The need to "learn how to learn" is frequently talked about, even in the segment of continuous training in the company. It is not, of course, about curling the curl: it can probably be said, in general, that our ability and attitude for continuous learning and development are not always up to the demands of the times. Both managers and managers, as other workers, we must improve our knowledge and skills through new methods, more in line with the new times and new possibilities. On the one hand, we may lack self-criticism, or we may not receive enough feedback about our skills shortcomings; but on the other, it is very important that we know how to achieve the desired personal and professional maturity that leads to high performance.Today the media that are applied are very diverse: e-learning, blended learning, coaching, outdoor learning… And there are also many competing features that we must attend to: knowledge, technical and personal skills, attitudes, beliefs, behaviors…
It can be said that the so-called information society is, at the same time, the communication society, the knowledge society and, therefore, the learning society. Behind all this are the information and communication technologies, whose advance is so fast that it opens up a challenge of exploitation: we must put technology more successfully to the best service of society and, therefore, of the organizations. Even at the beginning of the last century, many companies were satisfied with the manual skills of their employees, but now, in the 21st century, companies need our well-cultivated brain. Organizations need both the knowledge and the rational and emotional intelligence of each one of us to develop their own collective intelligence for the benefit of the community.
In his professional environment, the individual is exceeding his traditional dimensions and reaching, as we all know, a growing role that is difficult to imagine just a few decades ago. Indeed, intellectual capital is no longer only talked about as a very valuable asset in companies: emotional capital, whose value is equally unquestionable, is also discussed. In the company that faces the future, each person, sufficiently prepared for it, assumes their commitments and acts accordingly. Both the development of our intra and interpersonal capacities and the continuous acquisition of new technical and functional knowledge are inexcusable in the 21st century, and we must attend to these purposes in a manner compatible with our daily performance: as one more commitment.
This must be emphasized: we must be right, both when defining these new disciplines to learn or develop, and when choosing the most efficient methods to achieve it.
But there is more: we must ensure that our individual learning contributes to the development of the collective. Postulates as solid as those related to knowledge management, customer orientation, management by competencies and, in short, with the concepts of intelligence and health of organizations, underline the objective of acquiring the necessary knowledge and make them flow within companies for the benefit of results.
In short, knowledge and skills that add value to the organization, in the short, medium and long term, ensuring prosperity.
Learning with the computer
It is said - and so we believe it - that in the coming years we will witness a spectacular growth in self-directed learning served by computer (attention: self-driven yes, but not isolated), within companies. Among the methodological solutions that technical progress proposes, without detracting from others, are, as is well known, interactive user-computer systems, in which the program works as a coach or private teacher, although with visible limitations. Advances in network capacity will promote multimedia learning online, taking advantage of the possibilities of intranets, but this method will not always be an ideal alternative: it depends on the content to be learned.
Virtual campuses, which take advantage of Internet technology to recreate the framework of in-person training relationships, constitute a tool of recognized effectiveness that high-tech companies are incorporating, aware that the development of their people -one by one- does not can occur in isolation. It is not about practicing learning by yourself; it is more about learning in solidarity: in communication with others, through ad hoc forums incorporated into corporate communication networks. The development of our competences must be aligned with the needs of the organization and put at your service.
The market for computer-based training continues to target above all the business world, although it also does so for the rest of the teaching segments, and especially for universities. In fact and for example, the idea of corporate university - a model of continuous training already adopted by numerous large organizations such as Disney, Motorola, Alcatel, Unión Fenosa, etc. - constitutes a boost to innovation and efficiency in learning methods and professional development. The corporate university model aims at the recognition of «faculties» or disciplines as a consequence of the company's activity, its culture and its management style, establishing «careers» tailored to different groups.
Quality and didactic efficiency
Today, the so-called psychology of multimedia learning is well studied. The magic of the good teacher cannot be replaced by technical displays: these must be put at the service of didactic efficiency to ensure learning and customer loyalty. In his dialogue with the computer, the student is sensitive not only to the ideas he exchanges and the language used, he is also sensitive to the chromaticism used, to the semiotics of the screen (symbols, gestures, etc.), to the conjunction or synergy of the media, the learning challenge perceived… The student thanks the computer for a well-formulated feedback, some measure of stroking or emotional reinforcement, a certain empathy and to some degree of complicity; In short, mutual intelligence between student and computer must be produced.
The student must learn efficiently and must feel satisfied while doing it: one of the purposes, hidden or not, of these systems is for the student to become aware of their progress and enjoy learning. The consequent energizing effect will serve both to continue learning, and for the immediate practical application of new skills with a technical, functional or personal dimension. The method will achieve loyalty to many users, if expectations of quality and teaching effectiveness are not frustrated; but not only can it be expected to be attractive to users: companies must see in this kind of multimedia electronic learning -e-learning- an efficient and profitable solution for the continuous development of their human resources.
Curiously, the search for effectiveness sometimes leads to expect immediate results from training actions; But when it comes to developing personal skills, for example, it takes time. Amazing results cannot be expected from a workshop, or an online program, on communication or leadership: the workshop, or the online program, will be necessary, but not sufficient. The most appropriate could be the subsequent start of a coaching process, more or less formally orchestrated. The boss can be a good coach: remember that the manager-leader who is running is characterized by the contribution to the development of her collaborators.
Multimedia training market
When looking at the multimedia training market within the business segment, it has been distinguishing between three main groups: large organizations with dispersed headquarters, both within their country and in other countries; companies of a certain size, but with geographically concentrated activity; and finally small companies, whose training needs are sometimes channeled through associations. Although multimedia technology offers specific solutions for each segment in question, there is no doubt that the first group - large organizations typically equipped with intranets - demand tailor-made solutions, designed systemically and endowed with flexibility, versatility and efficiency. Solutions consistent with its corporate culture, with its human resources policy,with its technological stage and with the functioning of the organization.
Learning without a computer
Still referring to the so-called continuous training, self-directed learning served by computer is not going to make the traditional classroom training disappear. What does happen is that this modality of face-to-face training, especially when we talk about skills (soft skills) and managerial personnel, uses new increasingly participatory methods. Nor should we rule out self-directed learning without a computer: reading, watching videos, etc. The inexcusable objective is to continually enrich our professional profile, both in knowledge and in technical skills and personal traits. Obviously, it is easier to learn PowerPoint than to learn how to lead people, to improve their performance.
Necessities analysis
The professional profile of each one of us is always perfectible, but each person must develop their potential with the proper orientation to results; the human resources development solution deployed in each company must be holistic and synergistic, in harmony with the environment in which it is applied and, ultimately, it must be effective.
Before planning our continuous learning and development in the company, we must evaluate ourselves from an individual perspective, but also from a group perspective, as members or managers of functional units, project teams, etc.; and we must also do it from an organizational perspective - it could be said that cross-functional and even, in a way, trans-hierarchical - as people who, within a company, share vision, values, strategy, objectives and other common references: much more if we it would correspond to face high responsibilities. We must attend to each of these three levels of action and commitment - individual, relational and global - present to different degrees but in all of us; constitute, at the same time,three references or paths by which we must advance in our continuous development.
Taking each of these references into account, we must progress both in knowing, in feeling, thinking and acting: in all of this. It is as if to analyze our learning and development needs, we had to see well, at a greater distance, and also with a greater angle of vision. Obviously, not all men and women in companies need to know everything, neither be creative, nor be leaders, nor be computer experts, nor be strategists; but the organization, as a whole, must not present determining deficiencies. The company has to have the skills it needs in the right people, and it has to achieve synergistic understanding among all, in achieving the desired objectives.
But, although each person has their individual development needs depending on their position in the organization, there are many competencies that almost all of us should develop to a greater extent, and which until now we have not sufficiently addressed. We talk about common needs that are more frequent than it may seem: conceptual thinking, analytical and synthetic ability, customer orientation, self-control, empathy, oral and written communication, flexibility, team spirit, systemic perspective, creativity, and many other skills, always for the benefit of the health and future of our organizations.
Sometimes, in reference to the health of companies, we have heard of abulia, anemia, anorexia… (and we could continue, in alphabetical order, going through neurosis and even psychosis), but we will not take the analogy so far: We can speak more specifically of evils such as complacency, pusillanimity, orientation to the president (instead of the market and customers), the preeminence of personal interests, bureaucratic excesses, stagnation of information, poor internal communication, the exaggerated concentration (or decentralization) of power and various other more and less serious disorders.
In their case, these ills would be reflected first in various financial and non-financial indicators - a complete analysis - and could finally provoke the self-destruction of the organizations. Almost everyone can contribute individually and unconsciously to deteriorate organizational health, although the contribution to recovery and improvement must necessarily be collective. Improving our professional profile cannot be separated from the health and prosperity of our organizations.
conclusion
When contemplating our continuous learning, we cannot limit ourselves to acquiring technical-functional and office automation knowledge limited to our workplace. We have to incorporate some cross-functional knowledge and, as we suggested, a good number of soft skills, including the so-called emotional skills; many experts seem to agree on this. Emotional intelligence is discussed not only at the individual level, but also at the team and organizational levels; so we have to evaluate and improve the emotional intelligence of the area for which we are responsible or jointly responsible, and also that of ourselves.
We would have to "measure" our emotional competencies (intra and interpersonal skills), using tests, or applying multi-source feedback techniques. And, without rushing to accept or reject these inputs, improve where and as appropriate.
By insisting especially on what we defined as a third reference or path for learning -organizational perspective-, we know that many companies have suffered from diseases or operating defects that they are now trying to prevent. We must learn from the possible mistakes made in our environment, and cultivate the values and behaviors that best contribute to the health and intelligence of our organizations. So, apart from the emotional aspects - so current - a global understanding of how the organization works contributes to our personal effectiveness and satisfaction, and avoids uncomfortable discomfort. Whatever our position or hierarchical level, we must try to understand why things are done, even if we have to question them appropriately, through the appropriate channels.In short, we must look beyond our workplace, and often ask ourselves how we can best contribute to the environment in which we operate and to the objectives of the organization.
