The Sources of OL

The Malaysian organisations revealed many learning strategies and methodologies are exercised in the knowledge acquisition process. The findings show there were four main learning strategies used and these can be classified as internal, external, formal and informal strategies. A summary of the methodologies and strategies used are presented in Table 4.4, and discussed below

Table 4.4: Learning Strategies and Methodologies

Keys: Health Mfg: Manufacturing Gov: Government Aca: Academic

S/N Strategies Health Mfg Gov Aca Total

1. Internal 3 13 6 4 26

2. External 1 13 6 3 23

3. Formal 8 3 2 13

4. Informal 9 2 2 13

Methodologies Health Mfg Gov Aca Total

1. Education Program 2 5 4 6 17

2. Classroom 1 12 2 15

3. Online e.g. web, internet and email

14 3 1 18

4. On the Job Training (OJT) 2 13 2 1 18

5. Coaching and mentoring e.g. buddy system

1 12 2 1 16 6. Training and development

activities

13 4 3 20 7. Self learning e.g. reading,

research, and books

10 2 13 25

8. Seminar and conferences 6 7 2 9 24

9. Attachment and exposure e.g. job rotation

3 13 5 4 25 10. Experiential learning e.g. Team

building, problem solving, project, product transfer and Small Group Activities(SGA)

22 1 1 24

11. Outsourcing and networking e.g. customer

3 1 3 7 12. Brainstorming and dialogue e.g.

meeting

1 17 4 1 23 13. Research and consultancy e.g.

benchmarking

2 4 3 9 Source: Researcher, 2006

Further, the respondents revealed thirteen (13) learning methodologies practised either singularly or simultaneously. The singular methodologies were usually education programs, either in the classroom or as on the job training (OJT). The simultaneous methodologies included online access to materials, coaching and mentoring, training and development, self-learning, seminars and conferences, attachment exposure or placements, experiential learning, outsourcing and networking, problem solving by brainstorming and dialogue, and finally research and consultancy support..

a. Academic Respondents

Of the five respondents from the academic sector, four respondents claimed their organisations were using internal strategies and three claimed their organisations were using external strategies to acquire knowledge. Further, they said their organisation used both formal (2) and informal (2) learning strategy to acquire knowledge (Refer to Table 4.4). Referring to Table 4.4, the most popular method used among academics was self-learning (13) followed by seminar and conference participation (9), indicating these were the most frequently method applied by academics for knowledge acquisition process.

b. Manufacturing Respondents

Of the 18 respondents in the Manufacturing industry, 13 claimed that they were using both external and internal strategies for knowledge acquisition to occur in their organisations (see Table 4.4). Referring to the Table 4.4, 8 respondents claimed that learning was conducted formally and 9 respondents claimed that learning also occurred informally in their organisations. Experiential learning (22) was the most

popular learning method followed by brainstorming and dialogue (17), online learning (14) and, On the Job Training (OJT) (13) in the manufacturing industry.

On reviewing the overall learning methodologies used in the manufacturing industries, it seems that most organisations prefer internal and informal learning strategies. This was not surprising given these methodologies can be effective and also avoid the disruption of staff being away from the organisation.

c. Government Respondents

There were eight Government respondents. Table 4.4 shows that six out of eight respondents claimed that both external and internal strategies were used. Three of the eight claimed that learning was a formal process and two respondents claimed learning was also informal. There was also evidence that they practised more formal learning than informal learning. In terms of learning methodology, attachment and exposure (5) and education programs (4) appeared to be a popular learning method (see Table 4.4). This is expected because government departments are concerned with formal structures and processes in order to sustain their credibility. The findings also suggest that informal learning is occurring in government departments, especially where learning has become part of the organisations culture.

d. Health Respondents

Three respondents represented the health industry and this may limit the accurateness of the data. The findings suggest that these organisations prefer to use internal learning strategies (3) in comparison to external strategies (1). Referring to Table 4.4, the respondents from the health industry claimed that seminars and conferences (6)

were the most popular learning method. The respondents did not indicate preferences for learning being formal or informal, but indirectly suggested that formal strategies were more popular.

Overall Findings

Overall, the findings suggest (see Table 4.4) that both internal (26) and external (23) strategies for knowledge acquisition are popular. The most popular methods were self-learning (25) and attachment and exposure (25). These two methodologies are referred to as multi-sources method because they draw on various sources of learning, such as reading, research, books, magazines, journals, publications, resource centre and others. Attachment and exposure referred to job rotation, job positioning, visitations, and exhibitions. The next most popular learning methods were seminars and conferences (24) and experiential learning (24). Brainstorming and dialogue (23) was the third most popular learning methodology used by the Malaysian organisations.

Referring to the Table 4.4, On the Job Training (OJT) (18) and education programs (17) were also popular learning methods. The findings also suggest that online learning (18), such as via the internet and emails, has become a popular learning methodology. These findings reflect the Malaysian government’s positive and pro- active approach in encouraging Malaysians to use information technology to enrich their knowledge. The choice of formal (13) and informal (13) learning strategies showed lower although both were popular means of knowledge acquisition, with informal learning slightly more preferred than formal learning.

The findings also suggest that different industries emphasize different learning methodologies. For instance, the health organisations emphasized seminars and conferences, the manufacturing sector emphasised experiential learning, government departments focused more on attachment and exposure, whereas the academics relied more on self-learning.