Reasons Why Organisations Should not Rely Entirely on Formal Workplace Learning - Research Paper Example

 Workplace Learning and Human Resource Management - Organisations can never rely entirely on formal workplace learning because not everything that needs to be learned can be taught - Introduction Change is the only thing that is vital in this world. Because of the continuous political, social and economic changes that are taking place within the external business environment, organizational learning is necessary to ensure that each employee is prepared and ready in terms of addressing business and non-business related problems that may eventually hinder organizational success and its overall performance. The nature of formal learning is based on curriculum (Module 1 - Workplace Learning and Human Resource Management n.d.). Usually, formal learning approach takes place within the four-corners of the classroom. On the other hand, informal learning is referring to incidental and unstructured learning which could take place anytime within the work environment (Levenberg and Caspi 2010; Rogers 2003). Therefore, one of the main differences between formal and informal learning is that formal learning is strongly supported by either educational or training institutions except for informal learning (Levenberg and Caspi 2010). Not everything that the workers need to learn can be taught and learned from a formal workplace learning intervention. Given that each employee has the option to learn through informal learning, this report will identify and discuss the reasons why organisations can never or should never rely entirely on formal workplace learning. In conclusion, the learning and economic benefits associated with informal learning will be provided. Eventually, a list of recommendations based on the factors that could hinder the practice of informal learning within the work environment will be identified and thoroughly discussed. Reasons Why Organisations Should Not Rely Entirely on Formal Workplace Learning Limitations of Formal Teaching Techniques Learning that takes place within a formal learning environment normally applies a teacher-led type of learning process (Dillon and Maguire 2007, p. 168). Since a formal learning environment does not always give the learners the opportunity to learn through continuous interaction with other learners within the group, information gathered by the learners is usually limited in terms of fully understanding concepts and theories behind what is being taught in class. Likewise, learners within a formal learning environment may not have the opportunity to ask or be too shy to ask specific question pertaining to what is being discussed inside a formal learning environment. Another limitation associated with the use of formal teaching techniques is that the learners heavily rely on what the teacher would teach in class. Even though formal learning such as in the case of providing employees the access to institutional vocational education training (VET) could contribute in terms of keeping the technical knowledge and skills of each employee up-to-date or is heavily grounded on the most current working legislation and laws being observed in UK working environment (Unit 2 - The Political Economy of Workplace Learning, n.d.), the use of formal learning techniques is not always applicable to all work-related learning needs of each employee. There is a big difference between knowing and doing. In line with this, Pfeffer and Sutton (2000) explained that the process of converting knowledge into action remains a challenge for most managers to improve organizational performance. Because of the limitations of formal learning in terms of converting knowledge into actions, Cressey and Kelleher (1991) revealed that these type of teaching and learning methods are considered “obsolete and even dysfunctional” when it comes to the importance of successful real-time organizational learning. Since the use of formal teaching techniques make the learners become less imaginative and less flexible in learning (Dillon and Maguire 2007, p. 10), social learning is considered to be a better learning option in terms of its effectiveness and positive contribution to employees’ learning experiences. Learning and Socio-Economic Advantages of Social Learning Social learning is a good example of informal learning that can improve employees’ soft skills. According to Dan Norman, “informal learning is what we call the learning that takes place out of school” (Cross 2007, p. xiv). Regardless whether or not interaction between two workers take place within the work environment or in a coffee shop, social learning is considered advantageous as compared to formal learning environment since each employee within an informal learning environment is given the opportunity to develop their individual skills and knowledge by learning from the personal experiences of his/her teammates or co-workers (Module 1 - Workplace Learning and Human Resource Management n.d.). According to Cross (2007, p. xix), “informal learning is a profit strategy”. By continuously promoting the importance of informal learning within the work environment, a software engineer who is working in a business organization that offers software to its consumers may anytime ask his co-worker who is sitting in another cubicle about the trial and error results taken after testing newly developed software (Hoffman 2005, p. 11). Since the software engineer could immediately gather new ideas from his co-worker, there is a higher chance wherein the software engineer could solve technical problems associated with the new software design. Aside from easily solving technical issues concerning the software development, the open two-way communication between the workers could also enhance the quality of team work (Hoffman 2005, p. 11). Informal or social learning can take place in the form of peer coaching and self-directed learning among others (Richardson 2009, p. 138; Murphy and Calway 2008). As a result of establishing a strong organizational culture that fully acknowledge the importance of informal learning, the chance of improving the overall work performances of the company is increased. Peer Coaching Another form of social model of teaching and learning is the peer coaching technique. In line with this, peer coaching is referring to coaching and learning situation that occurs between two workers who treat each other as friends (Richardson 2009, p. 138). Because of the endless list of learning benefits associated with the use of peer coaching, this technique is often classified as one of the best model used in employees’ professional and staff development programmes (Zepeda 2007, p. 227; Zepada and Mayers 2004, p. 33). According to West and Turner (2008, p. 274), the Johari window is “a model used to examine the self-disclosure process”. Applicable to all employees, the four major parts of this window is composed of the open self – what employee and others know about himself, the hidden self – what employee knows about himself but not other people, blind self – what others know about the employee but remains unknown to the employee, and the unknown self – what employee and others does not know about the employee (ibid). Becoming aware of the blind self is necessary in terms of continuously improving the cognitive and affective abilities of each person. Since there are some skills-related information that is unknown to each employee, Hoffman (2005, p. 11) revealed that the use of peer coaching technique is useful in terms of enhancing the soft skills of each employee. With the use of the 360o written or verbal feedback loop, criticism coming from co-workers should be taken positively by each employee as a way to improve their existing soft skills1 when dealing with other people. With this in mind, one of the disadvantages of becoming fully dependent on the use of formal learning is its limitations in terms of improving the soft skills of each employee. Unlike the use of formal learning, peer coaching allows the workers to learn and apply new skills by going through in-service or on-the-job training programmes (Zepada and Mayers 2004, p. 33). Despite the fact that informal coaching technique will not replace the impact of professional coaching coming from a formal learning environment, the learning and socio-economic benefits associated with the use of informal directive or non-directive coaching remains promising in terms of effectively improving the work performance, work behaviour, and problem solving abilities of each employee (Friedman 2010). Self-Directed Learning The process of self-directed learning can take place through constant reading of books, articles and monographs, listening, and/or going through the process of critical thinking (Module 1 - Workplace Learning and Human Resource Management n.d.; Rothwell and Sensenig 1999, p. 9). In line with this, Murphy and Calway (2008) revealed that the professional and skills development of each employee is highly dependent on each employee’s self-direct learning abilities. It simply means that each employee’s interest in continuous learning could significantly affect their ability to gain new knowledge and skills which are necessary in making them remain competitive within the work environment. Likewise, the ability of each employee to learn from their own effort makes them highly employable as compared to those individuals who stop learning once they leave school. There is a very thin line that differentiates the knowledge of each employee with regards to business theories and concepts and their ability to apply these theories and concepts in real-life situations. Even though there are some employers that are willing to spend large sum of money on the provision of formal training programmes, it is inevitable that there are some employees who does not have the interests to learn. This is only one of the common reasons that make formal learning intervention purely seen as an added expense to the business organization. Taking this context into consideration, the use of non-formal2 or informal learning intervention is more effective as compared to the use of formal learning. As part of teaching employees to become self-directed learners, business managers should teach employees the needed skills that will make them able to guide their own learning process while working with the company (Gibbons 2002, p. 4). As a result of encouraging and inspiring employees to become self-directed learners, employees are expected to develop their passion in learning. As compared to the use of formal teaching and learning intervention, the ability of the managers to convert each employee into a self-directed learner is an effective strategy that will empower employees to excel and become successful in their chosen career. Aside from making each employee able to effectively manage their own individual learning and success in their current jobs, becoming one of the self-directed learners is cost-effective on the part of the business organizations. Self-directed learners are individuals who would go out of their way in order to continuously learn from other people. This group of individuals will surely take the opportunity to learn from other more competent and more intellectual employees. Learning and Economic Benefits Associated with Informal Learning vs. Formal Learning Several studies revealed that affection in learning includes not only the personal interests of the learners but also their individual emotions, personal opinions, learning attitude and behaviours (Levenberg and Caspi 2010; Rovai et al. 2009). In line with this, Caspi and Blau (2008) explained that experiential learning does not only influence the learners’ affection but also their individual cognitive abilities. Since experiential learning is influenced by the learner’s affection and cognitive abilities, Levenberg and Caspi (2010) concludes that learning based on the personal experiences of each employee is more effective as compared to formal learning intervention. Globalization significantly tightens the global market competition. In order to stay competitive within the global market place, it is necessary for each business organization to cut down on unnecessary operational cost. Given that the utilization of formal learning is very expensive, most of the business organizations today are gradually acknowledging the importance and effectiveness of informal learning techniques. For this reason, continuous learning through the use of informal learning techniques is considered as an effective strategy in terms of improving each individual’s employability, individual professional success, and progress in self-development which indirectly improves the economic competitiveness of each business organization (Colardyn and Bjornavold 2004). Even though formal training intervention can be used in terms of educating employees on how to make use of newly acquired machinery or a newly implemented working regulation, most of the learning that would normally take place within a working environment is informal by nature (Adobe 2007). In response to globalization and tight competition within the labour market, each employee is expected to perform multi-tasking. Specifically the busy lifestyle of each employee leaves them with less available time to even participate in a typical formal training or any kinds of formal learning intervention (ibid). This is one of the most common reasons why most employees learn more from informal learning as compared to formal learning interventions. Conclusion and Recommendations Conclusion Each employee’s personal learning experiences coming from a complex work-related situation encourages each employee to learn from their individual cognitive and affective experiences. For this reason, Levenberg and Caspi (2010) stated that informal learning is so much better than the use of formal learning. Over the past few decades, we have witness the gradual shift from the use of unitarism to pluralism (Unit 3 - The Employment Relationship and Workplace Learning, n.d.). Instead of being highly dependent on top-down management intervention, the involvement and active participation of each employee has gained its importance in the modern business world (Price 2000, p. 291). In order to keep each employee competitive within the labour force, it is necessary to continuously improve their existing knowledge and skills by providing them with opportunity to learn within the work environment. The provision of formal learning intervention is not always effective in terms of improving the work performance of each employee. The provision of formal learning does not offer so much two-way interaction between the mentor and the learners. Likewise, the use of this kind of learning strategy is not applicable on a real-time basis wherein immediate teaching-and-learning interaction between two individuals should take place. There are some employees who preferred to learn by doing. Even though the top management has already invested a lot of money on formal training and development programmes, it is possible for some employees not to have interests in learning. Given that the use of formal learning intervention does not necessarily teach employees the necessary technical skills required in each employee’s job, the use of formal learning at this point can be considered ineffective approach in learning. The continuous promotion of informal learning practices within the business organization will not only improve employees’ existing knowledge and soft skills but also increase their loyalty to the company. Without the need of scheduling, informal learning such as peer coaching enables the business managers to have the opportunity to win the trust of employees and immediately pass-on their knowledge and other related work-experiences to each employee. As a result of building trust between the managers and employees, the interpersonal relationship the two parties also improve. Eventually, the act of establishing a strong culture that embraces team working will make business managers avoid operational conflicts and errors which may take place due to the lack of two-way communication between managers and employees and among the employees. Recommendations The implementation of a successful organizational learning contributes to the success and profitability of each business organization. Given that learning through personal experience is the best way to improve employees’ knowledge and skills, it is necessary to identify and discuss several factors that may hinder the ability of each manager to promote the use of informal learning within the work environment. Importance of Keeping Organizational Vision and Mission Aligned with the Promotion of Informal Learning Several past and current studies revealed that the misalignment of organizational culture with employee education is one of the common factors that may not encourage employees to participate in peer-to-peer coaching (Weick and Westley 1996; Van Maanen and Schein 1979). For this reason, it is crucial on the part of the business managers to ensure that the culture within a business organization promotes the importance of informal learning. Considering the tight market competition that is taking place within the global markets, the use of formal training programme can be very expensive on the part of the business organizations. In relation to the effectiveness of informal learning intervention in terms of improving the skills and knowledge of each employee, it is best to use informal learning techniques since this method does not require large sum of money. In line with this, it is necessary for each of the business managers to exert extra effort in establishing a strong organizational culture that is open to the practice of social learning such as: cubicle querying, peer coaching, self-directed learning, and social learning by encouraging employees to work as a team. This can be done by developing, implementing, and communicating a clear organizational vision and mission that aims at making each employee become self-directed individuals. Importance of Establishing Two-Way Communication between the Manager and Employees and Among the Employees Another reason why managers fail to promote organizational learning is due to lack of two-way open communication between the manager and the rest of the employees (Cowan 1995). In general, having employees who could work as a team could make the managers easily resolve internal conflicts that could impede employees’ learning. Given that the manager has successfully established an organizational culture that is open to the idea of continuous self learning and development, developing a two-way communication line between the managers and the rest of the employees is necessary in terms of strengthening the workers’ commitment in terms of reaching the organizational goal of enhancing the knowledge and skills of each employee through informal learning (Pitta and Franzak 1997; Cowan 1995). Establishing a social network could make the manager improve the communications within the business organization. Because of the presence of two-way communication between the managers and employees and among the employees, managers could effectively align the organizational vision when developing a single organizational goal. Therefore, it is possible for business managers to establish organizational culture that promotes internal and external learning process as a way of improving the existing knowledge and soft-skills of each employee (Krebs 1998). Importance of Top Management Support on Employee Development Specifically the presence of organizational politics could set boundaries with regards to effective organizational learning (Gupta and McDaniel 2002). Aside from misaligned organizational culture and the lack of two-way communication practices within the business organization, Jackson (2000) revealed that the absence of a strong management control and support on employee development is another reason why organizational learning becomes ineffective. Because of fear of losing their competitiveness and authorities over a group of employees, there are situations wherein the business managers would intentionally prevent employees from developing their expertise and skills in their chosen profession. In the absence of complete support coming from the top management personnel, it would be difficult to promote organizational culture that is open to informal learning processes. *** End *** References Adobe, 2007, April. Informal learning: Extending the impact of enterprise ideas and information. A conversation with Jay Cross, author of Informal Learning: Rediscovering the Natural Pathways that Inspire Innovation and Performance. [online] Available at: [Accessed 24th January 2011]. Caspi, A. and Blau, I., 2008. Social presence in online discussion groups: Testing three conceptions and. Social Psychology of Education , 11, pp. 323-346. Colardyn, D., and Bjornavold, J., 2004. Validation of Formal, Non-Formal and Informal Learning: policy and practices in EU Member States. European Journal of Education , 39(1), pp. 69-89. Cowan, D., 1995. Rhythms of Learning: Patterns That Bridge Individuals and Organizations. Journal of Management Inquiry , 4(3), pp. 222 - 246. 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