Adopting A Learning Management System

ADOPTING A LEARNING MANAGEMENT SYSTEM: ISSUES RELATED TO SUPPORTING PROGRAM
DEVELOPMENT IN PETROLEUM INDUSTRY TRAINING
By
Maeve Veronica Frances Spain
B.F.A. University of Windsor
A thesis submitted in partial fulfillment of

the requirements for the degree of
MASTER OF ARTS
IN
DISTRIBUTED LEARNING
Focusing on Leadership, Learning and Technologies
We accept this thesis as conforming

to the required standard
_____________________________________________
Faculty Supervisor, Brad Eastman, PhD
_____________________________________________
Acting Academic Lead, Susan Chandler MSc.
______________________________________________
Acting Director, School of Information and Society, Tony Boydell, PhD
ROYAL ROADS UNIVERSITY

June, 2006
Maeve Spain, 2006
Supporting the Adoption of a Learning Management System
ii
ABSTRACT
Enform, a petroleum industry training organization is tasked with expanding course offerings via
distance, or on-line delivery. This study explores how Enform could meet program development
needs and goals by adoption of a Learning Management System (LMS) and examines the
organizational needs and impediments for the successful integration of on-line learning
technology within the context of workplace practice. The organizational opportunity focuses on
meeting industry demand for on-line training initiatives. Measures to support individual
employees integration of new technology for the development and delivery of training materials
within Enform are examined. This study examines the significance and role played by diffusion
of technology, organizational culture, and organizational change within the context of Enforms
adoption of an LMS.
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ACKNOWLEDGEMENTS
This, my extraordinary journey, which opened the doors and windows of learning, could not
have been done without the love and support of my family, friends and colleagues. I dedicate this
to Ciaran, my son, for just being you and never complaining about my academic preoccupations
these long three years. May you be inspired to give your all to something one day, for it is
truly worth the effort.
For the many philosophical discussions, cafe lattes, supportive suggestions, questions and
edits of my proposal and research project, I express my sincerest gratitude and thanks to dear
friend, Finbarr Wilson. Many thanks go to Marcia Docherty, cohort and friend who discussed
and listened at length. I appreciated your edit of my project thesis and the ongoing support. And
to Jacquie Burke, dear friend for making me exercise and take breaks along the way, whose
support is always appreciated.
I acknowledge the support and camaraderie of fellow MADLers, cohorts 2003 and 2004,
for sharing your knowledge, experience, skills and expertise in so many areas. Thank you for
proving the unlimited potential of on-line learning. We have been fortunate to experience the
meaning of community of practice first-hand throughout the MADL program.
I would also like to acknowledge the many professors who inspired and encouraged me
to look deeper and see the world with different eyes. Brad Eastman, my academic supervisor
deserves mention for providing me with leadership, support, and sound guidance.
My appreciation is warmly given to my colleagues at Enform and its owner associations,
who were generous with their knowledge and time towards this project.
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TABLE OF CONTENTS
Abstract...ii
Acknowledgementsiii
List of Tables.vii
Chapter One Study Background...8
The Problem or Opportunity..8
Significance of the Problem/Opportunity..9
The Organizational Context.11
Review of the Organization.12
Definition of Terms..13
Limitations of the Study...14
Delimitations of the Study...15
Chapter Two - Literature Review..17
Introduction..17
On-line Learning Technology..18
Culture..21
Change.24
Knowledge and Content Management.30
Conclusion...32
Chapter Three Conduct of the Research Study...34
Research Methods....34
Data Gathering Tools...35
On-line Surveys.35
Interviews...36
Study Conduct..36
Preparation Phase...37
Rationale for Data Collection..37
Rationale for Participant Selection..38
Development Phase39
Implementation Phase40
Conducting the Surveys...41
Conducting the Interviews...42

Evaluation Phase44
Chapter Four Research Study Results.46
Study Findings.46
Purpose...47
Business.49
Capacity.51
Realization.56
Study Conclusions...60
Purpose...63
Business.64
Capacity.64
Realization.....65
Study Recommendations.65
1. Define a Vision..66
2. Develop a Strategic Training Plan.66
3. Develop a Strategic Plan67
4. Define Quality67
5. Create an Integration Team68
6. Approach On-line Initiatives..68
7. Create a Repertoire69
8. Create a Blended Model.69
9. Create a Community of Practice70
10. Transition the Organization.70
Chapter Five Research Implications...71
Organizational Implementation..71
Future Research...74
Chapter Six - Lessons Learned..77
Research Project Lessons Learned...77
References .79
Appendix A
On-line Survey Questions..84
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Appendix B
Interview Questions...87
Appendix C
Request for Participant Letter and Participant Consent Form Sample......91
Appendix D
Project Tracking Document...93
Appendix E
Code Set Sample95
Appendix F
Code Group Sample...96

LIST OF TABLES
Table 1: Data Collection Summary
43
Table 2: Summary of Enform Instructors Knowledge and Skills
52
Table 3: Summary of Franchise Instructors Knowledge and Skills
53
Table 4: Summary of Interview Participant Technical Knowledge and Experience
53
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Supporting the Adoption of a Learning Management System 8

CHAPTER ONE STUDY BACKGROUND
The Problem or Opportunity
To meet the demand for training alternatives to the traditional face-to-face classroom,
providers have looked to technology as a solution, which offers both synchronous and
asynchronous learning opportunities. However, the adoption of distance learning technologies,
such as a Learning Management System (LMS) to facilitate the development and delivery of online training materials often creates a common dilemma among businesses and organizations. It
not only requires a shift in the traditional paradigms of learning and teaching (Palloff & Pratt,
1999), but also may involve change within an organizations culture and operations (Rogers,
2003).
Enform, a not-for-profit training organization supporting the petroleum sector, will face
many of these challenges as it implements an LMS in the near future in response to an industry
directive for on-line training. The object of this study is to identify how adoption of an LMS by
Enform will support organizational goals in practice, and second, to identify employee support
measures needed for successful implementation of an LMS. The research question was
How can the adoption and integration of a Learning Management System fulfill Enforms
organizational program development goals to meet demand for on-line training initiatives
from the upstream petroleum industry?
The accompanying subset question was
What measures can be taken to ensure that employees responsible for training
development make a successful transition to integrating a Learning Management System
into their work practices of course planning, design, development and delivery?
In answering both questions, this study explored Enforms organizational and program
development needs and goals to gain insight into impediments and opportunities for the
successful integration of LMS technology within the context of workplace practice.
In consultation with Enform, I defined program development needs and goals as:
1. demand from industry for on-line courses.
2. quality control for all courses.
3. flexibility in delivery and type of course.
4. modularization for efficiency (e.g., re-purposing content).
5. capture of knowledge and experience.
6. storage of content and media.
7. accessibility to content.
8. learning opportunities in on-line learning theories and strategies for employees
involved with course development.
Significance of the Problem/Opportunity
In 2004 the organization made a decision to transition, over a period of one to three years,
the majority of its training curricula to a modularized, competency-based design with clearly
identified outcomes and objectives. Simultaneously, Enform decided to investigate distance
learning technologies with the desire to acquire a system with which to offer online registration,
participant tracking, course development, delivery, and support issues.
To meet industrys demand for more on-line training opportunities and to improve the
quality of courses, Enform created a new program development department. This department
must now manage the design, development, and evaluation of training curricula for distance and
face-to-face delivery. The transition to on-line course development would require new processes
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and systems to be developed. Adopting an LMS would prompt the departments examination of
course materials to determine suitability for on-line delivery while assessing quality issues and
gaps in courses. These actions create an opportunity for innovation and positive change.
Since Enform does not have an electronic platform or LMS to deliver on-line training
programs, its current distance offerings consist of mainly two computer-assisted learning (CAL)
courses which are only available in compact disc (CD) format and need to be upgraded as the
original supporting software is aging into obsolescence. To address the program development
needs, Enform has arranged to pilot one on-line course using The Learning Manager (TLM),
Moodle, and Absorb systems, to deliver the course.
The benefits to be realized from adopting an LMS are many. First, the organization could
meet the immediate demands for new online courses. Second, the organizational mission could
be furthered by providing a level of quality in its course development that would position the
organization as a leader in its field. Third, the organization as a whole could become part of the
learning process, which could have positive implications on organizational culture. Finally, the
change process for adopting new technologies could be eased by having recommendations to
guide adoption.
In its current state, Enform cannot meet its on-line directive from industry. If the situation
identified by this research does not change within Enform, it is likely to lose ground to its
competitors, making it less prominent and potentially underutilized within the upstream oil and
gas industry. The organization could be reduced to a one-dimensional training facility with
diminished opportunity for growth. Its offerings of face-to-face programs and courses would
likely continue but remain limited by facility scheduling and size. Potentially, Enform could lose
its position as a leader for training within the industry. Enform is on the cusp of leading industry
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training into a new era of thinking and learning. If the organization does not rise to this
challenge, it will likely become redundant.
The Organizational Context
Enform provides training to the upstream petroleum industry sector. It is a relatively
small, not-for-profit organization accountable to six industry associations representing over
1,100 upstream oil and gas member companies predominately in western Canada. Training is
provided at two locations: corporate headquarters in Calgary and at Nisku, a field-like operations
facility.
As an employee involved in program development within Enform, I had a vested interest in
finding solutions to the problem posed. My experience in curriculum development, instructional
design and recent studies in the Master of Arts in Distributed Learning program contributed to
my bias in the conduct of this study. My background also tended to promote a move towards
adoption of learning technologies to advance the organization in the area of program
development. This allowed me to recognize that training materials proffered in industry, often
result in truncated information, and rarely promoted deeper learning of a subject. I hoped this
study would reveal innovation in training development and delivery as possible and feasible
within Enform.
This action research study involved stakeholders within Enform, associations and
members of the upstream petroleum industry, and instructors both contracted and franchised.
Internal stakeholders, such as Training Coordinators at Enform are directly involved in program
development.
The training curriculum developed by Enform is mainly initiated and driven by industry
demand. Training is delivered primarily in the traditional classroom by contracted instructors.
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Franchised instructors are also used to meet demand for training that cannot be met by Enform.
The majority of Enforms courses involve topics which traditionally have not been taught on-line
and require a hands-on competency type of assessment.
Review of the Organization
In September of 2004, Enform came into being as the result of a merger. By combining the
former Petroleum Industry Training Service (PITS) and the Petroleum Safety Council (PSC),
Enform can provide greater opportunities and efficiencies for services to their clientele, the
upstream petroleum industry. This new organization has plans to expand operations to a national
and potentially global audience in the future. All of the current organizational policies and
documents are currently under revision. With a new Board of Directors in place, Enform is
creating a new vision and mission.
A newly struck training council meets quarterly to review the training demands and
directives from industry, as well as address any specific needs related to training, such as
discussing a volunteer model for program development (Enform Training Council Meeting,
2006). The council has representatives from the six supporting associations and various
companies in the upstream petroleum industry. To demonstrate Enforms training commitment,
the Program Development department was created. This action has instigated the changes
currently being undertaken at Enform. For example, changes include on-line course development
initiatives and the creation of standards, procedures, policies, and customer service related
directives to provide electronic access to registration, course information, and tracking of student
and instructor information.
Minutes from the first and second training council meetings were reviewed to determine
the level of involvement required from stakeholders in the program development area of Enform.
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The minutes provided insight into the direction of the organizations training commitment to
industry. Senior level stakeholders representing industry, supporting associations, and regulatory
agencies were selected to ensure wide and varied input to the committee process would meet the
needs for training and program development.
Definition of Terms
Blended learning. A training format that requires a face to face classroom component
with an Internet or web site component.
Executive Manager. An executive position within Enform responsible for organizational
management of finances and operations.
Franchise Instructor. A subject matter expert who delivers Enform training materials as
an independent business.
Industry. A generalized term for any sector of business, such as upstream petroleum
industry or transportation.
Industry Association. An owner-organization responsible for governing and directing
training initiatives at Enform.
Instructor. A subject matter expert who is contracted to deliver training materials for
Enform.
Learning Management System. A software interface that facilitates the delivery and
development of on-line courses. It typically houses course content and provides functionality for
testing, communications, and tracking of students or learners performance.
Manager. A senior position within Enform responsible for a departments operations,
planning, and budgeting.
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On-line learning. A training format that requires Internet or web site access to facilitate
the delivery of the course or program.
Subject Matter Expert (SME). An expert or authority in a particular subject or field (e.g.,
soil scientist).
Training Coordinator. A senior departmental position within Enform responsible for
course development and training operations. Training Coordinators report to a departmental
Manager.
Upstream. Oil and gas operations and services companies involved in exploration,
drilling, and completion of wells, and pipeline services to production facilities. Midstream
involves processing, development and maintenance of facilities, and production of products with
downstream involving commercial and retail development and delivery, as well as related
products and services.
Limitations of the Study
This study was limited to Enform and the upstream petroleum industry sector. It would not
have been possible to include the midstream and downstream aspects of the sector in this study.
As an action research project, the results were based on Enform and its unique perspective. The
findings of this study are specific and may not apply to other organizations.
The focus of this study was narrowed to include those at Enform responsible for course
and program development. It excluded the learner or end user perspective. While there is ample
research on users and LMS, this study assumes end user perspectives to be homogenous with
experience elsewhere. Enforms audience needs conform to the typical on-line user needs, such
as needing to feel connected, needing more directions for activities, and knowing the rules of
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engagement (Palloff & Pratt, 1999). The study would have exceeded the scope if the learner
perspective had been included.
This study did not focus on the type of LMS to be selected, or on descriptions of the
functionality or specifications of the technology. The focus of this study was on how to manage
and support the adoption of an LMS rather than on the selection of a particular technology.
While acknowledging that the selection of a particular LMS is important, understanding the
needs of the individuals involved exists as a prior issue that informs the technical choice.
Essentially, the decision has been made by Enform to have a LMS in place to deliver on-line
courses. Thus, how best to assist with this transition irrespective of technical questions is the
extent of the study, as exploration of the technology would have potentially taken the study in a
different direction.
Delimitations of the Study
To make this study manageable, it focused specifically on the adoption and integration of
an LMS in the context of program development needs and goals. The specific goal of meeting
industry demand for on-line delivery of training materials was explored in depth. Other needs
and goals were considered secondary to that of meeting industry demand for on-line training.
Prioritizing was needed to narrow the scope of the research.
Defining the program development needs and goals set the scope for the research project.
This study focused primarily on on-line training development and did not extend to print-based
course and program offerings at Enform. Organizational and individual needs within Enform
were explored but this study did not investigate specific needs of the upstream petroleum
industry. A decision to collect only general information on industry needs kept the focus of this
study clearly on Enforms specific problem and opportunities.
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This study examined Enforms organizational structure, culture, processes, and practices
to determine how to integrate and promote the adoption of a new system. This examination
included also the perspective of individuals within the organization, encompassing general and
specific knowledge, working practices, and processes related to Enform and program
development.
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CHAPTER TWO - LITERATURE REVIEW

Introduction
Enforms organizational problem in the context of the research questions raised a web of
issues prominent in contemporary literature that include adoption of technology, diffusion of
technologies, distance learning technology, learning management systems, organizational
culture, organizational change, learning organizations, corporate culture, change management,
training, training development, workplace training, on-line curriculum development, and
organizational creativity, and innovation.
Many of these topics are interrelated and have been combined under generalized themes in
this study and elsewhere. For example, the adoption of new technology (e.g., LMS) is more
complex than simply considering the training needs for using the technology; it has to be
reviewed in association with organizational change and culture to provide a thorough
understanding of the other factors that may affect or influence the process and rate of adoption.
Adoption of technology is therefore embedded within a myriad of interconnected factors
affecting its success or failure (Rogers, 2003; Senge et al., 1999).
From the literature review, four overarching themes emerged to address the research
questions:
1. On-line Learning Technology.
2. Culture.
3. Change.
4. Knowledge and Content Management.
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On-line Learning Technology

On-line learning technology encompassed LMS, its functions and benefits to the
organization, on-line training and development, and the appropriateness of curricula for on-line
delivery.
It is clear the debate is not over concerning the efficacy of e-learning for education and
training (Buchen, 2005; Corporates Challenged 2005; Dillich, 2000; Palloff & Pratt, 1999;
Rating Your LMS 2005; Trierweiler & Rivera, 2005; Woodill, 2004). However, the use of
LMS in post-secondary educational institutions and a wide variety of training environments,
such as the health and medical fields, insurance, and financial services, indicates the prevalence
of learning technologies within contemporary society.
To appreciate the benefits of the LMS requires a thorough understanding of the purpose
and functions of the technology in the context of its use. Substantial benefits for LMS as noted in
the literature included the ability to standardize training materials, track learners performance
and competency achievements, and reduce the administrative load for registrations and
notifications (How to Turn 2001; Little, 2005; Sussman, 2005).
Much of the research indicated that well thought-out integration of the technology is
critical to achieving return on investment for an LMS. Alleys (1996) experience with using an
LMS confirmed the importance of instructional design and curriculum development for the
technology. Unfortunately, training on the technology is often superficial and does not address
learning theory for those who will be creating courses. An example of the inability to achieve
deeper learning beyond the functionality of the technology is the failure to fully embrace a
paradigm shift on the part of instructors from a teacher-centered to a learner-centered approach; a
problem indicated in two studies (Alley, 1996; Waller, et al., 2004; Woodill, 2004).
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If fundamental learning theories are unknown or poorly understood, the adoption of a new
tool for development and delivery of training materials will not of its own accord promote deeper
learning for the course developers or their end users. For example, the tool will not solve a
problem that stems from a lack of instructional theory, nor will it be effectively implemented
without an effort on the part of courses developers.
When faced with learning a new technology, instructors and course developers have to
become learners themselves. What learners bring to the learning situation dictates to a large
extent what they will take away from it in terms of new knowledge (Driscoll, 2000, p. 138).
In this case, the potential and expectations of any technology adopted, need to be clearly defined.
Otherwise, those responsible for program development may learn to use the technology as an end
rather than as a means to an end. All too often, solutions are promoted for problems that have not
been adequately defined.
A common problem in business or corporate training environments is the lack of time
allocated for presenting learning materials. Typically, large amounts of materials are compressed
into distilled essentials presented in a slide-show format. Course developers struggle with finding
a balance between providing sufficient or too much information in a short time period. Having to
learn too much in too little time results in learners becoming overwhelmed and unable to absorb
meaning, which inhibits deeper learning.
In this case, technology can provide a solution, in part, to this common face-to-face
delivery problem. On-line delivery of materials enables learners to pace their learning over a
period of time convenient to them, and lets them take responsibility for their learning (Palloff &
Pratt, 1999). However, providing learners an on-line text version of the material they would be
offered in a traditional class setting does not constitute a course. The solution must incorporate
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sound pedagogical and instructional design theories appropriate to the delivery mode. Only this
way, can the technology become transparent affording the learner with an experience equivalent
in richness and depth to that of face-to-face delivery (Caplan, 2004; Palloff & Pratt, 1999; Dick,
Carey, & Carey, 2001).
The same applies to the delivery of training for those learning the new technology and
developing on-line training materials. Training for use of a new technology should be in the
context of the work that must be performed. Standards and policies typically need to be
established to address the scope and objectives of using and integrating the new technology. A
model for measurement and assessment should also be defined (Caplan, 2004; Senge et al.,
1999).
A large portion of industry training involves performance and demonstration of practical,
hands-on skills attainment. For example, when learning how to use safety equipment such as
breathing apparatus, it is imperative that end-users have an opportunity to both try on and use the
equipment. This permits opportunities for corrective feedback, coaching, and skills assessment.
Industry perspective is that this cannot be done on-line. However, with pressure to reduce the
time allocated for training, there is opportunity for blended learning delivery. In this way,
prerequisite requirements and advance organizers can be delivered on-line prior to attending a
face-to-face class. This permits efficiency with regard to managing the amount of material and
transfer of learning (Driscoll, 1999; Ally, 2004).
Although little evidence was found specifically on the topic of adoption and use of distance
learning technologies within the oil and gas industry sector, the problems, issues, and concerns
are not unique or different from those of other industries approaching on-line training. The
benefits of incorporating into on-line courses the myriad ways learners can interact with
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content in text, visual, audio, animated, and other forms (Thiessen & Ambrock, 2004, p. 261)
provides a range of possibilities and solutions to meet ongoing training demands and
expectations within the upstream petroleum industry.
Culture
Culture encompassed organizational and corporate culture, organizational learning, and
personal learning and behaviors affecting organizations. Culture and change were closely linked
in the literature. A culture is a pattern of shared basic assumptions that have been learned by
the members of their group. These assumptions stem from peoples experience, as they conduct
their business successfully over and over again (Schein, 1999, p. 336).
The literature emphasized the significance of organizational culture within the workplace.
Culture manifests in performance, change initiatives, commitment, motivation, and retention as
noted in many studies (Ankrah & Langford, 2005; Juechter, Fisher, & Alford, 1998; Karahanna,
Evaristo, & Srite, 2005; Lahiry, 1994; Raby, 2005; Tan, 1998). Organizational cultures are often
expressed through the shared beliefs, values, and expectations of individuals.
In the context of the research questions, the literature supported the significance of the
interrelationship of individuals and groups and how they react within any organizational culture.
The group response to a new technology can be predicted by the dominant culture within an
organization (Juechter, 1998; Kitchell, 1995; Lahiry, 1994). Therefore, an organizations culture
cannot be overlooked when attempting to introduce new technologies that will cause change in
the way work is normally done. The general assumption of research on innovation in
organizations is that organizational variables act on innovation behavior in a manner over and
above that of the aggregate of individual members of the organization (Rogers, 2003, p. 418).
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Prior to adopting new technologies or creating new processes it is important to assess the
existing culture of an organization. Scheins (1999) process of inquiry includes identifying an
organizational culture by examination: identify artifacts, which are the existing visible
organizational structures and processes; identify espoused values, which are the strategies, goals
and philosophies of an organization; and, identify underlying assumptions, which are the
unconscious, taken-for-granted beliefs, perceptions, thoughts, and feelings.
Another important aspect of an organizations culture is the role of governance. How an
organization is governed and managed plays out in the values and beliefs of individuals. Senge et
al.s (1999) description of governance states:
[d]eveloping a set of governing ideas is one of the few activities that can penetrate to all
levels of an organization, because it is one of the few ways to reach the hearts as well as
the minds of an organizations members
From the standpoint of governing, of orienting and adjusting, the primary function of
such ideas is to establish a common set of aspirations and guidelines for everyone in the
enterprise. Ultimately, they define who we are and how we operate. They are
guidelines, not rules. But as such, they are potentially more powerful than rules because
they influence a broader set of behaviors. All men are created equal does not prescribe
any particular behavior, but it establishes a foundation for a vast array of judgements, and
ultimately sanctions, on behavior. (p. 375)
Within an organizational culture, there may be subgroups with secondary cultures. Any
efforts at shifting the overall culture of an organization needs to consider this as behaviors may
not be consistent among groups (Schein, 1999). The relationship of intention and action as
manifest in behavior is also critical to changing a culture. For example, managers must exhibit
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the behavioral changes expected from workers. Managers need to respond to change with
sincerity and authenticity, otherwise they will not engender a trusting environment in which to
foster employee growth and reflection; elements essential for profound change to occur (Senge et
al., 1999).
Organizational culture plays a significant role in growth and learning. Today, the term
learning organization is recognizable. Vaill (1996) describes organizational learning as the
learning that goes on in an organization, usually the learning of an individual but also the
learning of pairs or teams of people (p. 52). However, a learning organization can be described
as a different incarnation. Unlike traditional businesses, it is adept, flexible, involves social
systems, growth, and constant change (Vaill).
There are many examples of companies that have changed the way in which they
traditionally worked, often out of necessity to survive or to meet a changing marketplace. The
majority of North American automobile industry companies are a common example where the
adoption of new technology was required to change how work was performed. Robotic assembly
lines made automobile production faster and more efficient. However, a philosophical shift is
often required in addition to process changes. Companies able to re-invent themselves, adapted
and survived the change process.
Senge et al. (1999) refers to a couple of petroleum industry companies, such as British
Petroleum and Shell Oil that have undergone significant change within their organizations.
Restructuring, even at the highest levels of both organizations was undertaken to ensure the
changes would be effective. For example, British Petroleum (BP) began new ways of working
which involved site managers from plants around the world meeting regularly to form advisory
networks, share ideas and information, problems, and insights. When the meetings were curtailed
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somewhat by a downturn in the 1998 economy, the formal GRN meetings slowed down, but the
informal contacts continued and even deepened. These it turned out, were a highly compelling
and vibrant part of BPs continuing breakthroughs in organizational learning (Senge et al., pp.
48-49).
Organizational learning can thrive if encouraged, or be curtailed depending on the culture.
However, the realization that cultures exist and they are not easily changed or replaced is
important.
You cannot create a new culture. You can immerse yourself in studying a culture (your
own or someone elses) until you understand it. Then you can propose new values,
introduce new ways of doing things, and articulate new governing ideas. Over time, these
actions will set the stage for new behavior. (Schein, 1999, p. 334)
Communication networks and knowledge sharing are a significant part of organizational
learning. For organizational learning individual experience is not enough. The organization
cannot learn if individuals or groups act only on their own conclusions, uninformed by the
knowledge and perspectives of others (Dixon & Ross, 1999, p. 442). Collaboration and
openness within an organizational culture are required for successful learning to occur.
Whether an organization is capable of learning also determines its ability to adapt. A
corporations success is related to the ability to learn and change, not only in its business
practices and focus but also through the transformation of its culture (Guoquan Chen, 2005;
Senge et al., 1999).
Change
Change encompassed the topics of organizational change and change management,
adoption of new technologies, and theories of diffusion. The literature provided evidence to
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support the researchers understanding of how organizations deal with change. Burnes & Senge
(2004, 1999) address the concept of change within organizations and corporations as inevitable
and ongoing in todays world. However, comparing organizational cultures for common
characteristics is not easy because of the many factors affecting it. For example, not all cultures
will respond the same way to a technological change or innovation that may be beneficial. As
stated by Rogers (2003), the same innovation may be desirable for one adopter in one situation
but undesirable for another potential adopter whose situation differs (p.12).
An important factor regarding the adoption rate of an innovation is its compatibility with the
values, beliefs, and past experiences of individuals in the social system (Rogers 2003, p.4).
Integration appears linked to culture, and represents a key factor in change, such as the adoption
of new technology.
Rogers (2003) describes the innovation-decision process integral to the adoption of
innovation, as occurring in five stages.
1. Knowledge occurs when an individual (or other decision-making unit) is exposed to
an innovations existence and gains an understanding of how it functions.
2. Persuasion occurs when an individual (or other decision-making unit) forms a
favorable or an unfavorable attitude towards the innovation.
3. Decision occurs when an individual (or other decision-making unit) engages in
activities that lead to a choice to adopt or reject the innovation.
4. Implementation occurs when an individual (or other decision-making unit) puts a new
idea into use.
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5. Confirmation occurs when an individual (or other decision-making unit) seeks

reinforcement of an innovation-decision already made, but he or she may reverse this
previous decision if exposed to conflicting messages about the innovation. (p. 169)
The process of adopting an innovation for organizations also follows five stages but the
stages can be grouped according to two sub-processes, initiation and implementation.
1. Agenda-setting General organizational problems that may create a perceived need
for innovation.
2. Matching Fitting a problem from the organizations agenda with an innovation.
3. Redefining/restructuring The innovation is modified and re-invented to fit the
organization, and organizational structures are altered.
4. Clarifying The relationship between the organization and the innovation is defined
more clearly.
5. Routinizing The innovation becomes an ongoing element in the organizations
activities, and loses its identity. (Rogers, 2003, p. 421)
It is important to realize that Rogers processes for adoption of an innovation, for
organizations and for individuals, would both apply to an organizations successful adoption of a
new technology.
The role of commitment, as a strategic initiative within the executive level of a corporation,
is identified as a factor that affects the success or failure of adopting new technology within the
literature (Sirkin, Keenan & Jackson, 2005; Woiceshyn & Daellenbach, 2005). The purpose
behind change, and how a culture views that purpose, appears to determine the acceptance or
resistance that will follow. Enforms problem, to meet the demands and expectations of industry
is rooted in the need for organizational change.
27
The processes required for adoption of an innovation within an organization usually result in
change. Organizations rarely change for the sake of change. Low productivity, high staff
turnover, plummeting profits, and unmet demands are all conditions that would signal an
organization to examine itself and consider change as a viable option for solving the problem.
Rarely are there simple answers to know what to change, how change will affect the
organization, and if the change will work.
Change within organizations is hugely complex and affects social systems, culture and subcultures, roles and responsibilities, production, and infrastructure to name a few. Is it surprising
then to realize that the majority of change management initiatives typically fail? According to
Senge (1999), businesses do not have a very good track record in sustaining significant change.
There is little to suggest that schools, healthcare institutions, governmental, and nonprofit
institutions fare any better (p. 6).
To offset the lack of success businesses and organizations experience with change initiatives,
Senge (1999) suggested considering a number of factors: leadership strategies; management
systems; skills acquisition strategies; and learning capabilities, play a significant role in
promoting profound change.
Several studies (Goleman, Boyatzis, & McKee, 2002; Latchem & Hanna, 2001; Senge et al.,
1999) indicate the role of leadership within change initiatives cannot be overlooked. It cannot be
assumed that because senior executives give their approval to an initiative, it will succeed.
Extensive change has major leadership, managerial, resource and logistical implications
(Latchem & Hanna, p.42). Leaders need to understand the role they play within the whole of an
organization and be clear about the message they convey, as they influence the power structures
28
and human capacities within the organization. Closely integrated with leadership are
management structures.
Most serious change initiatives eventually come up against issues embedded in our prevailing
system of management. These include managers commitment to change as long as it doesnt
affect them; undiscussable topics that feel risky to talk about; and the ingrained habit of
attacking symptoms and ignoring deeper, systemic causes of problems. (Senge, 1999, p. 9)
When approaching change initiatives, Senge espoused that it is imperative that the
reinforcing growth processes that make profound change possible be identified with the limiting
forces that impede growth of the organization (1999). Often new skills must be cultivated and
developed, such as thinking and learning skills, for the organization to be able to adequately
reflect and evaluate the changes and their effect.
All changes have the capacity to affect more within an organization than can be perceived at
the time of intervention. The ability to understand how change affects people and systems
requires careful attention to myriad facets within an organization, and demands a strong nexus
between strategic planning, human resource management and staff development focused on
education, entrepreneurism and technology (Latchem & Hanna, 2001, p. 42). Agents of change
must be mindful of the complexities.
Senge et al. (1999) include ten challenges in their seminal work on organizational change
that are worthy of inclusion here as they provided a context for considering the research
questions.
The challenge of control over ones time. People involved in change initiatives
need enough flexibility to devote time to reflection and practice.
29
The challenge of inadequate coaching, guidance, and support for innovating

groups, and of developing internal resources for building capacity.
The challenge of relevance: making a case for change, articulating an appropriate

business focus, and showing why new efforts, such as developing learning
capabilities, are relevant for business goals.
The challenge of management clarity and consistency: the mismatch between

behavior and espoused values, especially for those championing change
The challenge of fear and anxiety: concerns about exposure, vulnerability, and
inadequacy, triggered by the conflict between increasing levels of candor and
openness and low levels of trust among pilot group members.
The challenge of negative assessment of progress: the disconnect between the

organizations traditional ways of measuring success (both metrics and time horizon)
and the achievements of a pilot group stage.
The challenge of isolation and ignorance, which appears when the true believers
within the pilot group confront their nonbeliever counterparts outside the group; the
pilot group and the rest of the organizational system consistently misinterpret each
other
The challenge of the prevailing governance structure, and the conflicts between
pilot groups seeking greater autonomy, and managers concerned about autonomy
leading to chaos and internal fragmentation.
The challenge of diffusion, the inability to transfer knowledge across

organizational boundaries, making it difficult for people around the system to build
upon each others successes.
30
The challenge of organizational strategy and purpose: revitalizing and rethinking

the organizations intended business focus, its contributions, and its identity. (pp. 2629)
Knowledge and Content Management
Knowledge and content management encompassed curricula for training and course
development, and diffusion of organizational knowledge. Management of both knowledge and
organizational content is prevalent in the literature. Knowledge and intellectual capital within
organizations has become increasingly topical as many companies face loss and gaps in their
knowledge. This is created when history and information are not captured and retained within the
organization as long-term employees leave the workforce. For example, at Enform, many longterm instructors have retained their own teaching materials which have not been shared or
disseminated back to the organization. When any of these experts leave or retire, their expertise
is lost to the organization. A systematic plan for knowledge capture and retention are obviously
long overdue.
The creation and maintenance of course materials represent a significant part of any
program development budget planning. However, budgetary planning is not the only strategic
initiative required for managing course materials. Not all organizations are accustomed to
thinking of their knowledge and content like other forms of capital. However, this type of
thinking would be prudent to avoid unnecessary duplication, costs, loss, and depreciation.
The literature identified that it was a competitive advantage to organizations to be able to
re-purpose materials created (Are You Ready 2000). Enform is responsible for training
curricula for at least 200 courses. These course materials must be recorded, stored, and retrieved
as required using the new technology to make these processes efficient and manageable.
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The adoption process requires the rigor of standards for managing content. Standards
ensure consistency and reliability of the technologys functions to perform as expected (Hoffman
& Klepper, 2000; Sheng-Tun Li, Chu-Hung Lin, & Pao-Ta Yu, 2005). Standards for managing
content, which include file structures, templates, and processes provide a framework for
integration of existing materials and systems. However, this creation of on-line standards could
also pose a significant challenge, as the content is currently managed for print-based operations
and not on-line operations. This is an example of adoption and use of a new technology, such as
an LMS effecting organizational processes, thereby requiring re-thinking of existing processes
and creating new ones.
Learning organizations and those faced with an environment of ongoing change need to be
aware of the importance of knowledge dissemination and communication networks. If existing
systems within traditional non-learning organizations can not be adapted to accommodate and
integrate new avenues for creating and building knowledge, any attempt to do so will fail.
Pockets within an organization may thrive but those are unlikely to spread to the whole of the
organization.
In addition, symptoms of the challenge of diffusion go beyond failures of knowledge
management information systems. They include the isolation, competitiveness, and distrust
experienced by so many working groups toward one another (Senge et al., 1999, p. 418). The
management of knowledge also encompasses culture. Social networks are systemic and can
undermine even the best initiatives. Appropriate planning, involvement and dissemination of
information on progress are needed to ensure sustained efforts are made towards the goal of
change.
32
Knowledge networks and systems cannot be thought of a separate from the rest of an
organization. They often flow, like aquifers beneath the surface of an organization permeating all
parts of the whole and moving of their own volition. When creating new systems and structures
it is important to realize that human systems form naturally in seemingly haphazard ways, often
contrary to constructed systems. Creativity is often required to recognize a perceived constraint
as an advantage.
Conclusion
The literature review reinforced one exceptional, yet simple concept that informed the
study. To address the research questions, the conclusions and recommendations must always be
cognizant that the organization is a human community (Senge, 1999, p. 21).
The literature revealed a number of factors effecting the answers to the research questions
and the organizational problem. Identifying these factors helped to shape the solutions and
recommendations for the organization. The factors include:
1. The role of leadership and management structures within change initiatives.
2. The impact of technology on work processes and organizational culture.
3. The planning strategy for training, implementation and evaluation of the new technology.
4. The skill sets required for change initiatives and integration of a new technology into an
organizations infrastructure and processes.
5. The paradigm shift required in development and delivery of course materials.
6. The identification of the organizational culture.
7. The critical thinking and creativity required for exploring opportunities for realizing
change.

8. The identification of social systems, cultural barriers, or other challenges to change
initiatives and adoption of new technology.
9. The planning strategy for measuring and assessing the change initiative.
33
34
CHAPTER THREE CONDUCT OF THE RESEARCH STUDY

Research Methods
This study sought to answer the question, How can the adoption and integration of a
Learning Management System fulfill Enforms organizational program development goals to
meet demand for on-line training initiatives from the upstream petroleum industry? The
accompanying subset question was What measures can be taken to ensure that employees
responsible for training development make a successful transition to integrating a Learning
Management System into their work practices of course planning, design, development and
delivery?
Action research was selected to conduct the study. It was a suitable choice as a viable
methodology for identifying potential solutions to organizational problems (Stringer, 1999) such
as those facing Enform. Looking to the origins of action research, it also seemed an appropriate
choice, having been used particularly in industry research to study ways to make businesses
more efficient (Glesne 1999, p. 13).
Action research methodology facilitated informal communications involving Enform
employees both as stakeholders and research participants. This action was important to laying the
foundation for their support and input into changes that will affect them in the workplace
(Stringer, 1999). Other participants were selected from stakeholder groups identified as Enform
contract Instructors, Franchise Instructors, and the Petroleum Industry Associations as both
owners of Enform and representing industry.
Qualitative and quantitative research strategies were used to obtain data. To ensure the
trustworthiness of the data and confidence in the findings, multiple techniques of data collection
were used, as well as a variety of data sources (Glesne, 1999). Techniques included surveys and
35
interviews. Data sources included stakeholders internal and external to the organization; those
employed by Enform and those who are not. Multiple techniques and data sources permit
thorough triangulation and analysis of the data. This studys data were triangulated to ensure
validity of the findings and justify the conclusions reached.
The overall methodology used for this study consisted of four phases, Preparation,
Development, Implementation, and Evaluation. These phases encompassed the management and
conduct of this study.
Data Gathering Tools
Following Glesnes suggestion for obtaining the most accurate and trustworthy results
from qualitative research techniques, a selection of data gathering tools were used (1999). These
included on-line surveys, in-person interviews, and telephone interviews. One of the most
challenging aspects of creating the data collection tools was the development and wording of the
questions to elicit meaningful, candid, and insightful responses (Glesne; Palys, 2003). Questions
were crafted to provide elucidation and a deeper understanding of the research questions. All of
the tools were designed to obtain robust, rich data with provisions for adapting and revising
questions as the need arose once the tools were piloted.
On-line Surveys
Two on-line surveys were created targeting two similar but distinct groups. The surveys
were intended to collect data from Enform instructors and franchise instructors. The survey tool
was selected because the factors of distance, significant numbers, and cost played a role in
collecting data from these groups (Palys, 2003).
The on-line surveys included quantitative and qualitative components. A Likert-type
rating scale was designed to capture basic knowledge and expertise from the participants. This
36
enabled a portion of the results to be more accurately reflected as percentages for the purposes of
making generalizations (Palys, 2003). The qualitative component included a series of openended questions to capture the participants unique perspectives and opinions. The on-line survey
questions are provided in Appendix A.
Interviews
Interviews were semi-structured and conducted in two ways, in-person and by telephone.
The telephone interviews were only conducted with participants who could not be available in
person because of constraints of distance or time. The interviews targeted data collection from
Enform staff and petroleum industry associations with the intention that this would result in
richer data than that obtained from a survey format.
Reflecting Palys (2003) description on the benefits of conducting face-to-face interviews,
I decided this was an appropriate method to use as it produced better rates of participation and
higher quality data. For example, I was able to clarify or elaborate on questions immediately
which contributed to establishing rapport.
The interviews were divided into four separate groups. A set of interview questions was
designed for each group. Questions developed were based on types identified by Patton (as cited
in Glesne, 1999), which include experience/behavior questions, opinion/value questions, feeling
questions, knowledge questions, sensory questions, and background/demographics questions (p.
71). The interview questions are provided in Appendix B.
Study Conduct
The study was conducted in four phases:
Preparation Phase.
Development Phase.
Implementation Phase.
Evaluation Phase.
37
Preparation Phase
The preparation phase involved review of existing documents, references, and rationale for
data collection and participant selection. Electronic and hard-copy files were created to store
documents and information in preparation for the other phases.
Throughout this study, the major project proposal and literature review were consulted to
ensure the direction of the project was not deviating from the research intention and progress was
being demonstrated. The literature review was modified as further relevant perspectives
surfaced. For example, as themes of leadership and change began to emerge consistently from
the data, this presented an opportunity for further reading on the significance between leadership
and change.
Rationale for Data Collection
The review of the documents and literature contributed to establishing the areas of focus
aligning current research with the results of data collected from the research questions posed
through this study.
To address the research questions efficiently, the scope of the data collection was
delineated. This allowed for a point of comparison across the other data collected. Questions
about program development were needed to clarify roles and elaborate on the extent of
involvement of individuals and departments in program development. Data had to be collected
on work practices and processes. The remaining requirement was to obtain data on personal and
organizational values, attitudes, and feelings.
38
Rationale for Participant Selection

Participants were selected to bring a specific perspective and meaning to the research
questions through the data collected. The rationale for selecting various participants is explained
here.
The Enform instructors, contracted to teach face-to-face, are also subject matter experts
(SME) and are often used to develop training materials for courses. The franchise instructors
purchase and deliver Enform training materials as independent business owners and are certified
by Enform. They occasionally are contracted to develop content for training materials. Both
instructor groups play a role in program development at Enform. They are also potential
candidates for facilitating on-line courses.
Executive management participants within Enform consisted of three individuals: the
president (and CEO) of the company; and two senior vice-presidents, one of training the other,
safety. The reason for including senior management is that they are the companys official
leaders and decision-makers. They have influence over others, bear responsibility for company
success and failure, and represent the executive perspective within Enform. One of the senior
vice-presidents sits on the Program Development Training Council affecting decisions
concerning program development needs.
Senior manager participants within Enform consisted of six individuals: each is responsible
for a number of staff in their respective departments, except one. These participants were
selected because they have decision-making authority, both strategic and financial, affecting
resource allocations (fiscal and human) for program development. As managers, they are
ultimately responsible for the curriculum offered. They also have influence over others within
the organization and represent an operational perspective within Enform.
39
Training coordinator participants within Enform consisted of 12 individuals: each

responsible for specific training which encompasses curriculum creation, development, delivery,
and evaluation. Coordinators were targeted because they are directly involved with program
development and as such co-manage projects with the Program Development department, and
are responsible for hiring instructors.
Petroleum industry association participants consisted of six individuals who through their
respective associations represent the upstream petroleum industry member companies. These
include the industry sectors of exploration (geophysical and seismic), drilling, construction, and
pipelines. Representing the six associations, the participants provide the directives coming from
industry for program development at Enform. Individuals from the associations also sit on
committees which are part of the program development process at Enform. As initiators,
recipients, and promoters of Enforms training programs their participation represents a critical
perspective on program development.
Development Phase
The development phase consisted of creating the strategy for data collection and the design
and development of the instruments. The strategy involved decisions on the logistics of the study
conduct, documentation, the equipment required, and data compilation, analysis, and storage.
Data instruments were created for the various participant groups. Selection of the on-line
survey tool was made. A schedule was created for coordinating and sending out survey notices.
Equipment required to conduct the interviews was acquired. The equipment and software were
tested. The writing and printing of the support documents, letters, and consent forms were
prepared. Examples of the request for participant letter and participant consent form are found in
Appendix C.
40
To manage the project data collection, a tracking document was created to review the
progress of the data collection. This document is provided in Appendix D.
Implementation Phase
Implementation consisted of scheduling, collecting, organizing, and storing the data in
preparation for analysis. Scheduling of interviews took place over the three-month period of
February, March, and April to accommodate the number of interviews to be conducted.
Rescheduling occurred often to accommodate various staff having to respond to changing
commitments. The on-line franchise instructor survey was coordinated with a regularly
scheduled Enform mail-out, which took place in February. The on-line Enform instructor survey
was scheduled for March.
Conducting the Surveys
The on-line franchise survey was designed for anonymous response. SurveyMonkey.com
was the software used to create the on-line survey. The tool provided a capacity of 100
responses. The survey was created and set for release. Access to the survey was to be sent out in
an email to a random selection of 50 out of over 300 possible participants.
When attempting to obtain the franchise instructors email addresses, I received my first
surprise. There was no comprehensive email list for these participants. I was informed by
Enform staff responsible for the mail-outs to the franchise instructors that many of them did not
have email addresses, and the ones they did have were not up to date. A regularly scheduled
hard-copy mail-out was planned within a week of my inquiries so I made arrangements to have
the survey information included as an insert. I realized that this could seriously impact the
response rate from the participants as this meant participants may have had difficulty or
confusion typing the internet address supplied by the survey provider to the survey site into their
41
browser windows. In this case, the internet address was extremely long and nonsensical because
it was never meant to be typed but rather only used as an on-line link.
To compensate for this difficulty, I sent out 200 random letters to franchise instructors
asking for their participation in the study. I included an incentive, in the hope of boosting
responses. To further complicate the issue, I was advised not to send out a separate reminder
mailing, as the franchise instructors were already displeased with the amount of mail they
received from Enform. I received only two responses from the franchise on-line survey.
Although disappointing, the quality of the data received was surprisingly comprehensive.
The same software, SurveyMonkey.com was used to create the Enform instructors
anonymous on-line survey. I intended to use the same questions for both surveys but based on
further reading I revised the open-ended questions in the hope of obtaining better quality data.
After the disappointing response from the franchise instructors survey, I decided to sent the
Enform instructors survey to a larger group than originally intended, hoping to make up for a
lack of data. In this case, Enform Training Coordinators had updated lists of instructors with
emails, so that the participants could be reached by email. An incentive was also included for
completion of the survey.
Both surveys were assigned a two-week response time. In both cases, the tool did not close
on the assigned date and the survey remained open for an additional week. However, this did not
affect the number of responses. Although better than the response to the franchise survey, the
Enform instructors response rate was also disappointing with only eight responses. The data
obtained however, was of high quality. Together the on-line surveys provided a heterogeneous
sample of data.
42
The survey tool selected automatically compiled and generated the data collected. Data
collected from the surveys was printed and stored in hard-copy format in a file. The data was
also copied into electronic files and stored on the researchers secured personal computer system.
Conducting the Interviews
Prior to conducting interviews, each participant was contacted in person or by telephone
and presented with a letter of invitation to participate in the study, and provided a consent form.
At this point, a scheduled time was established for the interview. For the telephone interviews, a
prior call was made to the participant and an accompanying email with the information and
consent form was sent. A mutually agreeable time was established and a call back made to
conduct the interview.
A total of 26 semi-structured interviews were conducted, 19 in-person and seven by
telephone. A digital recording device was used for both interview types to capture the data. The
data was then transferred to a software program. From the software the data files were converted
to standard audio format files and copied onto CD ROM for storage and backup. This allowed
the files to be easily accessed and reviewed.
The interviews were designed to run approximately 30 minutes. About half the interviews
ran longer, with a few running as long as 50 minutes. Within each participant group, the same
questions were asked. Each group had a separate set of questions. Each set of questions was
tailored to the positions represented by participant groups.
The majority of the interviews were conducted in the comfort of a boardroom or other
meeting room so that participants would have privacy and could focus without distraction, and
feel at ease. This strategy worked well as I was able to establish good rapport with the majority
of the participants, thereby obtaining high quality data.
43
I used the first person from each group I interviewed as a test for the questions. From this I
was able to determine if the questions needed adjusting or if I needed to add a question. The
adjustments were made for the subsequent interviews within each group. The interviews allowed
me to immediately clarify any questions or have the participant clarify responses.
Response rates to the interviews were exceptionally high, resulting in a substantial amount
of data collected. This helped to counterbalance the exceptionally low rate of response for the
on-line surveys.
Table 1 provides a summary of the data collection and corresponding responses.
Table 1
Data Collection Summary
Data Collection Tools
Target Participant Groups
and Numbers Targeted
Number of
Responses
On-line survey 200
Franchise instructors
On-line survey 103
Enform instructors
In-person interviews 3
Enform Executive Managers
Enform Senior Managers
Enform Training Coordinators
11
Petroleum Industry Associations
Telephone interviews 2
In-person interview 1
Telephone interviews 5
Evaluation Phase
Evaluation consisted of coding, analyzing, and interpreting the data. A set of codes was
created to provide a structure for analyzing the data. The coding provided a way to classify and
categorize the all of the data collected (Glesne, 1999), and further permitted the data to be
44
grouped and sorted in multiple ways which revealed new patterns and relationships for
interpretation.
Quantitative data from the surveys was compiled in tables for interpretation and
comparison with the qualitative data. The open-ended questions in the surveys were compiled
using the same coding system as the interviews. Due to the small numbers of respondents in both
franchise and Enform instructor participant groups, data from the questions were compiled as
two separate entries for comparison purposes with the interview participants. For example, each
of the training coordinators was listed as an individual entry in the code tables whereas franchise
instructors were listed as group entries.
The coding system consisted of 17 codes created by reviewing the data. Beginning with the
interviews, each point that seemed significant to the researcher was noted as a new code. Each
subsequent interview was reviewed against the first set and any additional codes were created
and added until no new codes emerged. This system was used to triangulate all of the data
collected. A sample of the code set is provided in Appendix E.
Each interview was coded and labeled by participant. Points and quotes supporting each
code were transcribed into data tables. Each point made within a particular code was noted by
time based on the audio file tracking system. This allowed for transcribing only the points of
valuable data and permitted easy retrieval and accessibility for reviewing and validating the
audio files.
Once all of the data was coded, I examined it by code across all participant groups. This
allowed the data from all participants to be grouped according to each code. Once arranged in
this way, it was revealed which codes were mentioned most often by participants and what was
said about each one. This provided different perspectives from which to analyze the data. It
45
allowed generalizations to be made about the importance of particular code topics to the
participants individually and as groups. More importantly however, it permitted a thorough
comparison of all the data by code, resulting in a deeper level interpretation. For example, the
code technology/experience, which corresponded to a question asked in the interviews and
surveys, was answered by all participants.
I then created groupings of single code data by extracting single code entries from each
participant. Once compiled into a single code group table all the data associated with this code
topic could be reviewed. As a result I was able to determine for all participants, their level of
knowledge and experience with technology, as well as how they felt about those used for on-line
course and program development. These findings were also compared against the quantitative
data obtained from the surveys for the instructors group respondents. A sample of a code group
is provided in Appendix F.
Multiple levels of analysis were afforded by arranging code groups into subset groups.
Data in subset code groups revealed further patterns for comparison, such positive and negative
frameworks. Once all levels of analysis were concluded, the data were interpreted.
The study results were then reviewed against the findings of the literature review. This
level of review allowed the data conclusions to be drawn and recommendations formulated.
46
CHAPTER FOUR RESEARCH STUDY RESULTS

Study Findings
Substantial amounts of data were gathered throughout the study. Both franchise and
Enform instructors on-line surveys produced quality data, even with marginal response rates of
1% and 8% respectively. All of the open-ended questions received at least one quality response
in each survey with some questions receiving as many as six quality responses. Speculation on
the low response rates centres on two possible reasons. The first is the current economic boom
within the oil and gas industry sector. This condition has drawn anyone with related experience
into the workforce in full capacity. Enform has felt the effect by having difficulty finding
available contract instructors or consultants. Many of these same individuals sit on Enform
program development committees and are unavailable now due to being in the field for extended
periods. It is logical to assume the same individuals may have been too busy to participate in the
on-line survey, or did not consider it a priority.
The second reason applies only to the franchise instructors. They operate as individual
businesses and therefore may feel sufficiently removed from Enform to not consider the survey
of interest or import.
The 26 interviews produced a significant amount of quality data. The response rate for
the interviews was 96%, with only one respondent unable to participate because of scheduling.
To assist with reporting on the findings, the data are organized into themes. The themes
emerged from a review of the 17 code topics. The themes include the following headings.
Purpose
Business
Capacity
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Realization
Purpose
Factors that emerged from the data relating to the theme Purpose were demand for
training, quality of courses, industry expectations, and currency. Feedback gathered on each of
these factors, from the surveys and the interviews revealed there is a clear sense of Enforms
purpose as a training provider within the organization, from industry and the six industry
associations. The fulfillment of Enforms purpose is subject to these factors.
Comments, from a total of 25 respondents to demand for training, encompassed
Enform is meeting or not meeting the demand for training
industry is wanting more on-line or alternate training offerings from Enform;
perception is held that courses need to be developed more quickly;
demand is higher than usual for courses in particular areas, such as safety; and
industry is wanting more occupational or related field-specific offerings.
There was a definite perception that demand for training opportunities had risen in
proportion to the increase in economic activities in the oil and gas sector. All six associations
indicated that industry was looking to Enform to meet demand for more varied training, such as
on-line opportunities.
Quality of courses was mentioned by 23 respondents whose comments included
Enform needs to consistently produce quality content and materials, why do extra
things if they dont really matter or make a difference, spending time on making
things look good isnt required;
quality is an organizational priority;
Enform needs to keep pace with outside commercial training providers;
48
quality of content and instruction is poor, needing improvement, sufficient,

exemplary or value-added; and
franchise instructors course delivery needs to be monitored and improved.
It was indicated by the majority of respondents that there is room for the improvement of
Enforms course offerings. Several indicated that quality was indicated or measured by the
presentation of materials, and not just the content. Quality was seen as a way to convey to
industry confidence in Enform and position the organizations programs and training within a
broader, potentially international community.
Comments on industry expectations for training by 19 respondents included
expectations vary among industry associations, operators, contractors and workers;
availability needs to increase for courses, scheduling and training methods, such as
on-line course materials;
Enform needs to focus on what it can offer to determine specific and specialized
training required for various sectors;
training needs to reflect quality, relevance, meaning, impact and leadership; and
solutions need to provide greater distribution of materials, on the go access, and to

remote locations.
Enform embodies upstream petroleum industrys needs and expectations. The majority of
respondents indicated direct involvement and communication between Enform and industry were
essential elements needed as part of a process to meet industrys expectations.
Comments from 11 respondents on currency encompassed
Enform has fallen behind in offering on-line training;
49
coordinators and instructors need access to reflect ongoing changes in regulations,

standards and practices in revised and new course development; and
coordinators and instructors need to remain current through professional

development.
Respondents indicated it is vital that materials, knowledge, experience, and skills

presented by Enform reflect the current state of industry and practices, especially with regard to
safety.
Business
As with most program development initiatives within organizations there are practical
considerations. Typically, these involve a business perspective, such as finance and resources.
The theme of business emerged from the data collected as factors of cost-revenue, time, and
resources relative to program development at Enform.
Only nine respondents raised the topic of cost-revenue in the context of Enforms
operations. Comments included
costs could possibly be reduced for industry and users for on-line courses;
revenue cannot be the only determinant for course delivery; and
costs increasing for users (e.g., multiple certifications required) and for Enform (e.g.,
instructor day rates and hourly costs).
The balance of cost versus revenue for course development is a reality for Enform.
Respondents indicated that need versus want is also part of this equation. Weighing the
operational costs against the return on investment for courses is required for Enform to remain in
a viable position as a training provider.
Commenting on time, 21 respondents indicated
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lack of time is preventing Enform and industry expectations from being met on
course development and management (e.g., uneven staff workloads and inability to
get to new projects);
urgency is emphasized for revising courses and developing new ones;
sufficient time is required to learn new technologies and processes for work;
time savings may be achieved on course development and delivery through use of
technology; and
priorities are not clear.
Many comments were generated on the topic of time. Respondents focused mainly on
time as it related to their daily work and practices. The effects of lack of time to address ongoing
and new work were clearly indicated as a concern for the majority of the respondents with
association participants indicating that efficiencies were needed.
A total of 20 respondents comments on resources included
resources are not evenly distributed throughout Enform;
human resources knowledge and practices are lacking at Enform;
skilled resources are limited (e.g., administration staff are not trained to an equivalent
standard);
the program development department has increased Enforms knowledge and skills
resource base; and
resources are needed to develop processes for course and program development.
Overall, the majority of respondents indicated there were issues associated with resources
involving staffing, course and program development and policies. Comments focused on the
need to find better ways of managing and allocating resources at Enform.
51
Capacity
Elements encompassing the theme of capacity include knowledge-experience, learning,
organizational culture-attitudes, change, and leadership. Each of these elements relates to
Enforms human capital and their ability to grow and adapt to ever changing conditions,
organizational priorities and new directions.
In the surveys and interviews, knowledge-experience related to the participants level of
computer literacy and use of any distance learning technologies, such as LMS. The interview
questions included also, speculation on the computer literacy levels of the broader audience for
Enforms training courses. Based on the survey and interview data, I was able to establish a
baseline for gauging the technological skill level of Enforms staff. This was important because
many of them are targeted for using new technology for course development.
The results from survey respondents, both franchise Enform instructors, were captured in
Tables 2 and 3, indicating their levels of knowledge and skill with computers and associated
technologies for on-line learning.
Table 4 indicates the self-rated general levels of computer and distance technologies
knowledge and experience from the interviews. I used the four categories (e.g., none at all,
novice, proficient, and expert) to rate the participant groups based on their responses to questions
in the interviews.
52
Table 2
Summary of Enform Instructors Knowledge and Skills
Rated Knowledge and Skills
None at all
Novice
Proficient
Advanced
0% (0)
25% (2)
75% (6)
0% (0)
Your use of computers.
0% (0)
25% (2)
50% (4)
25% (2)
Your knowledge of the Internet.
0% (0)
25% (2)
75% (6)
0% (0)
Your use of the Internet.
0% (0)
25% (2)
75% (6)
0% (0)
Your knowledge of any technologies for online
14% (1)
43% (3)
43% (3)
0% (0)
25% (2)
38% (3)
38% (3)
0% (0)
50% (4)
12% (1)
38% (3)
0% (0)
Your use of a Learning Management System.
50% (4)
12% (1)
38% (3)
0% (0)
Your knowledge of adult learning theories.
25% (2)
38% (3)
38% (3)
0% (0)
Your application of adult learning theories in the
12% (1)
38% (3)
50% (4)
0% (0)
12% (1)
38% (3)
50% (4)
0% (0)
Your knowledge of computers and computer

programs.
learning or training.
Your use of any technologies for online learning or
training.
Your knowledge of a Learning Management
System.
courses you develop.

Your application of adult learning theories in the
courses you teach.
Total Respondents
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Table 3
Summary of Franchise Instructors Knowledge and Skills
Rated Knowledge and Skills
None at all
Novice
Proficient
Advanced
0% (0)
0% (0)
100% (2)
0% (0)
50% (1)
50% (1)
0% (0)
0% (0)
50% (1)
50% (1)
0% (0)
0% (0)
Your knowledge of education or training via
50% (1)
50% (1)
0% (0)
0% (0)
50% (1)
50% (1)
0% (0)
0% (0)
100% (2)
0% (0)
0% (0)
0% (0)
Your computer skills.

Your knowledge of Learning Management
Systems.
distance (on-line).
Your knowledge of distance learning/training
technologies.
Your use of distance learning/training technologies.
Total Respondents
Table 4
Summary of Interview Participant Technical Knowledge and Experience
Participant Group Self-Rated Computer Skills and
Experience
None at all
Novice
Proficient
Advanced
General computer skills
0% (0)
33% (1)
33% (1)
33% (1)
Distance learning technologies
0% (0)
66% (2)
0% (0)
33% (1)
0% (0)
17% (1)
50% (3)
33% (2)
50% (3)
17% (1)
17% (1)
17% (1)
0% (0)
27% (3)
36% (4)
36% (4)
27% (3)
27% (3)
36% (4)
9% (1)
0% (0)
0% (0)
50% (3)
50% (3)
17% (1)
67% (4)
17% (1)
0% (0)
1. Enform Executive Managers
2. Enform Senior Managers
3. Enform Training Coordinators
4. Petroleum Associations - Industry
Total Respondents
26
54
Respondents indicated a reasonable familiarity with using computers and associated

common programs. However, the data indicated there was very little knowledge of on-line
learning principles or practices among respondents. Use of on-line learning technologies was
very low, with poor comprehension of capacity and functionality. Respondents with experience
using on-line learning technologies, such as LMS, indicated the encounters were mostly
negative.
Comments from 22 respondents on the topic of learning indicated
learning is driven by base necessity rather than intellectual pursuit;
comprehension is required in training before moving on to more complex or hands-on

competency attainment;
learning is typically approached the way a person was first taught (e.g., traditional
classroom environment);
expectations and needs are different for each learner; not all learners needs are met
because of the training methods used and length of the course; and
learning is intimidating, ongoing, challenging, enjoyable, required for work, and

relevant to different situations.
The majority of respondents indicated a willingness to learn new technologies or

processes if it would benefit their work. Most indicated they felt that in a workplace context,
knowing why they were learning something was very important to their acceptance or resistance.
Learning in the workplace was perceived as related to professional development in most cases.
About three-quarters of the respondents stated their learning is based on interest or curiosity. The
remainder expressed learning something new is approached only as a need.
Commenting on culture-attitudes, 24 respondents indicated
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Enform has a unique culture; is not unique; is-is not different from mainstream oil
and gas industry;
Enforms culture is individualistic, self-serving, closed, old fashioned, traditional,

reactive, changing , status quo, old boys club, complex, entrepreneurial, wait and
see approach, highly political, dictatorship, driven, skeptical;
Enform is a new organization and has not yet determined its culture;
Enform answers to many bosses and is pulled in many directions; and
Enforms culture does not promote sharing, collaboration or team values.
Respondents were split over Enform having a unique culture. Those that felt Enform was
unique defined it by business model and operations. It appeared obvious that individuals each
saw the organization in a slightly different way. Of the respondents only about half identified the
relationship of organizational culture to operations and processes.
Comments from 24 respondents on the topic of change indicated
organization, departments, employee roles and responsibilities have changed;
workplace change is inevitable but not all change is required: managers must make
this decision on behalf of employees, change for change sake will produce
resistance;
commitment to change must be demonstrated by all managers and staff;
change must be presented in an amenable way, include opportunities for employee

input, demonstrate how it will improve working processes or conditions, and be
evaluated to prove it was worthwhile; and
industry is constantly changing and Enform must reflect those changes in the training
it offers.
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Overall, respondents indicated a willingness to change, including the adoption of new

technologies or software in the workplace. However, most implied that there would be initial
resistance to any change unless the benefits could be clearly demonstrated or proven prior to
making any change. This was tied to current staff workload issues associated with limited time.
The majority indicated feeling the impact of changes in industry already, which has caused
issues within day-to-day operations at Enform.
Commenting on leadership, 14 respondents indicated
lack of leadership, vision, direction for Enform;
creativity, openness to ideas from staff are needed; and
lack of succession planning, passive, not proactive in industry.
Respondents indicated a sense of absence or isolation was felt concerning leadership

within the organization. The majority indicated knowledge of the difference between managing
and leading. Many felt that professional development would be beneficial for leadership skills
acquisition.
Realization
The theme of realization focuses on how Enform brings the vision, direction and goals of
the organization to fruition. The organizations ability to perform successfully is reliant on
practices, systems, and processes. These reflect the organizations infrastructure, use of
technology and general approach to daily operations.
Elements encompassing the theme of realization include usability, work processes,
support, management support, and collaboration.
Commenting on usability, 23 respondents indicated
understanding the audience and their learning needs is essential;
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immediate feedback, interactivity and support are required when taking a course or
learning new technology;
learning in a face-to-face environment is preferred, learning independently is

preferred;
industry has little computer knowledge or use, industry is computer savvy; and
audience has high number of visual learners, simulations would benefit, need to make
training materials and timeframes manageable, real time opportunities in on-line
courses are needed.
The majority of respondents expressed the same learning needs as their audiences: a
preference for face-to-face was indicated with the need for immediate feedback and support.
Only two respondents preferred to learn independently. Most expressed an aversion to learning
on-line but would accept it based on the need.
Comments from 20 respondents on the topic of work processes indicated
processes are constantly evolving, huge variations in how we put things together,
program development department is helping with processes for course development,
in our infancy of learning about technology and program development processes;
processes are needed for individuals to be able to determine priorities;
seems that we are creating more work for things that we were already doing, too
much talking, not enough work getting done;
processes for working with committees need to be put in place; and
new models and ways of doing things need to be defined as we respond to changes
and demand from industry.
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The majority of respondents indicated that there were processes in place for program
development. These included the committee model and production of course manuals through
the in-house printer. The majority was satisfied with these processes. There was little indication
of knowledge of processes that include communication and planning within Enform and in
relation to industry. There was little or no mention of the concept of integration of processes and
systems for program development as applied to the whole organization.
Commenting on support, 22 respondents indicated:
support is required for all facets of program development for on-line and face-to-face
courses and materials, support isnt required for course revisions, day-to-day support
is needed, tools and solutions are needed for how to do things better and more
quickly;
different types of training is required at various levels within Enform, more

opportunities for professional development are required, standardized training for
coordinators using standard processes is required, support for different tools and
media possibilities is required;
determination of how much time would be spent using new technologies should be
made before proceeding;
support is required for dealing with committees, difficulties, and interpersonal

communication issues that arise; and
technology systems are needed to make processes more efficient and effective.
The majority of respondents indicated a need for support for program development for
on-line and face-to-face courses and materials. A need for various levels and types of support
within the organization was indicated by almost all respondents. These included professional
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development, training, creating of tools to make daily operations more efficient, and access to
information.
A total of 12 respondents comments on management support included
lack of connection and integration is apparent among Enform managers and

departments;
strong support from industry is provided;
leadership, coaching and training are required to provide management support; and
management support is needed to work with committees effectively (e.g., provide

backing).
The majority of respondents indicated that management support meant backing from the
organization, for the work they were doing, especially with external clients. Approximately
three-quarters of those responsible for working with various committees and industry
representatives indicated a lack of management support for resource allocation, establishing
priorities, and working with committees.
Commenting on collaboration, 12 respondents indicated
collaboration will enable coordinators to do more;
departments and coordinators do not collaborate, technology could be a way to get

people to collaborate;
a new model of working that brings both subject matter experts and instructional
designers is needed for program development, each area complements the other;
and
great expectations for the safety council and training council with Enform to
resolve issues and communicate and reflect industry needs.
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Although only mentioned by less than half of the respondents, those that did address the
topic indicated that it related to organizational processes and culture. A new organization needs
to develop new ways of working to evolve and grow. This is needed to address current demand
and expectations from industry.
Study Conclusions
The data revealed knowledge and perception gaps within the organization. It was clear
from the findings, that little is really known within the organization about on-line learning,
practice, applicable theories, pedagogy, facilitation of courses, or communities of practice. Many
of these concepts were new to at least two-thirds of those interviewed. One respondent stated
we are in our infancy with on-line courses, an apt generalization that applies to the
organization as a whole. This extends to the technical knowledge of computers, software, and
innovations associated with on-line learning, where only a small number of participants had used
an LMS. Not one participant indicated having used a synchronous learning system, such as Ilink.
Further, little is known about the business and management of producing and maintaining on-line
materials.
While a rudimentary knowledge base exists for instructional theories and principles, very
few training coordinator participants could apply their knowledge of learning and training to
their daily work processes involving program development. Most stated they relied on existing
systems for completing courses and related materials, and claimed that those systems were
satisfactory. A small number expressed frustration with the lack of systems and processes in
place for course development.
Although the findings indicated receptiveness to learning and change on the part of a high
majority of respondents, this willingness was expressed with caveats. The learning and change
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required to adopt an LMS may cause issues. Unless clear, justifiable reasons can be
demonstrated for why employees need to learn something new or use a new program or
technology, the majority expressed a degree of skepticism for considering a change in the way
they currently work. Many participants expressed their willingness to change in relation to time
and support. However, a high majority wanted proof of a successful end-result before they invest
any time or effort.
The organizational culture is highly individualized. This was based on responses to
questions of workplace values, processes and operations. There are no interdepartmental teams,
beyond the managers program development group and the safety committee, with little
awareness of how others were approaching program development. Program development
initiatives are not well integrated into departmental systems. The current systems do not support
on-line initiatives, having been established to support face-to-face classroom delivery with printbased materials. To effectively achieve current demands from industry, Enform has to depart
from the status quo way it has approached workplace practice.
This represents an area where Enforms adoption of an LMS can serve as a catalyst for
creating new systems needed for program development. These tools will force change on the
organization in terms of its practices perceptions, culture and structure. However measures to
prepare the organization will facilitate the process and help generate a maximum return from the
technology.
Although there is evidence of leadership and direction, indicated by recent changes at
Enform, there is a perception that there is a lack of leadership. The initiatives establishing a
program development department, along with goals created for meeting demand for on-line
training clearly indicate leadership within Enform. However, there is a lack of awareness and
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communication concerning leadership initiatives to staff and industry. The data showed that
many were unsure of where the organization was going. The associations were more aware of
leadership at Enform and the role it is playing, than was indicated by employees. The research
showed that leadership is a critical element in organizational change and growth.
A high majority requires support for program development initiatives. Greater support is
required to apply theories, practices, processes, media development, and project management.
Approximately half required assistance because of increased workloads or because of
inadequately trained administrative resources.
Support from senior management within the organization was felt to be lacking by about
one-third of respondents. Much of the support required is for handling networks outside of the
organization, such as industry volunteer committees and the politics associated with the various
groups and companies being represented.
Greater access to information, content materials, content management, and knowledge
surfaced as an issue for approximately 75% of participants. The research indicated the
importance of establishing new communication and information networks when undertaking
organizational change. Program development is reliant on new systems and standards to be
created to enhance learning potential within the organization and to create more on-line course
offerings.
Assessing the program development needs within Enform revealed many of the
organizations strengths and weaknesses overall. Program development is integral to the entire
organization. Program development should be considered only in the context of its integration
with the whole. However, the data revealed that many at Enform indicated they thought
otherwise. There was a sense that program development was a recent addition, separate from the
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organization and wasnt Enforms primary business. This attitude reveals a profound lack of
understanding and knowledge about the business behind the operations of the organization.
Further, this reveals the current organizational structure is operating as independent units without
any real connection to each other. The research indicated this is common in very large
organizations but usually this would not be the case for one as small as Enform.
Reflecting back on the four elements, purpose, business, capacity, and realization, used to
organize the data findings, strengths and weaknesses were revealed within each.
Purpose
Enform was revealed to have strengths associated with the element of purpose, such as
the desire to produce and present quality training materials and courses. However, there are some
discrepancies in what quality means to the organization. Recent initiatives involving Enforms
training council and board of directors represent a strength with regard to planning and
integration of program development. Enforms relationship with industry was indicated as
needing improved communications and representation. However, the goal and intent to meet
industry demands for new courses and course delivery indicates a position of strength within the
organization.
This position of strength could aid and sustain the recently created Enform, as it explores
the boundaries of its purpose and position as a training provider within the global community.
Enform needs to interact with its stakeholders to remain viable and current. Enform could benefit
from exploring different ways of involving managers and employees to achieve buy-in and
maintain current operations while engaging in developments, such as offering on-line courses
and programs. This opportunity may not be easy. Engaging people around deep questions of
purpose and strategy is fraught with challenges because it opens the door to a traditionally closed
64
inner sanctum of top management (Senge et al., 1999, p.488). However, if the result is
increased employee creativity, productivity, and commitment, the challenge may be well worth
the effort.
Business
Enform maintains a strong business perspective with adequate funds and resources
allocated to training development and for the acquisition of an LMS. A weakness was revealed
concerning human resource support, such as training for key staff working with program
development. More support was indicated as needed for coordinators and administrative support
personnel. The organizations business model is very sound but may need re-examination in
some areas as new systems are brought into the organization.
Senge et al., (1999) indicates that the global business position today requires the
acceptance of constant change as reflected in market trends and technology development. To
survive, experience growth or flourish requires a commitment to operating businesses in new and
flexible ways to ensure financial sustainability and success.
Capacity
The study revealed there is great potential for human capacity within the organization to
achieve goals and objectives with regard to program development. Willingness towards learning
and change was indicated by a majority of participants. However, a core of resistance was
revealed, which could impede learning, growth and progress. Statements such as change is
cyclical, therefore change isnt necessary reveals a depth of cynicism that may inhibit change
initiatives meant to motivate and inspire individuals toward new ways of working in energized
teams. However, this type of situation aligns with what the literature revealed as found in many
studies (Anderson & Elloumi, 2004; Burnes, 2004; Latchem & Hanna, 2001; Senge et al., 1999).
65
Much of the existing research on organizational change can be consulted to implement

the changes required for Enform and to help deal with the various forms and levels of resistance
that may be encountered. Again, the role of leadership was revealed to be of great importance.
Realization
Finally, the element of realization revealed both strengths and weaknesses within
Enform. The organization needs to build processes and systems to integrate its methods and
approach to program development. Many studies (Latchem & Hanna, 2001; Senge et al., 1999;
Vaill, 1996) recognize the need to reinvent or re-engineer existing organizational systems and
processes when implementing organizational change.
The data revealed a discrepancy within the organization between standards of acceptance
for measuring and assessing the products and practices associated with program development.
New measures can assist the organization with achieving higher quality production and practices,
for development and delivery. The long-term benefits of this are obvious in a customer servicerelated training organization.
Enform has the potential to set a higher standard for industry training. Participants
indicated willingness to support this concept. This represents a significant opportunity. The study
recommendations present ways to harness this opportunity and support the process toward that
end.
Study Recommendations
The recommendations were based on the conclusions of the data findings and the
literature review. It was found that Enforms organizational program development needs and
goals to meet demand for on-line training could be fulfilled, directly and indirectly through the
adoption of an LMS. The following ten recommendations provide explanation for fulfilling
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program development goals, as well as specific measures to enable Enform staff to successfully
transition to adopting and integrating an LMS for their work in program development.
1. Define a vision for the new Enform. This initiative is required to address the new
organizational identity, direction, and scope of its training. The relationship between
the new vision and the operations of the organization need to be identified and
clarified. Currently, this is unclear and most are operating under previous
assumptions and methods. This situation is mirrored in Goleman et al., (2002),
while this leader thought his vision and strategy were apparent to everyone, our
data showed us that wasnt the case at all: The reason the team members were
moving in different directions was because they were unsure of where the larger
organization was supposed to be headed. (p. 188)
The literature supports the relationship of organizational vision to employee
motivation and inspiration. Thomson (1999) states the importance of three key areas,
identity, control and action, affecting newly merged organizations. Thus, creating a
vision is critical to forming a new culture at Enform.
2. Develop a strategic training plan (long-term) that relates to the direct needs of
program development. A plan is required to build knowledge about on-line learning
and to be able to successfully adopt an LMS. It is imperative that employees are able
to connect the adoption of the technology to their own needs within program
development. The plan needs to identify the support structures required for
individuals involved in developing training materials. Once created, the plan needs to
be acted on. A method for assessing the progress of the adoption and integration into
the processes of the organization must be addressed in the plan. The training plan also
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needs to address how to handle the approach required for shifting the teaching and
learning paradigm at Enform. The significance of planning in organizational change
and adoption of new technology is noted in many studies (Anderson & Elloumi,
2004; Latchem & Hanna, 2001; Rogers, 2003; Senge et al., 1999; Vaill, 1996)
3. Develop a strategic plan for program development as it relates to the whole
organization. Strategies are required to find efficiencies, manage the changes, and
promote systems of integration within the organization. A strategic plan would
identify the areas where systems and processes need to be created and the types of
support that are required. It can delineate the purpose and needs of the organization
and focus the culture through transition. Without this in place, changes required in
program development will be met with resistance. This is a way to confirm
management support for program development initiatives allowing it to be viewed as
an organizational agenda and not just a departmental one. This also permits a shift
away from reactionary to planning creating a more balanced organization. Several
studies (Rogers, 2003; Senge et al., 1999; Vaill, 1996) indicate the role and
importance of systems thinking to the integration of innovations, such as new ideas
and technology within a changing workplace.
4. Define quality. The data revealed that a dichotomy exists for what quality represents
at Enform. A product may be of high quality by one standard but be of very low
quality by another. For example, training materials can be measured by two different
scales. A MicroSoft PowerPoint product may be considered high quality when
measured against a standard of formatting, imagery, and information content.
However, if that product is meant to be a course and is devoid of instructional
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strategies, it can be considered poor quality. Promoting common use of language and
terms within the organizational culture will improve consistency for product outputs
and contribute to improved communications as the organization transitions.
5. Create an integration team. Building a team would involve identifying one
candidate (e.g., a person responsible for program development, preferably a training
coordinator) from each department to work on a team for integrating new standards,
technology, methods, and knowledge associated with program development, into the
organization. This team could also identify the support required, encouraging others
to take responsibility for their own learning. Both Senge et al., (1999) and Rogers
(2003) support the concept of identifying and using champions and early adopters
within an organization to spur the change process. At Enform, champions for LMS
adoption can be identified and selected for the integration team.
6. Approach on-line initiatives using multiple tools and methods. Based on the data
results, Enforms culture may be more likely to support efforts to change or adapt by
pairing specific tools to specific tasks. For example, it may be better to transition staff
to use LMS functionality by having them use individual software products, such as a
test bank tool. Once the immediate need for automatically generated print-based tests
is achieved, staff will have knowledge of the principles of test bank functionality, and
then transition more readily to on-line testing principles. This represents a challenge
from a planning and cost perspective but could be an effective way to ease the
organization in the right direction without huge upheaval and resistance. Intended
results and useful tools are more important than a detailed planpractical tools and
an approach with which to begin are also essential (Senge et al., 1999, pp. 55-56).
69
7. Create a repertoire of strategies, models, tools and templates for on-line course
development. The data revealed that there exists a gap with regard to processes and
methods for developing courses and programs. Few if any, consistent examples exist
for employees to follow when performing tasks associated with program
development. This initiative would encompass the creation of processes and samples
to provide support to make it easier for training coordinators and SME to create
course materials. Samples may include teaching aids, standard handouts, formatted
templates, and source lists. Used to instigate the creation of standards and
consistencies, this initiative would also be a means to measure and maintain quality of
training materials for courses. This would extend to media development and assist
with educating staff about possibilities and potential for course development. Making
strategies and tools available to all staff could provide an opportunity for acceptance
and input from otherwise, resistant individuals. These methods need to be integrated
with shifting toward a learner-centered approach to course development. For
example, incorporate metacognitive skills training into strategies to allow
coordinators to learn how to develop and use these skills in course design.
8. Create a blended model for course delivery. A model is required to support
program development of on-line courses. Criteria need to be established for assessing
the selection potential for on-line courses and how they can be transitioned to a
blended model. Studies (Anderson & Elloumi, 2004; Dricsoll, 2000) iterate the role
of learning whether from life, the classroom, or on-line. Considerations for Enforms
on-line programs have to encompass the most effective methods to promote learning.
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This is due to the nature of Enforms programs, which often require demonstrable
hands-on competencies, and its typical audience.
9. Create a community of practice for program development. Many studies
(Anderson & Elloumi, 2004; Driscoll, 2000; Palloff & Pratt, 1999; Senge et al., 1999;
Vaill, 1996) promote the importance of communities of practice to individual and
organizational learning. Made up of individuals that are responsible for creating
courses and training materials, this initiative would facilitate the building of learning
networks and providing support. The community of practice should also involve
individuals outside of the organization and across sectors. This provides a context for
exploration and creates a network for knowledge building. It could be structured
initially as a professional development opportunity. This would assist with shifting
the organization toward a learning culture.
10. Transition the organization from an individualistic culture to one which is teamcentered. Several studies (Goleman, et al., 2002; Latchem & Hanna, 2001; Senge et
al., 1999), contribute to knowledge and research on the significance of teams and
team structures within organizations and organizational culture. This change is
required to create new systems and processes and to permit greater working
efficiencies. With increasing involvement from industry and our associations, the
training council, and the board of governors, a model for collaboration is required to
assist departments with creating and using new communication and learning
networks. This initiative would permit the organization to build knowledge and
expertise beyond its current levels.
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CHAPTER FIVE RESEARCH IMPLICATIONS

Organizational Implementation
Implementation of the recommendations at Enform requires the creation of a support model
for program development; the establishment of new processes, work practices, and systems; and
learning and training opportunities. Some of the recommendations need to be implemented at the
organizational level and may require dialogue among executives, managers and training
coordinators. The remainder of the recommendations can be implemented through the program
development department.
If recommendations are not implemented, it is unlikely that Enform will fulfill its program
development needs and goals to meet demand for on-line training initiatives. The organization
could lose its reputation as the training provider for upstream petroleum industry, effecting its
position within industry. The loss of position could affect its relationships with owner
associations and industry customers, which could seriously impact Enforms funding base. The
most serious impact to the organization for not implementing the recommendations is the lost
potential for growth and creativity within the organization. This could limit the organizations
ability to attract highly qualified employees, managers and executives. There is potential to meet
the global market demand for training initiatives but without the ability to compete with other
training organizations that offer on-line delivery of services, courses and programs, Enform will
likely remain a small, traditional training centre.
The study provided an opportunity to learn and recommend ways in which program
development needs and goals could be fulfilled through adopting an LMS. Program development
needs and goals were defined as
1. demand from industry for on-line courses;
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2. quality control for all courses;

3. flexibility in delivery and type of course;
4. modularization for efficiency (e.g., re-purposing content);
5. capture of knowledge and experience;
6. storage of content and media;
7. accessibility to content; and
8. opportunities for learning for employees involved with course development in on-line
learning theories and strategies.
Not all of program development needs can be met through adopting an LMS. This is
because there are additional factors that need to be addressed within the organization, such as
making the shift towards a learner-centered approach to training. The research revealed
substantial amounts of training, learning, adjustment, and changes are required within the
organization to embrace a paradigm shift.
A support model for program development within Enform will provide a means to identify
the networks, systems and issues required for implementing the paradigm shift. The program
development department has agreed work collaboratively with other departments to create the
support model.
The LMS can serve as a catalyst to the many other areas related to on-line initiatives within
the organization. Other technologies may be required, such as a content management system,
database, and test-bank software.
The role of the training coordinators is crucial to the success of the organizations growth
and sustainability. This group will require a sizable amount of support, for all facets of program
development in addition to the knowledge and skills required for developing and managing
73
on-line training materials in association with the LMS. Additional support is needed in the areas
of pedagogy and instructional strategies.
Enform has to face change as part of being a new organization but must also face changing
directives and demands from industry. Program development is a way to channel and control the
change process via adopting and using the LMS technology. This is an opportunity for Enform to
remodel its business by focusing on its strengths and increasing its quality and reputation in the
larger industry community. The implementation of new technology provides the opportunity to
achieve consistency of materials by instigating practices of using instructional strategies. Using
these in all of the associated training and learning opportunities presents an opportunity for
building and reinforcing new knowledge and learning.
Last, the role of organizational culture effecting employees approaches to workplace
challenges may require a shift towards a collaborative, learning culture. Although this may be
difficult for Enform, it needs the inspiration, energy and enthusiasm that collaboration, critical
thinking, team synergy, and creativity can bring to the organization. This shift will result in new
ways of working. Organizational systems to support change initiatives may include
communications, learning, community, information, knowledge, and processes. The new ways of
working will ensure the sustainability of the organization into the future.
To remain viable and sustain growth operations, Enform needs to examine the way it
works. The organization must also be aware of its competitors. One of the distinguishing factors
for Enform, as a recognized training facility is its ability to offer superior training experiences for
its customers. The organization needs to realize that superior training is based on strong
instructional strategies for teaching and learning as well as customer service.
74
The recommendations, if followed, will enable Enform to transition into an organization

whose practice reflects the standard expected by global markets. It will become more flexible,
efficient and creative. These characteristics can have a profound effect on the type of course
materials that can be produced. Matched with instructionally sound products, services, and
practices that can be delivered around the world could result in Enform establishing a globally
recognized training facility.
Future Research
This study validated many existing theories and research applicable to organizational
systems, change, culture and learning. This study found that Enform, like other organizations,
companies, and corporations faces many of the same issues and problems. The successes and
failures of adoption of learning technology into corporate and institutional environments share
many commonalties as evidenced in Anderson & Elloumi (2004), Latchem & Hanna (2001),
Schein (1999), and Senge et al. (1999).
This research study revealed something of interest that may warrant further research into
the relationship between business models and organizational culture. What was revealed may be
more of a reflection of the petroleum sector in general or could be unique to Enform, in that its
culture and business model are quite different than most. The use of volunteer industry
committees to provide expertise, direction and consensus is highly collaborative and most
effective in Enforms case. This is so because industry has a personal stake in the creation and
receipt of the training that Enform delivers. This puts Enform in a highly reactive role but has
serious implications for it as its own entity.
Regardless, it is of interest recognizing that Enform, historically and presently is
essentially a reactive organization. This has to do with its unique relationship with industry
75
through its six owner associations. For example, changes to existing or newly established
regulations require training materials to be updated and revised on an ongoing basis. Demands
for new courses are based on needs within industry. Thus, these directives are not under the
control of Enforms operations.
If then, directives come from outside of Enform, as a reactionary organization there
would be little need or capacity for long-term strategic planning, especially for program
development. Based on a system of ad hoc directives for course and training development, no
standard processes would be developed or required. Ad hoc methods would proliferate. If
combined with a highly individualized organizational culture, the result is the current state of
Enforms program and course development. Although immediate needs may have been met
previously, this may reveal the insidious side of just-in-time training and other trends.
Determining whose needs were met is difficult, as owners, clients, and industry, are one in the
same.
Currently, Enform has no systems to accommodate the introduction of an innovation,
such as on-line learning. This situation may be the hidden reason behind the late start towards
on-line training. To develop on-line courses and programs requires a systematic approach.
It appears this reactionary state of operations seems to have a bearing on why the
majority of systems at Enform are outdated and disconnected. This perspective also suggests that
organizational culture may be a mirror of its operations.
The second area of potential further research was identifying the role that dichotomy
plays within Enform. Again, this is reflected throughout the organization in many ways. For
example, Enforms structure, the Calgary corporate office and Nisku practical demonstration
site, mirror the petroleum industrys two sides of corporate and field. This contributes to making
76
the organization more complex than other organizations, which makes the change process more
difficult, and ironically, responsiveness to immediate demands, becomes more challenging. It is
also curious that a technology driven industry, is not a leader in technology for training and
learning. Further studies could examine the effect of the organizational dichotomy on operations
within Enform.
This study gave Enform employees an opportunity to experience an action research
project. Their curiosity and willingness to participate invites the possibility of other research
projects at Enform. Given the opportunity I would like to explore the efficacy of the various
measures and recommendations suggested in order to determine which were most effective, and
why.
77
CHAPTER SIX - LESSONS LEARNED

Research Project Lessons Learned
The conduct of this study went according to plan. I made changes to the timeline and
adjustments to the data collection portion. These changes resulted from how events unfolded
during the process. I managed the project in four phases. These phases made the approach and
scope manageable. This was important because time had to be managed carefully to complete the
project, as I remained working full-time while conducting the study.
I was able to concentrate fully and not become overwhelmed by working with the study
in discreet parts. I was concerned that this approach would lead to a disjointed end result.
However, by keeping a journal throughout the process, it became the thread that I could get back
to when having to change gears from a work mindset to a study mindset. Another advantage
was the close connection between the study and my workplace. At times it felt as though I had
not left work in weeks.
Luckily, in the capacity of my work as an instructional designer, I have had the benefit of
managing some fairly large projects. Managing the study was not unlike managing a large,
complex project. If I had not had experience in this area, I would have needed some additional
support.
The fact that the study was an action research project, allowed for some flexibility and
permitted for changes to occur and be incorporated on-the-fly, informing the process as I
proceeded. For example, the second on-line survey was better than the first. This resulted
because I had time to reflect on the first survey and was able to review the responses. Using
action research permitted changes to strengthen the project. I obtained better data from each
78
subsequent interview conducted as I improved my technique and ability to extract information

from participants.
What I could have done better was to involve a team approach to the project,
exemplifying better action research practice. A team could have been active in discussion of the
findings and partaken in suggesting solutions and recommendations for the organization. The
same team could have represented the integration team mentioned in my recommendations. This
process would have allowed greater continuity during change initiatives and the transition to the
new technology. With the same individuals carrying over to a transition team with the
knowledge from the study, the information and findings could have been rapidly disseminated to
others in the organization. This may have resulted in greater acceptance of changes. I found that I
did not have enough experience to know how establishing a team at the outset of the project
could have informed the overall solution and subsequent transitions.
I would not have substantially changed the conduct of this study as it unfolded fairly
smoothly. I would like to have had a back up plan for lack of response for the first survey. I did
not manage to capture a significant amount of data. If I had allowed more time, I would have
been able to try a telephone survey for a random selection of candidates. I may have had better
results with that approach. In hindsight, I would have approached it this way from the beginning.
Having compared the data analysis portion of the project to others experiences, my study
was fairly typical. Glesne (2001) was an extremely useful resource to me for tackling data
analysis and triangulation. In fact, I could not have done it as well without her practical book. I
also found it helpful to read other theses to get a sense of the expectations, range, and scope.
79
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84
APPENDIX A
On-line Survey Questions Franchise Instructors and Enform Instructors
Franchise Instructor - Survey Questions
Skills and Knowledge
1. Rate each of the statements below using the following scale.
None at all / Novice / Proficient / Advanced
Your knowledge of Learning Management Systems.
Your knowledge of education or training via distance (on-line).
Your knowledge of distance learning/training technologies.
Your use of distance learning/training technologies.
Please select the appropriate answer(s).
2. Have you ever taken an on-line course?
Yes / No
3. If yes, in which capacity did you take it? (Check the appropriate items)
Training for computer software
Other training (seminar, professional development)
Secondary education (or upgrading)
Post-secondary education
Other
Please provide as much feedback as you can.
4. What technology do you currently use to teach in the classroom?
5. How would you feel about teaching a course on-line?
6. What might prevent you from teaching (facilitating) the theory portion of a course
online?
7. With your current level of technology knowledge or expertise, what would you need to
develop a course (or content) for on-line delivery?
8. What software programs do you currently use when developing your course materials?
9. What kinds of obstacles would you face if you had to use an unfamiliar software program
to access or create your course materials?
10. What reasons would make you want to change the way you currently develop course
materials?
85
Enform Instructors - Survey Questions

Knowledge and Skills
1. Rate each of the statements below using the following scale.
None at all / Novice / Proficient / Advanced
Your knowledge of computers and computer programs.
Your use of computers.
Your knowledge of the internet.
Your use of the internet.
Your knowledge of any technologies used for online learning or training.
Your use of any technologies used for online learning or training.
Your knowledge of a Learning Management System.
Your knowledge of adult learning theories.
Your application of adult learning theories in the courses you develop.
Your application of adult learning theories in the courses you teach.
Technologies Used
2. Select the items you have used to communicate with others personally or professionally.
Email; webcam conference; Computer text chat (MSN or other); Computer audio chat
(SKYPE or other); cell phone; cell phone text messaging;
3. If you have taken an online course (if not, go to next question), select the capacity in
which you have taken it.
__ Training for computer software
__ Other training (seminar, professional development)
__ Secondary education (or upgrading)
__ Post-secondary education
__Continuing education
__Recreational / personal growth or interest
4. Select the technologies you have used to take a course, seminar, conference, workshop or
meeting. CD ROM course; Website or Internet browser; Learning Management System
WebCT or other); Teleconference (telephone); Videoconference (live video through TV);
Computer multi-user conference (with audio and/or visual)(ILink or other); Computer
meeting (Netmeeting, chat or other)
Opinion Questions
Answer each of the following questions.
86
5. In your field of expertise, what subjects do you think can or can not be taught online?
6. With your current level of technology knowledge or expertise, what would you need to
develop a course (or content) for on-line delivery?
7. What software programs do you currently use when developing your course materials?
8. How would you feel about using a new computer software program to access or create
your course materials?
9. What advantages or disadvantages do you see for workers in your field who take online
training courses?
10. How will access to taking courses online through Enform benefit the upstream petroleum
industry?
87
APPENDIX B
Interview Questions: Executive Management, Senior Management,
Training Coordinators, and Petroleum Associations
Interview Questions: Enform Executive Management
Computer-Distance Learning/Training Technologies Awareness
1. Which distance learning/training technologies are you familiar with in general?
2. Have you taken a course or participated in an online seminar or conference via distance
learning/training technologies?
If so, how would you describe the experience?
3. Are you familiar with any Learning Management Systems?
If so, can you name an example?
4. What factors affect how training courses are delivered at Enform?
5. What may affect your ability to integrate a new technology?
6. What may affect the organizations ability to integrate a new technology?
Program Development
7. What is the extent of your involvement in the development of courses or programs at
Enform?
8. What is your role concerning the quality of courses and materials offered at Enform?
9. Do Enforms methods of course development and delivery meet the current needs from
industry?
10. What does industry expect from Enform in the current economy?
11. What kind of support do you expect the Program Development department to provide to
other departments? For curriculum?
Attitudes
12. What motivates you to learn something new?
13. How do you feel about changes in the workplace that affect the job processes of Enform
staff
14. How much time would you be willing to invest on the part of your staff, to implement a
new way of working?
15. How do you think Enform staff would respond to using a new technology to support their
current work efforts?
16. What may affect how Enform staff responds to changes in their daily work process?
17. Is there anything unique about Enforms culture that may present specific challenges or
opportunities with regard to organizational change?
88
Interview Questions: Enform Senior Management

1. Are you familiar with distance learning/training technologies in general?
If so, which one(s)?
2. Have you used any distance learning/training technologies?
If so, which one(s) in what capacity?
3. Do you know what a Learning Management System is?
If so, can you name an example?
5. What may affect your ability to integrate a new technology?
Program Development
6. What is your involvement in developing courses or programs at Enform?
7. In your department, who makes the final decision on the quality of courses and materials
offered at Enform?
industry?
9. What does industry expect from Enform in the current economy?
10. How might technology assist with how course development is currently handled?
11. What kind of support do you expect from the Program Development department?
Attitudes
13. How do you feel about changes in the workplace that affect the job processes of your
staff?
14. How much time would you be willing to invest on the part of your staff, to implement a
new way of working?
15. How do you think your staff would respond to using a new technology to support their
current work efforts?
16. What may affect how your staff responds to changes in their daily work process?
Interview Questions: Enform Training Coordinators
1. Have you taken an online course, seminar, workshop or conference?
If so, what was your experience with using the technology?
2. What is your experience specifically with Learning Management Systems?
3. What differences or similarities do you think there are between learning in a classroom
and learning online?
89
4. What kinds of difficulties might you experience when learning a new technology?
Program Development
industry?
7. What is your involvement in developing courses or programs at Enform?
8. What kinds of issues might you encounter when:
- revising existing courses?
- developing new courses?
9. What needs do you have in order to meet the expectation for creating new courses?
10. What kind of support do you expect from the Program Development department?
Attitudes
12. How do you feel about changes in the workplace that affect how you do your job?
13. In what situations at work would you welcome change?
14. When developing programs and courses, what kinds of things do you think might make
things easier or more convenient?
Interview Questions: Industry Petroleum Associations Enform
1. Can you describe the range and level of the training audience that represents your
industry?
2. What can you state about the general level of computer literacy attained in your industry?
3. Which distance learning technologies are you aware of that your specific industry would
be using for training? Inhouse or externally?
4. Given the type of training required for your industry, can you speculate on the how
training offered via a Learning Management System would be received?
5. What response might you anticipate from your industry at having to learn or use new
technology for training programs or courses?
Program Development
6. What is your expectation of Enforms training programs or courses?
7. How do Enforms courses meet the needs of your industry?
8. How could Enforms methods of course development and delivery be changed to meet
the current demand?
9. How do you think Enforms Program Development department can contribute to delivery
of training for industry?
90
Attitudes
10. What aspects of training would be accepted for online delivery?
11. How receptive would industry be to training that differed from Enforms typical
classroom offerings?
12. How do you reconcile industrys need for speed (training) with the concept of mastery?
13. What kinds of change may benefit Enforms commitment to industry training?
91
APPENDIX C
Request for Participant Letter and Participant Consent Form Sample
February 24, 2006
[Participant]
Enform
1538 - 25 Ave. N.E.
Calgary, AB T2E 8Y3
Dear [Participant]:
I am asking for your participation in an action research project that I am conducting in conjunction with
Enform. I am currently a Graduate learner in the Masters of Distributed Learning Program at Royal Roads
University. This project fulfills part of my Masters degree program requirements.
The research project, Adopting a Learning Management System: Issues Related to Supporting Program
Development in Petroleum Industry Training will be conducted between January and April 2006. The
research study will focus on finding potential solutions to a current problem identified within Enform.
The research study complements a comprehensive examination already being undertaken at Enform to
consider the applicability, use and adoption of distance learning technologies for program development
and delivery.
If you agree to become a participant, I will be conducting interviews (one per person) that will involve
approximately one hour of your time. The interviews will be audio recorded with data being transcribed
into written format. I will require that you validate the information that is captured during the interview to
confirm its accuracy.
As a participant, you may be assured of anonymity and complete confidentiality of the data obtained from
you, which will only be used for the purpose stated. Only I, (as the primary researcher) and the academic
supervisor will have access to the collected data. The data collected will be managed in accordance with
Royal Roads University research policy.
The final report will be housed at Royal Roads University and will be accessible to the public. A
summary report of the findings and recommendations will be presented at Enform following completion
of the study.
As an invitee you are free to not participate and/or withdraw from the study at any time without prejudice
to the pre-existing entitlements of an Enform employee.
If you agree to become a participant, please sign the accompanying consent form and return it to my
office in person or by mail. Thank you very much.
If you have any questions concerning this please feel free to contact me. Should you wish to verify this
information or my credentials, please contact Brad Eastman, PhD., Faculty Project Supervisor for the
project at UBC [].
Regards,
Maeve Spain
Enform
92
Research Study Participant Consent Form

Research Study Title: Adopting a Learning Management System: Issues Related to Supporting
Program Development in Petroleum Industry Training
Researcher: Maeve Spain (Graduate Learner)
Royal Roads University/Enform
I agree to become a participant in the proposed action research study. As such, I have been informed of
the purpose of the study and agree to the ethical requirements for using human participants as stated by
the researcher (e.g. Request for Participant Consent letter) in accordance with Royal Roads University
policy.
I understand that I am entitled to withdraw from this study at any time, should I choose.
Please sign the consent form and return it to my office in person or by mail. You may also email me your
consent by responding to my email by saying you agree to participate. Thank you very much.
___________________________
Name (Print)
___________________________
Signature
___________________
Date

APPENDIX D
Project Tracking Document
Major Project: Activities Tracking
Tasks To Do
Interviews:
Interview schedule for exec
Interview schedule for managers
Interview schedule for TCs
Interview schedule for Assoc reps
Conduct interviews Exec (3)
Conduct interviews Managers (6)
Conduct interviews TCs (12)
Conduct tele interviews Assc (6)
Transcribe & code data - Exec
Transcribe & code data Mngrs
Transcribe & code data - TCs
Transcribe & code data - Assocs
Analyze Data Exec
Analyze Data Mngrs
Analyze Data TCs
Analyze Data Assocs
Surveys:
Survey Franchise Instructors
(200)
Conduct Survey Franchise
Award incentive prize to participant
(FI)
Compile survey (FI) data & code
Analyze data (FI)
Survey Enform Instructors (EI)
(103)
Conduct Survey Enform
Instructors
Award incentive prize to participant
(EI)
Compile survey (EI) data & code
Analyze data (EI)
Survey Random Industry people
Lit Review:
Ongoing throughout study
Progress Notes/Concerns
all scheduled
all scheduled
1 unavailable
all scheduled
3 of 3 conducted
6 of 6 conducted
11 of 12 conducted (1
unavailable)
6 of 6 conducted
3 of 3 done
6 of 6 done
11 of 11 done
6 of 6 done
Draw conclusions &
triangulate data
Draw conclusions &
triangulate data
Draw conclusions &
triangulate data
Draw conclusions &
triangulate data
Mailed out 200 random (hard
copy problem)
Run time set (Mar 4 close out)
(few responses)
Send out winner (TH gift
certificate)
Set up table/spreadsheet & code
Draw conclusions &
triangulate data
Build survey in software
Email out info & access
Run time set 15 days (April 4th
close out)
Send out winner (TH gift
certificate)
Set up table/spreadsheet & code
Draw conclusions &
triangulate data
Opted out of this discussed
with Academic Supervisor
Final write up Chapter Two
Deadline
2006
Status of
Task
February
February
April
April/May
March
March
March/April
Completed
Completed
Completed
Completed
Completed
Completed
Completed
April/May
April
April
April/May
April/May
May 7
Completed
Completed
Completed
Completed
Completed
Completed
May 7
Completed
May 7
Completed
May 12
Completed
February
Completed
February
Completed
June
Completed
April
May 7
Completed
Completed
March
Completed
Mach
Completed
June
Completed
April
May 7
Completed
Completed
N/A
N/A
May
Completed
93

Writing the Thesis:
Chapter 1 Revise (re: Supervisor)
Org & Problem

Literature Review
Conduct of Research Study
May 22-25
May 19
May 7
Completed
Completed
Completed
Chapter 4 Draft
Research Study Results
May 14
June 3
Completed
Completed
Chapter 5 Draft
Research Implications
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Chapter 6 Draft
Lessons Learned
May 21
June 2
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94

APPENDIX E
Code Set Sample
Coding System: Interviews in person & telephone
Major Code
Category
Subcodes
Executive Staff
Cost/Revenue
Usability
Knowledge/ Experience
Demand (for training)
Time
Resources
Management support
Quality of courses
Leadership
Support
Learning
Currency
Work Processes
Change
Culture / Attitudes
Industry Training
Expectations
Collaboration
Participant#1 [name]
Transcribed Comments
95

APPENDIX F
Code Group Sample
Data Coding: Groupings by Code

Code Group: Collaboration
A
P#1
Collaboration 12:16 supportive role working with TC not doing work for
them but enabling them to do more
P#2
Collaboration 11:30 collaboration is important so that quality can be achieved
and maintained throughout process of creating new products
buy in at many levels is needed therefore, collaboration achieves
consensus
P#3
Collaboration 4:00 communication among departments and external interested
parties (associations, franchise instructors)
P#4
Collaboration 11:30 development of courses/training materials requires a
collaboration each complements the others area of skill (SME
+ ID)
P#5
Collaboration 15:13 technology could be used to bring people together for
course development (discussions & meetings)
P#6
Collaboration 23:45 support services for various elements like multimedia,
software for how things are done, etc.
P#7
Collaboration 30:10 lack of collaboration between depts and levels within org
(closed communication); top down attitude [researcher note:
competitive environment]; forced to start over and over again
affects staff & morale
P#8
Collaboration 32:40 collaboration among associations isnt an assumed state
there isnt buy in for all courses and not all associations have the
same weight
42:36 (issue) Nisku communications and workload distribution
difficult feeling out of the loop unsure of which priorities
have top billing
P#9
Collaboration 37:45 Enform model not quite there yet needs to have both
sides integrated Association dealing with both sides of org
P#10 Collaboration [industry, associations, Board, & Enform]
P#11
EI
group
Collaboration
19:42 great expectations for the safety council and training

council with Enform to resolve issues and communicate and
reflect industry needs.
Collaboration environmental impact from upstream -can only be minimized
with knowledge and expertise
96

Adopting A Learning Management System

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ADOPTING A LEARNING MANAGEMENT SYSTEM: ISSUES RELATED TO SUPPORTING PROGRAM

DEVELOPMENT IN PETROLEUM INDUSTRY TRAINING

A thesis submitted in partial fulfillment of

We accept this thesis as conforming

ROYAL ROADS UNIVERSITY

Supporting the Adoption of a Learning Management System

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Conducting the Interviews...42

On-line Survey Questions..84

Supporting the Adoption of a Learning Management System

Request for Participant Letter and Participant Consent Form Sample......91

Project Tracking Document...93

Code Set Sample95

Code Group Sample...96

Supporting the Adoption of a Learning Management System

Table 2: Summary of Enform Instructors Knowledge and Skills

Table 3: Summary of Franchise Instructors Knowledge and Skills

Table 4: Summary of Interview Participant Technical Knowledge and Experience

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CHAPTER TWO - LITERATURE REVIEW

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On-line Learning Technology

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5. Confirmation occurs when an individual (or other decision-making unit) seeks

Supporting the Adoption of a Learning Management System

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The challenge of inadequate coaching, guidance, and support for innovating

The challenge of relevance: making a case for change, articulating an appropriate

The challenge of management clarity and consistency: the mismatch between

The challenge of negative assessment of progress: the disconnect between the

The challenge of diffusion, the inability to transfer knowledge across

Supporting the Adoption of a Learning Management System

The challenge of organizational strategy and purpose: revitalizing and rethinking

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CHAPTER THREE CONDUCT OF THE RESEARCH STUDY

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Rationale for Participant Selection

Supporting the Adoption of a Learning Management System