Complex Learning Scenario
- Dec 11, 2017
- 5 min read
I remembered when I learned Strategic Planning at work-
I am now 19 years with my current company. The first time I got exposed to planning was when my boss asked me to prepare his report. Year after year, from preparing the report and now reporting to the board, I was able to harness my skills in strategic planning.
It was a discovery type of learning that I got familiar with strategic planning. At first, my boss just gave me a copy of the previous report. I started from taking note of the format, contents and how it was presented. After several years, I became involved in the planning sessions when I was promoted to manage the Corporate Affairs Department. Our department ensures the consolidation of the report and facilitates the planning session. What really helped me learn the concepts and steps for strategic planning was when I did my own research. I read other references that can be found in the net and reflect on the annual guideline given by the corporate center. Every time a plan is made a series of feedback sessions were done prior presenting it the Board of Directors. It was actually in the feedback sessions where ideas and comments from top management that I learn the context, relevance and importance of a sound plan.
One complex learning project that I can use to assess the learning scenario I had chosen was through Experiential Learning, following below steps:
Assumption - learners are or will be involved in the strategic planning but have little or no idea on strategic planning
Pre-work -
Learners will be given the framework of SWOT Analysis and asked to do research to expound their knowledge.
For external analysis (Opportunities and Threats), learners will be asked to determine events, news, new laws or happenings based on the context of their existing organization in terms of politics, economics, social, technological, legal and environment (PESTLE) that has an impact or may affect the current and future operations/growth/plans of the organization. They also have to put a description on the impact or how it can affect the organization.
For internal analysis (Strengths and Weaknesses), learners will be asked to assess the companies strengths and weaknesses vis-a-vis its current people, property, technology and process.
Actual Session (can be done on separate days)
EXTERNAL ANALYSIS
Use Galley Walk - Each group can get to review the work of other groups and give their comments/feedback. After the Gallery Walk, the group will reflect on the feedback and make changes if necessary. If not, they have to explain why.
Determine which among the list has a major impact to the organization in terms of opportunities and threats. Come up with a consolidated list
Sharing and exchange of ideas and thoughts
INTERNAL ANALYSIS
Use Rose-Bud-Thorns Method - Each group will determine which among the list are relevant, must be prioritized based on the following criteria: Rose (Highlight); Bud (Looking forward or emerging Strength or weakness); Thorns (pain points)
Sharing and exchange of ideas and thoughts
Goal and Objective Setting
Based on the results of the SWOT Analysis. The groups will come up with organizational strategic goals and objectives that addresses the Strengths, Weaknesses, Opportunities and Threats of the organization.
Action Planning
Based on the Goals and Objectives that were enumerated, the group will come up with action plans which details the activities, person-in-charge; time-frame; resources needed; and budget
The whole activity is a process wherein the trainees where able to simulate, how strategic planning is done. The Experiential Learning Theory (SLT) introduced by David A. Kolb, defines learning as “the process whereby knowledge is created through the transformation of experience. Knowledge results from combination of grasping and transforming experience” (Kolb 1984:41).
In the activity I just mentioned, the pre-work will give the learners the base knowledge on SWOT analysis. During the pre-work, the learner will undergo personal reflection and determine relevant external and internal factors affecting their organisation. They would fluidly accomplish the task if they were able to connect their existing organizational knowledge and experience. Further assimilation of the model will be demonstrated during the actual workshop where participants will exchange their thoughts and input of their personal assessment on both external and internal factors within the group. The facilitator will serve as a guide on how the process will be done and ensure that everyone was on the same page, on each step.
The Learning Cycle of Kolb has 4 important components-- experiencing, reflecting, thinking, acting (Kolb, 2009). According to him “…immediate or concrete experiences are the basis for observations and reflections. These reflections are assimilated and distilled into abstract concept from which new implications for action can be drawn. These implications can be actively tested and serve as guide in creating new experience.”
In the example stated above, the learning cycle was done 5 times —In the pre-work, external analysis, internal analysis, goal and objective setting and action planning. On each activity, the learners will be faced with actual experiencing of the stages in strategic planning. Through the process they will be able to practice data gathering, critical thinking, analysis, communication and visioning which are skills needed for a person to perform strategic planning.
The exchange of ideas that will be drawn out from each learner, becomes a venue for re-learning (Kolb, 2009) as they will be able to formulate new or better ideas with the collective knowledge that was accumulated during the discussion. In the same process, conflicts will be resolved, which again is a source of learning. The activity is student-centered as one’s personal views and feelings are shared with the group. Final outcome and realizations will come from the students while the process was provided by the instructor/facilitator.
This learning activity encompasses the following learning theories:
Constructivisim - Learners were able to construct or re-create social knowledge (Output for the internal and external analysis; output in the goals, objectives and action planning) through their sharing of personal experiences. The scaffolding approach was used when learners were guided and given steps (pre-work to actual sessions) to undertake in order to come up with the final output.
Connectivisim - The principle of George Seimens (2004) were used when learning was done through diversity of opinions during the sharing; Connect the personal experience and the input of others in coming up with ideas; Learners were also able to practice decision making when the group was asked to have a final output/consensus on (a) the external and internal factors affecting the organizations, (b) where to lead the organization (goals and objectives) and (c) action planning
Andragogy - The principles of adult learning from Malcom Knowles (Pappas, 2013) particularly on adult’s learners experience (sharing of personal views, experiences and input in the discussion), relevance & impact to learner’s lives (the skills learned will be greatly used in their organization) and problem-centered challenges (learners were asked to come up with Strategic Goals, Objectives and Action Plan) were heavily used when the activity was designed.
References:
Kolb, A. & Kolb, D.A. (2009). Experiential Learning Theory. A Dynamic, Holistic Approach to Management Learning, Education and Development. Retrieved from https://learningfromexperience.com (2017).
Pappas, C. (2013). The Adult Learning Theory - Andragogy of Malcom Knowles. Retrieved from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles (2017)
Seimens, G. (20014). Connectivism. A Learning Theory for the Digital Age. Retrived from http://www.elearnspace.org/Articles/connectivism.htm (2017)
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