The Nature of Work and Learning through Taylorism - Assignment Example

Taylorism and Globalisation Name Course Name and Code Instructor’s Name Date Introduction According to Adler (1997) the nature of work and learning in contemporary social and business environments have predominantly changed as organizations and individuals seek to minimize costs and maximize returns and gains while achieving their anticipated outcomes and goals. In order to fit into the new world order, to remain competitive, to enhance their value and counter the rapid global political, environmental, cultural, social, technological, legal and economic learning and working changes, individuals in contemporary organizations and society have had no choice but to alter the way they perceive work and perform work and creating a greater need for enhanced skills, knowledge and abilities through continuous learning as argued by Adler (1997). This means that modern firms are incorporating work and learning in order to equip its workforce with the required skills to perform better, enhance productivity and ensure continuous production of quality. Among processes that have emerged to help organizations to fully understand the nature of work and learning and attain their goals and objectives for continuous production of quality, improved capacity of production, enhanced customer loyalty and market share through effective satisfaction of customer’s needs, preferences and expectations includes Taylorism and globalization. This forms the basis of this literature review which is to critically analyze how these two concepts, Taylorism and globalization impact on the nature of work and learning thus, helps in improving the understanding on the contemporary world of work. Taylorism Aitken (1985) notes that Taylorism which is also referred to as scientific management, is an approach founded by Frederick Winslow Taylor in the late 1800s as an attempt to apply science to organization of work process and management in the manufacturing sector. Taylorism was meant to analyze flow of labour, synthesize its flow and enhance economic competence through enhanced labour productivity (Aitken, 1985). Primarily, the concept of Taylorism emphasizes time management where the labour forces should take certain duration of time to carry out a task, standardization of tools, training, proper compensation for good performance, formal instructions and guidelines for workers to comply with and allocation of duties as highlighted by Taylor (2008). However, Savall (2010, p. 52) is categorically unsupportive of Taylorism as he indicates that Taylorism has generated obstinate effects in terms of wasted human resources where present work organization is a system that inhabits entropy. The author criticizes Taylorism for perverse effects where the scientific nature of initial examination of work, the inflexibility of operational systems and the dichotomy between planners are organizers has generated effects which are opposite to those sought such as lack of growth and development of the workforce, reliance on machines, increased focus on material and technical resources than on human resources and increased worker redundancies due to imposed scientifically designed work procedures and economizing of work. Taylor (2008) mentions that the management is charged with the responsibility of establishing the best methods for workers to fully exploit their potential and perform better, acquiring and allocating suitable tools and training and recognizing and rewarding workers who are good performers in a bid to motivate them to work harder. Taylor advocated for elimination of work motions that did not add value in order to improve outputs per duration of time. Globalization Globalization as a concept that originated at the same time Taylorism did in the late 1800s entails the demolitions of barriers of commercialization on a global scale and enhancement of unity among world economic orders as supported by Bhagwati (2004). The barriers of commercialization include trade tariffs, import duties and quotas and export levies among other strategies meant to restrict commerce across borders. The main intent for globalization is to improve market reach, enhance accessibility and availability of variety of utilities, enhance international unity among economies, enhance competition hence better quality provision, improve access to valuable resources to help satisfy the changing needs and rising demands of customers wherever and whenever they are effectively and efficiently and enhance global societal integration via commerce, transport and communication infrastructures. According to Bhagwati (2004), globalization has influenced access to information, knowledge and technology and more importantly has influenced the global movement of ideas, people, materials, technology, goods and services across state and regional boundaries. Understanding the nature of work and learning through Taylorism and Globalization Taylorism had a profound impact on the nature of work as we know it today as it sought to alter the rule of thumb and work organization (Savall, 2010). Work organization as proposed by Taylor generated a shift in paradigm as Taylorism not only presented technical demands and chances to enhance efficiencies but at the same time, initiated social necessities attributed to capitalistic trend of control and ownership, which resulted in dissonance between the work force and the management as noted by Adler (1997). Be it as it may, modern world of work and learning borrows heavily from the concept of Taylorism which encompasses The impact of human factor on work and outputs Taylorism has helped initiate an understanding on present world of work and learning. The objectives of Taylorism includes challenging the rule of thumb, the need to scientifically select, train and develop labour forces, fostering collaboration among workers and the management to guarantee scientifically designed working procedures are adhered to and division of work through work organization as discussed by Aitken (1985). The nature of work today can be best understood by understanding the huge impact and the important role the human factor plays in enhancing productivity and ensuring strategic business goals are achieved. The nature of work is composed of four fundamental human dimensions which include skills and knowledge of workers, the correlations among workers, nature of individual work system, and the organizational structure that connects working segments and by which the work of various work segments are organized, synchronized and managed as analyzed by Adler (1997). Continuous learning through training As Wilpert (2009) notes, modern nature of work is characterized by the need to continuously keep up to date with emerging information and technology in order to remain viable and competitive, which is acquired through continuous learning. This aligns with the recommendations made by Taylor on the need to continually train and develop employees to better performance and thus, increase production. However, Ackerman et al. (1998) criticizes the view of Taylorism on work, where work is a means to final end of consumption and it is fully dependent on income and consumption. Moreover, the inability for Taylor to acknowledge human meaning in the working moiety of life. Modern work emphasizes the need for organization to be learning organizations where workers are equipped with relevant and current information which will help them fully exploit their potential and skills and help them do their work better, to improve outputs (Evans et al. 2002). The need for motivation Taylorism advocated for employee motivation by recognizing and rewarding workers who efficiently and effectively performed their work based on the instructions given (Aitken, 1985). Modern work culture contradicts Taylorism as it discourages managers from being directors and to be more of facilitators and it supports the need for employee autonomy in decision making in order to inspire them to work harder and better themselves professionally and personally. Even though the main motivational tool suggested by Taylor was remunerations, modern work culture has established offering remunerations as a motivation for workers is not enough and has incorporated other strategies. Among additional motivational tools include paid annual leaves, health benefits, financial and job security, training, bonuses and incentives, promotions and teamwork among others as indicated by Evans et al. (2002). Motivation in work in present working environment cannot be compromised if organizations seek to attract and retain valuable employees as highlighted by Wilpert (2009). Skill enhancement In a bid to enhance work outputs and increase efficiency produced, the world of work today has mobilized science and technology which has changed the nature of work organization where workers are necessitated to upgrade their skills, knowledge and abilities in order to fit into the new skill and job requirements, which is achieved through training which validates Taylor’s concerns on the need for training to improve work efficiency and productivity (Aitken, 1985). According to Suarez-Orozco (2007), as the skill and job requirements have increased and a need for higher skills and knowledge increases, the need for a higher educational level and learning has also increased to help fit into the new work order. In relation to globalization, modern world of work and learning has rapidly shifted as more workers are able to not only access a larger and a better employment market, but also, they are accessible to better and quality learning opportunities to learn from others and acquire more skills and knowledge by sharing experiences with others who have had different work experiences from their own (Evans et al. 2002). Through globalization, various tenets of work and learning emerge. Impact of technologies on work places Wilpert (2009) mentions that globalization has ignited the rapid advancement of technology as a means to improve quality and efficiency in work and driving innovations as a key determinant to competitiveness and improved productivity by workers. Advancement in technology, which is a component of globalization, has altered the nature of work and learning in as far as impacting on work settings and enhancing information and knowledge sharing as a means of learning (Suarez-Orozco, 2007). Through technology advancement, the nature of work has shifted from physical work demands to intellectual; it has fostered organizational change and has transformed skill requirements, where knowledge and not skill defines the process of production (Wilpert, 2009). Through new technology, the nature of work is characterized by flow of communication across and along organizational structures, enhanced information exchange and access via internet and phones during work, disintegration of the convectional concord of work and time as workers can work from anywhere and at anytime without being restricted in the office (Evans et al. 2002). This flexibility in working time enhances performance and productivity of workers since they are able to self plan and learns and at the same time, they are able to pursue personal goals such as starting and supporting their families, which acts as a form of motivation where they are able to progress both professionally and personally (Wilpert, 2009). In addition, as workers become more equipped with knowledge and understand their value to the company, they are able to improve their bargaining power and enhance their credibility in demanding for better pay and favourable working environments. This has a counter effect of minimizing the significance of labour unions in modern work set ups. Transforming work systems Technology as a component of globalization has not only impacted the workplaces but also the work systems where some professions are becoming obsolete while new occupation structures are emerging, which in retrospect, impact on carrier patterns as stated by Evans et al. (2002). This is demonstrated by preference of flexible work arrangements and self employment and the use of work by workers to not only obtain their daily bread but also to connect with others, enhance their social status and as a platform to build their individual identities as echoed by Wilpert (2009). Nevertheless, the modern world of work and learning has resulted in economical and social challenges such as brain drain as workers seek better employment prospects and potential workers seek better learning opportunities and after acquiring them, preferring not to go to home areas to work (Suarez-Orozco, 2007). Moreover, working malpractices are generated which range from violation of human rights such as child and forced labour, human trafficking as workers seek better jobs abroad and deteriorating labour conditions as witnessed in immigrant sweatshops as debated by Wilpert (2009). The increased adoption of resource outsourcing especially workers who are knowledgeable but cheap to acquire leads to high levels of unemployment and worker resentment in the outsourcing country, which impacts on work ethics and outlook on work and learning. Taylorism and globalization provides essential insights of what constitutes the world of work and learning in contemporary organizations, where workers are able to exploit their best potential, remain motivated, committed and accountable to the tasks they are allocated and improve their performance and productivity which in turn improves capacity of production, efficiency and profitability for the organization. However, nature of work should not only be defined in terms of outputs and financial gains as suggested by Taylor, but it should be able to generate fulfilment, meaning and ensure the needs, goals and expectations of both employees and the organization are effectively met in order to facilitate growth on all aspects of an organization that includes processes, production, products and people. The nature of work and learning as we know it now is deemed to change as transformations on various work dimensions occur such as objectives of work, social principles, role of work, the significance of personal time and the need for fulfilling work. Conclusion The nature of work and learning in contemporary organizations has rapidly changed to accommodate global political, economical, financial, social, cultural, technological and environmental changes present in modern working environments. The literature review has critically analyzed Taylorism and globalization to help explain the nature of work and learning. Taylorism is a concept established by Frederick Taylor, whose main purpose is to analyze flow of labour, synthesize its flow and enhance economic competence through enhanced labour productivity. On the other hand, globalization involves demolitions of barriers of commercialization on a global scale and enhancement of unity among world economic orders, which is meant to ease movement of goods, services, ideas, people, processes, technology and information across borders. Through Taylorism, the nature of work and learning is understood as one that is based on work organization and broadly impacted by the interaction between man and machine while globalization, has altered the nature of work and learning in relation to the impact of new technologies on work places, work systems and industrial relations structures. Both concepts have greatly influenced how workers relate with each other and the management, how they perceive work, how they organize work and more importantly how they function as workers. Nevertheless, the contribution Taylorism and globalization has on over reliance on machines, impact on work and learning as equip themselves on how to operate with the machines or technology instead of empowering their individual capacities to perform. References Ackerman, F., T.U., &GDEI. (1998). The changing nature of work. Sidney: Island Press. Adler, P.S. (1997). Work organization: from Taylorism to Teamwork. Los Angeles: University of Southern California. Accessible from https://msbfile03.usc.edu/digitalmeasures/padler/intellcont/TismToTeams-1.pdf Aitken, H. G.J. (1985). Scientific Management in Action: Taylorism at Watertown Arsenal, 1908-1915. New Jersey: Princeton University Press Bhagwati, J. (2004). In Defense of Globalization. New York: Oxford University Press. Evans, K., Hodkinson, P., & Unwin, L. (2002). Working to learn: transforming learning in the workplace. London: Kogan Page. Savall, H. (2010). Work and People: An Economic Evaluation of Job-Enrichment. London: IAP. Suarez-Orozco, M.M. (2007). Learning in the global era: international perspectives on globalization and education. Los Angeles: University of California Press. Taylor, F.W. (2008). The Principles of Scientific Management. London: Digireads.com Publishing. Wilpert, B. (2009). Impact of globalization on human work. Safety Science, 47, pp727–732. Accessed from http://www.choixdecarriere.com/pdf/6573/2010/Wilpert2009.pdf on 2nd Sept 2011. Read More