Research Korner: Human Resource Development Case Study

Organizational Learning and Development

Organizational Learning and Development Introduction             The dawn of the twenty-first century has been characterized by a world that is in a constant state of change. No organization or business can escape the effects of operating in an ongoing, dynamic and evolving landscape. Indeed, the forces of change are so great that the very success and the survival of organizations rely on how these organizations respond to the continual changes around them and how they can stay ahead of change.             According to  (2002), it is widely accepted that change exerts continuous pressure on all organizations regardless of their size and type. These changes vary from forces such as globalization, inexorable technological developments and advances, exceptional competition, political upheaval and the opening of new markets. Consequently, these organizations are beginning to change their gears and respond to the evolving advancements in the world.             In addition, businesses have also adopted a more strategic human resource development in response to the changes in the business environment. This paper will be covering the topic of human resource development. The processes of learning and development will be closely examined as to the extent of their contributions to businesses which remain open to continuous self-organization in order to adapt and meet the challenges of the twenty-first century business environment. In addition, there will also be a discussion of the problematic issues that may arise in implementing the learning and development processes in the organization, as well as suggestions as to how these issues may be overcome by the organization. Human Resource Development             Human Resource Development is defined by  (1989) as “organized learning activities arranged within an organization in order to improve performance and/or personal growth for the purpose of improving the job, the individual and/or the organization” (p. 5). According to  (1996), it includes the areas of training and development, career development and organizational development. The Human Resource Development is actually associated to the Human Resource Management, a field that constitutes areas such as human resource research and information systems, union and labor relations, employee assistance, compensation and benefits, selection and staffing, performance management systems, human resource planning and organization or job design ( 1989).             As stated earlier, the world has indeed been characterizes by constant change. These changes are based on the global economy, on evolving technology, on the organization’s changing work force, on cultural and demographic changes, as well as on the changing nature of the work itself. It must be noted that these changes are permanent; they are here to stay which will likely affect our work and the way our lives our structured.             Consequently, organizations need to adapt to these changes. Organizations need to learn new skills and develop new abilities in response to these changes of the world. Nevertheless, organizations need to deal with these changes constructively by using change for the organization’s competitive advantage. The goal of the Human Resource Development is to enhance the performance of the organization by taking full advantage of the efficiency and performance of the organization’s members through developing their knowledge, skills, actions, motivation, attitudes, as well as the organization’s standards, incentives and work environment ( 1996).             Human Resource Development plays a very important role in organizations as it maximizes the main objectives of the organization which is f\dome through means that enable the organization with the emergent changes in business strategies (1995).  (1995) point out that the core of Human Resource Development is to provide the organization’s employees with up to date expertise. In addition, Human Resource Development and the employee expertise that is provides has taken a major step in combining other key determinants of business strategy. The recent successes of successful organizations now support the rising influence of the Human Resource Development.             Examples of companies that depend on employee expertise to capitalize on business opportunities are as follows. It must be noted that these companies use the Human Resource Development in achieving employee expertise.             The first company is L. M. Ericsson Corporation – a Swedish telecommunications equipment manufacturer that reconfigured its extensive international operations to reorganize its design and product development functions ( 1994). It may appear that the company is under a major company restructuring; however, it is actually a fundamental preconception of how work was achieved basing on expanding the breadth and depth of the expertise of their employees across prior unbreakable divisional and functional boundaries.             As employees of the company from diverse disciplines considered the value added at key points along the product development cycle, they also reconfigured their individual contributions to production into wider, cross-functional processes. Employees also redesigned principal business processes and generated a matrix system for sharing information and production technologies among the forty laboratories of this research-intensive company as the company draw on newly acquired expertise supported by the Human Resource Development in systems thinking, business process analysis and other key technical skills. It must be noted that the company has heavily depended on the multidisciplinary collaboration and these newly gained skills. Since the 1990s, employees of L. M. Ericsson Corporation have been able to design telecommunications equipment and set up manufacturing and service networks simultaneously.              (1995) point out that what used to be a company that performed like seven different companies and was slow in introducing new products to an innovation-conscious market is currently a leader in lightweight, digital mobile phones and asynchronous switching and even surpassed a $10 billion annual sales.             The second company is Home Depot, which has become a dominant force in the home improvement industry in part by making a conscious effort in trying to learn every aspect of its business ( 1994). Is has continually strived to attain a phenomenal annual growth rate within the industry by devoting its human resources, policies and practices to enhance expertise and learning through every dimension of its business.             The company openly pursues objectives in order to make sure that the company obtains long-term competitive advantage through the processes supported by the firm’s Human Resource Development to shift experience systematically into learning opportunities as well as maintaining employee expertise at state-of-the-art levels. The company’s interactions and relationships with employees, customers, vendors, suppliers and competitors are continually examined to obtain value-added lessons from a diversity of business experiences as to whether they engage in a sales transaction, a delivery, a management meeting or an unhappy or dissatisfied customer or employee. On one hand, Home Depot invests in developing employees at all levels of the organization (1995). Their entry level employees undergo nearly four week training as well as participate in periodic conferences and training sessions at the store and company-wide levels. On the other hand, the company also values learning from customers in any way they can as it allows building contractors to utilize its makeshift classrooms in each store to share their needs and expertise with employees and other customers ( 1995). In addition, Home Depot has added contractor check-out areas and new products for first time buyers in response to the suggestions both from employees and customers as well. It must be very well noted that Home Depot illustrates a recent and convincing example of growth that can be accomplished as organizations make a conscious effort to learn and develop new expertise from every aspect of the business. In a similar way, companies such as Ford Motor Company and DuPont have also considerably made recent improvement in business performance as their managers have applied the systems thinking and process knowledge to the very heart of the business processes ( 1994). Obstacles for Learning and Development Practitioners              (2004) observes that human behavior and relations more often than not contribute to the construction of organizational processes that become hindrances to learning and development. Let us now examine one by one the obstacles that learning and development practitioners may face as they implement the learning and development processes in the Human Resource Development.             The first obstacle is lack of motivation. This may be in part of managers and or employees to take on new learning tasks or to engage actively in learning processes. In a research done by . (2002), it is not clear as to what might cause such a lack of motivation.  (2002) state that maybe managers and the employees of the company are still used to a different way of working and wouldn’t want to give up the conventional way. Another possible explanation could be the lack of faith in the concept of the learning organization or in training in general.             In a study done by (1989), they found out that managers in companies that used to have a fragmented method of training sometimes do not see the traditional courses as valuable and important learning experiences. Also, they do perceive training as a cost and not an investment for the future. Yes, it takes time to change a pattern of expectations once it exists, especially as managers and employees still unreservedly see “learning” and “training” to be similar.  (2002) state that employees and managers may still be waiting to see the positive results of this new approach. However, other factors like shortage of time on the manager’s part, the lack of rewards that employees receive or the little confidence when it comes to learning, could also play a role. Even though the cause of low motivation or low sense of responsibility is not yet known and might actually be different from company to company or even different managers and employees, it is quite apparent that if it occurs, it proves to be a hindrance or an obstacle in the implementation of the learning and development processes.             According to  (2002), low motivation of actively participating in learning and development processes may be associated to another possible problems that might occur which is the lack of clarity on the role of the human Resource Development or the lack of clarity on the need of learning. This may be due to the company’s Human Resource Development’s difficulty in establishing their own role very distinctly or it may be due to their difficulty in communicating this role in a clear and convincing manner to the managers and the employees of the company. It must also be noted that it is actually not impossible that managers and employees are sometimes not motivated to carry on their new roles because of the ambiguity of what is expected from them, the reasons as to why learning is important and what support Human Resource Development professional swill provide.             Another type of obstacle that learning and development practitioners may face is the lack of learning culture within the organization. Apparently, it is very difficult to generate a learning culture when a culture does not already exist, at least partially. As this issue was raised in organizations, organizations put the blame on insufficient learning culture in general whereas others narrow it down to inadequate knowledge sharing.  (2002) noted that this result implies that it is very difficult to motivate employees to share knowledge or engage in learning processes especially if they are not used to this or maybe even reveal a reluctance to do so.              Another problem encountered during the implementation of learning and development processes is the lack of time for learning on the employees’ part. Accordingly, work pressure for the employees is so high that they have a difficulty in finding time for learning. Naturally, this compounds to the problem of lack of motivation and lack of a learning culture. The very core of this problem is that is produces a closed cycle. This means that when people are incessantly working very hard to keep up with new developments and changes, but are too busy trying to learn and reflect on existing practices, this makes it difficult on their part to find and provide solutions which might decrease the work load.             Some of the other more problems that learning and development practitioners may face concerns their own role; they have scarce resources, too little time to develop new Human Resource Development initiatives, inadequate time to update materials or, in general, insufficient Human Resource Development professionals. Indeed, the lack of time is more often than not linked with the scarcity of resources. If more financial resources, i.e. money was, was available, extra human resources could be hired.             Interestingly enough, there seems to be no clear relationship between the organizations that mention a lack of Human Resource Development professionals or the lack of time and the size of the Human Resource Development departments. Some of the organizations that have mentioned this specific problem employ only two Human Resource Development professionals; however, it must be noted that their Human Resource Development department actually has a staff of seventy people.             Thus, it seems as if the cause of this problem can be attributed more to the fact that recognizing the new role of the Human Resource Development is very time consuming because at the outset, it means more tasks for the Human Resource Development professionals. Possibly, more room will be created only when managers and employees have actually taken over some of the tasks of the Human Resource Development.             With regards to the realistic problems that practitioners of learning and development may face in their implementation of the learning processes, it is interesting to reflect on a possible relationship with the outsourcing policy that many companies adopted during the advent of the 1990s.  (2002) noted that it is not yet positive as to whether these problems may apply to many organizations; however, the last few years have been characterized by companies who have cut back on their training budgets and have opted to buy or hire the training rather than develop it within the company itself. In addition, Horst et al. (2002) proposes that it may be that some of the companies who are currently experiencing the lack of specialist practitioners have been through such an outsourcing process.     The Case of Hyder plc             In Hyder plc, there were several organizational barriers to strategic learning and development which provided some clues to the methods the establishment was created and sustained within the company (2004). They are outlined as follows ( 2004): ·        The individual orientation in Hyder’s Human Resource Development strategy and the expectations on individuals to put learning into actual practice; ·        Limited and self-limited concepts of reflection; ·        Fears about involving with the relationship between politics and emotion in the organization, especially conflicts between subsystems and the effects of this on authority and leadership in practice. It is assumed in Hyder’s Human Resource Development strategy that individual learning will improve personal performance and supply to the development of new ideas and forms of practice, in addition to their implementation (2004). Hyder had a highly competent and developed level of learning and development processes which were available to individuals, gathered under the general notion of a “learning journey” which included personal opportunities for formal and informal training and development associated to individual evaluation and supported though mentoring (1998). New skills, knowledge and perceptions were acquired through this process and individuals were enthusiastic as a result of their learning. However, (2004) notes that the individual learning actually had very little impact on the processes of organizing, strategic decision-making, existing power relations or entrenched political positions. As a matter of fact, regardless of the enthusiasm that their employees felt on personal learning, there was a universal feeling amongst the staff that the learning initiatives had little effect on the organization as a whole. Furthermore, there were also difficulties in the reflection and development process in Hyder that were experienced by individuals as well as in association to collective attempts at participation and involvement. Managers of the company have experienced constant pressure to carry on and develop logical performance. In addition, because of this pressure of their tasks, they were “happy to accept the first logical explanation that comes into an individual’s mind” ( 2004). Reflection was understood by the company as an individual responsibility, something that one does when one actually has the time to do it. The limited practice of reflection in the company means that reflection served very little purpose, contributing little to an understanding of how establishment was being created and sustained. In addition, there were powerful emotions associated to organizational politics fundamental to both an individual perspective on learning and a restrictive practice of reflection. Organizational members actually felt fear and anxiety in involving in conflicts or differences across hierarchical lines of accountability or across the political intricacies gathered together by competition, envy or ambivalence between the various organizational subsystems. The members of the organization would likely ignore or avoid such conflicts. The effects of this decision (which is significantly unconscious) had considerable impact on the practice in the field of leadership and authority in the company. This competition between different subsystems reduced partnership and understanding across organizational boundaries, in addition to discouragement of risk. It must be noted that an environment which lacks risks actually has a greater tendency towards control. Concerns on issues of either losing or retaining control contributed to restrained managers who are afraid of change, failure and conflict. Through these organizing processes, a culture of leadership was created at Hyder that, in spite of being consensual or collegial in intention, was in practice cautious, controlling and reactive ( 2004). These comments on the relationship of learning and organizing in the case of Hyder plc actually mean that despite significant investments of time and money in the learning and development processes for individual managers, efforts towards learning seems to have made very little impact on established ways of organizing. As the organizational processes are added together, Hyder can be understood as a firm with very little orientation towards strategic learning and development despite its very creative and learning and development processes. Hence, as  (2004) points out, this raises questions as to what can be done in organizations like Hyder to facilitate the development of strategic associations between learning and organizing, as well as a broader issue in terms of organizational learning. “The fact is - we don't know a lot about organizational learning. Sure we know how to improve the learning of an individual or a small team, but we don't know how to systematically intervene in the culture to create transformational learning across the organization … One of the greatest business challenges is to find some models for how a whole organization can learn” (2002). Suggestions/Recommendations             When one comes to think more about the problems associated with the implementation of learning and development, it must be noted that majority of the problems seems to be linked with communication. Therefore, suggestions as to how these problems may be overcome will involve a number of recommendations on how to improve the organization’s communication strategies, as well as other strategies that will be feasible to the given problem as understanding and information seems to be a very relevant aspect for managers and employees to be motivated in order for learning and development practitioners be able to implement the changes and to bring a fruitful partnership between Human Resource Development professionals, managers and employees.             The following section will provide a list of strategies to overcome the issues concerning the implementation of learning and development processes.             The researcher recommends that communication must be directed at changing the perceptions on the need for learning. In example, according to  (2002), in French organizations, they specifically value sharing knowledge and improving communication to let employees know why certain changes must occur, why learning plays an essential role in the change process of the organization and that learning occurs not only by following courses but by also learning from each other. As this communication strategy changes the employees’ and the managers’ attitudes towards learning, they might also serve to raise motivation for learning, as well as enhance creation of the learning culture and promote knowledge sharing.             Second, the researcher also recommends that there must be initiatives taken that will increase communication as well as cooperation with the employees and the managers that will be able to direct the initiatives of the Human Resource Development more closely to their needs. In example, . (2002) observes that the Italian software company, Data logic, has adopted a direct horizontal communication with line management as one of its strategies for addressing issues of the learning and development processes. The Human Resource Development must adopt a very flexible approach and a listening attitude that lead to teamwork between the managers and the professionals of the Human Resource Development field. (2002) noted that this may overcome the traditional distinction between line management and staff, as well as create goodwill and motivation. In addition,  (2002) also observed that the Dutch building company KIBC realized that improving communication and information flows are both very functional and practical in resistance and increasing motivation for learning.             Also, companies must provide information on the position, roles, and responsibilities of the department of the Human Resource Development, as well as learning needs, and learning possibilities. This may provide a solution to the problem of lack of information and may also lead to the increasing motivation for learning and for participating actively in the Human Resource Development function.             Next, it is also recommended that there must also be initiatives as to the lessening of the workload of Human Resource Development professionals and hence. Tackle the issue of the lack of resource by recruiting new Human Resource Development professionals, entrusting responsibilities to line managers and offering training programs to the line managers and increasing effectiveness of Human Resource Development work methods in order to have a more clear definition of the roles of the Human Resource Development and their tasks as well.             Furthermore, the company must also develop initiatives to emphasize the professional approach of their Human Resource Development professionals, and to ensure that the organization has the positive approach to the Human Resource and Development function. This might actually increase the motivation of the company’s employees and managers to adopt new Human Resource Development practices. This can be done though showing an added value to the department of the human Resource Development, carefully planning the activities and policies of the Human Resource Development and critically evaluating the effects of the Human Resource Development             In addition, the researcher would also like to recommend that the company must have specific efforts as to make sure that the lack of learning possibilities will not hinder the change process through continuously updating the supply of Human Resource Development measures or increasing the possibilities for knowledge sharing and informal learning.             Moreover, the company must also develop strategies that are meant to increase motivation for learning in the work force through introducing new staff and ensuring that they are motivated for learning, as well as applying new selection criteria in recruitment and redeploying some of their employees.             Finally, the researcher recommends that the company must have activities that will serve to offer the professional of the Human Resource Development with a “sounding board” and with new ideas for learning and development plans such as networking with other firms that are implementing the learning organization concept as well.      Conclusion             Indeed, the aspect of Human Resource Development has facilitated organizations to adapt and meet the challenges of the twenty-first century business environment, specifically the processes of learning and development within the Human Resource Development. This paper has covered the concerns that may arise from the implementation of the learning and development processes. These problems are one by one tackled in the earlier sections of this paper, as well as proposed some initiatives as to how these problems may be overcome.       Bibliography

Organizational Learning and Development

Organizational Learning and Development Introduction The dawn of the twenty-first century has been characterized by a wor...

Human Resource Development and Change at FumeGo Ltd Case Study

HRD and change at FumeGo Ltd FumeGo Ltd manufactures bespoke fume-cupboards that are used in research and development processes within laboratories. FumeGo's main customers are the pharmaceutical industries and universities. The cupboards allow experiments to be conducted in a safe environment. They require fume extraction units, plumbing and electrical systems to be designed and fitted. The configuration of the systems fitted depends on the client's needs. Individual specifications have to be incorporated into each job. Each cupboard is therefore potentially unique, which requires flexibility and an attention to detail within the manufacturing process. Although FumeGo designs, builds and delivers the finished product, the firm is not involved in the installation of the cupboards. The company consists of 220 personnel, 175 of whom work on manufacturing processes. The remainder work in the sales department, design department and the support function, which includes payroll, accounts, FIRM, and administration. The manufacturing process is divided into several sections. These include the sheet metal cutting and folding for thie cupboards, protective coating application, initial assembly, plumbing, and electrical sections. Most people in the supervisory, sales and design roles in the organisation have been there for some time, but labour turnover on the shop floor is quite high. A new managing director has been appointed after a period that has seen the company decline. Although FumeGo has orders for the next six months, the previous year's financial return was £1.2 million in the red, and there has been a noticeable fall in the number of re-orders from past clients. In addition, the reputation of the company has suffered due to late deliveries, poor quality and a lack of flexibility in meeting customers' needs. The new MD has been appointed with a view to turning the failing organisation around, winning new orders, and encouraging old customers to return. On an initial assessment of the company, he has noted that orders are sent to customers despite errors of the manufacturing process that have been logged on final inspection, in order to meet delivery dates. This involves the company in having to rectify problems once the cupboard has been either delivered or installed, and attracts additional unnecessary costs that are borne by FumeGo. He has also noted that the designers liaise with both the customers and the manufacturing supervisors, but that manufacturing is not involved in the specification of the design. He has further noted that there is not a specific quality function in the factory, and that there is a general apathy about the quality of the product produced throughout the factory. Apathy is also evident in the untidy workplaces. The production process does not seem to be efficient and has not been reviewed for several years. The only quality checking that is done is the check of the final product against the original specification, and he is not convinced that the standard of skills within the firm can meet the high level of product specification required. He has also noted that some expensive design features are included in products for aesthetic purposes, but this is not necessarily at the request of the customer. These increase the cost of the product, but do not necessarily increase quality. The design section seems to be most interested in providing the best possible solution, rather than with providing practical solutions and value engineering. Finally, in general, the company seems more interested in manufacturing than customer care, and responsiveness to customers seems to be concentrated in the design department. He has noted a general lack of initiative and poor morale among employees.

Human Resource Development and Change at FumeGo Ltd Case Study

HRD and change at FumeGo Ltd FumeGo Ltd manufactures bespoke fume-cupboards that are used in research and development processes within l...