Workforce Capability Strategy and Action Plan Situation - Assignment Example

Integrative Analysis of the ICT Workforce Capability Strategy and Action Plan Situation 1. How does this case illustrate the innovative use of HRD Strategies, adult learning theory and learning design, to build self-directed learning capacity in the organization? As the detail of the case study suggest, the role of about 40,000 staff and professionals is increasingly dependent on technical and interpersonal skills thus maintenance or sustaining these skills is also an essential part of the strategy. For instance, one of the primary targets of the Workforce Capability Strategy and Action Plan for the division is to enable development and retention of skills for ICT staff. The strategy intends to give staff the opportunity to manage or continue their learning and development requirements. More importantly, in line with HRD, the Workforce Capability Strategy and Action Plan would enable staff (learned and developed) to move around and return to the workforce. Creating an effective strategy that would primarily alleviate difficulties arising from diminishing ICT trained professionals is no easy task. Planning and managing forty thousand ICT staff and other professionals learning and development particularly in a period when technology is rapidly advancing is not only a difficult challenge but requiring innovative use of strategies from an HRD professional. Faced with constraints and other sudden issues such as recent structuring, short time frame, and absence of relevant information including human resource data, some of the innovative strategies that may be noted are trust building between stakeholders, improving communication and liaising, collaboration with the senior management, systematic data gathering and analysis, and development of feedback mechanism. Underneath these innovative strategies however is an evident application of adult learning theory and design particularly in the process of opening senior’s management’s thinking to new methodologies and practices. Learning and development is a lifelong process and adults typically learn from their experiences Today, due to the rapid changes in technology, education is no longer limited to children but for dedicated professionals (Smith & Pourchot, 1998). This type of learning is communicative in nature and as the case study suggest, the consultant seek dialogue and discussions among senior management. According Yorks (2005), this kind of learning usually occurs in a working environment where people learn and base their judgment after a dialogue or discussion (p.110). Therefore, the decision to include the senior management as a resource for the ICT Workforce Capability and Action Plan is an innovative and strategic move as learning the ways by which people work together is of great importance to the overall strategy. Moreover, establishing communication across the organization help initialize learning events that later can results to enhance organizational performance (York, 2005). The Capabilities and Leadership Framework requires everyone to focus on strategic thinking where a simple relationship can result to productive work (Queensland Government, 2009). Another innovative use of HRD strategy in initiating self-directed learning in the organization is exploring the relationship of every group in the organization and linking them to realize the project and intended outcome. The initiative encourages every group to take the responsibility of learning independently and perform in efficient and effective manner (Rothwell, 1998). These maybe learning through continuous improvement, collaboration or cooperation between stakeholders, feedback, and strong working relations (Kirkman et al. 1999). According to Tjekema (2002), learning in this environment may occur at different levels from individuals up the superior level of the organization. These are HRD related activities that provide stimulations for informal on the job learning, coaching, or independent learning (p.49). The innovative HRD approach is actually creating a culture of knowledge acquisition and practice within the organization (Gilley & Maycunich, 2000) where everyone is eager to learn and help others learn (Coffield, 1998). Moreover, it encourages self-motivation where a person himself decides what he needs to know and take the initiative to learn it (O’Keeffe, 2006). The case study illustrated the importance of building trust and linking every group in the organization. Since the chief executive is undoubtedly the most influential person in the organization followed by senior managers and other professional staffs, his involvement completed the chain linking everyone in the organization to the informal power network that would determine the success of the project. If one would examine the model created by York (2005), the flow of strategic learning includes external and internal political economy. Internally, the necessary HR initiative include dominant coalition influence patterns and administrative processes that are illustrated in the case study in the form of relationship building, commitment from management, and identification of influential managers. In addition, establishing good communication between stakeholders is facilitating strategic learning through conversations York (2005). 2. What leadership connections would be needed to make this approach work in other organizations? Normally, determining the leadership connection to make such approach useful in other organization requires a good understanding of the organization and the project itself. In the case study, the leadership connection was primarily established between the consultation the senior management staff. However, considering the size and complexity of the project, participation of the senior executive becomes necessary. As mentioned earlier, the commitment and endorsement of the chief executive is influential to the success of the project thus connecting top management down to the operational level is significantly helpful. Apparently, the key connection that affords this project to perform and deliver despite various constraints and several sensitive issues is the link established between the consultant and the senior management. This link enables the consultant to obtain the information and cooperation required by the project. In other smaller projects with not much complexity, this type of connection is probably not necessary as requirements can be easily identified and managed. However, in a project that requires almost a year to complete because of complexities arising from lack of coherence between business units, lack of planning and direction among unit managers, poor management of human resource data, and absence of figures that can determine the actual number of employees in the organization, every possible link or connection should be established. For instance, in an organization with an under- resourced department in the operational level and business units that do not have an existing business plan, the consultant’s tendency is to go to the higher management and seek endorsement to ensure that all of these deficiencies are addressed. The connection will also ensure that communication between the consultant and key stakeholders will remain open in the duration of the project so that constant consultation can occur. According to Sims (2006), a project without the actual support of top leadership is useless (p.253). This is because he added, although other members of the organization should be consulted for their equally important input, the top leaders is the most important source of information on what needs to be done. At the lower level, an HRD professional should also deal with activities that promote progressive thinking and best practices among supervisors and managers (Condrey, 2010). Clearly, the role of HRD in promoting strategic leadership is political (Vince, 2004) thus connecting leadership and establishing relationship between key stakeholders cannot be avoided. This approach will probably work in other organizations provided that equal support from top management is obtained. The leadership connection required may be the same depending on the complexity of the problem or requirements set. 3. What suggestions do you have for how this organization could further improve its approach? Learning organizations are generally required to share information as widely as possible whenever creating strategy or policy (Joy-Matthews et al., 2004). The case study illustrated this reality as evidenced by the participation of different stakeholders. Learning organizations such as the one in the case study are also capable of reorganizing their structure and processes whenever required (Kawaguchi, 2000). These unique characteristics make them more flexible to change and intervention and for this reason; various improvements can be applied without any considerable resistance. One noticeable aspect of this approach was the extremely short timeline given to the consultant and limited management involvement in the consultation process. These constraints had resulted in confining the consultant’s focus on the strategic level alone rather than all levels. Personally, considering the extent and complexity of the problem particularly at the lower levels, the project should be given more time to allow a more comprehensive assessment. For instance, the extent to which important information such as workforce profile, exit interview, and others were not available during the data collection process is a somewhat alarming. Another is the unimaginable absence of a business plan in the organization’s business unit while their managers are taking their initiative and establishing their own directions. The case study itself admits this reality and the time frame should be a year instead of eight weeks for the same reason. However, although there may have been some discussions about this issue during the consultation, the request was obviously never granted. The approach could have been more effective if given the right time frame simply because there will be more consultation, more management involvement, and complete assessment. Performing such enormous task in eight weeks would probably yield less useful result that project done in 12 months. For instance, short time frame prevents broad management consultation and less participation from the operational level. The consultant was actually forced into accepting that the issue is strategic thus no need to consult the people in the operational level. An explanation given by Jarvis (2001) why we should expect such organizations to limit time frames is cost. Although it obviously hampers cooperation, business organizations tend to give more importance on cost than the completeness and accuracy of information (p.151). Similarly, Lev (2001) argues that most organizations have the reputation of getting the work done with limited budget and time frame. More importantly, even firms that already made some investment in learning reduced their investment when business declines (p.178). The probable consequences of limited time frame is limited consultation as illustrated by the case study, the consultations were made mostly at the strategic level regardless of the obvious problems at the operational level. Effective HR integration is mostly determined by the location where the HR policies and issues were made. According to Nejati et al. (2008), this location is ideally at the operational level because a considerable number of studies suggest that most HR managers are developing formal and informal partnership with the line managers of the organization (p.300). Generally, HR is commonly required to assess skills and ability in the operational for the purpose of effectively delivering the services of the organization (Nankervis, 2005). Apparently, any problem arising from the operation is a concern of HR and more importantly, can affect the strategic goals of the organization. Due to various time-related constraints, the ICT organization in the case study simply put aside or ignores the issues at the operation level and push through with the ICT Workforce Capability Strategy and Action Plan without fully consulting the managers at the operations. The implications of such action may be barely discernible at this stage but it will during the implementation phase create a conflict. For instance, one of the primary goals of the strategy and plan for the ICT workforce is to manage the capability requirements of the ICT workforce through 2013. By 2013, the top management would probably find that a lot of position in the operational level is still vacant since nobody is capable of such skills. Moreover, they will probably find that there is more turn over than before. This is because no consultations were made at this level during the formulation of the new policy. The workforce, including the managers needs to be attuned to the requirements of the organization and without a well-developed employee involvement, skills, adaptability, and quality of work will be considerably reduced (Secord, 2003). Moreover, considering the primary concern of the strategy, the lack of adequate consultation may also reduce job satisfaction and increase turn over. Clearly, the capability of an employee is dependent on his motivation to learn but if there are actually some work-related issues that remain unheard or unsolved, learning may not be easy. For instance, during the consultation and policy making stage, people at the operational level are having difficulty adopting the new technology and what they need is guidance from the manufacturer. Since there was no consultation, the need was never considered and the new strategy will then push them to learn independently. The result will be either frustration or disappointment to the new policy. References: Coffield F., (1998), Learning at work, UK: The Policy Press Condrey S., (2010), Handbook of Human Resource Management in Government, US: John Wiley and Sons Gilley J. & Maycunich A., (2000), Beyond the learning organization: creating a culture of continuous growth and development through state-of-the-art human resource practices, US: Basic Books Jarvis P. (2001), The age of learning: education and the knowledge society, UK: Routledge Joy-Matthews J., Megginson D., & Surtees M., (2004), Human resource development, UK: Kogan Page Publishers Kawaguchi E., (2000). 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