Winch, A. and Ingram, H. (2002). Re-defining the focus of workplace learning

Winch, A. and Ingram, H. (2002).  Re-defining the focus of workplace learning.  International Journal of Contemporary Hospitality Management, 14(7), pp. 361 - 367.  Retrieved on June 5, 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0410140706.pdf

Introduction

The rise and domination of essential technology has caused a scramble to secure market share economy.  Organisations have realised the unique competitive edge knowledge brings, and platforms to secure global information are now available at the touch of a button.  Winch and Ingram state that the prevalence of choice indicates there is an uncertainty about the direction in which technology is growing.  Questions they pose concerning e-learning strategies:

• How do people learn?  We contend that the energy must be focused on the learner, not on the technology.
• How will technology inform the relationship between the individual and the organisation?
• Will this relationship be characterised by a pre-defined box of knowledge or will it provide the freedom to think and create?

A study of Interbrew, UK provided a learning and development model that has transformed the organisation from a competency-based learning community to a curriculum that embeds corporate strategy.

Learning and maturity

Epistemic belief, or personal construct, is either the block or motivation to accepting change.  Social interaction is a means to make collective meaning and create new standards.  Supportive structures in communities embed learning activities.  However, training programs are seen to teach an individual superficial abilities, whereas learning is a deeper cognitive process that empowers.  The content and quality of training programs ensures quick success that facilitate the know-what stage of development.  Learning is born of a desire to know how and why.

Developing learning systems within communities generates a bond in members that encompasses the tacit underlying function of the organisation.  As learning comes from the ground up, novice members are introduced to holism as a perspective from which to view the community.  Action learning involves collaborative sense-making negotiated from the environment.

The developmental stage that an individual is engaged with is reflective of the capacity for behavioural output.  IQ levels are somewhat secondary in significance to the influence, or internal pressure, an individual has over negotiated meaning-making.

Piagett's model of child development, researched to identify the seven stages of adult development, shows that stages can only be processed over time (e.g being 30 or 40 years old is not better or worse than any other age, it's just different).  Winch and Ingram describe the stages as:

1. Opportunist.  Focus is on self-awareness, self-interest, self-protection and impulse;
2. Diplomat.  Is defined by socially acceptable behaviour and belonging.
3. Expert.  An internal craft logic rules, there is strong need for consistency and improvement.  Rational behaviour is exhibited;
4. Achiever.  Heavily focused on results, goals and plans;
5. Individualist.  Has an awareness of relativity, and is confident in her ability to create an impact.
6. Strategist.  Is process- and goal-oriented, with a comprehensive  understanding of organisational systems.  Development over time.
7. Magician.  There is an interplay of awareness, thought, action and effect.  Transforms self and others.

• up to and including achiever status - conventional;
• individualist, strategist and magician - post-conventional.

16% of the studied population tested positive for post-conventional status, and 1% tested positive for magician status.  Managerial groups are predominantly post-conventionalists.  The stage an individual is in correlates to learning styles and approach to life.  The effectiveness of individual lies in her maturity.

Research

Using Interbrew as a case study, Winch and Ingram were able to integrate theory with tests and interviews when researching action learning.  Ultimately, they learned that action learning requires more than just a content driven program.  Furthermore, the level of maturity managers have directly influence the approach taken.

Action learning

Interbrew runs training through its business school.  Interviews with employees gave clear indication that action learning allows individuals to process information in such a way that multi-level learning occurs (e.g. improved networks, new relations).  Traditional hierarchical roles are flattened as group members bond and work together according to competence.  Novice or junior members feel a sense of engagement, that contributed pragmatism offers new insight.

Leadership maturity program

Of the 47 test respondents, most were categorised as having the achiever profile, with expert and individualist profile-types came next.  There were 2 diplomats and 1 strategist.

Results of the study revealed that each individual who attended training reported an increase in positive self-perception and value.  Action learning was found to facilitate the need for reflection on direction and goals.  Additionally, the level of maturity an individual possesses affects factors such as task performance, function and gender.  In view of the fact that individuals process developmental stages in their own time and according to their experience, management trainers are required to consider methods of assessment that enhance reflective learning.

Summary findings from the research

contributions from the interviews reveal the following:

• individuals are characterised by epistemic belief that shapes internal passion, reason, identity, and future;
• learning is chaotic in that it is not a linear process, and very often does not conform to behavioural input-output theory immediately, or recognisably;
• as individuals develop at different times, support structures work best when processes are learner-driven and learner-centered;
• the complexity of developing future talent in-house should not be left to operations managers who are guided by "toolkits".  An active and integrated approach is required.
• action learning is an explicit strategy that raises an awareness of the value of knowledge by creating varied outcomes.  The variety in outcomes experienced is a reminder that each individual realises potential in abstract ways that expresses epistemology.
• leaders are required to demonstrate the abilities developed from double-loop learning, and to work reliably within diversity and adversity.  The ability to build and maintain genuine trustworthy relations internally and externally generates the courage to actively contribute towards community mission.
• the organisation transformed to the stage of achiever/expert, which suggests that while individualists have much to contribute, they were rejected.

A revised model

Winch and Ingram's hypothesis was confirmed by the study, with minor modifications made to the model as praxis confirmed theory.  Themes from literature were identified, but the exact nature of what happens between learning and outcome has not been isolated.  Given this, Winch and Ingram present a revised model.

The second model is completely learner-centered instead of viewing the individual as one of several vital aspects.  Interpersonal congruence interlinks social groupings to form culture, that leads to innovation and creativity in acceptable standards.  Meaning-making and identity is a negotiated compromise that is fundamental to the learning process.

The study findings

Interbrew verified that action learning makes a strong impact in supporting group strategy.

Evaluation of current learning provision

Observations of prior practice included the analysis of role model skills and attributes.  While specialists bring expert knowledge, they are not always equipped to manage or transmit learning.  Appraisals require updates to take into consideration the new needs of individuals within the current context.

Study recommendations

Based on their findings, Winch and Ingram propose three central themes: strategic principles; learning and development expertise; and an overarching framework.  With individuals at the forefront, the learning experience should focus on activity as an integral function to acquiring content.  Thus, new principles to be adopted as a matter of concern are:

• human centered learning strategies;
• having the perception that organisations are living entities, rather than machines;
• expecting human behaviour, and not conceptual modes of being;
• holistically accepting the individual in order to align learning strategies that realise potential.
• implementation of these principles be contained to individuals who have established the role as a career in the field so that learning becomes a 'gateway' rather than an 'add-on'.

Integrating the learning model and recommendations

Given that individuals learn at their own pace, the learning and development strategy can only hope to effect the right environment.  In reconciling organisation and individual through education, separation occurs.  Personal paradigm shifts are required (e.g. non-delusional).  When constraints are 'discovered' through learning, resistance occurs.

Implications for learning and development in organisations

Knowledge workers are becoming an asset and valued resource as organisations do their best to sustain a competitive edge.  Until an individual has achieved a sustainable life for herself, working memory is distracted.  Personal development becomes a pressing need and, if aligned with organisational purpose, enjoyment can be found in correlated growth.  Organisational literature perpetuates the perspective of current development and are practical approaches to building metatheory.