Incorporating Learning & Development in an Organization

Learning and Development are the one of the main required factors of an organization that wants to stay in the economic modern world and competitive environment (Gilaninia, Rankouh and Gildeh, 2013). The organization needs to identify the appropriate method to incorporate those learning and development requirements into the organization system. If the organization does not identify such appropriate practices and methods it may affect the future survival of the organization and the expected return on investment in the organization (Burke and Noumair, 2015).

The organization implements various programs for all employees for the future of the organization and increased productivity (Gubler, Larkin and Pierce, 2018). Any organization consists of a variety of trained, untrained, experienced and inexperienced employees. These different types of employee levels need to be identified as the organization's management makes various investments to increase employee productivity. If the investment is made without the organization management realizing those levels, the organization will not be able to achieve the expected outcome (Storey and Westhead, 1997).

Kolb's learning theory (1974) presents four different learning styles based on a four-stage learning cycle. One thing Kolb explains is that different people naturally prefer a certain single different learning style. There may be factors that influence a person to follow a learning style they prefer (McLeod, 2017).

For Example, Factors such as social environment, educational experiences and past experiences can influence a person to choose the learning style they prefer.

A comprehensive method of how effective learning is conducted was introduced by Kolb. In his learning cycle there are 4 vital steps.

Figure 1: Kolb’s Learning Cycle

Source: McLeod, 2017

1. Concrete Experience:

This could be a completely new experience or a re-imagined experience that has already happened (Kurt, 2020). In another way, this can be a new experience or situation or a redefinition of an existing experience in the light of new concepts. For people who want to learn, it is not enough just to read about it or to look at it. They need to actively engage in that work to gain new knowledge (McLeod, 2017).

For Example:-

A young man completes his studies and joins an organization as a Management Trainee to gain new experience. There, during the initial period, the trainee gains experience in the processes of the organization.

2. Reflective Observation:

After engaging in a Concrete Experience, the learner takes steps back to reflect on the task at hand (Kurt, 2020). This stage of the learning cycle allows learners to ask questions, share ideas and discuss experiences with others (Stice, 1987). Communication is very important in this case, it allows the learner to recognize any discrepancy between their understanding and experience (Kolb, Boyatzis and Mainemelis, 2014).

For Example:-

In this stage, training persons reflects on what they gained experience. The training persons work to share that experience with people with expertise in the organization, friends and co-workers and begins to think about other people's ideas.

3. Abstract Conceptualization:

In this stage, learning involves using theories, reasoning, and ideas rather than emotions to understand problems or situations (Atkinson and Murrell, 1988).  In general, learning relies on systematic planning and develops theories and ideas for problem-solving (the person has learned from their experience) (McLeod, 2017). The question that leads to this stage goes beyond the questions in the reflective Observation stage: What can I do better or differently?  How do I improve?  At first, you try to find different ways to deal with the situation and think of strategies when you experience the same situation again (Turesky and Gallagher, 2011). Also, this is the stage where you should consult colleagues and literature to get a better understanding and more ideas (Geiger, Boyle and Pinto, 1992).

For Example:-

The trainee person tries to think about the organization process difference between the prior understanding of the organizations experience and the post-experiential understanding. There, the trainee works to develop new concepts, giving priority to theoretical and logical ideas for problem solving.

4. Active Experimentation:

Newly created or modified concepts lead to experimentation (Kolb, 2007).  The learner learns to see what is happening and apply learner's ideas to the world around them. At this stage learning takes an active form - experimenting with changing situations (Chan, 2012).  Take a practical approach to learning and, as opposed to simply watching a situation, focus on what really works (McLeod, 2017). This stage is now training the newly acquired theoretical knowledge.  Re-apply your own reflections and thoughts as well as theories about improvements and try new strategies (Lenartowicz, Johnson and Konopaske, 2014).  Some of them will work, others will not, so this is automatically the basis for the new cycle.  As the experience in the active testing phase becomes the new “concrete experience” (McLeod, 2017).

For Example:-

The trainee person tries to experiment with newly created or modified concepts.

List of Reference

 

Atkinson Jr, G. and Murrell, P.H., 1988. Kolb's experiential learning theory: A meta‐model for career exploration. Journal of Counseling & Development, 66(8), pp.374-377.

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

Chan, C.K.Y., 2012. Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method. European Journal of Engineering Education, 37(4), pp.405-415.

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.

Gilaninia, S., Rankouh, M.A.A. and Gildeh, M.A.P., 2013. Overview on the importance of organizational learning and learning organization. Journal of Research and Development, 187(941), pp.1-6.

Gubler, T., Larkin, I. and Pierce, L., 2018. Doing well by making well: The impact of corporate wellness programs on employee productivity. Management Science, 64(11), pp.4967-4987.

Kelly, C., 1997. David Kolb, the theory of experiential learning and ESL. The Internet TESL Journal, 3(9), pp.1-5.

Kolb, D.A., Boyatzis, R.E. and Mainemelis, C., 2014. Experiential learning theory: Previous research and new directions. In Perspectives on thinking, learning, and cognitive styles (pp. 227-248). Routledge.

Kolb, D.A., 2007. The Kolb learning style inventory. Boston, MA: Hay Resources Direct.

Kurt, S., 2020. Kolb’s experiential learning theory & learning styles. Educational Technology. https://educationaltechnology. net/kolbsexperiential-learning-theory-learning-styles.

Lenartowicz, T., Johnson, J.P. and Konopaske, R., 2014. The application of learning theories to improve cross-cultural training programs in MNCs. The International Journal of Human Resource Management, 25(12), pp.1697-1719.

McLeod, S., 2017. Kolb's learning styles and experiential learning cycle. Simply psychology, 5.

Mohamed, A., Rasli, A. and Mansor, N.A., 2012. Business impact and ROI: a proposed approach to learning and development investment. Procedia-Social and Behavioral Sciences, 40, pp.596-603.

Morris, T.H., 2020. Experiential learning–a systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), pp.1064-1077.

Raschick, M., Maypole, D.E. and Day, P.A., 1998. Improving field education through Kolb learning theory. Journal of Social Work Education, 34(1), pp.31-42.

Rupčić, N. (2017), "Spiritual development – a missing and powerful leverage when building learning organizations", The Learning Organization, 24(6), pp. 418–426

Stice, J.E., 1987. Using Kolb's Learning Cycle to Improve Student Learning. Engineering education, 77(5), pp.291-96.

Storey, D.J. and Westhead, P., 1997. Management training in small firms–a case of market failure?. Human resource management journal, 7(2), pp.61-71.

Turesky, E.F. and Gallagher, D., 2011. Know thyself: Coaching for leadership using Kolb’s experiential learning theory. The Coaching Psychologist, 7(1), pp.5-14.