Learning theories contend that when an individual acquires a particular skill, it is reflected in a change in behaviour. Scholars also argue that every individual experience offers a context of learning and that learning in education and training cannot be substituted with workplace learning. In an era of increasing globalisation, knowledge is portrayed as the most important resource, while learning is an essential process that requires the learner to articulate what has been learnt.
A human mind is like a container waiting to be filled, and learning only occurs when new ideas are stocked alongside, and any inconsistencies are corrected. This is what drives the emphasis on acquiring knowledge and internalising it until it becomes one’s own. In fact, learning does not cease upon completion of a formal programme but on the contrary it is an ongoing process for employees to remain competent. This helps individuals keep their skills sharp both in their personal and working lives.
Most organisations do not have a structured support system that facilitates the transition of putting academic learning into practice
Employees form an integral part of the learning process. This personal relationship is shaped by their attitude towards learning, and how they relate to knowledge acquired throughout life. Learning is such a personal experience that much of it occurs through making mistakes, interacting with colleagues, practising one’s ideas, applying theories to practice, solving problems or simply by taking on additional responsibilities. Learning is essentially part of the process of living.
It is evident that the complete separation of formal and informal learning is impossible especially when considering that the prime scope of education and training initiatives revolve around its applicability at the workplace. Employers play a key role in providing learning opportunities, through established training programmes as well as daily coaching by managers and/or colleagues. Employees should also be empowered in such a way that the organisation’s objectives become their own and their responsibility is to achieve those objectives by adapting their behaviour through the learning process.
The major dilemma is that most organisations do not have a structured support system that facilitates the transition of putting academic learning into practice. Hence, organisations still rely on learning acquired through training courses and workshops, which may be ideal for technical information but less useful when it comes to tacit knowledge. This means that the education system and training providers have to respond to these changing needs to cater for this lack of knowledge provision.
Despite the importance of this input by the employer, an employee’s personal search for self-fulfilment and personal freedom impacts the effectiveness of any training initiatives. This directly affects the knowledge acquisition and internalisation by the employee as it effectively determines whether and how one’s growth can occur.
Learning should thus be viewed as a transformational process where employees draw on academical, practical, personal and social knowledge. The constant changes brought by globalisation also necessitate ongoing learning through participation and interaction with colleagues since value is given to the new required skills, which include performance, flexibility, teamwork and innovation.
Well-defined learning strategies in this globalised era pose a major challenge to organisations, to constantly develop, compete for and retain talented individuals who are crucial in order to maintain their competitive edge.
Tania Camilleri has a doctorate in social sciences and is a freelance specialist on training and employee development. She currently works at Bank of Valletta’s Ethics and Employee Development Unit.