We all scream for learning

Richard Swanson and Elfwood Holton, III tell us that “learning has always been at the heart of HRD, and it continues to be a core part of all paradigms of HRD” (p.149). How then can learning be made more powerful in organizations? First we must look at the role learning currently plays in most businesses. In my experience learning is the direct response to problem solving, that is to say that learning occurs as a means to an end. Sometimes learning occurs in a formal environment such as a mandatory training to access specific software or to pass a job requirement. Other times learning is more indirect, figuring out how to accomplish a task when no other solution is in place. In both cases learning is the “effect” rather than the cause; it’s a secondary response to solve a primary concern. When learning is only performed in these environments, its power is limited at best. To increase the role of learning, we must move it to becoming the primary cause. This can be accomplished through a variety of ways, such as offering trainings that aren’t mandatory but might increase efficiency. Encourage workers to brainstorm more effective solutions to everyday activities before problems arise. Creating a “learning friendly” workplace allows the learning process to realize its potential in employees and organizations as a whole.

Informal and Incidental learning demonstrate this idea. Through this learning model, the control of learning is determined by the learner and is a byproduct of another activity. Although this can take place in a workplace where learning is not specifically encouraged, it will flourish in an environment where workers regularly try new things and aren’t punished for collaboration. Consider Social Learning, one of the metatheories of learning, which argues that people learn through their interactions with other people and from observation. (This is particularly evident with new employees who learn the ropes from seeing how other employees conduct themselves and interact with each other and management.) Some employees will receive a mentor to guide them in learning a new role or skills, an example of informal learning. Others will learn through socialization, the process of passing along organizational culture to new employees, and could easily lead to incidental learning.

The Andragogy in Practice Model also demonstrates how to enhance the application of adult learning in human resource development. Having goals and a purpose for learning allows adults to better focus their attention on particular areas of interest. This may include individual growth (shown to be a major factor in adult learning), institutional growth where organizational performance is a focus, or societal growth that allows an individual to gain the knowledge which will help the community or society at large. Being aware of individual and situational differences allows a facilitator to teach in the most effective way. The differences in subject matter may require a teacher to adjust their teaching methods. Being aware of situational differences allows the teacher to troubleshoot potential problems before they occur, making the learning process much easier to navigate for everyone involved. Perhaps most important is considering individual differences. For examples students in HRD class with a previous knowledge of psychological theories and studies will most likely be able to learn human resource material (which has a large base in psychology) faster than students with a business background. The flexibility of these different approaches underscore the important of the Andragogy in Practice Model to a learning environment.