Organizational Learning Process

 The organizational learning process has three intricate stages; they are Knowledge acquisition, knowledge distribution, and shared implementation. Therefore organizational learning process has a close connection to knowledge management. Knowledge may come through first-hand experience, the experiences of others, or organizational memory (Armstrong, and Taylor, 2014).

Organizational learning happens under two circumstances: first, when an organization achieves its goals; and second when a discrepancy between goals and results is discovered and fixed. These two learning processes are identified in this theory as single-loop learning and double-loop learning. Adaptive or generative learning are two terms used to characterize these two learning processes (Argyris, 1992 cited in Armstrong, and Taylor, 2014 ).

Single-loop learning

Single-loop learning takes place when errors or problems are found, fixed, and organizations continue to follow their rules and objectives. Correcting mistakes and solving difficulties add to the firm's knowledge base, firm-specific competencies, or processes without changing the core purpose of the organization's operations (Kantamara, and Ractham, 2014). In organizations where single-loop learning is the norm, the "governing variables" are what the organization expects to accomplish in terms of goals and standards. Then, the organization monitors and reviews progress and, if necessary, makes corrections to close the loop. Single-loop or adaptive learning is gradual learning that only corrects outliers (Armstrong, and Taylor, 2014). When dealing with ordinary and recurrent problems that don't call for testing one's mental models, presumptions, or learning framework, single-loop learning is appropriate. Single loop learning has a constrained use, yet it is nevertheless essential for standard operating procedures (Eilertsen, and London, 2005).

Double-loop learning

Double-loop learning happens when an organization questions and modifies its underlying norms, procedures, policies, and objectives in addition to identifying and fixing mistakes. Changes to the knowledge base, company-specific competencies, or practices are part of the process (Kantamara, and Ractham, 2014). Double-loop or generative learning entails questioning rather than accepting presumptions, beliefs, conventions, and conclusions. Based on this, learning through the investigation of problem-underlying solving causes, to create a new learning loop, that goes far deeper than the conventional learning loop offered by single-loop or instrumental learning. Action is taken as a result of this learning. The organizations can select how to proceed after learning something new about what needs to be accomplished in light of the altered situation (Armstrong, and Taylor, 2014).When tackling complicated, non-programmable problems, double-loop learning is useful since it is reflective. Members can start to gain the abilities needed to have an impact on the system by realizing that they are a part of an interactional system (Eilertsen, and London, 2005).

Figure 01: Single-loop and double-loop learning

Source: (Armstrong, and Taylor, 2014)

Figure 01 illustrates the Single-loop and double-loop learning process.

Video 01: Organizational Learning - Single and Double-Loop Learning

In this video, Brittany Tomasini describes the single and double-loop learning process using the process of a thermostat as an illustration. 

Referencing

Armstrong, M. & Taylor, S. (2014) Armstrong’s handbook of human resource management practice (13^th ed). Kugan page limited.(Online).Available at https://www.academia.edu/32280546/ARMSTRONGS_HANDBOOK_OF_HUMAN_RESOURCE_MANAGEMENT_PRACTICE_i. Accessed on 28th July 2022.

Eilertsen, S. and London, K. (2005) Modes of Organizational Learning. The Kollner Group, Inc.(Online). Available at:  http://drmichaelroe.weebly.com/uploads/2/8/1/8/2818319/single_and_double_loop_learning.pdf. Accessed on August 28, 2022.

Kantamara, P. and Ractham, V. V. (2014) Single-loop vs. Double-loop learning: An obstacle or a succes Factor for organizational learning. International Journal of Education and Research, 2(7), pp 55-62.(Online). Available at: https://www.ijern.com/journal/July-2014/05.pdf. Accessed on August 27, 2022.

Tomasini, B. (2016) Organizational Learning - Single and Double-Loop Learning. (Video). Available at: https://www.youtube.com/watch?v=boUoxw6sphs. Accessed on August 27, 2022.             

Organizational Learning Theory and Organizational Learning Culture

  Slow learning businesses that have endured in the past will perish in the time ahead, much as dinosaurs did some thirty million years ago after ruling the world for more than a century. The speedier, more information-rich environment of the next millennium will not support organizations with brainpower the size of dinosaurs. An organization must adapt to the environment's rapid change and learn more quickly if they want to survive (Schwandt, and Marquardt, 2000 p 2).

  “Organizational learning is concerned with the methods adopted by organizations to promote learning; it is not simply the sum of all the Learning and Development activities that are carried out in an organization” ( Armstrong, and Taylor, 2014, p 295). Definitions of organizational learning vary widely in their points of emphasis. Two major schools of thought are particularly noteworthy: the cognitive school, which emphasizes the "thinking" aspect of organizational learning, and the behavioral school, which concentrates on its "doing" component. According to the cognitive school, learning happens as a result of our mental models, structures, or schemas, which provide us the ability to comprehend events and circumstances as well as analyze and react to our surroundings. According to the behavioral school, we learn through using experimentation, observation, analysis, and examination to gain knowledge and understanding from our experiences (Leavitt, 2011).

  According to Leavitt (2011), there are three unique theories of organizational learning. They are as given below,

Experiential Learning Theory

Since its introduction, Kolb's (1984) experiential learning theory (ELT), which is based on psychology, philosophy, and physiology, has had a significant impact on leadership and organization development and added to the fundamentals of the learning organization. Its fundamental tenet is that learning happens when experience is grasped and transformed. ELT consists of a four-stage learning cycle: the grasping component is made up of concrete experience and abstract conceptualization, while the transforming experience component is made up of reflective observation and active experimentation.

Adaptive and Generative Learning Theory

Kolb's ELT model had an impact on researcher Peter Senge, who created a different cognitive theory of organizational learning that prominently highlighted mental models as a crucial element. Mental models are deeply ingrained assumptions, generalizations, or pictures and images that affect how we perceive the world and how we act. According to Senge's thesis, the other four disciplines are personal mastery, building shared vision, team learning, and systems thinking. These are necessities in developing skills and competencies at the individual, team, and organizational levels.

Assimilation Theory

Behavioral approaches to organizational learning place a stronger emphasis on the action-based changes that occur as people learn via performance, in contrast to cognitive models. These theories define learning as something that can be observed, reasoned about, and measured. There are three distinct stages in the learning process.

1) Knowledge acquisition consists of the development or acquisition of knowledge, insights, and connections.

2) Knowledge sharing reflects sharing of gained knowledge.      

3) Knowledge utilization includes the incorporation of knowledge such that it is widely accessible and adaptable to new circumstances.

All three of these stages are strongly behavior-linked and focused on the practical application more than cognition.

Organizational Learning culture 

A group of standards and principles concerning how an organization should operate that encourage methodical, in-depth methods intended to achieve higher-level, double-loop, strategic, or generative organizational learning through phases of information acquisition, information interpretation, and accompanying behavioral and cognitive changes. These businesses view learning as being essential to their commercial success (Škerlavaj, and Dimovski, 2011).

Methods used in the Sri Lankan banking sector to promote a learning culture.
Understanding the significance of organizational learning and development banking institutions in Sri Lanka have increased their attention towards creating a learning culture within the organization. As a result, they have implemented the following strategies to encourage an organizational learning culture.

1) Encouraging learning by making formal learning readily available to employees. Therefore creating online information hubs, providing library facilities, and promoting knowledge sharing among staff members.

2) Promote continuous learning habits of the staff by organizing events like quiz programs and creating educational clubs example: Toastmasters club – Commercial bank branch

3) Filling skill and knowledge gaps by identifying the learning needs of employees at the periodic staff appraisals and by conducting Q and A sessions.

4) Providing financial encouragement to promote individual learning by way of educational expense reimbursements and issuing honorarium payments to employees for successful completion of professional qualifications.

Referencing

Armstrong, M. & Taylor, S. (2014) Armstrong’s handbook of human resource management practice (13^th ed). Kugan page limited.(Online).Available at https://www.academia.edu/32280546/ARMSTRONGS_HANDBOOK_OF_HUMAN_RESOURCE_MANAGEMENT_PRACTICE_i. Accessed on 28th July 2022.

Leavitt, C. C. (2011) A Comparative Analysis of Three Unique Theories of Organizational Learning. (Online). Available at: https://files.eric.ed.gov/fulltext/ED523990.pdf. Accessed on August 27, 2022. 

    
Schwandt, D. R. and Marquardt, M. J. (1999) Organizational Learning: From World Class Theories to Global Best Practices. St Lucie press, Washington, D.C. (Online). Available at: https://books.google.lk/books?hl=en&lr=&id=5oThMT4XwqgC&oi=fnd&pg=PA1&dq=organizational+learning+theory&ots=oBlCpJwr3W&sig=-Do3plD5lcVJwJmntE_o9VRKQ3s&redir_esc=y#v=onepage&q=organizational%20learning%20theory&f=false. Accessed on August 27, 2022.

Škerlavaj, M. and Dimovski, V. (2011) The organisational learning culture and organisational performance in Macedonian companies. European Journal International Management, 5(6), pp 574-607.(Online). Available at: https://www.researchgate.net/publication/259244609_The_organisational_learning_culture_and_organisational_performance_in_Macedonian_companies. Accessed on August 27, 2022.

  

E-Learning

    E-learning is a cutting-edge method for providing well-designed, learner-centered, interactive, and facilitated learning environments to anyone, anywhere, at any time. It does this by combining the benefits and resources of various digital technologies with other types of learning materials appropriate for the open and distributed learning environment (Khan and Ally, 2015). According to Tavangarian (2004), E-Learning is all forms of electronically supported learning and teaching which aim to affect the learning with reference to the learner's individual experience, practice, and knowledge. Information and communication systems, whether networked or not, serve as specific media for use in the learning process. Therefore “E-learning is basically the network-enabled transfer of skills and knowledge” (Gautam and Tiwari, 2016, p 14).

Components of E- Learning System  

       Components are interconnected elements of an E-learning process (Khan and Ally, 2015). There are five E-Learning Components that are vital for all successful online educational programs. The diagram below illustrates how these components are connected. Each E-Learning component plays a crucial part in creating an E-learning system (Gautam and Tiwari, 2016).

Figure 01: Components of E-Learning

                                 Source: ( Gautam and Tiwari, 2016)

Audience

   The student is a crucial component in the process of creating online courses, from concept to implementation. The student should be kept in mind throughout the whole planning and development process. Conducting a student analysis is one of the initial phases of the system design process. This analysis will assist in determining the fundamental layout of the other four e-learning components.

Course Structure

   The term "course structure" describes how a course is set up for online learning. The extent a student learns the material depends heavily on the course arrangement.

Page Design

   The learning process in an online course depends on the page design. The way a page is designed can have a significant impact on our student's learning process.

Content engagement

   How a student engages with the course material is referred to as content engagement. Engagement with the content is essential since studies have shown that adding exercises or tasks to the learning process considerably improves the learning experience.

Usability

   If an E-learning program is poorly functioning, it may not be warmly appreciated. Testing of e-learning programs and content is referred to as usability testing. Once an online learning program has been developed, it should always test in the same setting where the learner will finish the course.

E-Learning methods used in the Sri Lankan Banking sector

   Moving with the global trend organizations in the Sri Lankan Banking sector also have implemented e-learning platforms and e-learning methods in their training and development strategies. Here are a few e-learning methods used in the Sri Lankan banking sector. 

•  Web E Learning  - E Learning platforms/Information Hubs/ Circular management systems

• Virtual Classroom - Training programs conducted in Virtual Classrooms  

• Video Modules - training videos vested in intranets that have been made in advance for the reference of the employees.  

• Specialized eLearning – E Learning management systems

Video 01: Is E-Learning Right For Your Organization?

                                                           Source: (Miller, 2014)

In this video, Deborah C. Miller describes thirteen benefits of implementing an E-Learning program in an organization.

Referencing

Gautam, S. S. and Tiwari, M. K. (2016) “Components and benefits of E-learning system ,” International Research Journal of Computer Science, 3(1), pp 14-17.(Online). Available at: https://www.academia.edu/28590753/Components_and_benefits_of_E_learning_system. Accessed on August 24, 2022.

Khan, B. H. and Ally, Mohamed (2015) International Handbook of E-Learning Volume 1. New york  and London , Routledge.(Online). Available at: https://books.google.lk/books?id=xnfABgAAQBAJ&printsec=frontcover&dq=e+learning+definition&hl=en&sa=X&ved=2ahUKEwjlzbTK7N_5AhXkZWwGHSTFA94Q6AF6BAgDEAI#v=onepage&q=e%20learning%20definition&f=false. Accessed on August 24, 2022.

Miller, D. C. (2014) “Is eLearning Right For Your Organization?”.(Video). Available at: https://www.youtube.com/watch?v=D7hmguTKB94. Accessed on August 25, 2022.

Tavangarian, D., Leypold, M. E., Nölting, K., Röser, M. and Voigt, D. (2004) “Is e-Learning the Solution for Individual Learning ?,” Electronic Journal of e-Learning, 2 (2) pp 273-80.Germany, University of Rostock.(online). Available at: https://www.academic-publishing.org/index.php/ejel/article/view/1467/1430. Accessed on August 24, 2022.

VAK learning styles

 Beginning in the 1920s, psychologists and child education experts like Fernald, Keller, Orton, Gillingham, Stillman, and Montessori created the initial VAK principles. At present VAK principles have become the preferred model within the accelerated learning community. The values and benefits of VAK learning have gone far beyond its original applications in accelerated learning. Everybody learns uniquely. To learn something, certain individuals must see it, some must hear it, and some must put it into practice (Gholami, & Bagheri, 2013). Depending on how they like to acquire and process information, learners can be classified as either visual, auditory, or kinesthetic learners. While auditory learners prefer to hear the material, kinesthetic learners learn best by doing. Visual learners can learn successfully when they see the materials. The three groups are recognized as VAK learning styles (Surjono, 2011).

Figure 01: VAK Learning Styles

                                Source: (Injadat, 2022)

Figure 01 illustrates the three learning styles of VAK model.

Visual Learners 

These learners favor visual learning methods. As a result, they enjoy reading a lot, which calls for attention and quiet time. Bulletin boards, videos, and movies must provide visual stimulation for visual learners (Oxford, 1995 cited in Gholami, & Bagheri, 2013). Individuals who prefer this style of learning are those who learn through seeing things. They are inclined to see a concept as a whole rather than individual part. Prefer a less formal setting to learn, a traditional classroom environment may not be beneficial to them (Sreenidhi, & Helena, 2017). As an example of visual learning, we can identify the use of visual stimulating methods used by professional trainers in organizational training programs like PowerPoint presentations, videos, pictures, and body movements of the trainer.

Auditory learners

Auditory learners enjoy the oral-aural learning channel. Thus, they want to engage in discussions, conversations, and group work. These students typically require only oral directions (Oxford, 1995 cited in Gholami, & Bagheri, 2013). An auditory learner is able to follow verbal instructions readily and prefers to hear information rather than read it. They have a tendency to adopt a theoretical style of learning. Auditory learners are good at writing responses to lectures they have heard and are also good at oral exams. Auditory learners may be reluctant to make their own notes or conduct personal research. They may prefer delivering presentations to a written report. Proponents claim that when an auditory/verbal learner reads, it is almost impossible for the learner to comprehend anything without sound in the background (Sreenidhi, & Helena, 2017). Auditory learning illustrates when organizations conduct brainstorming sessions, discussions, and audio learning programs to educate and develop their employees.

Kinesthetic Learners

These individuals succeed in learning by feeling and acting out concepts. They enjoy engaging in tactile experiences, such as touching, feeling, holding, doing, and experiencing actual work (Surjono, 2011). Students who have predominantly kinesthetic learning styles are thought to be natural discovery learners. Such students need few verbal or written instructions and are confident in participating in hands-on activities. Kinesthetic learners' short and long-term memory is strengthened by their use of their own body's movements (Sreenidhi, & Helena, 2017). We can identify the practical application of this concept when organizations send their employees to off-site training facilities to foster leadership skills and teamwork.

Referencing  

Gholami, S. & Bagheri, M. S. (2013) Relationship between VAK learning styles and problem solving styles regarding gender and students' fields of study. Journal of Language Teaching and Research, 4(4), pp 700-6. (Online). Available at: http://www.academypublication.com/issues/past/jltr/vol04/04/08.pdf. Accessed on August 23, 2022.

Injadat, M. A. M. (2022) VAK learning styles model. ResearchGate.(Online). Available at: https://www.researchgate.net/figure/VAK-Learning-Styles-Model_fig1_326564924. Accessed on August 22, 2022.

Intel Corporation (2007) Designing effective projects: thinking skills frameworks learning styles. Intel Teach Program. (Online). Available at: https://acdowd-designs.com/sfsu_860_11/Styles.pdf. Accessed on August 23, 2022.

Surjono, H. D. (2011) The design of adaptive e-learning system based on student’s learning styles. International Journal of Computer Science and Information Technologies, 2 (5), pp 2350-53. (Online). Available at: http://staffnew.uny.ac.id/upload/131666733/penelitian/19+herman+dwi+surjono+The+Design+of+Adaptive+E-Learning+2011.pdf. Accessed on August 23, 2022.

Sreenidhi, S. K. & Helena, T. C. (2017) Styles of learning based on the research of Fernald, Keller, Orton, Gillingham, Tillman , Montessori and Neil D Fleming. International Journal for Innovative Research in Multidisciplinary Field, 3 (4), pp 17-25. (Online). Available at: https://www.researchgate.net/publication/317305325_Styles_of_Learning_VAK. Accessed on August 23, 2022.

 

The Honey and Mumford’s Learning Styles

     Kolb's concept has been expanded upon by Honey and Mumford using more common terminology. According to Honey and Mumford, there are four distinct learning styles, each of which corresponds to a particular phase of the learning process. Activists, Reflectors, Theorist, and pragmatists are these (Australian government department of health and aged care, 2014).

Figure 01: Connection between Kolb’s Learning Cycle and Honey & Mumford’s Learning  Styles

Sources: (Richlin, 2006)

    Kolb’s experiential cycle in Figure 01 have two continue the horizontal axis is the perception continuum which goes from “Active Experimentation” to “Reflective observation”. The vertical axis is the perception continuum, which goes from “Concrete Experience” to “Abstract Conceptualization”.  The individual in between “Active Experimentation” and “Concrete Experience” are identified as Activists. If the Person places himself between “Concrete Experience” and “Reflective observation” he is recognized as a Reflector. The person falling in between “Reflective observation” and “Abstract Conceptualization” is termed a theorist and finally, individuals place themselves in between “Abstract Conceptualization and “Active Experimentation” recognized as Pragmatics (Richlin, 2006). 

Let’s get a better understanding of Honey and Mumford’s learning styles and their practical applications using examples from the banking sector. 

• Activists

    People who are enthusiastically engaged in new tasks and take on new experiences without bias are recognized as Activists (Armstrong, 2014). They involve in new experiments and perform high in emergencies. They solve problems instinctively and they believe in doing things. Activists prefer to act on subjective feelings when it comes to problem-solving. These individuals largely depend on information from other people without creating their information by analysis (Richlin, 2006). These sorts of learning styles suites more action-oriented job roles like Marketing officers. These employees will be actively involved in performing tasks and largely depend on the information provided to them by other departments and superiors. These employees will have to make quick decisions in unexpected situations. For example, convincing a demanding customer for a sale will require the instinctive problem-solving capabilities of the employee to provide compelling solutions then and there to create customer satisfaction.

• Reflectors

    Those who step back and consider fresh encounters from many perspectives are considered reflectors. They gather information, think about it, and conclude (Armstrong, 2014). They are excellent at creating ideas and seeing things from different angles. Reflectors prefer situations that demand’ a wide range of ideas such as brainstorming sessions with multicultural learning opportunities (Richlin, 2006). This type of learning style suites employees who are attached to departments that perform investigative tasks like the inspection department. These employees will require gathering information related to various incidents and analyzing them to identify actual reasons. Upon concluding it will lead to corrective measures.

• Theorists

    People who develop logical theories through adapting and applying their observations are identified as Theorists. They frequently strive for perfection (Armstrong, 2014). Theorists stand out in inductive reasoning and pay more attention to abstract concepts rather than people. They are highly capable of creating theoretical models (Richlin, 2006). This learning style is important to the top-level management of the organization. When they perform their tasks they will have to make strategies using theoretical models to find solutions to complex problems. An example is the development of a strategy by top management to enhance the diminishing deposit portfolio of the bank by adopting theoretical concepts of industrial rivalry.

• Pragmatists    

    Individuals who are eager to test new concepts, methods, and ideas to determine if they work are recognized as pragmatists (Armstrong, 2014). Pragmatists use leanings to find solutions to actual problems. They favor technical tasks and excel in the practical application of concepts. This learning style is important to all employees who perform technical tasks (Richlin, 2006). As an example, a recruit attached to the account opening counter will perform duties practically applying the concepts, methods, and ideas he learned and developed in the introduction program. The recruit will determine the effectiveness of the leanings by practicing them in an actual working environment. 

Referencing

Armstrong, M. & Taylor, S. (2014) Armstrong’s handbook of human resource management practice (13^th ed). Kugan page limited.(Online).Available at: https://www.academia.edu/32280546/ARMSTRONGS_HANDBOOK_OF_HUMAN_RESOURCE_MANAGEMENT_PRACTICE_i. Accessed on July 28, 2022

Australian government department of health and aged care (2004) Identifying your personal learning style, Resources. (Online). Available at: https://www1.health.gov.au/internet/publications/publishing.nsf/Content/drugtreat-pubs-front1-wk-toc~drugtreat-pubs-front1-wk-secb~drugtreat-pubs-front1-wk-secb-2~drugtreat-pubs-front1-wk-secb-2-5~drugtreat-pubs-front1-wk-secb-2-5-ide#:~:text=Honey%20and%20Mumford%20(1992)%20have,%2C%20Reflector%2C%20Theorist%20and%20Pragmatist. Accessed on August 21, 2022.

Richlin, L (2006) Blueprint for Learning: Constructing College Courses to Facilitate, Assess, and Document Learning (1^st ed). Stylus publishing LLC. Sterling, Virginia. (online). Available at: https://books.google.lk/books?id=Xiu4ij6-et4C&pg=PA27&dq=kolb%27s+learning+cycle&hl=en&sa=X&ved=2ahUKEwjm2NmqrLr5AhU5RmwGHf_XBCo4ChDoAXoECAsQAg#v=onepage&q=kolb's%20learning%20cycle&f=false. Accessed on August 13, 2022.

  

The Kolb’s learning cycle

         Kolb D A, Rubin I M, and McIntyre J M in the year 1974 discovered a learning cycle containing four stages (Armstrong, 2014). Kolb describes effective learning as a set of interconnected events that combine the abilities to feel, perceive, think, and act. The Four steps learners need to complete in the learning cycle are concrete experience, reflective observation, abstract conceptualization, and active experimentation (Nilson, 2010). To completely understand a subject, the learner must complete the learning cycle. Accessing multiple entry points enhances the ability to engage the subject matter (Richlin, 2006). 

Figure 01: Kolb’s learning cycle

 Source: (Armstrong, 2014)

Figure 01 shows the four steps of Kolb's learning cycle. The four steps are defined below.

1.    Concrete Experience

         Concrete experience is the first phase of the learning cycle and could be a planned or accidental exposure (Armstrong, 2014). The learner will directly involve themselves in a new experience and take a feel of the activity (Nilson, 2010).

2.   Reflective observation

        Reflective observation is thinking consciously about the experience and its importance (Armstrong, 2014). According to Nilson (2010), "when individuals observe others and reflect on their own and other's experience they proceed to reflective observation”. 

   3.    Abstract conceptualization 

         Utilizing experience to build a variety of notions and ideas that can be applied in similar situations is abstract conceptualization (Armstrong, 2014). According to Nilson (2010), the logical incorporation of observations and perceptions into theories is considered abstract conceptualization.

.   4.    Active experiment

    Appling newly developed theories in new situations reflect active experimentation (Armstrong, 2014). Therefore fresh concepts will aid in making decisions to address new problems effectively (Nilson, 2010).

Let’s elaborate the Kolb’s learning cycle using the experiential learning process of a trainee cashier working in a bank as an illustration. When a cashier is attached to cash counters to perform transactions and handle customers, he feels the activity by actually doing it. With that, he enters the first step of the learning cycle, which is Concrete experience. While performing duties, he will mindfully observe the mistakes and deviations in his process and make notes of them. With that, he enters the second step of the learning cycle. That is Reflective observation. After identifying errors, he will analyze mistakes he made and develop a set of ideas and practices that could be applied in similar situations. By that, he proceeds to the third step of the learning cycle. That is Abstract conceptualization. When he applies the ideas and concepts he originated in practical situations to overcome failures, he reaches the fourth stage of the learning cycle. That is Active experimentation. Experimentation leads to new experiences and with that concrete experience, his journey around the learning cycle will continue developing his subject knowledge.

Video 01: Kolb's Reflective Cycle in 3 minutes

Source: (Reynolds, 2013)

In this video, Dr. Cheryl Reynolds simplifies Kolb's learning cycle using the steps followed in teaching as an example for a better understanding of the theory. 

Referencing  

Armstrong, M. & Taylor, S. (2014) Armstrong’s handbook of human resource management practice (13^th ed). Kugan page limited.(Online).Available at: https://www.academia.edu/32280546/ARMSTRONGS_HANDBOOK_OF_HUMAN_RESOURCE_MANAGEMENT_PRACTICE_i. Accessed on July 28, 2022.

Nilson, L. B. (2010) Teaching at Its Best: A Research-Based Resource for College Instructors. (3^rd ed). Jossey-bass a wiley imprint. USA. (Online). Available at: https://books.google.lk/books?id=KWGVxtnNjYAC&pg=PA230&dq=kolb%27s+learning+cycle&hl=en&sa=X&ved=2ahUKEwjm2NmqrLr5AhU5RmwGHf_XBCo4ChDoAXoECAUQAg#v=onepage&q=kolb's%20learning%20cycle&f=false. Accessed on August 11, 2022.

Richlin, L (2006) Blueprint for Learning: Constructing College Courses to Facilitate, Assess, and Document Learning (1^st ed). Stylus publishing LLC. Sterling, Virginia. (online). Available at: https://books.google.lk/books?id=Xiu4ij6-et4C&pg=PA27&dq=kolb%27s+learning+cycle&hl=en&sa=X&ved=2ahUKEwjm2NmqrLr5AhU5RmwGHf_XBCo4ChDoAXoECAsQAg#v=onepage&q=kolb's%20learning%20cycle&f=false. Accessed on August 13, 2022.

Reynolds, C (2013) The 3 Minute Kolb: Kolb's Reflective Cycle in 3 minutes. (Video). Available at: https://www.youtube.com/watch?v=ObQ2DheGOKA. Accessed on August 13, 2022.

  

 

The Importance of Organizational Learning and Development

 

                           Source : (toppr.com, 2020) 

   Learning and development are essential for the effectiveness and efficiency of the firm and the employee in today's volatile business environment. Employees have the opportunity to be knowledgeable through learning. The primary goal of learning is to increase an organization's capacity to meet its short- and long-term objectives through enhancing its human resources. Learning and development have a significant role in improving an employee's performance (Majeed & Shakeel, 2017). Organizations require high and suitable levels of knowledge, competence, and ability. The business process adapts to acquire these necessities needs to be with the understanding of business strategic imperatives and aid in the accomplishment of its objectives. But for employees to develop and thrive, Organizations must also consider their personal needs. Learning and development are advantageous and create a fulfilling and desirable working environment (Armstrong, 2014).

  The heart of the company is its workforce. The performance of the organization's employees determines the effectiveness of the establishment (Mwema  & Gachunga, 2014). A business's bottom line is impacted by employee performance. Because of this, Management must understand the significance of training and development's effect on employee performance and assessment. Employee development helps the organization and people to achieve diverse goals (Rodriguez and Walters , 2017).

  Organizational learning and development help employees in decreasing their anxiety or stress encountered in the working environment (Elnaga & Imran, 2013 cited in Rodriguez and Walters , 2017). If the given tasks aren’t completed up to the standards established, the expectations won't be achieved, and staff may feel de-motivated to continue (Asim, 2013). Employees who are incapable of perform their duties to the expected standards may compelled to resign due to the de-motivation created by lack of contribution from their side to the organization. Employee learning and development is a tool that improves the skills necessary to accomplish a job. But it helps people to feel more confident with their performance as well. Improved competencies result in high efficiency and retention (Rodriguez and Walters , 2017)

 

Figure 01: Individual and organizational benefits of training and development programs.

                                            source : (Jehanzeb & Bashir, 2013)

According to Jehanzeb & Bashir (2013) learning and development help individuals to learn soft, functional, and technical skills to carry out their duties. Employee job satisfaction improves because they feel it’s a part of individual progress. Staff members understand the significance of their job role and loyalty toward the organization increases. Employees commit more towards achieving the bottom line for the organization. Furthermore, employees start to actively seek out opportunities to learn novel abilities, take on a wide range of duties and responsibilities, and pursue further personal and professional growth. These impulses boost their self-assurance, self-worth, and satisfaction at work. Learning and development aid businesses to grow their market share, enhancement of the organizational performance and Improve Employee retention.

REFERENCING

Armstrong, M. & Taylor, S. (2014) Armstrong’s handbook of human resource management practice (13^th ed). Kugan page limited.(Online).Available at: https://www.academia.edu/32280546/ARMSTRONGS_HANDBOOK_OF_HUMAN_RESOURCE_MANAGEMENT_PRACTICE_i. Accessed on July 28, 2022.

Asim, M. (2013) Impact of motivation on employee performance with effect of training: specific to education sector of pakistan. International Journal of Scientific and Research Publications 3(9) pp 1-9 .(online). Available at: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.445.2561&rep=rep1&type=pdf. Accessed on August 5, 2022.

Jehanzeb, K. & Bashir, N. A. (2013). Training and development program and its benefits to employee and organization: A conceptual study. European Journal of Business and Management 5(2) pp 243-249.(Online). Available at: https://iiste.org/Journals/index.php/EJBM/article/view/3947/4005. Accessed on August 6, 2022.

Majeed, A. & Shakeel, S. (2017) Importance of training and development in the workplace, International Journal of Scientific & Engineering Research 8(4) pp 498-504.(Online) Available at:

https://www.ijser.org/researchpaper/IMPORTANCE-OF-TRAINING-AND-DEVELOPMENT-IN-THE-WORKPLACE.pdf. Accessed on August 4, 2022.

Mwema, N. W. & Gachunga, H. G. (2014). The influence of performance appraisal on employee productivity in organizations. A case study of selected WHO offices in East Africa. International Journal of Social Sciences and Entrepreneurship, 1 (11), pp 324-337.(Online). Available at: https://www.semanticscholar.org/paper/THE-INFLUENCE-OF-PERFORMANCE-APPRAISAL-ON-EMPLOYEE-Mwema-Gachunga/24e7b0fab040bebf7c3505ed8a4debbe956abb50.  Accessed on August 5, 2022.

Rodriguez, J. and Walters , K. (2017) The Importance of Training and Development in Employee Performance and Evaluation , World Wide Journal of Multidisciplinary Research and Development 3(10) pp 206-12 . (Online). Available at: https://www.researchgate.net/publication/332537797_The_Importance_of_Training_and_Development_in_Employee_Performance_and_Evaluation. Accessed on August 4, 2022.