Management Skills and Organisation - Report Example

Management Skills and Organisation Introduction Learning is a process that starts practically from the day one is born. The first steps in learning begin informally by making use of the senses. As the child grows, the process of formal education begins when he or she begins attending school. In most cases, the education continues till a formal degree is obtained from a university. Once employed, learning continues in the form training provided by the management. During the whole process, informal learning also happens which can be conscious or unconscious. Keeping oneself updated requires continuous learning either through the initiative of the employer or through an inbuilt need for personal and career growth. But not all persons learn well nor do they learn in the same way. In many cases there are barriers to learning that prevents effective transfer of knowledge, which can be social, economic, technical, or cognitive. This paper is a personal reflection on social barriers to learning. Socially constructed barriers to learning The importance of learning: In the context of this paper, learning is related to management and employment and not to university or school education. Hence education can be of a personal nature or a part of the organization (referred to as organizational learning). Learning on an individual level can be defined as “an exercise of constructing personal knowledge that requires the learner to be mentally active rather than passive; interpreting rather than recording information” (Maine Higher Education—Glossary 2007). Personally, I have another perception with regard to this topic. For me, learning is a lifelong process which can include both formal and informal approaches. Source: Stock Photography of Adult Education Class INGSAHE2920 2009 As mentioned earlier, it is not always easy to keep updated because of certain socially constructed barriers. Another factor that signifies the need to learn is the concept of credential inflation which simply means the need for additional credentials in instances of equal qualification (Bills, p. 35). So, when I apply for a job, my architectural qualification alone may not be sufficient. I have to be proficient in communication skills, working in teams, cultural diversity, and any other skills that may be required by an employer. Apart from individual learning, an employee is required to be a part of the organizational learning as well. Argyris and Schon provide a simple concept of organizational learning which they define as “detection and correction of errors” (Dodgson, 1993, p. 52). Learning, according to them, can be single-looped or double-looped. The mere detection and correction of errors without any major changes in policies, aims or vision is single-looped learning, while major changes involve double-looped learning. Source: Smith, 2001 (Figure 2 – Single and double looped learning) I feel that a more apt definition of this concept is expressed as follows – Organizational learning is the capacity of an organization “to gain insight and understanding from experience through experimentation, observation and analysis, as well as willingness to examine both success and failure” (Kransdorff 2006). Thus, the management needs to grasp and develop the individual and group skills, ability, and knowledge of the employees. It involves training for all employees and implementing continuous training programs (Petrick & Furr 1995). (Microsoft clip art) There are some basic barriers to learning especially in school and university education. Lack of practical application of theory is one major obstacle (First Barrier to Study-Lack of mass ). Figure 4 – Some examples of barriers to learning (Microsoft clipart) I found this very relevant especially with regard to some school subjects like history. Even during college, mathematics was easy but boring because I did not really understand and did not get used to its practical applications. Lack of vocabulary and knowledge of language is a major barrier to learning. I have colleagues in my part time job who are from Asia and have seen them to be reluctant to attend training because of their inability to grasp things. On a personal level, we had a trainer from Japan whose English was extremely poor. He had a hard time making us understand what was being taught and vice-versa (Microsoft clip art) The culture of an organization which is not conducive to learning will also be a barrier (Barriers to learning). Fortunately, I do not have this attitude and am quite willing to learn anything that will improve my career prospects. Socially, some people are not adapted to take in large volumes of a topic. The three reasons mentioned above were theorized by Ron Hubbard as barriers to study in school (L. Ron Hubbard: Study Technology 2006). (Microsoft clip art) But I feel that they are relevant in the work place as the above mentioned personal experiences testify themselves. Stephen McCabe says that employees learn in two ways, namely through indirect and direct methods. The former happens through training programs conducted by an organization. Indirect or deferred learning occur when past knowledge is applied in a practical setting and the employee learns how to actually perform tasks of which he had theoretical knowledge (McCabe 2001). The part-time job that I took up as an engineering apprentice showed me how indirect learning happens. I had to apply many of the theoretical aspects in performing my duties in the organization. The training they gave me prior to employment offered me a direct learning experience also. Adult learning theories stress on this point in the sense that an adult needs to know why learning is necessary. According to Transformational Learning theory of Jack Mezirow, the adult learner will see a need to transform himself into a more knowledgeable or skilled person due to some constraints currently faced in life. This feeling or need is highly personal and will vary from individual to individual (Keating, 2005, P.5). Source: National-Louis University 2009 A senior accounts manager in my company did not have too much experience in handling accounting software. But a downsizing was required in the company and the manager was given choice of either becoming more computer savvy or leave. The manager did not have an option since he needed the income and after some critical reflection, agreed. The concept of Andragogy as developed by Knowles also says that an adult learner needs to know the reason why learning is necessary. Source: National-Louis University 2009 But more importantly, learning has to be self-directed rather than imposed. He also advised educators to be more team based with adult learners when teaching (Blondy, 2007, p. 117). The difference between learning in the University (pedagogy) and learning in the workplace as adults (andragogy) can be represented by the following diagram. The points that come under andragogy can be construed as barriers to learning:   Pedagogy Andragogy The learner Dependent. Teacher directs what, when, how a subject is learned and tests that it has been learned Moves towards independence. Self-directing. Teacher encourages and nurtures this movement The learners experience Of little worth. Hence teaching methods are didactic A rich resource for learning. Hence teaching methods include discussion, problem-solving etc. Readiness to learn People learn what society expects them to. So that the curriculum is standardized. People learn what they need to know, so that learning programmes organised around life application. Orientation to learning Acquisition of subject matter. Curriculum organized by subjects. Learning experiences should be based around experiences, since people are performance centred in their learning Figure 9 (Source: Smith 1999) I personally feel that Knowle’s concept can be implemented as one of the approaches by which barriers to socially constructed learning can be removed. Trust or lack of trust is another component that is important and creates a barrier to learning. People tend to trust or believe in those who share similar racial characteristics, nationality, colour, and other social and religious beliefs: Figure 11 – Same culture, race, and beliefs will result in better trust and improved learning (Microsoft clip art) One way to counter this basic mistrust is action learning, which is an extension of team learning (Mumford & Gold, 2004, p. 143). I feel that David Kolb’s learning cycle can also be effectively used in the learning process: . Figure 12 - Source: Waterhouse & Crook, 1995, p. 16. Reviewing or reflecting what has been learnt in class or in the workplace and thinking about in different perspectives is quite useful. For example, I tried this on one of my Asian colleagues who had a positive attitude towards learning in spite of his language barrier. I explained to him, a Western concept of looking at things and he began to do so. He was then asked to conceptualize what was learnt and how it can be put to use in an actual practical setting. He then began to put what was learnt into practice more effectively. He also tried different ways of doing a task which Kolb refers to as experiencing. At the end of the exercise, he said that learning became more meaningful and even exciting when done as mentioned above. Having a proper work-life balance is also important to me. According to Chapman (2009) “life balance and personal happiness do not necessarily depend on earning more money and being successful at work or in business. Other things can have a much bigger impact on our well-being”. In future, I will be having my own family with its attending joys and responsibilities. I will be finding a career in the construction industry which will be tough, but satisfying. Figure 13 – An imbalance is not good for the employee with regard to is career and personal life (Microsoft clip art) Recommendations Learning in the workplace constitutes a part of adult learning. Many of the concepts that are relevant in adult learning are also relevant here. Adults are more comfortable with self-directed learning efforts when compared to fully supported learning as seen in school. This social barrier should not be allowed to exist in the workplace and instructors and trainers should allow a certain level of freedom to learners. They have a fear of being ridiculed especially in team settings. Care should be taken to see that this does not happen. All trainees should be taught to understand the attitudes and capabilities of colleagues and any slow learners should be encouraged and not ridiculed. Adult learners are encouraged by discussion and problem solving methods. Hence, working in a team setting will helpful with the right type of instructors and methodology. It is always better to explain clearly the need and purpose of learning. Otherwise, the training may not be taken seriously. Moreover it is better to give need specific training rather than training targeted at each and every person in the organization. In other words, if the training is not useful to a particular employee, then he or she need not be included in the current training session. Conclusion Learning, as an adult, leaves a lot of choice with the individual employee. Ambitious employees who are concerned about career advancement will willingly learn new concepts either through in-house training or individual initiative. As a youth, I feel inclined to make the maximum out of any learning activity that was open to me. But my limited experience in the workplace has me led to a belief that as one gets older, many barriers come up. Unless a situation comes where an employee is forced to learn new things or to face unemployment, willingness to learn in spite of many barriers exists. Using techniques as conceptualized by Kolb, Knowles and Mezirow will become useful to make learning more meaningful. This will remove the barrier of an adult as to the reasons for the study. References Chapman, Alan 2009, Life balance, happiness and life change: ideas for happiness and life change - tips and tools for work-life balance, business balls.com, viewed 10 May 2009, < http://www.businessballs.com/life_balance.htm> Barriers to learning, Avenue Consulting Ltd, viewed 10 May 2009, < http://www.avenueconsulting.co.uk/human-solutions/barriers-to-learning-2.html Bills, David B, Sociology of Education and Work, Wiley-Blackwell, U.K. Blondy, Laurie C 2007, ‘Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment’, Journal of Interactive Online Learning, Vol. 6, no. 2, pp. 116-130. Dodgson, Mark 1993, Technological collaboration in industry: strategy, policy, and internationalization in innovation, Illustrated Edition, Routledge. First Barrier to Study-Lack of mass (physical object) of what is being studied 1996-2008, Applied Scholastics International, viewed 10 May 2009, < http://www.appliedscholastics.org/learning_barriers/learn_strategies_1.php> Keating, Sarah B 2005, Curriculum development and evaluation in nursing, Illustrated Edition, Lippincott Williams & Wilkins. Kransdorff, Arnold 2006, Corporate DNA: using organizational memory to improve poor decision-making, Illustrated Edition, Gower Publishing, Ltd. L. Ron Hubbard: Study Technology 1996-2006, The Barriers to Study, Church of Scientology International, viewed 10 May 2009, < http://www.studytechnology.org/10-barr.htm> Maine Higher Education—Glossary 2007, Learning, Maine.gov, viewed 10 May 2009, McCabe, Steven 2001, Benchmarking in construction, Illustrated 2nd edn, Wiley-Blackwell. Mumford, A & Gold, J 2004, Management development: strategies for action, Chartered Institute of Personnel and Development, 4th edn, CIPD Publishing. National-Louis University 2009, Jack Mezirow, NLU Webmaster _c, viewed 14 May 2009, < http://www.nl.edu/academics/cas/ace/resources/jackmezirow.cfm> National-Louis University 2009, Malcolm Knowles: Apostle of Andragogy, NLU Webmaster _c, viewed 14 May 2009, < http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm> Petrick, J.A & Furr, D.S 1995, Total quality in managing human resources, CRC Press. Smith, M.K 1999, Andragogy, conference: informal education within a formal setting Hinsley Hall, Leeds, viewed 10 May 2009, < http://www.infed.org/lifelonglearning/b-andra.htm> Smith, M. K 2001, Learning in Organizations, The Encyclopaedia of informal Education, viewed 14 May 2009, < http://www.infed.org/biblio/organizational-learning.htm> Stock Photography of Adult Education Class INGSAHE2920 2009, Fotosearch, LLC, viewed 14 May 2009, Waterhouse, M and Crook, G 1995, Management and business skills in the built environment, Illustrated Edition, Taylor & Francis. Read More