**3. Learning in SMEs**

The economic pressure requires continuous improving of company efficiency, of staff knowl‐ edge, of training and learning to survive or stay competitive. Due to limited resources, often financial ones, the managers reduce learning activities and the introducing of new technologies in their companies. E-Learning is rarely used in SMEs, although it is suitable to quickly and up-to-date the requirements typical for SMEs [7], [8].

Some managers, who do not know the advantages of E-Learning, would like to preserve instructor, classroom-based learning as the learning culture of the company. Managers and staff should be aware of integrating training/learning in the company business contributing to their growth. Figure 2 shows some important variables reported in the literature contribu‐ ting to a better understanding of the role of training and education for SMEs in order to compete nowadays.

**Figure 2.** Variables for training [9]

With regard to learning, the most popular form of learning in SMEs among staff is the informal one, which accounts for over 75% of the learning taking place in organizations today. Informal learning is the unofficial, unscheduled, impromptu way people learn to do their jobs. Most learning does not occur during formal training programs. It happens through processes that are not structured or supported by an employer or an organized formal course. Most compa‐ nies, however, focus on and recognize only formal learning programs, losing valuable opportunities and outcomes.

Computing promises to deliver all the functionality of existing information technology services, reducing the upfront costs of computing that hinder many organizations in deploying

The economic pressure requires continuous improving of company efficiency, of staff knowl‐ edge, of training and learning to survive or stay competitive. Due to limited resources, often financial ones, the managers reduce learning activities and the introducing of new technologies in their companies. E-Learning is rarely used in SMEs, although it is suitable to quickly and

Some managers, who do not know the advantages of E-Learning, would like to preserve instructor, classroom-based learning as the learning culture of the company. Managers and staff should be aware of integrating training/learning in the company business contributing to their growth. Figure 2 shows some important variables reported in the literature contribu‐ ting to a better understanding of the role of training and education for SMEs in order to compete

With regard to learning, the most popular form of learning in SMEs among staff is the informal one, which accounts for over 75% of the learning taking place in organizations today. Informal learning is the unofficial, unscheduled, impromptu way people learn to do their jobs. Most

new innovative IT services [6].

up-to-date the requirements typical for SMEs [7], [8].

484 E-Learning - Instructional Design, Organizational Strategy and Management

**3. Learning in SMEs**

nowadays.

**Figure 2.** Variables for training [9]

Blended learning can combine the positive aspects of different learning approaches, classroombased learning and E-Learning, formal and informal ones [7]. By mixing learning styles and different dimensions of learning suitable for SMEs at the course level, the use of blended learning opportunities as a suitable way to learn in SMEs could be improved so that this increases or keeps up competitiveness/survival of the companies.

The term blended learning is used in the literature for an integrated combination of traditional offline methods of learning with on-line methods (i.e., web-based ones) [10]. Within blended learning, classroom-based learning is combined with computer-mediated instructions [11], but also various event-based activities (face-to-face classrooms, live E-Learning, self-paced learning) are combined.

Results of projects show that SMEs are restricted in the efficient use of different forms of learning and technology for learning and in adequate management learning approaches [12].

An informal and predominant training method, workplace training for daily tasks, is known to have "low learning cost" [13]. The integration with formal strategic training is often not planned. Also the blending of face-to-face training with self-paced E-Learning is not efficiently used [14].

Some important aspects of blended learning for SMEs could be Self-Paced Learning, Mix of Methods and Media, Quality, Time Flexibility, Learner-Centred, Motivation, Flexibility, Accessibility, and Workplace-Related Learning.

The trainees have the possibility to choose when they study; distance and schedules becoming irrelevant. The students are not required to take into account each other's time restrictions; they can also choose content necessary to their tasks. In some projects like SIMPEL [7], coordinated by the author, the use of E-learning in SMEs has been particularly analysed. The conclusions were that properly developed training based on E-Learning not only contributes to improving competences of SME staff, but also to create a growing repository of knowledge. This knowledge can be continuously provided to employees at a determined time and in a way that can be individualized, to be more efficient. E-Learning has a great potential for the expansion of educational opportunities but it is also necessary to note that "social presence is a strong enabler of satisfaction also in a computer conference" [14].

Results of the EU ARIEL project (Analysing and Reporting on the Implementation of Electronic Learning in Europe www.ariel-eu.net), [15], financed within the E-Learning initiative and coordinated by the author, show that SMEs have problems in introducing and using E-Learning. Problems that appear relate to organizational technology and human resource development.

Some models of the E-Learning are cited by Psycharis [16], [17].

In the publication of Rosenberg [18], four factors are identified: Culture, Champions, Com‐ munications, and Change. Twenty questions to classify the factors in categories were devel‐ oped by him.

The main factors identified by Chapnick [19] are: the psychological readiness, the sociological readiness, the environmental readiness, the readiness of the human resources, and the economic readiness.

According to Broadbent [20], the successful implementation of E-Learning in an organization requires the right people, the right place, and the right resources.

From the author's point of view, learning refers less on the basis of technical implementation, but more on the need of organisation development and organisational integration. Some important issues when applying the models to SMEs are as follows:


The author worked in the European project ReadiSME [21] where the evaluation of E-Learning readiness was researched and a list of questions for the evaluation of E-Learning readiness supporting knowledge improvement was developed.A reference catalogue taking into consideration the categories Organization/Management, Technology/Services, Staff/Human Resources (Figure 3) was developed and used within ReadiSME and in other projects.

After the collection of data by using this catalogue, the results were evaluated by an E-Learning consultant of the company and completed/detailed in direct discussions with the staff and management of the company.

The next step was to determine knowledge needs and gaps and to develop corresponding approaches. Further steps are shown in Figure 4.

The design of the appropriate content for E-Learning-based training guided by the SME's knowledge requirements should be taken into consideration. It helps to improve products and services offered to clients, and knowledge concerning new markets, customers, and suppliers that needs to be transferred to the staff.

The design of blended learning material has a great importance and several authors have developed frameworks to guide this process.

Managers of SMEs need to be aware of the importance of mixing E-Learning with other forms of learning like mobile learning, webinars, access to on-demand learning resources, and social learning supported by social media for up-to-date skills and information [8].

Improving E-Learning in SMEs through Cloud Computing and Scenarios http://dx.doi.org/10.5772/61009 487

ar

In the publication of Rosenberg [18], four factors are identified: Culture, Champions, Com‐ munications, and Change. Twenty questions to classify the factors in categories were devel‐

The main factors identified by Chapnick [19] are: the psychological readiness, the sociological readiness, the environmental readiness, the readiness of the human resources, and the

According to Broadbent [20], the successful implementation of E-Learning in an organization

From the author's point of view, learning refers less on the basis of technical implementation, but more on the need of organisation development and organisational integration. Some

**•** A decision should be made whether this is the best choice of training delivery or not.

**•** The models should include the fields needed to be ready before starting E-Learning.

The author worked in the European project ReadiSME [21] where the evaluation of E-Learning readiness was researched and a list of questions for the evaluation of E-Learning readiness supporting knowledge improvement was developed.A reference catalogue taking into consideration the categories Organization/Management, Technology/Services, Staff/Human Resources (Figure 3) was developed and used within ReadiSME and in other projects.

After the collection of data by using this catalogue, the results were evaluated by an E-Learning consultant of the company and completed/detailed in direct discussions with the staff and

The next step was to determine knowledge needs and gaps and to develop corresponding

The design of the appropriate content for E-Learning-based training guided by the SME's knowledge requirements should be taken into consideration. It helps to improve products and services offered to clients, and knowledge concerning new markets, customers, and suppliers

The design of blended learning material has a great importance and several authors have

Managers of SMEs need to be aware of the importance of mixing E-Learning with other forms of learning like mobile learning, webinars, access to on-demand learning resources, and social

learning supported by social media for up-to-date skills and information [8].

**•** Special pedagogical requirements and face-to-face contact have to be considered.

requires the right people, the right place, and the right resources.

486 E-Learning - Instructional Design, Organizational Strategy and Management

important issues when applying the models to SMEs are as follows:

**•** Organizational readiness is a difficult problem for SMEs.

**•** All staff should answer the questions of these models.

oped by him.

economic readiness.

management of the company.

approaches. Further steps are shown in Figure 4.

that needs to be transferred to the staff.

developed frameworks to guide this process.

The next step was to determine knowledge needs and gaps and to develop corresponding

**Figure 4.** Value chain [21]

#### **4. Scenarios** The design of the appropriate content for E-Learning-based training guided by the SME's knowledge requirements should be taken into consideration. It helps to improve products

Scenarios are particularly useful to explore a range of possible futures and driving forces what could lead to these futures. Scenario methodology has a major advantage over some methods – it can be participatory [22]. If used within learning in companies, it could engage learners and provide them with resources to improve their knowledge. suppliers that needs to be transferred to the staff. The design of blended learning material has a great importance and several authors have developed frameworks to guide this process.

and services offered to clients, and knowledge concerning new markets, customers, and

**Figure 4: Value chain [21]** 

System thinking used in conjunction with scenario planning leads to plausible scenario story lines because the causal relationship between factors can be demonstrated. Scenarios are used by decision makers to explore ways to avoid risks and to improve opportunities. A common language and tools should be developed, so people from a variety of disciplines and back‐ grounds can work together effectively. Managers of SMEs need to be aware of the importance of mixing E-Learning with other forms of learning like mobile learning, webinars, access to on-demand learning resources, and social learning supported by social media for up-to-date skills and information [8].

There are a number of different scenario planning tools available; they each provide a means of looking at reality [23] and encourage a company to look at the current situation, different events that can occur, how they can impact on the business, and how the business can plan effectively to take advantage or combat the negative effects of these events. They can be categorized depending on the direction the company wishes to take. In addition, it "simplifies the avalanche of data into a limited number of possible states" [22].This is particularly appropriate in today's knowledge environment where the amount of data is growing expo‐ nentially each day.

Chermak and Swanson [24] examined the use of scenario planning as a learning tool in which knowledge is developed. "Scenario planning is designed to support exploration of a constantly changing environment and uses multiple narrative stories about the past, present, and the future to stretch the thinking inside the organization." Thus, scenario planning involves gathering information about events that have occurred and will occur in the future and understand possibilities to address these. Thus, it involves generating knowledge and skills. Scenario planning is also heavily influenced by the social elements advocated by the organi‐ zational history and culture elements of Vygotsky's constructivist learning theory as "Scenario planning is also dependent upon the situation in which it is employed as a tool for learning and planning" [24].

Scenario planning combined with learning can help SMEs to identify the future state of their organization if they use new technologies like Cloud Computing technologies, accounting for all the limitations and issues that they need to consider [8].

Scenario-based E-Learning [25] can put the learners into real-life situations that allow them to gather skills or information that they will need for actual or future tasks. Information regarding the work context enables learners not only to easily manage it within their working tasks, but also to commit it to their long-term memory for future use. Some characteristics for scenariobased learning are [25]:


Scenario-based E-Learning:


**•** Challenges the learner without overwhelming their mental capacity.

Some important issues for Scenario-based techniques in E-Learning could be


There are a number of different scenario planning tools available; they each provide a means of looking at reality [23] and encourage a company to look at the current situation, different events that can occur, how they can impact on the business, and how the business can plan effectively to take advantage or combat the negative effects of these events. They can be categorized depending on the direction the company wishes to take. In addition, it "simplifies the avalanche of data into a limited number of possible states" [22].This is particularly appropriate in today's knowledge environment where the amount of data is growing expo‐

Chermak and Swanson [24] examined the use of scenario planning as a learning tool in which knowledge is developed. "Scenario planning is designed to support exploration of a constantly changing environment and uses multiple narrative stories about the past, present, and the future to stretch the thinking inside the organization." Thus, scenario planning involves gathering information about events that have occurred and will occur in the future and understand possibilities to address these. Thus, it involves generating knowledge and skills. Scenario planning is also heavily influenced by the social elements advocated by the organi‐ zational history and culture elements of Vygotsky's constructivist learning theory as "Scenario planning is also dependent upon the situation in which it is employed as a tool for learning

Scenario planning combined with learning can help SMEs to identify the future state of their organization if they use new technologies like Cloud Computing technologies, accounting for

Scenario-based E-Learning [25] can put the learners into real-life situations that allow them to gather skills or information that they will need for actual or future tasks. Information regarding the work context enables learners not only to easily manage it within their working tasks, but also to commit it to their long-term memory for future use. Some characteristics for scenario-

**•** Realistic, in order to fully engage learners providing students or employees with the

**•** Learner-centric, drawing upon learners' core strengths and allowing them to use skill sets that they are developing, while at the same time improving upon their weak points.

**•** Involving learning strategies which use skills or knowledge that learners have already

**•** Due to their interactive character, the learners achieve real-world experience rather than

all the limitations and issues that they need to consider [8].

488 E-Learning - Instructional Design, Organizational Strategy and Management

gathered and which can be applied to the current tasks.

**•** Allows the learner to directly see the E-Learning rewards.

**•** Improves the learners' engagement and understanding of core concepts.

nentially each day.

and planning" [24].

based learning are [25]:

required information.

theoretical information. Scenario-based E-Learning:

**•** Motivates the learner.

**•** Ensure that the context of the scenario is realistic and manageable.

Scenario-based E-Learning help trainers to create E-Learning/blended learning courses that are fully engaging for staff and provide them with the resources to solve current work tasks, to enhance their performance and their overall knowledge base for future work. These scenarios can enable them to use already established skills and draw upon real-life experience to achieve E-Learning experience in different environments.
