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INDU1047: Employee Resourcing and Development Employee Resourcing and Development Francisca Ambrose Grant

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15-Oct-11

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000697545
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000697545 BA HRM Employee Resourcing and Development

INTRODUCTION

Traditionally the development of managers relied on the potential manager being formally trained by an academic institution, then becoming recruited into the workplace environment Wang (2008). Even preconceived notions such as mangers are born not made existed within organisations Walton (1999). The shift however, to management development has seen that organisations have now recognised that they need to play a more significant role in the development of their managers if they are to achieve the goals of the organisation and maintain competitive advantage. As such, this paper will discuss the options available to a large retail company named The Regique who after their annual staff appraisal have noted indications that approximately forty (40) members have indicated their desire to become managers. It will further make recommendations regarding the ideal approach for their management development programme.

ASSUMPTIONS

In approaching this analysis the author will assume that; human resource planning was conducted by the organisation and the development of the forty potential managers is part of the organisations strategic intent for succession planning. The author will further assume that though the organisation is uncertain of the specific route the development of these potential managers will take, the regique embraces the concept of a learning organisation and finally, that the employees being developed to become managers each have received recommendations by their raters in their annual appraisals as possessing the attributes to be developed as managers.

DISCUSSION

Contemporary theories suggest that the development of managers should no longer be the sole responsibility of the individual since, in order to maintain a competitive advantage, variables such as organizational culture and the type of industry are key factors to be considered when developing managers Walton (1999). As such, organisational stakeholders should be involved in

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the development of their managers as these would inevitably be the persons entrusted with the responsibility of achieving the goals of the organisation.

In this light, many organisations embark on both formally structured developmental programmes for the growth of their managers and informal methods. Both methods have their merit, however as suggested by Byrne (2002) for either method to bring value to the organisation, training and learning should be supported by the construct of a learning organisation.

The context of a learning organisation which is suggested by Senge (1990) in Walton (1999), as being organisations that support persons to continually learn and develop themselves to create results and to encourage persons to continually learn together. Senge believed that in order for organisations to achieve excellence, and maintain a competitive advantage, the organisation must be able to tap the willingness and capacity to learn at all levels of the organisation. However, if specific, measurable criteria are not established learning may occur conversely in the interest of the individual and not necessarily for the organisation as a whole. Since the development of the regiques staff is supported by its learning organisation philosophy, it can be further deduced that the development processes will serve to achieve both long term objectives of the organisation while also seek to address the career aspirations of the forty potential managers being both anticipatory and motivational. Let us now identify the viability of the conduct of formal training to the regiques organisation.

As researched by Malcolm et al (2003) formal learning has been seen as one of the most recognised forms of learning by contemporary organisations. This is mainly due to the anticipated standardisation associated with this type of learning. Formal structured courses can be measured and as such gives validity to the programme of study. Malcolm et al (2003) further suggests that another benefit of formal learning is the ability to be reviewed and updated as new concepts in the field are developed. However, the main advantage of formal learning that has been identified by Malcolm is that formal learning is recognised throughout industries and organisations. As such organisations investing in their human capital or building their human capital base are usually interested in individuals who have been formally trained. Another
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outcome of formal learning is the ability of the individuals on these types of training to become networked with other professionals across the industry. These networks can increase can enhance the employer brand of an organisation, highlighting it as a learning organisation willing to invest in its human capital.

Malcolm et al (2003) however, highlight some weaknesses in the sole investment of formal learning, the major disadvantage being that most formal learning, even though would provide fundamental concepts for the development of the individual and add value to the human capital of the organisation, realistically it has been noted most formal learning programmes are not specifically relevant to the organisation or the job requirements of the individual. This factor is of significant importance since Malcolm et al (2003) also suggests that management development should be linked to business strategies. The relevance of the learning therefore will be compromised if managers are not developed in accordance with strategic direction of the organisation.

Malcolm et al (2003) further suggests that if the cost of the training is borne solely by the organisation, return on investment in the training may not be seen as feasible by the organisation. This factor has lead to partnership agreements between organisations and training institutions that provide learning to organisation at reduced cost or depending on the organisations relations these training options may even be granted at no cost to the organisation. Some common examples exist in Trinidad and Tobago, such as the Ministry of Works which provides training opportunities to persons willing to become qualified in vehicle maintenance and handling at no cost to the organisation or individual. Other partnerships such as Sandhurst Royal Military Training Academy have been training military officers from across the globe through strategic partnerships with associated member states and other governments whom they have strategic partnership with.

Another factor that was highlighted by Malcolm et al (2003), which suggests challenges of formal learning is that in many instances employees are not motivated to attend formal training courses due to the time the training is conducted. This is in most occasions the training is

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conducted working hours, which is viewed as an imposition of their leisure time or work-life balance.

With these factors outlined the regique must consider cost, relevance to strategic direction of the organisation, flexibility options for the learning to be conducted, as well as its employer branding if it intends to conduct to use formal learning in the development of its potential managers.

Contrastingly, though formal learning is recognised by many organisations, in reality many organisations engage in informal learning as the preferred method of developing their human resource capital in many service industries Skule (2004).

Skule (2004) suggests that because of its relevance to the work activity many organisations prefer the adoption of informal training methods. The cost effectiveness of informal learning is also of strategic concern, since overall profitability is a key goal of many organisations. Skule (2004) however, highlights that due to nature of informal learning it also preferred by employees as opposed to formal learning initiatives. Its ability to refine key skills and competencies required in the workplace also makes informal learning applicable to many skilled based industries. It is further suggested by Skule (2004) that informal learning can assist organisations develop cohesive teams, which has been recognised as key in achieving organisational goals and objectives. This will also assist in the development and growth of the culture of the organisation.

Skule also recognised the flexibility of informal training with components such as Just in Time strategies as well as visible transference of learning. These elements can be considered motivators for employees as they promote work-life balance as well give the opportunity to learn at the workplace in specific areas of development.

It is however note-worthy to identify that even though informal learning does provide the employers and employees with diverse and flexible opportunities for learning, there are fundamental shortcomings of informal learning that should also be considered before organisations embark on this type of training. Skule (2004) further suggest that because of the informal nature of the learning it is difficult to measure the impact of the learning against overall
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output. Skule also suggests that, due to the perceived casual nature of informal learning, employees are less motivated to become engaged in the learning as they do not regard the learning as significant to their personal development.

CONLUSION

The challenges as well as the mentioned benefits of both formal and informal learning methods represent a need for a complete analysis of the intended outcomes of the learning for regique. The nature of the organisation begin one in the service industry also presents a need for the learning to be specific as well as linked to the objectives and strategic direction of the organisation.

RECOMMENDATIONS In light of the literature reviewed regarding the dimensions of regiques strategic plan to develop managers from within their organisations represents a need for the strategic membership of regique to consider the following recommendations.

Firstly, because the organisation is a large retail industry, it is recommended that in the quest to develop managers from within the organisation, this author suggests that a succession plan be considered in the development of these managers. This would serve to preserve the knowledge of the organisation and further maintain and develop the organisational culture of regique.

Secondly, in the development programme geared towards developing the potential managers, consideration should be given to how persons learn as demonstrated by theorists Honey and Mumford (2004) and Kolb (1995) which both suggest that persons lean differently. This would be of significant importance when conducting informal learning within the organisation.

Additionally, considering the pros and cons identified in the adapting of either formal or informal learning individually, this author suggests that a no single approach be adopted as the disadvantages of both approached have the potential to undermine the strategic intent of the
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learning. Since management requires fundamental skills it is suggested that the potential managers be encouraged to pursue formal management training coupled with informal management training at the organisation which would be specific to the organisational needs. It is also important to note that since there has been a change in the psychological contract of employment where lifelong employment is no longer being considered by both employees and employers primarily due to the volatile environment, it is further recommended that flexibility strategies should be employed in considering the learning models to be adopted.

Finally, this author further recommends that upon completion of the learning, an evaluation of the development programme be conducted. This would serve as an indicator if the learning was specific to the organisation, if measurable benefits were derived from the learning and if transference of learning took place. It would further serve as an indicator to suggest if similar strategies can be implemented in the future regarding the learning as successful or alternate strategies should be adopted if the learning was not purposeful.

Word Count 1823

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Reference List

Byrne, R. (2002) Web based leaning versus Traditional Management Development Methods. Singapore Management Review, 2, (10), 49-59. Cullinan, T. (2003) Latin American Management Education and Recruitment: An Environmental Perspective. California Management Review, 12, (9), 35-43. Heijden, B., Boon, J., Klink, M., Mejis, E. (2009) Employability Enhancement Through Formal and Informal Learning: An Emprical Study Among Dutch Non Academic University Staff Members. International Journal of Training and Development, (19), 19-37. Malcolm, J., Hodkinson, P., Colley, H. (2003) The interrelationships between informal learning and formal learning. The Journal of Workplace learning 15, (6), 313-318. Skule, S. (2004) Learning Conditions at Work: A framework to understand learning in the Workplace. International Journal of Training and Development,(11), 8-19. Wang, Q. (2008) Individuals' Perceptions of Lifelong Learning and the Labour Market Competition - a Case Study in Shanghai, China (380), 1-380.

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BIBILOGRAPHY Pilbeam & Corbridge (2010) People Resourcing and Talent Planning, 4th edition. Harlow, England. Senge, P. (1995). The Art and Practice of the Learning Organisation. The Fifth Discipline. New York: Double day. Walton, J. (1999). Strategic Human Resource Development. England. Pearson Education Limited.

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