SELF-DIRECTED LEARNING
IN FUJAIRAH WORKPLACES - Alive, but is it all well?
Daniel Z. Millie,
HCT-RKM
If a recent
study in a ceramic tiles factory, a five star hotel and a travel agency
in Fujairah is an indication, learning through vocational self-directed
learning projects (VSDLPs) is a very significant method of workplace learning
in the UAE (Zeytoun Millie, 2002). Self-directed learning (SDL) is
any form of learning where adults have primary responsibility for planning,
implementing and evaluating the learning effort (Hiemstra, 1994).
An important finding of the study was that SDL can form the basis for establishing
continuous learning workplace environments for the benefit of workers and
organisations.
Data gained from interviews did not support a solid description of the SDL
experiences of the national segment of the Fujairah workforce. However,
a learning pattern did emerge to describe the experiences of the immigrant
segment. Once the foreign worker attains skill levels and has become
established in the workplace, he or she attempts to move through to a dialogic
stage of learning to attain further skills. Whilst this description
of worker SDL may mirror experiences in workplace learning around the world,
the UAE experience departs from the norm when the immigrant worker attempts
to broaden his or her work experiences. Labour organisation practices
restrict most immigrants from moving to other workplaces and so the worker
decides to remain in his or her job and to undertake voluntary VSDLPs
to progress within that same company.
The study supported Clardy`s hypothesis (2000) that workers engage in three
kinds of VSDLPs: Induced, to rectify an imbalance between job performance
and capability; Voluntary, where the worker perceives opportunities not
necessarily linked to organisational goals; and Synergistic, projects derived
from an intersection of personal motivation and an event in the workplace.
The Fujairah study concluded that a learning organisation framework based
upon continuous learning and self-transformation provided the best environment
to encourage synergistic SDL. The following hypotheses led to that
conclusion.
1. The unique social and economic system of the UAE necessitates workers
to undertake on-the-job induced VSDLPs to master core job-entry skills.
2. Workers in Fujairah do not recognise SDL as a sequence of definable
VSDLPs. SDL is continuous and is bounded by self-assessment and the
recognition of efforts from customers, peers and management.
3. HR programs do not influence voluntary or synergistic VSDLP decisions.
A learning organization that integrates individual and organisational development
will encourage synergistic VSDLPs in the workplace.
4. Organisational behaviour influences SDL decisions. Decentralisation,
small working teams, functional flexibility and empowerment are key factors
that encourage voluntary and synergistic VSDLPs. Workers respond when
they are empowered to initiate and direct their own learning of projects
they or the work team have identified.
5. Cooperation, mentoring, coaching, role modeling, making mistakes,
advice seeking and self-evaluation are important SDL activities.
A continuous learning environment in the workplace is vital for encouraging
SDL. Steps to awaken the learning capacity of workers in a learning
organisation are as follows.
1. Structuring learning situations that develop curiosity promotes
inquiry and dialogue (Watkins and Marsick, 1993).
2. Workers can experiment and frame and reframe their skills through
collaboration and teamwork.
3. Workers can work with and act upon a collective vision of the goals
of the organisation.
4. Management involves employees in critical decisions that affect their
lives through empowerment.
5. Workers in learning organizations take responsibility for learning
without prompting from external sources.
Whilst SDL is a fact of workplace learning in Fujairah workplaces, the study
identified that continuous learning environments supporting synergistic
VSDLPs occurred only in the smaller organisations. Committed management
can establish continuous learning environments if they empower workers and
give them responsibility for their actions. Wise leaders in Fujairah
workplaces should be aware that learning organisation practices based on
SDL will maximise participation in the daily issues that surround the worker,
to the benefit of the organisation and the satisfaction of the employees.
References:
Clardy, A. 2000. 'Learning on their Own: Vocationally Oriented
Self-Directed Learning Projects', Human Resource Development Quarterly.
The Ohio State University, vol.11, no.2, pp. 105-125.
Hiemstra, R. 1994. `self-Directed Learning', http://home.twcny.rr.com/hiemstra/sdlhdbk.html
(accessed 17 May, 2001).
Watkins, K.E and Marsick, V.J. 1993. Sculpting the Learning Organisation.
Jossey-Bass Inc, San Francisco.
Zeytoun Millie, D.M. 2002. Vocational Self-Directed Learning Projects
in Fujairah Workplaces. Unpublished Dissertation, Deakin University, Geelong.