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UNIVERSITY OF LEICESTER School of Business Submission Form Please complete the information on the first page of this document, you should then complete your assignment and insert it into page 2. Once you have completed the assignment, you should answer all of the questions on the last page of the submission form, Module Review. Student ID Number Word Count Question No and Title To what extent should organisations look beyond 'training' when developing the skills and knowledge of their workforce? Your answer should make reference to the distinction between formal and informal learning. Plagiarism Declaration I confirm that this assignment is my own work, is not copied from any other person's work (published or unpublished), and that it has not previously been submitted for assessment on any other course. I have read and understand the definitions of plagiarism and academic dishonesty from the University Senate Regulations: www2.le.ac.uk/offices/sas2/regulations/documents/2012-13/Senatereg11-discipline.pdf Unintended plagiarism and deliberate plagiarism will result in the award of a fail grade.
CLMS UNDERGRADUATE PROGRAMME Table of Contents 1. INTRODUCTION .................................................................................................................... 3 2. FORMAL LEARNING ............................................................................................................ 3 3. INFORMAL LEARNING ........................................................................................................ 5 4. THE DISTINCTION BETWEEN FORMAL AND INFORMAL LEARNING ..................... 6 5. INTEGRATING WORKPLACE LEARNING INTO HR STRATEGIES: CONSIDERING FACTORS BEYOND TRAINING PROGRAMS .............................................. 7 5.1 Workplace Learning as Part of HR Strategies ....................................................................... 7 5.2 The Role of Production Methods in Skills Acquisition at Work ........................................... 7 5.3 Applying Theoretical Models (Unitarism and Pluralism) to Workplace Learning Initiatives ..................................................................................................................................... 8 6. EVALUATION OF ORGANISATIONAL PRACTICES ....................................................... 9 6.1 Case Study from Organisation ............................................................................................... 9 6.2 Assessing the Effectiveness of Formal and Informal Learning Methods .............................. 9 6.3 Identifying Areas for Improvement in Skills and Knowledge Development ...................... 10 7. CONCLUSION ...................................................................................................................... 10 © CENTRE FOR LABOUR MARKET STUDIES 2
CLMS UNDERGRADUATE PROGRAMME 1. INTRODUCTION Organisation’s performance and outcomes, training is the planned process of improving workers' skills and knowledge ( Sendawula et al., 2018). Training is important to become better at things, but companies cannot just use traditional ways of training. Companies need to inquire about other ways to learn, like informal learning, to fully improve the skills and understanding of their employees. Developing employee's skills and knowledge is an important part of any business because it helps them do their jobs and reach the company's goals. Training programs are often used to ensure workers have the skills they need. But formal training systems have their limits; they are often formal and not related to employee's daily work, which makes it impossible for them to apply what they have learned to their work ( Zhang and Parker, 2019). However, Sarkan (2021) claimed that everyday work experiences, interactions with coworkers, and casual talks naturally lead to informal learning. It helps workers learn from real-life events and use their newly acquired knowledge learned right away in their jobs. With collaborative, creative, and critical thinking, informal learning helps workers learn from each other and share what they know. Organisations can use informal learning methods and standard training methods to go beyond them. Communities of practice, job rotations, and online information-sharing platforms can all help with this. It is also important to create a community that values and supports learning beyond the institution's context. Companies should let their workers do self-directed educational projects and give them the tools they need. Therefore, companies cannot simply employ traditional training methods to improve the skills and understanding of their employees. Formal training programs are important, but they should be paired with less structured learning methods. By encouraging informal learning, businesses can build a culture of always learning that makes their employees more productive and successful. © CENTRE FOR LABOUR MARKET STUDIES 3
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CLMS UNDERGRADUATE PROGRAMME 2. FORMAL LEARNING Formal learning includes planned and organized learning tasks that are usually provided by experts or instructors ( Rapanta et al., 2020). Informal learning usually involves structured training programs, workshops, courses, or educational institutions. It is important for workforce development that formal learning gives workers the information and skills to do their jobs well. Moreover, Structure is an important part of organised learning. An established curriculum or syllabus ensures that certain subjects or skills are taught. Also, experts or teachers usually lead formal learning, teaching others how to do things. However, Oviawe (2018) contend that a standard way of learning is possible, guaranteeing quality and consistency for all learners. For workforce development to be effective, formal learning is essential. It gives workers the information and skills they need to do their jobs. As per the study by Haas (2018), the basic ideas, theories and methods used in certain jobs or businesses are covered. In formal learning programs, employees can also learn from subject matter experts, who can give them deep knowledge and useful advice. However, Morris (2018) argues that Formal learning presents some problems. For example, one problem is that it is not always connected to the activities workers accomplish at work every day. Employees can find it hard to use the theoretical information they get from formal learning programs when doing their jobs. As a result of this gap between educational learning and application in real life, formal training can prove to be as successful at building practical skills ( Kuzminov, Sorokin and Froumin, 2019). Moreover, another problem with formal learning is that it can fail to meet all of an employee's diverse learning needs and desires. Official training programs usually use a set method that can be inappropriate for all workers' unique learning styles or speeds. However, Lemmetty and Collin (2020) contend that Formal learning environments can work best for some workers, while self-directed and interactive © CENTRE FOR LABOUR MARKET STUDIES 4
CLMS UNDERGRADUATE PROGRAMME learning methods can work better for others. Formal learning methods or programs include training meetings with a teacher, online courses, workshops, seminars and degree programs at educational institutions. Structured material, tests, and certification are common at the end of these formal learning methods. Common uses include teaching technical skills, information specific to an industry, compliance training, and leadership development programs ( Hickman and Akdere, 2018). Subsequently, formal learning is very important for developing the workforce because it gives workers ordered and standardized ways to learn. Providing workers with the necessary information and abilities for their jobs. Along with its benefits, traditional education has a few drawbacks. For example, there is a gap between theory and practice, and no individualised ways to learn exist. Since these methods have limits, companies need to think about other ways to learn, like informal learning, to help their employees improve their skills and knowledge. 3. I NFORMAL LEARNING Informal learning is the acquiring and self-directed development that transpires naturally due to routine professional engagements, peer interactions and casual discussions ( Richardson, 2020). The learner's interest and motivation to gain information and skills dramatic. Informal learning is an important part of developing the workforce and has many benefits over official learning methods. One of the most important things about casual learning is that it can be changed and adapted. Moreover, for employees, informal learning helps them learn any time these individuals want and at their own pace, while formal learning follows a set curriculum. This gives workers the freedom to focus on areas that interest them or on learning immediately. However, Carliner (2023) claim that Providing enough about the significance of informal learning for building up the workforce is impossible. It allows workers to learn from real-life work situations so they can use their improved information and skills © CENTRE FOR LABOUR MARKET STUDIES 5
CLMS UNDERGRADUATE PROGRAMME immediately. Informal learning also helps people keep learning and getting better because it gets them to look for new knowledge, try new things, and think about what they have learned. The research by Cerasoli et al. (2018) demonstrates several reasons why informal learning is better than formal learning. For example, it makes it easier to gain useful and relevant information. Informal learning lets workers get real-world experience and observe how their newly learned skills are used in the workplace, while formal learning is more about theoretical concepts. Many times, this practical information is more useful for employees' work. Furthermore, Michaelsen, Knight and Fink (2023) stated that casual learning makes it easier for people to work together and talk to each other. Employees talk to each other, share their experiences, and ask for help to learn from each other. However, Marcos et al. (2020) claimed that Collaborative learning makes it easier for people to share their thoughts and ideas, sparks imagination, and helps people learn how to think critically. Job changes are an example of an informal way to learn because they allow employees to experience different roles and responsibilities and learn by watching and performing. Coaching and training programs also help with informal learning by allowing workers to learn from more experienced workers. As well as formal learning, employees with similar skills or hobbies can learn from and with each other in communities of practice. Therefore, informal learning is very important for developing the workforce because it allows for open, useful and group learning. It enables workers to learn in real work situations, encourages them to keep learning and helps them get better at practical skills. Realising the significance of informal learning, businesses should build a culture that supports and encourages these learning chances. © CENTRE FOR LABOUR MARKET STUDIES 6
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CLMS UNDERGRADUATE PROGRAMME 4. THE DISTINCTION BETWEEN FORMAL AND INFORMAL LEARNING Formal and informal learning are two different ways to get information and competency. To successfully improve the skills and knowledge of their workforce, companies must understand the differences between these two types of learning ( Nygren et al., 2019). Differentiating between formal and informal learning is mainly about how the learning is structured and carried out. Following a set curriculum or syllabus, formal learning usually follows a set format. However, Vare et al. (2019) claim that Formal training programs, workshops, or lessons provided by experts or teachers are common ways to get it. Unlike formal learning, informal learning happens independently and is prompted by daily work activities, interactions with coworkers, and casual talks. The setting is another thing that makes learning different. Usually, formal learning takes place in education centres or educational institutions, away from the normal work setting. It is not connected to employees' typical chores and problems ( Bischoff, Volkmann and Audretsch, 2018). On the other hand, Jeong et al. (2018) articulated that informal learning develops in the workplace as part of employee's normal daily tasks. Furthermore, it is closely related to the real tasks and problems employees face, making it more relevant to the situation. However, Walker, Thomas and Driska (2018) contend that formal and informal learning are not mutually exclusive, and they can help and support each other. Formal learning allows for a structured foundation of skills and information, providing a systematic learning method. It guarantees that workers learn the most important ideas and concepts related to their jobs. Although formal learning is important, informal learning bridges the gap between theory and practice by letting workers use what they have learned in the classroom in real-life work situations. Informal learning enables employees to improve their actual skills, ability to solve problems, and flexibility by drawing on their own and © CENTRE FOR LABOUR MARKET STUDIES 7
CLMS UNDERGRADUATE PROGRAMME other people's experiences. Cultural factors within an organisation are important for encouraging casual learning at work. As per a study by Park and Kim (2018), as an organisation's culture values and supports informal learning, employees are more likely to share their knowledge, work together, and keep learning. The environment makes employees feel free to ask for help, make suggestions, and try outside new ideas. Leaders can greatly encourage informal learning by showing and encouraging a learning mindset, encouraging open communication and creating chances for sharing knowledge and working together ( Marsick and Neaman, 2018). Therefore, formal and informal learning are different but complementary ways to help workers improve their skills and knowledge. A structured basis is given by formal learning, while knowledge can be used and put into context in the workplace through informal learning. Organisations needmust understand the worth of formal and informal learning and build a culture that supports and encourages informal learning. Organisations can improve their workforce's general growth and performance by allowing both types of learning. 5. INTEGRATING WORKPLACE LEARNING INTO HR STRATEGIES: CONSIDERING FACTORS BEYOND TRAINING PROGRAMS 5.1 Workplace Learning as Part of HR Strategies Training programs are important for improving skills, but companies must consider other consequences that help people learn on the job. Learning at work includes getting new information and skills from daily work, talking to coworkers and having informal discussions ( Malik, 2018). Throughout an employee's employment with an organisation, this procedure is ongoing. Workplace learning is an important part of human resource strategies as it is linked to job performance and a company's success. Incorporating learning on the job into an organisation's HR strategy can help encourage it. However, Niati, Siregar and Prayoga © CENTRE FOR LABOUR MARKET STUDIES 8
CLMS UNDERGRADUATE PROGRAMME (2021) claim that it means ensuring that learning programs align with business goals, figuring out the abilities that most important for the company, and giving workers chances to improve them. HR plans need to consider how each employee learns, and what they like. This can be done by giving people various ways to learn, like formal training programs, mentoring and coaching programs, online learning tools and job rotations. 5.2 The Role of Production Methods in Skills Acquisition at Work The role of production methods in skills acquisition at work is often overlooked in discussions about workplace learning. The ways that a company makes things or provides services are called its production methods ( DeKeyser, 2020). Employees can learn new skills in very different ways when these ways of doing things are used. For instance, people that work in industry can be required to do the same things over and over again, which makes it harder for them to pick up new skills. But open production methods can give workers more freedom and power to choose, which can help them learn new skills by giving them the chance to solve problems and make decisions. When companies make HR plans, they need to think about how the way they do things changes how people learn new things. This includes figuring out what skills are most important for flexible production methods and giving workers chances to get better at them through job changes, training programmes, and one-on-one coaching and teaching (Al-Zoubi, Masa'deh and Twaissi, 2022). Companies need to ensure that how they make things fits with their HR plans and helps people learn new skills. For instance, companies can utilise a "learning organisation" method, in which constant learning is part of the company's mindset and values. This method involves making a helpful space that encourages workers to share what they know, learn from their mistakes and keep getting better. © CENTRE FOR LABOUR MARKET STUDIES 9
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CLMS UNDERGRADUATE PROGRAMME 5.3 Applying Theoretical Models (Unitarism and Pluralism) to Workplace Learning Initiatives Theoretical models like unitarism and pluralism can help understand how to implement learning programs in the workplace. Unitarianism is a way of running a group that says there is only one reality or truth ( Coyle, 2023). According to De Man and Luvison, (2019), there is only one best way to run a business, and all workers must collaborate toward the same goal. To identify learning programs in the workplace, this view says that training programs should be made to fit the needs of all workers and should be given in a standard way. However, Crowder (2020), Pluralism is a way of running a group that argues there is more than one reality or truth. According to this point of view, every group has different goals and points of view that should be respected and taken into account. Training programs for employees should be made to fit their different wants and preferences regarding learning at work ( Mlambo, Silén and McGrath, 2021). Offering self-directed learning options, coaching and mentoring programs that are tailored to each individual's needs, and job rotations that give workers a chance to experience different roles and tasks are some methods to accomplish this. Therefore, companies need to think about more than just training programs when they want to improve the skills and understanding of their employees. Learning programs in the workplace should be part of HR strategies, integrate with business goals, and be flexible enough to meet the needs and wants of all workers. Production methods should also be thought about because they significantly impact how people learn new skills at work. Theoretical models like unitarism and pluralism can help with learning efforts in the workplace by offering methods that can be used in a standard way or can be changed to fit the needs of each individual. Companies should use a method that fits their beliefs and culture and helps their employees improve their skills. © CENTRE FOR LABOUR MARKET STUDIES 10
CLMS UNDERGRADUATE PROGRAMME 6. EVALUATION OF ORGANISATIONAL PRACTICES 6.1 Case Study from Organisation Looking at real-life company examples to judge how well learning programs work is important. Deloitte is one of these companies. It is a global professional services network that offers tax, audit, consulting, financial advice, risk advisory and other services ( Murphy, Seabrooke and Stausholm, 2019). Deloitte knows the significance of improving the skills and understanding of its employees, and it has set up several learning programs to do just that. One is Deloitte's "Leadership Academy," which helps workers become better leaders. There are formal and informal ways to learn inside of institutions. Formal ways to learn include going to educational institutions and taking classes online. These teach leading skills like dealing with people, making choices, and putting teams together. Job changes, coaching and training programs, and online communities of practice are all informal ways to learn. Everyone can share what they know and learn from each other. 6.2 Assessing the Effectiveness of Formal and Informal Learning Methods There are many things to consider when deciding whether official or informal learning methods are successful, such as the way they teach, the amount they cost, and the satisfaction of the employees with their jobs. Workers can get the information and skills they need through formal ways of learning, like schools and online classes. They set up a way for people to learn that helps them understand ideas and concepts linked to their job. Latchem (2018), on the other hand, said that traditional learning can be pricey because of the cost of the instructor, the cost of the resources, and the cost of travel. Formal learning methods also have difficulty adapting to how workers like to learn. However, some workers like learning in a more self-directed and hands-on way. © CENTRE FOR LABOUR MARKET STUDIES 11
CLMS UNDERGRADUATE PROGRAMME On the other hand, informal learning methods like job rotations, mentoring and teaching programs, and online communities of practice can be affordable and necessitate no big inputs of money or time. In addition, Employees can also learn in real work situations with informal learning methods that make the learning more useful to the job. Also, because informal learning is more self-directed and interactive, it can meet all employees' different learning goals and preferences. However, because informal learning methods are not as structured as formal ones, they can fail to provide workers with a solid base of knowledge and skills. 6.3 Identifying Areas for Improvement in Skills and Knowledge Development Evaluate learning projects regularly to determine where skills and knowledge development can be improved. According to Phillips Thai and Halim (2019), that implies looking at employee feedback, recording how learning programs affect things like customer satisfaction and productivity, and finding skill development gaps. Companies can use these evaluations to find areas where skill growth could improve. For instance, Deloitte's Leadership Academy found that some leaders lacked emotional intelligence. A new leadership development program from Deloitte was created to fill this gap. It focused on emotional intelligence skills like self-awareness, self-regulation, drive, empathy and social skills. There were both formal and informal ways to learn in this program. For example, emotional intelligence experts provided classes, and experienced leaders helped participants. Therefore, businesses need to check how their learning programs are working by looking at things like the amount they cost, how well they work, and how happy their employees are with the program. Based on regular reviews, they should also figure out what skills they need to work on developing. Companies can be sure that their learning programs are developing the skills and information that their employees need to be successful in doing this. © CENTRE FOR LABOUR MARKET STUDIES 12
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CLMS UNDERGRADUATE PROGRAMME 7. CONCLUSION In conclusion, organisations must utilise more than traditional training methods to improve employee skills and knowledge. Formal training programs give a foundation of knowledge and skills but lack customisation and theory-practice connection. Organisations could also use informal learning to develop employee skills and knowledge. Daily work, coworker encounters, and casual conversations promote informal learning. It allows workers to apply real-life lessons to work. Employees sharing knowledge in informal learning promotes creativity, critical thinking, and teamwork. Organisations can improve employee performance and competitiveness by allowing informal studying and encouraging continual learning. To include workplace learning in HR strategy, organisations should consider production processes and theoretical frameworks like unitarism and pluralism. Regular reviews of learning projects can improve them and ensure workforce skills and knowledge growth meet organisational goals. © CENTRE FOR LABOUR MARKET STUDIES 13
CLMS UNDERGRADUATE PROGRAMME REFERENCES Al-Soubi, M.O., Masa'deh, R.E. and Twaissi, N.M., 2022. Exploring the relationship among structured-on-the-job training, mentoring, job rotation, work environment factors and tacit knowledge transfer. VINE Journal of Information and Knowledge Management Systems . Bischoff, K., Volkmann, C.K. and Audretsch, D.B., 2018. Stakeholder collaboration in entrepreneurship education: an analysis of the entrepreneurial ecosystems of European higher educational institutions.   The Journal of Technology Transfer ,   43 , pp.20-46. Carliner, S., 2023.   Informal learning basics . Association for Talent Development. Cerasoli, C.P., Alliger, G.M., Donsbach, J.S., Mathieu, J.E., Tannenbaum, S.I. and Orvis, K.A., 2018. Antecedents and outcomes of informal learning behaviours: A meta- analysis.   Journal of Business and Psychology ,   33 , pp.203-230. Coyle, A., 2023. Rational, liberal religion: Dilemmatic positions? An analysis of Unitarian texts and talk on rationalism, liberalism and religion. Crowder, G., 2020. From value pluralism to liberalism. In   Pluralism and liberal neutrality   (pp. 2-17). Routledge. De Man, A.P. and Luvison, D., 2019. Collaborative business models: Aligning and operationalising alliances.   Business Horizons ,   62 (4), pp.473-482. DeKeyser, R., 2020. Skill acquisition theory. In   Theories in second language acquisition   (pp. 83-104). Routledge. Haas, E.B., 2018.   When knowledge is power: Three models of change in international organizations   (Vol. 22). University of California Press. Hickman, L. and Akdere, M., 2018. Effective leadership development in information technology: Building transformational and emergent leaders.   Industrial and Commercial Training ,   50 (1), pp.1-9. © CENTRE FOR LABOUR MARKET STUDIES 14
CLMS UNDERGRADUATE PROGRAMME Jeong, S., Han, S.J., Lee, J., Sunalai, S. and Yoon, S.W., 2018. Integrative literature review on informal learning: Antecedents, conceptualizations, and future directions.   Human Resource Development Review ,   17 (2), pp.128-152. Kuzminov, Y., Sorokin, P. and Froumin, I., 2019. Generic and specific skills as components of human capital: New challenges for education theory and practice.   Форсайт ,   13 (2 (eng)), pp.19-41. Latchem, C., 2018.   Open and distance non-formal education in developing countries . Singapore: Springer. Lemmetty, S. and Collin, K., 2020. Self-directed learning as a practice of workplace learning: Interpretative repertoires of self-directed learning in ICT work.   Vocations and Learning ,   13 (1), pp.47-70. Malik, R.S., 2018. Educational challenges in 21st century and sustainable development.   Journal of Sustainable Development Education and Research ,   2 (1), pp.9-20. Marcos, R.I.S., Fernández, V.L., González, M.T.D. and Phillips-Silver, J., 2020. Promoting children’s creative thinking through reading and writing in a cooperative learning classroom.   Thinking Skills and Creativity ,   36 , p.100663. Marsick, V.J. and Neaman, A., 2018. Adult informal learning.   Informelles Lernen: Standortbestimmungen , pp.53-72. Michaelsen, L.K., Knight, A.B. and Fink, L.D. eds., 2023.   Team-based learning: A transformative use of small groups in college teaching . Taylor & Francis. Mlambo, M., Silén, C. and McGrath, C., 2021. Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature.   BMC nursing ,   20 , pp.1-13. Morris, C., 2018. Work‐based learning.   Understanding medical education: evidence, theory, and practice , pp.163-177. © CENTRE FOR LABOUR MARKET STUDIES 15
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CLMS UNDERGRADUATE PROGRAMME Murphy, R., Seabrooke, L. and Stausholm, S., 2019. A tax map of global professional service firms: where expert services are located and why. Niati, D.R., Siregar, Z.M.E. and Prayoga, Y., 2021. The effect of training on work performance and career development: the role of motivation as intervening variable.   Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences ,   4 (2), pp.2385-2393. Nygren, H., Nissinen, K., Hämäläinen, R. and De Wever, B., 2019. Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments.   British Journal of Educational Technology ,   50 (4), pp.1759-1770. Oviawe, J.I., 2018. Revamping technical vocational education and training through public- private partnerships for skill development.   Makerere Journal of Higher Education ,   10 (1), pp.73-91. Park, S. and Kim, E.J., 2018. Fostering organizational learning through leadership and knowledge sharing.   Journal of knowledge management ,   22 (6), pp.1408-1423. Phillips, S., Thai, V.V. and Halim, Z., 2019. Airline value chain capabilities and CSR performance: The connection between CSR leadership and CSR culture with CSR performance, customer satisfaction and financial performance.   The Asian Journal of Shipping and Logistics ,   35 (1), pp.30-40. Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L. and Koole, M., 2020. Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity.   Postdigital science and education ,   2 , pp.923-945. Richardson, R., 2020.   The value and impact of informal learning on the professional development of teachers in Further Education   (Doctoral dissertation, University of Sunderland). © CENTRE FOR LABOUR MARKET STUDIES 16
CLMS UNDERGRADUATE PROGRAMME Sarkan, O., 2021. Informal workplace learning experiences of gold-collar workers. Sendawula, K., Nakyejwe Kimuli, S., Bananuka, J. and Najjemba Muganga, G., 2018. Training, employee engagement and employee performance: Evidence from Uganda’s health sector.   Cogent Business & Management ,   5 (1), p.1470891. Vare, P., Arro, G., de Hamer, A., Del Gobbo, G., de Vries, G., Farioli, F., Kadji-Beltran, C., Kangur, M., Mayer, M., Millican, R. and Nijdam, C., 2019. Devising a competence-based training program for educators of sustainable development: Lessons learned.   Sustainability ,   11 (7), p.1890. Walker, L.F., Thomas, R. and Driska, A.P., 2018. Informal and nonformal learning for sport coaches: A systematic review.   International Journal of Sports Science & Coaching ,   13 (5), pp.694-707. Zhang, F. and Parker, S.K., 2019. Reorienting job crafting research: A hierarchical structure of job crafting concepts and integrative review.   Journal of organizational behavior ,   40 (2), pp.126-146. © CENTRE FOR LABOUR MARKET STUDIES 17
CLMS UNDERGRADUATE PROGRAMME Module Review The purpose of this form is to provide you with a final check before submitting your assignment. As discussed in the assignment guidelines, one of the keys to success in an academic assignment is the construction of a well-reasoned and well-supported line of argument in answer to the question you have chosen. Completing this form will help you to check that your argument is clear in your own mind and therefore you can also check that it is clear in the assignment. Questions 2 and 3 are designed to assist you to reflect on the assignment (and the assignment writing process) as a check that you have done all that you can to meet the requirements of academic writing. In addition these questions will assist the markers of your work to provide feedback that relates to your own specific learning needs. 1 Please summarise briefly the central line of argument that you have tried to put forward in this piece of work. The central line of the argument is that companies need a combination of formal and informal learning methods to improve the skills and knowledge of their workers, since standard training programs have their limitations. 2 Aspects of the module in which you feel you excelled. I did a great job of giving an overview of formal and informal learning and pointing out the significance they are for developing the workforce. 3 Aspects of the module that you found particularly challenging. Keeping the depth of knowledge on formal and informal learning within the limitations was challenging. © CENTRE FOR LABOUR MARKET STUDIES 18
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CLMS UNDERGRADUATE PROGRAMME 4 Things or advice that I have taken on board from my previous assignment feedback. Previous assignment feedback prompted me to include additional real-life examples and case studies, which I accomplished in this work. 5 How do you feel you are coping with the study material? I am familiar with the study material. I understand the ideas and can explain them in a clear way. 6 Was there any part of the module that you found particularly difficult? Integrating the two theories (unitarism and pluralism) was hard, and their use in workplace learning needed to be carefully considered to completion. 7 Are there any obvious omissions in the material in this module? There were no obvious gaps in the information, but it could always be better by looking at examples from a wider range of sectors. 8 Do you have any comments about course content and format of the course materials? The subject matter and framework of the course are well-organized, giving students a full understanding of the field. 9 Do you have any other comments about the course? In overall, the course helps learn about organisational methods for learning and glad that I had the chance to learn more about this important subject. © CENTRE FOR LABOUR MARKET STUDIES 19
CLMS UNDERGRADUATE PROGRAMME © CENTRE FOR LABOUR MARKET STUDIES 20