Weighting 35% of total grade
Length 2200 words (plus or minus 10%)
In the global economy, many organisations span multiple countries and time zones. People often work in cross-cultural, virtual teams, where traditional communication and knowledge sharing is supported or replaced by technological solutions. The use of a broad range of technologies is part of everyday life, both at home and at work.
Some of these technologies are formally defined as social media, which are a set of technologies and channels targeted at forming and enabling a potentially massive community of participants to productively collaborate (Bradley 2010, cited in Thomas &Akdere 2013, pp. 330–331). Social media, the world of blogs, wikis, Twitter, instant messaging (IM) and Facebook, are not strictly social in purpose; corporations and other large organisations have begun to utilise social media not only for branding efforts but also as a means to improve learning within their organisations (Huang, Yang Huang & Hsiao 2010, cited in Thomas &Akdere 2013, pp. 330–331).
One Asia-Pacific-based company embracing technology is New Zealand-based Beca, one of the largest employee-owned professional services consultancy companies in the region (L&D Learning and Development Professional online 2016). Leading and Development business partner at Beca, Melanie Hawkins says that technology is making learning more accessible and interactive, and above all more fun for both the learner and the developer (L&D Learning and Development Professional online 2016). Beca are using YouTube videos, gamification and social learning through mediums such as Yammer, to complement their ‘old school workshops’ (L&D Learning and Development Professional online 2016).
Using the Cascio (2014) and Thomas and Akdere (2013) articles listed below as a springboard, critically discuss how social media might support structured, semi-structured and unstructured learning, particularly adult learning, in organisations. Use industry examples to support your claims and demonstrate application in SHRD practice. You may choose to use examples from your own workplace or other workplaces you know, where you have access to information. You can also draw on case studies accessed through articles and online resources, such as corporate websites. If you are using examples from the springboard articles, you need to expand beyond information presented in these.
Cascio, WF 2014, ‘Leveraging employer branding, performance management and human resource development to enhance employee retentionOpen this document with ReadSpeakerdocReader', Human Resource Development International, vol. 17, no. 2, pp. 121–128.
L&D Learning and Development Professional online 2016, ‘Welcome to the age of YouTube learning: Beca’, viewed on 8 March 2018, https://www.ldphub.com/general-news/welcome-to-the-age-of-youtube-learning-beca-219568.aspx.
Thomas, KJ &Akdere, M 2013, ‘Social media as collaborative media in workplace learningOpen this document with ReadSpeakerdocReader’, Human Resource Development Review, vol. 12, no. 3, pp. 329–344.
The required word length for this activity is 2200 words (plus or minus 10%). You are required to use the AIB Standard report format as outline in the AIB Style Guide.
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Reference lists for AIB assignments/projects normally contain the following number of relevant references from different sources: 6–12 (for MBA assignments).
All references must be from credible sources such as books, industry related journals, magazines, company documents and recent academic articles.
Your grade will be adversely affected if your assignment contains no/poor citations and/or reference list and if your assignment word length is beyond the allowed tolerance level (see Assessment Policy available on AIB website).
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AIB Assignment Guide
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This assessment is an individual assessment (ie this is not a group assessment). Please ensure you avoid collusion and other practices which compromise individual assessment work. (Refer to the Academic Integrity Policy available on AIB website
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