Solution
Abstract
In this seminar paper, it includes a demonstration of knowledge on the area of facilitating collective and social learning. In particular, a review of the different relevant aspects of collective and social learning has been carried out and the most applicable models of collective and social learning and their applicability in the workplace. Also, this review will include an understanding of the extent to which technology has transformed nature and shaping collective and social learning. Through a review of different theoretical concepts, learning is a critical factor in establishing a successful organisation. Also, both the collective and social learning facilitate gaining cognitive, social, motivational forms of knowledge that are critical in sharing knowledge in their workplaces and improving the applicability of communication tools. In conclusion, despite the traditional learning paradigms having a critical implication in modern organisation operations, collective and social learning are critical and must continuously be integrated into the modern organisations L&D programs.
Table of Contents
3.1 Constructs of Collective and Social Learning. 4
3.1.1 Definition of Collective and Social Learning. 4
3.1.2 Related Constructs of Collective and Social Learning. 6
3.2 Different Models of Collective and Social Learning. 7
3.2.1 Jennig’s 70-20-10 Framework. 7
3.2.2 5R’s of social learning. 8
3.2.3 Developmental Model of Collective Learning. 9
3.2 Development of collective and social learning and Examples in Workplace. 10
4.1 Role of technology in transforming the nature and shape of collective and social learning. 12
4.1.1 Current Social Media and E-Learning Tools and Technologies. 12
4.2 Benefits and Challenges of Facilitating Collective and Social Learning in Organisations. 15
4.2.2 Factors considered in implementing collective and social learning programs. 15
In the contemporary competitive business environment, organisations increasingly perceive learning not in the lens of isolated interventions but as a progressive transfer of knowledge. According to CIPD (2017), the knowledge transfer is enhanced through daily interactions among the colleagues and within teams in organisations. This form of learning is identified as collective and social learning, which is normally informal and self-directed. It is also not planned but prevail when need for learning arises, which can be through the use of social media or similar collaborative technology. According to CIPD (2020), due to the complex nature of the working environments and high-level agility required for harnessing employees’ capability, it is relevant to take into account the need for implementing diverse learning methods. Taking this into account, this seminar paper will demonstrate knowledge in the area of facilitating collective and social learning. In particular, it will evaluate on understanding the different constructs of collective and social learning and evaluation of different models of collective and social learning and their applicability in the workplace. Also, this review will include an understanding of the extent to which technology has transformed nature and shaping collective and social learning. Lastly, the benefits and challenges of facilitating collective and social learning in modern organisations would be reviewed.
2.0 Aim
In this seminar paper, I want to evaluate the concepts that characterize facilitation of collective and social learning. This includes constructs of collective and social learning, different models in this area, the role of technology in its transformation, and the benefits and challenges faced in its facilitation in modern organisations.
3.0 Theoretical Background
3.1 Constructs of Collective and Social Learning
3.1.1 Definition of Collective and Social Learning
Collective learning is defined as a unique and multi-faceted process that leads to the generation of knowledge by an individual in the workplace. This is affirmed by IGI Global (2020) definition that notes that collective learning is a phenomenon where an individual uses their networks and interactions as culture-based contextual conditions for daily learning processes. This is inclusive of an opportunity to adopt concrete experiences, knowledge, and skills. The rationale of collective learning is informed by Classical Conditioning (Pavlov) theory (Wu et al., 2017) that demonstrates associative learning, which means that individuals better make a new association between events and environment. On the other hand, social learning involves connecting people to source answers for particular issues or meeting broader development needs. CIPD (2016) defined it as a process where individuals meet, interact, collaborate, and learn from each other as they progress with their daily roles. The effectiveness of this learning strategy is people observing each other, observing their attitudes and emotions. As affirmed by activity theory Jones et al. (2016), collective and social learning is significantly task-based with workers utilizing similar networks in interacting with each other to solve and understand work-related issues.
Similarities and Differences between Collective and Social Learning
Basically, collective and social learning is a consistent process of learning from other people by either observing other people, asking questions, and sharing knowledge resources through different social platforms. According to Lotz-Sisitka et al. (2015), collective and social learning is used to solve workplace problems effectively and promptly. Further, CIPD (2016b) note that as individuals continue interacting in an organisation both socially and formally, they develop more knowledge, which is later shared with others. In both types of learning, it is to the discretion of the learners to choose the knowledge to be shared and the level of interaction for learning purposes. This is in line with the Kolb’s experiential learning SimplePsychology (2017) that note that learning involves the acquisition of abstract concepts directly applicable in a broad range of situations.
To identify the similarity of collective and social learning, social learning theory can be adopted. According to Nabavi (2012), the theory identifies collective and social learning as a strategy of enduring change in behaviour or capacity of behaving in a specific manner as a consequence of gaining knowledge from experience. Further, Golub and Sadler (2017) report that evaluated on the social learning theory and its fitness to collective and social learning as being inclusive of different engagement areas. These include;
- Meaning– Both forms of learning involves an individual or collective change from life experiences and interaction with others
- Practice– Learning entail interaction through mutual platforms or resources primarily in an organisation active practice
- Community– Social and collective learning entails a communication involving the prevailing social structures that are used to gain experience, and through participation, competence is gained.
- Identity– In both learning strategies, identity is changed, personal knowledge background and their interaction in a work community.
Regarding differences, while collective learning involves a consistent process of learning with the results of the process being long-term, social learning is a prompt process of learning. Social learning is enhanced through leverage on the available social networks to share common interests, exchange ideas, and guide each other. To demonstrate the applicability of social learning, Henly-Shepard et al. (2015) noted that in times of emergencies, social learning could be used in guiding employees in gaining the essential knowledge that would guide them in solving the problem. Collective learning, despite being a long-term process, is also equally distributed among participants of a specific working environment. In the long-term, CIPD (2020b) note that collective learning would be used in supporting an organisation strategy, performance, and bolstering workplace skills. Therefore, as opposed to social learning, which is hard to track, collective learning effectiveness is evidenced by the extent to which the employees can generate solutions aligned with organisation strategy. Also, multiple stakeholders are engaged sourced from distinct structural backgrounds, implementing relevant transitions, communication processes, and solving all problems.
3.1.2 Related Constructs of Collective and Social Learning
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