WK4 ASSIGNMENT MGT547

Comparison of learning theories

Name

Institution

Comparison of learning theories

With regards to MacArthur`s organization, it is essential to conduct an analysis of the workflow process and organizational components that will be impacted by the transformation (Harper, 2015). Failure to appreciate an analytical process results in an obsolete process. Questions regarding the value of the process should be addressed and most importantly, the ability of the workforce to implement the process.

The process is supposed to be structured into comprehensive components and steps making use of value stream mapping; with each step evaluated concerning the client needs and workforce capabilities (Cichocki, Ansari, Rusinkiewicz and Woelk, 2012). Typically, this learning situation is presented with the use of class sessions, case studies and on the job training. It is of essence that the instructive method is well expressed providing the learner with practical examples, guidelines, and a self-evaluation metrics.

Constructivism Learning Theory

To improve performance as well as enhance the capabilities to deliver as a learning organization; the institution should adopt the Constructivism Learning Theory; the school of thought perceives learning process as an activity in which the employee is actively involved in constructing new concepts and ideas with a basis on the past knowledge and experiences (Moon, 2013). Alternatively, “learning involves constructing one’s knowledge from one’s own experiences” (Siemens, 2014). This learning process is a personal endeavor; the concepts acquired are readily applicable in the real world.

It is also referred to as social constructivism; in this case, learners are guided by experienced members of the organization (Kiraly, 2014). Constructivism in itself has a series of variations including discovery learning, Knowledge building, and active learning. Despite the variety, this model promotes the learners` free mind and exploration. The aspects of constructivism are found in experiential, self-directed, and transformational learning, situated cognition, religious and reflective practices.

Aligning the organizations’ objectives, missions, and goals with the constructivism theory; the framework supports the learners in the workflow learning and implementation towards improving performance.

In the contemporary business world, firms should have an eye on the continuous learning process. Change is arguably the only constant variable in the competitive environment. This fact appreciates that learning is an essential factor in managing change. I would suggest that the organization constructs their mission and goals along these lines:

Focus on the goal

Inceptions of new technologies and concepts in the organization often find the stakeholders unawares; also, they employees can easily forget why the change was introduced in the first place. How does the change help the organization achieve its goals and objectives? How does it support the organizations’ missions and statements? For a majority of employees, it is irritating to introduce change for the sake of change Scheer, A. W. (2012). . With this in mind, it is important that the management establish and highlight how the change upholds the organization`s goals, to what degree will it cause disruptions and how long will the implementation process take.

Explain and Train

Clarity is a key to helping the workforce adopt change. The management should be able to highlight the changes, demonstrate why they are necessary and how they will be implemented for the benefit of everyone. The employees should be able to access necessary information, updates and training materials while they are adapting to the change.

The learners should be able to engage in their abilities. This is crucial since every individual have their personal speed of comprehension.

Components of a successful learning experience:

· The goal of the training should be clear

· The employees should be involved in the determination of learning goals and abilities.

· The session should be participative

· New learning materials should be connected to the past experiences.

· The learning environment should be informal and supportive

· The training should be an interactive process

· The format should be appreciative

Feedback, Progression, and Innovation

The simplest way to establish that the ideas and suggestions are being incorporated is through initiating an engagement platform. The management should come up with a feedback mechanism that connects the organization in both the horizontal and vertical structures. This feature enables the institution`s structure, values, and systems support and increases learning for the entire workforce. The conviction that an institution needs to adopt a learning culture begins with the workforce adopting a mindset that learning is a continuous process and failure is part of it (Rosemann and vom Brocke, 2015). The workforce needs to have an aptitude for self-learning and accountability with regards to the learning process.

Conclusion

The process results in continuous improvement in the organization’s performance and service delivery, functional units and management structures. In addition to the model is a plus in the organizations’ bottom-line, a continuous learning culture increases the feeling of trust, teamwork, and creativity within an organization. This system keeps the organization up to date, giving it a competitive edge and most importantly, motivating the employees who are crucial components in the production process. Systems thinking will enable the institution to evaluate the chemistry of the various systems in the organizational structure. The management can then make informed choices and actions when they can assess the organization from a holistic view.

References:

Cichocki, A., Ansari, H. A., Rusinkiewicz, M., & Woelk, D. (2012). Workflow and process

automation: concepts and technology (Vol. 432). Springer Science & Business Media.

Harper, C. (2015). Organizations: Structures, processes and outcomes. Routledge.

Kiraly, D. (2014). A social constructivist approach to translator education: Empowerment from

theory to practice. Routledge.

Moon, J. A. (2013). A handbook of reflective and experiential learning: Theory and practice.

Routledge.

Rosemann, M., & vom Brocke, J. (2015). The six core elements of business process

management. In Handbook on business process management 1 (pp. 105-122). Springer Berlin Heidelberg.

Scheer, A. W. (2012). Business process engineering: reference models for industrial enterprises.

Springer Science & Business Media.

Siemens, G. (2014). Connectivism: A learning theory for the digital age.