It is possible to state that the COVID-19 pandemic has influenced the method many companies operate. Presently, the needs of a hybrid workforce must be fulfilled to ensure its efficiency. For this purpose, the changes in learning and development methodologies shall be implemented (Einfalt, 2020). This work will examine peer learning in a transcultural environment from the perspective of the key changes that will be necessary and the anticipated capability challenges L&D practitioners and the workforce will be experiencing.
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The Necessary Key Changes
Peer learning in a transcultural environment also referred to as cross-cultural collaborative learning, is especially vital during the pandemic. It enables employees with different backgrounds to interact with each other, share experiences, and raise knowledge. It is possible to outline the necessary changes in existing methodology and approaches toward peer learning. Adoption of an integrated approach to instruction would enable the effective passing of information even in a multicultural environment (Chouari, 2016; Damary et al., 2016). The utilization of non-discriminatory assessment strategies can be a key to making techniques of training more diverse while ensuring peer feedback receiving (Damary et al., 2016; Shonfeld et al., 2021). Finally, changes to methodologies that would ensure the presence of activities for intercultural competency development are also important.
Anticipated Capability Challenges
With respect to the COVID-19 pandemic, there are several capabilities challenges L&D practitioners and the workforce may experience over the next two years. Most companies do not have an established organizational system yet that would enable the workforce to effectively fulfill their responsibilities remotely (Damary et al., 2016; Shonfeld et al., 2021). Different ways of learning also called “epistemologies,” make it complicated to pass knowledge and deteriorate the existing approaches to interacting (Shonfeld et al., 2021; Cherng & Davis, 2019). Finally, L&D practitioners may not be fully prepared for remote training of a hybrid workforce conducting yet that will be deteriorative for peer learning in a transcultural environment.
Cherng, H. Y. S., & Davis, L. A. (2019). Multicultural matters: An investigation of key assumptions of multicultural education reform in teacher education. Journal of Teacher Education, 70(3), 219-236.
Chouari, A. (2016). Cultural diversity and the challenges of teaching multicultural classes in the twenty-first century. Arab World English Journal, 7(3), 3-17. Web.
Damary, R., Markova, R., Pryadilina, N. (2016). Key challenges of online education in a multi-cultural context. Procedia – Social and Behavioral Sciences, 237(2017), 83 – 89. Web.
Einfalt, T. J. (2020). Let’s talk about transcultural learning: Using peer-to-peer interaction to promote transition and intercultural competence in university students. Journal of Academic Language and Learning, 14(2), 20-39.
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Shonfeld, M., Cotnam-Kappel, M., & Judge, M. (2021). Learning in digital environments: a model for cross-cultural alignment. Education Tech Research Dev, 69, 2151–2170. Web.