Study Notes on Organisational Structure and Practices
Impact of Organisational Structure and Practices on Learning in the Workplace
Introduction
Research focus has primarily been on the learner's characteristics in workplace learning rather than the wider organisational processes.
This paper aims to explore how organisational structures influence learning processes particularly studying a multinational corporation (MNC) in South-East Asia.
The model developed intends to clarify the mechanisms affecting skill acquisition among workers.
Key Theorists and Prior Research
Significant advances in understanding workplace learning have arisen from the works of:
Eraut et al. (1998)
Engeström (2001)
Fuller and Unwin (2002)
Billett (2001)
Earlier foundational works include Kolb (1984), Vygotsky (1978), and Lave and Wenger (1991).
Focus has shifted towards the active role of individual learners as part of communities of practice rather than formal classroom learning.
Research highlights the importance of understanding learning as a continuous daily process.
Limitations noted in existing methodologies:
Focus on specific worker groups led to neglect of broader institutional learning conditions.
Lack of explanation for variations in skill levels among different positions in the workplace.
Comparative Studies: Koike and Darrah
Koike (Labour Economist):
Examined skill formation in various organisations across different countries, notably Japan.
Identified:
Importance of understanding both the breadth (overall production system) and depth (specific tasks) of knowledge.
Need for continuous skill practice and time for skill development.
The necessity of feedback and individual recognition for learning continuity.
Darrah (Sociologist):
Studied skill formation in US companies, echoing Koike's findings.
Highlighted how organisational structures dictate learning opportunities and the information accessible to employees.
Common findings suggest that organisational influence on learning processes may be universal across different countries.
Development of a Learning Model
A new model is proposed based on insights from Koike and Darrah, examining the impact of organisational structures on learning:
Core Hypothesis:
Organisational decisions significantly impact the extent of individual participation in learning and skill acquisition.
Four Areas Influenced by Organisational Structure:
Distribution of Knowledge and Information
Opportunities to Practice Skills
Support for Learning Processes
Rewards for Learning
Summary of these four areas (Figure 1) illustrates their interconnections.
Methodology
Research conducted within a company known for its training excellence, with the following composition:
60% Senior Staff (mostly engineers/technicians)
40% Junior Staff (clerical and secretarial)
Ethnic diversity included Chinese, Malays, and Europeans.
Established a traditional functional organisation; notable shifts in management and responsibility for training were underway.
Data gathered through semi-structured face-to-face interviews with 195 employees over five months, ensuring representation across job grades and functions.
Key interviewing topics included:
Range of learning experiences
Approaches to learning
Opportunities and barriers encountered
Experience of training programs
Support received and types of feedback
Findings
1. Access to Knowledge and Information
Employees required additional organisational knowledge beyond initial training for skill development.
Knowledge distribution controlled by the hierarchical structure, with senior managers accessing more information than junior staff.
Observations from employees:
Informal knowledge protection by managers impedes learning.
Networking essential for information access; barriers exist for junior staff.
Salary systems create competition, leading to knowledge withholding.
2. Opportunities to Practice Skills
Skill utilization opportunities were more abundant at senior levels due to structured programmes versus ad hoc placements at junior levels.
Junior staff lacked career progression paths with undefined skills acquisition, often leading to isolated knowledge.
Project teams offered broader experiences but were primarily available to senior employees.
Managerial delegation of responsibilities significantly influences skill practice:
Effective delegation opens learning opportunities.
Poor delegation hinders staff from capitalizing on learning.
3. Support and Feedback for Learning
Quality of support varies widely depending on managerial skills and the quality of relationships:
Effective feedback is crucial for learning retention.
Inconsistent experiences reported; effective managers provide clear guidance while others withhold support, harming learning.
Beliefs about learning as a self-driven process can inhibit providing necessary support.
Trustworthiness and quality of relationships crucial to facilitating effective learning experiences.
4. Rewards for Learning
Recognition of skills acquired through learning essential to maintain motivation; interviewees identified:
Short-term rewards valuable (personal recognition, peer acknowledgment).
Long-term rewards include promotions or salary increases.
Some employees felt current systems failed to acknowledge learning adequately.
Conclusion
The model showcases how organisational structures shape the learning process in workplaces, particularly emphasizing skill-level discrepancies:
Senior employees often benefited from more extensive knowledge and learning opportunities than junior staff.
The hierarchical structures and reward systems significantly impact learning experiences.
Despite limitations, this model sheds light on the organisational factors influencing learning and skill acquisition, urging further research to refine understanding and improve workplace learning processes.