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    Introduction 
    The impact of continuous / lifelong learning on organisational development 
    Employee perspective 
    The employer perspective 
    E-learning and continuous learning

Introduction

eBusiness is s “moving target” where new working methods, technology and operational practices are developed. There is need for guidance about how to maintain one’s knowledge and understanding of eBusiness aspects. The aim of this learning object is to provide references and suggestions on how to stay updated on eBusiness to the degree needed for the trainee.

Implementation of new solutions should always include bringing the workforce up to date with the consequent change of work methods. Taking into consideration the continuous evolvement of the technology and business processes, a culture of employee self driven quest for knowledge should be encouraged by organisations. Continuous research needs to be conducted in relation to change management, not least on sociological aspects, to ensure the most appropriate approach to any given step of progress and situation.

The development of ICT in general has created new opportunities for organisations to realign their processes and knowledge management. Some are quick to adapt to these changes, perhaps due to young and well educated workforces together with relative ease of investment funding, others are more conservative, possibly reluctant and not ready to take this opportunity. In order to stimulate adoption of ICT in business processes it is imperative to raise the corporate understanding of eBusiness benefits, to enhance people’s confidence in the new working environment, aiming for a critical mass of participants.

Conveying the message of evolving new knowledge, skills and working methods to the community can be done primarily through educational, “lifelong-training”, schemes and consultancy, matching the needs of both organisations and individuals. Formal education is bound in a rather rigid structure and is not changing fast but on the other hand we could expect most of the changes coming from the informal educational sector that is more flexible but financially much weaker. Research should to a large degree be focused on recognising the change agents, on being individuals or organisations as drivers and in providing best practice.

In raising the level of knowledge all means, namely research, formal and informal education, learning and empowerment within practice from early users and those with hands-on experience should be activated.

The knowledge required for a balanced adoption of new ICT enabled business practices is wide and multi-disciplinary. It should cover the business processes and models as well as the ICT part, in terms of technology and the business opportunity potential. The development workbench is a melting pot of issues not so very easy to manage in good balance. The key for success is the presence of a spirit of cooperation, which also is an objective in developing a constructive mindset with a positive attitude.

Nowadays organisations are changing rapidly and it's difficult to find operational practices that withstand the test of time. The concept of continuous learning has become important because it prioritises observation, adaptation and learning from change.

Continuous learning is not about continually taking courses, it is about developing skills in reflection and inquiry. Continuous Learning examines the requirement for workers in an occupational group to participate in an ongoing process of acquiring skills and knowledge. Continuous learning is a lifelong process comprised of the sum of training, development, and learning. Once individuals work in an environment where these three activities are present, and actively participate in each, lifelong learning becomes a reality.

Continuous learning can be send from the individual’s point of view and from the organisation’s point of view. From the individual’s point of view the following issues among others are relevant:

• Personal vision.
• Active role in the work.
• Reflection on the experiences in the work.
• Seeking feedback about the work.
• Applying new information and skills.

Organisations can establish structures and processes that support continuous learning. Management provides employees with opportunities to take part in training which help them maintain and update the skills needed in their work. Employees have a clear, shared vision of the organisation's goals and values.
More and more jobs require continuous upgrading, and that all workers must continue learning in order to keep or to grow with their jobs. If this is true, then the following will become essential skills:

• Knowing how to learn
• Understanding one's own learning style.
• Knowing how to gain access to a variety of materials, resources and learning opportunities.

• Training in job-related health and safety.
• Obtaining and updating credentials.
• Learning about new equipment, procedures, products and services.

 The impact of continuous / lifelong learning on organisational development

Continuous learning has to be seen from two perspectives, both employers and employees who are engaged in continuous learning. The employee perspective reflects employees' approaches to their own learning and self development. The employer perspective reflects the motivations of employers in promoting continuous learning opportunities, by way of engagement in courses, to their staff in order to improve the organisation's effectiveness.

Continuous learning is used by employees to improve their current, or future, employment prospects and by employers as a way of improving their organisational performance.

Employee perspective

Here learning is regarded as a personal investment in the future, encouraging personal growth and developing potential, possibly to ensure continued employment. This can be regarded as the model of employee, continuous learning where the employees take responsibility for their own learning in relation to their own employability.

Employees have a number of motivations for learning. These include intrinsic pressure, external pressure, the quality of provisions available to them, specific drives and personality factors. Employees' intrinsic motivation, engagement with learning opportunities, is relevant to the course to their future career, their personal interests, social needs and domestic circumstances. Whilst extrinsically they are motivated to study they may also be concerned with the value of the underlying qualification, and that it will be recognised by their current, or future, employers.

The figure illustrates the model of employee continuous learning where people engage in learning opportunities to maintain, or improve, their employability.

The employer perspective

There are number of areas where organisations might expect to find positive results from employees being involved in learning, and or developmental experiences. They include cost savings, time savings, new work habits, and improved working climate, which would be evidenced by low, or reduced, turnover, staff commitment and satisfaction.

Continuous learning can be seen as a form of economic investment. Organisational learning is an investment in survival; employers improving organisational effectiveness by creating and sustaining learning in order that those employees are empowered to cope with a changing external environment. This can be regarded as reflecting the employer perspective of continuous learning as it provides the business with skilled workers whose skills and knowledge are used to promote organisational competitiveness.

“Organisations learn only through individuals who learn.” The source of competitive advantage is an organisation's ability to learn, to promote continuous learning in its employees, and to react more quickly than its competitors. Individual learning does not guarantee organisational learning but without the former, the latter cannot occur. The employer’s perspective is reflected in the following figure.

E-learning and continuous learning

E-learning or electronic learning is the term used to describe all learning that has an electronic dimension to it. E-learning services have evolved since computers were first used in education. There is a trend to move toward blended learning services, where computer-based activities are integrated with practical or classroom-based situations.

Computer-based training services are where a student learns by executing special training programs on a computer relating to their occupation. Computer-based training is especially effective for training people to use computer applications because the program can be integrated with the applications so that students can practice using the application as they learn.

Web-based training is a type of training that is similar to computer-based training; however, it is delivered over the Internet using a web browser. Web-based training frequently includes interactive methods, such as bulletin boards, chat rooms, instant messaging, videoconferencing, and discussion threads. Web-based training is usually a self-paced learning medium, however some systems allow for online testing and evaluation at specific times.

Learning occurs all the time, everywhere. But in order to deal with the increase in amounts of knowledge, the constant state of realignment, limited budgets and the changing nature of work and lifestyles we must utilise the potent capabilities of new technologies.

E-learning is the key to continuous learning within an organisation. E-learning brings learning to people by providing the capability to explore, research, collaborate, interact and share knowledge and experiences.