The Significance of Learning and Development of Employees - CoPro Supermarket - Case Study Example

A Discussion Paper for the Line Managers NAME: UNIVERSITY: COURSE: INSTRUCTOR: DATE: © 2013 INTRODUCTION Learning and development has become a major component in the effective management of human resources in virtually all proactive organizations. Learning on the one hand is the attainment of ‘new knowledge, skills and competencies’ in individuals as illustrated by Roper and Pettit (2002) while development is the progressive improvement of an organization and her workforce particularly in terms of career progression and achievement of objectives (Roper and Pettit, 2002). Taken together therefore, learning and development are two key aspects of management that must be carefully addressed in order that organizations can attract and retain employees with appropriate skills and competencies that are required to steer the organization in the right direction (Pollard, 2009). In line with this provision, CoPro supermarket operating in household commodities and services need to embrace the concept of learning and development. To fast-track this initiative, I have taken it upon myself to provide a discussion paper for circulation to the line managers in CoPro highlighting all the learning and development activities that have been occasioned by the recently developed and implemented performance management system in the organization. The discussion paper addresses the issues outlined in the subheadings shown below. THE BASIC THEORY OF LEARNING AND DEVELOPMENT There are very many theories of learning that attempt to explain how the learning process is conducted for various categories of learners (e.g. Roper and Pettit, 2002). Some of them have been found to be only suitable for application in the school setting (e.g. Bloom’s Learning Taxonomy in Roper and Pettit, 2002) while others for the organizational scenario (e.g. Kirkpatrick’s four-level model also in Roper and Pettit, 2002). For all purposes and intend, I find it more inspiring and comforting to adopt the ADDIE model of learning quoted in Nunn (2012) to provide a workplace example in CoPro’s departmental store. As it were, the ADDIE model is an acronym for “Analysis, Design, Development, Implementation, and Evaluation” all being activities of instructional systems design (ISD) as illustrated by Roper and Pettit (2002). Applying this model in CoPro’s Stock and Delivery section for example, it follows that the learning and development needs of the department will have to be identified first. The expected outcome of the department is to stock enough household commodities for the esteemed clientele and delivery them in time. The staff must thus be trained in line with accomplishing this outcome. Secondly, the design of training plans and learning objectives must comply with the expected overall outcomes of the stock and delivery section. The learners for one will be involved in such activities like “self-directed; other-directed; mentoring; and apprenticeships” for example, while the trainers on the other hand partake “coaching, lecturing and job assignments” (Roper and Pettit, 2002) all related to stocking and delivering household goods. Developing training activities and materials will also take form after clearly identifying the appropriate resources that include individuals with relevant expertise and skills as well prerequisite facilities and technologies in the area of stock delivery. Review of the design of the training will be necessary at this level to ensure its appropriateness. This will give way to the implementation of the designed training program where trainers and learners in the stock and delivery section will undertake all the learning activities as well as evaluations (Pollard, 2009). In this instance, formative evaluation is undertaken throughout the learning program. Any pending issues with the design are refined at this point in time. Finally, the learning program is evaluated in terms of the quality of the learning activities as well as the extent of achievement of the set objectives (Nunn, 2012). Since the program’s achievement of the overall goals are assessed at this point, summative evaluation entails and focuses on “short-term, intermediate and long-term” outcomes as observed by Roper and Pettit (2002). DESIGNING LEARNING AND DEVELOPMENT PLANS The process of designing learning and development plans is fundamental in enabling the attainment of a learning organisation. From the outset, a learning organisation is the one which is continuously involved in “facilitating the learning of all of her members to improve them as well as transform herself” (Cited in Nunn, 2012). This in my view implies that such an organization is very inspiring to work in and effortlessly blends with the external work environment (Pollard, 2009). The organization is not averse to change and constantly encourages her employees to keep on learning to advance their performance. It is the envy of every organization to attain this status of “collective collaboration” with everyone in the organization. For CoPro to achieve this coveted status, the present discussion paper articulates how learning and development plans have to be designed in ‘just the right’ way. According to Roper and partner (2002) who is lauded for his work in designing training programs, the most important thing is to include certain specific objectives and action plans in the program. Particularly these action plans have will be necessary in contributing to the employees’ achievement of skills and knowledge important in carrying out their mandate. Moreover, Roper and colleague (2002) clarify that when designing learning and development plans, it must be maintained that each employee is unique in his or her own situation. For this reason therefore, the learning plans should touch on all areas of instruction including general knowledge and specific skills development (Pollard, 2009). The designed learning should offer employees and employers alike the chance to discuss strategies and timelines of implementing the program. IMPORTANCE OF DELIVERING TIMELY LEARNING AND DEVELOPMENT PLANS As already established, learning and development is a very crucial process for both the individual employee and the organization as a whole. Likewise, presenting the completed learning and development plans according to the agreed upon timeframes forms a very fundamental aspect of the whole process. This is particularly so because any delay in the implementation of the same may not be for the good of the organization. Timely delivery in this instance will be fundamental especially when a performance appraisal indicates performance improvement is needed. Secondly, timely delivery of learning and development plans will allow amble time for the organization to be able to try out other methods to improve her performance on the basis of the realized outcomes. In the views of Nunn (2012), timely presentation of learning and development plans will also help in providing an opportunity to try out the functioning of “the new performance management system” before accepting it as successful. Additionally, learning and development plans delivered in good time will allow employees slotted for changes in their roles to prepare themselves in advance for the new upcoming challenges. Finally, Pollard (2009) underscores the importance of delivering learning and development plans within the agreed timeframes by stating that it will facilitate training of any proposed new area of management in the organization. THE GOALS TO BE USED IN EVALUATING THE PERFORMANCE MANAGEMENT SYSTEM For effective performance evaluation, it is important to firstly have a review of the previous evaluation putting into consideration any previous gaps in performance. It will also seek to know if these gaps have been eliminated and if not, identify the next courses of actions. To have a good evaluation of the performance management system, again it will be important to note if there has been any registering of a significant index margin in the performance of the employee (Nunn, 2012). Any deviation in the index is thus carefully analyzed to note whatever might have caused it and what could be done to address the issue. Another goal that can be used in evaluating the performance management system is in the achievement of set targets. If the set targets were not achieved, then the cause in terms of work environment, system, as well as personal must be ‘put under the microscope’ (Pollard, 2009). After all the contributing factors have been underlined, then it will be necessary to come up with appropriate action plans to mitigate the mistake. The resulting action plans will then be properly implemented with appropriate follow-up activities being initiated. ADVICE ON HOW TO REVIEW ALL THE DOCUMENTATIONS Review of the organization’s performance over the previous business period quite important. The review process touches on the performance of the employees, the employer and the organization as a whole. It entails reviewing of the achievement of the organizational goals and objectives set out at the start of business period. Conducting this review is deemed necessary in that it enables the management to put in place mitigating measures in case of gaps in the attainment of objectives (Nunn, 2012). Appropriate interventions like implementing foolproof learning and development plans may go a long way in saving the organization. It is imperative to note that the review process commences with the managers identifying inherent gaps in meeting the targets and is done in consultations with the employees themselves. The identified gaps are then documented by the manager and are only raised during the review meeting. In such a meeting therefore, the concerned parties have the mandate to: Give a summary of tasks that were accomplished as well as shortfalls regarding the attainment of targets throughout the operating period; Outline all the challenges met in the period in question and pinpoint areas in need of learning and development interventions; and Underlining all the possible bottlenecks into the attainment of organizational goals RELATIONSHIP BETWEEN THE PMS AND EMPLOYEE MOTIVATION Performance management system (PMS) and the reward system (employee motivation) have always indicated a significant co-relationship. The better the reward systems are, the better is the performance. This reward system is looked at on both financial and non-financial terms (Nunn, 2012). Many a times history has shown that non-monetary forms of incentives have equally motivated employees just like the monetary forms have (Pollard, 2009). This notwithstanding, proponents are rife with suggestions that rewards and remuneration committees across all organizations need to rethink their positions if they want to attract and retain the right people in their employment. This is more so because a well remunerated workforce is feels motivated especially if there is fairness and equitability in the sharing of the rewards and incentives (Nunn, 2012). It also follows that a fully motivated workforce assures of high performance. In line with this therefore, organizations need to motivate their workforce for enhanced performance. This can be implemented through recognition of the employees, constant training and development of the workers, providing the ‘right balance of life’ among a raft of many other initiatives (Pollard, 2009). KNOWING IF THE PERFORMANCE MANAGEMENT SYSTEM HAS BEEN SUCCESSFUL At the end of the performance management period, it is somewhat necessary to look back and determine whether the system has been successful or not. To the expert, this is a simple task but to the novice the task may prove taunting. One very good indicator of a successful performance management system is the presence of a good pay package for the employees as well as an excellent and friendly feedback system. This will in the end translate into having a highly motivated, jovial and ‘fast-moving’ workforce. These aspects are only availed if the organization has developed a learning culture as noted by Nunn (2012). So if for example employees are failing to accomplish certain roles in their engagements, then the management should be forewarned that all is not well. Similarly, the presence of a slow and sluggishly operating employee indicates the presence of a questionable performance management system. This will be further complicated by massive exodus of highly valued employees of the organization to seek employment elsewhere (Nunn, 2012). CONCLUSIONS The ensuing discussion paper has clearly demonstrated the significance of learning and development of employees as well as the organization as a whole particularly in enhancing performance in the organization. Properly crafted learning and development plans have demonstrated their fair share in giving practicing organizations the much needed competitive edge against their counterparts in their specific market segments. It is also through well crafted learning and development plans, which after successful implementation have turned many organizations into ‘learning organizations’, a concept which growing in popularity day-after-day (Roper and Pettit, 2002). It is clear throughout this discussion paper that the success of any performance management system is highly dependent on how and when learning and development plans are implemented. REFERENCES Nunn, A. (2012) Performance Management in Public Employment Services. The European Commission Mutual Learning Programme for Public Employment Services: DG Employment, Social Affairs and Inclusion Pollard, C. (2009) Supporting performance Management: A guide for staff and managers in the organization. Leadership, Management and Organizational Development Office of Human Resources Management, Department of Management United Nations Roper, L and Pettit, J (2002) Development and the Learning Organisation: an introduction. Development in Practice, Volume 12, Numbers 3 & 4 Read More