Incorporating Learning & Development in an Organization

 

 

Methods of Incorporating Learning and development

One of the key methods to incorporate learning and development into the organization is through training and development programs. These programs can be tailored to the specific needs and levels of employees, providing them with the necessary skills and knowledge to perform their jobs effectively. This can include technical skills training, leadership development, and soft skills training (Gilaninia, Rankouh and Gildeh, 2013).

Another method is through mentorship and coaching programs, where experienced employees can pass on their knowledge and skills to less experienced employees. This not only helps in the transfer of knowledge but also helps in building a strong and supportive organizational culture (Gubler, Larkin and Pierce, 2018)

Additionally, the organization can also invest in continuous learning opportunities such as workshops, seminars, and conferences to keep employees updated with the latest industry trends and best practices (Burke and Noumair, 2015). Furthermore, the organization can also encourage self-directed learning through online courses, e-learning platforms, and resources, allowing employees to take ownership of their own development. It is important for the organization to regularly assess the effectiveness of these learning and development programs and make necessary adjustments to ensure that they are aligned with the organization's goals and objectives (Storey and Westhead, 1997).

By incorporating these learning and development methods, the organization can ensure that its employees are equipped with the necessary skills and knowledge to adapt to the changing business environment, ultimately leading to increased productivity and success for the organization.

 

Kolb's learning theory

Kolb's learning theory (1974) indeed presents four different learning styles based on a four-stage learning cycle. These four stages are: concrete experience, reflective observation, abstract conceptualization, and active experimentation. According to Kolb, individuals may have a preference for one of these learning styles, and this preference can be influenced by various factors such as social environment, educational experiences, and past experiences.     

 

Kolb's learning cycle is a comprehensive method for understanding how effective learning occurs. It emphasizes the importance of engaging in all four stages of the cycle to ensure a well-rounded learning experience. The cycle starts with concrete experience, followed by reflective observation, then abstract conceptualization, and finally active experimentation. This approach encourages learners to engage with new material in a variety of ways, ultimately leading to a deeper understanding and retention of the subject matter (McLeod, 2017).

1. Concrete Experience:

This might be a whole new experience or a reimagined version of an existing one (Kurt, 2020). In other words, it could be a new experience or circumstance, or it could be a reframing of an existing incident in light of new conceptions. It is not enough for folks who want to learn to read about it or look at it. To obtain new knowledge, they must actively participate in that work (McLeod, 2017).        

 

2. Reflective Observation

Following a Concrete Experience, the learner pauses to reflect on the work at hand (Kurt, 2020). This stage of the learning cycle permits students to ask questions, share ideas, and talk about their experiences with others (Stice, 1987). Communication is critical in this scenario because it allows the learner to identify any disparities between their understandings and experience (Kolb, Boyatzis, & Mainemelis, 2014).   

3. Abstract Conceptualization

At this stage, learning entails understanding issues or circumstances via the use of theories, reasoning, and concepts rather than emotions (Atkinson and Murrell, 1988).  Learning, in general, is based on systematic planning and the development of theories and ideas for problem-solving (the individual has learned from their experience) (McLeod, 2017). The query that leads to this phase goes beyond the contemplative Observation stage's questions: What can I perform better or differently?  What can I do to improve?  At first, you try to find new ways to deal with the circumstance and plan tactics for when it happens again (Turesky and Gallagher, 2011). Also, at this point, you should consult with colleagues and the literature to gain a better knowledge and new suggestions (Geiger, Boyle, and Pinto, 1992).

4. Active Experimentation

Experimentation results from newly formed or updated notions (Kolb, 2007).  The student learns to observe what is going on and to apply their thoughts to the world around them. At this level, learning takes the shape of active experimentation with changing conditions (Chan, 2012).  Take a hands-on approach to learning and, rather than merely observing a scenario, concentrate on what actually works (McLeod, 2017). The newly obtained theoretical information is currently being trained at this level.  Reapply your own reflections and ideas, as well as improvement theories, and attempt new tactics (Lenartowicz, Johnson, and Konopaske, 2014).  Some of them will work, while others will not, and this will serve as the foundation for the next cycle.  As the experience gained during the active testing stage is transformed into the new "concrete experience" (McLeod,2017)

 

Conclusion

By recognizing and accommodating different learning styles within the organization, learning and development programs can be tailored to better meet the needs of individual employees. This can lead to more effective learning outcomes and improved performance in the workplace.

 

References

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Burke, W.W. and Noumair, D.A., 2015. Organization development: A process of learning and changing. FT Press.

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Geiger, M.A., Boyle, E.J. and Pinto, J., 1992. A factor analysis of Kolb's revised Learning Style Inventory. Educational and Psychological Measurement, 52(3), pp.753-759.

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