Heading
To: Executive Manager, Learning and Development
From: [Your Name], Learning and Development Officer
CC: Executive Team, Western Cross Community Services
Date: [Current Date]
Subject: Review of Mandatory Manager Training on Fair Work Act 2009 Changes and Recommendations for Improvement
Introduction
The purpose of this memo is to review the mandatory manager training introduced in response to recent amendments to the Fair Work Act 2009, specifically the right to disconnect. Despite high completion rates of the online module, staff surveys reveal persistent issues with work-life balance and after-hours contact by managers. Drawing on learning and development theories, this memo diagnoses the shortcomings in the current approach and proposes one significant change to enhance effectiveness. This analysis is informed by key concepts from adult learning theory, ensuring a targeted, evidence-based recommendation.
Context
Western Cross Community Services (WCCS) implemented an online training module for managers following updates to the Fair Work Act 2009, which grant employees the right to disconnect from work-related communications outside designated hours. Although 98% of managers and supervisors completed the module, recent staff surveys indicate ongoing concerns, suggesting the training has not translated into behavioural change. This memo focuses on learning and development practices to address this gap.
Discussion: Diagnosis of the Learning Problem
The current learning and development approach at WCCS, centred on a mandatory online module, appears ineffective in fostering genuine behavioural change among managers regarding the right to disconnect. High completion rates mask deeper issues, as evidenced by persistent staff complaints about after-hours contact and work-life imbalance. To diagnose this, it is essential to apply core principles from adult learning theory, particularly andragogy, which emphasises how adults learn differently from children (Knowles et al., 2020). Adults are self-directed, draw on life experiences, and prefer problem-centred approaches over content-centred ones. The online module, while efficient for dissemination, likely fails to engage these principles, resulting in superficial knowledge acquisition without practical application.
One key problem is the module’s reliance on passive, didactic delivery, which contradicts the andragogical assumption that adults learn best when training is relevant to their immediate professional needs and experiences. Knowles et al. (2020) argue that adult learners are motivated by internal factors, such as solving real-world problems, rather than external mandates like mandatory completion. In this case, the training may present legal information abstractly, without linking it to managers’ daily routines or the organisational culture at WCCS. For instance, managers might complete the module to meet compliance requirements but fail to internalise how to apply the right to disconnect in practice, leading to continued after-hours communications. This is supported by research indicating that online modules often prioritise information transfer over experiential learning, resulting in low knowledge retention and behavioural change (Gegenfurtner et al., 2014). A meta-analysis by Gegenfurtner et al. (2014) found that technology-mediated training yields better outcomes when combined with interactive elements, yet WCCS’s approach seems to lack such integration, explaining the disconnect between completion and application.
Furthermore, the training overlooks the role of readiness to learn, another andragogical principle, which posits that adults engage more deeply when they perceive a need for the knowledge (Knowles et al., 2020). Staff surveys suggest managers may not fully recognise the impact of their actions on employee well-being, possibly due to entrenched organisational norms favouring constant availability. Without addressing this readiness, the module functions as a one-off event rather than a catalyst for ongoing development. This is compounded by the absence of opportunities for reflection and feedback, which are crucial for adult learners to process and apply new concepts. Brookfield (1986) highlights the importance of critical reflection in adult education, enabling learners to challenge assumptions and adapt behaviours. At WCCS, the lack of such mechanisms means managers are not encouraged to reflect on their communication habits, perpetuating the status quo.
Additionally, the current approach neglects the orientation to learning in andragogy, where adults prefer task-oriented, problem-solving methods over rote memorisation (Knowles et al., 2020). The online module, if typical of such formats, likely emphasises theoretical content about the Fair Work Act without scenario-based exercises that simulate real managerial dilemmas, such as handling urgent after-hours queries. Scholarly evidence from Noe et al. (2014) underscores that training transfer— the application of learned skills to the job— is hindered when programmes do not incorporate active learning strategies. Their study on human resource development shows that passive e-learning often results in lower transfer rates compared to blended methods, aligning with the observed issues at WCCS. Indeed, the 98% completion rate indicates accessibility but not efficacy, as managers may view the training as a compliance checkbox rather than a tool for cultural shift.
In summary, the learning problem stems from a mismatch between the module’s design and adult learning needs: it is content-focused, passive, and disconnected from practical application, failing to leverage andragogical principles like relevance, experience, and problem-centring. This diagnosis is not merely descriptive but rooted in theory, revealing why behavioural change has not occurred despite high participation.
Conclusion
In reviewing the mandatory manager training at WCCS, this memo identifies the core issue as an overreliance on a passive online module that inadequately addresses adult learning principles, leading to poor translation of knowledge into practice. Persistent staff concerns about work-life balance underscore this ineffectiveness. To address this, I recommend one significant change: transitioning to a blended learning model incorporating facilitated workshops. These workshops would integrate the online module with interactive sessions, allowing managers to apply concepts through role-playing scenarios related to the right to disconnect, fostering reflection and problem-solving in line with andragogical theory (Knowles et al., 2020). This approach, supported by evidence of improved training transfer in blended formats (Gegenfurtner et al., 2014; Noe et al., 2014), would enhance relevance and readiness, ultimately promoting cultural change. Implementation could begin with pilot sessions for supervisors, evaluated via follow-up surveys.
(Word count: 1,012 – excluding heading, references, and appendices)
References
- Brookfield, S.D. (1986) Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices. Open University Press.
- Gegenfurtner, A., Quesada-Pallarès, C. and Knogler, M. (2014) ‘Digital technologies in training: A meta-analysis of the transfer of technology-mediated instructions’, Journal of Computer Assisted Learning, 30(6), pp. 510-526.
- Knowles, M.S., Holton, E.F., Swanson, R.A. and Robinson, P.A. (2020) The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. 9th edn. Taylor and Francis Group.
- Noe, R.A., Clarke, A.D.M. and Klein, H.J. (2014) ‘Learning in the twenty-first-century workplace’, Annual Review of Organizational Psychology and Organizational Behavior, 1(1), pp. 245-275.
Appendices
Appendix A: Visual Aid – Andragogy Principles Applied to Training Effectiveness
[Description: A simple diagram illustrating Knowles’ six principles of andragogy (e.g., self-concept, experience, readiness, orientation, motivation, need to know) mapped to current training gaps and proposed blended model. Note: In a real document, this would be a referenced figure; here, it is conceptual for illustration.]
(Reference: Adapted from Knowles et al., 2020)
