

values, beliefs, and past experiences of individuals in the social system (Rogers 2003, p.4).

Integration appears linked to culture, and represents a key factor in change, such as the adoption

of new technology.

Rogers (2003) describes the innovation-decision process integral to the adoption of

innovation, as occurring in five stages.

1. Knowledge occurs when an individual (or other decision-making unit) is exposed to

an innovation’s existence and gains an understanding of how it functions.

2. Persuasion occurs when an individual (or other decision-making unit) forms a

favorable or an unfavorable attitude towards the innovation.

3. Decision occurs when an individual (or other decision-making unit) engages in

activities that lead to a choice to adopt or reject the innovation.

4. Implementation occurs when an individual (or other decision-making unit) puts a new

idea into use.




5. Confirmation occurs when an individual (or other decision-making unit) seeks

reinforcement of an innovation-decision already made, but he or she may reverse this

previous decision if exposed to conflicting messages about the innovation. (p. 169)

The process of adopting an innovation for organizations also follows five stages but the

stages can be grouped according to two sub-processes, initiation and implementation.

1. Agenda-setting – General organizational problems that may create a perceived need

for innovation.

2. Matching – Fitting a problem from the organization’s agenda with an innovation.

3. Redefining/restructuring – The innovation is modified and re-invented to fit the

organization, and organizational structures are altered.

4. Clarifying – The relationship between the organization and the innovation is defined

more clearly.

5. Routinizing – The innovation becomes an ongoing element in the organization’s

activities, and loses its identity. (Rogers, 2003, p. 421)

It is important to realize that Rogers’ processes for adoption of an innovation, for

organizations and for individuals, would both apply to an organization’s successful adoption of a

new technology.

The role of commitment, as a strategic initiative within the executive level of a corporation,

is identified as a factor that affects the success or failure of adopting new technology within the

literature (Sirkin, Keenan & Jackson, 2005; Woiceshyn & Daellenbach, 2005). The purpose

behind change, and how a culture views that purpose, appears to determine the acceptance or

resistance that will follow. Enform’s problem, to meet the demands and expectations of industry

is rooted in the need for organizational change.




The processes required for adoption of an innovation within an organization usually result in

change. Organizations rarely change for the sake of change. Low productivity, high staff

turnover, plummeting profits, and unmet demands are all conditions that would signal an

organization to examine itself and consider change as a viable option for solving the problem.

Rarely are there simple answers to know what to change, how change will affect the

organization, and if the change will work.

Change within organizations is hugely complex and affects social systems, culture and sub-

cultures, roles and responsibilities, production, and infrastructure to name a few. Is it surprising

then to realize that the majority of change management initiatives typically fail? According to

Senge (1999), “businesses do not have a very good track record in sustaining significant change.

There is little to suggest that schools, healthcare institutions, governmental, and nonprofit

institutions fare any better” (p. 6).

To offset the lack of success businesses and organizations experience with change initiatives,

Senge (1999) suggested considering a number of factors: leadership strategies; management

systems; skills acquisition strategies; and learning capabilities, play a significant role in

promoting profound change.

Several studies (Goleman, Boyatzis, & McKee, 2002; Latchem & Hanna, 2001; Senge et al.,

1999) indicate the role of leadership within change initiatives cannot be overlooked. It cannot be

assumed that because senior executives give their approval to an initiative, it will succeed.

Extensive change “has major leadership, managerial, resource and logistical implications”

(Latchem & Hanna, p.42). Leaders need to understand the role they play within the whole of an

organization and be clear about the message they convey, as they influence the power structures




and human capacities within the organization. Closely integrated with leadership are

management structures.

Most serious change initiatives eventually come up against issues embedded in our prevailing

system of management. These include managers’ commitment to change as long as it doesn’t

affect them; “undiscussable” topics that feel risky to talk about; and the ingrained habit of

attacking symptoms and ignoring deeper, systemic causes of problems. (Senge, 1999, p. 9)

When approaching change initiatives, Senge espoused that it is imperative that the

reinforcing growth processes that make profound change possible be identified with the limiting

forces that impede growth of the organization (1999). Often new skills must be cultivated and

developed, such as thinking and learning skills, for the organization to be able to adequately

reflect and evaluate the changes and their effect.

All changes have the capacity to affect more within an organization than can be perceived at

the time of intervention. The ability to understand how change affects people and systems

requires careful attention to myriad facets within an organization, and “demands a strong nexus

between strategic planning, human resource management and staff development focused on

education, entrepreneurism and technology” (Latchem & Hanna, 2001, p. 42). Agents of change

must be mindful of the complexities.

Senge et al. (1999) include ten challenges in their seminal work on organizational change

that are worthy of inclusion here as they provided a context for considering the research

questions.

…The challenge of control over one’s time. People involved in change initiatives

need enough flexibility to devote time to reflection and practice.




…The challenge of inadequate coaching, guidance, and support for innovating

groups, and of developing internal resources for building capacity.

…The challenge of relevance: making a case for change, articulating an appropriate

business focus, and showing why new efforts, such as developing learning

capabilities, are relevant for business goals.

…The challenge of management clarity and consistency: the mismatch between

behavior and espoused values, especially for those championing change…

…The challenge of fear and anxiety: concerns about exposure, vulnerability, and

inadequacy, triggered by the conflict between increasing levels of candor and

openness and low levels of trust among pilot group members.

…The challenge of negative assessment of progress: the disconnect between the

organization’s traditional ways of measuring success (both metrics and time horizon)

and the achievements of a pilot group stage.

… The challenge of isolation and ignorance, which appears when the “true believers”

within the pilot group confront their “nonbeliever” counterparts outside the group; the

pilot group and the rest of the organizational system consistently misinterpret each

other…

…The challenge of the prevailing governance structure, and the conflicts between

pilot groups seeking greater autonomy, and managers concerned about autonomy

leading to chaos and internal fragmentation.

…The challenge of diffusion, the inability to transfer knowledge across

organizational boundaries, making it difficult for people around the system to build

upon each others’ successes.




…The challenge of organizational strategy and purpose: revitalizing and rethinking

the organization’s intended business focus, its contributions, and its identity. (pp. 26-

29)

Knowledge and Content Management

Knowledge and content management encompassed curricula for training and course

development, and diffusion of organizational knowledge. Management of both knowledge and

organizational content is prevalent in the literature. Knowledge and intellectual capital within

organizations has become increasingly topical as many companies face loss and gaps in their

knowledge. This is created when history and information are not captured and retained within the

organization as long-term employees leave the workforce. For example, at Enform, many long-

term instructors have retained their own teaching materials which have not been shared or

disseminated back to the organization. When any of these experts leave or retire, their expertise

is lost to the organization. A systematic plan for knowledge capture and retention are obviously

long overdue.

The creation and maintenance of course materials represent a significant part of any

program development budget planning. However, budgetary planning is not the only strategic

initiative required for managing course materials. Not all organizations are accustomed to

thinking of their knowledge and content like other forms of capital. However, this type of

thinking would be prudent to avoid unnecessary duplication, costs, loss, and depreciation.

The literature identified that it was a competitive advantage to organizations to be able to

re-purpose materials created (“Are You Ready…” 2000). Enform is responsible for training

curricula for at least 200 courses. These course materials must be recorded, stored, and retrieved

as required using the new technology to make these processes efficient and manageable.




The adoption process requires the rigor of standards for managing content. Standards

ensure consistency and reliability of the technology’s functions to perform as expected (Hoffman

& Klepper, 2000; Sheng-Tun Li, Chu-Hung Lin, & Pao-Ta Yu, 2005). Standards for managing

content, which include file structures, templates, and processes provide a framework for

integration of existing materials and systems. However, this creation of on-line standards could

also pose a significant challenge, as the content is currently managed for print-based operations

and not on-line operations. This is an example of adoption and use of a new technology, such as

an LMS effecting organizational processes, thereby requiring re-thinking of existing processes

and creating new ones.

Learning organizations and those faced with an environment of ongoing change need to be

aware of the importance of knowledge dissemination and communication networks. If existing

systems within traditional non-learning organizations can not be adapted to accommodate and

integrate new avenues for creating and building knowledge, any attempt to do so will fail.

Pockets within an organization may thrive but those are unlikely to spread to the whole of the

organization.

In addition, “symptoms of the challenge of diffusion go beyond failures of “knowledge

management” information systems. They include the isolation, competitiveness, and distrust

experienced by so many working groups toward one another…” (Senge et al., 1999, p. 418). The

management of knowledge also encompasses culture. Social networks are systemic and can

undermine even the best initiatives. Appropriate planning, involvement and dissemination of

information on progress are needed to ensure sustained efforts are made towards the goal of

change.




Knowledge networks and systems cannot be thought of a separate from the rest of an

organization. They often flow, like aquifers beneath the surface of an organization permeating all

parts of the whole and moving of their own volition. When creating new systems and structures

it is important to realize that human systems form naturally in seemingly haphazard ways, often

contrary to constructed systems. Creativity is often required to recognize a perceived constraint

as an advantage.

Conclusion

The literature review reinforced one exceptional, yet simple concept that informed the

study. To address the research questions, the conclusions and recommendations must always be

cognizant that “the organization is a human community” (Senge, 1999, p. 21).

The literature revealed a number of factors effecting the answers to the research questions

and the organizational problem. Identifying these factors helped to shape the solutions and

recommendations for the organization. The factors include:

1. The role of leadership and management structures within change initiatives.

2. The impact of technology on work processes and organizational culture.

3. The planning strategy for training, implementation and evaluation of the new technology.

4. The skill sets required for change initiatives and integration of a new technology into an

organization’s infrastructure and processes.

5. The paradigm shift required in development and delivery of course materials.

6. The identification of the organizational culture.

7. The critical thinking and creativity required for exploring opportunities for realizing

change.




8. The identification of social systems, cultural barriers, or other challenges to change

initiatives and adoption of new technology.

9. The planning strategy for measuring and assessing the change initiative.




CHAPTER THREE – CONDUCT OF THE RESEARCH STUDY

Research Methods

This study sought to answer the question, “How can the adoption and integration of a

Learning Management System fulfill Enform’s organizational program development goals to

meet demand for on-line training initiatives from the upstream petroleum industry?” The

accompanying subset question was “What measures can be taken to ensure that employees

responsible for training development make a successful transition to integrating a Learning

Management System into their work practices of course planning, design, development and

delivery?”

Action research was selected to conduct the study. It was a suitable choice as a viable

methodology for identifying potential solutions to organizational problems (Stringer, 1999) such

as those facing Enform. Looking to the origins of action research, it also seemed an appropriate

choice, having been “used particularly in industry research to study ways to make businesses

more efficient” (Glesne 1999, p. 13).

Action research methodology facilitated informal communications involving Enform

employees both as stakeholders and research participants. This action was important to laying the

foundation for their support and input into changes that will affect them in the workplace

(Stringer, 1999). Other participants were selected from stakeholder groups identified as Enform

contract Instructors, Franchise Instructors, and the Petroleum Industry Associations as both

owners of Enform and representing industry.

Qualitative and quantitative research strategies were used to obtain data. To ensure the

trustworthiness of the data and confidence in the findings, multiple techniques of data collection

were used, as well as a variety of data sources (Glesne, 1999). Techniques included surveys and




interviews. Data sources included stakeholders internal and external to the organization; those

employed by Enform and those who are not. Multiple techniques and data sources permit

thorough triangulation and analysis of the data. This study’s data were triangulated to ensure

validity of the findings and justify the conclusions reached.

The overall methodology used for this study consisted of four phases, Preparation,

Development, Implementation, and Evaluation. These phases encompassed the management and

conduct of this study.

Data Gathering Tools

Following Glesne’s suggestion for obtaining the most accurate and trustworthy results

from qualitative research techniques, a selection of data gathering tools were used (1999). These

included on-line surveys, in-person interviews, and telephone interviews. One of the most

challenging aspects of creating the data collection tools was the development and wording of the

questions to elicit meaningful, candid, and insightful responses (Glesne; Palys, 2003). Questions

were crafted to provide elucidation and a deeper understanding of the research questions. All of

the tools were designed to obtain robust, rich data with provisions for adapting and revising

questions as the need arose once the tools were piloted.

On-line Surveys

Two on-line surveys were created targeting two similar but distinct groups. The surveys

were intended to collect data from Enform instructors and franchise instructors. The survey tool

was selected because the factors of distance, significant numbers, and cost played a role in

collecting data from these groups (Palys, 2003).

The on-line surveys included quantitative and qualitative components. A Likert-type

rating scale was designed to capture basic knowledge and expertise from the participants. This




enabled a portion of the results to be more accurately reflected as percentages for the purposes of

making generalizations (Palys, 2003). The qualitative component included a series of open-

ended questions to capture the participant’s unique perspectives and opinions. The on-line survey

questions are provided in Appendix A.

Interviews

Interviews were semi-structured and conducted in two ways, in-person and by telephone.

The telephone interviews were only conducted with participants who could not be available in

person because of constraints of distance or time. The interviews targeted data collection from

Enform staff and petroleum industry associations with the intention that this would result in

richer data than that obtained from a survey format.

Reflecting Palys (2003) description on the benefits of conducting face-to-face interviews,

I decided this was an appropriate method to use as it produced better rates of participation and

higher quality data. For example, I was able to clarify or elaborate on questions immediately

which contributed to establishing rapport.

The interviews were divided into four separate groups. A set of interview questions was

designed for each group. Questions developed were based on types identified by Patton (as cited

in Glesne, 1999), which include “experience/behavior questions, opinion/value questions, feeling

questions, knowledge questions, sensory questions, and background/demographics questions” (p.

71). The interview questions are provided in Appendix B.

Study Conduct

The study was conducted in four phases:

Preparation Phase.

Development Phase.




Implementation Phase.

Evaluation Phase.

Preparation Phase

The preparation phase involved review of existing documents, references, and rationale for

data collection and participant selection. Electronic and hard-copy files were created to store

documents and information in preparation for the other phases.

Throughout this study, the major project proposal and literature review were consulted to

ensure the direction of the project was not deviating from the research intention and progress was

being demonstrated. The literature review was modified as further relevant perspectives

surfaced. For example, as themes of leadership and change began to emerge consistently from

the data, this presented an opportunity for further reading on the significance between leadership

and change.

Rationale for Data Collection

The review of the documents and literature contributed to establishing the areas of focus

aligning current research with the results of data collected from the research questions posed

through this study.

To address the research questions efficiently, the scope of the data collection was

delineated. This allowed for a point of comparison across the other data collected. Questions

about program development were needed to clarify roles and elaborate on the extent of

involvement of individuals and departments in program development. Data had to be collected

on work practices and processes. The remaining requirement was to obtain data on personal and

organizational values, attitudes, and feelings.




Rationale for Participant Selection

Participants were selected to bring a specific perspective and meaning to the research

questions through the data collected. The rationale for selecting various participants is explained

here.

The Enform instructors, contracted to teach face-to-face, are also subject matter experts

(SME) and are often used to develop training materials for courses. The franchise instructors

purchase and deliver Enform training materials as independent business owners and are certified

by Enform. They occasionally are contracted to develop content for training materials. Both

instructor groups play a role in program development at Enform. They are also potential

candidates for facilitating on-line courses.

Executive management participants within Enform consisted of three individuals: the

president (and CEO) of the company; and two senior vice-presidents, one of training the other,

safety. The reason for including senior management is that they are the company’s official

leaders and decision-makers. They have influence over others, bear responsibility for company

success and failure, and represent the executive perspective within Enform. One of the senior

vice-presidents sits on the Program Development Training Council affecting decisions

concerning program development needs.

Senior manager participants within Enform consisted of six individuals: each is responsible

for a number of staff in their respective departments, except one. These participants were

selected because they have decision-making authority, both strategic and financial, affecting

resource allocations (fiscal and human) for program development. As managers, they are

ultimately responsible for the curriculum offered. They also have influence over others within

the organization and represent an operational perspective within Enform.




Training coordinator participants within Enform consisted of 12 individuals: each

responsible for specific training which encompasses curriculum creation, development, delivery,

and evaluation. Coordinators were targeted because they are directly involved with program

development and as such co-manage projects with the Program Development department, and

are responsible for hiring instructors.

Petroleum industry association participants consisted of six individuals who through their

respective associations represent the upstream petroleum industry member companies. These

include the industry sectors of exploration (geophysical and seismic), drilling, construction, and

pipelines. Representing the six associations, the participants provide the directives coming from

industry for program development at Enform. Individuals from the associations also sit on

committees which are part of the program development process at Enform. As initiators,

recipients, and promoters of Enform’s training programs their participation represents a critical

perspective on program development.

Development Phase

The development phase consisted of creating the strategy for data collection and the design

and development of the instruments. The strategy involved decisions on the logistics of the study

conduct, documentation, the equipment required, and data compilation, analysis, and storage.

Data instruments were created for the various participant groups. Selection of the on-line

survey tool was made. A schedule was created for coordinating and sending out survey notices.

Equipment required to conduct the interviews was acquired. The equipment and software were

tested. The writing and printing of the support documents, letters, and consent forms were

prepared. Examples of the request for participant letter and participant consent form are found in

Appendix C.




To manage the project data collection, a tracking document was created to review the

progress of the data collection. This document is provided in Appendix D.

Implementation Phase

Implementation consisted of scheduling, collecting, organizing, and storing the data in

preparation for analysis. Scheduling of interviews took place over the three-month period of

February, March, and April to accommodate the number of interviews to be conducted.

Rescheduling occurred often to accommodate various staff having to respond to changing

commitments. The on-line franchise instructor survey was coordinated with a regularly

scheduled Enform mail-out, which took place in February. The on-line Enform instructor survey

was scheduled for March.

Conducting the Surveys

The on-line franchise survey was designed for anonymous response. SurveyMonkey.com

was the software used to create the on-line survey. The tool provided a capacity of 100

responses. The survey was created and set for release. Access to the survey was to be sent out in

an email to a random selection of 50 out of over 300 possible participants.

When attempting to obtain the franchise instructors email addresses, I received my first

surprise. There was no comprehensive email list for these participants. I was informed by

Enform staff responsible for the mail-outs to the franchise instructors that many of them did not

have email addresses, and the ones they did have were not up to date. A regularly scheduled

hard-copy mail-out was planned within a week of my inquiries so I made arrangements to have

the survey information included as an insert. I realized that this could seriously impact the

response rate from the participants as this meant participants may have had difficulty or

confusion typing the internet address supplied by the survey provider to the survey site into their




browser windows. In this case, the internet address was extremely long and nonsensical because

it was never meant to be typed but rather only used as an on-line link.

To compensate for this difficulty, I sent out 200 random letters to franchise instructors

asking for their participation in the study. I included an incentive, in the hope of boosting

responses. To further complicate the issue, I was advised not to send out a separate reminder

mailing, as the franchise instructors were already displeased with the amount of mail they

received from Enform. I received only two responses from the franchise on-line survey.

Although disappointing, the quality of the data received was surprisingly comprehensive.

The same software, SurveyMonkey.com was used to create the Enform instructors

anonymous on-line survey. I intended to use the same questions for both surveys but based on

further reading I revised the open-ended questions in the hope of obtaining better quality data.

After the disappointing response from the franchise instructors survey, I decided to sent the

Enform instructors survey to a larger group than originally intended, hoping to make up for a

lack of data. In this case, Enform Training Coordinators had updated lists of instructors with

emails, so that the participants could be reached by email. An incentive was also included for

completion of the survey.

Both surveys were assigned a two-week response time. In both cases, the tool did not close

on the assigned date and the survey remained open for an additional week. However, this did not

affect the number of responses. Although better than the response to the franchise survey, the

Enform instructors response rate was also disappointing with only eight responses. The data

obtained however, was of high quality. Together the on-line surveys provided a heterogeneous

sample of data.




The survey tool selected automatically compiled and generated the data collected. Data

collected from the surveys was printed and stored in hard-copy format in a file. The data was

also copied into electronic files and stored on the researcher’s secured personal computer system.

Conducting the Interviews

Prior to conducting interviews, each participant was contacted in person or by telephone

and presented with a letter of invitation to participate in the study, and provided a consent form.

At this point, a scheduled time was established for the interview. For the telephone interviews, a

prior call was made to the participant and an accompanying email with the information and

consent form was sent. A mutually agreeable time was established and a call back made to

conduct the interview.

A total of 26 semi-structured interviews were conducted, 19 in-person and seven by

telephone. A digital recording device was used for both interview types to capture the data. The

data was then transferred to a software program. From the software the data files were converted

to standard audio format files and copied onto CD ROM for storage and backup. This allowed

the files to be easily accessed and reviewed.

The interviews were designed to run approximately 30 minutes. About half the interviews

ran longer, with a few running as long as 50 minutes. Within each participant group, the same

questions were asked. Each group had a separate set of questions. Each set of questions was

tailored to the positions represented by participant groups.

The majority of the interviews were conducted in the comfort of a boardroom or other

meeting room so that participants would have privacy and could focus without distraction, and

feel at ease. This strategy worked well as I was able to establish good rapport with the majority

of the participants, thereby obtaining high quality data.




I used the first person from each group I interviewed as a test for the questions. From this I

was able to determine if the questions needed adjusting or if I needed to add a question. The

adjustments were made for the subsequent interviews within each group. The interviews allowed

me to immediately clarify any questions or have the participant clarify responses.

Response rates to the interviews were exceptionally high, resulting in a substantial amount

of data collected. This helped to counterbalance the exceptionally low rate of response for the

on-line surveys.

Table 1 provides a summary of the data collection and corresponding responses.

Table 1

Data Collection Summary

Data Collection Tools

and Numbers Targeted

Target Participant Groups Number of

Responses

On-line survey – 200 Franchise instructors 2

On-line survey – 103 Enform instructors 8

In-person interviews – 3 Enform Executive Managers 3

In-person interviews – 6 Enform Senior Managers 6

In-person interviews – 10

Telephone interviews – 2

Enform Training Coordinators 11

In-person interview –1

Telephone interviews – 5

Petroleum Industry Associations 6

Evaluation Phase

Evaluation consisted of coding, analyzing, and interpreting the data. A set of codes was

created to provide a structure for analyzing the data. The coding provided a way to classify and

categorize the all of the data collected (Glesne, 1999), and further permitted the data to be




grouped and sorted in multiple ways which revealed new patterns and relationships for

interpretation.

Quantitative data from the surveys was compiled in tables for interpretation and

comparison with the qualitative data. The open-ended questions in the surveys were compiled

using the same coding system as the interviews. Due to the small numbers of respondents in both

franchise and Enform instructor participant groups, data from the questions were compiled as

two separate entries for comparison purposes with the interview participants. For example, each

of the training coordinators was listed as an individual entry in the code tables whereas franchise

instructors were listed as group entries.

The coding system consisted of 17 codes created by reviewing the data. Beginning with the

interviews, each point that seemed significant to the researcher was noted as a new code. Each

subsequent interview was reviewed against the first set and any additional codes were created

and added until no new codes emerged. This system was used to triangulate all of the data

collected. A sample of the code set is provided in Appendix E.

Each interview was coded and labeled by participant. Points and quotes supporting each

code were transcribed into data tables. Each point made within a particular code was noted by

time based on the audio file tracking system. This allowed for transcribing only the points of

valuable data and permitted easy retrieval and accessibility for reviewing and validating the

audio files.

Once all of the data was coded, I examined it by code across all participant groups. This

allowed the data from all participants to be grouped according to each code. Once arranged in

this way, it was revealed which codes were mentioned most often by participants and what was

said about each one. This provided different perspectives from which to analyze the data. It




allowed generalizations to be made about the importance of particular code topics to the

participants individually and as groups. More importantly however, it permitted a thorough

comparison of all the data by code, resulting in a deeper level interpretation. For example, the

code technology/experience, which corresponded to a question asked in the interviews and

surveys, was answered by all participants.

I then created groupings of single code data by extracting single code entries from each

participant. Once compiled into a single code group table all the data associated with this code

topic could be reviewed. As a result I was able to determine for all participants, their level of

knowledge and experience with technology, as well as how they felt about those used for on-line

course and program development. These findings were also compared against the quantitative

data obtained from the surveys for the instructors’ group respondents. A sample of a code group

is provided in Appendix F.

Multiple levels of analysis were afforded by arranging code groups into subset groups.

Data in subset code groups revealed further patterns for comparison, such positive and negative

frameworks. Once all levels of analysis were concluded, the data were interpreted.

The study results were then reviewed against the findings of the literature review. This

level of review allowed the data conclusions to be drawn and recommendations formulated.




CHAPTER FOUR – RESEARCH STUDY RESULTS

Study Findings

Substantial amounts of data were gathered throughout the study. Both franchise and

Enform instructors’ on-line surveys produced quality data, even with marginal response rates of

1% and 8% respectively. All of the open-ended questions received at least one quality response

in each survey with some questions receiving as many as six quality responses. Speculation on

the low response rates centres on two possible reasons. The first is the current economic boom

within the oil and gas industry sector. This condition has drawn anyone with related experience

into the workforce in full capacity. Enform has felt the effect by having difficulty finding

available contract instructors or consultants. Many of these same individuals sit on Enform

program development committees and are unavailable now due to being in the field for extended

periods. It is logical to assume the same individuals may have been too busy to participate in the

on-line survey, or did not consider it a priority.

The second reason applies only to the franchise instructors. They operate as individual

businesses and therefore may feel sufficiently removed from Enform to not consider the survey

of interest or import.

The 26 interviews produced a significant amount of quality data. The response rate for

the interviews was 96%, with only one respondent unable to participate because of scheduling.

To assist with reporting on the findings, the data are organized into themes. The themes

emerged from a review of the 17 code topics. The themes include the following headings.

Purpose

Business

Capacity




Realization

Purpose

Factors that emerged from the data relating to the theme Purpose were demand for

training, quality of courses, industry expectations, and currency. Feedback gathered on each of

these factors, from the surveys and the interviews revealed there is a clear sense of Enform’s

purpose as a training provider within the organization, from industry and the six industry

associations. The fulfillment of Enform’s purpose is subject to these factors.

Comments, from a total of 25 respondents to demand for training, encompassed

Enform is meeting or not meeting the demand for training

industry is wanting more on-line or alternate training offerings from Enform;

perception is held that courses need to be developed more quickly;

demand is higher than usual for courses in particular areas, such as safety; and

industry is wanting more occupational or related field-specific offerings.

There was a definite perception that demand for training opportunities had risen in

proportion to the increase in economic activities in the oil and gas sector. All six associations

indicated that industry was looking to Enform to meet demand for more varied training, such as

on-line opportunities.

Quality of courses was mentioned by 23 respondents whose comments included

Enform needs to consistently produce quality content and materials, “why do extra

things if they don’t really matter or make a difference”, spending time on making

things look good isn’t required;

quality is an organizational priority;

Enform needs to keep pace with outside commercial training providers;




quality of content and instruction is poor, needing improvement, sufficient,

exemplary or value-added; and

franchise instructors’ course delivery needs to be monitored and improved.

It was indicated by the majority of respondents that there is room for the improvement of

Enform’s course offerings. Several indicated that quality was indicated or measured by the

presentation of materials, and not just the content. Quality was seen as a way to convey to

industry confidence in Enform and position the organization’s programs and training within a

broader, potentially international community.

Comments on industry expectations for training by 19 respondents included

expectations vary among industry associations, operators, contractors and workers;

availability needs to increase for courses, scheduling and training methods, such as

on-line course materials;

Enform needs to focus on what it can offer to determine specific and specialized

training required for various sectors;

training needs to reflect quality, relevance, meaning, impact and leadership; and

solutions need to provide greater distribution of materials, “on the go” access, and to

remote locations.

Enform embodies upstream petroleum industry’s needs and expectations. The majority of

respondents indicated direct involvement and communication between Enform and industry were

essential elements needed as part of a process to meet industry’s expectations.

Comments from 11 respondents on currency encompassed

Enform has fallen behind in offering on-line training;




coordinators and instructors need access to reflect ongoing changes in regulations,

standards and practices in revised and new course development; and

coordinators and instructors need to remain current through professional

development.

Respondents indicated it is vital that materials, knowledge, experience, and skills

presented by Enform reflect the current state of industry and practices, especially with regard to

safety.

Business

As with most program development initiatives within organizations there are practical

considerations. Typically, these involve a business perspective, such as finance and resources.

The theme of business emerged from the data collected as factors of cost-revenue, time, and

resources relative to program development at Enform.

Only nine respondents raised the topic of cost-revenue in the context of Enform’s

operations. Comments included

costs could possibly be reduced for industry and users for on-line courses;

revenue cannot be the only determinant for course delivery; and

costs increasing for users (e.g., multiple certifications required) and for Enform (e.g.,

instructor day rates and hourly costs).

The balance of cost versus revenue for course development is a reality for Enform.

Respondents indicated that need versus want is also part of this equation. Weighing the

operational costs against the return on investment for courses is required for Enform to remain in

a viable position as a training provider.

Commenting on time, 21 respondents indicated




lack of time is preventing Enform and industry expectations from being met on

course development and management (e.g., uneven staff workloads and inability to

get to new projects);

urgency is emphasized for revising courses and developing new ones;

sufficient time is required to learn new technologies and processes for work;

time savings may be achieved on course development and delivery through use of

technology; and

priorities are not clear.

Many comments were generated on the topic of time. Respondents focused mainly on

time as it related to their daily work and practices. The effects of lack of time to address ongoing

and new work were clearly indicated as a concern for the majority of the respondents with

association participants indicating that efficiencies were needed.

A total of 20 respondents’ comments on resources included

resources are not evenly distributed throughout Enform;

human resources knowledge and practices are lacking at Enform;

skilled resources are limited (e.g., administration staff are not trained to an equivalent

standard);

the program development department has increased Enform’s knowledge and skills

resource base; and

resources are needed to develop processes for course and program development.

Overall, the majority of respondents indicated there were issues associated with resources

involving staffing, course and program development and policies. Comments focused on the

need to find better ways of managing and allocating resources at Enform.




Capacity

Elements encompassing the theme of capacity include knowledge-experience, learning,

organizational culture-attitudes, change, and leadership. Each of these elements relates to

Enform’s human capital and their ability to grow and adapt to ever changing conditions,

organizational priorities and new directions.

In the surveys and interviews, knowledge-experience related to the participant’s level of

computer literacy and use of any distance learning technologies, such as LMS. The interview

questions included also, speculation on the computer literacy levels of the broader audience for

Enform’s training courses. Based on the survey and interview data, I was able to establish a

baseline for gauging the technological skill level of Enform’s staff. This was important because

many of them are targeted for using new technology for course development.

The results from survey respondents, both franchise Enform instructors, were captured in

Tables 2 and 3, indicating their levels of knowledge and skill with computers and associated

technologies for on-line learning.

Table 4 indicates the self-rated general levels of computer and distance technologies

knowledge and experience from the interviews. I used the four categories (e.g., none at all,

novice, proficient, and expert) to rate the participant groups based on their responses to questions

in the interviews.




Table 2

Summary of Enform Instructors’ Knowledge and Skills

Rated Knowledge and Skills None at all Novice Proficient Advanced

Your knowledge of computers and computer

programs.

0% (0) 25% (2) 75% (6) 0% (0)

Your use of computers. 0% (0) 25% (2) 50% (4) 25% (2)

Your knowledge of the Internet. 0% (0) 25% (2) 75% (6) 0% (0)

Your use of the Internet. 0% (0) 25% (2) 75% (6) 0% (0)

Your knowledge of any technologies for online

learning or training.

14% (1) 43% (3) 43% (3) 0% (0)

Your use of any technologies for online learning or

training.

25% (2) 38% (3) 38% (3) 0% (0)

Your knowledge of a Learning Management

System.

50% (4) 12% (1) 38% (3) 0% (0)

Your use of a Learning Management System. 50% (4) 12% (1) 38% (3) 0% (0)

Your knowledge of adult learning theories. 25% (2) 38% (3) 38% (3) 0% (0)

Your application of adult learning theories in the

courses you develop.

12% (1) 38% (3) 50% (4) 0% (0)

Your application of adult learning theories in the

courses you teach.

12% (1) 38% (3) 50% (4) 0% (0)

Total Respondents 8




Table 3

Summary of Franchise Instructors’ Knowledge and Skills

Rated Knowledge and Skills None at all Novice Proficient Advanced

Your computer skills. 0% (0) 0% (0) 100% (2) 0% (0)

Your knowledge of Learning Management

Systems.

50% (1) 50% (1) 0% (0) 0% (0)

Your use of a Learning Management System. 50% (1) 50% (1) 0% (0) 0% (0)

Your knowledge of education or training via

distance (on-line).

50% (1) 50% (1) 0% (0) 0% (0)

Your knowledge of distance learning/training

technologies.

50% (1) 50% (1) 0% (0) 0% (0)

Your use of distance learning/training technologies. 100% (2) 0% (0) 0% (0) 0% (0)

Total Respondents 2

Table 4

Summary of Interview Participant Technical Knowledge and Experience

Participant Group Self-Rated Computer Skills and

Experience

None at all Novice Proficient Advanced

1. Enform Executive Managers

General computer skills 0% (0) 33% (1) 33% (1) 33% (1)

Distance learning technologies 0% (0) 66% (2) 0% (0) 33% (1)

2. Enform Senior Managers



3. Enform Training Coordinators



4. Petroleum Associations - Industry



Total Respondents 26




Respondents indicated a reasonable familiarity with using computers and associated

common programs. However, the data indicated there was very little knowledge of on-line

learning principles or practices among respondents. Use of on-line learning technologies was

very low, with poor comprehension of capacity and functionality. Respondents with experience

using on-line learning technologies, such as LMS, indicated the encounters were mostly

negative.

Comments from 22 respondents on the topic of learning indicated

learning is driven by base necessity rather than intellectual pursuit;

comprehension is required in training before moving on to more complex or hands-on

competency attainment;

learning is typically approached the way a person was first taught (e.g., traditional

classroom environment);

expectations and needs are different for each learner; not all learner’s needs are met

because of the training methods used and length of the course; and

learning is intimidating, ongoing, challenging, enjoyable, required for work, and

relevant to different situations.

The majority of respondents indicated a willingness to learn new technologies or

processes if it would benefit their work. Most indicated they felt that in a workplace context,

knowing why they were learning something was very important to their acceptance or resistance.

Learning in the workplace was perceived as related to professional development in most cases.

About three-quarters of the respondents stated their learning is based on interest or curiosity. The

remainder expressed learning something new is approached only as a need.

Commenting on culture-attitudes, 24 respondents indicated




Enform has a unique culture; is not unique; is-is not different from mainstream oil

and gas industry;

Enform’s culture is individualistic, self-serving, closed, “old fashioned”, traditional,

reactive, changing , status quo, “old boys club”, complex, entrepreneurial, “wait and

see approach”, highly political, “dictatorship”, driven, skeptical;

Enform is a new organization and has not yet determined its culture;

“Enform answers to many bosses and is pulled in many directions”; and

Enform’s culture does not promote sharing, collaboration or team values.

Respondents were split over Enform having a unique culture. Those that felt Enform was

unique defined it by business model and operations. It appeared obvious that individuals each

saw the organization in a slightly different way. Of the respondents only about half identified the

relationship of organizational culture to operations and processes.

Comments from 24 respondents on the topic of change indicated

organization, departments, employee roles and responsibilities have changed;

workplace change is inevitable but not all change is required: managers must make

this decision on behalf of employees, “change for change sake” will produce

resistance;

commitment to change must be demonstrated by all managers and staff;

change must be presented in an amenable way, include opportunities for employee

input, demonstrate how it will improve working processes or conditions, and be

evaluated to prove it was worthwhile; and

industry is constantly changing and Enform must reflect those changes in the training

it offers.




Overall, respondents indicated a willingness to change, including the adoption of new

technologies or software in the workplace. However, most implied that there would be initial

resistance to any change unless the benefits could be clearly demonstrated or proven prior to

making any change. This was tied to current staff workload issues associated with limited time.

The majority indicated feeling the impact of changes in industry already, which has caused

issues within day-to-day operations at Enform.

Commenting on leadership, 14 respondents indicated

lack of leadership, vision, direction for Enform;

creativity, openness to ideas from staff are needed; and

lack of succession planning, passive, not proactive in industry.

Respondents indicated a sense of absence or isolation was felt concerning leadership

within the organization. The majority indicated knowledge of the difference between managing

and leading. Many felt that professional development would be beneficial for leadership skills

acquisition.

Realization

The theme of realization focuses on how Enform brings the vision, direction and goals of

the organization to fruition. The organization’s ability to perform successfully is reliant on

practices, systems, and processes. These reflect the organization’s infrastructure, use of

technology and general approach to daily operations.

Elements encompassing the theme of realization include usability, work processes,

support , management support , and collaboration.

Commenting on usability, 23 respondents indicated

understanding the audience and their learning needs is essential;




immediate feedback, interactivity and support are required when taking a course or

learning new technology;

learning in a face-to-face environment is preferred, learning independently is

preferred;

industry has little computer knowledge or use, “industry is computer savvy”; and

audience has high number of visual learners, simulations would benefit, need to make

training materials and timeframes manageable, “real time opportunities” in on-line

courses are needed.

The majority of respondents expressed the same learning needs as their audiences: a

preference for face-to-face was indicated with the need for immediate feedback and support.

Only two respondents preferred to learn independently. Most expressed an aversion to learning

on-line but would accept it based on the need.

Comments from 20 respondents on the topic of work processes indicated

processes are constantly evolving, “huge variations in how we put things together”,

program development department is helping with processes for course development,

“in our infancy of learning about technology and program development processes”;

processes are needed for individuals to be able to determine priorities;

“seems that we are creating more work for things that we were already doing”, “too

much talking, not enough work getting done”;

processes for working with committees need to be put in place; and

new models and ways of doing things need to be defined as we respond to changes

and demand from industry.




The majority of respondents indicated that there were processes in place for program

development. These included the committee model and production of course manuals through

the in-house printer. The majority was satisfied with these processes. There was little indication

of knowledge of processes that include communication and planning within Enform and in

relation to industry. There was little or no mention of the concept of integration of processes and

systems for program development as applied to the whole organization.

Commenting on support , 22 respondents indicated:

support is required for all facets of program development for on-line and face-to-face

courses and materials, support isn’t required for course revisions, day-to-day support

is needed, tools and solutions are needed for how to do things better and more

quickly;

different types of training is required at various levels within Enform, more

opportunities for professional development are required, standardized training for

coordinators using standard processes is required, support for different tools and

media possibilities is required;

determination of how much time would be spent using new technologies should be

made before proceeding;

support is required for dealing with committees, difficulties, and interpersonal

communication issues that arise; and

technology systems are needed to make processes more efficient and effective.

The majority of respondents indicated a need for support for program development for

on-line and face-to-face courses and materials. A need for various levels and types of support

within the organization was indicated by almost all respondents. These included professional




development, training, creating of tools to make daily operations more efficient, and access to

information.

A total of 12 respondents’ comments on management support included

lack of connection and integration is apparent among Enform managers and

departments;

strong support from industry is provided;

leadership, coaching and training are required to provide management support; and

management support is needed to work with committees effectively (e.g., provide

backing).

The majority of respondents indicated that management support meant backing from the

organization, for the work they were doing, especially with external clients. Approximately

three-quarters of those responsible for working with various committees and industry

representatives indicated a lack of management support for resource allocation, establishing

priorities, and working with committees.

Commenting on collaboration, 12 respondents indicated

collaboration will enable coordinators to do more;

departments and coordinators do not collaborate, technology could be a way to get

people to collaborate;

a new model of working that brings both subject matter experts and instructional

designers is needed for program development, “each area complements the other”;

and

“great expectations for the safety council and training council with Enform” to

resolve issues and communicate and reflect industry needs.




Although only mentioned by less than half of the respondents, those that did address the

topic indicated that it related to organizational processes and culture. A new organization needs

to develop new ways of working to evolve and grow. This is needed to address current demand

and expectations from industry.

Study Conclusions

The data revealed knowledge and perception gaps within the organization. It was clear

from the findings, that little is really known within the organization about on-line learning,

practice, applicable theories, pedagogy, facilitation of courses, or communities of practice. Many

of these concepts were new to at least two-thirds of those interviewed. One respondent stated

“we are in our infancy with on-line courses”, an apt generalization that applies to the

organization as a whole. This extends to the technical knowledge of computers, software, and

innovations associated with on-line learning, where only a small number of participants had used

an LMS. Not one participant indicated having used a synchronous learning system, such as Ilink .

Further, little is known about the business and management of producing and maintaining on-line

materials.

While a rudimentary knowledge base exists for instructional theories and principles, very

few training coordinator participants could apply their knowledge of learning and training to

their daily work processes involving program development. Most stated they relied on existing

systems for completing courses and related materials, and claimed that those systems were

satisfactory. A small number expressed frustration with the lack of systems and processes in

place for course development.

Although the findings indicated receptiveness to learning and change on the part of a high

majority of respondents, this willingness was expressed with caveats. The learning and change




required to adopt an LMS may cause issues. Unless clear, justifiable reasons can be

demonstrated for why employees need to learn something new or use a new program or

technology, the majority expressed a degree of skepticism for considering a change in the way

they currently work. Many participants expressed their willingness to change in relation to time

and support. However, a high majority wanted proof of a successful end-result before they invest

any time or effort.

The organizational culture is highly individualized. This was based on responses to

questions of workplace values, processes and operations. There are no interdepartmental teams,

beyond the manager’s program development group and the safety committee, with little

awareness of how others were approaching program development. Program development

initiatives are not well integrated into departmental systems. The current systems do not support

on-line initiatives, having been established to support face-to-face classroom delivery with print-

based materials. To effectively achieve current demands from industry, Enform has to depart

from the status quo way it has approached workplace practice.

This represents an area where Enform’s adoption of an LMS can serve as a catalyst for

creating new systems needed for program development. These tools will force change on the

organization in terms of its practices perceptions, culture and structure. However measures to

prepare the organization will facilitate the process and help generate a maximum return from the

technology.

Although there is evidence of leadership and direction, indicated by recent changes at

Enform, there is a perception that there is a lack of leadership. The initiatives establishing a

program development department, along with goals created for meeting demand for on-line

training clearly indicate leadership within Enform. However, there is a lack of awareness and




communication concerning leadership initiatives to staff and industry. The data showed that

many were unsure of where the organization was going. The associations were more aware of

leadership at Enform and the role it is playing, than was indicated by employees. The research

showed that leadership is a critical element in organizational change and growth.

A high majority requires support for program development initiatives. Greater support is

required to apply theories, practices, processes, media development, and project management.

Approximately half required assistance because of increased workloads or because of

inadequately trained administrative resources.

Support from senior management within the organization was felt to be lacking by about

one-third of respondents. Much of the support required is for handling networks outside of the

organization, such as industry volunteer committees and the politics associated with the various

groups and companies being represented.

Greater access to information, content materials, content management, and knowledge

surfaced as an issue for approximately 75% of participants. The research indicated the

importance of establishing new communication and information networks when undertaking

organizational change. Program development is reliant on new systems and standards to be

created to enhance learning potential within the organization and to create more on-line course

offerings.

Assessing the program development needs within Enform revealed many of the

organization’s strengths and weaknesses overall. Program development is integral to the entire

organization. Program development should be considered only in the context of its integration

with the whole. However, the data revealed that many at Enform indicated they thought

otherwise. There was a sense that program development was a recent addition, separate from the




organization and wasn’t Enform’s primary business. This attitude reveals a profound lack of

understanding and knowledge about the business behind the operations of the organization.

Further, this reveals the current organizational structure is operating as independent units without

any real connection to each other. The research indicated this is common in very large

organizations but usually this would not be the case for one as small as Enform.

Reflecting back on the four elements, purpose, business, capacity, and realization, used to

organize the data findings, strengths and weaknesses were revealed within each.

Purpose

Enform was revealed to have strengths associated with the element of purpose, such as

the desire to produce and present quality training materials and courses. However, there are some

discrepancies in what quality means to the organization. Recent initiatives involving Enform’s

training council and board of directors represent a strength with regard to planning and

integration of program development. Enform’s relationship with industry was indicated as

needing improved communications and representation. However, the goal and intent to meet

industry demands for new courses and course delivery indicates a position of strength within the

organization.

This position of strength could aid and sustain the recently created Enform, as it explores

the boundaries of its purpose and position as a training provider within the global community.

Enform needs to interact with its stakeholders to remain viable and current. Enform could benefit

from exploring different ways of involving managers and employees to achieve “buy-in” and

maintain current operations while engaging in developments, such as offering on-line courses

and programs. This opportunity may not be easy. “Engaging people around deep questions of

purpose and strategy is fraught with challenges because it opens the door to a traditionally closed




inner sanctum of top management” (Senge et al., 1999, p.488). However, if the result is

increased employee creativity, productivity, and commitment, the challenge may be well worth

the effort.

Business

Enform maintains a strong business perspective with adequate funds and resources

allocated to training development and for the acquisition of an LMS. A weakness was revealed

concerning human resource support, such as training for key staff working with program

development. More support was indicated as needed for coordinators and administrative support

personnel. The organization’s business model is very sound but may need re-examination in

some areas as new systems are brought into the organization.

Senge et al., (1999) indicates that the global business position today requires the

acceptance of constant change as reflected in market trends and technology development. To

survive, experience growth or flourish requires a commitment to operating businesses in new and

flexible ways to ensure financial sustainability and success.

Capacity

The study revealed there is great potential for human capacity within the organization to

achieve goals and objectives with regard to program development. Willingness towards learning

and change was indicated by a majority of participants. However, a core of resistance was

revealed, which could impede learning, growth and progress. Statements such as “change is

cyclical, therefore change isn’t necessary” reveals a depth of cynicism that may inhibit change

initiatives meant to motivate and inspire individuals toward new ways of working in energized

teams. However, this type of situation aligns with what the literature revealed as found in many

studies (Anderson & Elloumi, 2004; Burnes, 2004; Latchem & Hanna, 2001; Senge et al., 1999).




Much of the existing research on organizational change can be consulted to implement

the changes required for Enform and to help deal with the various forms and levels of resistance

that may be encountered. Again, the role of leadership was revealed to be of great importance.

Realization

Finally, the element of realization revealed both strengths and weaknesses within

Enform. The organization needs to build processes and systems to integrate its methods and

approach to program development. Many studies (Latchem & Hanna, 2001; Senge et al., 1999;

Vaill, 1996) recognize the need to reinvent or re-engineer existing organizational systems and

processes when implementing organizational change.

The data revealed a discrepancy within the organization between standards of acceptance

for measuring and assessing the products and practices associated with program development.

New measures can assist the organization with achieving higher quality production and practices,

for development and delivery. The long-term benefits of this are obvious in a customer service-

related training organization.

Enform has the potential to set a higher standard for industry training. Participants

indicated willingness to support this concept. This represents a significant opportunity. The study

recommendations present ways to harness this opportunity and support the process toward that

end.

Study Recommendations

The recommendations were based on the conclusions of the data findings and the

literature review. It was found that Enform’s organizational program development needs and

goals to meet demand for on-line training could be fulfilled, directly and indirectly through the

adoption of an LMS. The following ten recommendations provide explanation for fulfilling




program development goals, as well as specific measures to enable Enform staff to successfully

transition to adopting and integrating an LMS for their work in program development.

1. Define a vision for the new Enform. This initiative is required to address the new

organizational identity, direction, and scope of its training. The relationship between

the new vision and the operations of the organization need to be identified and

clarified. Currently, this is unclear and most are operating under previous

assumptions and methods. This situation is mirrored in Goleman et al., (2002),

…while this leader thought his vision and strategy were apparent to everyone, our

data showed us that wasn’t the case at all: The reason the team members were

moving in different directions was because they were unsure of where the larger

organization was supposed to be headed. (p. 188)

The literature supports the relationship of organizational vision to employee

motivation and inspiration. Thomson (1999) states the importance of three key areas,

identity, control and action, affecting newly merged organizations. Thus, creating a

vision is critical to forming a new culture at Enform.

2. Develop a strategic training plan (long-term) that relates to the direct needs of

program development. A plan is required to build knowledge about on-line learning

and to be able to successfully adopt an LMS. It is imperative that employees are able

to connect the adoption of the technology to their own needs within program

development. The plan needs to identify the support structures required for

individuals involved in developing training materials. Once created, the plan needs to

be acted on. A method for assessing the progress of the adoption and integration into

the processes of the organization must be addressed in the plan. The training plan also




needs to address how to handle the approach required for shifting the teaching and

learning paradigm at Enform. The significance of planning in organizational change

and adoption of new technology is noted in many studies (Anderson & Elloumi,

2004; Latchem & Hanna, 2001; Rogers, 2003; Senge et al., 1999; Vaill, 1996)

3. Develop a strategic plan for program development as it relates to the whole

organization. Strategies are required to find efficiencies, manage the changes, and

promote systems of integration within the organization. A strategic plan would

identify the areas where systems and processes need to be created and the types of

support that are required. It can delineate the purpose and needs of the organization

and focus the culture through transition. Without this in place, changes required in

program development will be met with resistance. This is a way to confirm

management support for program development initiatives allowing it to be viewed as

an organizational agenda and not just a departmental one. This also permits a shift

away from reactionary to planning creating a more balanced organization. Several

studies (Rogers, 2003; Senge et al., 1999; Vaill, 1996) indicate the role and

importance of systems thinking to the integration of innovations, such as new ideas

and technology within a changing workplace.

4. Define quality. The data revealed that a dichotomy exists for what quality represents

at Enform. A product may be of high quality by one standard but be of very low

quality by another. For example, training materials can be measured by two different

scales. A MicroSoft PowerPoint product may be considered high quality when

measured against a standard of formatting, imagery, and information content.

However, if that product is meant to be a ‘course’ and is devoid of instructional




strategies, it can be considered poor quality. Promoting common use of language and

terms within the organizational culture will improve consistency for product outputs

and contribute to improved communications as the organization transitions.

5. Create an integration team. Building a team would involve identifying one

candidate (e.g., a person responsible for program development, preferably a training

coordinator) from each department to work on a team for integrating new standards,

technology, methods, and knowledge associated with program development, into the

organization. This team could also identify the support required, encouraging others

to take responsibility for their own learning. Both Senge et al., (1999) and Rogers

(2003) support the concept of identifying and using champions and early adopters

within an organization to spur the change process. At Enform, champions for LMS

adoption can be identified and selected for the integration team.

6. Approach on-line initiatives using multiple tools and methods. Based on the data

results, Enform’s culture may be more likely to support efforts to change or adapt by

pairing specific tools to specific tasks. For example, it may be better to transition staff

to use LMS functionality by having them use individual software products, such as a

test bank tool. Once the immediate need for automatically generated print-based tests

is achieved, staff will have knowledge of the principles of test bank functionality, and

then transition more readily to on-line testing principles. This represents a challenge

from a planning and cost perspective but could be an effective way to ease the

organization in the right direction without huge upheaval and resistance. “Intended

results and useful tools are more important than a detailed plan…practical tools and

an approach with which to begin are also essential” (Senge et al., 1999, pp. 55-56).




7. Create a repertoire of strategies, models, tools and templates for on-line course

development. The data revealed that there exists a gap with regard to processes and

methods for developing courses and programs. Few if any, consistent examples exist

for employees to follow when performing tasks associated with program

development. This initiative would encompass the creation of processes and samples

to provide support to make it easier for training coordinators and SME to create

course materials. Samples may include teaching aids, standard handouts, formatted

templates, and source lists. Used to instigate the creation of standards and

consistencies, this initiative would also be a means to measure and maintain quality of

training materials for courses. This would extend to media development and assist

with educating staff about possibilities and potential for course development. Making

strategies and tools available to all staff could provide an opportunity for acceptance

and input from otherwise, resistant individuals. These methods need to be integrated

with shifting toward a learner-centered approach to course development. For

example, incorporate metacognitive skills training into strategies to allow

coordinators to learn how to develop and use these skills in course design.

8. Create a blended model for course delivery. A model is required to support

program development of on-line courses. Criteria need to be established for assessing

the selection potential for on-line courses and how they can be transitioned to a

blended model. Studies (Anderson & Elloumi, 2004; Dricsoll, 2000) iterate the role

of learning whether from life, the classroom, or on-line. Considerations for Enform’s

on-line programs have to encompass the most effective methods to promote learning.




This is due to the nature of Enform’s programs, which often require demonstrable

hands-on competencies, and its typical audience.

9. Create a community of practice for program development. Many studies

(Anderson & Elloumi, 2004; Driscoll, 2000; Palloff & Pratt, 1999; Senge et al., 1999;

Vaill, 1996) promote the importance of communities of practice to individual and

organizational learning. Made up of individuals that are responsible for creating

courses and training materials, this initiative would facilitate the building of learning

networks and providing support. The community of practice should also involve

individuals outside of the organization and across sectors. This provides a context for

exploration and creates a network for knowledge building. It could be structured

initially as a professional development opportunity. This would assist with shifting

the organization toward a learning culture.

10. Transition the organization from an individualistic culture to one which is team-

centered. Several studies (Goleman, et al., 2002; Latchem & Hanna, 2001; Senge et

al., 1999), contribute to knowledge and research on the significance of teams and

team structures within organizations and organizational culture. This change is

required to create new systems and processes and to permit greater working

efficiencies. With increasing involvement from industry and our associations, the

training council, and the board of governors, a model for collaboration is required to

assist departments with creating and using new communication and learning

networks. This initiative would permit the organization to build knowledge and

expertise beyond its current levels.




CHAPTER FIVE – RESEARCH IMPLICATIONS

Organizational Implementation

Implementation of the recommendations at Enform requires the creation of a support model

for program development; the establishment of new processes, work practices, and systems; and

learning and training opportunities. Some of the recommendations need to be implemented at the

organizational level and may require dialogue among executives, managers and training

coordinators. The remainder of the recommendations can be implemented through the program

development department.

If recommendations are not implemented, it is unlikely that Enform will fulfill its program

development needs and goals to meet demand for on-line training initiatives. The organization

could lose its reputation as the training provider for upstream petroleum industry, effecting its

position within industry. The loss of position could affect its relationships with owner

associations and industry customers, which could seriously impact Enform’s funding base. The

most serious impact to the organization for not implementing the recommendations is the lost

potential for growth and creativity within the organization. This could limit the organization’s

ability to attract highly qualified employees, managers and executives. There is potential to meet

the global market demand for training initiatives but without the ability to compete with other

training organizations that offer on-line delivery of services, courses and programs, Enform will

likely remain a small, traditional training centre.

The study provided an opportunity to learn and recommend ways in which program

development needs and goals could be fulfilled through adopting an LMS. Program development

needs and goals were defined as

1. demand from industry for on-line courses;




2. quality control for all courses;

3. flexibility in delivery and type of course;

4. modularization for efficiency (e.g., re-purposing content);

5. capture of knowledge and experience;

6. storage of content and media;

7. accessibility to content; and

8. opportunities for learning for employees involved with course development in on-line

learning theories and strategies.

Not all of program development needs can be met through adopting an LMS. This is

because there are additional factors that need to be addressed within the organization, such as

making the shift towards a learner-centered approach to training. The research revealed

substantial amounts of training, learning, adjustment, and changes are required within the

organization to embrace a paradigm shift.

A support model for program development within Enform will provide a means to identify

the networks, systems and issues required for implementing the paradigm shift. The program

development department has agreed work collaboratively with other departments to create the

support model.

The LMS can serve as a catalyst to the many other areas related to on-line initiatives within

the organization. Other technologies may be required, such as a content management system,

database, and test-bank software.

The role of the training coordinators is crucial to the success of the organization’s growth

and sustainability. This group will require a sizable amount of support, for all facets of program

development in addition to the knowledge and skills required for developing and managing




on-line training materials in association with the LMS. Additional support is needed in the areas

of pedagogy and instructional strategies.

Enform has to face change as part of being a new organization but must also face changing

directives and demands from industry. Program development is a way to channel and control the

change process via adopting and using the LMS technology. This is an opportunity for Enform to

remodel its business by focusing on its strengths and increasing its quality and reputation in the

larger industry community. The implementation of new technology provides the opportunity to

achieve consistency of materials by instigating practices of using instructional strategies. Using

these in all of the associated training and learning opportunities presents an opportunity for

building and reinforcing new knowledge and learning.

Last, the role of organizational culture effecting employees’ approaches to workplace

challenges may require a shift towards a collaborative, learning culture. Although this may be

difficult for Enform, it needs the inspiration, energy and enthusiasm that collaboration, critical

thinking, team synergy, and creativity can bring to the organization. This shift will result in new

ways of working. Organizational systems to support change initiatives may include

communications, learning, community, information, knowledge, and processes. The new ways of

working will ensure the sustainability of the organization into the future.

To remain viable and sustain growth operations, Enform needs to examine the way it

works. The organization must also be aware of its competitors. One of the distinguishing factors

for Enform, as a recognized training facility is its ability to offer superior training experiences for

its customers. The organization needs to realize that superior training is based on strong

instructional strategies for teaching and learning as well as customer service.




The recommendations, if followed, will enable Enform to transition into an organization

whose practice reflects the standard expected by global markets. It will become more flexible,

efficient and creative. These characteristics can have a profound effect on the type of course

materials that can be produced. Matched with instructionally sound products, services, and

practices that can be delivered around the world could result in Enform establishing a globally

recognized training facility.

Future Research

This study validated many existing theories and research applicable to organizational

systems, change, culture and learning. This study found that Enform, like other organizations,

companies, and corporations faces many of the same issues and problems. The successes and

failures of adoption of learning technology into corporate and institutional environments share

many commonalties as evidenced in Anderson & Elloumi (2004), Latchem & Hanna (2001),

Schein (1999), and Senge et al. (1999).

This research study revealed something of interest that may warrant further research into

the relationship between business models and organizational culture. What was revealed may be

more of a reflection of the petroleum sector in general or could be unique to Enform, in that its

culture and business model are quite different than most. The use of volunteer industry

committees to provide expertise, direction and consensus is highly collaborative and most

effective in Enform’s case. This is so because industry has a personal stake in the creation and

receipt of the training that Enform delivers. This puts Enform in a highly reactive role but has

serious implications for it as its own entity.

Regardless, it is of interest recognizing that Enform, historically and presently is

essentially a reactive organization. This has to do with its unique relationship with industry




through its six owner associations. For example, changes to existing or newly established

regulations require training materials to be updated and revised on an ongoing basis. Demands

for new courses are based on needs within industry. Thus, these directives are not under the

control of Enform’s operations.

If then, directives come from outside of Enform, as a reactionary organization there

would be little need or capacity for long-term strategic planning, especially for program

development. Based on a system of ad hoc directives for course and training development, no

standard processes would be developed or required. Ad hoc methods would proliferate. If

combined with a highly individualized organizational culture, the result is the current state of

Enform’s program and course development. Although immediate needs may have been met

previously, this may reveal the insidious side of just-in-time training and other trends.

Determining whose needs were met is difficult, as owners, clients, and industry, are one in the

same.

Currently, Enform has no systems to accommodate the introduction of an innovation,

such as on-line learning. This situation may be the hidden reason behind the late start towards

on-line training. To develop on-line courses and programs requires a systematic approach.

It appears this reactionary state of operations seems to have a bearing on why the

majority of systems at Enform are outdated and disconnected. This perspective also suggests that

organizational culture may be a mirror of its operations.

The second area of potential further research was identifying the role that dichotomy

plays within Enform. Again, this is reflected throughout the organization in many ways. For

example, Enform’s structure, the Calgary corporate office and Nisku practical demonstration

site, mirror the petroleum industry’s two sides of corporate and field. This contributes to making




the organization more complex than other organizations, which makes the change process more

difficult, and ironically, responsiveness to immediate demands, becomes more challenging. It is

also curious that a technology driven industry, is not a leader in technology for training and

learning. Further studies could examine the effect of the organizational dichotomy on operations

within Enform.

This study gave Enform employees an opportunity to experience an action research

project. Their curiosity and willingness to participate invites the possibility of other research

projects at Enform. Given the opportunity I would like to explore the efficacy of the various

measures and recommendations suggested in order to determine which were most effective, and

why.




CHAPTER SIX - LESSONS LEARNED

Research Project Lessons Learned

The conduct of this study went according to plan. I made changes to the timeline and

adjustments to the data collection portion. These changes resulted from how events unfolded

during the process. I managed the project in four phases. These phases made the approach and

scope manageable. This was important because time had to be managed carefully to complete the

project, as I remained working full-time while conducting the study.

I was able to concentrate fully and not become overwhelmed by working with the study

in discreet parts. I was concerned that this approach would lead to a disjointed end result.

However, by keeping a journal throughout the process, it became the thread that I could get back

to when having to ‘change gears’ from a work mindset to a study mindset. Another advantage

was the close connection between the study and my workplace. At times it felt as though I had

not left work in weeks.

Luckily, in the capacity of my work as an instructional designer, I have had the benefit of

managing some fairly large projects. Managing the study was not unlike managing a large,

complex project. If I had not had experience in this area, I would have needed some additional

support.

The fact that the study was an action research project, allowed for some flexibility and

permitted for changes to occur and be incorporated on-the-fly, informing the process as I

proceeded. For example, the second on-line survey was better than the first. This resulted

because I had time to reflect on the first survey and was able to review the responses. Using

action research permitted changes to strengthen the project. I obtained better data from each




subsequent interview conducted as I improved my technique and ability to extract information

from participants.

What I could have done better was to involve a team approach to the project,

exemplifying better action research practice. A team could have been active in discussion of the

findings and partaken in suggesting solutions and recommendations for the organization. The

same team could have represented the integration team mentioned in my recommendations. This

process would have allowed greater continuity during change initiatives and the transition to the

new technology. With the same individuals carrying over to a transition team with the

knowledge from the study, the information and findings could have been rapidly disseminated to

others in the organization. This may have resulted in greater acceptance of changes. I found that I

did not have enough experience to know how establishing a team at the outset of the project

could have informed the overall solution and subsequent transitions.

I would not have substantially changed the conduct of this study as it unfolded fairly

smoothly. I would like to have had a back up plan for lack of response for the first survey. I did

not manage to capture a significant amount of data. If I had allowed more time, I would have

been able to try a telephone survey for a random selection of candidates. I may have had better

results with that approach. In hindsight, I would have approached it this way from the beginning.

Having compared the data analysis portion of the project to others’ experiences, my study

was fairly typical. Glesne (2001) was an extremely useful resource to me for tackling data

analysis and triangulation. In fact, I could not have done it as well without her practical book. I

also found it helpful to read other theses to get a sense of the expectations, range, and scope.




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http://www.learnflex.com/learnflex/Whitepapers.aspx




APPENDIX A

On-line Survey Questions – Franchise Instructors and Enform Instructors

Franchise Instructor - Survey Questions

Skills and Knowledge

1. Rate each of the statements below using the following scale.

None at all / Novice / Proficient / Advanced

Your knowledge of Learning Management Systems.

Your use of a Learning Management System.

Your knowledge of education or training via distance (on-line).

Your knowledge of distance learning/training technologies.

Your use of distance learning/training technologies.

Please select the appropriate answer(s).

2. Have you ever taken an on-line course?

Yes / No

3. If yes, in which capacity did you take it? (Check the appropriate items)

Training for computer softwareOther training (seminar, professional development)

Secondary education (or upgrading)

Post-secondary education

Other

Please provide as much feedback as you can.

4. What technology do you currently use to teach in the classroom?

5. How would you feel about teaching a course on-line?

6. What might prevent you from teaching (facilitating) the theory portion of a courseonline?

7. With your current level of technology knowledge or expertise, what would you need to

develop a course (or content) for on-line delivery?8. What software programs do you currently use when developing your course materials?

9. What kinds of obstacles would you face if you had to use an unfamiliar software program

to access or create your course materials?

10. What reasons would make you want to change the way you currently develop coursematerials?




Enform Instructors - Survey Questions

Knowledge and Skills

1. Rate each of the statements below using the following scale.

None at all / Novice / Proficient / Advanced

Your knowledge of computers and computer programs.

Your use of computers.

Your knowledge of the internet.Your use of the internet.

Your knowledge of any technologies used for online learning or training.

Your use of any technologies used for online learning or training.Your knowledge of a Learning Management System.

Your use of a Learning Management System.

Your knowledge of adult learning theories.Your application of adult learning theories in the courses you develop.

Your application of adult learning theories in the courses you teach.

Technologies Used

2. Select the items you have used to communicate with others personally or professionally.

Email; webcam conference; Computer text chat (MSN or other); Computer audio chat

(SKYPE or other); cell phone; cell phone text messaging;

3. If you have taken an online course (if not, go to next question), select the capacity in

which you have taken it.

__ Training for computer software

__ Other training (seminar, professional development)

__ Secondary education (or upgrading)

__ Post-secondary education

__Continuing education

__Recreational / personal growth or interest

4. Select the technologies you have used to take a course, seminar, conference, workshop or

meeting. CD ROM course; Website or Internet browser; Learning Management System

WebCT or other); Teleconference (telephone); Videoconference (live video through TV);Computer multi-user conference (with audio and/or visual)(ILink or other); Computer

meeting (Netmeeting, chat or other)

Opinion Questions

Answer each of the following questions.




5. In your field of expertise, what subjects do you think can or can not be taught online?

6. With your current level of technology knowledge or expertise, what would you need todevelop a course (or content) for on-line delivery?

7. What software programs do you currently use when developing your course materials?

8. How would you feel about using a new computer software program to access or create

your course materials?9. What advantages or disadvantages do you see for workers in your field who take online

training courses?

10. How will access to taking courses online through Enform benefit the upstream petroleumindustry?




APPENDIX B

Interview Questions: Executive Management, Senior Management,

Training Coordinators, and Petroleum Associations

Interview Questions: Enform Executive Management

Computer-Distance Learning/Training Technologies Awareness

1. Which distance learning/training technologies are you familiar with in general?2. Have you taken a course or participated in an online seminar or conference via distance

learning/training technologies?

If so, how would you describe the experience?3. Are you familiar with any Learning Management Systems?

If so, can you name an example?

4. What factors affect how training courses are delivered at Enform?5. What may affect your ability to integrate a new technology?

6. What may affect the organization’s ability to integrate a new technology?

Program Development

7. What is the extent of your involvement in the development of courses or programs at

Enform?8. What is your role concerning the quality of courses and materials offered at Enform?

9. Do Enform’s methods of course development and delivery meet the current needs from

industry?10. What does industry expect from Enform in the current economy?

11.

What kind of support do you expect the Program Development department to provide to

other departments? For curriculum…?

Attitudes

12. What motivates you to learn something new?13. How do you feel about changes in the workplace that affect the job processes of Enform

staff

14. How much time would you be willing to invest on the part of your staff, to implement anew way of working?

15. How do you think Enform staff would respond to using a new technology to support their

current work efforts?16. What may affect how Enform staff responds to changes in their daily work process?

17. Is there anything unique about Enform’s culture that may present specific challenges oropportunities with regard to organizational change?




Interview Questions: Enform Senior Management


1. Are you familiar with distance learning/training technologies in general?

If so, which one(s)?2. Have you used any distance learning/training technologies?

If so, which one(s) in what capacity?3. Do you know what a Learning Management System is?

If so, can you name an example?

4. What factors affect how training courses are delivered at Enform?5. What may affect your ability to integrate a new technology?

Program Development

6. What is your involvement in developing courses or programs at Enform?

7. In your department, who makes the final decision on the quality of courses and materialsoffered at Enform?

8. Do Enform’s methods of course development and delivery meet the current needs from

industry?

9. What does industry expect from Enform in the current economy?10. How might technology assist with how course development is currently handled?

11. What kind of support do you expect from the Program Development department?

Attitudes

12. What motivates you to learn something new?13. How do you feel about changes in the workplace that affect the job processes of your

staff?

14. How much time would you be willing to invest on the part of your staff, to implement a

new way of working?15. How do you think your staff would respond to using a new technology to support their

current work efforts?

16. What may affect how your staff responds to changes in their daily work process?17. Is there anything unique about Enform’s culture that may present specific challenges or

opportunities with regard to organizational change?

Interview Questions: Enform Training Coordinators


1. Have you taken an online course, seminar, workshop or conference?If so, what was your experience with using the technology?

2. What is your experience specifically with Learning Management Systems?

3. What differences or similarities do you think there are between learning in a classroom

and learning online?




4. What kinds of difficulties might you experience when learning a new technology?

Program Development

5. What factors affect how training courses are delivered at Enform?

6. Do Enform’s methods of course development and delivery meet the current needs fromindustry?

7. What is your involvement in developing courses or programs at Enform?

8. What kinds of issues might you encounter when:- revising existing courses?

- developing new courses?

9. What needs do you have in order to meet the expectation for creating new courses?10. What kind of support do you expect from the Program Development department?

Attitudes

11. What motivates you to learn something new?12. How do you feel about changes in the workplace that affect how you do your job?

13. In what situations at work would you welcome change?14. When developing programs and courses, what kinds of things do you think might make

things easier or more convenient?


Interview Questions: Industry Petroleum Associations – Enform


1. Can you describe the range and level of the training audience that represents your

industry?

2. What can you state about the general level of computer literacy attained in your industry?3. Which distance learning technologies are you aware of that your specific industry would

be using for training? Inhouse or externally?

4. Given the type of training required for your industry, can you speculate on the howtraining offered via a Learning Management System would be received?

5. What response might you anticipate from your industry at having to learn or use new

technology for training programs or courses?

Program Development

6. What is your expectation of Enform’s training programs or courses?

7. How do Enform’s courses meet the needs of your industry?

8. How could Enform’s methods of course development and delivery be changed to meet

the current demand?9. How do you think Enform’s Program Development department can contribute to delivery

of training for industry?




Attitudes

10. What aspects of training would be accepted for online delivery?

11. How receptive would industry be to training that differed from Enform’s typical

classroom offerings?12. How do you reconcile industry’s need for speed (training) with the concept of mastery?

13. What kinds of change may benefit Enform’s commitment to industry training?





APPENDIX C

Request for Participant Letter and Participant Consent Form Sample

February 24, 2006

[Participant]

Enform

1538 - 25 Ave. N.E.

Calgary, AB T2E 8Y3

Dear [Participant]:

I am asking for your participation in an action research project that I am conducting in conjunction with

Enform. I am currently a Graduate learner in the Masters of Distributed Learning Program at Royal Roads

University. This project fulfills part of my Masters degree program requirements.

The research project, Adopting a Learning Management System: Issues Related to Supporting Program

Development in Petroleum Industry Training will be conducted between January and April 2006. The

research study will focus on finding potential solutions to a current problem identified within Enform.

The research study complements a comprehensive examination already being undertaken at Enform to

consider the applicability, use and adoption of distance learning technologies for program development

and delivery.

If you agree to become a participant, I will be conducting interviews (one per person) that will involve

approximately one hour of your time. The interviews will be audio recorded with data being transcribed

into written format. I will require that you validate the information that is captured during the interview to

confirm its accuracy.

As a participant, you may be assured of anonymity and complete confidentiality of the data obtained from

you, which will only be used for the purpose stated. Only I, (as the primary researcher) and the academic

supervisor will have access to the collected data. The data collected will be managed in accordance with

Royal Roads University research policy.

The final report will be housed at Royal Roads University and will be accessible to the public. A

summary report of the findings and recommendations will be presented at Enform following completion

of the study.

As an invitee you are free to not participate and/or withdraw from the study at any time without prejudice

to the pre-existing entitlements of an Enform employee.

If you agree to become a participant, please sign the accompanying consent form and return it to my

office in person or by mail. Thank you very much.

If you have any questions concerning this please feel free to contact me. Should you wish to verify this

information or my credentials, please contact Brad Eastman, PhD., Faculty Project Supervisor for the

project at UBC [].

Regards,

Maeve Spain

Enform




Research Study Participant Consent Form

Research Study Title: Adopting a Learning Management System: Issues Related to Supporting

Program Development in Petroleum Industry Training

Researcher: Maeve Spain (Graduate Learner)

Royal Roads University/Enform

I agree to become a participant in the proposed action research study. As such, I have been informed of

the purpose of the study and agree to the ethical requirements for using human participants as stated bythe researcher (e.g. Request for Participant Consent letter) in accordance with Royal Roads University

policy.

I understand that I am entitled to withdraw from this study at any time, should I choose.

Please sign the consent form and return it to my office in person or by mail. You may also email me your

consent by responding to my email by saying you agree to participate. Thank you very much.

___________________________ Name (Print)

___________________________ ___________________

Signature Date




APPENDIX D

Project Tracking Document

Major Project: Activities Tracking

Tasks To Do Progress Notes/Concerns Deadline2006

Status ofTask

Interviews:

Interview schedule for exec all scheduled February Completed

Interview schedule for managers all scheduled February Completed

Interview schedule for TCs 1 unavailable April Completed

Interview schedule for Assoc reps all scheduled April/May Completed

Conduct interviews – Exec (3) 3 of 3 conducted March Completed

Conduct interviews –Managers (6) 6 of 6 conducted March Completed

Conduct interviews – TCs (12) 11 of 12 conducted (1unavailable)

March/April Completed

Conduct tele interviews – Assc (6) 6 of 6 conducted April/May Completed

Transcribe & code data - Exec 3 of 3 done April CompletedTranscribe & code data – Mngrs 6 of 6 done April Completed

Transcribe & code data - TCs 11 of 11 done April/May Completed

Transcribe & code data - Assocs 6 of 6 done April/May Completed

Analyze Data – Exec Draw conclusions &triangulate data

May 7 Completed

Analyze Data – Mngrs Draw conclusions &triangulate data

May 7 Completed

Analyze Data – TCs Draw conclusions &triangulate data

May 7 Completed

Analyze Data – Assocs Draw conclusions &triangulate data

May 12 Completed

Surveys:

Survey – Franchise Instructors(200)

Mailed out 200 random (hardcopy problem)

February Completed

Conduct Survey– Franchise Run time set (Mar 4 – close out)(few responses)

February Completed

Award incentive prize to participant(FI)

Send out winner (TH giftcertificate)

June Completed

Compile survey (FI) data & code Set up table/spreadsheet & code April Completed

Analyze data (FI) Draw conclusions &triangulate data

May 7 Completed

Survey – Enform Instructors (EI)(103)

Build survey in softwareEmail out info & access

March Completed

Conduct Survey– EnformInstructors

Run time set 15 days (April 4th

close out)Mach Completed

Award incentive prize to participant(EI)

Send out winner (TH giftcertificate)

June Completed

Compile survey (EI) data & code Set up table/spreadsheet & code April Completed

Analyze data (EI) Draw conclusions &triangulate data

May 7 Completed

Survey – Random Industry people Opted out of this – discussedwith Academic Supervisor

N/A N/A

Lit Review:

Ongoing throughout study Final write up – Chapter Two May Completed




Writing the Thesis:

Chapter 1 Revise (re: Supervisor) Org & Problem May 22-25 Completed

Chapter 2 Revise (re: Supervisor) Literature Review May 19 Completed

Chapter 3 Revise (re: Supervisor) Conduct of Research Study May 7 Completed

Chapter 4 Draft Research Study Results May 14 Completed

Chapter 4 Revise (re: Supervisor) June 3 Completed

Chapter 5 Draft Research Implications May 19 Completed


Chapter 6 Draft Lessons Learned May 21 Completed


Complete first draft Submit to supervisor May 25 Completed

Revise first draft Resubmit to supervisor June 4 Completed

Submit final version to RRU Email to office June 9 Completed




APPENDIX E

Code Set Sample

Coding System: Interviews – in person & telephone

Major CodeCategory

Executive Staff Participant#1 [name]Transcribed Comments

Subcodes Cost/Revenue

Usability

Knowledge/ Experience

Demand (for training)

Time

Resources

Management support

Quality of courses

LeadershipSupport

Learning

Currency

Work Processes

Change

Culture / Attitudes

Industry TrainingExpectations

Collaboration




APPENDIX F

Code Group Sample

Data Coding: Groupings by Code

Code Group: Collaboration

P#1 Collaboration 12:16 supportive role working with TC – not doing work forthem but enabling them to do more

P#2 Collaboration 11:30 collaboration is important so that quality can be achievedand maintained throughout process of creating new products –

buy in at many levels is needed therefore, collaboration achieves

consensus

P#3 Collaboration 4:00 communication among departments and external interested

parties (associations, franchise instructors)

P#4 Collaboration 11:30 development of courses/training materials requires acollaboration – each complements the others’ area of skill (SME

+ ID)

P#5 Collaboration 15:13 technology could be used to bring people together for

course development (discussions & meetings)

P#6 Collaboration 23:45 support services for various elements – like multimedia,

software for how things are done, etc.

P#7 Collaboration 30:10 lack of collaboration between depts and levels within org

(closed communication); top down attitude [researcher note:

competitive environment]; forced to start over and over again –affects staff & morale

P#8 Collaboration 32:40 collaboration among associations isn’t an assumed state –there isn’t buy in for all courses and not all associations have the

same weight

42:36 (issue) Nisku communications and workload distribution – difficult – feeling out of the loop – unsure of which priorities

have top billing

P#9 Collaboration 37:45 Enform model not quite there yet – needs to have both

sides integrated – Association dealing with both sides of org

Documents

Adopting a Learning Management System