This paper describes a study aimed at investigating the impact of a technology-enabled training program for Project Executives (PE's) in the IBM Corporation. The program is focused on a mentoring approach to learning whereby PE's considered to be experts in specific skills coach less experienced colleagues in the development of critical skills. Since job demands prevent ongoing face-to-face mentoring relationships, technology which enables collaboration at a distance is implemented to support the mentoring relationship. Of interest in this study is the effectiveness of instructional design approach, the impact of the technology-enabled learning environment on sustaining mentoring relationships, and the nature of online discussions between experts and students.

IBM PE's are responsible for managing large information technology contracts. These professionals deliver on commitments to customers, ensure customer satisfaction, secure business opportunities, and mentor other project executives. Their role of mentor is critical to the professional development of less experienced colleagues. While traditional face-to-face mentoring is desired and encouraged, job demands often prevent mentors and students from sustaining the type of relationships needed for the transfer of critical skills.

In the current study, a combination of face-to-face instruction and a technology enabled learning environment is used to develop and sustain mentoring relationships among expert PE's and less experienced colleagues. The face-to-face instruction includes a two day workshop consisting of five sessions led by the expert PE’s. The purpose of the workshop sessions is to 1) initiate a mentoring relationship among expert PE’s and a group of colleagues and 2) to begin the mentoring process which includes the transfer of a specific set of problem-solving skills.

At the conclusion of the workshop participants are introduced to e-mentor, a Lotus Notes discussion database which can be accessed using a Lotus Notes Client or a Web browser. The discussion database is used to provide an online learning environment in which the mentor-protégé relationship is preserved. Mentors post mini-lessons on topics relevant to the development of complex problem-solving skills needed in customer situations. Participants respond to the lessons in discussion format, post questions and collaborate with one another in solving customer problems. Mentors are available to assist participants with appropriate strategies for addressing customer problems.

The instructional design approach used in the workshop and online is based on cognitive apprenticeship, an instructional approach developed by Collins, Brown and Newman (1989). Cognitive apprenticeship focuses on the development of higher level thinking skills such as problem-solving. Because of its focus on the teaching of cognitive and metacognitive knowledge, cognitive apprenticeship may be a more appropriate instructional design model for online mentoring than more traditional instructional designs such as a lecture approach. Whereas text and lecture-based instructional design models focus on teaching concepts, facts, and procedures in non-situated environments, cognitive apprenticeship focuses on teaching the processes and strategies used in expertise and how this knowledge is used to solve real-world problems. Snyder (2000) demonstrated the effectiveness of cognitive apprenticeship as an instructional design approach for teaching technical skills in an online environment.

Collins, Brown, and Newman (1989) and Collins (1991) identify four aspects of cognitive apprenticeship learning: content, instructional methods, sequencing of instruction, and sociology. Content refers to the different types of knowledge required for expertise and includes domain knowledge and strategic knowledge. Domain knowledge consists of concepts, facts, and procedures; strategic knowledge refers to knowledge which underlies an expert's ability to make use of concepts, facts, and procedures to solve problems.

Instructional methods are the learning activities used during instruction to help students construct, use, manage, and acquire new knowledge (Collins, Brown, & Newman, 1989). Seven instructional methods are recommended. These methods include teachers "modeling" skills, "coaching" learners as they attempt to mimic expert skills, providing "scaffolding" in the form of support for learners, and gradually "fading" support, as learners become more proficient. Learners are also encouraged to "articulate" their knowledge, "reflect" on their problem-solving processes, and "explore" new approaches to problem solve on their own.

Sequencing involves the staging of learning whereby tasks are presented in increasing complexity and diversity so that students develop a broad understanding of the domain of expertise. Sociology deals with the authenticity of the learning environment. Technological, social, time, and motivational characteristics of real-world situations are designed into the learning environment so that students will learn when, where, and how the knowledge applies to other situations (Collins, Brown, & Newman, 1989).

The PE workshop in this study and the e-mentor database are designed to incorporate the four aspects of cognitive apprenticeship learning. In the workshop, learning takes place in the context of solving a variety of real-world complex customer problems. Mentors begin sessions with an introduction a complex customer problem. Facts and concepts about the customer environment are presented (domain knowledge) and followed by modeling of the strategies and processes used to solve the problem. During this activity, mentors use think-aloud protocols to model the strategic thinking required to solve the problem. Next, tips and techniques (scaffolds) for remembering the processes and strategies are provided to students. Students are then assigned to small teams of six and work together to develop a solution to an existing customer problem. The problems used in this exercise are real-world and are brought to the workshop by students. Students are required to articulate the processes and strategies used to address the customer problem and then briefly explore alternative approaches to problem-solving. At the conclusion of this exercise, mentors model their thinking with respect to solving the team problems. When the two-day workshop ends, the mentor- protégé relationship is maintained using the Lotus Notes discussion database. Workshop participants use the database to request help from colleagues and mentors regarding problems experienced in the workplace. Mentors use of the cognitive apprenticeship method when responding in the online environment.

The results of this study to date have been successful in that this combination of face-to-face and online mentoring has enabled a community of IT executives who are geographically dispersed to form working relationships and share knowledge on a regular basis. This model has also provided participants with an environment for continuous learning on a just-in-time basis, convenient to their demanding work schedules. The instructional design approach has been notably successful in providing an effective way for PE’s to learn new skills. Participants in the workshop quickly adopted the habit of thinking about problem-solving from a strategic perspective (that is, identifying the processes and strategies needed to solve customer problems and using reflection and exploration techniques before identifying a solution). This learning approach has also provided a common ground for PE’s to work together to solve customer problems. Results of a survey administered to participants of the workshop indicated high ratings with respect to the methods fostering working relationships among PE’s, the value of the content of the workshop, its structure (instructional design approach) and the value of the e-mentor database in providing a continuous learning environment which facilitates collaboration.

Collins, A. (1991). Cognitive apprenticeship and instructional technology. In Lorna Idol and Beau Fly Jones (Eds.) Educational values and cognitive instruction: Implications for reform (pp121-138). Hillsdale, N.J. Lawrence Erlbaum Associates.

Collins, A., Brown, J., & Newman, S. (1989), Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In Lauren B. Resnick (Ed.) Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ:Erlbaum Associates.

Snyder, K., (2000), Asynchronous Learning Networks and Cognitive Apprenticeship. A Model for Teaching Complex Problem-Solving Skills in Corporate Environments. Dissertation Abstracts.