Building a Learning Organization
Content
LEARNING IN A HUMAN RESOURCE DEVELOPMENT CONTEXT
Lecturer Syafaruddin Alwi
BUILDING A LEARNING ORGANIZATION
•
Encouraging more systems thinking-letting the employee know how the company really work and how and where they fit in Fostering a shared vision-developing a common Purpose and commitment Enhancing team learning-emphasizing collective over individual contribution Motivating employees to improve their personal mastery of their job
• • •
HUMAN RESOURCE BASED COMPETITIVE ADVANTAGE
• Distinctive competencies as a result of the
development of exeptional talent and expertise
• Investment perspective of HRM view training as
an opportunity to increase long-term productivity
• Training is viewed as the solution to a number
problems such as skill deficiencies, preventing skill obsolescence and avoiding shortages of qualified workers
Learning and Training Model
• Management
Learning Model Output of Learning
Training Model
BENEFITS OF TRAINING
• • • • • • •
Increased motivation of employee Recognition Enhanced responsibility Implication for pay and promotion Personal satisfaction Career opportunity Improve availability of talented staff
FACTORS EFFECTIVE LEARNING
• Organizational culture
• Group and social processes
• Individual learning styles • Personality
• Learning opportunities
HRD Strategies
Training Based System
HR Competence Mentoring Coaching Self Managed Development
Teaching and learning Focus
• TEACHING • • • •
Explanations Questions/ Answer Understanding Coaching
• LEARNING • Exploit potentials • Exercises/Solutions • Continuous
improvement • Brainstorming
TRAINING AND LEARNING CONCEPTS
• TRAINING • • • • • • •
Individual based Knowledge emphasis Input oriented Class room based Focus on past Teacher led Standard cases
• ACTION LEARNING • • • • • • •
Group based Skills emphasis Output oriented Work based Focus on present/future Student led Real cases
Margerison, 1991
TRAINING AND LEARNING
• Training can be
viewed as a planned and structured process-usually characterized by an individual acting as a trainer which attempt to accelerate and structure such learning
• Learning is not just
adding to what you know. It also concerns skills, emotional development, motivation, social behavior and personality
Business Strategy and Training
Speed Strategy
Focus on time based competation Training in team process & streamlined production method Training on new developments in technology & services Training in high level of services
Innovation strategy
Focus on people so that they work faster
Quality enhancement strategy Cost reduction strategy
Focus on people so that they work smarter
Focus on people so that they work harder
Training for multiskills of individual
Four Theories on Personal Motivation in Learning
• Need for achievement (Mc Clelland,1988)
• Two-factor theory (Herzberg, 1974) • Equity theory (Adams,1965)
• Expectancy (Vroom, 1964)
NEED FOR ACHIEVEMENT
• In high need of achievement will lead an
employee to higher motivation in learning and skills development
• Individual dfferences in need for
achievement must be taken into account in providing learning opportunities in both education and occupational settings
Two Factor Theory
• Context Factors
(Hygiene Factors)
• Motivating Factors
• Achievemnt and
autonomy • Recognation and responsibility • Advancement and growth • The work itself
• • • • •
Salary Company policy Supervision Working conditions Security and status
EQUITY THEORY
• Theory is based on social exchange and
focuses on people’s perception of how they are treated in relation to the treatment received by others
• An individual in any exchange inputd to a
situation and receives reward from yhe exchange
EXPECTANCY THEORY
• Expectancy theory has real relevance to
learning • The theory state that people have preferences for certain outcomes over other outcomes • Focus must be placed on maching expectations and designing events or environment that facilitate individual achievement
Toward Learning Organization
Empl Learning Organization. Employees see big picture, have all information, formulate emergent strategy, responsible for customer satisfaction
Power to Influence Strategic direction
TM
Traditional Vertical Hierarchy. Top Manager control everything
Horizontal/Network Organization. Employees work in teams are empowered, responsible for quality
EMPL Richard L. TM Daft (1997) Power to influence work flow decisions and actions
Lecturer Syafaruddin Alwi
BUILDING A LEARNING ORGANIZATION
•
Encouraging more systems thinking-letting the employee know how the company really work and how and where they fit in Fostering a shared vision-developing a common Purpose and commitment Enhancing team learning-emphasizing collective over individual contribution Motivating employees to improve their personal mastery of their job
• • •
HUMAN RESOURCE BASED COMPETITIVE ADVANTAGE
• Distinctive competencies as a result of the
development of exeptional talent and expertise
• Investment perspective of HRM view training as
an opportunity to increase long-term productivity
• Training is viewed as the solution to a number
problems such as skill deficiencies, preventing skill obsolescence and avoiding shortages of qualified workers
Learning and Training Model
• Management
Learning Model Output of Learning
Training Model
BENEFITS OF TRAINING
• • • • • • •
Increased motivation of employee Recognition Enhanced responsibility Implication for pay and promotion Personal satisfaction Career opportunity Improve availability of talented staff
FACTORS EFFECTIVE LEARNING
• Organizational culture
• Group and social processes
• Individual learning styles • Personality
• Learning opportunities
HRD Strategies
Training Based System
HR Competence Mentoring Coaching Self Managed Development
Teaching and learning Focus
• TEACHING • • • •
Explanations Questions/ Answer Understanding Coaching
• LEARNING • Exploit potentials • Exercises/Solutions • Continuous
improvement • Brainstorming
TRAINING AND LEARNING CONCEPTS
• TRAINING • • • • • • •
Individual based Knowledge emphasis Input oriented Class room based Focus on past Teacher led Standard cases
• ACTION LEARNING • • • • • • •
Group based Skills emphasis Output oriented Work based Focus on present/future Student led Real cases
Margerison, 1991
TRAINING AND LEARNING
• Training can be
viewed as a planned and structured process-usually characterized by an individual acting as a trainer which attempt to accelerate and structure such learning
• Learning is not just
adding to what you know. It also concerns skills, emotional development, motivation, social behavior and personality
Business Strategy and Training
Speed Strategy
Focus on time based competation Training in team process & streamlined production method Training on new developments in technology & services Training in high level of services
Innovation strategy
Focus on people so that they work faster
Quality enhancement strategy Cost reduction strategy
Focus on people so that they work smarter
Focus on people so that they work harder
Training for multiskills of individual
Four Theories on Personal Motivation in Learning
• Need for achievement (Mc Clelland,1988)
• Two-factor theory (Herzberg, 1974) • Equity theory (Adams,1965)
• Expectancy (Vroom, 1964)
NEED FOR ACHIEVEMENT
• In high need of achievement will lead an
employee to higher motivation in learning and skills development
• Individual dfferences in need for
achievement must be taken into account in providing learning opportunities in both education and occupational settings
Two Factor Theory
• Context Factors
(Hygiene Factors)
• Motivating Factors
• Achievemnt and
autonomy • Recognation and responsibility • Advancement and growth • The work itself
• • • • •
Salary Company policy Supervision Working conditions Security and status
EQUITY THEORY
• Theory is based on social exchange and
focuses on people’s perception of how they are treated in relation to the treatment received by others
• An individual in any exchange inputd to a
situation and receives reward from yhe exchange
EXPECTANCY THEORY
• Expectancy theory has real relevance to
learning • The theory state that people have preferences for certain outcomes over other outcomes • Focus must be placed on maching expectations and designing events or environment that facilitate individual achievement
Toward Learning Organization
Empl Learning Organization. Employees see big picture, have all information, formulate emergent strategy, responsible for customer satisfaction
Power to Influence Strategic direction
TM
Traditional Vertical Hierarchy. Top Manager control everything
Horizontal/Network Organization. Employees work in teams are empowered, responsible for quality
EMPL Richard L. TM Daft (1997) Power to influence work flow decisions and actions
