Organizational Learning and the Learning Organization: The UAE Academy - Term Paper Example

The UAE Academy Abstract After a comprehensive review of the UAE Academy, I concluded that there is a formal organizational learning taking place. The following are the structures used; circle the sage, jigsaw, corners, group discussion and partners (Sigler, 1999). The academy renders its services to private and public organizations in Abu Dhabi. Its organizational structure depicts a solid organization with the necessary structures to execute its roles. The success of one department is the success of the other department which translates to the success of the entire Academy. Research, skills training, small medium enterprise support and development, are critical factors in organizational management. Large and medium organizations wishing to gain a competitive edge over their competitor engage their work force in various workshops, conferences or seminars. These are aimed to improve employee’s skills as well as foster motivation. The academy employs circle the sage, jigsaw, corners and partners structures because they are most suitable with regard to improving employee performance. Organizational structure Circle the sage According to Sessa & London (2006), Circle the sage structure is mostly used in addressing group questions. Participants or facilitator poses a question and several sages who feel confident with the answers volunteer to provide information. The sages position themselves in a different location then the participant surround them to acquire the answers. The participants thereafter share the information acquired with their team members. This structure enhances the art of sharing knowledge within the organization. By engaging the participants in this activity, they share the knowledge they poses to other while at the workplace. Additionally, participants will learn to appreciate the knowledge possessed by others and apply it for the success of their entire organization. Group discussion Group discussion is a common and the simplest learning structure (Spencer, para 7). During a forum, the participants are request to form groups and engage into a discussion of a particular issue. The group members are requested to choose one representative to present their outcomes to the peer members of the forum. During group discussion, the group members engage each other in consultations to ensure they acquire each bit of the topic being discussed. In the process of consultation, a heated debate on a particular issue may arise. This can be caused the reality that particular members of the group are supporting a particular idea and have valid arguments to support the idea. Conversely, some members are opposing the idea and have valid arguments to oppose the idea. Group discussions enable participants gain confidence in supporting their arguments since they are required to stand firm with their ideas even if other members are opposing it. Through implementation of this learning structure participants learn how to develop ideas and stand by them. This will ensure that when an employee comes up with a certain proposal to create a new product or service or improve the existing one he/she is able to share with others and ensure its implementation to the letter. Jigsaw Jigsaw structure is most suitable in achieving the following; concept development and mastery, group projects as well as discussion (Sigler, 1999). Each of the participants in a particular team works independently while mastering a certain concept. Once they master a concept, they share with the team members. Finally, all the participants are assessed. This structure equips the participants with skills to think and make independent decisions at workplace. These independent thoughts inform of knowledge are thereafter shared to colleagues. The structure is also significant in the event that there is a new trend to be adopted, and the organization does not have enough resources to train all the employees. In such a case, selected employees can be trained and thereafter train their peers. Corners Corners, is a structure developed to enable participants know themselves as well as others better (Sessa & London, 2006). This can be applied as a lesson review approach of assessment. The facilitator describes various corners and requests the participants to choose one corner. Thereafter, the participants are allowed to move to the corner of their preference. While in a corner, they discuss with each other the reason for choosing that particular corner. A representative of the participants in a particular corner share with the entire group the main reason they settled to that corner. After listening to the various motives why different participants have preferred different corners, the participants review the results in groups. This learning structure equips the employees with skills to make decisions while faced with a situation that has a wide range of choices. Partners In the partner’s structure, the participants are divided into several teams each containing four. The four partners occupy designated section of the classroom (Spencer, para 9). Two of the partners are engaged into an assignment to master the concept and train others. In this case, the partners learn how to work and consult each other. This structure enhances teamwork and leadership skills at the same time. The partners work together while solving particular assignment. Additionally, they exercise leadership skills while guiding and managing the members of the team. The academy facilitators are competent and, therefore, they are able to decide which structure is most suitable while engaging a particular workforce. The choice of a structure to be used is determined by the need at hand. For example, an organization may engage the academy with the need of refining its employee’s teamwork and leadership skills. In this case, partner’s structure is the most suitable. Assessing the structures These are the three main methods of assessing the above structures in UAE Academy; 1. Declarative knowledge, 2. Procedural knowledge and 3. Problem solving tests. Declarative knowledge assessment technique Declarative knowledge tests describes carrying out an evaluation based on what the facts, trends, events and principles that the participants can recall as well as state verbally. The participants may be asked to define words, describe trends, state characteristic, explain similarity and differences or even compare and contrast. There is no limit to the range of questions that the facilitator can ask the participants. Declarative assessment is a suitable method of evaluating whether the participant assimilated the basic concepts of a particular workshop (Calvert, Mobley, & Marshall, 1994). During a job interview, the panel seeks to know whether a particular candidate posses declarative knowledge. The panel may ask questions that seek to investigate whether the candidate can define terms, explain facts or state characteristics. Individuals who pose declarative knowledge in their area of specialty are deemed to be smart and intelligent. Declarative knowledge is a vital in carrying out various duties and responsibility. Basically, the reason why we undergo through an education system is to acquire knowledge and be able to utilize it. If an employee cannot be able to utilize basic declarative knowledge, it is, therefore, incompetent. Through training and development programs employees learns how to utilize declarative knowledge. As far as distinct careers in an organization are concerned it vital for distinct professional to posses declarative knowledge in a broad perspective not only in their areas of specialization. Procedural knowledge test assessment technique Procedural knowledge test describes the method of accessing knowledge of how to perform different activities. For example, in a human resource workshop, a participant may be requested to demonstrate selection, training and recruitment process. Most people can declare knowledge and fail to demonstrate it procedurally. As a result, procedural assessment is critical in testing the hands on skills of various participants. Procedural knowledge is the core competence of an employee. A competent employee should poses hands on skills in his/her area of specialty. Procedural knowledge is the backbone of a successful organization. Through exercising procedural knowledge new products and services are developed as a result of innovation and creativity (sigler, 1999). New market segments are also realized. Through engaging employees in training and development programs whereby the structures discussed above are employed, the organizations realize extensive innovation and creativity. This is because the discussed structure gives room for employees to exercise their minds in developing new ideas while working as a team. Partners, corners and group discussion learning structures enhance teamwork. A team can create a better product through brainstorming than an individual. Through undertaking employees in training and development procedural knowledge is triggered. If the employees fail to innovate or create new products, services or trends after undergoing several training programs, the training is not effective. The learning structures used in such programs should be revised. Problem solving assessment technique Problem solving does not necessarily describe the ability to solve mathematical problems. Problem solving entails the entire process of eliminating a particular problem in a given scenario. This includes, identifying the specific problem, developing a strategy to resolve the problem and evaluating the outcomes as a result of implementing the developed strategy (Sessa & London, 2006). Participants should, therefore, be able to solve minor and key managerial problems and conflicts. On a daily basis, different issues or conflict that emerges in different departments. These issues are realized by supervisors, line managers or even departmental manager. Such issues or conflict may include the employee’s dissatisfaction with management or a particular regulation, employee’s conflict and poor performance. If the supervisors, line and departmental managers have been engaged in training as well as development programs such programs such issues should be handled with ease. Conversely, if they are unable to handle such issues the learning structures used in training and development should be revised. Effective learning structures should impact positively in organization engaged. For example, if the Academy engages Abu Dhabi customs in training and development programs, the result should be realized in the entire organization. The Abu Dhabi customs, a client of UAE Academy, employees should be able to innovate, solve conflicts and enhance team work after successful training programs. In such training programs the above discussed learning structures should be employed. There are two methodologies of assessment while applying the above techniques; Individual and group methodology. An individual methodology is applied when assessing individual skills attained. Group methodology is applied while accessing group skills achieved in a particular training program. The results may differ; a group can deliver positive outcomes while an individual may fail. In such a case, individuals who fail to deliver positive results after training should always be subjected to group projects in the work place (Sessa & London, 2006). Changing the systems I would change the systems employed in UAE academy, in training and development. This is because the Academy uses tradition learning systems which limit creativity, innovation and application of technology. The most suitable system to employ is the parallel learning structures. This promotes creativity and innovation in large as well as bureaucratic institutions (Easterby, Araujo, & Burgoyne, 2009). Parallel learning structure is used when developing and implementing organizational innovations, fostering creativity and innovation within a bureaucratic institution, exchanging expertise and knowledge among performers as well as when capturing institutional collective expertise. We are living in the digital era; technology is the main platform of performing various activities. The structures used in UAE Academy may be effective in achieving training and development goals but do not conform to current trends of learning. Therefore, adopting technology in research training and development is a strategy that needs to be implemented. Strategy to facilitate adoption of technology Encouraging and enabling the employee to use information technology highway such as computers and internet resources is the strategy that should be adopted. The Academy should avail personal computers or laptops to each employee and ensure sufficient availability of internet signal or connection across all buildings. Most operations should be digitized. Digitization of operations will ensure that the employees use the computer and internet resources in performing business. As a result, the academy should hire additional information technology support personnel to assist the newbie computer users in executing their mandate online. The traditional learning structures used in the Academy needs not to be abolished at once. The structures can be used with integration of technology. In this case, there is a need to implement e-learning systems. The participants attending a particular workshop should, therefore, be engaged in an interactive e-learning system. By so doing, the Academy will gain competitive advantage over the competitors offering similar services. For effective delivery of services, organizations require to be restructured. Restructuring is vital in non performing organizations (Sessa & London, 2006). As a result, I would also change the organizational structure of the academy specially the research training and development directorate. This directorate is the pillar of this academy and, therefore, if it is not effective the entire organizations will collapse. In the restructured directorate, there is a need to include quality assurance department. This would ensure that researchers and facilitators execute their mandate accordingly. The UAE Academy as an organization has growth and development need. The Academy needs to grow economically, their customers to grow, create new products and services and increase institutional as well as professional competency. Conclusion An organization that subjects employees to various training and development programs achieve the following objectives. The organization uses learning to attain their goals, avoids repeating mistakes and fosters logical dialogues. Additionally, organizations associate individual employee performance with the entire organization performance. In this case, upon realizing profits the organization rewards the performing employees through bonuses and salary increment programs. Finally, the organization develops structures as well as procedures that sustain learning process. The key learning structures employed in UAE Academy are Circle the sage, jigsaw, corners, group discussion and partners. However, the facilitators may decide to use other subsidiary learning structures depending on the participants needs. Organization from which the participants originate from should analyze they employees need in the list of preferences and propose to the Academy. This should occur before the participants attend the training program. Identifying the employees need is attempting to solve the organizational problem. After successful training program, the problem is considered solved (Easterby, Araujo, & Burgoyne, 2009). Training and development programs consume a portion of organizational budget. Organizations without budgetary constraints subject their employees to quality programs. As a result, the organization realizes the positive results in terms of gaining a competitive edge over the rivals. The facilitators in the UAE Academy employs three crucial assessment techniques namely; Declarative knowledge test, procedural knowledge test as well as problem solving in assessing the effectiveness of the learning structures they employ. They are able to determine the employee’s skill that requires to be improved. Based on this they generate a report and forwards it to the respective organization. On the other hand, the organization engaging the services of the academy can gauge the effectiveness of the training programs. This occurs when the organization realizes tangible benefits in terms of growth, profit and new innovation. Nevertheless, the systems employed in the UAE Academy need to be changed to accommodate the use of e-learning. Despite their effectiveness technology cannot be ignored. Currently, technology is the main platform through which business is operated. References: Easterby, M., & Araujo, L., & Burgoyne, J. (2009). Organizational Learning and the Learning Organization: Developments in Theory and Practice. New York: SAGE Publications. Calvert, G., Mobley, S., & Marshall. (1994). Grasping the Learning Organization:. Training and Development. New Jersey: prentice hall publishers. Sessa, V.I., & London, M. (2006). Continuous Learning in Organizations: Individual, Group, and Organizational Perspectives. New Jersey: Lawrence Erlbaum. Sigler, J. (1999). Best Practices and Guiding Principles” A Training Guide to Successful Development of a Learning Organization. New York: John Wiley and sons. Spencer, k. (2005). Cooperative learning structures. 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