Learning in the Workplace in the United Kingdom - Literature review Example

Running Head: Workplace Learning Name Course Professor University City/State Date Introduction Workplace learning has become the subject of discussion in the recent past and since its inception to the academic disciplines, different scholars have focused on different aspects of workplace learning. Notably, many of them agree with the fact that learning has a tremendous effect on the success of an organization. It is for this reason that, workplace learning has become a subject amongst the employers, scholars and policy makers. In a bid to understand this concept fully, many researchers have delved into what makes up workplace learning and how employers can facilitate it in the work environment. Besides this, there are many other aspects of learning in workplace that have become subjects of discussion amongst the scholars. This paper will provide an overall overview of workplace learning in the context of Exclusive auto company; an organization in the United Kingdom that specializes in sales of motor vehicles and having a total of forty five employees operating in all its two departments; logistics and, marketing and sales. The organization has three branches operating in London and each branch has fifteen employees. The unit of focus for this discussion is one branch in the London City having a car showroom and dealing on sale of a range of models of automobiles. Each branch has a showroom for automobile display and sale, spare parts shop and offer after sales service to their clients. The average turnover of this branch per year is fifty million U.S. dollars. Like in any other business, the volume of automobile sales is a crucial factor and the biggest impediment to high volume of sales is stiff competition. Employees are paid in accordance to the profits that the company gets from monthly sales. This paper will discuss on how learning occurs in the sales department and will provide a critical analysis of workplace learning in the context of this organization. Definition of Workplace Learning Learning is a term that has been defined differently owing to the fact that it has found its way to different contexts. In the context of work environment, the concept of workplace learning has received much attention in many sectors and its definition has changed from time to time. Butler et al., (2004) highlight the fact that the concept and activities surrounding workplace learning are undergoing political, social and economic transformation (p. 2). The fact that 'learning' in itself cuts across many activities could be a reason for the ever changing definition. Additionally, it is quite hard for many individuals to perceive workplace as a learning environment and this could be a major constraint in finding a precise definition. Besides this, the fact that workplace learning is receiving much attention than it used to be before means that the concept has to change as different individuals give their views on what they perceive to be the right definition. Great emphasis on knowledge and the corresponding shift towards knowledge society has contributed towards the attention this concept currently receives. According to Reeve & Gallacher (1999:125), the increased accent on knowledge economy can be attributed to technological advancements and economic globalization and in fact this has contributed to the immense competition in terms of skill levels within the workforce. These changes have contributed greatly to the ever changing definition of the term "workplace learning". Perhaps, it is worth giving a definition that encompasses what many scholars have proposed and at the same time supporting arguments in this paper. Matthews (1999) gives a more precise definition and she defines 'Workplace Learning' as that activity that "involves the process of reasoned learning towards desirable outcomes for the individual and the organization" (p. 19). Notably, workplace learning is not simply any learning activity that takes place in the work environment. According to Matthews (1999), workplace learning can be distinguished from other types of learning from the following characteristics: It normally occurs as a result of experience or in a case where an individual is in a problem. workplace learning comes about in a social environment Focuses on the specific job Workplace learning is different from normal school learning with regards to cognition (p. 20). Similarly, Kirby et al., (2003) argue that workplace learning differed from other types of learning in that it involves procedural knowledge, can determined by the nature of work organization, always aimed at solving job related problems and encourages teamwork (p. 34). Workplace learning can either be formal or informal. Currently, much focus has been directed towards informal learning that is believed to form a major part of learning in many workplaces. Nonetheless, some scholars have perceived this learning approach as weak. Bryson et al., (2006) argue that whereas many have accepted the fact that workplace forms a good learning environment, informal learning has been given more privilege which should not be the case (p. 282). According to those who sought to challenge this, much privilege given to informal type has led to neglect of various aspects of theories of learning. Similarly, Malcolm et al., (2003) propose that both formal and informal learning ought to be given equal privileges. The culture of Workplace and the entire production process are the key factors that shape ways workers learn (Vaughan, 2008). Notably, irrespective of whether learning is formal or informal, the work environment is a crucial factor in determining how people learn and that people learn differently in any setting. Learning environments can be put into two major categories; expansive or restrictive (Unwin, Felstead & Fuller, 2007). These two environments do vary and they determine the level of learning achievement amongst the employees. Expansive Learning environment Expansive learning environments are those environments that give workers freedom of moving beyond their work boundaries (Fuller & Unwin, 2004: 136). As a result, employees can work beyond their work boundaries, have dialogue and solve their problems through consultations. This learning environment is deemed the most appropriate because it enhances learning and teamwork in an organization (Fuller & Unwin, 2004: 137). A general belief with this learning environment is that every member of the organization has useful skills to share and at the same time all people have equal capacities to learn. Restrictive Learning Environment It is a learning environment where a worker is confined to some boundaries of learning and it has minimal diversity (Fuller & Unwin, 2011: 52). Learning is within the confines of knowledge, locations and tasks. As a result, workers are not allowed to contribute in areas which are outside their boundaries. This learning environment discourages teamwork and learning from each other. The skills and knowledge of every individual is neglected and believed to be of no help outside their confines. Approaches of Learning Used by Workers Scholars have always emphasized on the importance of workplace learning in the development and success of organization. As a result, different approaches have been adopted by both the employees and employers to enhance workplace learning. In the workplace, learning occur in different ways ranging from formalized learning to informal (Unwin, Felstead & Fuller, 2007). Many factors such as; technology, demographic changes, employee relationships and skills demands have been highlighted as the key to aiding learning in the workplace. Three common approaches that workers use to learn in workplace settings include: i) Daily work practices (individually); ii) Direct or in-direct guidance (from co-workers, supervisors, trainers and technical experts) iii) Observing, listening, questioning, and referring to workplace documents and other resources. Learning from daily work practices Workers learn mostly from what they each day and this approach used by workers to learn occur almost unaware. Learning from what one does is an everyday practice and as a result it contributes to a greater percentage of learning. According to Lave (1993), in overall, eighty percent of what workers learn is achieved from everyday practice. Workers are confronted with new and recurrent problems that require them to use their creativity in solving them. Workplace individual experiences will probably elicit specific actions that are key to learning through on-the job experience (Billet, 2004: 320). Learning from direct or in-direct guidance Workers also learn from direct or indirect guidance from co-workers, supervisors, trainers and technical experts. It is a common practice in modern organizations to find new employees working closely under supervision of experienced workers before beginning a job. When new workers are allowed to work with experienced under their guidance, they learn through shared experiences. New employees have an opportunity to query work related problems. Billet (2000) highlights the fact that experienced workers can be used as models for training new workers and when this is combined with experience from everyday work, it helps greatly in developing skills necessary for job performance. Guided learning is helpful in providing certain work related contributions that that cannot be gained through simple participation on everyday work (Billet, 2000: 284). Learning by observing, listening, questioning, and referring to workplace documents and other resources The social context of workplace also offers an opportunity for workers to learn by observation. This learning perspective is linked to the social learning theory proposed by Albert Bandura. According to this theory, human beings mostly learn through observation and it can either be direct or indirect (Gibson, 2004: 195). Learning occurs when an individual imitates an observed behavior. Workers can learn through observing what other experienced workers are doing. A key element in this learning perspective is the environment which should always created to have positive results. Workplace Learning in the Context of Exclusive Auto Car dealership is a competitive business and workplace learning is a crucial factor that can help this organization remain competitive in the automobile industry. The fact that the organization deals in all types of automobiles will have an implication that sales staff need to get acquainted with every new model that comes into the market. They ought to be knowledgeable about the performance and other relevant information. For such an organization that specializes in sales, sales department is the backbone of the entire organization. Sales team is made up of ten staff headed by a sales manager. It is crucial for each team member to be updated of the changes in automobile market. This can only be accomplished by reading automobile manuals and magazines. It is common to see sales personnel take automobile manuals and magazines from the head's office. Others have always opted to look for more information online. It is a way in which the organization encourages informal learning amongst its sales team members. The commission based payment system has encouraged competition amongst the sales personnel. Each member puts effort to be ahead of the rest in a bid to increase personal sales. The commission based payment system has encouraged staff to learn more. Despite being a boost to workplace learning, it has to some extent discouraged learning from each other. Learning has been turned to laissez-faire process where each individual is for him/herself. Learning from one another or cooperative learning helps employees to come up with solutions that fit onto the context of their workplace. Vaughan (2008) argues that cooperative learning is a crucial factor to any business basically because it helps employees to make good use of their skills in solving their local problems (p. 4). Notably, most of the sales personnel had not been trained formally by the organization. Sales skills they had gained were all from on the job experience and reflection. Scholars have always differed with the idea of relying on a single perspective of learning. Billet (2000) points out the fact that learning from everyday participation in work may prove insufficient in the development of a work regards to expertise (p 273). Past studies have shown that not everything attained from on-the-job experiences was deemed suitable. Workers may learn procedures such as the use of shortcuts that may turn out to be disastrous or bring some shortcomings to the entire organization (Billet, 2000). Therefore, full reliance on learning from participation is a very risky undertaking. Generally, the culture of this organization creates a restrictive learning environment that does not allow the employees to learn from outside their confines. Additionally, upon employment novices were given a one month on-the job training before being moved to the actual job. Each new employee was assigned to an expert employee in the field he or she ought to work in. The objective of this was to familiarize, novices with the organization especially on the issue of how it operated. Each of them was required to familiarize him/herself with all car models the company deals in. In this undertaking, novices learnt through observations and to some extent had the advantage of giving an opportunity to new employees to query anything. Conclusion In conclusion, any work environment is a learning environment. Learning can occur both formally or informally. The culture of an organization is an important factor in determining the kind of learning to occur. Organizational leaders ought to create a culture that can inculcate relevant learning. As it has been argued by many scholars such as Fuller & Unwin, leaders need to adopt expansive learning environment in their workplaces rather than restrictive one basically because it encourages teamwork learning. Organizations relying on the basic assumption that workplace learning is a daily activity that can be achieved through the engagement in daily activities are in the risk of being victims of lack of competitiveness. Every employee has a potential that need not to be ignored. In as much as on-the job training can be perceived as a cost effective method of training workers, structured or formal learning ought not to be ignored. Providing opportunities to employees to work outside job pressures is crucial and valuable (Unwin, Felstead & Fuller, 2007). The three aforementioned approaches workers use to learn are therefore crucial factors that can contribute immensely towards the success of an organization. Leaders also need to strike balance and ensure that all these approaches are used. As noted by Bryson et al., privilege should not be given to informal learning which is mainly provided by daily work practices but rather balance should be struck. As earlier mentioned, some approaches such as learning from on-the job experience can be disastrous if they are singly used. Such dangers can be counteracted by use of more than one approach. References Unwin, L., Felstead, A., & Fuller, A. (2007). Learning at Work: Towards more ‘Expansive’Opportunities. NIACE Commission of Inquiry into 'The Future for Lifelong Learning'. Butler, P., Felstead, A., Ashton, D., Fuller, A., Lee, T., Unwin, L., & Walters, S. (2004). Learning as Work: Teaching and Learning Processes in the Contemporary Work Organization. Learning as Work Research Paper, No. 2. University of Leicester: Centre for Labor Market Studies. Reeve, F. & Gallacher, J. (1999) ‘How are the discourses of work-based learning influencing practice?’, Researching Work and Learning: A first International Conference, 10th – 12th Sept 1999, Trinity and All Saints College, University of Leeds. Matthews, P. (1999). Workplace learning: developing an holistic model. The Learning Organization, 6(1): 18-29. Kirby, J. R., Knapper, C. K., Evans, C. J., Carty, A. E. & Gadula, C. (2003). Approaches to Learning at Work and Workplace Climate. International Journal of Training and Development, 7(1): 31-52. Bryson, J., Pajo, K., Wars, R. & Mallon, M. (2006). Learning at Work: Organizational Affordances and Individual Engagement. Journal of Workplace Learning, 18(5): 279- 297. Malcolm, J., Hodkinson, P. & Colley, H. (2003). The interrelationships between informal and formal learning, Journal of Workplace Learning, 15(7/8): 313-8. Lave J. (1993) The practice of learning. In S. Chaiklin & J. Lave (Eds.), Understanding Practice: Perspectives on Activity and Context (pp. 3-32). Cambridge: Cambridge University Press. Vaughan, K. (2008). Workplace learning: A literature review. New Zealand: New Zealand Council for Educational Research. Gibson, S. K. (2004). Social learning (Cognitive) theory and implication for human resource development. Advances in Developing Human Resources, 6(2): 193-210. Billet, S. (2000). Guided Learning at work. Journal of Workplace Learning, 12(7): 272-285. Billet, S. (2004). Workplace Participatory Practices: Conceptualizing Workplaces as Learning Environments. Journal of Workplace Learning, 16(5/6): 312-324. Fuller, A. & Unwin, L. (2011). Workplace Learning and the Organization, In M. Margaret, Cairms, L., Evans, K. & O'Connor, B. The SAGE handbook of Workplace Learning (p.46-59). London: Sage Publications. Fuller, A, and Unwin, L (2004) 'Expansive Learning Environments: Integrating Organizational and Personal Development', in H. Rainbird, A Fuller & A. Munro (eds) Workplace Learning in Context. London: Routledge, Read More