The paper "Workforce Capability Strategy and Action Plan Situation" is a great example of a Management Assignment. 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 the 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 suggests, the consultant seeks dialogue and discussions among senior management. According to 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 helps initialize learning events that later can result to enhance organizational performance (York, 2005). The Capabilities and Leadership Framework requires everyone to focus on strategic thinking where a simple relationship can result in 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 an efficient and effective manner (Rothwell, 1998). These may be 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 to the superior level of the organization.
These are HRD related activities that provide stimulation 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).
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). Information modelling and knowledge bases XI, Netherlands, IOS Press
Kirkman B., Lowe K, & Young D., (1999), High-performance work organizations: definitions, practices, and an annotated bibliography, US: Center for Creative Leadership
Lev B., (2001), Intangibles: management, measurement, and reporting, US: Brookings Institution Press
Nankervis A., (2005), Managing services, US: Cambridge University Press
Nejati M., Shafaei A., & Nejati M., (2008), Issues in Global Business and Management Research: Proceedings of the 2008 International Online Conference on Business and Management (IOCBM 2008), US: Universal-Publishers
O’Keeffe T. (2006), Towards Zero Management Learning Organisations, US: Dog Ear Publishing
Queensland Government, (2009), Capability and Leadership Framework: Quickguide, Adapted from the Australian Public Service Integrated Leadership System and the Queensland Public Service Capability and Leadership Framework, Australia: Department of Infrastructure and Planning
Rothwell B., (1998), The sourcebook for self-directed learning, US: Human Resource Development
Secord H., (2003), Implementing best practices in human resources management, Canada: CCH Canadian Limited
Sims R. (2006), Human resource development: today and tomorrow, US: IAP
Smith C. & Pourchot T., (1998), Adult learning and development: perspectives from educational psychology, US: Routledge
Tjepkema S., (2002), HRD and learning organisations in Europe, UK: Routledge
Velso E., McCauley C., & Ruderman M., (2010), The Center for Creative Leadership Handbook of Leadership Development, US: John Wiley and Sons
Vince R., (2004), Rethinking strategic learning, UK: Routledge
Yorks, L. (2005). Strategic Human Resource Development. Mason, OH: Thompson South-Western.