Project:

Grow management consultants:

Models and approaches:
Different models are present for the learning and workplace training, using these models we can support
the company’s strategic requirements, some of the most important models that will help us are provided
below:
I. Retrospective approach:
The retrospective approach then can be divided into two major parts:
 Modified retrospective approach
 Full retrospective approach
Modified retrospective approach:
Under the modified retrospective approach, a lessee will not have to recast comparative financial
information. Therefore, the date of initial application is the first day of the annual reporting period in
which a lessee first applies the requirements of the new lease standard. At the date of the initial
application of the new lease standard, lessees will recognize the cumulative effect of the initial
application as an adjustment to the opening balance of retained earnings as of 1st January 2019. Prior
periods are, quite simply, left as is under the recognition requirements of IAS 17.
The initial recognition involves calculating the present value of all remaining lease payments using the
lessee’s incremental borrowing rate at the date of initial application and stating the lease liability at the
calculated amount on the balance sheet.
Main advantages:
 Cost savings and time savings.
 No need to restate prior year comparatives.
Disadvantages:
 Difficult to conduct performance ratios due to skewed comparatives of the old standard vs. the
new one.
Full retrospective approach:
A full retrospective approach requires companies to follow the scope of IAS 8, Accounting Policies,
Changes in Accounting Estimates and Errors, and present financial statements, as if IFRS 16 has always
been applied. Under the full retrospective approach, companies will need to adjust opening retained
earnings at the beginning of the earliest comparative period presented. This may involve a significant
amount of work at potentially higher costs, as lessees have to go back to the commencement date of every
lease contract it is currently committed to and gather the necessary information.
The adjustment has to be made to the prior year’s opening balance of retained earnings and all
comparative financial information will have to be restated.
Main advantages:
 No estimations required, so financial figures are represented more accurately.
 Accuracy of financial figures leads to higher quality reporting for audit and management
purposes.
Disadvantages:
 Requires a lot more work because historic lease data will have to be collected and financial
comparatives will have to be restated. As such, the process will require more resources, more
reporting, more disclosures, and will ultimately be more expensive than the modified
retrospective approach.
II. Learning management system:
A Learning Management System is a software application that offers online training, educational content,
and several crucial strategies for implementing LMS into a system. A quick example of an LMS is the
SaaS (Software as a Service), which is a kind of web-based (internet-based) LMS. 
SCORM (Sharable Content Object Reference Model) and LTI (Learning Tools Interoperability) are two
strategies via which content is integrated into an LMS, which is included in the LMS application. Let us
walk through the key benefits that drive businesses in adopting a Learning Management System.
 Flexibility in accessing information
 Cost effectiveness
 Improved productivity and profitability
 Effective employ onboarding
 Measuring ROI
 Knowledge retention with LMS centralized hub

III. Lean training:

Simply put, lean organizations are customer-focused. They reduce waste in their value streams by
improving workflows and then by subsequently improving the physical layout of their facilities. Process
capacity is managed and actually increased by reducing set-up times, improving quality, and ensuring
equipment works when it is counted upon to work. Successful implementation of a lean initiative will
improve an organization’s marketplace and financial performance. However, many aspects of lean are
counter-intuitive to traditional manufacturing thinking and practices. It is vital that organizations adopting
a lean approach understand the scope, the many elements, and the potential pitfalls of lean.
Company growth:
Organizational learning:
Organizational learning is the process by which an organization improves itself over time through gaining
experience and using that experience to create knowledge. The knowledge created is then transferred
within the organization.
Organizational learning is important for all companies, as the creation, retention and transfer of
knowledge within the organization will strengthen the organization as a whole.
When looking at the definition of organizational learning, there are three main actions to consider:
 Conceive
 Act
 Reflect
An idea or product is conceived, the company creates the idea or product, then the company must reflect.
It is through this reflection of both process and outcome that learning will occur. In addition to those
actions, there are three key processes that occur in organizational learning:
 Knowledge creation
 Knowledge retention
 Knowledge transfer
It is important that the organization ensures that the knowledge gained from this process is retained within
the organization and is transferable. Knowledge retained by individuals cannot be properly retained, as
individuals can leave, taking their knowledge with them. Embedded knowledge can be kept within the
organization and shared with all individuals. To define organizational learning is to understand the
importance of creating a learning culture within an organization. This type of learning benefits both
individuals, teams, and the organization as a whole. There are also positive intra-organizational benefits
to this approach.
Importance of having organizational culture in GMC:
This theme is about making sure that the environment and culture for education and training meets
learners’ and educators’ needs, is safe, open, and provides a good standard of care and experience for
patients. Education and training should be a valued part of the organizational culture. Learners will have a
good educational experience and educators will be valued where there is an organizational commitment
to, and support for, learning. High quality organizations will promote excellence in education. The
clinical learning environment is multi-professional, so an effective learning culture will value and support
learners from all professional groups. Local education providers (LEPs) – specifically the leadership at
board level or equivalent – provide the learning environment and culture. They are accountable for how
they use the resources they receive to support medical education and training. They are responsible for
taking action when concerns are raised that impact on patient safety. They work with postgraduate
deaneries, local education and training boards (LETBs) and medical schools in recognizing and rewarding
trainers. Postgraduate deaneries, LETBs and medical schools make sure that medical education and
training takes place in an environment and culture that meets these standards, within their own
organization and through effective quality management of contracts, agreements and local quality control
mechanisms. They work together to respond when patient safety and training concerns are associated.
[ CITATION Pro15 \l 1033 ]
Role of organizational learning in developing a learning culture:
Innovation has been recognized as the primary strategy to attain competitive sustainable advantage. The
current dynamic environment has impelled organizations to adopt a new business model based on
creativity and innovation. Although the researchers realized the significance of innovation, organizations
have to focus on organizational learning to enhance their innovativeness. The present study attempts to
study the mediating effect of organizational learning between types of organizational culture and HRM
practices, and innovativeness based on research in several disciplines. The study used convenient
sampling technique to identify organizations, while the respondents were chosen through random
sampling technique from selected organizations. The data were collected from 321 respondents using
random sampling and with the help of structured interview schedule. The sample consisted of service and
manufacturing sector from both government and private/public organizations. The results show that
organizational learning mediates the relationship between clan, adhocracy and market culture, HRM
practices and innovativeness. The results imply that to increase learning and innovativeness,
organizations have to focus on building a culture that incorporates a sense of competitiveness and market
leadership and at the same time, provide employees flexibility, autonomy, opportunities for growth and
reward them for their contributions. [ CITATION Rah14 \l 1033 ]
Impact of organizational learning on increased job satisfaction and work performance:
The organizations with the greatest harmony between organizational and individuals’ goals are those that
are sensitive to individuals and provide them with the resources and opportunities for learning and
achievement. Organizations that have made learning, education, and development a priority have seen it
pay off through greater profitability and increased employees’ job satisfaction the impact of workplace
learning on job satisfaction in small US commercial banks and reported significant relationship between
workplace learning and employees’ job satisfaction. According to them, large part of job satisfaction can
be attributed to the availability of on the job learning opportunities.

Learning policies:
The important policies of the company include the following,
 Recruitment, selection and induction policy and procedure.
 Performance Appraisal Policy and Procedures
 The Performance Development Policy and Procedures
 Professional Development Policy and procedures
 Termination Policy and Procedure

Now we are going to discuss these present general policies of the organization under-study (general
medical council) and then we are going to review them with the policies that can be in the best interest of
the company.

The Recruitment, Selection and Induction Policy and Procedures:

Every dynamic organization undergoes transitions that require finding, hiring and initiating new
employees. Recruitment, selection and induction is the complete cycle of hiring efficient and effective
new employees. When management of an entity follows predetermined policies and procedures of
recruiting, they make the process transparent, meaning that they comply with affirmative action, are
nondiscriminatory and provide equal opportunities to recruits. The processes should be professional
and timely. They should comply to certain policies. So, the organization hire’s the clients using the
general method of selection and recruitment that does not involve any learning policies.
Following general steps shall be involved while recruitment of the employees:
I. Advertise
Any opportunity or vacant position in an entity that requires new recruits should be publicized in a
manner sufficient enough to enable candidates who are suitably qualified to apply for the position.
Advertising also ensures many candidates get the information and apply for the opportunity. This will
eventually lead to selection of the best personnel for the vacant position through a competitive and
open process. The advertisement should comply with organizational policies and requirements relating
to advertising.
II. Merit
The selection process should be carried out in a desirable criterion, following the essential and
established policy of merit, i.e., equal employment opportunity. Applicants' skills, knowledge and
behaviors should be assessed and matched with the relevant requirements. All applicants for a vacancy
should be treated equally with a fair chance of consideration.
III. Confidentiality
The recruitment and selection process should be done with utmost confidentiality. There should be no
collusion between some of the applicants and the management. The selection committee should not
leak any information on the proceedings of recruitment and selection to the candidates.
IV. Job Description
Before starting a recruitment and selection process, job descriptions should be defined for each role in
the organization. Each job description should include the skills and education required to perform each
role successfully, as well as a detailed list of responsibilities
V. Policies and Procedures
Policies and procedures should be defined and adhered to for the recruiting and selection process, and
should ensure that everyone in the organization adheres to local, state and federal regulations. Policies
should provide a list of guiding principles for hiring personnel to follow, and procedures should
provide the required steps for recruitment and selection.
VI. Involvement
Small businesses should include a senior member of the organization during the recruitment and
selection process. If an organization does not have a human resources department, someone who is
responsible for making high-level decisions for the organization should be involved.
Appraisal policy:
Company is committed to supporting every employee to reach their potential and achieve their personal
goals, which in turn will assist the organization to achieve its objectives.
The performance appraisal policy supports the performance appraisal scheme. The scheme is a formal
process centered on an annual meeting of each employee and their line manager to discuss his/her work.
The purpose of the meeting is to review the previous year’s achievements and to set objectives for the
following year. Now in the case of the organization that is under our study, there was no general appraisal
policy, this causes some issues. If the employees are not appreciated for the performance, they will
ultimately lose their passion, similarly, if the organization is not keeping a check on the employees, then
how can be the learning process made effective. Hence, there will be no proper transfer of the knowledge.
These should align individual employees’ goals and objectives with organizational goals and objectives.
Below is defined a list of the policies, that must be followed for the learning strategy of the
Core Principles of the Appraisal Policy
  The appraisal process aims to improve the effectiveness of the organization by contributing to
achieving a well-motivated and competent workforce.

 Appraisal is an ongoing process with an annual formal meeting to review progress.

 The appraisal discussion is a two-way communication exercise to ensure that both the needs of
the individual, and of the organization are being met, and will be met in the next year.

 The appraisal discussion will review the previous year’s achievement, and will set an agreed
Personal Development Plan for the coming year for each member of staff.

 All directly employed employees who have completed their probationary period are required to
participate in the appraisal process.

 The appraisal process will be used to identify the individual’s development needs and support the
objectives of the Training and Development Policy.

 All staff will receive appraisal training as an appraisee, and where appropriate as an appraiser.

 The appraisal process will provide management with valuable data to assist succession planning.

 The appraisal process will be a fair and equitable process in line with our Equality Policy.

Performance Appraisal Implementation

The Performance Appraisal Policy and Procedures does not provide a sufficient focus on learning and
development. It needs to include a robust mechanism for developing an individual learning plan, as well
as to consider trends in learning needs that should inform the organizational learning strategy as a whole.
This is the way the policies shall be implemented:
 Performance appraisal discussions will be held over a designated 4-week period on an annual
basis. They will be arranged by the appraisee’s line manager. Line managers are encouraged to
provide the opportunity for an additional 6-month verbal appraisal review, mid-year and other
informal reviews as necessary throughout the year.
 The discussion will be held in private. Information shared during the appraisal will be shared only
with senior management. The exception is training needs, that will be provided to the HR /
administration for action. Confidentiality of appraisal will be respected.
 The appraiser (usually the employee’s line manager) will be expected to have successfully
completed appraiser training, and to be familiar with the appraisee’s work.
 All appraisal documents should be issued to both parties prior to the discussion, in order to allow
time for both parties to reflect and prepare. These will provide a framework and focus for the
discussion.
 A time and venue for the discussion will be advised at least one week before the meeting takes
place.

The performance development Policy and procedures:

The performance development policy reviews the performance of the employees throughout the year, at
the end of the year, through the previous learning, knowledge and experience, the organization benefits.
The majority of staff either meet or exceed expectations at work, achieving their goals, supporting each
other, acting with integrity and professionalism with the core purpose of the Trust, its vision and values
sitting at the heart of everything they do. The majority of performance discussions are positive,
celebratory and focused on how we continue to develop and move forward. Regular, honest and
transparent performance discussions enable effective support and intervention, with the aim of helping
staff achieve their goals. Working in a dynamic landscape, it is crucial that each member of staff
establishes a goal or goals they intend to deliver to contribute to the sustainable success of the
organization and they must regularly review their progress against their goals. There may be times where
goals need to shift (e.g., due to external changes) or where additional learning and development is
necessary to enable employees to perform at their best. Employees are likely to establish one goal, and
those with leadership responsibilities are likely to establish two. Employees can establish more than one
or two goals, but it is not a requirement of the performance development process. Employees are
encouraged to review their progress, their strengths and how best to maximize them, their learning and
development needs and opportunities for further growth, with their line managers. Managers may be able
to offer advice, support employees in overcoming challenges and review goals where changes are
required. The Trust’s performance development process provides a structure for honest, supportive
performance discussions to take place, with employees having space to reflect on their performance,
consider their goals, acknowledge the contributions they have made to the success of the organization and
consider the next steps in their development journey.
So, in the general medical council, there is weak policies for the performance development, there are
many reasons, some of them are given below:
 Communication gap
 Less appraisal.
 Low knowledge transference.
Review of the performance development and steps to improve:
The final performance discussion of the academic year should take place towards the end of the
performance development cycle, completing the performance development cycle and establishing a plan
for the following year. Employees should view themselves as drivers of their own performance and are
therefore encouraged to consider how they can best contribute to the organizational and team goals,
utilizing their strengths, continuing to learn, develop and flourish. If a manager has concerns regarding
any aspect of an employee’s performance, they should address those concerns with the employee,
sensitively and supportively, as they arise in order to:
 Develop a greater understanding of the employee’s view of their performance and any challenges
they face in achieving their goals.
 Provide the employee with clear feedback about the nature of their concerns.
 Provide the employee with the opportunity to respond and discuss the concerns and any
mitigation. Clarify expectations and determine when the manager will review progress against
objectives, agreeing any specific support interventions the manager can provide or facilitate to
assist the employee in achieving their goals/required standards.
 Consider any learning and development opportunities which the employee may benefit from to
help them perform at their best.
 Consider any temporary adjustments depending on the circumstances, seeking advice from the
HR Department before agreement is reached
 Explain the potential implications and process if satisfactory improvements are not achieved
within the agreed timescale
Professional development policies and procedures:
Professional development is a shared responsibility, demanding commitment and resources from both the
individual staff member and the staff member’s relevant organizational unit. Professional development
needs and opportunities will primarily be identified through the staff performance cycle and captured in
the staff members Performance Development Review System (PDRS).
In the organization under the study, there were not sufficient policies for the professional development
which is vital part of the learning strategy, although the employees are committed to their organization
and but the overall performance was not up to the mark, this shows that there were weak professional
development policies and the procedures were not followed properly, some of the reason of this might be
as following:
 Weak communication policies.
 Not proper sharing of responsibility between the different employees of the organization.
 Lack of learning strategies and their following.
The Company is not committed to providing staff members, with:
 The opportunity to develop capabilities that complement the Company and organizational unit’s
strategic goals
 The opportunity to develop a career plan and participate in career development activities that
extend and enhance the staff member’s capabilities and capacity for advancement within the
Company
 Equity of access to professional development opportunities.
Review and procedure for the professional development policies for the organization:
The Staff Professional Development Policy is based on the following principles:
 Professional development activities should contribute to the achievement of the Company’s
Strategic Plan
 The Company’s Performance Development Review System (PDRS) processes are the primary
means of identifying and addressing the learning and development needs of staff members
Professional development is an appropriate form of work activity that must be accessible by, and
available to, all staff members
 Company and organizational unit strategic and operational plans provide high-level priority and
specific focus areas for professional development activities
 Some professional development activities may be mandatory as a consequence of the Company
and Union Enterprise Agreement, legislation and/or Company governing documents
 Professional development activities may assist a staff member in adjusting to technological and
organizational change
 Permanent staff members and those employed on fixed-term contracts are eligible for staff
professional development. Access and participation by staff members will be based on identified
needs and must be equitable
 Professional development is a responsibility shared by individual staff members, supervisors,
managers and organizational units
 Professional development activities should encourage a staff member to expand, develop and
utilize his or her skills and abilities for the advancement of the Company.
Termination policy and procedure:
A termination policy is a written document that details how a termination works inside your organization.
It goes over every step of the process to not only keep HR on track but to also show employees what they
should expect.
The organization did not have proper termination policy which decreases the job satisfaction and hence
the commitment of the employees, this also adversely impacted the other policies like professional
development and performance development of the organization.
Review and procedure for the professional development policies for the organization:
Proper termination policy is important, following is the list of policies that shall be considered while
learning strategy is implemented.
 Severance pay is discretionary based on the situation.
 The separation date is the last day an employee will work for the organization.
 Employees will receive an exit interview from HR. During this interview employees will receive
information about COBRA, and other severance benefits like outplacement.
 Accrued paid time off, sick pay, and volunteer days will be paid out in accordance with the
organization PTO policy.
Terminated employees will be paid according to federal and state laws
Best practices:
In the last topic I have discussed the current policies of the organization, and what shall be the new
policies in order for the organization to excel, we discussed the various policies that were the part of the
learning strategy for the organization, here we are going to discuss some of the common practices that
must be adopted by the company for the solution of the various problem that are hindrance in the
organizational growth of the company.
In this section we are going to discuss the best practices that must be adopted by the organization for the
learning, along with those that must be avoided.
Below is a list of best practices to create an effective learning organization.
 Provide freedom to try new methods
 Balance the pressure of deadlines with opportunities for innovation
 Provide realistic, but challenging goals
 Encourage participation in decision making and goal setting
 Encourage the use of creative problem solving for unstructured problems
 Encourage open expression and innovative ideas
 Encourage risk taking and buffer negative forces
 Provide help in developing ideas
 Provide time for individual efforts
 Listen effectively and watch for nonverbal signals
 Minimize direct supervision as much as possible
 Provide resources and support priority work to completion
 Foster interaction and cooperation with other work groups
 Encourage lifelong learning and professional growth
 Provide continuous training and development opportunities for your employees
 Tell your employees frequently that you have confidence in their abilities
 Provide timely performance feedback
Strategy suggestions:
Objective:
The goal of Learning Strategies instruction is to teach employs "how to learn" by providing them
with learning tools that help them:
 function independently
 generalize use of strategies to a variety of situations and expectations
Rationale for developing strategies:
L&D is a strategic function that helps enable a company's near-term results, as well as their long-term
direction. The focus is on shaping the desired culture, fostering new ways of thinking, developing new
behaviors, and driving strategic opportunities.
Statement of commitment and organization learning:
Organizational commitment is defined as a view of an organization's member's psychology towards
his/her attachment to the organization that he/she is working for. When employees are committed to
their employer, they will deliver higher levels of performance. Highly committed employees can help
an organization achieve much more each year than employees with average or low commitment.
Strategies:
 Attract and retain talent. Traditionally, learning focused solely on improving productivity.
Today, learning also contributes to employability. Over the past several decades, employment has
shifted from staying with the same company for a lifetime to a model where workers are being
retained only as long as they can add value to an enterprise. Workers are now in charge of their
personal and professional growth and development—one reason that people list “opportunities for
 learning and development” among the top criteria for joining an organization. Conversely, a lack
of L&D is one of the key reasons people cite for leaving a company.
 Develop people capabilities. Human capital requires ongoing investments in L&D to retain its
value. When knowledge becomes outdated or forgotten—a more rapid occurrence today—the
value of human capital declines and needs to be supplemented by new learning and relevant work
experiences. Companies that make investments in the next generation of leaders are seeing an
impressive return. Research indicates that companies in the top quartile of leadership outperform
other organizations by nearly two times on earnings before interest, taxes, depreciation, and
amortization. Moreover, companies that invest in developing leaders during significant
transformations are 2.4 times more likely to hit their performance targets.
 Create a values-based culture. As the workforce in many companies becomes increasingly virtual
and globally dispersed, L&D can help to build a values-based culture and a sense of community.
In particular, millennials are particularly interested in working for values-based, sustainable
enterprises that contribute to the welfare of society.
 Build an employer brand. An organization’s brand is one of its most important assets and
conveys a great deal about the company’s success in the market, financial strengths, position in
the industry, and products and services. Investments in L&D can help to enhance company’s
brand and boost its reputation as an “employer of choice.” As large segments of the workforce
prepare to retire, employers must work harder to compete for a shrinking talent pool. To do so,
they must communicate their brand strength explicitly through an employer value proposition.
 Motivate and engage employees. The most important way to engage employees is to provide
them with opportunities to learn and develop new competencies. Research suggests that lifelong
learning contributes to happiness. When highly engaged employees are challenged and given the
skills to grow and develop within their chosen career path, they are more likely to be energized by
new opportunities at work and satisfied with their current organization.

Evaluation and performance indicators:

1.Alignment with business strategy
One of an L&D executive’s primary tasks is to develop and shape a learning strategy based on the
company’s business and talent strategies. The learning strategy seeks to support professional development
and build capabilities across the company, on time, and in a cost-effective manner. In addition, the
learning strategy can enhance the company culture and encourage employees to live the company’s
values.
For many organizations, the L&D function supports the implementation of the business strategy. For
example, if one of the business strategies is a digital transformation, L&D will focus on building the
necessary people capabilities to make that possible.
2. Co-ownership between business units and HR
With new tools and technologies constantly emerging, companies must become more agile, ready to adapt
their business processes and practices. L&D functions must likewise be prepared to rapidly launch
capability-building programs—for example, if new business needs suddenly arise or staff members
require immediate training on new technologies such as cloud-based collaboration tools.
L&D functions can enhance their partnership with business leaders by establishing a governance structure
in which leadership from both groups share responsibility for defining, prioritizing, designing, and
securing funds for capability-building programs.
3. Assessment of capability gaps and estimated value
The most effective companies take a deliberate, systematic approach to capability assessment. At the
heart of this process is a comprehensive competency or capability model based on the organization’s
strategic direction. For example, a key competency for a segment of an e-commerce company’s
workforce could be “deep expertise in big data and predictive analytics.”
After identifying the most essential capabilities for various functions or job descriptions, companies
should then assess how employees’ rate in each of these areas. L&D interventions should seek to close
these capability gaps.
5. Execution and scale-up
An established L&D agenda consists of a number of strategic initiatives that support capability building
and are aligned with business goals, such as helping leaders develop high-performing teams or roll out
safety training. The successful execution of L&D initiatives on time and on budget is critical to build and
sustain support from business leaders.
6. Measurement of impact on business performance
A learning strategy’s execution and impact should be measured using key performance indicators (KPIs).
The first indicator looks at business excellence: how closely aligned all L&D initiatives and investments
are with business priorities. The second KPI looks at learning excellence: whether learning interventions
change people’s behavior and performance. Last, an operational-excellence KPI measures how well
investments and resources in the corporate academy are used.
Technological and system requirements:
Individual learning becomes part of organizational learning only when individual memory becomes
part of organizational memory.
Discussions on organizational learning typically ignore the role of individual learning by either
inappropriately anthropomorphizing organizations or by treating organizational learning as a simplistic
extension of individual learning. Our objective here is to examine organizational learning from an IT-
support perspective, analyze requirements for organizational learning support systems (OLSSs), and
discuss current developments and trends in these systems.
Organizational learning is reflected in changing organizational behavior that in turn results from changes
in the behaviors and beliefs of the organization's members; an organization cannot learn without
continuous learning by its members. However, individual learning is not organizational learning until it is
converted into organization learning. The conversion process can take place through individual and
organizational memory. Memory is inextricably bound to the learning process. The results of individual
learning are captured in individuals' memory, including personal diaries and reports. Individual memory
contributes to organizational memory and is reflected in organizational routines, policies, procedures, and
norms. Individual learning becomes part of organizational learning only when individual memory
becomes part of organizational memory. Mental models and organizational learning. Organizational
learning depends on the quality of the mental models of its members and the degree to which they share
these models. The quality of mental models is judged by how well the models represent business reality.
Since mental models reflect knowledge and experience over a range of business functions and activities,
shared mental models may be classified into organization wide models and domain-specific models. The
former reflects the general understanding of a business its vision, purpose of operations, environment in
which it operates, and corporate culture and values shared by all members in the organization. The latter,
domain-specific mental models, are the assumptions and beliefs pertaining to specific business functional
areas or professions.
Support for organizational learning and competitive advantage depends on the storage and maintenance of
organizational memory. The storage and maintenance of static organizational memory may not constitute
a major technical difficulty. Eliciting and maintaining shared mental models is, however, a challenging
task.
Computer-mediated communication systems, including email and bulletin boards, facilitate information
sharing at both the organizational and the group levels. However, they are not intended for enabling group
collaboration or shared knowledge accumulation.
Communication and consultation process:
Audience Process Delivery Frequency and Assessment
method duration
Senior Review Face to face As required Annual review of
managemen Communication meetings Communication and
t and consultation consultation
processes processes
Staff Annual review Meeting Yearly . Annual review of
with line Communication and
manager consultation
processes
Staff Discuss Meeting and Weekly or Review of the short-
strategies and LMS fortnightly term strategies for the
implications growth.
Staff Updates Through LMS Daily Information flow, data
and analytics.
Staff Annual Through LMS Yearly Appraisal and
questionnaire suggestions.

Email to the senior manager:

Senior Management,
General Medical Council,
In the view of the growth of the organization considering the current statistics of the company, I have
generated a report that takes into account the current policies for the learning strategy of the organization.
The policies that are in the best interest of the organization are not being properly implemented that
results in the lower growth of the company. Some of the methods that are still in use are conventional. I
have researched on some of the main factors which can be improved using the learning strategy for the
organizational learning. I am going to attach the strategies which if taken under consideration might help
in the policies that are related to recruitment, performance appraisal and development, professional
development and termination.
I therefore request for a meeting before you are designing and developing the strategies for the next
tenure to talk about the strategies and their implementation.

Attached document:
below is the list of some of the strategies that might help in the organizational learning, the detail for them
is in the report I have generated which will be provide on suggestion:
 Talent attraction and retainment in the recruitment phase.
 Developing the staff capabilities during the training stage.
 Creation of a value-based culture in the organization.
 To build an organization’s brand with in the organization.
 Engaging and motivating employees should be included in the appraisal policies.
 Balance the pressure of deadlines with opportunities for innovation
 Provide realistic, but challenging goals
  Encourage participation in decision making and goal setting
 Encourage the use of creative problem solving for unstructured problems
 Encourage open expression and innovative ideas
 Encourage risk taking and buffer negative forces
 Provide help in developing ideas
 Provide time for individual efforts
 Listen effectively and watch for nonverbal signals

Meeting with senior management:

The strategies that have been discussed in detail for the organizational learning will be put forward to the
senior management. The areas that needed to be changed in the policies shall be discussed under the
reviewing section of the report.

Design and development of an organizational learning strategy:

Introduction:
The strategic business plan that has been designed for the organizational learning will include the
following objectives:
 Organizational learning strategy is important, especially during the growth periods of a company,
or when new technology or new techniques within an industry are adopted. Organizational
learning has proven itself to be one of the most efficient ways for an entire company, a division or
a team to adopt a wide range of new polls, tactics and concepts to allow for growth and
improvement.
 When compared to traditional learning techniques, or classrooms, individual learning schedules
and other techniques are employed, organizational learning has proven itself to be far more
efficient and effective overall, while costing less time and money among other resources. But,
when working out organizational learning strategy, there’s one thing above all that must be
considered.
 Setting clear goals, as with all things, is paramount importance. When doing training needs
assessment, or planning out how organizational learning will be distributed, and ultimately
figuring out what the final result in goal should be, clear and present goals for each and every
step, as well as an ultimate goal, are important to your strategy. The first step is to create an
effective organizational learning strategy for each member of the organization, from the top
executive to the entry level staff.
 The learning strategy should address direct job-related learning as well as professional
development and general education goals. In order to set job-related training goals, you need to
examine employee skills and competencies needs. The most important aspect of organizational
learning strategy should be making sure the employee has, and is expanding, the skills and
knowledge they need to do their job effectively.
 The strategy should address in detail what kind of training is required to improve or develop
particular job skills and knowledge, and that includes where and how it can be achieved and in
how long a time period. To put in differently, create a set of clear objectives.  Sometimes a
competency matrix is used to describe the skill needs of a position and the current skill levels of
an associate in order to do a gap assessment.  However, it’s critical; that employees should never
be made to feel that they are deficient or lacking; the focus should be on improvement and getting
better.  Organizational culture plays an important role. If learning and improvement are valued
across the organization, then associates will be more likely to view their assessment and learning
plan in a positive light.
 Such is the case with organizational learning, or series of smaller goals can add up to a larger,
more collective achievement. Without clear set goals, it is impossible to determine whether are
 not shore individuals, teams and organizations are in fact reaching the levels of training and
learning necessary in order to achieve the new level of productivity for which the training is
intended.
 Organizational learning without an organizational learning strategy is doomed from the start, as
with anything, without goals, no progress can be made, and the point is ultimately defeated.
Always set goals, and as a leader, this should be an a priori precept in one’s professional life.

Purpose:
 Personal Mastery: personal capacity-building; encouraging personal and organizational goals to
be developed and realized together.
 Mental Models: challenging and changing our way of thinking about the world around us
 Shared Vision: Building a shared vision and sense of collective commitment as to where we want
to go as an organization and how to achieve that goal
 Team Learning: Building a team’s capacity to learn together and develop intelligence and ability
together that is greater than the sum of it individual member’s talents
 Systems Thinking: developing the ability to see the ‘big picture’ and understanding how changes
in one area of the organization affect the system as a whole – it is the overall recognition of the
interdependence of, and interrelationships between, the parts of the system and how to leverage
and drive change throughout the system as a whole
A true organizational learning culture enables employees to challenge the status quo, think critically, and
ensures that the team doesn’t become stuck in “this is the way it has always been done here” thinking, and
instead, creates the capacity and adaptability needed for change.
Benefits of a learning culture:
There are many benefits to creating a strong organizational learning culture, including:

 Efficiency gains
 Increased productivity
 Increased profit
 Decreased employee turnover, as employee satisfaction levels rise and loyalty and commitment
are increased
 Raising the bar by creating a continuous improvement mindset, shared ownership for projects and
shared accountability for results
 Developing leaders at all levels, which helps with succession planning
 Creating a culture of inquiry, adaptive capacity, and knowledge sharing (vs. knowledge hoarding)
 Enhanced ability for individuals and teams to embrace and adapt to change.

Business plan:
The Peter Senge learning theory for businesses

Senge management theories are influential, academic theories that focus on organizations creating
environments where people -- both leaders and subordinates -- are learning. The Peter Senge theory of
learning organizations creates an environment where people are engaged in their work and committed to
the vision of the organization.

The management theory of Peter Senge is dense with factors that include thinking intuitively and going
beyond the basic framework of the organization. A Peter Senge learning organization requires new kinds
of leadership models.
 
Peter Senge mental models reflect his belief that the way we process information, the way we see
reality, is often wrong. This theory also suggests that we keep viewing the world the same way
over and over again, when we should be responding to situations in different ways.

 Peter Senge theories are written for practicing and aspiring managers. His work is to help
managers turn their organizations into learning organizations.

 The Peter Senge systems thinking believes that in order for organizations to excel in today’s
climate, they need to be creative and self-sustaining. If organizations are consistently learning,
they will be adapting to the new information and changes that are a constant in today's world.

The designed business plan for the General Medical council will constitute of the following steps under
the influence of learning strategy and Peter Senge’s Model:

 Recruitment: The recruitment phase of the employs will involve the organizational as it is the
first part of the plan. This will involve the retainment of the talent as mentioned before.
 Performance appraisal: The policies that are in the best interest of the organization will be
considered, the employees will be motivated, so they will respond in a better way to the patients.
There will be proper meeting under the senior management of general medical council.
 Performance development: The performance of each employ and the overall staff will be
measured and the reason for lesser performance will dealt in the view of the learning policies as
listed in the first section of the report.
 Professional development: Professional skill of the employees will be improved during the
training phase of the general medical council.
 Termination policy: The termination policies must guarantee the security and job satisfaction to
the employees so that they remain committed to their duties.
Commitment:
The importance of organizational commitment in the workplace
Organizational commitment in the workplace is the bond employees experience with their organization.
Broadly speaking, employees who are committed to their organization generally feel a connection with
their organization, feel that they fit in and, feel they understand the goals of the organization. The added
value of such employees is that they tend to be more determined in their work, show relatively high
productivity and are more proactive in offering their support.

Types of Organizational Commitment 

Affective commitment
The first type of organizational commitment, Affective commitment, relates to how much employees
want to stay at their organization. If an employee is affectively committed to their organization, it means
that they want to stay at their organization. They typically identify with the organizational goals, feel that
they fit into the organization and are satisfied with their work. Employees who are affectively committed
feel valued, act as ambassadors for their organization and are generally great assets for organizations.
Continuance commitment
Continuance commitment relates to how much employees feel the need to stay at their organization. In
employees that are continuance committed, the underlying reason for their commitment lies in their need
to stay with the organization. Possible reasons for needing to stay with organizations vary, but the main
reasons relate to a lack of work alternatives, and remuneration.

Normative commitment
Normative commitment relates to how much employees feel they should stay at their organization.
Employees that are normatively committed generally feel that they should stay at their organizations. 
Normatively committed employees feel that leaving their organization would have disastrous
consequences, and feel a sense of guilt about the possibility of leaving.

How will this help the General medical council:

In conclusion, the importance of employee commitment for organizations is well documented. All three
forms of commitment highly influence the length that employees stay with organizations. What is most
important for organizations is to recognize each type of commitment in employees, and to aim to
encourage affective commitment.

Organizational requirement:
The foremost requirements of organization are listed below:

 Alignment to business strategy.

 Well-defined scope

 Governance model

 KPI’s

 Funding model

 Alignment with other talent management

 Learning organization capabilities

 Learning systems

 Marketing and branding

Skill audit:

A skills audit is essentially a process for measuring and recording the skills of an individual or group. The
main purpose for conducting a skills audit in an organisation is to identify the skills and knowledge that
the organisation requires, as well as the skills and knowledge that the organisation currently has.
Therefore, the key benefits of a skills audit are:
 Valid and valuable Workplace Skills Plans.
 Improved skills and knowledge.
 Lower training and development costs because development efforts are more focused.
 Acquisition and use of information that can be used for purposes such as internal employee
selection and placement.
 Increased productivity as people are better matched to their positions.

Conduction of skill audit:

There are three stages to the determination of skill audit:

1. Determine skills requirements

In order to determine skills requirements, an organisation should identify current and future skills
requirements per job. The end result is a skills matrix with related competency definitions. Definitions
can be allocated against various proficiency levels per job, such as basic, intermediate and complex.
2. Audit actual skills
The actual skills audit process is outlined below and involves an individual self-audit and skills audit.
Results are collated into reporting documents that may include statistical graphs, qualitative reports and
recommendations.
3. Determine development needs and plan for training/restructuring
Once skills audit information has been collected, an analysis of the results may be used for planning
purposes relating to training and development and other Human Resource interventions.
Recommendations are then discussed and agreed actions are implemented.
Training need analysis:

Training needs analysis is a process that a business goes through in order to determine all the training that
needs to be completed in a certain period to allow their team to complete their job as effectively as
possible, as well as progress and grow.

There are 3 key steps involved in training needs analysis to ensure your business is making the most of
the process:

1. Decide on Skill Sets

The first stage is to decide on the skill sets that you require all your team members to have in
order to do their jobs properly. This means looking at every job role within your business
separately and considering things like the different departments or levels of seniority which
will affect this as well.
2. Evaluate the Skills of Staff
The second stage is to look at all your team members and evaluate their current skill levels in
relation to the skills you have laid out in the first stage of this process. This will allow you to
see who is meeting your expectations, and who needs to complete further training in order to
meet the expected skill level.
3. Highlight the Skills Gap
Now that you know where you want your team to be and the level they are currently at, you
will easily be able to see the gap (if any) that has appeared between the two. Now you know
 what the gap is, you need to use training to help close that gap and ensure your team is at the
level you expect them to be.

Unit of competency:

BSBLDR51 The use of emotional intelligence in the

organization was founded to be weak

BSBWOR502 Lead and manage team effectiveness was

average

BSBITU213 The use of digital document can be improved

using the policies for the communication

TAEDEL401 Group based learning, can be improved by the

learning strategies.

TAEDEL402 Planning and organizing of the workplace was

renewed using the lean learning.

Communication procedure:

Communication is the process containing three elements viz. sender, message and receiver. These three
elements are essential to complete the communication process.

The following steps are involved for completion of communication process:

1. Sender or communicator prepares the message neatly. He is the source where message is generated. It

is he who starts the communication process.

2. The message is to be encoded symbolically which is to be conveyed. This message is the idea came

into the mind of sender which he wanted to convey.

3. The message is to be transmitted through a method of communication the choice of which is to be

made. The message may be transmitted orally face to face, through messenger, through air or a written

note in the form of order, memo, leaflet etc. It is up to sender to make appropriate choice.

4. Medium of communication includes telephone, internet, through messenger, post, fax, E-mail, etc. The

choice of medium again depends on the sender.

5. Receiver or communicate is a person for whom message was sent by the sender or communicator.

Receiver after receiving the message must understand it in proper perspective then only the purpose of

communication will be fulfilled.

6. The receiver after decoding the message must act or take action as per instructions contained in the

message.

7. The last step is to take feedback. The feedback means the sender should know whether the receiver has

received the message and understood it. The confirmation regarding this is feedback. The positive

feedback is effective communication. With feedback the communication process is complete.

Strategies:

Strategy Flexibility Timeline Resources Responsibilities Performance

indicators
Write a Can be Within None General Completed
Learning and revised as one week required Manager and Learning and
Development often as HR Manager Development
Policy and necessary Policy and
Procedures Procedures
On the job Frequently One week None Senior Learning
learning management strategies
implication
check
Self-directed Revised at Fortnightl None HR team Appraisal
learning the end of y policies
month completion
Deployment Can be Fortnightl None General Deployment
revised as y manager rate
often as achievement
necessary
Group Revised at Weekly None HR team Learning
learning the end of strategies
month implication
check
Learning and development policies procedures: