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Training and Learning in Teams

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Training and Learning in Teams Jay Payne-Anderson Abstract In order to train and educate people in teams a learning organization should be created. A learning organization is the perfect environment for team growth. It involves having a business climate that is conducive to learning as well as several other components mentioned below. The purpose of this paper was to explore the necessary details for creating such a group. There are several ambient factors that are essential to these conditions. The first is to know the learning strategies and motivators for adults. Next, is to decide what types of teaching methodologies work best with the teams involved. After that, the first type of training that must be conducted for adults in teams is communication and dialogue instruction. That section is necessary for team survival and further growth of the group. What follows next are ideas on measuring the results of the training, and the importance of providing opportunities to practice. The paper finishes with information about current paradigms in training compared with more traditional training programs. It becomes apparent after examining this data that teams and training are natural allies but all the portions of a learning organization are necessary. Simply said, all of the parts must be in place for the survival of the whole system. Training and Learning in Teams train (tran) vt. [ME trainen < Ofr trahiner] 1 to subject to certain action, exercise, etc. in order to bring to a desired condition [a surgeon's hand trained to be steady] 2 to guide or control the mental, moral, etc. development of: bring up; rear 3 to instruct so as to make proficient or qualified [to train nurses at a hospital] edu � ca � tion (ejoo ka shen) n. [L educatio] 1 the process of training and developing the knowledge, skill, mind, character, etc., esp. by formal schooling; teaching; training 2 knowledge, ability, etc. ...read more.


customers, suppliers, etc.). Action Learning was coined by Kurt Lewin (1940's) and further developed by Revans, an organizational consultant in England. Dilworth (1995) has researched this model that is designed problem environments. He asserts they are imperative to group learning experiences and problem resolution skills. It is believed that teams learn and grow more when the settings and problems are not familiar. Revans has used teams from one company to visit other businesses with the intention of solving problems that are completely out of subject matter knowledge. Succession planning is usually reserved for senior managers. The model's contention is to move the next in line manager up a level. This scenario proves that there is continuous learning when the entire company follows these guidelines. What happens here is the manager shares her future job responsibilities with the current manager. Career pathing is similar to job rotation in that learning processes are shared by all. The workforce develops a just-in-time readiness so that others can easily assimilate into new positions. People are trained in other positions. Mentoring programs are very popular in the Japanese business environment. Their history goes back to the Samurai warrior days when older masters helped the younger ones to succeed. The idea here is that senior managers nurture and monitor the development of other managers. Employee exchange programs are basically cross-peer coaching programs. Employee's positions overlap each other so that cross learning is continuous. People are put into experiences where they have little knowledge so that new ideas can be shared. When people are absent from their position those around absorb the duties and the workflow isn't slowed down. Distributive learning uses computers that employees can resource for learning. Instant feedback and solution sharing is possible with this methodology. Multicultural issues are more easily dealt with on this platform because of the distributive network and ease of use. Formal training is still used but not as prominently in organizational learning. ...read more.


The first is that businesses ought to develop learning organizations to facilitate and grow teams. The obvious advantage here is that when teams are healthy and developing so is the organization. Teams need distinct training to work cohesively. Recalling the information from above, the parts are working together for the whole in systems thinking processes. There are some necessary steps to ensure proper development of a learning organization. The first step in this process is to review the major components of a learning organization. There are: 1. Ensuring that the company culture and environment are there to support learning; 2. Whenever learning occurs make sure that teaching methodologies, models and learning strategies encompass all learning styles and fit the teams personalities (Senge, 1990); and 3. That there is team cohesiveness and a full commitment for participation in learning. Senge (1994) believes that team learning transforms skills into capabilities and that they are collective vehicles for building shared understanding (1994). Following that, the strength of any team is built upon the collective efforts of the individual members. One of the most essential threads is for teams to learn communication skills and the ability to carry on thoughtful dialogues. Studies have shown that that talent is the one that has ensured longevity and growth in teams more than any other does. It is often the most difficult. But if teams take the approaches above to developing learning organization then the process is a little easier. One of the reasons why I am adamant about individuals learning more about themselves is that it always helps in the communication process. Which stands to reason that if they can discern their learning styles, assimilation of new information is easier as well as techniques for understanding others. The importance of utilizing different methods to instruct or transfer knowledge is very important also. Involving adults in the learning process is what keeps their interest. Therefore using methods, which encourage participation, helps to ensure knowledge transfer. Finally, it is the combination of all these elements that contribute to team cohesiveness. And this synergy is indicative of companies that achieve their goals. ...read more.

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