Mancom Inc Human Resource Development - Case Study Example

Mancom Inc. human resource development plan Name Institution Course Instructor Date Executive summary There is need to develop and implement a strategic human resource development plan (HRD plan) for Mancom Inc. to meet the needs of the rising demand of the ever evolving competitive market. The HRD plan is vital in aligning the multi-generational workforce of Mancom Inc. with its short-term and long-term goals. A viable HRD plan aids the Mancom Inc. managers to differentiate clearly the goals of the company and the required workforce competencies and the role the managers need to play to exploit the potential of the workforce to meet the outlined goals. Designing a viable Mancom Inc. HRD plan is important in the attraction, motivation, and retention of skilled multi-generational workforce. Moreover, HRD plan helps the workforce to exploit its potential as a way of pursuing personal and company performance merit. Mancom Inc. human resource development plan Introduction Mancom Inc. is a Sydney based ever-growing company specialized in the human resource service outsourcing (searching, consulting and training). It is a vintage company, tracing its foundation date on 1st January 1934. It is led by Robertson Lysok as the Chief Executive Officer (CEO). The company has 100 employees with a management team of 30 departmental managers. I was recently recruited by the company as a human resource development strategist. As a business company, we are specialized in offering services related to human resource outsourcing which includes consultation, training, recruiting and searching for talents. This means that we interact and work with clients from diverse industrial and multi-generational backgrounds. To ensure that we meet the needs of the multi-generational diverse industry, we have a multi-generational workforce consisting of baby boomers, Gen-Y and Gen-X employees (Brush, Greene & Hart, 2001, p. 65). The aim of this paper is to present a strategic HRD plan that fosters an alliance between the overall Mancom Inc. manager and the human resource development department to help the multi-generational baby boomers, Gen-X and Gen-Y workforce of the company in acquiring the appropriate knowledge, motivation and skills coupled with positivity to perform effectively and efficiently in the business environment. The aim of this paper is to present a strategic HRD plan that fosters an alliance between the Mancom Inc. managers and the human resource development department to help the multi-generational workforce (baby boomers, Gen-X, and Gen-Y) of the company in acquiring the appropriate knowledge, motivation and skills coupled with positivity to perform better at work. Plan objectives Identify the required training that aids the multi-generational workforce to merge its performance with Mancom Inc.’s goals. Identify the required training to fill the competency gap established by the multi-generational workforce. Present viable strategies to aid the Mancom Inc. manager in implementing the new HRD plan and aligning the multi-generational workforce with the company’s goals. Background Mancom Inc. draws its prominence and success from the strategic marketing strategies. The most significant strategy is investing in diverse and highly qualified workforce. In this regard, the workforce does not only fulfill the corporate responsibility and meet the needs of the customers, but also serves as a unique marketing strategy of the company (Brush, Greene & Hart, 2001, p. 70). The ever changing recruitment environment of Australia requires constant evolution, teamwork and performance of the whole workforce. Therefore, there is need to ensure that the multi-generational workforce works together with a uniform focus of achieving the company’s goals and objectives (Vohora, Wright & Lockett, 2004, p. 147). It is because; there is a distinct difference in the values, goals, skills, and competencies among other significant elements between the baby boomers, Gen-X and Gen-Y workforce of Mancom Inc. the baby boomers are those employees that tend to be rigid and work-centric who are born between 1946 and 1964. The Gen-X who are born between 1965 and 1981 tend to be flexible and transformational. Finally, the Gen-Y is digitalized and stylish with less attachment to work and they are born between 1982 and 2000. Therefore, there is need to construct a HDR plan that meets the needs of the diverse and multi-generational workforce of Mancom Inc. Mancom Inc.’s promise Knowledge, positive attitude and skills are the tools necessary for your workforce performance. However, the process of acquiring these tools needs a financially-substantial investment. Mancom Inc. is equipped to help you meet the desired outcomes in specific training investments by offering you strategies that not only enlighten your workforce, but also enrich the workforce with required knowledge, positive attitude, skills and motivations to meet the customer preferences, establish workforce teamwork and improve general productivity and performance. Whenever you fully participate in our multi-generational training programs, we always ensure that you leave the premises with the positive mindset to perform better, new viable skills, enhanced knowledge base, reliable and applicable procedural steps and strategies and approaches that managers can use to encourage and support the application of the workforce training experience. Also, Mancom Inc. provides learning strategies that are important not only in the improvement of business affectivity and efficiency, but also in the organization climate improvement. You can check out the company’s training strategies and contact the customer care desk for more details. Transfer of learning strategy As a human resource protocol of associating with our line partnership counterparts, we have recognized necessary behaviors, attitudes and skills that the multi-generational workforce needs to exhibit after the training process. In this regard, we have forwarded the desired expectations to the training provider and requested them to tailor their training procedure to meet the desired expectations. In this context, training providers and the human resource will provide a contextual briefing to the managers in question to enable the managers not only to appreciate and understand the scope of the training process, but also to recognize the role that the managers will play in supporting the transfer and acquisition of the desirable performance-determinant characters (Thornton III & Rupp, 2005, p. 155). Therefore, every employee of Mancom Inc. will fill and forward the training completion document to the specific departmental manager in form of a ‘Forward Agenda’ report. The contents of the report will entail the employee’s commitment to discover the right moment, opportunity and place for the application of the training experience, followed by reporting the outcome of the application to the specific manager (Gilley, Eggland & Gilley, 2002, p. 123). Therefore, it will be upon the specified manager to ensure that the given employee completes the report as a way of motivating the employee to apply the acquired characteristics. The training providers will forward the contextual report that entails the training process and the specific employees (baby boomers, Gen-Y and Gen-X). This means that the report will contain the whole training procedure, the training providers’ observations, remarks and recommendations that the specified manager will require to prop the training plan. Additionally, the managers will accord employees performance appraisals with additional merit points to acknowledge their participation in the training process after they submit the Forward Agenda report. Similarly, the managers will require merit points to appreciate their dedicated support in encouraging the employees to apply the acquired performance-determinant characteristics (Swanson & Holton, 2001, p. 88). The human resource will play an important role of implementing diverse learning protocols to suit the baby boomers, Gen-Y and Gen-X learning manners. In this regard, the human resource department will need to draft a budget that covers the purchase of required learning materials such as books and individual-customized media, among other materials to support the multi-generational workforce in effective and efficient learning. Every employee will be given a chance to choose the befitting learning media; however, after the completion of the training process, every employee will submit the Forward Agenda irrespective of the learning media (McLean & McLean, 2001, p. 316). Finally, the specific managers and the human resource department will collaborate together to ensure that the employees follow their specific training experience to achieve the personality-tailored company goals. This means that the management will take necessary steps in ensuring that every employee achieves personal goals and the company goals. The figures portray Relationship training framework with the management of company change Company initiatives that need training support In this context, the human resource department will put in place necessary learning intervention protocols required to prop several initiatives which include enhancement of quality services for Gen-Y employees, building the culture of the team for Gen-X employees and inclusion of performance-based appraisals in the system of management for baby boomers. In the context of enhancing quality of services among Gen-Y, the company’s objective is to attract and retain customers; therefore, the customer satisfactory necessity becomes the company’s priority (Hyland, Becker & Acutt, 2011, p. 1). The organization understands that service quality encompasses both extrinsic employee-customer services and intrinsic employee-employee services which consequently determine customer satisfaction, the skills that Gen-Y lacks. It is necessary to construct a training procedure and a development plan that will encourage the incorporation of quality service delivery behaviors in workplace. It will involve mainly Gen-Y employees in the company ranging from the management staff to the subordinate staff (Wright & Boswell, 2002, p. 250). When it comes to building the culture of the team, Malcom Inc. understands that the company’s excellence relies on the ability of the human resource department to focus, collaborate, account and commit to absolute performance. In order to achieve the desired goals, the company needs to equip the Gen-X leaders with skills and knowledge to lead various teams, establish a common values that necessitate the collaboration and interaction of different teams, improve the employees communication skills to ensure that they are audible in a discussion environment, equip every employee with approaches that facilitate creative problem resolution and performance improvement and build an effective and efficient coaching or training environment (Sachs & McArthur, 2005, p. 351). Finally, for inclusion of performance-based appraisals in the system of management, the company understands it needs to support competence of baby boomers which is acquired via strategic training and coaching because, it is necessary in increasing the company’s productivity. In this regard, the performance appraisals will play a role in identification of competency gaps; alternatively, the analysis survey will require the 360 training degrees. Basing on the described factors, as a department we have analyzed and compiled the development plan for the coming 12 months (Collins & Smith, 2006, p. 550). Mancom Inc. Training and Development Plan Training Program Goals Target employees Building program of service culture Service management Explain roles of leadership necessary for building a service culture that focuses on customers. Recognize skills required for customer service, Train the employees to utilize the customer-satisfaction service characteristics. Gen-Y supervisors and Managerial leaders. Service merit Explain the appropriate attitude toward company customers. Recognize the right services of the customers and innovate ways of exceeding the customers’ expectations of services. Exhibit skills for dealing with complaints and concerns of the customers. Create programs of quality customer service delivery process. Gen-Y non-managerial employees Building of team culture Team management Characterize the team managers’ roles and responsibilities. Assess the managers preferred style of leadership and study how to transform them in different contexts of work. Recognize the necessary skills and knowledge that support competent leadership. Explain motivational approaches and incorporate it in the team. Implement effective communication within the team. Employ coaching approaches in improving team productivity. Gen-X supervisors and managerial leaders. Team building management Implementation of cohesiveness by the company’s leaders. Recognize accountability, trust, results and disagreement management as teamwork defining factors. Gen-X employees Wide-scope team building Recognize accountability, trust, results and disagreement management as teamwork defining factors. Know every team member to create effective collaboration. Explain the collaboration defining characteristics. Compile Forward Agenda that will aid in tracking performance of team members. Gen-Y, Gen-X and baby boomers Training for Assertiveness Realize the role of communication in the success of the company. Recognize different styles of communication. Implement positive interactions. Realize the art of listening effectively. Expect and prevent simple misunderstandings. Practice communication assertiveness. Manage communication complexities. Gen-Y, Gen-X and baby boomers Team decision making and problem resolution Describe team problems via Defect and Object tools. Differentiate the problem signs and sources. Employ correct problem source analysis tools. Differentiate corrections, preventive and corrective techniques. Recognize the appropriate resolutions via effective decision making process. Gen-Y, Gen-X and baby boomers Management and Leadership Development Essential Management and Leadership Shift attitude worker or boss to leader. Explain the teamwork building process Recognize the essential management approaches. Employ communication leadership tools. Merge approaches with company values Baby boomers Management performance Explain the approaches for Policy formulation and implementation strategies. Mechanisms of setting goal performances. Methods of monitoring performance. Increasing the employees’ performance ability via coaching and training. Appraising excellent performance. Excellent training skills Realize the significance leadership in coaching. Explain the excellent caching approach. Reply on the implementation effectiveness of the excellent coaching approach. Outline strategies to encourage application of acquired skills. Transform management Explain the transformation concepts, processes and elements. Describe the significance of expecting and managing transformation. Recognize viable ways of expecting and managing transformation in work environment, Incorporate various strategies to counter transformation conflicts and resistance. Grasp determination and power in controlling the overall transformation. Form plans to incorporate learning in work. Programs of enhancing communication skills Essential work English Perform a re-evaluation of grammar guidelines and uses. Pass a communication competence test exam. Promote communication confident skills. Promote stage growth of workplace writing plan. Recognized Gen-Y, Gen-X and baby boomers Workplace writing Study the significance of excellent written communication. Identify and apply essential procedures for workplace writing. Incorporate the ten communication C’s in writings. Identify and inhibit the obstacles of workplace writing. Analyze personal competence in writing and improve weak areas. Identify the process of exchanging information to achieve writing excellence. Recognized Gen-Y, Gen-X and baby boomers Improvement of presentation skills Analyze the employee strengths and weaknesses in speaking and presentation. Study and apply strategies for productive presentations. Lead audience interactions. Reply efficiently to complex situations. Utilize presentation approaches productively. Construct a development plan for enhancing employee presentation skills in the context of specialization. Recognized Gen-Y, Gen-X and baby boomers Individual effectiveness Individual effectiveness workshop Recognize and merge personal and company goals. Set viable life objectives. Form plans of completing assigned activities. Control wasters of time. Design a balanced life and work plan. Identify a balanced style of life. Formulate an individual system that supports completion of life objectives. Prepare employees emotionally, mentally and physically for life challenges. Monitor individual engagements and correct mistakes. Recognized Gen-Y, Gen-X and baby boomers Stress management Spread stress effects and how to avoid stress. Study and implement different stress-inhibiting approaches. Design stress management individual-based program. Recognized Gen-Y, Gen-X and baby boomers Time management Describe the significance of time management. Recognize factors that hamper individual productivity. Establish the waters of time in work environment. Use time management approaches. Recognized Gen-Y, Gen-X and baby boomers Prioritized training and coaching for 2015 References Brush, G, Greene, PG & Hart, MM 2001, ‘From initial idea to unique advantage: The entrepreneurial challenge of constructing a resource base,’ The Academy of Management Executive, vol. 15, no. 1, pp. 64-78. Collins, CJ & Smith, KG 2006, ‘Knowledge exchange and combination: The role of human resource practices in the performance of high-technology firms,’ Academy of management journal, vol. 49, no. 3, pp. 544-560. Gilley, JW, Eggland, SA & Gilley, AM 2002, Principles of human resource development, Basic Books, Cambridge, MA. Hyland, P, Becker, KL & Acutt, B 2011, HRD Strategies Making a Difference in Regional Australia: Implications for Local Action in a Global Context, QUT ePrints, viewed September 25, 2014, http://eprints.qut.edu.au/12177/. McLean, GN & McLean, L 2001, ‘If we can't define HRD in one country, how can we define it in an international context?’ Human Resource Development International, vol. 4, no. 3, pp. 313-326. Sachs, JD & McArthur, JW 2005, ‘The millennium project: a plan for meeting the millennium development goals,’ The Lancet, vol. 365, no. 9456, pp. 347-353. Swanson, RA & Holton, EF 2001, Foundations of human resource development, Berrett-Koehler Publishers, San Francisco, CA. Thornton III, GC & Rupp, DE 2005, Assessment centers in human resource management: Strategies for prediction, diagnosis, and development, Psychology Press, Mahwah, NJ. Vohora, A, Wright, M & Lockett, A 2004, ‘Critical junctures in the development of university high-tech spinout companies,’ Research policy, vol. 33, no. 1, pp. 147-175. Wright, PM & Boswell, WR 2002, ‘Desegregating HRM: A review and synthesis of micro and macro human resource management research,’ Journal of management, vol. 28, no. 3, pp. 247-276. Read More