5CSL Assignment Saaniya Kazi PDF

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Facilitating Collective and Social Learning

Saaniya Kazi CIPD LEVEL 5 LEARNING AND DEVELOPMENT |

Table of Contents

Aims and Introduction

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What is social learning?

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How is it different from other types of

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learning? Different models of collective and social

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learning Incorporation of social learning in the

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workplace Social media tools

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How social tools and e-learning help

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organizations achieve their objective Contribution of social learning to

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organizational learning and the achievement of organizational objectives.

Factors to consider when implementing a

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social learning program References

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Abstract This paper aims to discuss the theories and practices of social and collective learning. It will first differentiate between social, collective and other learning constructs - because knowing the difference, makes a difference! It will then go on to discuss how social learning and its forms are used in the workplace and how they help organizations achieve their objectives. This paper will also explore what managers need to consider when integrating a social learning culture in the workplace.

Introduction

It cannot be denied that there is an ever-increasing level of interest in the concept of ‘social learning’. But what’s all the fuss about?

We may have heard of social learning only until recently, but it has been part of workplaces for centuries. We are always learning from colleagues in one way or another, whether it is during small group assignments, at lunch breaks, in meeting rooms or at the watercooler stand. As individuals, we have recognized the advantages of forming personal and professional networks of like- minded people with whom you can share ideas, ask questions, discover new facts and acquire more knowledge. A survey by the company Kineo found that 70% of respondents ask colleagues or their personal professional network first when faced with a problem. And now, social media only amplifies this! Everyone is just two taps away for any kind of help/advice. Therefore, organizations today are looking for ways to integrate social learning into their employees’ continuous personal development and use what we already have around us to fit and meet our needs.

In this paper, I aim to discuss what social learning is and how a social learning culture can be integrated into an organization. I will also explore the different types of social learning (such as e-learning or working in small groups) and how they are used in organizations to promote a social learning culture.

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Assessment Criteria 1.1 and 1.2 Most companies spend a lot of money on training new employees, that can sometimes last for days. This formal training can distract employees from their daily work, leading to a decrease in productivity as well as cost the company money. However, recently, organizations use formal learning as only 10% of their preferred way of training. The other 90% involves employees being exposed to new tasks and letting them learn through experience - this is known as social learning.

Social learning is formally defined as a process in which people connect, converse, collaborate, and learn from and with each other (Eraut, 2004). We learn socially when we observe other people, ask questions and share knowledge resources. At its essence, social learning is the continuous process of learning from other people.

Although formal learning has always been practiced throughout history, and is still being practiced, it is only a small part of how we retain information. All learning constructs lead back to four theories about the way we learn: behaviorism, cognitivism, experiential, and andragogy. Social learning can be described as a combination of behavioral observation (when we watch someone perform a task) and a cognitive process (of memorizing that task). There are many theories of collective and social learning, such as Kolb’s experiential learning (1984), which states that learning is a process where knowledge is created through experiences, reflective observations, abstract conceptualization and active experimentation. Knowle’s Andragogy (1980), which relates specifically to adult learners, can be used to explain the application of theories in the workplace. The systems model of learning (Kasl, Marsick and Dechant, 1997) and the 70:20:10 framework (Jennings, 2013) also provide great insights to explain how current learning models work. These models will be further discussed in the paper.

Social learning is a FORM of collective learning, which is basically learning that occurs at the supra-individual level such as in teams, networks, societies and organizations (Barkley et al., 2005). Another form of collective learning is collaborative learning, where people with different roles and functions work together to achieve a common objective. It requires collective commitment to a common mission and a shared effort to get results that would never be achieved by any of the parts in isolation (Figueiredo, 2008). Another kind of 3

collective learning is cooperative learning. Although the terms cooperation and collaboration are used interchangeably, their application in education and management are differentiated by the division of individual functions in the task (Roselli, 2016). While collaborative learning involves an integrated process where there are no social division of functions and people simultaneously work together as a collective unity, cooperative learning involves distribution of tasks of each participant according to their individual roles and a combination of individual works and achievement of a collective production.

Assessment Criteria 2.1

Out of all the different models of collective and social learning, the two that are similar to each other are the 1) Systems Model of Team Learning and the 2) Phases Model of Group Learning.

The systems model of team learning (Kasl, Marsick and Dechant, 1997) states that team learning is a set of processes, that interact with each other to produce new knowledge, in which collective thinking and action play a central role. These processes are described in the table below.

Table 1: Team Learning Processes (Kasl, Marsick and Dechant, 1997) Framing

The group’s initial perception of an issue, situation, person or object based on past understanding and present input.

Reframing

The process of transforming that perception into a new understanding/frame.

Experimenting

Group action is taken to test hypotheses or moves, or to discover and assess impact.

Crossing Boundaries

Individuals seeks or give information, views, and ideas through interaction with other individuals/ units.

Integrating Perspectives

Group members synthesize their divergent views such that apparent conflict is resolved.

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The phases model of group learning was also developed by Kasl, Marsick and Dechant (1997). The term 'team' was replaced with 'group' to make their model applicable even to non-organizational units. The intention was to develop an understanding of small group learning to further understand organizational learning. The four development phases of group learning are: •

Contained learning: Where any learning is contained within group members.

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Collected learning: The individual group members begin sharing information and perspectives of meaning.

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Constructed learning: Where the group produces its own knowledge.

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Continuous learning: Where the group transforms its experiences to knowledge.

In both the models the complexity of a team’s development as a learning system is taken into consideration. The authors recognize that learning is not a one-way stepwise progression and have emphasized that the process in both models are independent and learning groups/teams can regress back through the stages.

Unlike the phases/stages model, the 70:20:10 framework (Jennings, 2013) emphasizes the need for learning programs to focus on more than just formal learning. It states that individuals obtain:

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70% of their knowledge from job related experiences (e.g. on-the-job activities, small group work, assignments, meetings, presentations, working with consultants).

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20% from their interaction with others through informal feedback, observation activities, seeking advice, coaching from managers, 360 feedback and social networking.

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10 % from formal training such as courses, workshops, seminars, self-paced elearning certifications and formal education.

The 70-20-10 is not a rule and does not always have to be an exact ratio - it is highly context dependent and varies from industry to industry, organization to organization and situation to situation. The numbers merely serve as a useful reminder that most learning occurs in the workplace rather than in formal learning events. Research has shown that informal,

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workplace and social learning is becoming increasingly prevalent and central to learning in organization (Illeris, 2004).

Because of the emphasis on learning through experiences and with others, the 70:20:10 framework helps us understand what learning means and helps change mindsets and learning practices. However, in practice, it is important to not separate the three elements of the 70:20:10 as they are interdependent.

Another model that focuses on experiences and knowledge is the Transformative Learning Model (Mezirow, 1991), which is one of the theories of Andragogy (the science of adult learning). Transformative learning occurs when participants encounter alternative perspectives. When this exposure makes them critically question their assumptions and beliefs, and when this encourages them to shift their views on how they see things, they have undergone transformational learning. Mezirow identifies two types of learning that provide a basis for successful learning: instrumental and communicative. Instrumental learning involves making meaning through problem-solving and deductive reasoning, while communicative learning engages social and emotional intelligence. According to Mezirow, effective learning involves both modes of learning.

Assessment Criteria 2.2

Social learning is on the rise in organizations and is being applied extensively. It is becoming more popular than formal training, where employees receive traditional classroom training. Non-traditional methods of learning include online learning, mentorships, online communities, webinars, etc. They are more accessible, open, efficient, and relevant to employees while giving them more control and flexibility as well. According to Rock’s SCARF model (2008), autonomy is one of the five domains of human social experience. Allowing employees to have control of their learning and guide/facilitate it (e.g. in an online learning management system) is more effective rather than just presenting them with information. Social learning is more of a cultural process that needs to be integrated into the workplace - learning needs to be incorporated into the business structure and people should be encouraged to share their knowledge and experiences.

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There are various ways of putting social learning into practice in the workplace. Technology has now made it easier to share information and using it to encourage people to share knowledge and store information helps firms retain tacit and implicit knowledge. To attract the most skilled and agile workers, organizations need to develop an engaging and effective learning culture. Employees are constantly motivated to learn and grow when a learning culture exists.

To apply social learning in the workplace:

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We can start by teaching and encouraging employees to learn things outside the classroom - specifically from their colleagues, managers and supervisors. They should also be encouraged to develop creative solutions for the problems they face without worrying about failing. In fact, the more they fail, the more they learn from their mistakes, leading to a growth in knowledge and skills.

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Employees should also be taught to embrace differing opinions and negative feedback and take it in a positive light to rectify their shortcomings and make themselves better.

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Another way to foster a social learning culture is to develop a reward scheme for employees that are engaged and make active contributions to the learning culture of the organization.

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A mentorship program can be developed to integrate social learning in the workplace, so that employees can learn from each other.

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We should encourage employees to communicate and connect with each other. Social learning is diverse and there are various ways that employees can be involved in it. For example, working together on projects, taking part in team-building activities, or just having lunch together. They could also engage via digital and social media networks - giving employees the opportunity to exchange content, links, posts and ideas so that they can learn from each other.

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It is critical to continuously monitor employees in their daily work activities, so that managers/supervisors can determine whether the learning culture is being put into practice. It is also important to dissuade employees from straying away from the model behavior. Although this is a form of negative reinforcement, it can be effective. Employees should understand that there are consequences (e.g. formal warnings) if they fail to follow the desired model behavior.

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Assessment Criteria 3.1 Social media has become one of the most important tools for interaction among people. They can share, discuss and exchange information and knowledge in a collaborative way. Social media tools have created a platform to enrich the learning process with texts, videos and audio materials.

Redecker et al. (2009) suggested that the increasing use of social media tools in learning provides new opportunities for innovation and productivity. A key reason to use social media for learning is that it is familiar to everybody, is a low-cost tool and requires minimal training. It is very effective because of its easy accessibility and usage (Derouin, Fritzche and Salas, 2005). Social networking sites and apps allow communication among people regardless of their distance, making it possible to conduct real-time conversations and allowing them to easily share files/pictures/videos, create blogs and send messages.

The following are the most popular social media tools used in learning:

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Facebook: Facebook groups can be created as a space for learners to ask and answer questions. The group’s wall can be used to post photos, videos, documents and other resources where learners can easily access it and increase their knowledge.

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YouTube: YouTube has a great range of informational, instructional and educational videos that can be used for various topics. The best thing about YouTube is that it is free. Custom-made playlists of videos on a certain topic can be created and used as supplementary information and can be watched anywhere and as many times as the learner wants.

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Twitter: Twitter allows for quick announcements and reminders. It also allows for discussions on certain events and projects.

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Google Documents: Google docs can be used to collaborate on assignments and projects, among other things. It allows several people to work on one document at the same time, promoting teamwork.

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Interactive E-learning: Nowadays, employees need to learn more in less time as new knowledge is continuously occurring. Organizations can use e-learning to accelerate learning, introduce staff to new procedures/products and instill them with certain

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skills. The options in e-learning are limitless with technology evolving at an increasing speed. Employers today prefer e-learning because of its ability to facilitate participation from any place at any time, reduce costs, save time, and connect people and information (Khan, 2000). It also allows for all course materials to be in one organized space, reduces the risk of losing important data and is great for online collaboration - being involved in discussions with other learners integrates social learning experiences. •

Virtual Classrooms: virtual classrooms allow instructors and learners to interact online synchronously. These allow real-time communication via the internet with multiple users to conduct meetings, lessons and lead discussions (Rockinson-Szapkiw and Walker, 2009). Instructors can provide instant feedback and allow learners to participate in group activities in breakout rooms, giving them a sense of interaction (Wimba, 2011).

Assessment Criteria 3.2

Bersin stated that “the ultimate purpose of e-learning is not to reduce the cost of training, but to improve the way your organization does business” (2002, p.6). The main aim of using elearning and social media tools is to reach the firm’s strategic goals through reliable learning. A number of reasons drive organizations to adopt e-learning such as cost-effectiveness, its ability to be tailored to organizational needs, and that it complements knowledge management approaches. Ettinger, Holton and Blass (2006) outline the following reasons of why most companies use e-learning and social media tools:

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Creating competitive advantage, by aligning workforce with company strategy.

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Globalization, the ability to reach anywhere in the world.

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Information age, using highly developed tools to communicate and collaborate.

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Budget constraints for internal and external education.

Other advantages for organizations are that it saves costs of travelling, allows for globally trained staff and greater employee satisfaction, all while creating a competitive advantage (Ingram, Sandelands and Teare, 2002).

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Additionally, apart from the monetary returns on investments (ROI), the less tangible ROIs of using e-learning in organizations, that are nevertheless significant, include travel time, instructor’s time, easily updateable content, permanent availability of material and employee satisfaction due to higher learning outcomes (Weekes, 2006).

Assessment Criteria 4.1

There is a very strong reason why social learning has become so popular in the L&D community. It not only benefits the employees, but also the organization as a whole. The following are some of the ways social learning benefits employees and organizations:

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It keeps employees engaged by allowing them to interact with others via blogs or social networks to share thoughts, ideas and best practices. In turn, these engaged employees stick around longer as social learning satisfies their desire for knowledge, development and growth.

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Learning retention is improved - the 70:20:10 model shows that only 10% of what we learn is through formal training; the remaining 90% comes from social learning.

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Reduced training costs.

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Productivity and efficiency are increased by having a network of mentors that support a culture of continuous learning...