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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 3212 Question No and Title Topic: In what ways and to what extent are the benefits of workplace learning dependent upon the link between the learning strategy and business strategy? 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Declaration I confirm that this assignment is my own work, is not copied from any other person's work (published or unpublished) and that it has not previously been submitted for assessment on any other course.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. Table of Contents

Submission Form ....................................................................................................................... 1 Plagiarism Declaration .......................................................................................................... 1 1. INTRODUCTION ............................................................................................................. 3 2. THE LINK BETWEEN LEARNING STRATEGY AND BUSINESS STRATEGY ...... 3 3. COMPARISON OF FORMAL AND INFORMAL LEARNING IN THE WORKPLACE .......................................................................................................................... 5 4. EXPLORING UNITARIANISM AND PLURALISM MODELS IN WORKPLACE LEARNING ............................................................................................................................... 8 5. EVIDENCE FROM THE ORGANISATION ................................................................. 10 6. CONCLUSION ................................................................................................................ 10 Module Review ....................................................................................................................... 16

To stay successful in today's fast-paced business world, companies must adjust to new technologies, shifting market conditions and customer needs. The only way for companies to do this is to spend on developing a workforce that has the skills and knowledge to deal with these problems. This is where it is very important for the learning strategy and the business strategy to work together ( Bryson, 2018). The business's learning strategy is its strategy about the way it can enhance the skills and knowledge of its employees so that it can reach its business goals. To make sure it helps the business reach its goals, a well-integrated learning strategy should be in line with the overall business strategy. This connection is important because it makes sure that the learning programs are useful, successful and in line with the company's strategic goals ( Sykes, 2022). However, Fleming and Zegwaard (2018) contend that there are several ways that an integrated learning strategy can help a business strategy to its goals and objectives. Moreover, it helps businesses train employees who can adapt, come up with new ideas and work well with others in changing business settings. Organisations can confirm their employees is prepared to fulfil organisational difficulties and maintain competitiveness by providing them with the suitable expertise and abilities. The research by Zhang et al. (2020) demonstrate that this helps companies reach their goals, including making more money, making more products and making clients satisfied. The research by Antunes and Pinheiro (2020) also stated that a company can become a learning organisation with the aid of an integrated learning strategy. A learning group keeps learning and shares the things it knows and new concepts. When employees are encouraged to learn new things all the time, business can make certain they can adapt to new stratergies, changing customer needs and changing market conditions. Furthermore, Istanti, Sanusi and Daengs (2020) stated that many companies want to be more competitive, make more money and keep their customers satisfied. An integrated learning strategy can also help the employees who work for them

become extremely capable at what they do, that helps them to reach their goals. companies can make sure their employees can do their responsibilities well by giving them the incomes and details they need. This supports the company meet its objectives, like getting more products and having satisfied customers. Contarily, Holbeche (2023) examined that companies need an integrated learning strategy to make a workforce that is flexible, creative and able to work with new business strategies. It also helps create a learning organisation and a staff that works hard, which are both important for meeting business goals. Because of this, companies that want to get the most out of their learning strategy should make sure it fits in with their general business strategy. 3. COMPARISON OF FORMAL AND INFORMAL LEARNING IN THE WORKPLACE The workplace offers many ways for individuals to gain new information and skills. There are a lot of different ways to learn, including formal and informal methods. At some times and places, it is acceptable to learn in a formal setting, including with the help of an instructor or trainer. Some parts of it are training for students and discussion groups (Kaukko and Wilkinson, 2020). The opposite is informal learning, which develops easily at work through everyday interactions and conversations (Silvestru and Silvestru, 2019). When it comes to jobs, official and informal learning are not the same. Choi (2021) says that formal learning is a planned way of getting information that includes clear goals, specific topics and set times for each job. It is also given through formal training, which can be done by people inside or outside the company. In addition, Getting a formal education can help communities in many ways. For instance, it makes sure that all employees get the same training, which makes the workforce smarter and more capable (Cerasoli et al., 2018). This is especially significant for jobs that require a lot

applications, which can make students not want to learn and not remember what they have learned (Roberts et al., 2018). On the other hand, Colognesi, Van Nieuwenhoven and Beausaert (2020) described that informal learning happens naturally at work, usually through observation, thought and working together. Its ability to adapt and stay useful in different situations essentially makes it unique. Organisations can derive multiple advantages from informal learning. It allows employees to learn from one another through mentoring and peer support while initially utilising the organisation's extant skills and knowledge. Moreover, informal learning enables workers to enhance their skills and knowledge in the context of new or challenging circumstances (Masanet, Guerrero-Pico and Establés, 2019). This enhances their adaptability and enables them to respond effectively to evolving business requirements. Informal learning promotes employee autonomy and self-direction as they assume responsibility for their development and learning (Janhonen, Torkkeli and Mäkelä, 2018). However, Carliner (2023) asserted that there are also certain drawbacks associated with informal learning. Informal learning cannot consistently provide accurate or high-quality information and knowledge. This can result in practices that can appear irregular or incorrect. There is a possibility of developing an unfair or restricted perspective due to the influence of the experiences and opinions of those engaged in the learning process. In addition, Faulks et al. (2021) found that informal learning can fail to receive the same level of respect or acknowledgement from the company because of its absence of structure and formal recognition compared to formal learning. Insufficient resources and assistance can be allocated to informal learning initiatives. Both formal and informal learning ultimately have benefits and drawbacks for enterprises. Formal learning provides structure, uniformity and evaluation, whereas informal learning promotes adaptability, collaboration and opportune learning. The advantages of acquiring knowledge through on-the-job training depend on the

extent to which the learning strategy corresponds to the overall business strategy. Companies that prioritise the compatibility of their learning programs with their business goals and values are more likely to maximise the benefits of both formal and informal learning while minimising the associated difficulties. 4. EXPLORING UNITARIANISM AND PLURALISM MODELS IN WORKPLACE LEARNING The unitarian and pluralism model are two ways to look at the way the workplace works and the way managers and staff members communicate to each other. These models also have an effect on learning programmes at work and the extent to which learning helps depends on the extent that the learning strategy fits with the healthcare business strategy ( ElShawi et al., 2021). Moreover, Kaufman et al. (2021) suggests unitarianism claims that management and workers should work together to reach a common goal. This makes the workplace more connected and united. An organisational structure and a central authority form the basis of this strategy. In this approach, management is very important. However, Jalagat, Mahayag and Pallada (2018) Unitarianism states that managers and workers mean the same things and that differences can be settled by working together and discussing things. This model says that learning programmes at work need to be in line with the general business strategy so that everyone operates and thinks in the same way. Pluralism, on the other hand, recognises that there are different interest groups at work, including workers' management and unions. Pluralism states that these different interests need to be taken into account and that they should be balanced. This model says that disagreements happen in the healthcare sector, but they can be solved by talking things over and coming to an understanding. Additionally,  Cicmil and Gaggiotti (2018) asserted that pluralism means that learning programmes at work should take into account everyone's

approach that is customised that takes into account the needs and opinions of everyone involved ( Alamri et al., 2020). To accomplish this, they need to think of ways to make things work for everyone and find places where their skills and those of the company match up. Therefore, both the unitarian and pluralism models demonstrate that different things happen at work that can make it hard to teach people on the job. One authority and shared goals are important in unitarianism. It says that learning at work should go along with the company's plans. On the other hand, pluralism says that people should be able to adapt to different groups of people with different goals. In both types, there is a link between the learning strategy and the business strategy. 5. EVIDENCE FROM THE ORGANISATION As a medical assistant working in the healthcare field, I can say that the organisation's confirmation of the important connection between the learning strategy and the business strategy is strong. Our healthcare centre encourages ongoing learning at work to make sure that all staff members, including medical assistants, know about the newest medical techniques, technologies and best practices for taking care of patients. Formal learning methods, like workshops and training programmes, are designed to fit with the healthcare business strategy and improve results for patients and the overall efficiency of the organisation. For example, formal training sessions focus on how to use new medical technologies and stay in line with rules in the business. In addition, learning outside of education is very important in our hospital setting. The adaptive learning mindset is built on daily interactions, working together as a team and sharing experiences. As a medical assistant, I have witnessed how informal learning can help people communicate better, work together better and stay aware of all the different needs of patients. The organisation's goal is

to provide patient-centered care and improve the total patient experience, which is in line with this informal learning strategy. 6. CONCLUSION inconclusion, the interdependent connection between the learning strategy and business strategy is clearly apparent within the framework of workplace learning in the healthcare sector. Integrating formal and informal learning approaches is crucial for attaining organisational objectives and sustaining competitiveness in the ever-changing healthcare industry. Formal learning programmes, such as workshops and training sessions, are intentionally developed to align with the healthcare business plan. These programmes guarantee that medical assistants and other staff members obtain the essential expertise and understanding to fulfil the facility's goals, thereby improving patient care and organisational effectiveness. The organised framework of formal education facilitates the establishment of standardised procedures, ensures adherence to regulations, and reduces potential hazards, which is especially vital in the healthcare industry. However,  informal learning, which is seen in everyday interactions and collaborative experiences, enhances the flexibility and communication abilities of medical assistants. This strategy aligns with the organization's dedication to providing patient-centered care and fostering a flexible learning strategy that can adapt efficiently to evolving business strategy. Informal learning enables healthcare practitioners to exchange knowledge, acquire insights, and manage the many aspects. The unitarian and pluralism models emphasise the significance of achieving an appropriate balance between coherence and flexibility, guaranteeing that the learning approach remains responsive to the requirements of both the

7. REFERENCES Alamri, H., Lowell, V., Watson, W. and Watson, S.L., 2020. Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self- determination and intrinsic motivation.   Journal of Research on Technology in Education ,   52 (3), pp.322-352. Alerasoul, S.A., Afeltra, G., Hakala, H., Minelli, E. and Strozzi, F., 2022. Organisational learning, learning organisation, and learning orientation: An integrative review and framework.   Human Resource Management Review ,   32 (3), p.100854. Antunes, H.D.J.G. and Pinheiro, P.G., 2020. Linking knowledge management, organizational learning and memory.   Journal of Innovation & Knowledge ,   5 (2), pp.140-149. Billett, S., 2023. Relevance of Workplace Learning in Enterprise Transformation: The Prospects for Singapore.   Singapore Labour Journal ,   2 (01), pp.6-21. Bryson, J.M., 2018.   Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement . John Wiley & Sons. 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 behaviors: A meta- analysis.   Journal of Business and Psychology ,   33 , pp.203-230. Choi, K., 2021. A Study on the Architectural Planning of Formal and Informal Learning Spaces at the College of Medicine.   Journal of The Korea Institute of Healthcare Architecture ,   27 (3), pp.7-16. Cicmil, S. and Gaggiotti, H., 2018. Responsible forms of project management education: Theoretical plurality and reflective pedagogies.   International Journal of Project Management ,   36 (1), pp.208-218.

Colognesi, S., Van Nieuwenhoven, C. and Beausaert, S., 2020. Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning.   European Journal of Teacher Education ,   43 (2), pp.258-276. Crosson, J.M., Furnas, A.C. and Lorenz, G.M., 2020. Polarized pluralism: organizational preferences and biases in the American pressure system.   American Political Science Review ,   114 (4), pp.1117-1137. Faulks, B., Song, Y., Waiganjo, M., Obrenovic, B. and Godinic, D., 2021. Impact of empowering leadership, innovative work and organizational learning readiness on sustainable economic performance: an empirical study of companies in Russia during the COVID-19 pandemic.   Sustainability ,   13 (22), p.12465 Greenhow, C. and Lewin, C., 2019. Social media and education: Reconceptualizing the boundaries of formal and informal learning. In   Social media and education   (pp. 6-30). Routledge. Fleming, J. and Zegwaard, K.E., 2018. Methodologies, methods and ethical considerations for conducting research in work-integrated learning.   International Journal of Work- Integrated Learning ,   19 (3), pp.205-213. Holbeche, L., 2023.   The agile organization: how to build an engaged, innovative and resilient business . Kogan Page Publishers. Istanti, E., Sanusi, R. and Daengs, G.S., 2020. Impacts of price, promotion and go food consumer satisfaction in faculty of economic and business students of Bhayangkara University Surabaya.   Ekspektra: Jurnal Bisnis dan Manajemen ,   4 (02), pp.104-120. Jalagat, R.C., Mahayag, A.S. and Pallada, M.M., 2018. Conceptual difference between industrial relations and human resource management: Reference for future researches. In   Proceedings of the International Academic Research Conference on Multiple Academic Disciplines. New York, USA .

Zhang, Q., Cao, M., Zhang, F., Liu, J. and Li, X., 2020. Effects of corporate social responsibility on customer satisfaction and organizational attractiveness: A signaling perspective.   Business ethics: A European review ,   29 (1), pp.20-

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 main objective of this argument is to investigate the manner in which the advantages of learning in the workplace are dependent upon the connection between the learning strategy and the business strategy involved. 2 Aspects of the module in which you feel you excelled. I appreciated having a good understanding of how business strategy alignment and learning fit together. I thoroughly enjoyed studying unitarism and pluralism and their impact on business learning programmes, as well as the benefits of experiential learning. 3 Aspects of the module that you found particularly challenging. I experienced difficulties in effectively communicating with individuals regarding the integration of learning and business roles, ensuring that their strategies were in

9 Do you have any other comments about the course? No.