Here is an abstract of a paper I wrote, Performance Improvement Through Continuous Feedback Loops: Implementing Social Performance Management, about how people can learn from continuous feedback loops. The full paper is located here.
Over the past few decades the speed of society and work life has rapidly increased and so has the importance of continuous learning for individuals and organizations (Tynjälä, 2008). As the speed and demand for people to learn new skills increases formal learning on its own is not sufficient to keep pace (Baert, Witte, & Sterck, 2000). Employees are choosing to learn, when they need it (Kyndt, Dochy, & Nijs, 2009) and organizations are beginning to discover that informal learning is more agile and less expensive than formal training programs (Boud & Garrick, 1999). Learning from others at work constitutes a large part of the learning undertaken in organizations and formal systematic learning is becoming less important that informal and social learning methods (Boud & Middleton, 2003). Enterprise 2.0 technologies provide an effective way to connect people in organizations so that collaboration and learning can occur on an ongoing basis and as part of people work (McNamee, Schoch, Oelschlaeger, Huskey, 2010). One opportunity in which organizations can capitalize on the need to increase learning and performance is to implement social performance appraisals. A social performance appraisal process, using enterprise 2.0 technologies, can decentralize the appraisal process, enable employees to seek performance feedback when needed, and help employees learn from that feedback and change behaviors in a more real time manner. This paper describes how a fast growing financial services company will implement an enterprise 2.0 social performance appraisal system to shift from a traditional annual performance appraisal process to one that empowers employees and helps people learn from feedback and improve performance.
Baert, H., De Witte, K. and Sterck, G. (2000), Vorming, training en opleiding. Handboek voor een kwaliteitsvol VTO-beleid in welzijnsvoorzieningen, (Instruction, Training and Education (ITE)). Handbook for a High Quality ITE-policy in Welfare Services), Garant, Leuven.
Boud, D. and Garrick, J. (1999), Understanding Learning at Work, Routledge, London.
Boud, D., & Middleton, H. (2003). Learning from others at work: Communities of practice and informal learning. Journal of Workplace Learning, 15(5), 194-202. Retrieved from http://search.proquest.com/docview/198422863?accountid=27965
Kyndt, E., Dochy, F., & Nijs, H. (2009). Learning conditions for non-formal and informal workplace learning. Journal of Workplace Learning, 21(5), 369-383. doi:10.1108/13665620910966785
McNamee, R. C., Schoch, N., Oelschlaeger, P., & Huskey, L. (2010; 2010). Collaboration continuum: Cultural and technological enablers of knowledge exchange. Research Technology Management, 53(6), 54-54-57. Retrieved from http://library.capella.edu/login?url=http://search.proquest.com/docview/763329902?accountid=27965
Tynjälä, P. (2008), Perspectives into learning at the workplace, Educational Research Review, 3(2), 130-54.