DISCUSS HOW YOU MAY CREATE A LEARNING ORGANIZATION THROUGH THE EFFECTIVE

DEVELOPMENT OF A TRAINING PLAN.

In his book The Fifth Discipline, Peter Senge (1990, p. 1) defined a learning organiation as !"
a place #here people contin$all% e&pand their capacit% to create res$lts the% tr$l% desire, #here
ne# and e&pansi'e patterns of thinking are n$rt$red, #here collecti'e aspiration is set free and
#here people are contin$all% learning ho# to learn( (p. 1). Senge (199)) described the core of a
learning organiation*s #ork as based $pon fi'e learning disciplines #hich represented lifelong
progra+s of both personal and organiational learning and practice.
These incl$de,
Personal Master - indi'id$als learn to e&pand their o#n personal capacit% to create res$lts
that the% +ost desire. .+plo%ees also create an organiational en'iron+ent that enco$rages all
fello# e+plo%ees to de'elop the+sel'es to#ard the goals and p$rposes that the% desire.
Mental Mo!els - this in'ol'es each indi'id$al reflecting $pon, contin$all% clarif%ing, and
i+pro'ing his or her internal pict$res of the #orld, and seeing ho# the% shape personal actions
and decisions.
S"are! V#s#on - this in'ol'es indi'id$als b$ilding a sense of co++it+ent #ithin partic$lar
#orkgro$ps, de'eloping shared i+ages of co++on and desirable f$t$res, and the principles and
g$iding practices to s$pport the /o$rne% to s$ch f$t$res.
Tea$ Learn#n% - this in'ol'es rele'ant thinking skills that enable gro$ps of people to de'elop
intelligence and an abilit% that is greater than the s$+ of indi'id$al +e+bers* talents.
Sste$s T"#n&#n% - this in'ol'es a #a% of thinking abo$t, and a lang$age for describing and
$nderstanding forces and interrelationships that shape the beha'ior of s%ste+s. This discipline
helps +anagers and e+plo%ees alike to see ho# to change s%ste+s +ore effecti'el%, and to act
+ore in t$ne #ith the larger processes of the nat$ral and econo+ic #orld.
0eaders in the 0earning 1rganiation are designers, ste#ards and teachers. The% b$ild
organiations, clarif% 'ision and i+pro'e shared +ental +odels.
There are fo$r characteristics of a learning organiation,
INFORMATION IS SHARED AND ACCESSI'LE. In a learning c$lt$re, data and
infor+ation are not kept secret or hoarded b% +anage+ent. Instead, the% are readil%
accessible, so that +anagers and e+plo%ees share a co++on fra+e of reference.
LEARNING IS EMPHASIZED AND VALUED. In a learning organiation, training
and learning are high priorities. 2t 3., 4elch ne'er stopped co++$nicating this
f$nda+ental +essage, in'esting +ore than half a billion dollars per %ear in training and
learning in the 1990s. 5% )00), the %ear follo#ing 4elch*s retire+ent, 3. esti+ated that
it #as spending abo$t $1 billion per %ear on training and training6related acti'ities.
MISTA(ES OR FAILURES ARE NOT PUNISHED. In a learning c$lt$re, it is oka%
to fail #hile tr%ing ne# things. The ke% is to learn fro+ those +istakes, so that the
organiation does not repeat the+. This is an i+portant characteristic of a learning
organiation. 7othing stifles inno'ation faster than p$nishing those #ho co+e $p #ith
ideas that do not #ork o$t.
PEOPLE ARE E)PECTED TO LEARN CONSTANTLY. 0earning +$st be a part of
the c$lt$re. In other #ords, it +$st be a refle& or a habit, not so+ething that is practiced
sporadicall%. It is inc$+bent $pon +anagers to co++$nicate this to e+plo%ees, and to
lead b% e&a+ple.
!Training( refers to a s%ste+atic approach to learning and de'elop+ent to i+pro'e indi'id$al,
tea+, and organiational effecti'eness (3oldstein 8 Ford )00)). 2lternati'el%, de'elop+ent
refers to acti'ities leading to the ac9$isition of ne# kno#ledge or skills for p$rposes of personal
gro#th.
The intent of the learning organiation is to b$ild capacit% and harness the organiation:s
e&perience. These efforts are designed to foster change and transfor+ation. The creation of a
learning organiation is an organiational change effort #here change pres$pposes learning.
0earning is a f$nda+ental co+ponent of h$+an life. 1rganiational learning re9$ires targeted
s$pport and an infrastr$ct$re to capt$re and deplo% it. Therefore, organiations need to ask #hat
the roles of the ;.1, +anage+ent, tea+s and indi'id$als are.
The ;.1 has a special responsibilit% to ha'e the e&ec$ti'e tea+ engage in learning. This +eans
+ore than endorsing e&ec$ti'e ed$cation progra+s. It +eans that the e&ec$ti'e tea+ needs to
address iss$es that prepare the organiation for the f$t$re.
S$per'isors and +anagers pla% pro+inent roles in creating the learning organiation. <o# the%
chose to +anage either #ill release the energies of their associates in the p$rs$it of their co++on
'ision or #ill inhibit their abilit% to contrib$te. <ierarch% is gi'ing #a% to co+petence.
Positional a$thorit% is onl% i+portant to the person in a$thorit% #ho lacks co+petence.
If the f$nda+ental #ork $nit has shifted fro+ the indi'id$al to the tea+, tea+ learning takes on
e&traordinar% i+portance. 2s #ith indi'id$als, all tea+s are not the sa+e heritage. So+e are
thro#n together 9$ickl% to address an iss$e and then +o'e on. This is the !proble+6sol'ing
tea+.( 1ther tea+s are for+ed for +ore tho$ghtf$l considerations, perhaps ser'ing in a
planning, data6gathering, or strateg%6for+$lation capacit% to pro'ide reco++endations for others
to act $pon. This is the !anal%sis tea+(. Their pri+ar% challenge is in accessing all the rele'ant
infor+ation a'ailable in order to fra+e the reco++endations #itho$t bias.
The learning organiation is dependent on e'er%one in it. In the past, an organiation co$ld be
s$ccessf$l if it had a s$stainable core of +oti'ated, intelligent indi'id$als to steer it. Toda%,
ho#e'er, the high6perfor+ance organiation depends on e'er%one. 0earning is a pri+ar%
characteristic of fast6c%cle co+panies in the p$rs$it of co+petiti'e ad'antage.
De'eloping a 0earning ;$lt$re is based on the follo#ing,
1. To* $ana%e$ent+s ,o$$#t$ent-
2 learning c$lt$re can be de'eloped in an 1rganiation onl% #hen the top +anage+ent and
e&ec$ti'e is co++itted and deepl% in'ol'ed. The learning c$lt$re has to be top do#n and is best
cascaded #hen !0earning ;$lt$re( is stated as one of the 1rganiation =PI:s or 2nn$al
1b/ecti'es. 0earning sho$ld be i+bibed in the #ork c$lt$re and the people +$st li'e and breathe
learning c$lt$re #ith Senior >anage+ent being seen to enco$rage +acro6+anage+ent and
e+po#er+ent to their e+plo%ees.
). Al#%n#n% learn#n% ,.lt.re to /.s#ness nee!s-
The training professionals sho$ld ens$re that their +od$s operandi of de'elop+ental acti'ities is
ai+ed at learning. >anage+ent +$st +ake the e+plo%ees feel that learning is aligned to
b$siness strategies. <? professionals sho$ld reg$larl% talk #ith the line +anagers or section
heads abo$t the iss$es and proble+s the% are facing and enable the e+plo%ees to find sol$tions
thro$gh the learning process. Th$s, ens$ring that c$rrent training co$rses offered are addressing
c$rrent b$siness needs and are e&tre+el% rele'ant for the specific ti+e.
@. Sett#n% ,lear o/0e,t#1es-
There sho$ld be a clear and fir+ idea of the goals and ob/ecti'es to be achie'ed. !0earning
;$lt$re( sho$ld be a ;orporate 3oal and stated at the highest le'el of ob/ecti'es in order that it is
cascaded do#n to the organiations e+plo%ees and beco+es a part of e'er% e+plo%ee:s personal,
ann$al goals. The strategic nat$re of the /ob +$st be reflected thro$gh plans. 5est plans are
de'eloped not in isolation b$t thro$gh /oint in'ol'e+ent of colleag$es, clients and other
stakeholders in b$siness. The $se of 2ppreciati'e In9$ir% in the creation of strategic 'isions and
plans is an e&cellent tool A as recentl% $sed b% the 55;, 7<S, and 5P etc. The b$siness
ob/ecti'es are set after a thoro$gh in9$ir% #ith clients, senior +anagers, <? tea+, and the target
e+plo%ees on ho# the% #ant to de'elop their learning c$lt$re and best strategies to be adopted.
B. Personal#2#n% learn#n%-
It +$st be $nderstood that learning is #ork and #ork is learning. The learning content +$st be
appropriate and ti+el% for e'er% e+plo%ee. The learning content and o$tco+e and ob/ecti'e
+$st be c$sto+ied to each e+plo%ee. The learning needs can be identified thro$gh perfor+ance
appraisals or co+petenc% based assess+ents (or centers). .+plo%ees sho$ld be +ade to anal%e
their learning needs 'is6C6'is their perfor+ance to achie'e the organiational ob/ecti'es.
.+plo%ees can be enco$raged to #ork in tea+s, share infor+ation, learning and kno#ledge
thro$gh tea+ learning process. The peer gro$p net#orks +$st be enco$raged so that e+plo%ees
learn fro+ others in tea+s.
D. Create t"e r#%"t en1#ron$ent 3or learn#n%-
2 learning organiation #itho$t acti'e learners is like a college #itho$t st$dents. In order to
b$ild a learning c$lt$re #e +$st c$lti'ate acti'e learners b% creating a learner centric
en'iron+ent. .+plo%ees +$st be pro'ided #ith necessar% tools and the rele'ant content to
beco+e self6learners. ?efining o$r approach to learning +$st contin$all% de'elop learning
c$lt$re. It is possible to refine learning approach after getting feedback fro+ e+plo%ees. The
refined learning approach can be i+ple+ented b% piloting learning ones. 2fter assessing the
s$ccess of the pilot ones the learning approach can be i+ple+ented in the 1rganiation.
2ttention to peoples preferred learning st%les is to be considered so as to create a 'ariet% of
learning +ethods to s$it the Theorist, 2cti'ist, Prag+atist, ?eflector etc
E. De1elo*#n% ,ontra,t 3or learn#n%-
In de'eloping a learning c$lt$re e+plo%ees are e&pected to pla% a role in their career
de'elop+ent. The o#nership and acco$ntabilit% for learning sho$ld be on the e+plo%ees. The
contract of e+plo%+ent shall be clear abo$t #hat the co+pan% is prepared to offer and #hat the
co+pan% e&pects fro+ the e+plo%ee to#ards contin$o$s learning. 5$t the learning contracts
+a% not be appropriate in all sit$ations. The +ain ob/ecti'e of a learning contract is to create a
clear learning strateg% and co++$nicating the sa+e to e+plo%ees. The learning contract thro$gh
co++$nicating the clear6c$t strateg% to e+plo%ees +$st get their tacit co++it+ent for the
learning process to achie'e the goals of the organiation.
F. Re$o1#n% /arr#ers #n learn#n%-
The +ain aspect in self6learning is that the learners +a% not tolerate an% obstacle. The obstacles
if an% sho$ld be re+o'ed and the #ork life +$st beco+e hassle free for learners. The learning
co$rses +$st be int$iti'e to $se and +$st be a'ailable in one place and easil% accessible. 2s the
learning is i+portant, cost +$st not be a h$rdle in i+ple+enting a learning c$lt$re.
G. '.#l!#n% learn#n% ,.lt.re-
1ne +a% co+e across +an% barriers partic$larl% the rel$ctance of e+plo%ees to change their
beha'ior. This barrier can be re+o'ed b% de'eloping coaches and +entors to help e+plo%ee
de'elop+ent. ;oaches are to be re#arded for their ser'ices. The coaches and +entors lo'e to
perfor+ the tasks beca$se the re#ards are personalied. In b$ilding learning c$lt$re in an
organiation the #ork c$lt$re +$st ha'e de+ocratic principles. The coaches are to be assessed
abo$t their attit$des. The organiation c$lt$re shall not be of co++and and control. The learning
c$lt$re cannot be b$ilt in s$ch an at+osphere. 1rganiations to beco+e 0earning 1rganiations
shall ha'e to in'est ti+e and pro'ide reso$rces for learning.
9. En,o.ra%e e4*er#$ental $#n!set-
.+plo%ees +$st be enco$raged to e&peri+ent #ith ne# ideas and to take calc$lated risks.
1rganiations sho$ld enco$rage e+plo%ees to take ad'antage of changes taking place in
b$siness. In fact the% +$st be able to foresee changes and be prepared to ace changes.
.+plo%ees +$st be enco$raged to tr% ne# things at their #orkplace and #ithin the conte&t of the
organiation. .+plo%ees #ho are inno'ati'e, creati'e, and e&peri+ental +$st then be re#arded.
10. L#sten to t"e 3ee!/a,&-
The +anage+ent sho$ld listen to and consider the feedback fro+ the learners abo$t the
effecti'eness of the learning process practiced in the organiation. It is better to ha'e an online
assess+ent tool and cond$ct s$r'e%s to find o$t the e+plo%ees 'ie#s on the learning process and
b$ild an i+pro'e+ent plan.
Hsing the =e+p +odel of instr$ctional design to design a proper training progra+ for e+plo%ees
#ho ha'e different learning st%les. The +odel is co+prised of nine ke% ele+ents A instr$ctional
proble+s, learner characteristics, task anal%sis, instr$ctional ob/ecti'es, content se9$encing, and
instr$ctional strategies, designing the +essage, instr$ctional deli'er%, and e'al$ation
instr$+ents. >odel based on the design belief that instr$ctional design is a contin$o$s c%cle #ith
re'ision as an ongoing acti'it% associated #ith all of the other ele+ents. The =e+p +odel is
classroo+6oriented. It describes a holistic approach to instr$ctional design that considers all
factors in the en'iron+ent. It is e&tre+el% fle&ible +odel designed to foc$s on content. It is a
general s%ste+s 'ie# of de'elop+ent, all ele+ents are interdependent and all the ele+ents can
be perfor+ed si+$ltaneo$sl%. The de'eloper can start an%#here and learning needs, goals,
priorities and constraints deter+ine the instr$ctional sol$tions.
The nine ele+ents are as follo#s,
State t"e #nstr.,t#onal %oal (Element 1)
Identif% instr$ctional proble+s, and specif% goals for designing an instr$ctional
progra+.
4hat are the instr$ctional proble+s being addressedI
4hat are the instr$ctional strategies that are +ost appropriate for the
content and the target pop$lationI
Anal2e learners 5Ele$ent 67
.&a+ine learner characteristics that sho$ld recei'e attention d$ring planning.
4hat is the age of the st$dentsI
4hat +at$rit% and intellect$al le'el are the st$dents atI
4hat prior co$rses and skills ha'e been +asteredI
4hat learning st%le do the st$dents: best respond toI
Sele,t $et"o!8 $e!#a8 an! $ater#als 5Ele$ent 97
Identif% s$b/ect content, and anal%e task co+ponents related to stated goals and
p$rposes.
4hat +edia and +aterials present the instr$ction +ost effecti'el%I
4hat +edia and +aterials appeal +ost to the learning a$dienceI
4hat +ethods of instr$ction appeal +ost to the learning a$dienceI
4hat +ethods are co+patible #ith selected +edia and +aterialI
4hat +edia can be s$pported b% e9$ip+ent a'ailableI
State t"e o/0e,t#1e 5Ele$ent :7
State instr$ctional ob/ecti'es for the learner.
4hat are the goal ob/ecti'es of the instr$ctionI
4hat beha'iors do %o$ #ish the st$dents to de+onstrate after instr$ctionI
4hat le'el of +aster% of the s$b/ect is desired after instr$ctionI
Mana%e ,ontent 5Ele$ent ;7
Se9$ence content #ithin each instr$ctional $nit for logical learning.
Is the content organied for opti+al learningI
Do the instr$ctional $nits flo# fro+ one $nit to the otherI
Does the lesson b$ild $pon each other in a logical se9$enceI
Sele,t strate%#es o3 learn#n% 5Ele$ent <7
Design instr$ctional strategies so that each learner can +aster the ob/ecti'es.
2re st$dents allo#ed and enco$raged to acti'el% participate in instr$ctionI
Do e&ercises keep the st$dents interested in s$b/ectI
2re e&ercises set $p to recei'e feedback fro+ the st$dentsI
Ut#l#2e $e!#a 5Ele$ent =7
Plan the instr$ctional +essage and deli'er%.
Do all selected +edia operate as desired (fit deli'er% +ethod)I
Is there contingenc% +edia set asideI
E1al.at#ons 5Ele$ent >7
De'elop e'al$ation instr$+ents to assess ob/ecti'es.
Does feedback re'eal an% need for correctionsI
4hat re'isions +$st be +ade to correct shortco+ingsI
2re all needed changes co+pleted before f$rther instr$ctional e'ol$tionsI
Ut#l#2e $ater#als 5Ele$ent ?7
Select reso$rces to s$pport instr$ction and learning acti'ities.
2re all +aterials organied for effecti'e distrib$tion and instr$ctionI
2re there contingenc% +aterials set asideI
?eferences,
http,JJ###./+l6di'ersit%6training De'eloping a 0earning 1rganiation
http,JJ+anage+enthelp.orgJtrainingJ
http,JJinfed.orgJ+obiJpeter6senge6and6the6learning6organiationJ