Organizational Learning Techniques

Every leader needs to possess effective learning organizational abilities so that they could effectively uphold and train their assigned teams. The HR professionals need to be equipped with enhanced skills and development that will make them run a robust team. In regards to the training, logic, and strategy are essential to have patterns and groups for learning activities to achieve the optimal training in the minimal time with the slightest stress possible.

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There are some of the common terms that are used in organizational learning techniques, they include:

• According to Eric, et al. (2010), competency model is the framework that defines and combines the skill, knowledge, and ability required to perform a particular job function. There are technical and general competencies, and they are all needed for each occupation. The general competencies cut across occupations, whereas the technical competencies are precise to a technical and occupation area. Both the technical and general competencies have a needed proficiency level by the grade level.
• The case-based decision making is described by Argote and Miron-Spektor, (2011) as that the decision can be reached through the assessing the outcomes reached from the previous performance in the same condition. For example, in the legal case, various decisions are built on the past cases that may become the example for such situations in the forthcoming. To have an effective future competency, it is important to connect the development and learning of the global strategy.
• System thinking is defined by Argote (2011), as the technique of seriously thinking that one is required to analyze the correlations between the system's parts to comprehend the situation for the superior decision-making. In the present world, it is too much complex to come up with an effective decision making, and the system of thinking offers the model of decision-making that is necessary for helping the organizations successfully handle the change and adapt. It is a module of the learning organization, whereby the organization that provides learning all through the organization to change itself and adapts. The system thinking utilizes the computer simulation, diagrams, and graphs to modules that illustrate and predicts the system behavior.

The training can be competency-based in the following ways:

• Reinventing the ISD module or using SSM
• Focusing attention on training to establish individual competence comparative to the competency module of exemplary performance
• Building individual competence in a work-team context

The competency-based training can be used in the following circumstances in the circumstances such as (1) the population being trained is large enough to guarantee resource expenditure. (2) When is essentially focused on the performance that will be fulfilled exemplary instead of merely successful performance? (3) When there is a sufficient content self-line to guarantee the extra expenses as well as authenticating the competency model.

While according to Argote, (2012), the traditional training based can be used in the circumstances such as: (1) there is limited time to execute the competency modeling work. (2) The targeted training population is small. (3) When there is a short shelf-life of its objectives or the training. (4) When there are limited resources available to validate the competency model

Select several training models and assess their effectiveness for the global organization

Several training models are used in the global organization among them, some of them are described by Flores et al., (2012) as follows :

• System Model: this type of module is effective in helping the employees to execute their duties as per the required standards of the organization.
• Transitional Model: the module centers on the organization as a whole, whereby the outer loop is based on the mission, vision, and values of the organization based on the executed inner loop of the organization.
• Instructional System Development model: the system is operative to answer the training problems; the model is effective in the organization since it concentrates on the training need of the job performance.

During the training process, there are some of the training issues that face the global organization, some of them are such as:

• The language barrier, this is the common training issues in the global organization. Europe has over 230 spoken languages, while Africa has 2000 languages. There are variations based on the linguistics hence leading to the different connotation even in the areas that people speak the similar language (Flores, et al., (2012).
• Cultural diversity, it makes it cumbersome for the organization s to comprehend the expectation and motivation of the employees (Flores, et al., (2012).
• Extreme training expenses; depending on the number of people that the organization is operating with, and the complexity of the training, the cost of training would vary and becomes higher than anticipated by the organization (Flores, et al., (2012).
• Insufficient technological infrastructure, the global organization may be faced with the problem of technology infrastructure especially when they want to execute complex tasks that heavily rely on the advanced technology. Poor technology infrastructure leads to the incompetency of the training among the global organizations (Flores, et al., (2012).

References

Argote, L. (2011). Organizational learning research: Past, present, and future. Management learning, 42(4), 439-446.Argote, L. (2012). Organizational learning: Creating, retaining and transferring knowledge. Springer Science & Business Media.

Argote, L., & Miron-Spektor, E. (2011). Organizational learning: From experience to knowledge. Organization Science, 22(5), 1123-1137.

Eric Soderquist, K., Papalexandris, A., Ioannou, G., & Prastacos, G. (2010). From task-based to competency-based: A typology and process supporting a critical HRM transition. Personnel Review, 39(3), 325-346.

Flores, L. G., Zheng, W., Rau, D., & Thomas, C. H. (2012). Organizational learning: Subprocess identification, construct validation, and an empirical test of cultural antecedents. Journal of Management, 38(2), 640-667.