The Learning Process Changes the HRD to a Different Mode of Management - Coursework Example

INDIVIDUAL LEARNING Name Professor (Tutor) University Course City and State Date Individual Learning PART A Whether consciously or unconsciously, all individuals undergo the learning process since it is an important requirement for the existence of human beings. Individual learning is the ability of an individual to undergo the knowledge building process through reflections on external sources. Individual learning in an organization is important to both the individual and the organization through implications of the individuals to change their behaviors. Psychologists have come up with different theories and models to help explain the different ways individuals learn. Gallagher (2016) explains David Kolb's theory of the learning cycle as a method where an individual learns through experience. In his theory, David elaborates that true learning is dependent on having an experience, reflecting on the experience and make sense of it so that one can apply it in case a similar scenario arises in the future. When an individual misses any of the steps in Kolb's model, then the learning process is corrupted. These four major steps in learning can be shown in the diagram below: Based on Kolb’s theory, Honey & Mumford (1986) came up with a mode of classification for individuals based on their learning techniques. The first are the activists, they learn and develop through activities and involving exercises as opposed to lectures. Theorists are more involved in learning theories behind certain learning sources, especially from data and researchers. Theorists are logical and rational in the process of learning but are highly uncomfortable with emotions and feelings. Reflectors are the group of learners that are involved in reviewing events and situations in certain groups without being actively involved. Besides, reflectors are uncomfortable and shy in taking the lead publicly. Finally, Pragmatists are practical in their learning process and prefer real world situational applications. It is, therefore, important to formulate each's appropriate learning style as the styles differ with different personalities. Gardner (1998) explains that individuals have different types and degrees of intelligence in his theory of multiple bits of intelligence. He lists seven different types of intelligence as musical, linguistic, spatial, intrapersonal, logical, body-kinesthetic, and interpersonal. The theory suggests that the individual learning process should focus on the specific intelligence that an individual possesses. A good example is an individual with interpersonal intelligence should undergo the learning process through the development of social skills. Cooper, (2007) explains Leon Festinger’s theory of cognitive dissonance. He states that individuals often seek consistency from their cognitions including customs, beliefs, and opinions. Changes are needed to deal with any case of dissonance that exists in the learning process; an example of dissonance is the inconsistency in attitudes or behavior. A difference or inconsistency between attitude and behavior will often lead to the attitude changing to accommodate behavior. Brainerd and Scandura (1997) explain the theory of competence as a four-stage process. These authors show the transformation unconscious incompetence to unconscious competence. The first stage of the four-phase process is unconscious incompetence where an individual does not understand or have any knowledge on how to perform a certain task and besides lacks the desire to address the issue and therefore does not recognize the deficit. Conscious incompetence is the situation where an individual recognizes the deficit but does not address the issue since he or she does not have knowledge on how to perform certain tasks. Conscious competence relates to an individual having knowledge of completing certain tasks but putting this knowledge into practice is hard, as it requires high levels of concentration. Finally, unconscious competence is a situation where an individual is knowledgeable and has experience in performing tasks, and thus these tasks can be easily performed without high concentration levels. Depending on the time and place, the individual learned the skills there are high levels of probability that the individual may or may not teach others. Leonard (2002) explains that there three modes of learning from Norman and Rumelhart’s modes of learning theory. The modes of learning are structuring, accretion, and turning. Accretion involves adding new knowledge to already existing memories. Tuning entails knowledge adjustments to suit specific tasks through practicing. Structuring is the process of formulating new concepts, schemes, and structures. The most commonly found or learning type is accretion since it requires fewer efforts. Tuning is the least experienced mode of learning, as it requires a lot of effort that leads to expert performance. Structuring is experienced less frequently than accretion since it calls for a considerable effort. The final theory is the social learning theory, which explains that change in behavior is not dependent on certain reinforcement patterns. The social argument element is employed in the social learning theory to assist individuals to gain skills and knowledge through observation. An individual’s state of mind is critical to this theory, as a behavioral change in an individual is not automatic because one has been able to learn something. To illustrate the theory, the model is the one being imitated, and the process of imitation becomes the modeling process (Gallagher, 2016). There is a relationship between individual learning and organizational learning and developing an understanding of the learning process in both is essential in determining any changes that take place in an organization Human Resource Department (HRD) (Kim, 1993). The changes can involve a move from the regular training and development to learning and development. Employees in an organization are often needed to maintain their productivity levels high even at the face of difficulty including changes. In the case of any change in the organization, these employees are required to adapt quickly, and this is easily achieved through a proper understanding of the learning process. The learning process needs to be continuous due to the dynamic nature of the organization's markets, and the HRD should take great responsibilities in ensuring that employees are knowledgeable and skilled in fulfilling the objectives set by an organization. The delivery and changes in functions of HRD of organizations towards ensuring that the learning process is maintained are highly dependent on some aspects. Without these aspects, the development of learning in an organization would not be fulfilled. The first aspect has imposed a change in an organization which can be internal or external leads to needing for knowledge and skills to deal with these changes. Second is a performance review, which entails the needs that come up because of assessing current performances based on the desired results. Finally, a personal motivation which arises when individuals personally enhance knowledge and skills to change behavior to meet personal targets. These personal targets may be to be happy, change career paths, or be promoted. It is important to understand the learning process by knowing the different methods of learning and assessing their impacts to an organization especially HRD. The different methods of learning include action learning, coaching, on the job training, mentoring, discussions in boards or groups, self-study, and job rotation. Mentoring entails helping an individual improve a certain skill to raise performance levels (Parsloe & Wray, 2001). On the job, training is structured to be carried out at the workplace and is credible since it takes place in the real working environment, and therefore skills and knowledge learned are directly applicable. Job rotation entails individuals temporarily changing or moving to a more established position to get skills and knowledge. Self-study is based on learners being responsible for their learning processes and techniques. Coaching entails helping people improve performances through direct applications of specific skills and knowledge to specific situations (Parsloe & Wray, 2001). Action learning is founded on a question asking approach. Assessment of the impact of the learning process to both an organization and individual is essential. The assessment of the learning process can be achieved through validation and evaluation. Validation measures what the learning process has achieved. Pre-evaluation points out the objectives and needs of the learning process. Post validation is essential in ensuring the learning process took place, and its set objectives and needs are met. The evaluation process entails three important steps. One is performance, measures how the learning process has influenced an individual’s work in an organization. Changes in behavior can be noted through observation and performance changes are noted by use of quantitative data. The second step is the learning process impact on the organization through first having pre-development data to be compared to post development data. The final step of the evaluation process is the return on investment. Cost-benefit analysis is done on how much the learning process has cost against the organization’s return. It is important to understand the learning process through evaluation of its impacts and the methods of learning that can be used. The learning process changes the HRD to a different mode of management as opposed to the regular training and development. PART B: CASE ANALYSIS The Redfield and Clifton (R&C) building society, one of Britain’s oldest and largest building societies faced the problem of ensuring long-term valuable products and services are delivered to its customers. Therefore, the primary objective of the company was to make sure that it maintains its business performance on a high by growing its sustainability at the same time maintaining its reputation as top savings and investment organization. To achieve its objectives, the firm went through an ambitious modernization process that was aimed at improving the quality of customer services and the effectiveness of its business practices. The strategy was aimed at purchasing about one hundred and fifty branches from larger banks as a merging and acquisition process of creating Bad Bank. A merger is the process of one or two organizations combines to make one single company. Mergers and acquisitions are organizational strategies in response to high competition levels and government deregulation (Shook. & Roth, 2011, p. 36). The aim of mergers and acquisitions is to improve the organization's financial position as in the case of R&C Company. Government insistence on breaking up Bad Bank in the interest of competition and the need for R&C to improve its financial strength is the main reason the company acquired the i50 branches. The process of getting the workforce or employees for the acquired branches by R&C was daunting, and the acquisition of 500 new employees shows how the company's HR Department is effective but not after customer dissatisfaction with the company's service delivery. The company' crisis about online banking exposed problems related to poor leadership skills and poor management of employees by the HRD including the director of the same department. The public blame game between the finance director, head of IT, and Director HR exposed the company's lack of leadership skills and trust issues. It is important for HRD to deal with workplace challenges whether internal or external (Shook. & Roth, 2011, p. 36). Crises like in the case of R&C Company often have negative impacts on employees, and it is important for the Human Resource Department to manage these negative effects, the R&C case was ultimately solved but an expense. It is, therefore, essential that the HRD of organizations improve the learning process to achieve strategic objective whether individually or as an organization. The balancing between employee management and ensuring that an organization meets its financial gains is the hard task that HRDs face. References Brainerd & Scandura, 1997. Structural/process Models of complex human behavior. Cooper, J., 2007. Cognitive dissonance: fifty years of a classic theory. Los Angeles, SAGE. Available From: http://public.eblib.com/choice/publicfullrecord.aspx?p=433636. [25 March 2017]. Honey, P., & Mumford, A., 1986. The manual of learning styles. Maidenhead, P. Honey. Gallagher, K., 2016. Essential study and employment skills for business and management students. Gardner, H., 1998. Multiple intelligence: the theory in practice. New York, NY, Basic Books. Kim, D. H., 1993. The Link Between Individual and Organizational Learning, Sloan Management Review, vol.35, no.1, pp. 37-50. Leonard, D. C., 2002. Learning theories, A to Z. Westport, Conn, Oryx Press. Available from: http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&A N=86647. [25 March 2017]. Parsloe, E., & Wray, M. J., 2001. Coaching and mentoring: practical methods to improve learning. London, Kogan Page. Shook, L. & Roth, G. (2011) Downsizings, mergers, and acquisitions: Perspectives of human resource development Practitioners, Journal of European Industrial Training, vol. 35, no. 2, pp. 135-153. Sternberg, R. J., 2004. Handbook of intelligence. Cambridge, Cambridge Univ. Press. Read More