Workplace Learning Environment

Introduction

In modern times workplace learning has transformed from being hugely unnoticed to appealing unprecedented interest among organizations, decision makers and researchers. This interest can be related to globalization, social and technological shifts, economic changes and business developments. The notions of learning associated to job roles and learning happening at organizations are not new still concepts like ‘lifelong learning’, the knowledge economy and learning society have participated to the development of organizational learning or structured workplace learning as a unique area of enquiry.

Telstra is Australia’s top most information and telecommunication services organization, presenting a complete series of communications services and competing in all markets of telecommunications. Within Australia, the company offer 16 million mobile service provisions, 7.5 million fixed voice services while 3 million retail fixed broadband services. Telstra assist its people to persistently grow their knowledge and skills, acquire more in their jobs and are more effective in their professions (Telstra.com.au, 2015). The paper has tried to analyze the workplace learning environment with reference to Telstra in order to gain an empirical understanding into the topic. The identification of workplace learning as a way of attaining sustainable competitive edge for organizations and individuals alike have also appealed a huge deal of interest to assure that learning styles in workplace is beneficial. This paper will develop a strategy for workplace learning environment and will try to elaborate various contexts in the process of development.

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TNA (Training Need Analysis)

A Training Needs Analysis is regarded as a formal procedure of routinely evaluating the needs and demands of employees. If employers do not routinely invest in learning, they will not be responsive to competition and change. This must be done routinely to prevent ‘knee-jerk’ response to alarming conditions. A well completed TNA will better assure that the actual needs of the employer and people are fulfilled and particular targets are also fulfilled (Baron, 2011).

A TNA will also permit employers to plan the outlook skills of groups in relation to organizational objectives and planned future shifts. If training is aimed and individuals get the particular training they require, the results or returns will be improved and participants will be more encouraged. Each will realize that they have been focused personally, rather than merely a figure in a team and this will foster motivation and loyalty (Baron, 2011).

Performance appraisals need to be utilized in combination with other data to assess performance and define training requirements. It is normally the mentor who will define these requirements. Agendas for future growth discussed during the performance appraisal, and accepted by all groups, will foster the learner to feel an authority over their self learning and establish ‘buy-in’ and motivate the integration of the learner during the procedure. This method may be further improved by determining objectives around prospective learning. Information which impacts the training verdicts is accessible from a range of sources-external as well as internal. To assure that optimum training is offered to the right personnel there must be adequate information collected. If training suggestions are offered on the basis of a feedback, rather than on provable figures or data, check to observe they are valid (Biech, 2008). Sources like appraisal texts, activity records, existing employees, consultants, client feedback, workers satisfaction surveys, health and safety records, focus groups, information systems, observation, personal development, personal logs, questionnaires, training logs and sales figures are effective sources of such data. At Telstra, the management is committed to make the company a great place to work and regarded employee feedback as a crucial aspect of the procedure (Evans et al., 2007).

 

Diversity

Several scholars accept that the organization offers a rich context for learning. In the diversified contexts of new competence and work demands there is huge consensus regarding the significance of organizations as important sites for learning new knowledge and skills. Indeed, the organization is now even titled by few as the learning organizations which refer to the workplace which provides the learning of all its participants and persistently transforms itself into an evolving workplace. Organizational learning comprises of a range of models like formal, informal and non-formal and subsidiary. On the other hand to the huge accessibility of various forms of learning, comparatively little is understood regarding its impact at organizational or individual level. The dearth of such data may engage a low extent of intentional impact at personal and organizational level to organize take up and efficiency of organizational learning (Evans et al., 2007).

Socio-cultural context

Whilst the organizational background of learning is precisely crucial, it should also be noted that the importance of the social and cultural context of learning is imperative as well. Social and cultural viewpoints on learning can be understood with the age old notion that learning cannot be completed without focusing the cultural as well as social contexts within an organization. Learning can be considered as the contribution in social practice and through this viewpoint; workplace learning environment should be regarded as an emergence of complex communication between acquisition of knowledge based within the social and work activities or practices of teams within organizations (Hafler, 2011).

A workplace learning environment strategy cannot remain as an isolated process. This is precisely a crucial consideration in realizing the results of learning in organization. This can be perceived to apply in a range of ways: the social situations in the learning situation can play an important part in how learning exposures for instance a disable learner may be held back in his or her learning due to disadvantages within the companies concerned. Furthermore, aspects like race or gender can also have an imperative impact on learning environment. For instance gender stereotyping can form the attitude of individuals and approach to learning. It can also be highlighted that workplace learning environment is typically cultural and social in nature and workplace activities are formed by cultural, historical and situational aspects that impact the kind of learning that happens through work. From the viewpoint of socio-culture, learning is identified as a social activity where it is greatly dependent upon the social condition and cultural context in which it takes place. For the aim to develop workplace learning environment to be successful then, such knowledge identify learning not as an isolated personal activity however profoundly rooted with groups of social associations (Illeris, 2010).

The point was offered earlier that organizational conditions can either nurture or hinder organizational learning; however it is not merely these aspects that can play such important role. There are other hindrances within the organization that hinder organizational learning. Workplace learning is not merely dependent on organizational situations however also on individual aspects and it has been assumed that within workplace learning all learners in the organization are normally self-motivated and encouraged. Nevertheless several employees do not have such potentials. Within workplace learning environment, willingness to learn should be precise in individuals.  Interest to learn can also be restricted if the particular requirements and potential advantages are not clear like time made accessible during working durations. Furthermore, a realization of the various forms of learning strategies utilized by people within workplaces is important to nurture a successful workplace learning program (Lewis, 2003).

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