AD-HOC Learning - Acquiring Skills on Demand - Know-Center

Figure 9: <strong>AD</strong>-<strong>HOC</strong> <strong>Learning</strong>: Support at preparing the Lessons learned Meeting as part of the Postmortem
process.
From the human resources development perspective, <strong>AD</strong>-<strong>HOC</strong> brings along the benefits described in the
following. <strong>AD</strong>-<strong>HOC</strong> applies the structure of people’s work processes to E-learning course material. People
can study topics in-depth following two ways: either via the traditional way, going through the courses
and following the topics’ hierarchical structure and applied didactical principles. Or people follow the work
process and access the learning modules according to their relevance for the specific process steps.
Doing it this way, after having in-depth knowledge acquired, work can be continued with examples from
the knowledge space and the provided work resources.
The improvement phase includes the evaluation of the <strong>AD</strong>-<strong>HOC</strong> Environment – analyzing its benefits and
value for users and the organization. There are two kinds of evaluation. The user-centered one
investigates the users’ satisfaction, how helpful and supportive <strong>AD</strong>-<strong>HOC</strong> is for the particular work
processes. The result-oriented evaluation measures increases in work process results’ quality and
decreases in time spent on particular tasks.
At the Know-Center, evaluation happened informally. Users were asked about their satisfaction and ideas
for further improvements. The benefit for the organization is evaluated in the long term. Here a
significant decrease in project management mistakes is to be expected.
Large organizations will probably apply systematic census and analysis of performance and quality
increases. Independent of how the evaluation is conducted, the results can be used for process
improvements and more tightly focused qualification measures. Achieved results and working documents
from the work processes can be didactically extended and become so essential parts of the learning
content. At the Know-Center for instance, the task “Preparing the Lessons learned Meeting” has gained
much improvement. In particular the discussions foregoing every lessons learned meeting have been
very fruitful. People requested to extend the lessons learned meeting with a discussion about their
acquired new knowledge and build-up expertise during the project. This has enriched the experience
report with skill profiles of the participants. Now a competence/skills matrix is evolving at the Know-
Center. Discussion points, where people had a common understanding that they rather waste their time
than bring some benefit were removed. These changes have then been integrated into the learningmodules.
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