KR20000058777A - Total Learning of Workplace through Knowlede Management and Career Development - Google Patents

Abstract

The present invention is to systemize the education system of the corporate education field, and accumulate the intellectual assets possessed by the organization's members in the organization and transfer it to the members of the organization, so that each individual can develop into a manpower with expertise in their field. It is a holistic learning system of workplaces related to corporate education.

The effects of the present invention on the company are as follows: First, the company can effectively manage the organization's knowledge and skills by constructing a map of all the knowledge and skills that the company needs to improve performance. Although many companies have invested a lot to improve the technology and accumulate knowledge of the organization, it has not been accumulated in the organization due to the departure of members or other reasons. In addition, companies invest a lot of education costs in terms of human resource development within the organization, but they often failed to set the direction to go, and the education in the company often ended up as a one-time event. According to the present invention, the firm can establish a direction for investment in education and accumulate the results of the training in the firm.

Second, education in a company can be called an investment in human resources, a key resource. In other words, corporate education is an effort by companies to continuously improve their performance by investing in each individual. In reality, however, each individual in a company does not consider the education provided by the company as a means to enhance their capacity and increase their holding value. Education in the company is just a good opportunity to meet with a break from work or get a job. In other words, there is not enough motivation for each individual in a company to participate in education and learn. In this situation, it is too much to expect corporate education to contribute to the performance of the company. There may be several reasons for this, but the future of each individual within the company is not clear and the lack of a connection between their own business and the education provided. The present invention-which solves these problems-shows the path by which each individual grows into an expert in his or her field and lists all the knowledge and skills required to grow into an expert. Each individual in the company knows these pathways and is very likely to participate and motivate them when they are offered the training they need.

Within an organization, members of the organization will know the path to becoming an expert in their field and receive the necessary training. As a result, a company generates an organization's performance because of the ability of each individual to grow into an expert, and the individual increases its value.

The present invention shows the direction in which each individual in the enterprise should go in his field and clearly shows the capabilities that the organization should possess. Developing a curriculum by dividing the knowledge and skills that organizations and individuals need in common into stages and demonstrating how they can be used effectively can help to manage the knowledge and skills that organizations and individuals need. It is a breakthrough methodology in corporate education. As a result, it is only a side effect that an individual in an organization easily finds a job suited to his / her aptitude, and reduces the adaptation time for the job when the individual changes his / her job.

Description

Total Learning of Workplace through Knowlede Management and Career Development}

The field to which the present invention belongs is the field of corporate education. In the field of corporate education, there is no clear way to be consistently or systematically organized. This is true not only in our country, but also in any country in the world. Still, the focus of corporate education is mainly on what should be delivered to the members of the organization and how to effectively deliver the selected content. As a result, companies are interested in developing a curriculum using various research methods, and are interested in whether to solve the results in the form of collective education or cyber education.

The coming age is the time when human resources are regarded as the most important core factor of a company. And in this context, companies invest heavily in education. But what is not solved for companies that provide education or for individuals who are educated is why the education must be carried out now. Many questions arise as to whether corporate training has been sufficient for individuals and businesses, while companies pay a lot of money and are trained at the time employees need to work. In other words, various kinds of education are being conducted in the enterprise, but this education does not have a certain direction or aim at any goal. It is not easy to grasp the direction of the company's education just by etiquette training, then leadership training, and human relations education. When direction and goal are not clear, individuals in a company put more value on their current work than education, and their participation in education is deteriorated. Even when education is not perceived as essential to social life and work, and the importance of human resource development is emphasized only as part of rest, education can only remain an ancillary element of the company. Similarly, companies actively invest in education during the boom years, but at the same time as the IMF, reduce investments first. This is because it is not clear what companies are trying to achieve through education. So far, many trainings have been carried out in corporations, but these trainings have been conducted temporarily only as needed. In this context of corporate education, the present invention presents a direction for education to a company, explains the reason for investment in education, and shows individuals the education contents and direction to be required in the field of their work.

There is no conventional technology or method similar to the present invention in the field of corporate education. Still, corporate education is often driven by trends or by the inclination of top management. Since there is no clear direction and systematic structure in corporate education, successful cases of foreign companies are introduced without regard to their background or culture, and the simple questions and expressions of managers are considered as important education. . In this situation, no attempt has been made to build a system throughout corporate education.

The present invention provides a criterion for companies to make investments in education more effectively, and allows them to accumulate intellectual property and skills held by each individual within the corporate organization. This is a research result made after trying to solve all related matters and problems that are necessary to obtain the necessary education from the organization.

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Drawing 1

1 is an overall view of the overall process of the present TLW invention.

FIG. 2 is a full screen of the corporate education computer system with the TRM which is a part of FIG.

Figure 3 is a second step of the corporate education computerized system of Figure 2 when the subject clicks on the desired curriculum comprehensive information about the training process shown in the computerized system.

4 is a textbook information about the curriculum that appears on the computer when the target person clicks the hyperlink by hyperlinking the information on the details of the curriculum of the two-stage operation of the corporate education computer system; Instructor manual information.

Fig. 5 Comprehensive information on the contents of the training that appears on the computer when the target person clicks the hyperlink by processing hyperlinked information on the details of the curriculum of the two-stage operation of the corporate education computerized system. In the course).

The effects of this research system will be explained based on the drawings.

First, when an individual enters his keyword into a computer in a corporate organization, a screen corresponding to FIG. 1 is opened. The screen of FIG. 1 represents one TRM, which is one of many business fields segmented according to the characteristics of the company. Subdivided work areas are different depending on the characteristics of the company, and may be more or less depending on job, construction type, team or other classification. The more the business area is divided and divided by one company, the more TRM of FIG. 1 will be and the more appropriate development path will be for individuals. However, the segmentation reduces the number of people involved in the TRM, and the company pays more money and time than necessary to develop it as a TRM. The number of these TRMs should be determined in conjunction with the expected value of each company being calculated.

This TRM describes the standard development path of the field before an individual joins and becomes a manager. Individuals can use this map to learn how to identify and acquire the educational content they need at each level or level. For example, TRM can be divided into apartments, villas, officetels, skyscrapers, and school buildings, depending on the type of construction in the field of construction. Can be. In other words, excluding companies drawing various maps in the direction of the company, the number of TRMs is higher than that of companies with less construction.

The contents of education in one TRM are divided into the following five categories according to the type of education.

1. Company-wide education: This education represents the basic content that each individual needs, regardless of field, as a general adult, before anyone doing his or her job in a particular company. This could include knowledge and skills about the technology required by the average adult, or the parental role and communication skills and leadership required as a person in the organization. Such training is necessary for everyone, regardless of whether the company in which the adult works is in the architectural or automotive field.

2. Company-wide job training: This training involves the basic understanding of the organization's work area by its members. In general, in a large corporate organization, each individual's field of work can be very different. For example, the work of sales, management, and engineers is quite different. Nevertheless, the commonality is that they work together in a construction company or an automobile company. Therefore, even if they do different things, they should at least know the direction of their company and the domestic and foreign market trends in the field. Regardless of the area of work in each company, training that all employees need to know in common – related to the basics of their organization – can be called enterprise job training.

3. Training by division or headquarters: Company-wide job training of 2 is common education for all employees of the whole enterprise, whereas the training by business unit and headquarters unit here is managed by the headquarters and is commonly used by employees of the headquarters. Is education. It is not just in one kind of sector that a company makes money. For example, a construction company is divided into various business areas according to the characteristics of each company, such as the civil engineering headquarters, the building headquarters, and the plant headquarters. In the case of the manufacturing industry, the products of the first and second plants are often different, and there are also organizations, management and sales headquarters. In addition to the common training required throughout the enterprise, each headquarters needs to provide training tailored to the characteristics of each headquarter. In other words, the contents of education that are needed in common at the headquarters regardless of each department or individual's own tasks can be referred to as common education by headquarters.

4. Skill training by job or sector: There are several teams or areas of work within a single headquarters. Job-specific or sector-specific technical training is the process of acquiring the know-how necessary for each individual to become a professional in the organization. Construction companies can be divided into tunnel construction, bridge construction, and road construction within the civil engineering headquarters. The fact that individuals are large as professionals means that they develop into bridge specialists and road specialists. Company-wide job training and job training by headquarters are relatively well-established disciplines, and the types and methods of education are also close to collective education and lecture-type education. It is to acquire the know-how necessary for effective processing. Therefore, the form of education is not simply a list of established knowledge, but rather a transfer of the experiences required in actual practice, and methods such as case studies, discussions, and actual problem solving will predominate rather than lectures. Naturally, the smaller the number of people who are educated, the more in-depth the discussions are, and the skills and know-how possessed by the organization are transferred back to the organization through individuals. This job-specific or sector-specific technical training is possible only with a few subjects and subjects for problem solving and discussion. This has been done by many companies intentionally or unintentionally. This training is similar to OJT training, but the difference is that the contents are standardized, and it is not intended for new employees or employees who are switching jobs. In other words, the technical training for each job is predicted and standardized in anticipation of the problems that can occur according to the proficiency of each job as each person progresses. This education is available not only in the form of collective education but also in the cyber community.

5. Self Development: This is a pre-selection of the basic knowledge an individual needs in his or her work. In other words, it is the basic content that an individual should already know in doing his job. Rather than forcing a company to learn from an individual, this training is at least a preliminary presentation of what you need to know while doing your job. In the case of new employees or employees, the contents of this education may correspond to the introduction and principles that they had learned in the past. On the other hand, in the case of high-level employees who may have acquired enough of their work, the contents of this self-development learning linked with job training are similar to new technologies and new construction methods. In other words, to teach and pass on things – in terms of time, content, and cost – is to learn what you lack.

As mentioned above, one TRM is divided into the above five types according to the method and form of education. The individual can see at a glance the path from joining a company to becoming an expert. It is easy to see what types and methods of education are available.

The hallmark of this TRM is that it first functions as a map itself, which shows individuals a standardized Career Development Plan (CAP) related to their work. Based on these job-standardized CAPs, individuals can create and implement their own CAPs. In addition, each educational content icon listed in this map is linked to educational administration related to the whole educational execution. In other words, when an individual clicks on an icon on the map, the contents of the overall education and execution, such as the educational objectives, specific educational contents, educational methods, subjects, instructors, educational expenses, educational locations, prerequisites, and presence of required education, are presented. do. One icon of this TRM (CDP) represents each subject of education-contents related to education management-are linked to the knowledge management DB, and explanations of the contents of education and similar contents of education come to mind. In other words, this TRM is a key element that connects ERP system and knowledge management system in the corporate HR field.

This content will be described again in comparison with the drawing (Fig. 2) shown in the drawings. In a corporate organization, an individual first enters his or her number or password and calls the TRM corresponding to him on his computer screen (FIG. 2). In FIG. 2, an individual clicks on one educational subject he needs. At this time, Figure 3 is displayed on the screen. 3 is part of the ERP and is related to the HR field and can control all aspects of corporate education administration and operation. Clicking on a hyperlinked word again brings up a textbook or instructor's manual or related concepts and interpretations (determined when building the system). In this way, the user can conveniently use the basic CDP by TRM / job, ERP / individual CDP and knowledge management DB. From the corporate perspective, this means that the know-how and knowledge owned by each individual are returned to the knowledge management DB, which contributes to the organization's knowledge accumulation.

2 and 3 can be set in accordance with the characteristics of each company somewhat modified, which is a major contribution to the advantages of the specialized education system construction of the present invention.

As can be seen from the above description, the present invention finds a center point in education that has been lost in direction and irregularities in the field of human resource development and education. In the field of corporate education, the linkage between CDP and the knowledge management system and the contents of each training is a tremendous amount of savings for companies and for individuals to become experts and to participate more actively in education. It means to see the effect.

The effects of the present invention are listed in more detail as follows.

1. In an organization, each individual can see at a glance the path to becoming an expert in his or her field. This makes the individual development path (CDP) practically possible for many companies. Each individual has been educated in the company, and "they often did not find a clear goal to solve their current problems and identify the long-term direction of their career." However, TRM, linked to CDP, ERP, and knowledge management systems, is presented by linking all the paths necessary for each individual to develop himself as an expert and the necessary training and corporate support. This is a concrete way to activate CDP, which has not worked well for many companies.

2. Increase individual participation in learning. The TRM shows why each individual in the organization should participate in learning at a glance, and provides all the information and knowledge related to the learning content at the same time. This allows them to anticipate what can happen in the educational context in which they will be involved, and encourages adults to participate more actively in learning. In general, adults want to lead the situation or the environment, and if this does not happen, it is very difficult to increase the participation of all adults. It is true that so far, a large number of people who participate in education in corporate education have been a bystander or simply filling up. As this TRM is a path for each individual to become an expert and knows and receives the contents of the education required for each stage of the TRM, the TRM will increase the participation of adult learners.

3. Manage organizational knowledge effectively. As already mentioned many times, this TRM allows companies to see their knowledge and skills at a glance. The TRM breaks down all of the business disciplines in the company and lists the knowledge and skills required for new hires to become experts in each of these business disciplines. This means that it is easy to see what knowledge and skills the entire organization has, so managing this knowledge is easy. To date, many companies have worked hard to measure their intellectual property. However, measuring intellectual property is not easy, and there are many differences between simple measurement and effective management that makes it bigger. In the measurement of intellectual property, it was not possible to distinguish whether it should be viewed as the knowledge and skills held by an individual in a company or as the intellectual property held by an organization. However, this TRM requires all knowledge and skills of individuals in the organization to be linked to the knowledge management database, and to transfer their knowledge and skills to the juniors in the organization in the form of job-specific technical training in the TRM system. In addition, the results are recorded and left in the knowledge management DB. In other words, through TRM, companies can easily identify what kind of knowledge and skills exist in their organization, and can use and increase it from time to time.

4. Develop an individual's tacit knowledge as a form of organization. One of the most problematic problems in the knowledge management system so far is how to transform the know-how of individuals into organizational knowledge. Companies are more productive and profitable when their know-how is translated into organizational knowledge. Many of the trainings that have been conducted in the enterprise have been mostly delivered through the form of education that is already documented and knowledgeable. However, not only this systematic study and knowledge but also the specific problem solving ability required in the actual field is not only to generate profits and increase productivity of the actual company. It is the know-how related to problem solving that a new employee joins and learns. This knowledge, know-how, and problem-solving skills also make a difference among companies with the same format. In the form of job-specific technical training and job-specific technical training on TRM, individuals are trying to deliver to their juniors the many know-hows they have learned while solving problems in corporate organizations. Education here differs from academic arrangements, primarily in discussion and sharing of experiences on practical cases. This is what a company needs, and the acquisition of this know-how has much to do with the development of experts. In the end, through TLW and TRM, companies can pass on the tacit knowledge, skills, and know-how of individuals to their juniors.

5. It is easy to form a learning culture within the organization. Many organizations at home and abroad have put much effort into the formation of learning organizations and learning cultures. However, this is merely a one-time attempt and is not being made continuously because there is no central point for maintaining such an attempt and the atmosphere and culture formation within the organization have not been achieved. The final picture of a learning organization pursued by a company is to continuously exchange information, create new knowledge and skills, and relate it to the productivity and performance of the company in order to solve their tasks. In this process, individuals grow their knowledge and skills to become experts. However, as mentioned above, simply intentionally constructing a learning organization in a situation where there is no atmosphere or cultural formation within the organization is more likely to be an exhibition for the sake of expression rather than a result. In this situation, the TRMs created by each business area are made in such a way that each individual in the organization can open and refer to them from time to time. Therefore, organizations and individuals are constantly exchanging knowledge and skills around TRM within this TLW system. In particular, the fact that TRM frequently checks knowledge management DBs for technical training by job and exchanges opinions about the work they are doing contributes to the formation of an organization's learning culture. With this system in place, individuals learn to become experts on their own and organizations can more effectively support learning. This is what an individual learns for himself and this has a great impact on the organization's learning culture. In other words, this TRM enables the formation of a voluntary learning culture and further stimulates the learning atmosphere of the organization.

6. It can reduce the time for adaptation when changing individual's job. In every corporate organization, changes or shifts in the work of the members of the organization are inevitable for any reason. It is true that organizational and individual adaptation time is required when changing work, whether it is done intentionally or in some other way for the purpose of personalization. This change of work or rotation is ultimately for the organization and the individual, but adaptation time has a significant impact on productivity. In this situation, reducing adaptation time can result in significant cost and time savings for organizations and individuals. Since TRM is made up of several fields required by a company, a change in an individual's work can be said to change his target TRM. In other words, when the manager of the tenth year of his career, A, was given the task of B, what is his greatest question? Can you do a good job at B? What knowledge and skills do I need in B? And so on. So far, the 10-year-old manager has prepared information about his work or B and his seniors and juniors. However, this information is not considered standardized, but is expressed according to individual experiences and perspectives. But if TRM is used, the first thing the manager will do is compare A and B's TRM. The overlapping contents of A and B's TRMs are those acquired or acquired in the future regardless of A and B's field of work. The non-overlapping part of the A and B tasks TRM for the past 10 years is insufficient to be able to perform as a manager 10 years while performing a new B task. He can click on the subjects related to the shortcomings in the B TRM so that he knows in advance when, where and what he wants. It is also possible to look at the entire B TRM and modify his or her path by knowing in advance what he / she needs to do and what he / she should learn. The fact that TRM is released in each field can be a great help to individuals and organizations in the rotation of their work.

7. The knowledge and skills that are likely to be leaked by individual movement are accumulated in the organization. The knowledge and skills that individuals gain from working in an area of a company vary widely. However, this variety of knowledge and skills are often not further developed by an individual no longer performing his or her work or are not accumulated in the organization due to the movement or resignation of the individual. In the TRM of the TLW system, job-specific technical education requires that the know-how and skills held by an individual be transferred to others in the organization, and the results are also recorded in the knowledge management DB. As a result, knowledge and skills that have been managed individually within the organization are transferred to other members of the organization and accumulated in the system.

8. It is easy to connect the organization's management strategy with the talent development strategy. In the meantime, many companies have established management strategies and human resource development strategies, established education systems and operated many training courses. However, one of the most mentioned in the field of corporate education at home and abroad is the linkage between business and education to the company, and furthermore, the linkage between management strategy and human resource development strategy. Ultimately, the purpose of corporate education is to increase the profits of an organization by improving the ability of its members. This is well understood as an effort by companies that want to pay for and benefit from education, to link individual and organizational performance. However, in many companies, education for the improvement of the individual's ability has its own mechanism and is self-acting-that is, education for education-and the organization operates according to separate plans and measures for improving the performance of the organization. do. In this case, education is always regarded as ancillary to the organization. Many firms emphasize talent development, but rather, the profitability of the organization must first be improved, and then investment is made for talent development. After all, what a person in charge of education in the enterprise should pursue is to connect the organization's management strategy with the talent development strategy. TRM extracts the necessary training content from all fields and all levels of the organization and is relevant to all areas of business. In addition, TRM is a separate resource and is managed because all processes are connected to an enterprise resource planning (ERP) system. In other words, according to the management strategy, the company can list all the educational resources in an instant and decide the investment priority or the order of payment. Firms can extract a curriculum consistent with a management strategy in a short time, and thus extract the training that should be operated first and the curriculum essential for the year. Many companies make an effort to establish an education system every year, but when this fails to support the company's management strategy, many problems arise. With TRM, companies can now easily identify the training that should be invested and implemented first, according to their management strategy.

9. Link the required competencies and training content of each industry. One of the concepts mentioned so far in corporate education is related to competency. What are the core competencies of the company? What skills and skills do you need? There are many questions about the back. And many efforts are being made to find and increase these capabilities. However, many companies haven't made much progress yet in finding ways to do this because they have consumed a lot of energy to find these capabilities. This TRM was approached from the knowledge, skills and know-how required for the initial approach to the workplace. Therefore, each company can derive the competencies needed by the organization and then connect them with the curriculum in TRM as a way to increase it.

10. Training is site-centered. If the training in the company is not focused on the field, the company's training is likely to be for training separated from the field of business. In this TLW system, TRM has operators according to each industry. The operator's main task is to review and revise the training presented in the TRM as necessary for the nature of the workplace. In other words, once a TRM is not impossible to modify, it is reviewed from time to time to check whether it is composed of necessary contents in the field and is composed in the most appropriate way to deliver the necessary contents in the field. This means that the training is not planned and carried out by the hands of the management department or the education staff who left the workplace, but is modified and utilized by the staff directly at the workplace. In this case, in corporate education, education exists for the enterprise, and work-centered learning takes place as a whole. This is the true meaning of TLW (Total Learning of Workplace). This means that education takes place in connection with work, and that in the enterprise, the whole workplace does not learn.

11. Easily acquire the knowledge and skills needed in the field. In line with the fact that the above education is centered on the field, the individual in the field of work must frequently provide his / her work in the TRM of the knowledge management DB or TLW system not only when there is a training course but also during the work. Find and use what you need. Since this TLW system is used in connection with the knowledge management DB, it is easy to store and recall the knowledge and skills required in the field.

12. Total support and management of all trainings required by each business is available. There is one operator for each TRM, who is generally expected to work in conjunction with the education staff at the management office. Each TRM person in charge of the work site is closely linked to the work site and reflects the various demands on the TRM, and the education manager of the management headquarters handles several TRMs at the same time to adjust overlapping or inefficient parts between each TRM. Therefore, from the organization's perspective, all education takes place in the workplace, but moves in a well-structured framework as a whole, and total support for the education required at each workplace is possible.

In addition to the above effects, the biggest advantage of the TLW system is that it systematically connects all the contents that have been mentioned in the corporate education field.

Claims (3)

The overall process of TLW (Total Learning of Workplace) and TLW and how to use it a) the division of an organization's work into disciplines in one organization; b) A workshop to extract necessary contents through workshops in the fields divided according to the type of work or job. c) create a TRM for each sector by listing the extracted training content; d) content relating to the TRM of claim 2; e) Plans for developing TRM into a computerized system for personal use f) Contents that utilize TRM in connection with educational operation system g) To accumulate and utilize the educational contents of the educational operation system in a DB as a hyperlink. h) link credits to courses designated on TRM; i) linking the courses designated on the TRM to the in-house instructor pool; j) In-house instructors produce subjects specified in TRM as learner's textbooks and instructor's manuals and store them in DB and use them in curriculum TRM (Training Road Map) a) The map itself is divided into company-wide education, job-based education, headquarters / business divisions, technical and job-specific training, and self-learning. b) organization of maps to be utilized by organizational members c) linking the map to the organization's education management system. d) linking the map to a database containing organizational knowledge How to make a TRM a) Primary classification of construction sector (centered on existing construction sector) b) SME selection by construction industry c) 2-3 times of the 1st Workshop with SME * Reconfirmation of primary classification for construction industry * Capability Extraction and Review by Classified Construction Industry * Extract necessary training contents for each competency d) 2nd Workshop with SME * Know how to develop curriculum and develop instructor manuals e) Module development by SME f) Completion of TLW and development of curriculum for each construction industry