Importance of Values in a Work Place

In managing an organisation leaders should be aware that the different individuals that make up the workforce have different values, behaviours, perceptions, and attitudes. However, an organisation has one mission and it can only succeed if the various attributes of the workers get aligned to that mission. Research (Berkhout & Rowlands, 2007) has shown that companies whose employee-hiring criteria is focussed on matching personal values with organizational values tend to be significantly more successful because of the fact that employees have a higher level of job satisfaction. It is important for leaders of an organisation to understand the underlying causes of certain behaviours and work towards creating an environment that would enable and motivate people to contribute positively towards an organisation’s mission. The beginning point should be a good understanding of what constitutes values and knowing how values influence workers’ attitudes towards work.

Grieser (n.d.) in explaining why workplace values are important in his blog post likened an organisational system to an engine and steering wheel of a vehicle: A vehicle requires both an engine and a steering wheel to be able to work correctly – “An organization is no different: its purpose is the engine that propels it forward, and its values are the steering system by which it is guided”. To put it another way, an organisation has a mission, which is the purpose why an organisation exists, and values are needed to guide people on how they should conduct themselves, or to be guided on what things can be done and cannot be done in their work of serving the purpose of the organisation. For example loyalty, honesty, reliability, and efficiency may be the values of a company. But how exactly are values of a company formed?

It is important to note that values of a company never arise haphazardly; there has to be a deliberate plan in place. Heathfield (2019) explains that every work place has values and the question should be whether the existing values are creating the desired workplace. Thus, the first step towards defining the values of organisation should be the coming together of executives of an organisation to identify what currently characterises the organisation. The executives should move on to discuss the importance of having shared values as an organisation. Next a list of desired values should be discussed and agreed on. Workers should all be involved through well organised workshops during which individuals can freely share their personal values. Professional trainers should facilitate meetings during which individuals’ values are aligned to the organisation’s mission.

Now, aligning people’s attributes is not a mechanical process. Human beings are products of different experiences of life and the experiences may influence how they perceive life or situations around them. Perception is “a process wherein the individuals receive various stimuli, organize their impressions, interpret in their own way, thereby giving some meaning to the environment” (EDUCBA, n.d); because of this our behaviour is a consequence of our perception. It goes without saying that wrong interpretations about situations may lead to wrong behaviour and wrong behaviour may ultimately affect a company’s performance. In my teaching career for example, some teachers believe work is about earning money and so anytime there is a chashflow problem their eagerness and zeal to work gets affected; they slow down. Such happenings by individuals working for a school or college may over a period of time injure the reputation of an institution.

To foster a positive work environment people’s personal values, attitudes, and behaviours should be aligned with a companie’s values. However, before workers can be motivated into alignment executives should agree on the importance of having shared values in a work-place. Managers would have to take a leading role in inspiring a culture that is conscious of company values. More important in all this is the human-resource function of an organisation; the recruitment process should select candidates with values that resonate with a company’s values. That would make the process of aligning individual person’s values with company values much easier. 

REFERENCES

Grieser (n.d.). Why Workplace Values Are Important. Randy’s Blog. https://theordinaryleader.com/blog/why-workplace-values-are-important/ 

Berkhout, T., and Rowlands, I. H. (2007). The Voluntary Adoption of Green Electricity by Ontario-Based Companies - The Importance of Organizational Values and Organizational Context. Organization and Environment, 20(3), 281–303.

Critical Success Factor No.4 E-Learning Policy

In this post I would like to (1) explain in very simple terms the meaning of e-learning policy (2) describe contents of an  e-learning policy, and finally (3) provide a real-world exmple of an e-learning policy.

What is an e-learning Policy?

An e-learning policy is a set of guidelines and requirements which are formulated to achieve effective lesson delivery and learning experience through an online platform such as a  Learning Management System.

Without guidelines and requirements lecturers will have no standard procedures to follow when going about their work, and there will be no form of accountability or penalties to enforce. This ultimately affects the quality of the teaching-service delivery.

Contents of an E-Learning Policy

Different organisations may have different contents for their policies. Below I provide a template that I believe consists of essential elements for effective e-learning service delivery. You are free to adapt and use it for your organisation.

Purpose: Here state what the policy intends to achieve in your organisation. Inlude statements on any piece of legislation if any that the policy is designed to adhere to.

Scope: Here state what aspect of your information system the policy addresses (for example, a campus manangement system may have various components inclduing payroll, timetabling, and e-learning components but the policy may be referring to the e-learning component), and for which stakeholders the policy was developed (e.g lecturers).

Service Delivery: Here state what learning resources should be made available to students (for example lesson notes, videos (embbeded or via links), and book references.

Learner Support: Learner Support refers to what teachers or lecturers should do to help learners beyond the normal delivery of content (Bates, 2014). Under this heading the policy should state in what ways, and when, learner support is available. Schedules or timetables of videoconferences or webinars, during which students can ask questions on items of a topic they need clarifications on, should be made available.

Assessments: Here state what assessments students should be given, criteria of allocating marks, and when feedback (assessment results) will be made available to the learners. Students should have the confidence that for all assessments given they will have timely feedback. 

Behavioral Conduct: Here state the professional and ethical conduct that is expected of lecturers when engaging with students on a complaint, giving assessment feedback, or publishing a notice.

Revisions and Updating Schedule: State who is responsible for making revisions and the intervals or schedules for considering such revisions.

Sanctions for Violations: Note that a policy which doesn't stipulate sanctions to be imposed on its violaters is more likely to be a useless document. The 'Sanctions for Violations' section of  the e-learning policy is very crucial for a successfull implementation and management of e-learning. The section helps to ensure that everyone complies with the policy requirements. Under this section explain how violations should be handled, where they need to be reported to, and state what penalties or sanctions should be applied on a violator.

Contact Information: Details of who should be contacted about any matter regarding the policy. 

Glossary: Define any words that are likely to be unclear to the reader of the policy.

Acronyms: This section is more appropriate for longer and complex documents; it spells out acronyms used in the document. Where a policy document is small - as is expected for an e-learning policy - acronyms can be spelt out within the document.

May I state here that it is important to be realistic when formulating an e-learning policy. It will be quite futile to develop a policy that merely outlines the wishes of an instition but which are actually impractical. A policy should also be simple and easy to understand and something whose every stakeholder will be able to remember by heart. A simple way to find out if an institution has an e-learning policy is to ask any user of it if they can coherently state and explain one or two phrases of the policy. If a considerable number of users are unable to do that then the organisation has no policy in place! A policy should be a printed form of the spirit, guidelines and procedures that characterise an organisation's work environment.

Example of an E-learning Policy

You may find it helpful to take a look at the e-learning policy used by the University of Nottingham here. It does not contain all the details explained in the template above but should suffice to give you an idea of how an e-learning policy looks like.

References

Bates, T. (2014). Why learner support is an important component in the design of teaching and learning. Retrieved from https://www.tonybates.ca/2014/08/26/why-learner-support-is-an-important-component-in-the-design-of-teaching-and-learning/

Any idea when schools will re-open in Zambia? Time to act is Now!

When will schools re-open in Zambia - in a month's time? Two months? Three months? 

Yesterday I received a phone call from a Distance Learning student who desired to make a payment of tution fees and wanted to know "when  the college may re-open". The phone call confirmed my fear that the impact of COVID-19 on Zambia's education system is yet to dawn on many people's minds. If the trouble, which has led to the  closure of schools in our country, goes by the same spelling as the one which has crippled economies of the First World - with complete lockdowns and thousands of deaths - then what our learning institutions have done in preparation for the worst-case scenario is close to nothing, if actually not nothing! 

Today, I read this on Straightimes about Singapore, a first world nation with excellent educational infrastructure and systems:

SINGAPORE - Students in all schools and institutes of higher learning will shift to full home-based learning from next Wednesday (April 8), Prime Minister Lee Hsien Loong said on Friday. The Ministry of Education (MOE) will work with schools to implement this, Mr Lee said in a speech announcing new measures to curtail the spread of Covid-19. The measures will last at least until May 4.

Two things caught my attention in the above news report: the swiftness to  act before a problem attacks and the availability of senior leaders to quickly provide policy to guide the implementation of the solution. It is important to be aware that a solution that is made to operate in a policy  vacuum will soon become a problem itself. 

Some three decades ago Professor James Moor, a pioneer of Computer Ethics, had noted that a typical problem in Computer Ethics involves a policy vacuum of how computer technology should be used and remarked that often either no policies  for conduct exist or existing policies seem inadequate (Moor, 1985). Although many developed countries have made strides towards implementing comprehensive policies to guide e-learning, institutions in Third World countries, where e-learning is still a relatively new phenomenon, are yet to catch up on this.

It's high time senior managers of colleges and universities in Zambia wake up and begin to quickly draw up plans on how they can implement e-learning systems, and more importantly, establish e-learning policies to guide the paradigm shift.

I should emphasise here that whilst some colleges (especially private ones) have quickly acted to implement learning management systems, there is still a high-risk of implementing e-learning systems which operate in a policy-vacuum. It is important to note that an e-learning system can only be as effective as its policy. By "policy" I don't mean an archaic document that has to go through the red-tape of approvals which may take a year or two before implementation but yet will remain unkown by stakeholders after implementation. An e-learning policy should be simple, and easy to understand and remember. As a matter of fact, one way to know if a college has a policy or not is to randomly ask any lecturer at the institution about any line in the policy they remember. If on average lecturers or teachers can hardly recall a single line from the document then that college actually has no e-learning policy! 

A policy should be the heart or spirit that guides all online training activies. In my next blog-post I will discuss 'e-learning policy' and provide examples. I will also provide a simple template which you can use for your college if you dont yet have one!

In concluding may I remind you that these are desperate times requiring urgent action. The biggest blessing in all this is that e-learning systems have now become so easy to set-up and different free options now exist - you can use Moodle, Google Classroom, etc. If you dont yet have a Learning Management System kindly go through my workshop series on how to set up your LMS in eight-simple steps here.

References

Moor, J.H. (1985). What is Computer Ethics?  Metaphilosophy. 16/4: 266-75