CORPORATE E-LEARNING STRATEGY

Corporate E-Learning Strategy

doi:10.3991/ijac.v3i4.1462

Sergey Sitnikov, Boris Kruk, Olga Zhuravleva and Natalia Chupakhina

Siberian State University of Telecommunications and Information Sciences, Novosibirsk, Russia

Abstract—Not th e leas t factor , when lau nching th e corp o- started to lack for efficient corporate training which
rate tr aining, is str ategy dete rmination. On the one hand, meets present time challenges and relies on modern
an e ducational institution has to follow the mar ket and be pedagogical technologies, up-to-date information tech-
able to s atisfy the demands of corporate clients and compa- nologies and training network models. Classical peda-
nies. I t is a s o called mark et adaptation. Ho wever, th is ap - gogy has been replaced by modern pedagogy of adult
proach implies a number of shortcomings. An excessive training that introduces a new educational paradigm
interest in mar ket ad aptation may l ead to lop -sided devel- aimed at a person and corresponds to the principals of
opment of training process: the educational institution turns humanization of training.
into the mirro r reflecting th e co rporation opinion and
Below the paper describes the models of corporate sys-
moulds its vision of the future only due to demands of the
tem training.
corporation. In contrast to th at, there is an approach when
the e ducational institution se arches appr opriate de velop- II. MODELS AND STRATEGIES OF CORPORATE
ment directions independently, thereby taking the lead over
TRAINING
corporations’ de mands an d c ompetitors. Suc h e ducational
institution te nds to e xcel in change s, w hich happe n i n the By the present two models of corporate training have
market, and to make the strategy satisfy future interests and been formed. The first model is founded on the so called
demands of the corporation. “intercompany” training which takes place within the
company only. This kind of training fully meets demands
Traditional tra ining is grou nded on th e disciplinary ap- of the company and ensures a prompt reaction of peda-
proach to tr aining. How ever, today busine ss f aces c omplex gogical system to changes that occurred in the company.
problems which solution c an be found at the joints of disci- Among companies using this model of training are Al-
plines and act ivities. Compan ies need mul tidisciplinary catel-Lucent, Simens, Gasprom and etc. If the company
approaches to training. It is ve ry impor tant to ke ep the doesn’t own intercompany training recourses, then it has
balance be tween c onditional tr aining with the disc iplinary to apply to independent educational institutions. In this
approach an d t raining in par tnership for mu ltidisciplinary case training content is developed by the selected educa-
programs. tional institution.
The second model of corporate training is founded on
This p aper d escribes th e exa mple of corp orate e-l earning
an autonomous educational institution, which offers own
course for managers and to p managers from a major tele-
training programs and methods of training developed
communication c ompany. Each module is de dicated to a
concrete in terdisciplinary top ic d eveloped b y a g roup of
independently of the company as well as training pro-
several tea chers. Practi cal p art of th e modu le con sists of
grams developed on the company’s demand and methods
concrete p roblems, which employees h ave to s olve while of training coordinated with the company. This model
training. implies more independence for the educational institution
when developing training content and choosing method
Index Terms—Corporate e -learning c ourse, distance le arn- of training. The autonomous training institution may
ing, mixed training. render services to several companies and corporations.
Among institutions successfully using this model are
I. INTRODUCTION Stanford University [1] and Deutsche Telekom Hft Leip-
zig.
Pedagogy, as the science of education, learning and
human development, originates from the ideas of Demok- When organizing corporate training, it is important to
rit (460 BC - 370 BC), Socrates (469 BC – 399 BC), determine the strategy of training properly (Fig. 1). On
Platon (427 BC - 347 BC) and Aristotle (384 BC – 322 the one hand, the educational institution has to follow the
BC). Erasmus Roterodamus (1465 – 1536) is considered market and be able to satisfy the demands of corporate
the first teacher-humanist and John Amos Comenius clients and companies. It is a so called market adaptation.
(1592 – 1670) is the first didact.
Recently classical pedagogy that is grounded on the
didactics of Jan Komenský, has been dominated in the
corporate training. According to classical pedagogy the
tutor being the carrier of large volume of the systemized
information transmitted this information to a trainee who
had to master this considerable amount of already com-
plete knowledge.
Past years the world faced a global competition in
every kind of business. Corporations and companies Figure 1. Strategy development model of corporate training

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 CORPORATE E-LEARNING STRATEGY

Such approach is typical of the first model of corporate Traditional training is grounded on the disciplinary ap-
training. However, this approach implies a number of proach to training. However, today business faces com-
shortcomings. An excessive interest in market adaptation plex problems which solution can be found at the joints
may lead to lop-sided development of training process: of disciplines and activities. Companies need multidisci-
the educational institution turns into the mirror reflecting plinary approaches to training. Today modern and suc-
the corporation opinion and moulds its vision of the fu- cessful training programs are not based on mastering of
ture only due to demands of the corporation. single subjects but designed in modules when activities of
When choosing the strategy, the only adaptation skill is various tutors are coordinated to the most degree. The
not enough even if the company’s opinion is attentively vertical axis on Fig. 2, a depicts the interactivity degree
considered. Peter Lorange states [2] that “it is very dan- of training programs: from discrete single programs to
gerous to amend the curriculum radically in response to multidisciplinary modules. On this figure a dashed line
another folly of the corporate management or change of divides spaces that belong to this or that model of corpo-
market conditions (possibly temporary)”. rate training. As before, a well-defined balance between
In contrast to that, there can be an approach when the conventional training with a disciplinary approach and
educational institution looks for relevant development multidisciplinary training in partnership is very impor-
strategies on its own leaving behind demands of the cor- tant.
poration and competitors. Such educational institution The model of corporate training technologies is
strives to be a leader in any changing preferences and to showed on Fig. 2, b. The horizontal axis on the figure
bring its strategy in conformity with future interests and points at the range of applicable pedagogic technologies:
requirements of the company. As Nirmalya Kumar and from a conventional in-class training with a teacher, as
his colleagues deem [3], the educational institution has to the main character in of training process, to network self-
become a pioneer in educational market. It is obvious that directed training, where the main object and subject of
the leaders to meet in changing preferences are autono- training is a trainee. The vertical axis on this figure de-
mous educational institutions, which have close corpora- picts a range of applicable means of training process
tive links with companies. It should be noted that the informatization: from a total lack of such means, when
main point for the educational institution is to find a bal- the main source of information is a teacher and a black-
ance between adaptation and initiative and keep this bal- board, to a complete set of information technologies: PC,
ance. Thus the horizontal axis on Fig. 1 is called a direc- multimedia, Web-servers and etc.
tion of the balance search. It is very important to develop modern training meth-
The development of balanced strategy of corporate ods based on network technologies, in particular, internet-
training is considerably influenced by two forces. One technologies, which allow implementing a new paradigm
force directed from below to upwards is a contribution of of education aimed at a person and appropriate to princi-
tutors from the educational institution to the development pals of humanization of education.
of strategy. Tutors’ knowledge, professional experience
and scientific researches that they conduct form compe-
tences of the educational institution and influence the
strategic development of the educational institution.
The forces directed from below to upwards are sup-
plemented with a corporative view of the problem from
on high and with instructions to change the strategy of
corporate training. The vertical axis on Fig. 1 is called the
curve of participants involved in the process (or forces
influencing the development of corporate training). It is
clear that is in any point of time a real strategy of corpo-
rate training is a result of every factor’s alterations and
interconnection of all interested parties. To keep a dy- a)
namic balance of their influences is a very important task.
The best balance of forces influencing the development
of corporate training is achieved in the second model
because the independent educational institution has cer-
tain autonomy from companies and corporations and it
conducts full-scale scientific researches. The dashed line
on Fig. 1 divides the space of existence of the first and
second models of corporate training. It is necessary to
emphasize that the border between these models’ spaces
is not very accurate as it is showed on the picture. The
border just underlines fundamental differences of the
models.
Fig. 2 depicts the model of formation of methods and
technologies of corporate training. The horizontal axis on b)
Fig. 2, a defines the level of training’s interactivity: from
a total lack of interaction in conventional lectures to the Figure 2. Model of formation: a) training methods; b) training tech-
nologies
highest degree if interaction in partnership or coopera-
tion.

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III. ADVANTAGES AND PECULARITIES OF DISTANCE

LEARNING TECHNOLOGIES
Today the methods of traditional training are being re-
placed by e-learning methods using computers and in-
formation technologies. It has become possible to deliver
files with learning content to a big number of trainees; to
provide a regular communication between trainees, their
teachers and tutors; to access any information resources
via Web-servers. Figure 3. The trainees from the telecommunication company “Si-
birtelecom” and teacher’s team
Not every company has an opportunity to let its em-
ployees to study face-to-face leaving their offices, there- circuits and technologies, which is very important for
fore e-learning is the best kind of training of employees telecommunication industry.
for companies.
The information technologies listed above allow creat-
The opportunity to study while at work and remain in ing electronic information educational environment [6]
one location with no need to travel is very urgent for the where electronic learning materials work well: electronic
employees who live in remote towns or villages. textbooks, PC learning software, electronic sets for self-
The main motivations for people working in the Inter- control and obtained knowledge monitoring, simulators
net are wish to get brand new information and communi- which help the trainee to improve certain professional
cate with qualified specialists; convenience in sharing skills. Business, situational and simulation games play
emails and software; compensation for various communi- important part in e-learning.
cation barriers. Approximately a half of respondents
(52%) is advanced PC users and has a positive attitude IV. EXAMPLE OF CORPORATE LEARNING COURSE TO
towards e-learning, only 20 % of respondents are against TRAIN TELECOMMUNICATION COMPANY PERSONAL
e-learning, but the older a trainee is, the better attitude This section describes the example of the corporate e-
towards e-learning he or she has. Recent world researches learning course developed by the Siberian State Univer-
in e-learning exposed that 80% of trainees can efficiently sity of Telecommunications and Information Sciences on
perceive learning information in any form. It means that the basis of the models of corporate training organization
the majority can learn electronically via the Internet. for managers and top managers from the telecommunica-
According to the USA company employee poll, 85% of tion company “Sibirtelecom” that provides the whole
the employees surveyed prefer to study during their range of modern telecommunication services in the Sibe-
working time and 62% prefers to study in office. rian Federal District (Fig. 3).
One may speak about many advantages of e-learning, First of all, a balanced training strategy has been de-
however we’ll try to formulate the main of them which termined. On the one hand, in compliance with the com-
considerably influence the company’s activities. pany’s demand the course includes traditional disciplines
1. Instructors and recognized experts can be easily at- and topics such as Strategic Management, Strategic Mar-
tracted to the learning process. They can share their keting, Financial Management and Resource Manage-
knowledge across borders. ment. On the other hand, the University proposed to in-
2. High-efficient learning material can be developed by clude burning topics for the company’s active functioning
help of high-qualified tutors and industry experts on the market as Change Management, Risk Management
without bringing them on the staff. and efficient management tools of the company’s activity
3. Employees may remain in one location (e.g., home, as BSC (Balanced Scorecard), CRM (Client Relations
office). Management), Controlling and other topics widely used
4. The company reduces costs for business trips (trans- among world-known companies.
port, accommodation, meals). In order to determine pedagogic technologies of train-
ing in compliance with the model of corporate training
The peculiar features of corporate training put certain technologies proposed in the paper, the organizers of
requirements on the training process. The most important corporate training adhere strictly to the balanced strat-
methods of training are interactive lectures, discussion egy grounded on the use of blended learning. Each of
groups, trainings, role playing and computer simulation. five modules involves an e-learning part based on the
The most powerful didactics means in the system of cor- Internet technologies (96 hours) and a classroom training
porate e-learning can be tele- and videoconferencing, part (24 hours). Introduction of network training tech-
which allow organizing public discussions of various nologies into the corporate course allows using all advan-
issues, delivering lectures over large distances, sharing tages of e-learning described in the paper. The trainees
opinions and thereby, eliminate trainees’ feelings of abso- communicate with each other and teachers receive feed-
lute isolation. A very important characteristic and peculi- back from trainees via e-mail, forums and conferences
arity of e-learning is interactivity. It can be interaction built-in the module.
among the teacher (tutor) and the student, between sepa-
The content of every module is dedicated to a concrete
rate students and student groups. Introduction of interac-
interdisciplinary topic developed by the teachers special-
tivity in e-learning help supporting a human ability to
ized in different disciplines and related to the trainees’
self-learning at a very high level. The use of multimedia
professional activities.
makes learning process visual and creates trainee’s moti-
vation to study learning material. Such technologies en- On the main page of the course the trainee may look
able observing dynamics of various processes in devices, through the course curriculum, get information about the
trainers, learn training news on public bulletin board;

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 CORPORATE E-LEARNING STRATEGY

leave a message in the guestbook, go to a necessary mod-

ule.
To let trainees make the acquaintance of the trainers,
the system of “visit cards” with pictures is used (Fig.4).
While mastering the module, trainees communicate to
the trainers, other trainees and company experts via e-
mail built-in the module.
In accordance with the model of training methods for-
mation, the course involves such interactive methods as
practical trainings, project development and working in
small groups. The practical tasks proposed to the trainees
include specific problems of the company, for example:
development of business process models, financial analy-
sis of efficiency of telecommunication service sales,
design of the company’s marketing policy, calculation of
cost price and price rate of ADSL service and etc.
The trainees’ survey testified to the success of the de-
scribed corporate e-learning course (Table 1). Figure 4. “Visit card” of a teacher
The trainees meet each other and form a training team
on the introduction forum. TABLE I.
SURVEY QUESTIONS AND SUMMARY OF RESPONSES
The course implementation has been positively evalu-
ated and considered successful both by managers and Questions to evaluate the level of the course
head officials of the company. About 40% of managers, Average result
organisation
who took the course, have been promoted in the “Si-
1. How would you rate the quality (user-friendly,
birtelecom” telecommunication company. connection) of the Distance Learning (DL) website 4,43
and access to information on the website?
REFERENCES
[1] C.M. Lee, W.F. Miller, M.G. Hancock, H.S. Rowen, “The Silicon 2. How would you rate the user friendliness of the
4,48
Valley Edge: A Habitat for Innovation and Entrepreneurship”, DL website?
Standard, CA: Stanford University Press, 2000. 3. How would you rate the usability of the overhead
[2] P. Lorange, “New Vision for Management Education: Leadership information (public bulletin boards, software,
Challenges”, Pergamon, 2002. 4,84
training schedules, visit cards, timetables of consul-
[3] N. Kumar, et al. “From Market Driven to Market Driving”, Euro- tations and etc.)
pean Management Journal, p. 129-142.
4. How would you rate the quality of lectures (con-
[4] B.I. Krouk ,S.G. Sitnikov, “Intergovernmental DL Training Center
tent, easy to understand, available examples, self- 4,57
in Telecommunications, Information Technologies, Economics
control questions)?
and Business for CIS Countries”, Human resource development
quarterly. ITU. 2002. № 88. 5. How well did the practical part of the course
[5] B.I. Krouk , O.B. Zhuravleva , “Distance Learning Program to contribute to a better understanding of training 4,62
Raise Skills of Managers from Russian Telecommunication Enter- materials?
prises”, IEEE Communications Magazine. 2004, Vol. 42. № 5.
6. How well were your knowledge and skills con-
[6] B.I. Krouk, O.B. Zhuravleva, “Internet-training Management in 4,43
trolled?
Universities” Editor prof. B. Krouk, Moscow: Publishing House
“Hotline-Telecom”, 2007 . 7. How well did the means of self-control contribute
4,15
to a better understanding of training materials?
AUTHORS
8. How well did you learn from the trainer? 4,62
S. G. Sitnik ov is with the Siberian State University of
Telecommunications and Information Sciences, Novosi- 9. How would you evaluate the “module” format? 4,49
birsk, Russia (e-mail: sgs@sibsutis). 10. How did you feel about communicating with
4,9
B. I. Kruk, is with the Siberian State University of other trainees (your colleagues)?
Telecommunications and Information Sciences, Novosi-
birsk, Russia (e-mail: krouk@sibsutis). 11. How would you rate the feedback of the course
4,62
administration?
O. B. Sitnikov is with the Siberian State University of
Telecommunications and Information Sciences, Novosi- 12. How did you feel about discussing problems on
4,79
the forum?
birsk, Russia (e-mail: zhuravleva@sibsutis).
N. A. Chup akhina, is with the Siberian State Uni- 13. How well did the course contribute to obtaining
4,29
versity of Telecommunications and Information Sciences, of new knowledge and skills?
Novosibirsk, Russia (e-mail: nash@sibsutis).
14. How well did the course contribute to accom-
4,71
Submitted October 1st, 2010. Published as resubmitted by the authors plishment of your professional duties?
October 17th, 2010.

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