Developing Expertise in the Workplace - Report Example

Developing Expertise in Workplace Introduction: In the field of flower production, all the workers are expected to use their knowledge, skill, ability, personal characteristics, and credentials needed for effective performance on their field of work. The Company’s main intention is to be the best flower producing company in the market. The sweet Scent Flower Company has a total workforce of sixty one people in total that fulfils diverse roles. They include; the administration which consists of the Managing Director, Directors, Managers, Assistant Managers, Secretaries and Clerks and the field workers who include the drivers, security personnel, Farm technicians and other laborers who offer manpower on the fields. In the management sector we have 7 skilled personnel whom are; Managing Director, one Director who follows him in ranking, one marketing manager who is expected to search for markets where the end products are to be sold, a General manager whose role is to ensure the companies principles towards performance are well followed sometimes they have to discipline employees for their failure to properly carry out their job responsibilities. For instance, workers may be punished for refusing to carry out the tasks that they believe is not part of their jobs. If the responsibilities and limits of authority of a job are delineated in a job analysis, this information may be used to help resolve such problems, and their assistants who help their seniors’ to supervise their work. What is Expertise? An expertise consists of those characteristics, skills and knowledge of a person (expert) or of a system, which distinguish experts from less experienced people. An expertise performance seems to be the way in which experts are able to rapidly retrieve compound configurations of information from long-term memory. It is perhaps this central concern with meaning and how it attaches to situations which provides an important link between the individual and social approaches to the development of expertise (Dreyfus and Dreyfus 2005). The general rules that an expert should know about how to solve any problem of any type. For instance, a marketing expert should be acquainted with a general strategy for new product introduction and a service technician is expected to distinguish the strategies for broken down machinery. Production and marketing of flowers sector is not only in facing challenges in relation to learning at work. In the modern globalised economy, workers are required to have the ability to use their knowledge and expertise in foreign circumstances (Garrick, 1999). As such, understanding Workplace learning means familiarizing the complexities of adult learning and the competing Influences that affect the flower management company (Boud, 1999). In the organizational management sectors, Informal and ongoing learning processes have traditionally been under-valued or even considered inappropriate in work time. The training which does occur is usually held inside or outside work or in seminars and is unlikely to translate into improved practice (Ramsey, 2001). Global scenarios have changed for an indefinite period due to technological advancement and globalization. A rapid competition is the most definite effect brought by this trend into the business field. For firms to survive they must continuously innovate while meeting customers necessities with an elevated speed and an equally harmonized quality. Currently, human capital or more specifically workers competence is a key to firm’s survival and success. When the workers are questioned on how they learn in the workplace they usually clam to have learnt by observation and listening from other workers who have a great experience in their specific fields of work (Billet, 1999). Correspondingly, flowers and other horticultural specialties descriptions shows that that they prefer informal practice to develop their own skills hence more likely to develop expertise within their communities of practice or personal life experience (CEWT, 2001). Recent literature on workplace learning and human resource management has recognized the importance of this informal learning process. We therefore have to understand workplace learning as part of our daily thinking and acting. It has also been proven that learning occurs through being in exposure to new challenges and greatly taking part in solving the problem in response to the Problem and reflecting on that particular process (Billet, 1999). Learning in the workplace emerges from the demands of work, rather than from predetermined Academic documentation that one has achieved because the knowledge which will be developed can thus be referred to as ‘practical knowledge’, which is valued not because it generates ‘universal truths’, but because it has demonstrable outcomes in the workplace (Gore, 2001). In contrast, within flower production sector and the related horticultural and other plant sectors, learning interventions have often been characterized by profession-specific training drawing from an agricultural approach, and have traditionally involved specialist-led seminars and training sessions. Training is often conducted within floricultural or horticultural models of knowledge, which is perceived as an objective and based on the evidence. Oftenly, more emphasis is placed on formal theories than on informal understanding, and training is provided by the experts. These kinds of training are unlikely to have an impact on effective engagement with the buyers and contribute to skill development (Gore, 2001). Capacity Building and Workforce Development For many workers for whom floriculture is not their area of work, taking on flower production in their work will involve a shift in organizational as well as individual priorities. We know that work structures, systems and culture all influence learning in the workplace. The concept of the ‘learning organization’ has gained particular currency for describing this process (Field, 2000). Learning organizations can be described as a places where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to work together (Senge, 1990). The increased interest in the concept of ‘learning organizations’ may be because a faster moving and turbulent capitalist economy has led to a reliance on knowledge as a primary resource (Brown, 1995). This context explains the workplace learning can be seen to benefit the organization as well as the individual which can be seen as a social investment. A ‘capacity building’ approach has been used to guide recent, more innovative interventions and builds on this concept of learning organizations. Capacity building is an approach which guides the development of sustainable skills, organizational structures, resources and commitment to health improvement, so as to prolong and multiply health gains many times over. The approach highlights the importance of building collaborative relationships between workers and organization and of respecting and valuing pre-existing capacities, being response to context, avoiding pre-packaged ideas and strategies. The most important section of a capacity building approach is the workforce development. Workforce development refers to a process initiated to help ensure that people working within systems have the abilities and commitment to contribute to agreed priorities and goals Workforce development is more than staff training. It encompasses formal and informal, internal and external activities that provide opportunities for workers to continuously develop enhance and improve their skills, knowledge and capabilities. Workforce development allows for consideration of the many challenges faced by those running traditional training or education (Roche, 2001).What we know about workplace learning, capacity building and workforce development strategies has shifted our focus away from the exclusive focus on training to one which acknowledges group processes and systemic factors as well as individual factors (Roche, 2001). The workplace offers many opportunities to reinforce or extend knowledge or practices and may be the best site in which to develop specialized knowledge (Billet, 1999). In line with Gonczi (2000), we need a radical re-think of the way in which we professionals are trained. If people relate to each other at work in ways that reach beyond their narrow professional roles, then we must consider utilizing these networks of communication in the development of a multi-disciplinary ‘learning curriculum’. This learning curriculum needs to address the range of processes and group dynamics as well as practices, beliefs, professional short-cuts, and other emergent outcomes from communities of practice, in order for that curriculum to be relevant, and applicable. In our own strategies, we do our best to keep learning as to put up the shutters in practice as we can. We acknowledge that workers need further opportunities to reflect; to construct and reconstruct knowledge (Wesley, 2001). For this reason, we focus on the opportunities ‘communities of practice’ provide for facilitating workplace learning. Example Strategies In the flower production sector, three recent examples of workforce development strategies highlight the utility of a ‘communities of practice’ framework for facilitating and analyzing workforce development. The overall aim of these strategies has been to develop the knowledge and work practices relevant to flower production oriented programs, and to be able to make a high profit after finishing marketing and exporting the goods at the end of each season. By developing knowledge and work practices in group settings and utilizing communities of practice, these strategies aimed for more sustainable and dynamic learning relationships that will continue beyond the initiatives that I am to discuss below in this paper. The three strategies outlined below draw from a socio-economic approach to the facilitation of learning which suggests that the individuals learn by observing and mastering their roles through interacting with and interpreting their environments. Here learning is recognized as an economic, collective and generative process rather than one which is based on an individual cognitive-behavioral learning approach. This model also acknowledges and builds on the importance of the work setting and multi-disciplinary teams many of the flower companies work in. The social constructivist approach also complements Billet’s (2001) principles underpinning a workplace learning curriculum, in which learning is best fostered when educators: provide structured experiences to develop in individuals the attributes required for expert work performance and structure a pathway of learning experiences that take into account enterprise needs and those of the individuals who are learning; use direct guidance to assist the development of understandings and polish procedures required for expert practice and assist learners to participate fully through structured learning arrangements that provide access to indirect guidance in the workplace; then focus on a learning curriculum, rather than one in which direct teaching predominates (Billet, 2001). As such, these three strategies sought to increase a sense of ‘professional connectednesses among the wide variety of flower and community workers who address issues relating to flower productivity. Reflections & Challenges The context of the flower company workforce is not inevitably conducive to workplace learning or being put into practice. A particular challenge in flower production is the availability of pesticides and seeds in the market and the flowers to be exported if delayed they lose their market price since they are perishable. This means that the companies selling plastic flowers end up making huge profits than we do. In some cases the workforce cannot overcome the organizational factors inhibiting learning due to different abilities of the workers. According to Billet, an obligation should be made at all levels to the sharing of work and joint problem solving within and across field boundaries. At a managerial level, this means that supporting workplace learning in all its forms and being willing to take perceived. Workers also need to value floriculture, instead of perceiving learning as an addition to their workload, as many currently do (Gore, 2001). Not all learning at work will always be positive. For example, workers can learn short-cuts, reinforce discriminatory or unsafe conducts, learn to accept disempowerment, or to resist further learning. This paper highlights how a socio-economic approach based on recent developments in the way learning at work is understood has assisted us to facilitate and analyze learning and practice development among the Flower Production workforce. Concepts of communities of practice have informed us, given weight to our proposals, and continue to contribute to the formulation of thoughts for future growth. Developing and improving expertise in the work place The question as to how expertise can be improved in a work place, flower shop, can be done through the following ways. Affordance of the workforces in the business is viewed in terms of the skills required in the business. Using small team sizes. Under this approach, the work place in question should divide work among its employees. This will ensure that everyone knows what he/she is supposed to be doing. Having everyone does the same work will dilute the expertise thus endanger credibility of the workplace. It is constructive if individual staff members develop expertise in one or more areas. Should the individual assignments delegated to members prove narrow in the area of production an understanding of the bigger picture becomes difficult. In this case of work assignment, knowledge should be deep enough so as to qualify as expertise but also at the same time useful. Work efficiency in an office can be improved through constant repetition as it helps retain what has been learned failure to which the information begins to disappear gradually with time. What is learnt in this case should be applied with dedication to the extent that the applied knowledge proves useful in areas of solving complex practical problems as well as finding new ways of achieving specific ends. By moving backward and forward through practise and theory, each individual worker becomes enriched. Having presented good information in terms of the company’s vision statement is also plays an important part in improving or enhancing performance in the workforce. The vision statement of the company in this case may be either documented or printed. In this case the vision statement should constantly remind the staff of its prime objective thus providing the company’s services at its best. Through the good business relationship that the business will be hoping to establish and maintain with its clients, a good business company highly regards the views and concerns of its clients. Consumers can make or break a business since they are either your friends or enemies. The business company in this case should as much as possible try to meet the needs of its consumers. Working on one project for a long period of time will allow our business company to maintain, develop and deepen its expertise and most importantly put their practice into good use on a regular basis. Strengths and weaknesses of the flower company in developing expertise At the individual level, expertise can be judged in terms of experiences the individual workers possess. The strengths of individual level of expertise can be judged on the assessment of staff development. Staff members interviewed with regard to the topic in question say that their level of confidence has increased tremendously owing to the guidelines and support that the staff gets. Individual staff members, in this case, feel free to consult with their colleagues and don’t fear making mistakes instead the hired staff is ready and willing to tackle any task or problem that might arise. Through expertise, the individual staff members work together as a team thus improving productivity. The flower company funds its members of staff who wish to continue with their level education this goes along way in ensuring that the process of developing expertise is done through a more systematic and professionally. The flower company ensures that knowledge in this case becomes more readily accessible through journals, society conferences, and technical support literature provided by equipment and material manufacturers. Support and collaboration prove integral aspects of the decision making process. Through these aspects, the flower company is able to make unanimous effective decisions. While making these decisions it is important to note the staff members who have relevant information that could turn useful to the flower company and encourage exchange of factual information and knowledge between people. Weaknesses of the flower company can also be attributed to performance at the individual level. At this level, staff that fail to meet the laid down guidelines of maximising their efficiency with regard to job allocation might make the business to collapse and fall. This is because achieving the company’s desired outcome is through a systematic process. Should a delay of failure be noticed in a department correction of the defect should be done immediately rather than later. Holding onto the problem, at hand, will subsequently result in more problems. How widespread is expertise in that workplace, and why? The issue as to how extensive expertise is in the workplace can be measured on how effective the hired staffs deals with their clients and the evidence that might be there to support the answer. For example, a client walks in the flower shop and is unable to make a decision on the type of flowers he/she should buy when planning for a wedding; effectiveness in expertise begins, in this case, from a bottom-top approach. Credibility of the flower company would be judged from whom the client meets first. Another issue of main concern when it comes to analyzing about the widespread level of a company’s expertise is the company’s ability to handle problems that arise both internally and externally in the workplace. Does the company’s current problem seem to be isolated in one place? Does the company have the capability to handle the problems arising as soon as it is reasonably practical? In this case the flower company tries to make appropriate decisions. Practitioners in the flower company are of the opinion that it is only through learning in the context of practice and develop their skills according to a progression from novice to advanced beginner, to competent, to proficient, and finally to expert. Achieving the company’s desired outcome is also a possible indicator of the widespread expertise. Staff and customer level of satisfaction, this can be judged owing to the fact that all members employed to work in the flower company are delegated or rather assigned specific duties depending on their level of competence. The output result as expected at this level should be at its best. According to the management and team of the flower company value most their clients comments and complaints since they would not be in business were it not for them. Other than that the company has a team of people who are charged with the responsibility of ensuring that the client’s level of taste, preference and choice is catered for effectively. This observation highlights that achieving the desired appropriate outcomes is what seems to be driving everything in the flower shop, as these are the ultimate results of the service. Appropriate outcomes are directly related to processes and activities that involve the flower shops as a business company when dealing with their clients. Developing appropriate knowledge and skill base in the work place, to some extent can indicate the wide spread of expertise. In this context, the flower company through a series of training and education try to ensure that all of its employees are given a chance to learn so as to maximize their productivity. The widespread expertise of the flower company can also be linked to the flower shop set out objective. Conclusion In light of the above, it will be prudent to say that developing and improving the competence and level of productivity. Will play an important role for the flower business company to achieve its desired outcomes. Keeping updated and focused is an important for the staff as it maximizes their productivity. The flower company and other companies alike should try to invest towards training and education of their workers in this case so as to meet their client’s needs and interest most effectively. Work Cited: Gonczi, A. (2001), ‘Advances in Educational thinking and their implications for professional Education.’ Brown, J. (1995), ‘The People are the Company’. Retrieved 30/06/03 from Fast Company, Issue 1. Billet, S. 2001, Learning in the workplace; strategies for effective practice. Crow’s Nest.London. Boud D & Garrick J. (1999) ‘Guided Learning at Work’, in Understanding Learning at Work, Routledge, London and New York. Field, L. (2000), ‘Organizational learning: Basic concepts’, in G. Foley (ed.), Understanding Adult Education and Training, (2nd edition). Allen & Unwin, Sydney. Roche (2001), A. National Centre for Education & Training on Addiction (NCETA): Flinders University. Adelaide. Wesley, P.W. (2001), ‘Communities of Practice: Expanding professional roles to promote reflection and shared inquiry’. CEWT, August (2001), Developing Educational Expertise: La Trobe University, Melbourne. Read More