Capella University
MAT_FPX 1150
Professor Name
November 2024
Analyzing Data with Descriptive Statistics
This paper aims to review the potential success of workplace learning and development regarding outcome match, managerial contact, pro-mobility, and feedback. As it is shown in the survey results, evaluates the main and missing aspects of organizational learning. The implications of these results will be used to make specific recommendations that seek to optimize employee learning and success as a whole.
Alignment of Learning Outcomes and Activities
A comparison of survey data indicates that 43 out of the respondents support the argument that learning outcomes are associated with learning activities but 33 disagreed (Noe, 2020). This implies that while most of the employees perceive the benefits of the existing programs several of them have a perceived disconnection between the course goals and practice. Filling this gap through these specific needs-based approaches can contribute to the improvement of the impact of the programs, as well as the engagement of employees (Zenger & Folkman, 2020). Better matching of training material with the actual work processes can help organizations avoid the trap of treating training as an event rather than as the development of practical competencies for workers.
Managerial Interaction During Learning Sessions
Three of the respondents claimed to often experience interaction with managers during learning activities, and 43 respondents claimed limited interaction. This lack of engagement leads to what is perhaps the most obvious area of improvement (Alavi et al., 2021). Trainers should involve managers in the training sessions to make them more focused on support, help, and cooperation. Enhancing this interaction could also improve the morale of the employees and offer a way to guarantee that learning reflects the organizational goals thus promoting performance and innovation.
Availability of Active Learning Opportunities
Thirty-nine of the respondents indicated that information from active learning was available to them, whereas 37 reported that they were not exposed to such information. This finding suggests that such an opportunity may not be balanced across the organization (Armstrong, 2020). Possibilities that can be solved through expanding the practical approaches for gaining experience such as hard skills can be helpful for employees and may be enhanced by offering good opportunities for getting the practical education. In the same way, the construction of clear and systematic learning processes can signify that all employees will be given equal opportunities for training and development regardless of their employment activity or organizational unit.
Provision of Ongoing Feedback
Promoting feedback is very important in learning, but the study noticed that it was inconsistent. Hence, structured feedback includes; Structured feedback systems that guarantee continuous improvement and engagement (Mamula et al., 2020). The management of organizations should encourage organizational learning through the use of formal feedback processes that include retention, mentoring, or coaching at different intervals. Incorporation of a clear feedback culture can make employees take responsibility for their learning process and make them better workers.
Descriptive Statistics Table
Interpretation and Implications
It is indicated that the higher degree of managerial involvement and the greater amount of conditions that support active learning are associated with better results. Filling these gaps can greatly improve the efficiency of organizing and conducting workplace learning (Armstrong, 2020). Suggestions for practice derived from this investigation would help organizations enhance learning interventions and enhance staff learning. In the same way, giving focus to these approaches may also enhance overall performance and resiliency in organizations.
MAT FPX 2001 Assessment 3 Conclusion
Descriptive statistics of learning dynamics used in this study allow a determination of the strengths or areas that need to be developed in the implementation of workplace learning. Managing activities about outcomes, improving the interaction between managers, and offering activities for active learning and feedback will contribute to the construction of a powerful system for both individual and organizational development (Alavi et al., 2021). These improvements when made a priority can increase employee engagement and thus turnover. And, by creating a culture that embraces learning, organizations guarantee their sustainability and growth at the same time.
MAT FPX 2001 Assessment 3 References
Alavi, M., & Leidner, D. E. (2021). Knowledge management and knowledge management systems: Conceptual foundations and research issues. MIS Quarterly, 25(1), 107-136.
https://www.jstor.org/stable/249313
Armstrong, M. (2020). Armstrong’s handbook of human resource management practice. Kogan Page Publishers.
https://www.koganpage.com/product/armstrongs-handbook-of-human-resource-management-practice-9780749497873
Mamula, Tatjana & Perić, Nenad & Bovan, Ana. (2020). The Role of Feedback as a Management Tool in Performance Management Program. Quality – Access to Success. 21. 3-8. https://www.researchgate.net/publication/343152520_The_Role_of_Feedback_as_a_Management_Tool_in_Performance_Management_Program/citation/download
Noe, R. A. (2020). Employee training and development (8th ed.). McGraw-Hill Education.https://learn.mheducation.com/noe_employment_training.html
Zenger, J., & Folkman, J. (2020). The extraordinary leader: Turning good managers into great leaders. McGraw-Hill Education.https://books.google.com.pk/books/about/The_Extraordinary_Leader_Turning_Good_Ma.html?id=UW8KZdjhpswC&redir_esc=y
