User:Randyfisher/LC

Learning Coordination in the Context of a Learning Organization

With 600 employees and 550 service providers, there is considerable opportunity for engagement that sparks essential learning and critical innovation for performance improvement within the scope of this exciting proposal. As HIRECO engages its stakeholders and embraces a Learning Organization focus, it is essential that the process and output of your conversations, preparation and follow-up are strategically-aligned to HIRECO’s vision, mission and strategy, and this project’s activities are healthy and generative, to enhance HIRECO's effectiveness as a net contributor to Canada's public health sector.

A key success factor in this project is the sustainability and scalability of learning, and its application to business objectives, in a way that is timely, relevant and motivating for employees / stakeholders.

However, despite best efforts, current business processes run on project management principles are proven to be ineffective in capturing the rich diversity of multi-farious learning across the networks that pervade and permeate any organizational culture. This is because, as the recent financial crisis proves, the 20th century MBA-driven, output-oriented model has failed to adequately promote desirable social justice and equity outcomes that are essential if businesses are to continue to thrive and serve their communities effectively and sustainably in a complex, networked 21st century. Consequently, the project management approach to adult education at the workplace for organizational development has been found wanting, ushering in the rise of modern-day Learning Coordinators.

Further, because of poor instructional design of workplace learning in the past, the added value of cultivating social and informal learning across the workplace was not being captured and reflected in improving organizational effectiveness. The irony is that the latest evidence of what works in organizational development shows that creating learning communities in a complex adaptive system is the most effective way to tap into the conversations already happening at the workplace and exploit them for advancing behaviour change step-by-step, in tandem, with where each organization is at and desires to be. This is now more possible than ever before with the advent of social networking tools that most employees are already comfortable with and using anyway - Facebook, Skype, YouTube, Google Chat, iPhones, Blackberry, and so on. The Learning Coordinator will thus use social networking to get his learners on this project to get comfortable with and start using social networking for rapid knowledge transfer by modelling healthy conversational behaviour online.

Having Learning Coordinators play the hybrid strategic and empathetic role of a maestro of a harmonious symphony is what will make a critical difference to the synergy, success and sustainability of this intervention because only the Learning Coordinators can manage ongoing change as a living, breathing culture, rather than off-on stop-start change initiatives that have failed to create performance improvement in the past century.

In this context, the Learning Coordinators will ensure that key organizational artifacts, resources and best practices – existing and created within this project – will be collaboratively and synergisticially developed in multi-modal formats (i.e., audio, video, text). Because learning resources thus created will never be out of date but constantly refreshed through creating a dynamic culture of knowledge management in a pervasive and synergised community, the Learning Coordinators' vital role in developing workplace e-tools strategically will reduce the cost of training materials and curriculum development in the long-run.

The 2 Learning Coordinators will then implement a social and networked pedagogy with a participatory approach to teach employees and stakeholders to strategically and consciously align these resources into an operational and policy framework to renew and refresh workplace practices, followed by a further phase of mentoring key employees as online mentors to mentor their peers in how to deploy, share, design, update, own and refresh self- and group-learning resources continuously, that can then be leveraged across stakeholder groups, particularly customers and suppliers, such that new knowledge is constantly being built and translated into practice, ensuring the quickest improvement in time to better performance when measured by return on investment in staff and organizational development, and contributing to healthy societies because broader public health outcomes-orientation will be infused into the fundaments of the design that the Learning Coordinators will create, refine with participants, and institutionalise for sustainable networked scalability across your organization globally.

In designing this innovative new model, the 2 Learning Coordinators will implement Learning Communities across HIRECO that are cross-departmental to facilitate cross-fertilization of new knowledge from the ground into the organizational culture. They will facilitate quality interactions in the Learning Community, both onsite and online, and develop and model self-assessment routines for motivating personal attitude change. This cascading approach that exploits the agency-society dialectic between person and his social context will lead to personal and group behaviour change, followed by organizational behaviour change, both of which are necessary precursors if HIRECO is to contribute to patient and social health and human rights outcomes improvement, ensuring a more equitable world, and do so effectively thanks to the participatory action evaluation that will be implemented as a vital component of the learning community model.

A Learning Community:

• uses an inclusive and participatory action-oriented approach for continuous engagement across time and distance,
• sustainably and scalably evolves existing face-to-face and e-learning training into ongoing networked conversations
• facilitates competency development and leadership behaviour strategically through understanding mindset change, ;
• disseminates and implements the latest evidence for improving your professional capacity
• monitors and evaluates its performance continuously to assess its health, its learning capacity, and its effectiveness in creating, capturing, and sharing knowledge across its members to improve business results and health outcomes responsibly and adaptively

Over time, the experience of HIRECO as a Learning Community will generate greater and more meaningful, as well as relevant and timely, participation and involvement, trust and commitment among your stakeholders. The 2 Learning Coordinators will ensure that ALL project management activities account for, and incorporate a social and networked learning Pedagogy 2.0 centred around dynamic learning communities to achieve optimal results, where optimization is a never-ending evolution on a futuristic path to growth and sustainability.

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Learning Coordination in the Context of a Learning Organization (revised)

With 600 employees and 550 service providers, there is considerable opportunity for engagement and learning, innovation and performance. As HIRECO engages its stakeholders and embraces a Learning Organization focus, it is essential that the process and output of their conversations, preparation and follow-up are strategically-aligned to HIRECO’s vision, mission and strategy, and this project’s activities.

In our view, several critical success factors underpin the Learning Coordinator’s role:

• ensuring the application of learning to business/organizational objectives, in a way that is timely, relevant and motivating for employees / stakeholders.
• applying a community-of-practice approach to traditional project management for greater community engagement, a sense of pride and ownership in the initiative, increased performance and faster return-on-investment
• incorporating participatory action research / learning - including a learning system ecology approach to support meaningful and continuous project involvement, healthy conversations, feedback and mutual learning and sharing among all stakeholders.

HIRECO: A Learning Community

• uses an inclusive and participatory action-oriented model for continuous engagement across time and distance,
• sustainably and scalably evolves existing face-to-face and elearning training into ongoing networked conversations
• facilitates competency development and leadership behaviour;
• disseminates and implements the latest evidence for improving your professional capacity

Over time, the experience of HIRECO as a Learning Community can generate greater participation and involvement, trust and commitment: so that new knowledge from formal and informal learning is constantly being built and translated into practice, improving organizational effectiveness and accelerating return-on-investment. Metaphorically, the Learning Coordinator can play the hybrid strategic and empathetic role of maestro of a harmonious symphony in what will make a critical difference to the synergy, success and sustainability of this project and its interventions.

Intersol’s Learning Coordinator will ensure that key organizational artifacts, resources and best practices – existing and created within this project – will be collaboratively and synergisticially developed in multi-modal formats (i.e., audio, video, text). Moreover, he will also ensure that ALL project management activities account for, are aligned to, and incorporate a learning / learning community focus, to achieve optimal and meaningful results.