Human resource development - Essay Example

? Human resource development essay: the learning organisation BY YOU YOUR SCHOOL INFO HERE HERE ACC, a Danish company, experimented with a new type of training that was designed to create adult learning associated with the production of a learning organization. Initially, the attitudes about the project were quite favourable, however upon launch, participants chosen for the activity found it to be without much merit. This was due to poor communication about the nature of the project, less autonomy and shared decision-making, and the fact that the organisation remained static and would not be changing. This project recommends that there be a new system of training for creating a positive attitude for a learning organisation that include better preliminary communications and also with margin for organisational flexibility. Article overview The article selected for review, “The learning organization: an undelivered promise”, highlights the activities associated with a year-long training seminar targeting professional employees at a Danish organisation known as Administrative Case Consideration (ACC). The purpose of the study was to identify the different training methods used to foster a new collaborative learning organisation in which managers could develop new skills as knowledge managers dedicated to promoting learning across the entire staff. The goal was to change employees whilst the organisation, itself, as well as its internal policies and processes, remained static and unchanging. The study’s methodology consisted of professionals being grouped into four work teams, with each portion of training for each team carried out over a three month period. Teams rotated throughout the entire year until the entire organisation had been through the programme. Direct observation by the researcher occurred, therefore validating results significantly as the researcher was able to both participate and interview those involved in the training sessions. Pre- and post-interviews were delivered to the training members to identify whether their attitudes about the training has changed after their three month session was completed. There were four models used in the training, including quality, communications, and generic principles associated with total quality management. The article informs the reader by identifying that such structures are oftentimes socially driven with frustrations caused by limited new skills development. It shows that adult learning is sometimes complex with radical social structures guiding its development and effectiveness, even when social dimensions are not the goal of creating a learning organisation. The advantages of this training were closer interpersonal relationships with colleagues, more so than embracing of the learning organisation concepts. Andragogic approach This study was andragogic in design as it facilitated learning with adult participants. In many ways, it was self-directing, oriented to provide meaningful insight surrounding current problems and tasks associated with ACC, and based on trust and collaboration. These are necessary to facilitate andragogic learning effectively (Guldem 2009). Since the study did not involve youths, it was not pedagogic in nature and the basis of learning was geared around the elements of adult management and leadership necessary to achieve the goal of promoting a learning organisation. The learning was supposed to be intrinsically motivated, as the preliminary interviews had identified that the majority of participants were initially excited and interested about joining the training structure. However, considerable frustrations occurred in this andragogic effort that will be identified. The model of training used The model used was unique to the environment and activities associated with ACC, however were loosely based on John Dewey’s theory of learning. In this theory, the professionals “require a preparation to enable them to sense uncertain situations and act upon them by way of inquiry” (Elkjaer 2001, p.445). The model provided opportunities for managers to interact and collaborate based on different case studies provided, along with adopting a new understanding of well-known terms such as total quality management. Oral and personal communications skills were tested in a variety of scenarios, each associated with the four premises of learning that had been adopted for this training structure. Conflict scenarios that might occur in a real-time environment, as one example, were part of the training structure as a means of assessing and critiquing their individual or team approaches to handling a problem. They were also exposed to a top-down hierarchical system in which these professionals, in their given scenario, still had to gain final approval from a senior leader. The training was also developed using motivational elements, seemingly like those associated with Abraham Maslow’s Hierarchy of Needs, involving elements of social belonging and the security or satisfaction provided by collaboration and shared decision-making. Barriers of the model One of the most significant barriers was a lack of understanding, at the start of the training, about what it would constitute in relation to learning. Managers believed it would be primarily about shared decision-making, therefore they did not fully understand the complexity and dimensions of the training effectively. This shows a break-down in communication from the business itself and its training supervisors that impacted how the individuals felt about the quality and effectiveness of the training as provided by the post-interview. They thought it would bring about more democratic-based results which had a long-lasting psychological impact on the employees selected for the training. Miscommunication was a key barrier in this learning structure. However, most elements of experiential learning as proposed by Kolb were present in the training. It contained abstract conceptualization as related to case studies provided, as well as concrete experience in working together and through adaptable conflict strategy negotiation. It also contained reflective observation which as facilitated by the supervisor in each group and active experimentation, which is making “predications about reality and then acting on those predictions” (Akella 2010, p.101). A successful organisation requires individuals to have shared meanings related to reality and collectively share these learnings with others in a unified environment (Darling & Beebe 2007). However, the largest barrier was that the training did not, in any element, imply that the organisation itself would experience any meaningful changes and therefore there was a disconnect between actual business policy and their experimentation and abstract reasoning in different case scenarios. The employees would have been more satisfied and knowledgeable about the training and what creates a learning organisation if the organisation, itself, had more flexibility for change as an outcome of training sessions. Future effectiveness of this model Unfortunately, the model in the selected article did not satisfy the employees nor did it really create a solid understanding of what the dynamics of a learning organisation actually are. This, again, is due to miscommunication that occurred at the earliest stages of the training session before it was actually coordinated and launched in real-time. If this model had been delivered with a more effective system to communications, it would have promoted more positive responses from the participants. In the future, early communications are clearly a predictor of this type of training model’s success. The social dimensions learned in this training, either through abstract principles or experimentation definitely improved the social relationships with the professionals in the training. Those who would not have collaborated or even known one another had opportunities to develop a stronger interpersonal relationship. This model would definitely have been more effective if the participants had been given more control over having a voice as related to certain scenarios and if the organisation was more flexible. The training did not have much value for ACC based largely on the negative attitudes that were present from participants during the post-interview. In fact, the researcher suggests that the organisation cannot remain totally static and unchanging in order to find success in the effort. If this type of training model with specific role-playing scenarios and other social dimensions were launched for another adult group, it should have opportunities for the organisation, itself, to be changed in order for it to be a lasting principle in the organisation. In essence, the barriers to inflexibility must be removed at the structural and policy levels in the organisation if there is to be any kind of lasting learning about the learning organisation. The best strategy to overcome this barrier is to promote a change-based organisation willing to be more adaptable to changing situations. References Akella, D. 2010, ‘Learning together: Kolb’s experiential theory and its application’, Journal of Management and Organization, vol. 16, Iss.1, pp.100-113. Darling, J. & Beebe, S. 2007, ‘Leadership strategies and values’, Organization Development Journal, Chesterland, vol.25, Iss.1, pp.76-94. Elkjaer, B. 2001, ‘The learning organization: an undelivered promise’, Management Learning, vol.32, no.4, pp.437-452. Guldem, A. 2009, [internet] ‘Andragogic learning principles and the maritime students’ perceptions on university education’, Dokuz Eylul University School of Maritime Business and Management’. [accessed June 9, 2011 at http://www.deu.edu.tr/UploadedFiles/Birimler/83/finished/009.pdf] Read More