Self, Other And Social Contexts
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Post Module Assignment
Ph.D (MOTI)
Eskom Project Management Program (2008)
MODULE 1: SELF, OTHER AND SOCIAL CONTEXTS
Compiled by
Kavitha Prag
11 March 2008
TABLE OF CONTENTS
Introduction
SELF, LEARNING STYLES AND REFRAMING
Kolb Learning Styles
Context of Learning in The Cost Engineering Department
Learning Styles within the Cost Engineering Department
The Development Plan
The Expert
The Novice
conclusion
References
INTRODUCTION
Eskom last built power stations more than twenty years ago and much of the estimating experience and data was lost in the decades where the company had an operational focus. This coupled with the shortage in the construction industry of suitably experienced cost engineers and estimators has made it difficult for the author to build up the organisational capacity within this functional area. In addition expert resources that have chosen to remain in the field and in the organisation are an ageing workforce approaching retirement.
The general skills shortage both locally and abroad, has led to a strategic choice to bring in newly graduated novice cost engineers and develop the capacity for future projects. The caveat here though being the shortage of skilled mentors whose time is already being fully utilised to run the current projects. Thus, there exists two extremes, highly experienced but ageing experts and novices with no experience. The lack of the middle ground threatens the sustainability of the function. How then do the novices graduates get developed to an appropriate level in order to fast track succession planning.
This essay endeavours to explore the various aspects of learning styles, experiential learning and its implications for learning and development on the estimating aspects of the build program within Eskom. The key outcome will be a development plan for both experts and trainees coming into the organisation so as to ensure sustainability of the function as the aging experts leave the company for retirement.
SELF, LEARNING STYLES AND REFRAMING
Informal workplace learning has attracted considerable attention in the literature (Skule, 2004). The trend toward employees assuming a more significant role in their own learning process, the importance being placed on learning as a core competency and lifelong process, and the recognition of learning as a source of sustainable competitive advantage for individuals and organizations alike have also stimulated tremendous interest in informal learning (London and Smither, 1999; Westbrook and Veale, 2001).
It is clear that formal methods of education represent only a small part of the workplace learning process. Strong theoretical and empirically based research has demonstrated that most effective learning occurs in the workplace in tacit, culturally embedded ways through normal work practices within organizations or other communities of practice (Steven & Mahmud, 2004).
Workplace learning can take many forms, from formal, institutionally sponsored learning including training and human resource development initiatives to informal and incidental learning.
Despite the huge investments made by organizations to equip their employees with the necessary knowledge and skills to be efficient and successful, outcomes are often viewed as more of an act of faith because actual results are not easy to measure.
Criticisms have been levelled against the nature of formal learning environments prevalent in most institutional settings and it has been suggested that most of what employees actually learn is derived from their own experience on the job.
Kolb Learning Styles
Kolb defines experiential learning as a “process whereby knowledge is created through the transformation of experience” (1984, p.38).
Fry and Kolb (1979) provide the potential to view the (job) environment in terms similar to how the person is viewed. They hypothesized that a learning environment can be characterized in terms of four orientations or distinct types that pose demands on the person/learner in that environment. They are labeled affective, perceptual, symbolic, and behavioral.
Affective Orientation. This involves the person in a wide range of interpersonal situations that press for the application of interpersonal skills in carrying out organizational objectives. Effective job performance requires working with and through others in ways that deal effectively with the teachings and values of others. The managers job typically is perceived as getting things done through other people.
Perceptual Orientation. This requires a job holder to observe and reflect on phenomena in order to understand cause and effect relationships, creative possibilities, or potential consequences from possible courses of action. Typical examples include research scientists, psychoanalysts, strategic planners, and mathematicians.
Symbolic Orientation. This requires the job holder to maintain or increase mastery over a range of theoretical or technical skills. Effective job performance is a function of being called on to use a number of different abstract tools in daily problem solving. Typical examples of jobs with a high symbolic component are engineers, physicians, economists, and computer system designers.
Behavioural Orientation. This requires the involvement in and control over a wide range of interdependent activities by the job holder. The scope of discrete tasks may be small or large. However, at some level they are interdependent with the systems goals. Typical examples are managers