Balancing Executive Development - Coursework Example

Balancing Executive Development: The Boral Approach Case Study Analysis MGN431 Strategic Human Resource Development Number Date September 24, 2007 Word Count Table of Contents S. No. Topic Page # 1 Introduction 4 2 Adult Learning Theory 6 3 Effective Design for Learning Programs 8 3.1. Management Support 8 3.2. Participant buy-in 8 3.3. Practical Application 8 3.4. Strategic value for Organization 9 4 New Role of HRD 10 4.1. Broadened view of HRD 10 4.2. Shared responsibility 11 4.3. Learning and Working 11 5 Key Recommendations 12 5.1. HRD Professionalism 12 5.2. Organizations and governments 12 5.3. Creating an Infrastructure for Learning 13 6 Conclusion 14 Executive Summary Companies that explicitly encourage and support worker learning, from a strategic perspective, are called 'learning organizations'. There is a profound impact on the relationship between work and learning as organizations become learning oriented. Previously training was considered to be the only means of achieving learning, learning now becomes preponderantly connected with learning from experience, and self-directed learning, which is important in order to cope with changing demands in the organizational environment. Similarly, learning is no longer regarded as a classroom activity only. Additionally, this shift also has an affect upon employees who are now asked to take greater responsibility for their own learning and growth -which implies a shift in focus from induced learning to self-directed learning. This report aims to highlight the main aspects of the Boral Executive development program and to link the concepts of adult learning theory and program design to it. The case also highlights the changing role that HR executives must play in learning organizations. In learning oriented organizations HRD department must now adopt a more extended view of their work area and responsibilities. List of Recommendations Boral Approach to Executive Development is a one of its kind program that has all the necessary elements that can make any program successful. Not only does it induce self-directed learning but also links performance to tangible results. It also allows for application of learning to real business cases and hence reinforces whatever learning is acquired during the course of the program. Some recommendations that can help Boral HRD practitioners make this program even more beneficial for their organization are listed below: 1. Currently this program is only for senior level executives who have achieved some recognition in the organization already through their hard work and capability. Boral can initiate such a program for middle and lower level managers and employees as well, so that they can develop technical, conceptual and social skills appropriate for their managerial level. 2. Boral can also take input from participants in order to make this program even more successful. Suggestions can be rated according to their impact on program and originality and the best one can then be incorporated into the executive development program. 3. Technology can be used to facilitate distance learning. Currently participants are expected to gather at a common place and take classes where it is convenient for all. If the scope of this program is extended then it will be beneficial to use video conferencing and other such tools to allow employees in remote locations to benefit from such a program. 4. In order to support ongoing learning in the workplace, Boral should seek assistance from higher institutions for vocational education and with universities. 5. Boral HRD practitioners should participate in professional associations and form networks with HRD practitioners of other organizations in order to keep themselves updated with respect to changing workforce development needs. 1 Introduction Learning has become, and will remain, an important issue for humans, as more and more nations now look towards evolving into "learning societies". Work organizations are becoming important cooperators in this creation of a learning society, as they provide more and more opportunities for continuous learning to their employees, in order to optimize organizational learning and growth and in turn facilitating the growth of their employees as well. Companies that explicitly encourage and support worker learning, from a strategic perspective, are called 'learning organizations'. There is a profound impact on the relationship between work and learning as organizations become learning oriented1. Previously training was considered to be the only means of achieving learning, learning now becomes preponderantly connected with learning from experience, and self-directed learning, which is important in order to cope with changing demands in the organizational environment2. Similarly, learning is no longer regarded as a classroom activity only. People are now considered to learn while they work that is the concept of "Just-in-time" learning is increasingly gaining ground in organizations that consider learning to be a necessary part of their corporate strategy (McKenzie, 1998). This changing view of learning has far-reaching outcomes for line managers, who are now required to manage the workplace as a place fit for learning3. Additionally, this shift also has an affect upon employees who are now asked to take greater responsibility for their own learning and growth -which implies a shift in focus from induced learning to self-directed learning. Finally, it considerably affects the role and tasks of HRD professionals, who are involved in organizing learning activities for the organization (Sambrook & Stewart, 1999). The case analyzed in this report also focuses on this aspect of learning and how organizations are now revamping their training programs to get better buy-in from participants as well as organizational units and their managers. The Boral Approach to Executive development program is unique in not only the way it is administered but also in terms of the benefits that it provides to the organization. The benefits accrued from this program not only include learning and growth but also encompass tangible benefits in terms of cost savings of $50000 per project and $200,000 per program. Hence it places a value on this initiative which is tangible in the true sense of the word. This report aims to highlight the main aspects of the Boral Executive development program and to link the concepts of adult learning theory and program design to it. It will also discuss the new role that HRD functions now have to play in order to facilitate a more strategic approach to organizational learning and growth. 2 Adult Learning Theory Adult learning theories focus on providing education to adults in a way that it builds on their existing knowledge and enhances their knowledge base in a purposeful way. The Boral Approach to Executive Development not only provides incentives to participants in terms of gaining additional knowledge or getting a promotion once they complete this program. It provides benefits that are far more outreaching. In addition to learning, employees also benefit from job enrichment as they find out about new parts of the business that they never thought existed. Job enrichment allows employees to break their monotony and gain new skills that take them to a new level of need satisfaction in the need hierarchy. Other motivations provided by Boral's EDP include the recognition that the program has in terms of selecting only those people who have the potential to move forward and do something worthwhile for the organization. So it improves the social status of the participant as well4. Speck (1996) suggests a few important points of adult learning theory, which are given in bold and these points are then linked to the Executive Development Program at Boral through examples given in the case study: 1. "Adults will commit to learning when the goals and objectives are considered realistic and important to them. Application in the 'real world' is important and relevant to the adult learner's personal and professional needs." The executive development program at Boral provides knowledge that is applicable to "real world" situations. As illustrated in the case the program consists of three modules: Education, integration and application. The application module of this course allows participants to work on projects that link each of the education modules together and enables managers to gain hands-on experience on whatever they learned in their education module. 2. "Adult learners need direct, concrete experiences in which they apply the learning in real work." The integration module in EDP involves a real life case study about an existing Boral business and is used to link program theory to real world business challenges. Hence EDP allows learners direct and relevant experiences which they actually apply to real business problems. 3. "Adults need to participate in small-group activities during the learning to move them beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, and generalize their learning experiences." All learning, case studies, and action projects in EDP are performed by managers who work in teams and therefore learn not only from their individual experience but also from those of their peers. 4. "Transfer of learning for adults is not automatic and must be facilitated. Coaching and other kinds of follow-up support are needed to help adult learners transfer learning into daily practice so that it is sustained." Past graduates of the EDP program are invited to come back as guest speakers or mentors and provide support and guidance in terms of helping current participants with their action learning projects. Hence the core concepts of adult learning theory illustrated in this case are as follows: 1. Managers are not forced to come for the training rather motivated to attend it. This motivation comes from the success and respect that the ED program holds at the organization. Also it allows participants to prove themselves by working on real-life business problems and giving tangible results. 2. The program includes retention and transformation aspect of learning models because it allows application of learning to a real-life business problem. 3. It provides tangible as well as intangible benefits in the form of respect that participants receive once they are selected in this program. Not only subordinates and peers hold participants of EDP in high esteem but even the top management does so. 4. It has an inherent feedback mechanism. Participants who achieve their revenue target of $200,000 know that they have successfully acquired knowledge which will enable them to go up the organizational hierarchy. 3 An Effective Design for Learning Programs The case in point also provides an effective design or framework to all organization to devise their own learning programs as well in order to achieve the right results. The connections between this case and the broader design of learning programs are as follows: 3.1. Management support For any program initiated in an organization, be it in IT, HR, Marketing, top management support is essential for it to become a success. This support then trickles down to the lower levels of the hierarchy and thus manages to engage the entire organization. This support should not only be in financial terms but also in terms of the recognition that it receives and the importance that it holds for the executive board. In the case of Boral, updates on EDP projects are a fixed agenda item which is discussed regularly in all board meetings. Also the board members participate socially in the program as dinner guests, speakers or project sponsors. 3.2. Participant buy-in Participant buy-in is achieved through motivations such as enhanced learning, recognition and the exposure that EDP Projects provide. The action learning projects provide participants an opportunity to enhance their knowledge base, move up their career ladder and show everybody what they are capable of doing. 3.3. Practical application of learning As already discussed the action learning projects and case study present an opportunity to participants to apply whatever learning that they have achieved during their education in the program to real life business problems. 3.4. Strategic value to organization The strategic value that the program provides is also important especially if it is available in quantifiable terms5. This is true in case of EDP as each program is expected to generate financial improvement of at least $200,000 to the business' bottom line. Hence the program not only pays for itself but the remainder is simply a profit for the organization. Add to that the intangible benefits of having a workforce that is continuously evolving and growing, and is satisfied - the strategic value of EDP increase manifolds. This case clearly illustrates the benefits that can be accrued by individuals and organization by carefully designing a program that is based on or incorporates all the elements mentioned above. 4 A New Role for the HRD Function The case also highlights the changing role that HR executives must play in learning organizations. Previously the role which was generally associated to HRD practitioners was that of a consultant towards line management that facilitated and stimulated employee learning in the workplace, and linked this learning to organisational needs and goals. Hence HRD practitioners were mainly trainers that trained and not developed employees. However the term 'trainer' is no longer applicable to HRD practitioners6. The new role of HRD practitioners is that of strategic learning facilitators, performance consultants or even change agents (Laiken, 1993; Marsick & Watkins, 1993). As a whole, the domain of HRD seems to be moving from a reactive, isolated business function to a more strategic factor (De Vos & Buyens, 2000). The new focus on employee learning alters the role of the Human Resource Development (HRD) function. There is a need for HRD to now become integrated within the business. This integration process appears to take place both with regard to policy-making (HRD policy linked more closely to, and eventually integrated in general strategy), and with regard to the execution of HRD activities (from being performed by HRD department, to a shared responsibility of HRD professionals, managers and employees). 4.1. Broadened view of HRD In learning oriented organizations HRD department must now adopt a more extended view of their work area and responsibilities. No longer is HRD restricted to training, but extended to facilitating and supporting learning processes within the organisation, with the aim to contribute to meaningful organisational learning processes. Consequentially, the HRD department not only nurtures formal learning, but also makes an effort to improve informal and even incidental learning. Also, HRD not only concentrates on individual learning, but also aims at alleviating the collective learning of teams and groups and eventually organisational learning (Stewart, 1996). 4.2. Shared responsibility of Learning Another distinguishing trend found in many modern day organizations and also illustrated in the Boral case is that 'learning' is a shared responsibility of management, employees and the HR department. The HRD department considers its own role as primarily ancillary in this regard. This means that no longer is training a responsibility of the training department but a responsibility of each and every individual in the organization7. 4.3. Relationship between Learning and Working Thirdly, the processes of learning and working are considered to be very much interlaced. Learning is being viewed as a normal part of everyday work and working is seen as a rich source for learning (McGill & Slocum, 1994). On-the-job learning is induced as far as possible using various training methods. Off-the-job training activities remain significant, but they are no longer the overriding the way to organise the learning processes. They only perform a supportive role with respect to the learning and skill development, which takes place on the job. 5 Key Recommendations Hence the Boral Approach to executive development programs present useful insights into how companies can maneuver their training programs in order to improve not only their human asset but also make a significant contribution to their bottom line. Some recommendations are necessary at this point to help Boral and other organizations (that will implement a similar program) further improve their HRD initiatives. 5.1. HRD Professionals Skills HRD professionals now must acquire a new skill set as they assume the role of consultants rather than trainers. HRD managers now have to manage the link between their activities and the company strategy, thus requiring strategic thinking and planning on their part8. It would be worthy to look at encouraging professionalism of HRD professionals on a more liberal scale. Vital and inspiring networks of HRD professionals could be developed by professional associations from different countries where ideas can be exchanged and difficult challenges can be resolved collectively. Boral HRD must look forward to participating in such networks and professional association to keep abreast of changing workforce requirements and their development needs. 5.2. Creating An Infrastructure For Lifelong Learning So to create an infrastructure for womb-to-tomb learning, group action between the different parties is a requirement. In order to support learning in the workplace, Boral should seek assistance from higher institutions for vocational education and with universities. If learning initiatives are to meet the needs of industry, leaders of industry must ascertain that their views are taken into account in the design of such initiatives. 6 Conclusion In today's competitive global market Organizations are increasingly recognizing the importance of their human assets. Previously thought of as mere tools to achieve production, employees are now gaining strategic importance to the overall success of an organization. To develop and improve this strategic asset requires ongoing training and development programs that are not only self-directed but also motivate individuals on different need levels. The Boral approach to Executive development highlights how training and development programs can provide a significant impact on an organization's bottom line, its turnover rate, employee productivity and satisfaction levels. References Argyris, C. & D.A. Schn. 1978. Organisational learning: A theory of action perspective. Reading: Adisson-Wesley. Barham, K. & C. Rassam. 1989. Shaping the corporate future: leading executives share their vision and strategies. London: Uwin Hyman. Bransford, John. D., Ann L. Brown, & Rodney R. Cocking (Eds.), 2000. How people learn: Brain, mind, experience, and school. 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