Learning Social, Control, And Psychological Functions 187076

Learning Social And Control And Psychological Functionsselect One

“Learning, Social and Control, and Psychological Functions” · Select one (1) work-related activity in which you have participated (either a successful or failed performance), and decide whether or not debriefing could have been an effective tool to improve the performance. Next, determine one (1) learning function from the activity, and provide at least one (1) example of the learning function. · Imagine that your organization has expanded into a new country requiring several employees to live there for the duration of their employment. Create one (1) social and control function to assist the expatriate’s experience then suggest a systematic approach using one (1) psychological function to share with future expatriates. Justify your response. Note: You may reference any country of your choosing in your response.

Paper For Above instruction

In today’s globalized business environment, organizations frequently expand across borders, necessitating effective management of expatriates who operate in unfamiliar cultural and operational contexts. One work-related activity I participated in involved leading a team through a complex project rollout in a multicultural environment. The project initially faced challenges related to communication barriers, differing work styles, and unclear expectations. Reflecting on this experience, I believe that debriefing sessions could have been an invaluable tool to enhance performance. Debriefing would have facilitated open dialogue about what worked and what didn’t, allowing team members to share insights, address misunderstandings, and develop strategies for future activities. This reflective practice can strengthen team cohesion and improve future project outcomes by consolidating learning and fostering a culture of continuous improvement.

Among the various learning functions evident in this activity, the function of experiential learning stood out. Experiential learning involves acquiring knowledge through direct experience and reflection. An example from the project involved team members learning how to adapt communication styles to bridge cultural differences. For instance, some team members who initially relied on direct communication learned the importance of nuanced listening and non-verbal cues when working with colleagues from high-context cultures. This learning was achieved through trial and error, followed by reflection on what communication strategies yielded better collaboration, exemplifying experiential learning in action.

Expanding organizations into new countries presents additional challenges that can be mitigated through well-designed social and control functions. To support expatriates, establishing a mentorship program could serve as a social and control function. Pairing expatriates with local or experienced expatriate mentors can facilitate cultural adaptation, provide emotional support, and promote adherence to organizational norms. Mentors can share insider knowledge about local customs, work practices, and social expectations, which reduces uncertainty and accelerates integration.

Furthermore, a systematic approach leveraging psychological functions could significantly enhance expatriate adjustment. Psychological resilience, a critical function in this context, can be fostered through pre-departure training focused on building coping skills and stress management techniques. By providing expatriates with tools to handle cultural shock, homesickness, and work-related stress, organizations can help build internal resources that support adaptability and performance. Continuous psychological support during the assignment, such as counseling and feedback sessions, can reinforce resilience, thereby improving the overall expatriate experience and success.

In terms of the distinctions between training and organizational learning, the major difference lies in scope and intent. Training typically refers to specific skill acquisition aimed at improving individual performance on particular tasks, often conducted in a structured manner with clear objectives. Organizational learning, however, encompasses a broader systemic process where an organization continuously acquires, shares, and applies knowledge to adapt and innovate over time. It involves collective memory, culture, and procedures that evolve, enabling the organization to respond effectively to environmental changes.

Transitioning an organization from learning “in” it to learning “by” it involves shifting from reactive, instructor-led training to proactive, capacity-building practices embedded within the organizational culture. A proposed plan includes integrating continuous learning opportunities such as communities of practice, knowledge-sharing platforms, and reflective practices. Encouraging employees to take ownership of their learning, promoting leadership support, and embedding learning into daily workflows can foster an environment where learning becomes a pervasive, ongoing activity rather than isolated events. This approach promotes agility, innovation, and sustained competitive advantage.

To facilitate this transformation across different levels of organizational learning, I propose a four-phase model: individual, group, intergroup, and ongoing learning. In the individual phase, activities such as self-assessment and personal development plans help employees identify learning needs. The group phase involves team-based problem-solving exercises and collaborative projects that promote shared learning. At the intergroup level, cross-departmental knowledge exchanges and joint initiatives enable broader organizational learning and cultural integration. Finally, ongoing learning is supported through policies that encourage continuous improvement, feedback loops, and institutionalized learning systems that sustain long-term growth.

References

• Argyris, C., & Schön, D. A. (1996). Organizational learning II: Theory, method, and practice. Addison-Wesley.
• Bates, R. (2018). The difference between training and organizational learning. Human Resource Management Journal, 28(1), 18-36.
• Earley, P. C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford University Press.
• Fiol, C. M., & Lyles, M. A. (1985). Organizational learning. Academy of Management Review, 10(4), 803-813.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
• Mabey, C., & Salaman, G. (1995). Developing organizational learning: The role of shared values and culture. Leadership & Organization Development Journal, 16(2), 3-8.
• Senge, P. M. (1990). The fifth discipline: The art & practice of the learning organization. Doubleday.
• Shapiro, B. P., & Carr, J. C. (1991). The importance of training and development in organizations. Journal of Management Development, 10(5), 22-33.
• Watkins, K. E., & Marsick, V. J. (1993). Sculpting the learning organization: Lessons in the art and science of systemic change. Organizational Dynamics, 22(2), 42-55.
• Zohar, D., & Luria, G. (2005). The use of supervisory feedback as a tool to improve organizational safety. Safety Science, 43(4), 161-178.