Meeting Organizational Development Needs - Essay Example

Meeting Organisational Development Needs Emmanuel Thomas Table of Contents Table of Contents 2 Introduction 3 Key Requirements in the Design and Development of a Range of Inclusive Learning and Development Activities. 3 1.1 Methods to Identify L&D Needs in a Range of Contexts. 3 1.2 Identify And Explain The Contexts Giving Rise To L&D Needs And Assess How Learning Interventions Link To Organisational Performance. 5 1.3 Compare and Contrast Learning Methods and Techniques for a Range Of L&D Activities in Differing Contexts 7 2. Organisational L&D Needs Can Be Met, Application and Use of a Range of Relevant Methods 8 2.1 Identify Appropriate L&D Interventions to Meet Established Learning Needs 8 2.2 Validate Learning Methods for Efficiency and Effectiveness, Taking Account of Equality of Opportunity and Differing Contexts 10 Conclusion 13 References 14 Introduction Today’s organisation faces challenge of imparting adequate Training and Development (T&D) to their employees, which is one of the vital competencies for an organisation’s success. Training is known as a procedure through which employees acquire skills necessary for performing a particular job role. It aims at achieving particular objectives. Development of an individual lays stress on the broader perspectives such as employees’ ability to handle diverse situations, decision-making abilities, management of people, among others. Successful organisation in today’s world, invest heavily upon the T&D needs of their employees, for addressing their weaknesses and enhancement in their level of work. Furthermore, T&D when imparted consistently provides many other advantages to the organisation such as boosting the morale of employees, increase their level of productivity, guarantee satisfaction of work, maintaining quality and consistency in work along with reduced expenses (Olaniyan & Ojo, 2008). The report will give a brief overview on the requirements in designing an effective Learning and Development (L&D) as a part of the T&D program of the organisation and will try to devise a few methods to conduct L&D in organisation in a successful manner. 1. Key Requirements in the Design and Development of a Range of Inclusive Learning and Development Activities. 1.1 Methods to Identify L&D Needs in a Range of Contexts. In order to promote quality L&D within organisational framework, organizations employ a range of techniques for identification of the L&D needs of its middle level managers. The tools provides sufficient information on how organisations can find out the L&D needs of employees and consequently, provide successful L&D, as per their identified and specific needs. The needs identified by organizations among its middle level managers indicated their search for recognition and need for becoming a future potential manager. Hence, to carve out their future leadership potential, organizations tend to employ such tools that can assist middle level managers to meet their required objectives. Although there are many tools that can be used to assess the L&D needs, still organizations that want to focus upon HR development needs can consider not adopting certain methods. These can be use of ‘Consensus techniques’ and ‘Learner centred analysis’, which are less challenging methods to develop the L&D needs. These techniques can be prohibited by organizations as they focus more upon the analysis of their self-learning requirements and synthesize information with the assistance of experts. Organizations can further deduct these techniques One of the tools organizations can use to identify L&D needs of employees is ‘Global Analysis’. It will help organizations seeking L&D of its employees by combining all the methods to develop the needs and creating job features and comparing it with the needs of its middle level employees (University of West London, n.d.). Another important technique that can be utilised to gauge L&D needs of middle level employees by organizations is to conduct interviews such as speaking with the managers, peers, experts in similar field (Society for Industrial and Organisational Psychology, Inc., 2015). Observation is another tool used by organizations to assess L&D needs of each middle level employee, which can be performed effectively by keeping an eye on the work performed, and appraising the employees on a timely basis. Using surveys and questionnaires for need assessment is another vital effective tool for assessing the needs of the middle level employees to develop their individual potential skills and perform better. Sending out questionnaires and conducting surveys on employees can help organizations to receive appropriate information necessary for organisational effectiveness. Group discussion is another vital technique for imparting quality training and assessing L&D needs of middle level employees. Furthermore, organizations can make use of ‘On-the-Job’ and ‘Off-the-Job’ techniques for need assessment. Use of work samples and pertinent literature reviews along with report studies and assessments can further help organizations to gauge the L&D needs of its middle level managers (Chartered Institute of Personnel and Development, 2006). 1.2 Identify And Explain The Contexts Giving Rise To L&D Needs And Assess How Learning Interventions Link To Organisational Performance. Learning interventions refer to various methods that organisations employ to provide effective L&D to its employees, which in turn, enhances organisational performance. The interventions are directly linked with overall organisational performance as they provide the employees necessary skills to meet their personal as well as professional needs. Organizations, when providing L&D of its middle level employees can restrict the use of some interventions, including large group discussions, downsizing, leadership development and team building activities are deemed important, as these do not contribute much to the L&D of employees. Organizations can disregard group discussions as they fail to deliver personalized approaches to the middle level employees, who are more conscious about the fulfilment of their personalized recognition. Furthermore, the team building activities can be neglected, as it would only deliver team learning tactics rather than focusing upon the actual goals of the employees, which is to attain L&D and become a successful future manager. Organizations can focus upon a number of ‘Key Performance Indicators’ (KPI), which would enable the organization to develop the L&D needs. These KPIs can be identified as an increase in skills level, short time of processing, improved results in appraisal, decline in errors, enhancement in performance when compared with costs, among others (Strategies for Training, n.d.). ‘On-the -Job’ (OTJ) training, are often provided to the employees in order to improve their skills and meet with their specific job responsibilities efficiently and develop their competencies in the workplace. It enables the employees to increase their knowledge regarding use of machinery, gaining experience and exploiting the work-based opportunities (Cunningham & et. al., 2012). OTJ training is imparted through the processes of observation, coaching, mentoring and delegation of authorities to employees as discussed earlier. Another important intervention that affects organisational performance is the concept of ‘Self-Managed Learning’ (SML). Preferably, the organisations will need to incorporate SML to develop the L&D needs of its middle level managers, as SML would enable them to develop their own targets without seeking attention of others. SML is very effective as employees involve themselves in learning process and even nurture their individual abilities to promote continuous learning. SML within organizations includes attending conferences, events, seminars, book and online reading that enhances the individuals’ ability to sustain within this competitive domain. Additionally, organizations can even providing support to employees and encouraging them to pursue additional degrees. Furthermore, SML sometimes proves to be the only way for procuring required competencies and consequently improve organisational performance (Bennett & et. al., 2000). Interventions may involve Deployment that helps the organisations to address certain gaps. This can help in improving organisational performance as through deployment of employees will help in placing them effectively as per their acquired skill. Furthermore, the organisation will be able to involve employee mobility, secondments and assigning special projects to employees. Group Learning is another intervention that can enable employees to get together and initiate interaction process for the benefit of organisation. This involves creation of cross-functional teams, networking, among others. Finally, there also exist ‘Tutor-led interventions’ essential for achieving organisational needs as well as performance. Futuristic training courses, seminars and development programs can be conducted to relate classroom training with actual workplace performance (Human Resource Management in the Civil Service, 2011). 1.3 Compare and Contrast Learning Methods and Techniques for a Range Of L&D Activities in Differing Contexts Organisations employ a variety of learning interventions for assessing the L&D needs of employees and provide L&D accordingly. Every intervention has its own benefits when compared to other techniques. Formal Training provides targeted learning and development and applies the various approaches, for organisational development. One of the methods that can be utilized by organizations to foster the L&D needs of its employees is ‘On the Job’ training. It would be preferred to employ OTJ, as OTJ helps in promoting staff growth and performance efficiency, which further enhances employees to apply similar skills within the organisational framework. Whereas group discussions and other techniques that involve group learning enables the employees to develop their interpersonal communication skills. Furthermore, the discussion among employees enhances the ability of an employee to learn through experiences that they have gathered over the years. Workplace projects have an edge over the previous techniques as they provide increased amount of exposure along with improving morale of employees. Coaching is another technique, which hastens OTJ development and provides an opportunity to employee to work with others from outside the organisational framework. The group learning abilities enhances the approaches of the employees to learn on job and enhance their credibility to perform. Additionally, coaching has substantial benefits over others as it engages active problem solving and non-directional judgment. The training and development provided in relation to the different job requirements helps in adhering to the various needs of the employees to develop their ability of performance. Although there are numerous techniques that can be employed by organizations in order to provide L&D of middle level managers, some of those techniques can be avoided that would save organization’s valuable time and reduce its costs. One such technique that can be deducted from the L&D curriculum is ‘Downsizing’, which when implemented, can certainly reduce the size of organizations. This will in turn effect the overall growth of the company as the technique focuses upon redeploying employees instead of laying them off (University of South Australia, n. d.). 2. Organisational L&D Needs Can Be Met, Application and Use of a Range of Relevant Methods 2.1 Identify Appropriate L&D Interventions to Meet Established Learning Needs According to L&D needs of employees, organisations can devise appropriate interventions, to cater to those needs. The most appropriate interventions within the organizations that plan for continuous development must be seeking for L&D for its employees. This may include coaching, formal training, job enrichment, job rotation, work shadowing among others. Among the interventions discussed above, the most appropriate technique that can be implemented by the organisation to improve workplace performance and providing coaching intervention. Coaching is considered as one of the best technique as it can be provided at a lower cost and can be carried out with the senior level employee working in the same organisation. This will motivate the employees, as they will receive quality training from known bosses, who are aware of the organisational goals. Furthermore, coaching facilitates active L&D to increase performance, abilities and confidence along with boosting morale of the employees. This helps the employees in two ways such as allowing employees to improve their present roles and developing options for career development (Mavin & et. al., 2010). Furthermore, coaching helps in hastening the process of OTJ development and develops potential opportunities for employee to work with peers belonging from different backgrounds. In addition to this, effective coaching helps the employees to improve their problem-solving competencies and apply non-directional thoughts in workplace. Additionally, coaching helps the organisations to create opportunities for learning, listening to employees’ grievances and suggestions, providing demonstrations, observing employees during assessment, receiving and providing feedback, offering required guidance along with openness to the questions asked by employees. The responsibility of coaching is mainly allocated to the line managers and there is a need of organisation, which requires employees to impart coaching among their peer groups for achieving the personal and professional goals effectively (Audrey, 2001). 2.2 Validate Learning Methods for Efficiency and Effectiveness, Taking Account of Equality of Opportunity and Differing Contexts The models described above that can be utilized by the organizations seeking L&D can further employ certain frameworks for L&D evaluation. The organizations that are concerned with L&D of its employees can focus assess the implementation of L&D with the help of Kickpatrick’s model. The model tries to evaluate reaction at the first stage, which tries to evaluate the experience felt by the trainees. The second step involves learning assessment, which evaluates the increase as well as decrease in knowledge during the implementation of the different training process. Third step is assessment of behaviour, which provides the base of extent of the learning process on the job. Fourth step relates to results, which describes the trainee’s implication on his environment and organization (Bailey, n.d.). Apart from Kickpatrick’s model, organizations can also Context Input Reaction Outcome (CIRO) evaluation framework, which deals with assessment of L&D needs. This approach focuses on evaluation of L&D of its employees through utilization of four basic steps. Firstly, the organization needs to make a contextual assessment of the L&D that will address the ultimate, intermediate and immediate objectives and whether they can be achieved by the actual L&D. Second step involves evaluation of the L&D inputs, which deals with the assessment on the preparation, management and delivery of the L&D process. The third step involves evaluation of the trainees’ reactions. This includes the reaction of the trainees towards the process of L&D. Final step involves assessment of L&D outcomes at the level of learners, workplace level , department level as well as organizational level (Wilson, 2005). Although there are numerous learning methods for achieving organisational goals, only a few learning techniques provide equal opportunities of growth and personalised development to employees. Hence, organizations, in order to minimize their L&D costs and invest upon quality, can reject a number of interventions. One such intervention that can be neglected is the ‘Global Analysis’, which requires huge amount of planning prior to implementation, including a list of events that have to be addressed. Furthermore, it requires deep analysis of the organizational goals by its members, analysis of all the jobs in the organization, creation of job requirement and final assessment of employees based on the requirement. This technique provides limited contribution towards the L&D needs of its employees and further involves going through a long procedure, which can prove costly for the organization. Hence, it is advisable to neglect such techniques while addressing L&D needs of employees. Some of the techniques that are successful in imparting in depth knowledge to employees are SML, group learning as well as mentoring. These techniques involve a personalised approach to L&D. SML is one of the most effective way to develop L&D needs, as they enable the employees to conduct, review and develop the necessary skills accordingly. SML, as discussed earlier, involves reading through job description, publications, circulars along with having access to internet sources. The employees are able to utilise SML, through e-learning courses and gaining further education that facilitates learners with the opportunity to increase their level of thinking and knowledge and their participation in relevant programs (Landale, 1999). Group Learning is another vital approach to L&D that provides a personal learning approach to employees. Groups, clusters and cross-functional teams enhance their involvement and further develop the interaction process concerning workplace performance and many other issues. Learning in Groups can be very effective to implement L&D and fulfilling the specific needs of employees. The organisation can boost morale of employees by establishing ‘Communities of Practice’ (COP), ‘Networking’ and ‘Action Learning teams’, as these approaches suggest the organization in delivering L&D through establishment of cluster teams that consult with each other and decide the roles to be implemented by its individual members. These teams focus on practising the L&D needs and try to achieve them without any consultation of senior members (Landale, 1999). The assignment deals with an organization, which requires seeking L&D needs of its middle level managers and addressing their professional goals of becoming a future potential manager. The learning audiences are the middle level managers of the organization, who are trying to inculcate L&D, with the support of organization and unleash their full potential in the near future for the benefit of organization. The L&D needs of middle level managers that have been discussed in the assignment are their requirements of gaining recognition from the superiors along with the subordinates, develop their personal as well as professional goal to become a successful manager in future. Their needs also include their wish to gain authority, responsibility and accountability for the allotted work and ability to address future roles and responsibilities in a proper manner. The assignment deals with utilization of a number of techniques such as use of questionnaires, group discussions and interviews those were used to assess the L&D needs. The assignment further talk about a number of learning interventions such as mentoring, OTJ, for addressing the L&D needs of middle level managers. Finally, the assignment has dealt with the use of some approved and specified learning techniques including coaching, mentoring, SML, Group learning, among others, which have enabled the organization to fulfill its objectives and provide adequate learning to its employees. Conclusion It can be concluded from the report that without L&D, none of the organisation can survive in today’s competitive world. The report deals with the need for L&D in organisations and even provides an insight about the improvement of organisational efficiency as well as performance. The report outlines the major skills as well as competencies that can be enhanced among individuals through L&D. The report has drawn various methods such as observation and questionnaires that are helpful to identify the learning and development needs of individuals. The report has further elaborated the situations when the organisations will have to conduct L&D and how the interventions can help in achieving organisational performance. The report has further compared alternative learning tools for implementing L&D. In the final phase, the report has essentially drawn the most appropriate methods such as OTJ and other programs that can be established through most effective method such as mentoring and group learning. This will even provide a personalised learning approach to employees that will be beneficial for improving employee performances as well as overall organisational performance. References Bailey, A., No Date. Human Resource Development and Training. The Kirkpatrick/Phillips Model for Evaluating. [Online] Available at: http://www.busgurus.ca/media/pdf/the-kirkpatrick-phillips-evaluation-model-en.pdf [Accessed January 19, 2015]. Bennett, B. & et. al., 2000. Self-Managed Learning in Action: Putting SML Into Practice. Gower Publishing, Ltd. Chartered Institute of Personnel and Development, 2006. Identifying Learning Needs in Organizations. Learning and Development, pp. 1-52. Clifford, J. & Thorpe, S., 2007. Workplace Learning & Development: Delivering Competitive Advantage for Your Organization. Kogan Page Publishers. Cunningham, I. & et. al., 2012. The Handbook of Work Based Learning. Gower Publishing, Ltd. Human Resource Management in the Civil Service, 2011. Guide to Preparing a Learning & Development Strategy. Civil Service Training and Development Centre, pp. 1-30. Landale, A., 1999. Gower Handbook of Training and Development. Gower Publishing, Ltd. Mavin, S. & et.al., 2010. The evaluation of learning and development in the workplace: A review of the literature. Higher Education Funding Council for England, pp. 1-30. Olaniyan, D. A. & Ojo, L. B., 2008. Staff Training and Development: A Vital Tool for Organizational Effectiveness. European Journal of Scientific Research, Vol.24, No.3, pp. 326-331. Society for Industrial and Organizational Psychology, Inc., 2015. Learning and Development. Science for a Smarter Workplace. [Online] Available at: http://www.siop.org/business/learning.aspx [Accessed January 19, 2015]. Strategies for Training, No Date. Training & Development. Key Performance Indicators. [Online] Available at: http://www.strategies4training.co.uk/Resources/Training%20&%20Development%20-%20Key%20Performance%20Indicators.pdf [Accessed January 19, 2015]. Types of Learning Opportunities. Organizational Learning and Development. [Online] Available at: http://w3.unisa.edu.au/staffdev/word/overview_%20of_learning_opportunities.pdf [Accessed January 19, 2015]. University of West London, No Date. A Review of the Twelve Main Methods Currently Used. Methods of Identifying Learning and Development Needs. [Online] Available at: http://hermes.uwl.ac.uk/Elearning_Showcase/MILD_Site/TextSite/notes.pdf [Accessed January 19, 2015]. Wilson, J. P., 2005. Human Resource Development: Learning & Training for Individuals & Organizations. Kogan Page Publishers. Read More