Personality, Learning and Development: Working Environment - Essay Example

Introduction The process of learning and development in the working environment for most adults is a dynamic and often complicated process. In most cases, it is a process which is unique to each individual based on personality types, intellectual capacity, personal preferences, and similar considerations. Various theories help explain the learning process. This paper shall now critically review the theories of learning, particularly those that apply to adult learners. It shall also consider various ways where organizations facilitate learning. This paper shall consider two of these methods and evaluate them in terms of relevant learning theories. It shall then assess the continuing effectiveness of those methods against the backdrop of the changing nature of the work and the workplace. Finally, this paper shall conclude its discussion about the impact of the changing nature of work on learning processes. This paper is being conducted in the hope of securing a deeper and more comprehensive understanding of personality, learning and development in the work environment of adult learners. Discussion Theories of learning (adult learners) The theories of adult learning include, among others, instrumental learning which covers cognitive, behavioural, and humanistic theories; self directed learning; and experiential learning (Amstutz, 1999, p. 22). Instrumental learning basically focuses on a person’s individual experiences. The behavioural and humanistic theories support a person’s autonomy in the learning process and eventually help to ensure the personal growth of the person. This theory emphasizes on self and on competition with liberal traditions using instrumental learning in the acquisition and development of logical perspectives (Merriam & Brockett, 1997, p. 33). In relation to instructional knowledge, behavioural learning is the foundation of competency-based learning and training programs. It is seen to eventually lead to standardization. Behavioural learning theories utilize the more dominant beliefs about knowledge; therefore the more cultural or local aspects of knowledge are not recognized as legitimate (Amstutz, 1999, p. 23). Humanism is a theory involved with the learner and his self-actualization. This theory views the learner as highly motivated and eager to learn. There are however different issues in relation to instrumental learning theories. One issue is the fact that it is a theory which focuses on individual and psychological structures which are not in sync with group-oriented social processes (Barr & Birke, 1995, p. 119). Another issue is the fact that adult educators often misinterpret instrumental learning to be representative of the entire adult learning. Moreover, various critics also point out that instrumental learning is ethnocentric and is framed in a Western, white, and male perspective (Amstutz, 1999, p. 23). Another theory in adult learning is self-directed learning. This theory basically sets forth that adults are able to plan their own learning, and they often end up choosing the content and the processes of learning on their own (Amstutz, 1999, p. 23). Based on andragogy, self-directed learning is a crucial goal of adult learning and it is a goal which highlights the importance of autonomy and individual learning (Flannery, 1995, p. 149). This theory of adult learning does not however consider the social context where self-directed learning often takes place (Amstutz, 1999, p. 23). It also considers self-directed learning as something which is effective even as it discounts the benefits of collaborative learning. Another theory in adult learning is the experiential learning theory. From the word experience alone, this theory bases the learning process on experiences. This is also the basis of progressive education which emphasizes on the importance of experience in improving knowledge (Amstutz, 1999, p. 24). Bruner and Piaget both highlighted the importance experience in the process of learning. They recognize that learning through experience helps to ensure the sharing of data in equal relationships which later promote the growth of the learners (Jackson and MacIsaac, 1994, p. 24). Other theorists however take issue with this theory for its blind focus on developing individual knowledge – also limiting the social context of knowledge. “It often focuses on developing competencies by practicing skills in specific contexts and so can be behavioural in practice” (Amstutz, 1999, p. 24). These theories all share common issues – that of not focusing much on the social context of learning. The instrumental theory of learning focuses on individual learning and this is also the focus in self-directed learning. Experiential learning on the other hand focuses more on what the learner can experience for himself. In so many ways, it is also often deemed to be highly focused on the individual learning process or experience. Examples on how organizations facilitate learning Organizations are facilitating learning through the application of different techniques and processes. Some of these organizations are focusing on innovation and adaptation. Both are important elements of learning (Nevis, DiBella, & Gould, 1995). Motorola has adapted both approaches in their organization. They have come to apply innovative learning in the development of new products and they have also applied more adaptive processes in relation to processes belonging to other companies. American Airlines, Wal-Mart, Merck, and Rubbermaid have adapted more innovative approaches in the learning process (Nevis, DiBella, & Gould, 1995). Through these applications, they have ensured that that process of learning is alive and well in their companies. The product-process focus has also become a crucial consideration for some companies and their focus in either of these elements has significantly impacted on the learning process for these companies. Once again for Motorola, it has focused its learning investments on both products and processes. Their executives have taken the time to focus on the processes, as well as the outcomes of learning. They have also given less attention to people processes, and more on technical processes (Nevis, DiBella, & Gould, 1995). In contrast to Motorola, MIC (Mutual Investment Corporation), EDF (Electricité de France), and Fiat have focused their learning processes on product issues; only now are they putting any focus on process issues. The learning process in organizations can also be seen with the application of the double-loop learning, as opposed to the single-loop learning (Argyris and Schon, 1978, p. 82). Companies who are more willing to test assumptions also avoid poor functioning. But it is also important for these companies to accept assumptions on learning; or for these companies to apply both methods of learning. The EDF has been known to focus more on incremental issues without questioning basic assumptions (Nevis, DiBella, & Gould, 1995). In the process, it has managed to devote its resources towards efficient and safe operations with small improvements in operations rather than major transformations. On the other hand, Fiat has learned to question the assumptions on its new product development processes (Nevis, DiBella, & Gould, 1995). MIC has focused its learning process towards the transformational mode, especially with its marketing groups applying a questioning learning style. Motorola has applied both methods of learning with the founding family accepting organization renewal which has set forth various changes in the products of the company (Nevis, DiBella, & Gould, 1995). Nevertheless, its strong support to efficient learning has prevented the questioning of basic assumptions set forth by the company. Analysis of two methods Applying either innovation or adaptation can be explained under the cognitive theory. Cognitivism is explained by Piaget and other theorists as the process of focusing on the processes of the mind – not on behaviour (Nevis, DiBella, & Gould, 1995). The process of inventing something is first and foremost a mental process which eventually translates to a physical or behavioural process. This is where the behavioural process applies in terms of the application of popular and dominant beliefs. The behavioural process also includes adaptation since innovations from other countries or companies are adapted and re-fashioned into similar useful innovations (Nevis, DiBella, & Gould, 1995). Companies often reach crossroads in their existence in terms of coming up with innovations or adapting such innovations to fit the organization’s needs. In resolving this dilemma, a cognitive process has to be applied. The organizations are now encouraged to mentally process the dilemma and to evaluate how learning can be achieved by the organization. The behavioural theory seeks to offer a place for adaptation in organizations. The process of adaptation involves changes in behaviour and practical applications of such changes fashioned based on organization needs and learning directions (Nevis, DiBella, & Gould, 1995). Experiential learning can help explain the single loop and the double loop practice applied by Motorola. Experiential learning is about using experience as basis for knowledge and learning. Accepting or challenging assumptions can be carried out by actually going through the experience and by allowing the experience to create results which may or may not support the original assumptions about new or existing knowledge (Harrison and Leitch, 2008, p. 109). The theory of experiential learning helps companies and learners to accept the original and existing assumptions within the organization; and it also helps these organizations in challenging these assumptions and to establish knowledge which would help prove or disprove such assumptions. Effectiveness of such methods based on the changing workplace The workplace is an ever-changing place. In most cases, high performance workplaces are also dynamic and are likely to introduce changes to its processes when necessary (Industrial Relations Victoria, n.d. 1). With the increased pace by which high technology is being introduced to society in general, the workplace has become a highly active and technological workplace, with processes being changed constantly and workers expected to cope with such changes. The methods of accepting innovations and adaptations in the workplace are effective applications in the midst of this changing workplace (Thaler, 2002, p. 9). Although it is prudent to keep organizations stable with standards or practice which are seen in its daily activities, these standards will eventually lose their applicability in the face of the dynamic business and technological world. The process of accepting innovations in the workplace helps to keep pace with the changes being introduced in the workplace (Thaler, 2002, p. 9). Innovations are one of the more constant and expected elements for dynamic corporations. For current organizations to survive the globalized world, these innovations have to be wholly embraced and accepted by the organizations. In order to accommodate such innovations, the workplace has to be also to be changed and adjusted accordingly. When new means of information technology are made available in order to ensure company efficiency, the workplace and the workers therein are expected to embrace and immediately apply such new IT methods in order to keep the company updated and competitive. Without such concessions in the workplace, the organization may be overtaken and overrun by other more dynamic and more vigorous organizations (Thaler, 2002, p. 8). Choosing to adapt an existing technology is an option which can help ensure that even in the absence of innovations changes can still be integrated into the organization. So long as the adaptation of these technologies can assist the organization, these options may be even less costly for the organizations to consider because these organizations do not have to go through the long tedious process of conceptualizing original ideas for the organization (Lansbury, 2000, p. 2). Instead, adapting other technology from other organizations which can serve more or less the same interests in the corporation can also prove to be a healthier option for organizations. Conclusion The changing nature of work on learning processes makes the introduction of innovations into the workplace an easier process and transition. The dynamic nature of work gives openings for changes and innovations in the workplace and eventually gives the organization a chance to easily adapt such innovations into its processes. In some instances, constant changes in the nature of work may make it more difficult for some workers to learn organization processes. However, in the end, current trends in the workforce point to the presence of various changes which have to be introduced in the workplace. The high technology workplaces have a dynamic work environment which welcomes changes and upgrades. For other organizations and employees who cannot cope or accept such constant changes, they would likely be deemed less competitive in the market or in the organization. The learning process is a continuous process and each learning activity is bound to bring forth a variety of changes to the organization. When organizations make room for changes in the workplace, they are also making room for high technology and for the best available knowledge in the practice. Works Cited Amstutz, D. (1999) Adult Learning: Moving Toward More Inclusive Theories and Practices, New Directions for Adult and Continuing Education, viewed 01 January 2010 from http://fsu.edu/~elps/ae/download/ade5385/Amstutz.pdf Argyris, C & Schön, D. (1978) Organizational Learning: A Theory of Action Perspective, Reading, Massachusetts: Addison-Wesley. Barr, J., and Birke, L. (1995) Cultures and Contexts of Adult Learning: The Case of Women and Science, Studies in the Education of Adults, volume 27 (2), p. 119 Flannery, D. (1995) Adult Education and the Politics of the Theoretical Text, In B. Kanpol and P. McLaren (eds.), Critical Multiculturalism: Uncommon Voices in a Common Struggle, Westport, Conn.: Bergin & Garvey Harrison, R. & Leitch, C. (2008) Entrepreneurial learning: conceptual frameworks and applications, London: Routledge Jackson, L., and MacIsaac, D. Introduction to a New Approach to Experiential Learning, In L. Jackson and R. S. Caffarella (eds.), Experiential Learning: A New Approach, New Directions for Adult and Continuing Education, no. 62, San Francisco: Jossey-Bass Lansbury, R. 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