Importance of Workplace Learning and Response to the Impact of Global Changes and Globalization - Literature review Example

Running Head: Workplace Learning Workplace Learning Name Course Lecturer Date Table of Contents Table of Contents 2 1.0 Introduction 3 2.0 Importance of workplace Learning 4 3.0 Approaches to Learning in the Workplace 6 3.1 Formal learning 7 3.2 Informal learning 7 4.0 Learning Problems or Gaps in the Workplace 8 5.0 Responding to Learning Problems or Gaps in the Workplace 9 5.1 Personalization and Inclusion 9 5.2 Collaboration 9 5.3 Motivation 10 5.4 Flexibility 10 6.0 Workplace response to the Impact of Global Changes and Globalization 11 6.1 Optimal Competence 11 6.2 Effective Marketing 11 6.3 Improve Productivity 11 6.4 Technological Investment 12 6.5 Training and Education 12 7.0 Conclusion 13 References 14 1.0 Introduction Workplace learning, the process of working while learning is recognized as an effective means of developing knowledge and skills in the existing workforce. This has therefore become an important necessity that all working environment ought to embrace. The use of workplace improves knowledge and skills among workers. This is particularly relevant as enterprises increasingly use new technologies and explore high performance work practices that are transforming ways in which work is organized (Hager, 1999). This paper explores workplace learning experience. It begins by outlining the importance of learning in the workplace, then looks at approaches to learning in the workplace, followed by the means to respond to any learning problems or gaps in your workplace, and finally looks at how a workplace can best respond to the impact of global changes and globalization. 2.0 Importance of workplace Learning Hager (1999) further suggests that workplace learning is suitable for both small firms too. When such firms embrace workplace learning, they allow growth. Such firms can be like small market enterprises. For larger organizations that have already embraced workplace learning, they are expected  to regularly  and consistently upgrade their efforts in investing skills of their workers, their technology, gathering more information  and their management skills (Conference Board of Canada, 2009). This is for the benefits of the both the interested stakeholders and the workers too. Every successive business, training plays a very substantial role in maintaining best staff. For this reason highly skilled workers and great skilled programs need to be put in place. This enhances an environment for learning while still working. The employees need available information to access and expertise that gives them the solution or even a guideline thus making their work easier. In corporate governance, instructions are issued on how a company can be directed or controlled such that it can fulfill its goals and objectives in a manner that adds to the value of the company and is beneficial for all stakeholders in the long term are observed. For this reason required structures ought to be put in place to enhance effective learning (The Conference Board of Canada, 2009). Top officials in corporate governance must be willing to achieve more skills through learning. Managers ought to be on the front line, as role models to their juniors. Working in a federalized organization with other small departments creates an enormous notch of flexibility but also requires creative logistics of resources as well (The Conference Board of Canada, 2009). According to Collier and McManus (2005), whenever top officials fail to embrace workplace learning, this becomes a challenge to organizations and also to the employees. This contributes to learning problems. They need to update themselves with current technology so as to give a quality and effective results to the organization. The second problem that can hinder effective learning is on the side of the employees who might not be willing to update themselves. This can be brought about if they are not supported in the learning by the organization. Emotional place of learning is very crucial in an employee where individual support and development is shown to them. Resources become an issue especially in cases where individual learning or experimental learning is needed. Project exposure, action learning, coaching and monitoring among others becomes greatest challenge. This is because expertise and more skilled persons and system required coaching these workers. However, through allocation and proper prioritization of resources is done, then this issue becomes dealt with (Mole, 2003). When these training establishment are achieved both organization and employees benefits from workplace teachings (Ashton & Sung, 2002). In regard to organizations, through workplace learning, expected increase in profit margin. This improves efficiencies and effectiveness of the tasks and production from the organization. Secondly, workplace promotes customer preservation and increase in excellence of work. There is as an increased Production of products and services. To the workers there are improved leadership and management skills. Enhanced learning and uncomplicated skills are implemented as well. The workers are motivated to continue with their studies. In work place learning the workers gets a chance to develop and gain on-the-job skills (Beckett & Hager, 2002). Beckett and Hager (2002), learning in corporate governance workplaces are organized present workmates with opportunities to contribute to experiences, and build up options to communal encounters. As such, special interest groups within the workplace are formed to report literal issues facing the members, making sure guidelines are intended for achieving learning goals and objectives. For that reason, this manner increases value of the organization, as it is of benefit for all stakeholders in the long term. In corporate governance, before carrying out any learning in the workplace a learning approach must be set from higher authority. However, any set approach aims emphasizing that, the organizational structure and the individuals who are engaged in workplace learning are very important as this promotes the guidance, development and evaluation of implemented learning program. Workers can come up with different skills and knowledge and this fills organizational performance gaps. Constant development can then be designed through internal efforts where workers learn in their different support groups. Such participation in decision making, policy implementation and activities is very critical for organizational learning outcomes (Ashton & Sung, 2002). 3.0 Approaches to Learning in the Workplace Various learning approaches are applicable in the workplace setting. These learning approaches are referred to as standard patterns of learning. According to Hager (2004) one of the main learning approaches in the work place is the “paradigms” of learning. This constitutes two paradigms of learning, each with a different scope of knowledge and knowing. These forms of learning may take place inside educational institutions, and on the other hand, it means these forms of learning and knowledge acquisitions are also applicable within the workplaces. 3.1 Formal learning Formal learning that takes place in learning institution is one of the paradigms that follow a certain pattern. This mainly takes place in a classroom educational setting. As such, formal education is characterized by a prescribed learning structure, designated trainer, and award of credit, structured learning package, and external measurement of outcomes (Beckett & Hager, 2002). 3.2 Informal learning Informal learning is the other approach which Colley et al (2002) posits to be a learning that takes place outside tutorial room. Moreover, it is intentional, pragmatic, and experiential and that involves relationship. In other words, Marsick & Watkins 2001) states that informal learning occurs when need arise, inspired or when a chance occurs. Also, Colley et al (2002) draws a conclusion that in both informal and formal it was found to be of great impact to the organization. In other words, there is an association in performing work chores daily, application of skills and knowledge, and learning. In order to design a qualitative understanding to suit both organization and individuals, there has to be thoughtful ideas of the context in which it appears (Beckett & Hager, 2002). To join informal and formal learning, there has to be a clear understanding of how the workplace may nurture an individual and the opportunities of learning. Wenger (1998) says learning takes place when the whole of an individual is involved. This means the participants have to be active to learn new skills and implementation. 4.0 Learning Problems or Gaps in the Workplace Various problems are also experienced in the workplace in regard to learning. These problems range from inadequacy of learning and training resources for effective learning within the workplace. In this regard, for quality training and learning, the organization is necessitated to provide learners with enough resources. Another, major problem in the workplace learning is the incapacity of the organization to train an adequate number of workers at a given time or even handle all the employees (Eraut, 2001). Moreover, considering the number of activities that take place within an organization time is essence. This means that training or learning time for employees can be a factor that affects workplace training. Though, for the sake of organizations future performance and obtaining of high caliber staff, time must be created to accommodate learning in the workplace. Also, in depth information necessary to structuring strategic learning and training partnerships may emerge as a problem. Actually, poorly planned learning strategies lead to deprived learning attainment in the workplace (Eraut, 2001). As well, organization may lack sufficient expertise to measure workplace learning and training. Lastly, the problem of unspecialized knowledge to construct something new in regard to workplace learning and training is evident. The organizations management is therefore required to gather enough expertise to work on workplace learning. This will ensure that the intended achievements of the learning process are fully attained (Eraut, 2001). 5.0 Responding to Learning Problems or Gaps in the Workplace On the other hand, on noticing any gaps and problems in workplace learning, a response to countercheck them is essential in ensuring achievement of the corporate goal. According to Collier and McManus (2005), it’s only by addressing gaps in any organization that will promote strong development. In the case of learning problems and gaps in the workplace various techniques may be employed to ensure everybody gets to learn however difficult it may seem. 5.1 Personalization and Inclusion Firstly, personalization and inclusion is an imperative method of responding to learning problems and gaps in the workplace. This approach enables recognizing and attitude shifts embracing all manners of learners to as well as supporting the various ways of learning. also by so doing, learning disabilities in an individual are recognized. Individuals with learning disabilities intelligence is either average or slightly exceed average but still find difficulties in gaining skills that impact their performance in the workplace. Employers emulate the achievement achieved after the training process. With this understanding, any organization recognizes that it’s hard to segregate the impact of training, and that every workplace is a distinctive learning opportunity (The European Centre for the Development and Vocational Training, 2011). 5.2 Collaboration Secondly, learning problem and gaps can be responded to through collaboration. According to Evans et al (2006), workers highly benefit academically through social interaction. Additionally, Hoyrup and Elkjaer (2006) posit that, social interaction and the challenges that come with it in the workplace are key avenues of learning. Learning from peers through collaborative activities enhances knowledge and skills of workers in an organization. This has been observed and proven instrumental especially through dialogue, sharing information and problem solving activities in the most and best supportive contexts. As Evans et al (2006) observes diversity at the workplace gather different experiences, thus significantly contributing to better working environment. 5.3 Motivation Thirdly, learning problems and gaps can be responded to through motivation (The European Centre for the Development and Vocational Training, 2011). A well designed learning strategy, space and environment comes with a motivational effect. Learning environment with an affable people, for instance, provides a setting which is easy and congenial to learn in. This therefore encourage a desire to keep learning beyond scheduled activities. Again, involving learners in designing aspects of the training project augment their desire. This is due to the fact that learners feel to have a sense of belonging in the learning environment, as well as control over their individual own learning (Collier & McManus, 2005). 5.4 Flexibility Fourthly, considering the rapid technological advancement, flexibility in designing learning in the workplace has turn out to be essential. Learning chances which are mobile provide services that will attract learners in the learning place (Collier & McManus, 2005). 6.0 Workplace response to the Impact of Global Changes and Globalization Globalization has both positive and negative impact on any workplace. However, the chief question lies on how well can workplace responds to these impacts. The following are some of the response engaged in regard to the impacts of globalization on a workplace. 6.1 Optimal Competence To begin with, any business must identify it key potential and competence. By so doing, the organization is able to realize challenges that come with globalization to enable it reconfigure and analyze the existing trends. This will enable the organization to remain relevant in the future. With the shrinking budgets coupled with augmenting business demands, reforming business practices is key. 6.2 Effective Marketing Secondly, the workplace must learn to market itself effectively. Effective marketing means letting key customers know about provided services and how an organization can add value to their lives. Thus, an organization can build a wide ranging network of contacts, especially with organizations that are global shakers and movers in the industry (Engeström, 2004). 6.3 Improve Productivity Thirdly, overall workplace productivity should be improved. In addition to employees’ productivity, mission performance must be improved. This can be done by leveraging contemporary technologies to enable in addressing demands in the business, as well as handling the differences in workplace diversity. This will ensure generational expectations differences for the work atmosphere are handled. Technology changes the way workers interact at the workplace to achieve core business objectives (Engeström, 2004). 6.4 Technological Investment Moreover, technological investments ought to be well aligned to improve return on the same. Web 2.0 and availability of mobile technologies is rapidly changing the traditional workplace environment, and define new model for measurement, performance, collaboration and communication. Thus, organizations are seeking to improve productivity and efficiency through modern technologies roll-outs such as personal digital assistants (PDAs), enhanced laptops , voice over internet protocol (VoIP) among others. Planned and effective in,-flight outlay in technology is essential (Engeström, 2004). Adoption of a holistic approach, yet bearing in mind workforce patterns, economies of scale, technological advances and the enterprise wide impact is necessary in responding to globalization impact to the workplace. Additionally, workplaces are indulging in the use of web 2.0 materials such as podcasts, social networks, blogs, social bookmarking, wikis, instant messaging, syndication feeds, in order to provide exceptional collaboration with employees and external stakeholders (Engeström, (2004). 6.5 Training and Education Additionally, more training in regard to globalization is essential in addressing globalization. Engeström (2004), argues that the objective is enhancing the ability to handle the changing workplace demands and trends globally. Globalization may necessitate new skills that may be dependent on advancing technologies. Also, training will promote ethical behaviors and values expectations in the organizational culture. These includes collaboration, distance management, communication, better use of workspace and resources among others things. 7.0 Conclusion In conclusion, workplace learning should be embraced in all organization since it has associated benefits and it promotes the growth of the organization. This form of learning should therefore be implemented for the organization growth and development. The chance to use workplace learning can be termed as, easier way of training to both employers and employees. The impact of Globalization in the trade would have some impact in that it leads to economic growth. With economic growth, rate of employment increases and this automatically reduce the level of poverty in our countries. With globalization there is increased financial flow, multilateral trading systems develop and also improved technology which promote growth of many companies (Collier and Dollar, 2002). This will be creates competition in the market as every organization wants to achieve their goals in maximizing their benefits. This happens when organization redesign their work systems to include participation for swift response to global opportunities. Telecommunication infrastructure is termed to have boosted this. With this new opportunities have been generated (Collier and Dollar, 2002). Workplace learning appears to become the progress of every institution and can be seen as key to success. Shareholders of these organizations whether private or corporate governance achieves as well as individuals who even becomes part of these achievements. References Engeström, Y. (2004). ‘The New Generation of Expertise: Seven theses’, Workplace Learning in Context, London & New York: Routledge Ashton, D., & Sung, J. (2002). Supporting Workplace Learning for High Performance Working, Geneva: ILO. Beckett, D. and Hager, P. (2002). Life, Work and Learning: Practice in Post modernity, London: Routledge Collier, K. & McManus, J. (2005). BridgingThe Gap: The Use of Learning Partnership and to Enhance Workplace Learning. Asia-Pacific Journal of Cooperative Education Vol 6, Issue 2 , 7-16. Collier, P. and Dollar, D. (2002). Globalization, Growth, and Poverty: Journal of Economics, Vol 3, Issue 4 , 1-20. Mole, G. (2003). The Management Training Industry in the UK: An HRD Director's Critique in Human Resource Management Journal, 6, (1), Pp 19-26, The Conference Board of Canada. (2009). Effective Workplace Learning Practices in Small and Medium-sized Enterprises: A Compendium of 65 SME Workplace Learning Case Studies from around the World The European Centre for the Development and Vocational Training. (2011). Learning While Working: Success Stories on Workplace Learning in Europe. Luxembourg: Publications Office of the European Union. Read More