Individuals with Disabilities Education Act (IDEA)
In 2012-2013, 13% of public school students received a specialized education program, as reported by the U.S. Department of Education, National Center for Education Statistics (Woodworth, 2016)
Key principles of the IDEA: freedom of discrimination, safe environment creation, and an interdisciplinary team approach.
The Individuals with Disabilities Education Act (IDEA) was introduced by the US as a special federal law to ensure that schools can meet the needs of students with disabilities (Wilmshurst & Brue, 2018). Every state is required to adopt policies to implement the IDEA, and parents are also to be engaged in the process of discussing a child’s learning disability (LD) and needs (Kauffman, Hallahan, Pullen, & Badar, 2018). The key principles of the IDEA are freedom of discrimination, safe environment creation, and an interdisciplinary team approach.
IDEA: Eligible Categories
Specific learning disability (SLD) (Dyslexia, dysgraphia, dyscalculia);
Other health impairment (ADHD);
Autism spectrum disorder (ASD);
Emotional disturbance (depressionand anxiety);
Speech or language impairment;
Visual impairment, including blindness;
Deafness;
Hearing impairment;
Deaf-blindness;
Orthopedic impairment;
Intellectual disability;
Traumatic brain injury;
Multiple disabilities (Kauffman et al., 2018).
According to this act, the least restrictive environment should be created to provide a free appropriate public education (FAPE) for eligible children who are aged between 6 and 17 years. The disabilities that are included in the IDEA are presented on the slide. In particular, the mentioned list contains autism, attention deficit hyperactivity disorder (ADHD), emotional disturbance, visual impairment, intellectual disability, et cetera (Kauffman et al., 2018).
Individualized Education Programs (IEPs)
An individual plan of learning in consistence with a student’s needs and abilities;
Includes annual progress measurements and a collaborative work of the stakeholders (Caruana, 2015).
The Individualized Education Program (IEP) aims at offering an individual plan of learning in consistence with a student’s needs and abilities. Among the eligibility criteria, having at least one of the disabilities from a special list and the need for specific instructions can be noted. If the disability affects a student’s academic performance to benefit from the general learning environment, he or she should be given specialized instruction (Caruana, 2015). The goals of the IEP include annual progress measurements and a collaborative work of the stakeholders, who are involved in this program, including parents, school psychologists, special education teachers, grade level teachers, and district representatives. For a 504 Plan, the rules about the team members are less formal since they only mention that people familiar with a student should be engaged.
504 Plan
According to the Rehabilitation Act of 1973, the schools should provide maximum adaptation to students with disabilities and their full participation in school life;
The adjustments for ensuring major life activities of students should be made.
On the contrary to the IEP that refers to a SE law, the 504 Plan is attributed to federal civil rights, as it is stated by Section 504 of the Rehabilitation Act of 1973, which is to be applied in cases when a child needs extra support for emotional, physical, and psychological challenges (the list of disabilities is wider than for the IEP (Kauffman et al., 2018). The conditions that limit major life activities serve as the indicators that point to the importance of 504 plans. Such conditions can include breathing, speaking, caring for oneself, hearing, performing manual tasks, and so on.
IEPs vs. 504 Plan
The details of the 504 Plan clarify any social, academic, and organizational adjustments in the educational environment, which are not covered by the IEP (Woodworth, 2016). As a rule, an informal document is completed, and a school takes the responsibility for accommodating one’s learning. Another difference between the identified plans lies in the review and revision: the IEP should be reconsidered at least once a year, but the regulations for the 504 Plan vary across the states. The disputes related to special education plans can be resolved in similar and different ways. For example, mediation and lawsuit are the two universal methods; due process complaint and resolution session are characteristic of the IEP; and impartial hearing along with a complaint to the office for civil rights (OCR) are more likely to be used in terms of the 504 Plan.
IEPs vs. 504 Plan.
Individualized Family Service Plans (IFSPs)
Helps in early intervention in children up to age 3.
Hhe services and expected outcomes a toddler or baby should be provided with: the present level of development, functioning, and needs is assessed to how the family can act to best support their child (Wilmshurst & Brue, 2018).
Compared to the IEP and 504 Plan, an Individualized Family Service Plan (IFSP) helps in early intervention in children up to age 3. According to Wilmshurst and Brue (2018), it is both a process and document that is used to involve families in the provision of early intervention services. The resources, concerns, strengths, and weaknesses are considered while planning and personalizing the services (Woodworth, 2016). Likewise the IEP and 504 Plan, the IFSP can be revised of it required to meet the needs of a particular child.
General Process for Special Education Identification
The general process for special education identification comprises several stages that are presented on the slide. The Child Find Mandate obliges schools to evaluate and serve children, and the issues that can trigger this are behavior struggles, lacking social skills, school refusal, and problems with emotional regulation. To meet this duty, the districts locate children aged 3-21 if they are suspected of having one or several disabilities. More information can be received from the Office of Superintendent of Public Instruction (OSPI) (Smeets & Roeleveld, 2016). School referral implies that school personnel notices some deviations, which can act as the basis for determining the eligibility for special education. A child’s parents can also make a request to schools, parent referral, for conducting their child’s assessment, which should be done in a written form. The consent should be obtained from parents prior to beginning the evaluation process as it confirms their awareness of the procedures being conducted.
General Process for Special Education Identification.
Roles of Stakeholders
Parents should not underestimate their role in the team since they provide critical input, having the fullest understanding of a child’s psychological, physical, social, and developmental background.
Therefore, the family should act as the best advocate for the child, monitoring the identification and service delivery (Smeets & Roeleveld, 2016).
School personnel should be attentive to children since emotional and psychological struggles are likely to significantly impact the way children with disabilities learn and interact with others (Hornby, 2015).
The family of a student with disability, who requires special attention, is a resource that can significantly facilitate the process of transition from GE to SE by explaining this process and answering the emerging questions. Parents should not underestimate their role in the team since they provide critical input, having the fullest understanding of a child’s psychological, physical, social, and developmental background. In sum, all of the mentioned stakeholders are essential to ensure proper support and meet the unique needs of a particular student.
Each of the stakeholders involved in the identification and implementation of special education programs plays an important role as a team member. In terms of school referral, a general education teacher, a special education teacher, or an administrator may ask for the evaluation if he or she notices alarming behaviors (Smeets & Roeleveld, 2016). Once a program was adopted for a student with disability, support and reporting should be provided by a special education teacher, who is responsible for giving the necessary information to a GE teacher, adapting the curriculum, establishing collaboration with other stakeholders, and completing the records. As for the district faculty, it plays a key role in identifying disability and reporting the suspicions to the schools.
Communication with Families
To communicate with families, it is possible to meet with them or contact by phone or email, which depends on a certain situation (Hornby, 2015).
Some parents prefer discussing their child by phone as it creates a sense of intimacy, but this method is prone to misunderstanding.
Face-to-face communication method serves as the most effective means in the process of special education identification.
Traveling folders is another option: daily notes, a place for homework, and the communication folder.
Every team member must work towards the same goal of designing the most effective and least restrictive learning environment. The ongoing communication among the stakeholders is regarded as a key mechanism that ensures support for a child and leads to consistent results. It is recommended for the teachers to use emails and phones to share good news or make appointments.
The family can be embarrassed by discovering that their child has disability, others may think that teachers do not understand the value of their child. Regardless of a communication method, teachers should strive to provide the continuity of service delivery and interact with parents on a regular basis, not only in crisis periods.
Conclusion
504 Plan, IEPs, and IFSPs are launched and monitored by different acts and organizations, but their goal is to ensure that students with disabilities would learn in the least restructure environment.
To identify, implement, and maintain the programs, not only school personnel but also parents should be engaged in the process of service delivery.
To conclude, the differences between the 504 Plan, IEPs, and IFSPs are associated with the degree to which a student needs support from teachers and parents. These programs are launched and monitored by different acts and organizations, but their goal is to ensure that students with disabilities would learn in the least restructure environment that can meet their specific needs. Proper communication between the team members is the key premise of their effective cooperation.
References
Caruana, V. (2015). Accessing the common core standards for students with learning disabilities: Strategies for writing standards-based IEP goals. Preventing School Failure: Alternative Education for Children and Youth, 59(4), 237-243.
Hornby, G. (2015). Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42(3), 234-256.
Kauffman, J. M., Hallahan, D. P., Pullen, P. C., & Badar, J. (2018). Special education: What it is and why we need it (2nd ed.). New York, NY: Routledge.
Smeets, E., & Roeleveld, J. (2016). The identification by teachers of special educational needs in primary school pupils and factors associated with referral to special education. European Journal of Special Needs Education, 31(4), 423-439.
Wilmshurst, L., & Brue, A. W. (2018). The complete guide to special education: Expert advice on evaluations, IEPs, and helping kids succeed (3rd ed.). New York, NY: Routledge.
The purpose of conducting this study will be to examine the impact of globalization with particular focus on the international hotel industry. Globalization is defined as the process of integrating the economies, financial markets, cultures and societies of various countries through the use of global communication and trade networks that exist around the world.
Globalization is also defined as the integration of local, regional or national economies into the international economy used by the rest of the world to conduct activities such as foreign investment, trade and money transfers (Sharma and Morrissey 2007).
The driving forces of globalization around the world include technological factors where the introduction of new technological innovations within the international market drives globalization, economic factors where the economic growth of various countries around the world affects the rate of globalization and also political, socio-cultural factors where government and societal systems determine how the process of globalization will occur within various industries. In recent times however, the term has also come to include various factors such as language or communication barriers and the circulation of national ideas, (Bhagwati 2004).
In general, globalization affects the world in various ways one of which is the industrialization of countries where the introduction of global markets that are able to foster worldwide production have been able to ensure that consumers are able to access various products and services within the international market. The emergence of international trade across borders has also been a strong indicator of globalization as well as the emergence of global financial markets.
Financial markets have contributed significantly to consumers being able to access borrowing facilities across international borders without necessarily having to revert to the home market. Another aspect that signifies the impact of globalization is the economic market where a common market that allows traders and sellers to buy or sell goods has enhances the interconnectedness of trade thereby increasing growth of international trade around the world (Pan and Donato 2007).
The job market is also a strong indicator of globalization in the world as increased levels of competition within the labour market signify the strength of both national and international economies. Increased levels of competition ensure that workers are able to gain competitive salaries and wages which are now less dependent on the success or failure of national economies in the world.
Other aspects that are used to provide an indication of globalization around the world include the political context where government policies are developed to foster globalization activities as well as competition amongst countries when it comes to the production of goods and services. Ecological factors are also important indicators of globalization especially when they are used to explain the global environmental challenges that are taking place around the world as a result of global warming (Croucher 2004).
Impact of Globalization
In the past few years, the international hotel and hospitality industry has been impacted by globalization and the various effects of globalization that exist in the various faucets of international industries around the world.
Some of these effects have been notable from the fields of technology where the revolution of information technology and the introduction of various innovations have contributed in a significant way to globalization while the growth of economic integration has played a major role in the integration of suppliers within the international trade networks.
The intensified competition especially within the hospitality industry has also contributed to the effects of globalization where the emergence of newer and innovative hotels creates a complex business landscape that is mostly influenced by the goings on of the global market. According to Brotherton (2003), many hotel managers are faced with the challenge of maintaining a competitive advantage against their rivals within the same industry to ensure for their profitability and survival.
The impact of globalization in the international hotel industry has been both positive and negative where hospitality managers have been forced to invest in knowledge economies to balance their exploration and exploitation activities.
The positive side of globalization is that hotel managers are forced to engage alternative modes of coordinating their production and transaction activities for the benefit of their employees and clients while at the same time ensuring that they make strategic decisions which will be beneficial for the survival of the company in the dynamic hospitality market (Gross 2008).
The negative side of globalization is that managers and marketers working within the hospitality industry have to keep on changing their tactics to ensure their products and services remain relevant to the changing consumer markets. In the event re-branding or re-stratification efforts fail, the hotel might lose its identity and image amongst its clients and also loss its position in the industry as a provider of various hospitality services and products (Brotherton 2003).
One of the impacts or effects of globalization on the hospitality includes the aspect of asset evolution where hotels and companies operating within the international hospitality industry are able to liquidate their assets so that they can be able to meet the expectations of their shareholders and investors.
Asset evolution impacts on the hospitality industry where hotels and companies are forced to maintain a bottom line-growth thereby sustaining the level of competition that exists within the industry. As mentioned earlier, the technological environment has played a major role in globalization and it therefore affects the activities and functions of the hospitality industry where hotels are forced to turn their assets and properties into more flexible hotel operations.
This is meant to improve efficiency and effectiveness in many international hotels especially in the field of customer service that deals with room bookings, hotel reservations and cash payments. The labour market which is one of the strongest indicators of globalization has also impacted on the international hotel industry where the supply and demand of skilled and professional labourers determines the general growth of the industry (Pan and Donato 2007).
The international hospitality industry requires professional hospitality managers who possess the necessary skills and knowledge that will be used to capitalize on opportunities within the industry for the hotel’s advantage.
The labour market ensures that a company is able to gain professionals who will adapt business operations to the changing economic realties in the global context. Government regulations have played a major role in the globalization of local, regional and national economies around the world where the liberalization of world markets determines the amount of international trade that will be conducted in various countries.
Government regulations impact on the international hospitality industry where hotels are allowed some freedom when it comes to selecting the forces that will reduce business transaction costs as well as production costs that have continued to increase with fluctuating global economies (Kumar 2008).
Key Influences driving Globalization in the Hotel Industry
One of the major driving forces of globalization in the hospitality industry is cost effective methods of doing business where competitors are driven to operate across borders in search of cost effective and efficient methods of conducting hotel operations. Hotels that operate within the international industry have began to realize that the larger they grow in size, the fewer costs they will incur when it comes to producing goods and services for their customers.
Many managers have also began to realize that operating within the international hospitality market increases their profit margins which means that the company is able to attract more investors and shareholders willing to invest in the company. Diversifying operations into the international markets allows many business managers to tap into tourist markets that have not been explored by the local and national hotel industries (Brotherton 2003).
Another key influencing factor that drives globalization within the hospitality industry is global competition which has continued to increase over the past decade as more and more tourism and entertainment consumers become internationally oriented rather than national, local or regional consumers of hotel products/services.
A continent that has exploited fully the globalization process taking place across the world is Europe where many of the countries that fall under the European Union have created tourism industries that are focused on the needs of both the international and local consumer.
Hotels in countries such as France, Spain, Germany, Italy and Holland offer products that would meet the needs of both the local consumer and also the international tourist, language barriers side. The growth of the European Union has also played a significant role in the growth of the international hospitality industry in Europe where various hotels based in primal locations are able to compete on a level playing field for international customers.
While this increase in competition has been good for the industry overall, it has created a situation of critical mass where many hotels and tourism firms operate in Europe. Competition has forced many of the international hotels and firms operating within the continent to look for other areas to invest their businesses in so as to counter the effects of critical mass (Gu et al 2007).
Global brands also drive globalization within the international hospitality industry where hotels are forced to design products and services that will meet the cultural, societal, ethnic, political and technological needs of the international customer (Gu et al 2007).
Global brands differ from local brands in that they meet consumer expectations in a more diversified context while local brands meet the needs of local consumer. Globalised brands ensure that hotels operating within the international hospitality industry are able to market their services to customers who are already agents of the globalization process since they are constantly moving from one country to another.
International hotels that develop multicultural brands are able to appeal to a large number of customers who are heavily influenced by their ethnic beliefs and practices. Incorporating hints of multiculturalism also enables international tourists to experience some of the cultural offerings in existence within the host country (Kumar 2008).
Barriers of Operating Across Borders
A major barrier when it comes to establishing hotels in international countries is the organizational structure that the hotel’s management or hospitality company will incorporate in the host country. Hotels usually face an uphill task when it comes to deciding which organizational structures can be used across borders.
Hotel managers are also faced with the challenge of determining whether these structures will ensure that the business is able to operate at maximum efficiency so as to meet customer service requirements set by the industry players. Every globalised country in the world lives by certain standards and values systems so when developing organizational structures, managers have to take into account the cultural, political and social systems that exist in the host country to ensure that their business operations do not interfere with them.
Dubai which is one of the world’s most famed city for having many international hotels has been able to maintain its cultural practices where foreign countries interested in establishing hotels within the country have been forced to adapt organizational structures that take into account the predominant culture of the society in Dubai which is Islam. Employers who engage both international and local employees have to take into account their cultural differences when developing pyramid structures for management (Pan and Donato 2007).
Access to global capital presents a major barrier to hotels operating across their own borders where hotels and industry firms interested in investment options within other countries experience difficulties because of the limited investment capital allocated to hotels and the hospitality industry in general.
This can be attributed to the fact that the industry has not been fully accepted in many financial markets around the world and therefore hotel managers have to strive to demonstrate to investors and shareholders that they can be able to yield substantial gains on investment. Such a prerequisite presents a major challenge especially for hotels that wish to diversify their operations to the international market.
These hotels have to demonstrate their ability to achieve positive returns on investor and shareholder contributions on an international scale rather than on a local or regional scale. Hotels that have been able to operate within the three major financial markets in the world; New York (NYSE), the London Stock Exchange market and the Tokyo financial market have been considered to be globalised businesses within the international hospitality industry (Deresky 2008).
As a result of multiculturalism, the work ethic in the host country where the hotel intends to operate in might be different from that of the parent country where for example employees who work for a cultural country such as Saudi Arabia might have to go to the mosque for prayers during midday. Because of the high level of customers most international hotels deal with, the manager might have to develop work duties that will ensure that the Muslim or Islamic employees are not inconvenienced in any way when attending to their prayers.
Work ethics also becomes a significant factor when determining the optimum effectiveness and performance of employees within the hotel. As international hotels might deal with high multitudes of tourists especially during the peak seasons, managers have to determine the ethics and values of employees in the host country they are operating in so that they can be able to utilise these values for optimum results (Herrman and Lipsey 2003).
Recommendations
The most suitable solution that can be used by hotel managers who have decided to operate across borders will be to strike a balance between the cultural, social and political systems of both the parent and host company and also take into account the various global considerations of working in an international market.
Decentralised organizational structures will ensure that the company is able to take into account all the work aspects of the host country without compromising on the overall goals and objectives of the hotel. The access to global capital can only be remedied by business plans that have taken into consideration the international customer’s changing needs and expectations. Managers who want to establish their businesses across the border have to develop sound business plans that will draw the necessary amount of investors into the plan.
With regards to the barrier of work ethics, managers need to develop policies that will govern the operations of the international hotel in foreign countries to ensure the work values and ethics of employees have not been compromised. The study and discussion has been able to ascertain therefore that globalization has a significant impact on the operations of the international hotel industry.
References
Bhagwati, J., (2004). In defense of globalization. New York: Oxford University Press
Brotherton, B., (2003) The international hospitality industry: structure, characteristics and issues. Oxford, UK: Elsevier Science
Croucher, S.L., (2004) Globalization and belonging: the politics of identity in a changing world. New York: Rowman and Littlefield
Deresky, H., (2008) International management: managing across borders and cultures. New Jersey: Pearson Prentice Hall
Gross, M., (2008) Tourism management. New York: Free Press
Gu, J., Humphrey, J., and Messner, D., (2007) Global governance and developing countries: the implications of the rise of China. World Development, Vol.13, No.2, pp 274-292
Herrman, H., and Lipsey, R.E., (2003) Foreign direct investment in the real and financial sector of industrial countries. Berlin: Springer-Verlag Heidelberg
Kumar, P., (2008) Globalization: challenges for the developing world in the new millennium. New Jersey: McGraw Hill Publishers
Pan, Y., and Donato, R., (2007) The asymmetries of globalization. Oxford, UK: Routledge Publishers
Sharma, K., and Morrissey, O., (2007) Trade, inequality and growth in the era of globalization. Oxford, UK: Routledge Publishers
Professional development is very important in workforce. It enables co-workers to gain crucial skills paramount for success in their places of work (Balducchi et al, 2004). On top of this, professional development plans helps co-workers to grow professionally and execute the activities within their area of duty effectively. In addition, professional development motivates and changes the attitudes of co-workers (Mathews, et al, 2010).
This is because workers are competent to perform their roles without difficulties. This ensures that companies achieve a faster growth within a short period. This report is a one-year professional development plan in the automobile industry. The plan targets co-workers to increase awareness of local employers and partnership.
Awareness Strategies for Co-workers
The challenges that come with unprecedented technological advancement in the working environment require competent co-workers. Rapid changes call for knowledgeable and skilled labor force (Beers, 2007). Employees should have a strong partnership with their local employers.
On top of this, the workers should be flexible, adoptive, and focused on the goals of the enterprise or company in which they work. Employers should be in the forefront to ensure that their employees get the necessary training and encouragement for their development (Bissell and Dolan, 2012). Some of strategies to achieve partnership between employees and local employers are in the outline below.
Employee Development and Training
This is an initiative of employers for employees to access skills, interests, and enables workers to develop prowess in order to achieve employers’ set goal (Bissell and Dolan, 2012). Most of development plans should entail management development, supervisory skills, technical training, career development, basic, and professional skills as well as equipping them with computer literacy.
This will improve their competitiveness and update them to the very competitive ICT world. The table below shows the professional development plan for the Chad vale ICT which, is an international company in UK.
This plan will enable the local employers to equip and upgrade the skills of employees to work to their full potential. On top of this, employees will be in a position to deal with changing demands of the job.
Moreover, workers will have high morale, motivation, creativity, and career satisfaction (Farrell, and Fenwick, 2007). Further, training of co-workers will increase productivity and responsiveness in fulfilling objectives of companies.
Orientation This entails preparing co-workers for their jobs after recruitment team selects them. The co-workers are able to get basic information of their employers (Hughes & Cain, 2011). This is very important because it creates an important link between employees and their employers. The bond between the two parties forms a strong partnership, which is beneficial for the growth of industries or enterprises.
Orientation has a big potential to satisfy and improve their work output per annum. This is because the co-workers feel that they are in included in the organizations. After orientation, employers should assign seasoned employees to co-workers for mentoring purposes. This should encompass both the on and off-job mentoring programs (Stiglitz & Walsh, 2006). The overall effect of the mentoring program is to build a strong relationship among co-workers and employers.
Workplace Education This is a strategy to equip co-workers with essential skills, which are crucial in workplace. It is cognizant due to the fact that 21st century requires a skilled workforce, which is efficient, reliable, effective, and adaptable (Farrell, and Fenwick, 2007). The education program should encompass educating co-workers on their basic rights in the work environment.
On top of this, the education program should focus on the co-worker benefits such as health insurance for employees, retention programs, performance appraisals, and promotion benefits. Moreover, education programs should encourage co-workers to embrace diversity in order to interact smoothly with their fellow workmates and employers. This will create a strong partnership between co-workers and their local employers (Toyota Motor Manufacturing, Incorporated, 2012).
References
Balducchi, D., et al (2004). Labor Exchange Policy in the United States. Michigan: W.E. Upjohn Institute.
Beers, S. (2007). Strategies for Designing, Implementing, and Evaluating Professional Development. New York: ASCD.
Bissell G. and Dolan, P. (2012). Organisational Behaviour for Social Work. Bristol: The Policy Press.
Farrell, L. and Fenwick, T. (2007). World Yearbook of Education 2007: Educating the Global Workforce : Knowledge, Knowledge Work and Knowledge Workers. New York: Taylor & Francis.
Hughes, J. R. T., & Cain, L. P. (2011). American economic history. Boston: Addison-Wesley.
Mathews, S., et al (2010). Professional Development in Social Work: Complex Issues in Practice. New York: Taylor & Francis.
Stiglitz, J. E., & Walsh, C. E. (2006). Economics. New York: John Wiley & Sons.
Toyota Motor Manufacturing, Incorporated (2012). Web.
Leadership is an important process in team management. It is always important to understand the characteristic of self and that of team members in order to offer effective leadership. By understanding the personal characteristics and of the other team members, a leader will be able to understand the strengths and weaknesses in order to find a way of achieving success in addressing the specific duties.
In this learning group, there are four members; they include Elizabeth, Jason, Rachel, and I. Each one of us has unique characteristics which make us diversified in our capabilities. Where one of us has weaknesses, the others may have strengths, and this makes it possible to address various challenges as a team.
As a leader, I need to analyze these characteristics in order to determine how we can address different tasks, and how we can help one another overcome some of the personal challenges that may affect our career (Rughani, Franklin & Dixon, 2003). In this assignment, I seek to develop a plan that will address the characteristics of the group and me as the leader of the learning team.
Combined DISC Chart of the Learning Team Members
The group members have taken their time to generate their DISC profile based on the specific questions that were set for them. The following is a combined DISC chart of my Learning Team members.
Figure 1: Combined DISC Chart
The characteristics of the team
The chart above shows the characteristics of the team. It is clear that the four team members have different traits that make each one unique. When describing the characteristics of the team, it would be important to look at the composition of the personality and behavior of the different members. The chart shows that this team has the right composition that it needs in order to succeed.
Each of the four members do not share the personality trait as given by DISC assessment. In each of the four personality traits described in the DISC, there is only one person. This makes the group an all-rounded team with all the four different personalities. This may be advantageous because of the diversity of opinions that may exist in the group.
This means that each of the ideas proposed by the team members will be analyzed from different perspectives, and the final decisions will be based on a clearly informed knowledge that is convincing to the four people with different traits. However, this may also have its own challenges. The difference in personality means that each of the team members has a different reasoning approach.
This may not only delay the process of coming up with a decision, but also may lead to a complete breakdown in communication and decision making processes. What one of the team members finds to be very important may mean very little to another member.
What one member may consider a best course of action may be the complete opposite of the thought of another team member. This means that it would take compromise and support in order to make any progress in some cases.
Development Plan on Characteristics of my Team Members
As a leader of this group, it is important at this stage to create a development plan to address specific characteristics of the team members both individually and as a group (Beers, 2007). This will clearly demonstrate my ability to lead them under various circumstances.
Group professional development plan
This group has four members with varying characteristics. The report we obtained from the personality self-assessment reveals that we are very unique in this group. As a leader, I consider this as the main strength. It is evident that where one of us has a weakness, we find strength in the other person. This makes it easy to develop as a learning team.
The results reveal that each one of us needs some development in specific areas in order to develop into a better person. In this team, we will work together and identify these weaknesses, and find a solution that will help all the team members overcome them in order to advance our careers (Peine & Peine, 2008).
Individual professional development plan
It is vital to start by creating an individual professional development plan based on the results obtained from the DISC assessment of the four members. The four members included Elizabeth, Jason, Rachel, and I.
Elizabeth
The results reveal that Elizabeth is predominantly an interactive style who is sometimes referred to as an enthusiast. It means that she is more direct and less open.
The main goal that that drives her is to influence people around her to act in a given pattern. Some of the key characteristics of Elizabeth include seeking status symbol, slow in pace, dislike of routines, comfortable to delegate duties, an enthusiast, persuasive and inspirational, and very trusting.
Sometimes she may be evasive when under pressure. In her growth opportunities, she focuses more on the big picture and very impulsive. Her personal empowerment pointers show that she needs to improve her ability to deal with substance of the tasks, state her positive views, and learn from the Steadiness. Her main weakness is that she is sometimes careless and disorganized.
Jason
Jason comes out as predominantly a Dominance Style- sometimes referred to as the Producer- based on the results that were obtained from the DISC assessment. Generally, he is less direct in his speech and actions. His primary goal is to accomplish better goals within his organization or group. He dislikes people who he considers to be obstacles to his achievement of the set goals, and prefer working as a team.
Her ability to produce makes him valuable to this learning team because he is always dependable and very efficient. He rarely delegates his duties, strict on working as per the schedule, and can manage pressure. He is always focused and very confident when working with people. However, his weakness is that he dislikes being instructed and is always reluctant to change.
Rachel
Rachel comes out predominantly as a person with Steadiness style traits. She is a go-getter whose main drive in life is the desire for a steady flow of greater achievements in all the tasks that she does. She is a good short-term planner and self-reliant person. She does not rely on others to achieve her goals in life. She is an industrious person who knows how to break work into smaller tasks.
She is less concerned about what other people say about her, but always wary of people who may beat her to the goal or take advantage of her. Rachel’s main weakness is that she is always uncomfortable with multiple or complex tasks. She may also be guarded and rigid when under pressure.
Anita
From the results obtained from the self-assessment report, it is clear that I am predominantly cautious. The results show that I am a perfectionist who is more indirect and less guarded. My main motivation in all that I do is to have predictable outcomes. I pay a lot of attention to details and key processes, and value relationships. I am a thorough and dependable person who prefers methodological approach when handling tasks.
I am always keen to embrace change when it is confirmed that it is attainable. I prefer following established rules other than working without a plan. I also prefer having control over procedures and very keen on details. My main weakness is that I dislike opposition. I may be critical, and sometimes unresponsive to some issues.
My ability to lead them
The above characteristics identify critical personality traits that make me a good leader for this team. It is clear that I am a good planner. This is an important trait in leading a learning team. I will be able to plan and predict the outcomes of our group when handling various academic tasks.
A leader should be someone who is dependable. That is another strength of mine that will make it possible for others to rely on me. I believe I am a problem solver and an industrious person, which makes it easy for me to work with and lead others.
References
Beers, S. (2007). Strategies for designing, implementing, and evaluating professional development. Alexandria, Va: Association for Supervision and Curriculum Development.
Peine, J., & Peine, J. (2008). The educator’s professional growth plan: A process for developing staff and improving instruction. Thousand Oaks, CA: Corwin Press.
Rughani, A., Franklin, C., & Dixon, S. (2003). Personal development plans for dentists: The new approach to continuing professional development. Abingdon, Oxon: Radcliffe Medical Press.
Learning is a gradual and systematic process that has become even more imperative in the contemporary days with professional competence in organisations being a paramount criterion in evaluating an employee’s performance and pay (Harrison 2005).
Rating of workforce nowadays depends largely on a personal level of knowledge, educational level, expertise, and experience as well as several other leadership skills that are integral in determining organisational progress (Sadler-Smith 2006).
In a bid to curb the growing challenges regarding organisational performance and employee professional competence, numerous organisations in the current days now acknowledge the significance of employee training and development in organisations (Routledge & Carmichael 2007).
Central to the issues surrounding organisational approaches to learning and development, this segment provides a comprehensive appraisal of Deloitte & Touché Company regarding the aforementioned subject. In so doing, this section also describes Deloitte & Touché Company’s organisational policy and its practices and approaches to learning and development.
Overview of Deloitte & Touché Company
The organisation herein discussion and evaluation is Deloitte & Touché Company that hails from the United States and it possesses subsidiaries with approximately 57,000 professionals embedded by a single purpose, viz. “serving our clients and helping them solve their toughest problems” (Deloitte 2013, Para. 3).
Deloitte & Touché Company is a CPA accounting firm that works in four major business areas namely financial advisory, audit, tax, and consulting. Nonetheless, a combination of the four major business paradigms underscores Deloitte’s real strength and all these paradigms are equally significant to this firm.
According to the Chief Executive Officer, this financial organisation has been featuring regularly in the Fortune and Business Week renowned business magazines in United States as the best organisations to work in (Deloitte 2013).
Since the organisation works with complex financial problems regarding customers, the organisational Chief Executive Officer affirms that employees form an integral part of the organisation and their proficiency is paramount.
Deloitte & Touché Company is a company that has crossed boarders within Europe and invested in a number of countries in the West. Deloitte “is the brand under which tens of thousands of dedicated professionals in independent firms throughout the world collaborate to provide audit, consulting, financial advisory, risk management and tax services to selected clients” (Deloitte 2013, Para. 2).
The firms are in turn under the membership of “Deloitte Touché Tohmatsu Limited (DTTL), which is a UK private company under limited guarantee…every firm is responsible for providing services within particular geographic area subject to professional regulations and laws articulated within its operational country” (Deloitte 2013, Para.12).
Each DTTL normally act as distinct legal entity, with no obligation to one another (Deloitte 2013). Within the United States, Deloitte LLP functions under Deloitte Touché Tohmatsu Limited (DTTL) and just as others, it does not provide services to clients, but the subsidiaries are responsible for service provision.
Deloitte & Touché organisation’s policy
It is normally important for any organisation, whether profit-based or non-profit organisation to understand that success hinges on designing and implementing significant operational policies that aid in productivity (Roper & Pettit 2002).
There are numerous policies governing Deloitte in its operations and among them, safe harbour privacy policy, health policy, spouses and spousal polices, structure policies, fiscal institutions and economic policies, as well as professionalism policies form an integral part of Deloitte and its management (Deloitte 2013).
Two important policies may deem significant in understanding the current Deloitte’s approaches to learning and development within its organisation. Central to this argument, the policies of workplace flexibility and professionalism are present in Deloitte and operational to date (Deloitte 2013).
In connection to the aspect of organisational policing, from their official website, Deloitte is normally in the forefront in ensuring that both employees and customers feel the necessary comfort in their commitment and engagement with the organisation.
Practices and approaches to learning and development
Perhaps, Deloitte ranking as the best workplace in the Fortune and Business Week is not a favourable stratagem and this element may be evident from how the organisation handles issues regarding practices and approaches to learning and development.
Deloitte, in its reports, has the policy of workplace flexibility as aforementioned, where workers and clients get orientation in the on professional development through different learning stratagems (Deloitte 2013).
As stated in its website, “our professionals start by assessing how flexibility aligns with and enables both the client’s business strategy, talent strategy and supporting infrastructure platform and then determine” (Deloitte 2013, Para 2).
According to Whetton and Cameron (2010), for employee functionality to remain right, flexibility in management is one of the key factors that influence workers’ professional development and productivity. Key features that depict the presence of L&D in Deloitte are:
Presence of consultant professionals and practitioner
Another significant feature in Deloitte that depicts its dedication towards practices and approaches to learning and development is the availability of professionals who are competent in business and talent improvement and as consultants within this firm (Deloitte, 2013).
As noted by Sadler-Smith (2006), an organisation only deems to appreciate the practices and approaches to learning and development only when there is evidence of a strategic approach to learning and development, with practitioners and consultants being paramount in this case.
It is evident in the case of Deloitte since the organisation itself posits that it instils deep industrial experience, integrated subject matter of knowledge, and great instructional blueprint and advancement of expertise (Deloitte 2013).
Apart from this element, Deloitte possesses a clear structure that consists of well-articulated organisational goals and values including L&D policies that propel motivation towards professional development of employees (Deloitte 2013). The organisation and its senior management acknowledge that it is imperative to retain employees rather than regular recruitments and layoffs.
Presence of external inputs in Deloitte
For any organisation to demonstrate evidence of practices and approaches to learning and development (L&D), numerous external inputs have been essential in determining its dedication to L&D (Roper & Pettit 2002). According to Sadler-Smith (2006), external inputs are significant organisational factors in the surrounding that may influence achievement of L&D.
Integration and development of modern technologies in organisations like the Internet may be integral factors that trigger learning morale among employees (Sadler-Smith 2006). In Deloitte, these aspect hinges in equipping the federal workforce with matters pertaining to cyber age, encouragement of consumption of newly integrated social media platforms, and well equipped with tools as modern technologies that trigger L&D.
According to Deloitte (2013), per rough estimate, the company spends approximately $12,000 and $15,000 for an employee’s single facility. According to Deloitte (2013), best practices in knowledge coupled with talent expansion are key features in Deloitte and workers undergo talent explosion beyond their normal desire, with resources to enable them explore their creativity and abilities readily available.
Presence of L&D teams
In the appraisal of Deloitte, one of the key features that demonstrate practices and approaches to learning and development is the presence learning governance policies that exist within the L&D autonomous teams. According to Deloitte (2013), this organisation possess Learning and Development (L&D) teams that bear the responsibility of bridging critical workforce skill gap that is essential in productivity.
As conjectured by Sadler-Smith (2006), the senior management needs to show participation through providing human and financial resources to support workforce participation in learning.
Using their recently released paper dubbed “use learning governance to improve business results”, Deloitte Consulting LLP took considerable steps to develop effective governance framework that involved the formation of Learning and Development (L&D) teams (Deloitte 2013, Para. 3).
This effective governance framework entailed evaluating the prevailing governance model, current-state learning governance, learning governance framework, and appraising future-state learning ascendancy framework. From the L&D strategy, feedback is essential and in Deloitte learning progress undergoes evaluation and a feedback comes of evaluators.
A Development Action Plan and Commentary
Given the fact that the current corporate world is facing a number of unremitting challenges that may hamper organisational effectiveness and efficiency, it is important to take appropriate actions to curb certain loopholes that bar development (Nemeth 1997).
Modern organisations have awakened to these realities knowing very well that organisational challenges are normal and finding apposite stratagems to curb certain risks of failure has been essential (Gibb 2002).
In a bid to ensure that an organisation remains competent and avoid failure, developing an action plan has been a significant strategy to organisations. Every individual employee with his/her personal skills plays a significant role in ensuring that organisations succeed and any individual problem may impact organisational progress (Newton 2010).
This section of this portfolio aims at developing an action plan for addressing personal skills and a commentary on the expected challenges in developing this time-management action plan. The approach embedded herein is Specific, Measurable, Attainable, Realistic, and Time-Bound (SMART) action plan.
SMART action plan
SMART action management plan will form part of this portfolio where integral aspects like Specificity in the development of the action plan will be paramount in this case. Specific, Measurable, Attainable, Realistic, and Time-Bound are factors that will receive substantial consideration in this time management plan.
Being specific means that all the goals and objectives intended in this plan must be specific in nature (Conzemius & O’Neil 2006). Measurability or being measurable means that the intended time management plan will consider developing goals and objectives that are quantifiable in their progress (Mattiske 2012).
In this time management action plan, attainability (achievability) will be central in developing the goals and objectives where the plan must consider the likelihood of meeting all conditions necessary to accomplish the goals stated (Mattiske 2012). Realistic nature of the objectives is paramount in this plan.
Finally, under the SMART action plan, time-bound will be another significant factor to consider while undertaking this time-management action plan.
Specificity in Time management plan
Time management in Deloitte Company has been a factor and reported in several cases within its offices. According to Berry and Thomas (2008), “when generic, off-the-shelf objectives get the SMART treatment they emerge as targets that engage focus, action, feedback, and learning” (p.1). Firstly, developing time management plan in this case aims at developing personal skills that are significant in time management.
To be specific, the main of this time-management action plan, however, is to ensure that time management in organisation is among employees’ intrinsic aspects that will be achievable by developing new time related policies. Strategic planning will be the first approach in developing the objectives.
Management is crucial in time management plan (Newton 2010).This time-management plan will focus on engaging the entire Deloitte management in establishing long and short-term time management goals in the organisation on the new time management policies that the organisation’s management will confer before the implementation process.
Table 1: presents purpose and intended outcomes.
Short term goals and objectives
Progress goals (likelihood of success)
Within one month, employees should be capable of understanding new time management policies.
Within this one month, at least 40% of employees will manage to portray and observe these policies.
Facilitation on time management will commence through time management seminars and workshops.
Approximately 55% of workers will have attended time management seminars and workshops within the first month.
Within two months, the action plan will have conducted a research on the progress of the plan
The planning committee will be capable to conduct progress research to and attain approximately 62% progress coverage
Long term, progress
Within an estimated during of four months, the action plan will have ensured that employees keep time
By this moment, the goal achievement should range approximately 69-75% employees who keep time in workplace
Within duration of eight moments, the intended time management workshops will be completing their projects
By then, an approximated percentage of 79-89% of workers will have understood time policies and keeping time properly.
Within the duration of one year, the employees will be capable to manage time effectively with minimal errors.
Without doubt, the percentage of employees practicing time management will approximate to 95-99%
Monitoring each development progress
The aforementioned section on the above table that occupies progress goal has already covered the aspect of measurability as required in the SMART action plan. Monitoring each developmental objective in the action plan requires keenness and dedication so that the results expected will yield (Pedler et al. 2007).
Monitoring in the “context of action planning is the ongoing assessment of how an organisation or project is performing against its action plans” (Shapiro 2001, p.44). The SMART action time approach contains the last T, which as described earlier, represents the Time-bound and according to Hanna and Picciotto (2002), it must receive considerable attention.
Most integral questions that monitoring in this time management action plan will address include if outputs are achievable within time-bound, if resources are well-utilised, if the action plan is meeting its targets, if units are meeting their set objectives, and whether individuals are meeting the stated requirements within the action plan (Forsyth 2010).
Monitoring of this progress will involve a continuous process that includes constant assessments.In the monitoring and evaluation case, the action plan will consider hiring or formulating a strategic assessment committee that will oversee the actions of all the principles involved in the time management action plan (Roesch 1998).
The management, which will comprise the senior management and lower management, will provide necessary support to the development and achievement of the time management action plan (Sadler-Smith 2009). Technology will be essential here since the organisation’s offices are located far from one another, and the use of integrated technologies to communicate with the overseers of the project is essential (Haynes 2006).
Deep research and investigations concerning the progress of the action manoeuvre will be the responsibility of the appraisal committee that will analyse the situation from the ground, inclusive of the progress of the training workshops and seminars.
According to Whitmell (2005), this monitoring will enable the project initiator to evaluate progress. Where necessary, modification of the objectives will commence to enhance the probability of successfulness of the intended plan.
A Reflective Account
Perceived aims of MBA in general
Education in the current days has grown from minute learning to complicated learning frameworks that the world deems significantly essential in preparing new generations towards the unremitting professional challenges (Dennis & Smith 2006).
Traditionally, there has been a great disparity between education and practice in the management field and MBA emerged primarily to settle this matter, and has managed to influence a multitude of learners (Peterson’s 2009). It is significant to understand that learning, being a continuous process, determining its successfulness and understanding the objectivity behind learning certain aspects is quite imperative (Canals 2011).
The aim of MBA degrees is normally to prepare graduates for greater managerial roles in the professional field, help them gain a deeper insight into issues surrounding industrial world, and its significant requirements.
Dennis and Smith (2006) assert that a common perception within studying MBA also hinges upon the notion that MBA management education enriches graduates with appropriate and competent organisational management skills that deem continuously significant in their careers.
Personal reflective account on MBA program
A reflective account generally refers to personal philosophical judgments over certain events or practice (Brockbank & McGill 2007). Perhaps, one with little knowledge within the MBA studying program may find it uneasy to understand the significance of possessing higher level learning degrees like the MBA degree.
While trying to comprehend on the notions and perceptions entangled within the MBA program, personally I can be in the most suitable position to justify and confer the realities behind any literature, theory, or any prior reflective account provided.
Business administration “is a vague, remains shifting, rather formless subject where neither the foundations at the undergraduate level nor the superstructure at the graduate level can provide significant definition” (Dennis & Smith 2006, p.16).
I can barely understand the imperativeness or intention of this statement based on the arguments and experience I have managed to acquire through MBA program. Based on an argumentative and engaging learning in this MBA program, I can concur the following:
I have acquired professionalism
I concur with the fact that MBA program in business administration is indeed an important learning parameter that the intellectuals decided to invent. Beginning from the candidature itself, going through the MBA degree program has been a matter of considering competence required to improve management in the contemporary decades just as noted by Hunt and Weintraub (2010).
Giving a special attention to the topic of managerial and professional development, much has protracted to how I initially perceived management as a subject and from its interactive management, I can consider myself quite competent and determined to meet the unremitting professional management challenges.
As postulated by Brockbank & McGill (2007), initially, managers and employers have had an immense challenge in marking traditional students work and since the advent of MBA graduate program, it has been easy for managers to provide orientation to new management employees.
I have acquired significant management skills including planning and developing projects through integrated management skills that may ease my practice in management.
As noted by Wedlin (2006), the need for professional managers is augmenting and I can consider the MBA learning program as the most suitable personal choice I have made in my life.
Matching my ambitions with productivity, reality has been achievable through concepts achieved from managerial and professional development unit, which with no doubt forms the focal point of the entire MBA degree program (Sharbatoghlie et al. 2007).
A continuum of professional management skills ranging from marketing, ethics, organisational behaviour, skills development, accounting and financial concepts, law governing business, management information systems, and even human resource matters have been achievable in my MBA learning progress (Swann & Henderson 1998).
This assertion depicts that MBA has been capable of building a broad knowledge base in me, with all these aspects expected to feature within the professional management practice and thus changing my entire personality from the social to professional paradigm, which has given me the aptitude to undertake personal self-assessment.
Important terminologies achieved in my MBA
A continuum of terminologies that I have been anticipating to understand has featured in this MBA degree-learning program. Essential elements of management and characteristics essential to managers in the professional manner normally exist in MBA, as demonstrated by Swann and Henderson (1998) by terming them as basic competency skills, has been achievable in my MBA progress.
Of the most anticipated skills that MBA learning program has planted in me are the leadership skills, relationship skills, communication skills, personal development skills, and career management skills, and information and communication skills, goal-setting skills, quantitative skills, as well as modernised technological skills among other important skills (Sharbatoghlie et al. 2007).
With these skills incorporated in my knowledge base, I have attained a sustainable approach towards self-awareness, self-reliance, and enhanced personal effectiveness in the entire management paradigm. More importantly, official communication, which was a challenge for my professional development, has greatly improved since I began undertaking my MBA program.
Essential learning skills enhanced
MBA learning program is not only a matter of developing and preparing graduates in engaging on matters regarding professional management, but great emphases have existed in improving learning skills that are still essential in future professional growth (Witzel 2003).
As postulated by Sharbatoghlie et al. (2007), “MBA program studies increase the learning skills of its participants compared to entering student scores and a control group” (p.4). To my experience, this statement has been practically true as I have learned and mastered numerous higher learning skills that have really made me improve my learning knowledge.
Most of the imperative skills normally developed through learning the MBA are researching skills that are normally posing constant challenges to learners in the undergraduate levels (Buckley & Jim 2007).
In researching, some essential skills concerning referencing have developed immensely in me and understanding principles of research have been part of my MBA learning process. If asked to recommend, MBA in business administration should proceed in the management paradigm.
Swann, C & Henderson, S 1998, Handbook for the College Admissions Profession, Greenwood Publishing Group, Connecticut.
Wedlin, L 2006, Ranking Business Schools: Forming Fields, Identities, and Boundaries in International Management Education, Edward Elgar Publishing, New York.
Whetton, D & Cameron, K 2010, Developing Management Skills, Pearson publishers, Harlow.
Whitmell, V 2005, Staff Planning In a Time of Demographic Change, Scarecrow Press, Maryland.
Witzel, M 2003, Fifty Key Figures in Management, Routledge, New York.
Learning is an integral professional consideration in the contemporary decades and modern organisations are currently acknowledging the imperativeness of continuation of learning and development among employees (Chawla & Renesch 2006).
The learning process must prevail throughout the professional life and it is quite significant for organisations in the competitive business environment of nowadays to prepare their workforce to meet the endless corporate challenges.
As postulated by Davies and Nutley (2000), learning is something achievable by individuals, but “learning organisations’ can configure themselves to maximise, mobilise, and retain this learning potential” (p. 998).
Commenting on the same, Davies and Nutley (2000) assert that organisations hunt for enhanced learning primarily to maintain competence and organisational flexibility to challenges within the rapidly changing and uncertain environment as well as enhancing their innovation within the business world.
Central to such factors, part of this portfolio evaluates and analyses organisational learning while focusing on its policies and regulation that depict the presence of practices and approaches to learning and development.
Synopsis of the organisation
The organisation in the discussion herein is Crowe Horwath (HK) CPA limited, which is a CPA organisation operating under Crowe Horwath International situated in Hong Kong (Crowe Horwath 2013). The company entails providing a continuum of professional financial-related services, including risk management, auditing, tax, business advisory services, merger and acquisition, as well as corporate counselling (Crowe Horwath 2013).
The company has approximately 20 directors and over 300 supporting teams and professionals possessing strong technical skills. The company enjoys extensive resource support from the main Crowe Horwath International that enables them to provide services at the international scene (Crowe Horwath 2013).
Crowe Horwath (HK) CPA limited has been triumphant for several years of its operations and one of the factors articulated in its service charter is the presence of professional workers, which may deem untrue by simply examining the company on a shallow view.
This section of this portfolio examines organisation’s policy, practices, and approaches to learning and development that depict learning and development (L&D) in Crowe Horwath.
Presence of well-articulated policy structure
Crowe Horwath has been serving under a strong service charter that may significantly prove its dedication and determination towards achieving learning and development in the workplace. Based on its website, there is substantial evidence that may portray the prevalence of learning and development in Crowe Horwath.
According to Crowe Horwath (2013), the company’s philosophy states, “We value relationships, and regard our clients, team members, and colleagues from the network as long-term partners” (Para. 4).
However, most important to look at in Crowe Horwath that depicts dedication to L&D is what they call “our guiding principles”, which state that the company’s core principle is to maintain professional excellence, objectivity, and integrity (Crowe Horwath 2013).
According to Clifford (2007), organisational learning is evident within the stated policies and objectives. As noted by Smith and Sadler-Smith (2011), policies are essential in depicting company’s focus to the development of different issues in organisations.
One of the major policies demonstrating dedication of Crowe Horwath to learning and development is the policy of ACCA Approved Employer – Professional Development (Crowe Horwath 2013). This form of practice depicts organisational learning and development in the sense that ACCA supports employees in Crowe Horwath to Continuing Professional Development (CPD) through integrated professional learning practices.
According to suppositions made by Yaeger and Sorenson (2009), employees’ learning and professional development policies must involve ongoing factors and certain programs must prove available to accomplish such policies.
In Crowe Horwath, as noted from its website, the company reviews issues pertaining to employee satisfaction, including aspects relating to their motivation in working and more recently, learning and development have been on frequent citation as a motivational factor (Crowe Horwath 2013).
Since the company seeks fast-growing company and reputation, the CEO states from the website that in return, “we offer professional development, training, and an excellent working environment (Crowe Horwath 2013, Para 1). This assertion shows the company’s dedication to L&D.
Practices of L&D in Crowe Horwath
Examining corporate practices can be the best way of examining whether an organisation portrays evidences of learning and development and as noted by Hoyrup (2004), the organisation must show support and guidance that leads to developmental learning.
This aspect is normally evident from how the organisation dedicates its efforts to practices and approaches to learning and development. Based on the company profile of Crowe Horwath (HK) CPA limited, there is the presence of continuing education and training programmes (Crowe Horwath 2013).
Stated from its website, “We encourage and help our employees to enhance their skills through ongoing internal and external professional development events” (Crowe Horwath 2013, Para 2). Among integral learning and development issues that show evidence of existence of L&D as postulated by Sadler-Smith (2006), is the presence of consultants and other employee support systems that enhance learning and development.
The organisation also supports employees while undertaking their professional development studies and this aspect is evident from its Human Resource Management team that has been supportive to learning and development.
Availability of technology and other supportive resources
The organisational learning and development have been achievable through numerous supportive features, including availability of resource strength, including financial and organisational equipment. Technology in the contemporary decades has been in the forefront in propelling attitudes towards L&D with numerous learning frameworks enabled through modern technologies (Gibb 2002).
According to Chawla and Renesch (2006), learning and development in organisations is in the form of continued research and development (R&D) in most cases. As postulated by Davies and Nutley (2000), availability of information and communication technologies has been important in developing research and development in the modern workforce.
Comprehensive research and development programs within Crowe Horwath (HK) CPA Limited have existed throughout its operations and among the programs and drawing evidence from its website it states, “Our clients include entrepreneurs who operate in information technology, communications, and advanced manufacturing” (Crowe Horwath 2013, Para. 1).
In its operations, all the accounting and financial related services include market-oriented R&D that provides data on the market trends.
Action Plan and Commentary
Effective management in organisations depends on quite a number of interconnected matters that directly or indirectly, personal or organisational aspects, influence development of essential management concepts and behaviours (Connor & Pokora 2012).
It is normally important for managers of the contemporary business paradigm to understand the influence of learning and development during their operations in organisations and one of the integral matters, in this case, is planning. Failure to plan leads to failure to achieve the intended purposes whether individually or in organisations, and thus managers must be competent in planning.
According to Butterfield (2010), managers normally bear numerous managerial responsibilities, including developing effective working relationships, which is normally a challenge since management entails dealing with grown-ups.
Since managers certainly dislike failure, developing action plans to handle critical matters has become among the most imperative approaches (Butterfield 2010). This section of this portfolio generates an integrated action plan and commentary that entails building effective working relationships and specifically, ‘teamwork.’
Understanding the problem
Teamwork has been a critical issue within organisations and has always correlated directly with organisational success. According to DTI (2012), teamwork may refer to groups or persons with complementary knowledge committed towards achieving a common purpose. More often workers tend to perform their duties individually with little concern about the welfare of each other within organisations (Butterfield 2010).
Before commencing on anything upon developing the teamwork action plan, this portfolio will consider evaluating the extent of the problem in the first place. This move will provide a limelight and insight into the prevailing situation and the appropriateness of developing the action plan for this matter as recommended by Connor and Pokora (2012).
In developing an understanding to the problem and its extension, the plan will consider undertaking a broad research and interviews questioning on the extent of the teamwork problem, major causes, and possible impacts to the organisation from perceptions held by the workforce, including the management.
Developing a systematic approach and the model to employ
3-dimentional teamwork model will be imperative in this case. The systematic approach in this case, which is essentially the entourage to tackling the teamwork issue from the background will involve two most integral approaches in the first phase.
As noticed by DTI (2012), getting people prepared against certain changes is the best approach to initiate an important program or activity in any organisation that respects human capital in its success. More practically, success in any project begins with the workforce itself, and as noted by Butterfield (2010), the only way to get rid of the workforce is to get rid management or leadership first.
DTI (2012) notes, “Effective teamwork may be undermined by a variety of problems; for example, disorganisation, poor communication, misunderstandings, or inadequate procedures for problem-solving” (p.12).
In a bid to ensure that the plan succeeds, managers will undergo one-month training on how to integrate teamwork aspects to the workforce through workshops. Thereafter, these trained managers will help the entire workforce to develop working groups that will work towards achieving stated targets.
Developing shared vision and team objectives
Following the recommendation made by Yeh, Smith, Jennings, and Castro (2006), as aforementioned earlier, this stage underscores a point where the 3-dimentional teamwork approach will prove significant.
From their argument, Yeh, Smith, Jennings, and Castro (2006) affirm, “The 3-dimensional teamwork model must have leadership willing to commit to supporting the teams and providing environments conducive to team success” (p.194).
Subsequently, during the development of workforce teamwork in the case of this action plan, managers will be responsible for delivery of the objectivity of the action plan within the developed managers-workforce groups.
One important aspect to consider while using the 3-dimentional teamwork approach is for leadership to ensure that mission, vision, goals, and company values are considerable factors in their targeted projects (Yeh, Smith, Jennings, & Castro 2006).
From this point, these autonomous teams developed under managers leadership will harmoniously engage in choosing a certain project, developing shared mission, vision, and team objectives that will act as necessary guidance towards achieving the project successfully.
Setting supportive platforms
In the teamwork action plan expected to yield positive results through combined efforts and emphasised cooperation, supportive strategies to enable the teams achieve will be imperative. According to Yeh, Smith, Jennings, and Castro (2006), for the projects under the autonomous groups to remain unshaken and finally prove successful in their project development, emotional, physical, and resource support is essential.
For the leaders, as postulated by DTI (2012), they have a great responsibility of providing the teams with supportive working climate with openness, mutual respect, and trust that promotes cooperation and loyalty among team members. Psychologically, supporting the team members in developing agreeable objectives, mission, and goals enhances hope among group members.
Managers should assist in devising a work plan that articulates each member’s task and ensure that membership contribution enhances cooperation among group members (DTI 2012). In resource terms, the organisation should provide managers with financial resources to ensure that the projects reach their goals without inconveniences that lower member’s morale.
The 3-dimentional teamwork approach models emphasise on team goals coupled with what and how teams will work towards achieving the main goal of the projects (Yeh, Smith, Jennings, & Castro 2006). Team goal is what will be the focus of all the autonomous groups developed under the manager’s watch.
Since all the groups will be aiming towards certain targets within their projects, means of measuring the outcomes of the projects will be important in the study (Connor & Pokora 2012). Within the developed groups, special individuals will keep analysing events, situations, and issues as they progress throughout the evolutionary teamwork process, including renewal, development, and formation stages.
During the process, managers, on the other hand, will be undertaking individual assessments and evaluations on the progress of each autonomous group. The reports documented from the managers and special individuals will be collected and taken to the committee of management experts within the organisation that will produce a final report regarding performance of each group.
Commentary (expected challenges)
Achieving teamwork through the 3-dimentional teamwork model might not be easy and a number of challenges might protract from the projects. Since the project of teamwork plan may deem new and unusual for the workforce, issues pertaining to oppositions from uncooperative workers may be significant as others may find it a waste of time.
Individual social affairs that may lead to absenteeism for group activities may lead to underachievement of the intended objectives following loss of member’s motivation. Since the projects may be time-consuming and engaging, most of which will require special dedication, including developing and devising work plan that consumes individual’s time, may create pressure against members and force them to quite groups.
For the slow learners, the projects may remain unsuccessful depending on an individual’s abilities to learn and understand the aims and processes of undertaking the projects as designed and mentored by the managers.
A Reflective Account on MBA Learning Experience
Learning is an intellectual tool for success and normally it entails a continuous process and has currently become one of the most anticipated achievements in the contemporary decades and a professional consideration as well (Bossche et al. 2011).
Learning remains successful only when learners engaged in certain learning process are capable of demonstrating high levels of their comprehension about certain concepts and aspects achieved in the due course of the learning process.
In other words, students participating in any learning program need to demonstrate their level of understanding of the significant learning process outcomes through reflective learning assessment. Master of Business Administration (MBA) has become trendy in education.
A continuum of studies has been augmenting and questioning the impact of MBA learning program in the business administration paradigm with a substantial difference existing between the learning theory and professional management practices (Reynolds & Vince 2007).
On completion on my MBA, I have managed to acquire significant information on the MBA experiences that may deem noteworthy to aspiring and prospective students.
Perceived quandary in MBA learning
Many studies have emerged since the advent of the MBA program in the business administration paradigm, a mixture of reactions have protracted from these studies (Reynolds & Vince 2007). MBA program has faced significant criticisms from some researchers and this has tinted the perceptions on the imperativeness and effectiveness of MBA.
According to report documented by Bossche et al. (2011), there has been dysfunction and failures of both traditional and contemporary MBA programs, with a view of its theoretical approach to practical management. Based on the notions of this report, MBA program has consistently failed to build student competencies in self-confidence, communication, leadership in managing careers (Bossche et al. 2011).
MBA has failed to utilise genuine background student experiences, many of its programs do not integrate multiple functional disciplines regarding decision making, and finally few programs prepare students for life-long learning careers (Bossche et al. 2011). To disregard such statements, I have developed this portfolio primarily to demonstrate the realities behind MBA and dispute negative convictions towards MBA program.
MBA expands learning exposure
The MBA learning process is not merely efforts by instructors to raise graduates with managerial expertise through directive learning process, but it is one of the most advanced learning programs of the current decades (Wankel & DeFillippi 2004). Unlike other learning programs in the higher education paradigm, MBA is the most engaging and interactive learning that is evident from the beginning of the learning process.
Peterson’s (2009) asserts, “MBA students have the opportunity to shape their own MBA experiences by choosing from a long list of electives, practical experiences, and certificate options” (p.5).
In a bid to understand better the aspects relating to the effectiveness of the MBA learning program in improving learning skills and exposure, one should understand that the MBA program entails self-awareness.
With approximately 60-70 hours of academic involvement on a weekly basis, it shows that the learning environment enhances excellent teaching and learning (Peterson’s 2009). For one to understand how MBA enhances learning exposure, it is imperative to understand the curriculum of MBA itself.
While undertaking this course, I noted that MBA is an integrated learning that offers broad learning exposure. As postulated by Peterson’s (2009), the MBA curriculum has always been project-based and cross-functional.
Unlike in other programs, I noticed that MBA enabled learners in our class to engage in multiple learning tasks, including class consulting projects, in-depth coverage, and analysis on the case and survey studies, and internship programs.
According to Mintzberg (2005), these projects and learning procedures, which engage student in intensive commitment, lead to the development of critical learning skills. From my personal learning experience within the MBA program just as noted by Wankel and DeFillippi (2004), I attained substantial knowledge on important learning procedures that are indispensable in the profession itself.
My experience within the class consulting projects that involved adapting and acquiring important leadership skills through teamwork, cooperation, and self-management, with activities embedded within this program increasing my learning exposure. Research skills through dissertation processes increased considerably.
MBA provides significant management skills
From the beginning of the MBA class, student within my university, akin to several other universities and higher institutions, got the opportunities to learn a continuum of tools that uphold management decision-making skills coupled with how they would apply them to real organisations, just like most MBA students as noted by Verzuh (2011).
As articulated by Reynolds and Vince (2007), the MBA learning program is an all-inclusive learning process that engages learners into real management functions.
Reinforcing this judgement from my personal MBA learning exposure, this program enabled me to develop important interpersonal skills, including leadership skills, communication skills, and teambuilding skills and at the same time, this process was experimental learning.
As affirmed by Calibre (2010), MBA offers a flexible learning experience that result to producing independent and competent managers through instrumental learning and prior to engaging in MBA learning program, I have noticed great changes in personal leadership skills. From my experience with the MBA learning program, real managers emerge from this program.
MBA develops professionalism in management
There has been a sticky notion among cons of MBA program that the theory thought in the program does not prove equally significant relatively to the practical management (Mintzberg 2005). Struggling to get a comprehensive insight into these arguments may lead to total confusion and mislead those hopefuls intending to join the MBA program (Calibre 2010).
Based on my MBA learning exposure, the connotations behind huge disparity perceived between MBA theory and practice is disingenuous.
I concur with the fact that, as noted by Peterson’s (2009), MBA program is an integral learning parameter as it develops practical managers. From my personal experience, I noticed from the beginning of the MBA programme, students design personal study plans that entail academic courses, career-scheduling efforts, and organise for experimental learning, including internships.
Internships have been significant in providing learners with real professional exposure (Verzuh 2011). These internships ensure that learners secure internship positions within existing regional and national companies and worldwide organisations that provide real managerial experiences.
Understanding globalisation and its propositions as viewed globally is very imperative for future managers (Peterson’s 2009).
During the course of the learning progress in my institution, students get the opportunity to travel to different places and regions to experience the real situations in organisations, receive directions, and advice from experienced managers, and see-through organisations protocols, which offer them real-world opportunities.
By the second year, learners participate and focus intensively in a particular career objectives and this aspect allows students to form their personal exceptional career paths and noted by Peterson’s (2009).
Student from my institution engaging in the MBA learning program also had the opportunity to acquire entrepreneurial skills through clubs that focused on enhancing technology, investments, public communication, consulting, community services, and several other business practices.
I received a great exposure on issues pertaining to self-assessment and self-development towards management concepts, with strategic planning being core to MBA learning practices within my institutions.
Reference List
Bossche, P., Gijselaers, W. & Milte, R. 2011, Building Learning Experiences in a Changing World, Springer, New York.
Butterfield, J. 2010, Illustrated Course Guides: Professionalism – Soft Skills for a Digital Workplace: Soft Skills for a Digital Workplace, Cengage Learning, Belmont.
Calibre, H. 2010, The Dance on the Feet of Chance: Handling Uncertainty and Managing Risk In the Fuzzy Front-End of Innovation, Xlibris Corporation, New York.
Chawla, S. & Renesch, J. 2006, Learning Organisations: Developing Cultures for Tomorrow’s Workplace, Productivity Press, New York.
Clifford, J. 2007, Workplace Learning and Development: Delivering Competitive Advantage for Your Organisation, Kogan Page Publishers, New York.
Connor, M. & Pokora, J. 2012, Coaching and Mentoring at Work: Developing Effective Practice, McGraw-Hill International, Maidenhead.
Davies, H. & Nutley, S. 2000, ‘Developing learning organisations in the new NHS’, British Medical Journal, vol. 320 no.4, pp. 998-1001.
DTI: Effective Teamwork: A Best Practice Guide for the Construction Industry 2004. Web.
Gibb, S. 2002, Learning and development processes, practices and perspectives at work, Palgrave MacMillan, Basingstoke.
Hoyrup, S. 2004, ‘Reflection as a core process in organisational learning’, The Journal of Workplace Learning, vol. 16 no. 8, pp. 442-454.
Mintzberg, H. 2005, Managers Not MBAs: A Hard Look at the Soft Practice of Managing and Management Development, Berrett-Koehler Publishers, San Francisco.
Peterson’s 2009, MBA Programs: More Than 4,000 Graduate-Level International Business Programs, Peterson’s, New York.
Reynolds, M. & Vince, R. 2007, Handbook of Experiential Learning and Management Education, Oxford University Press, Oxford City.
Sadler-Smith, E. 2006, The Strategic and Organisational Contexts of Learning and Development, Blackwell, Oxford.
Smith, P. & Sadler-Smith, E. 2011, Learning in Organisations: Complexities and Diversities, Routledge Publishers, London.
Verzuh, E. 2011, The Fast Forward MBA in Project Management, John Wiley & Sons, Hoboken, New Jersey.
Wankel, C. & DeFillippi, B. 2004, The Cutting Edge of International Management Education (PB), Information Age Publishing, Charlotte, North Carolina.
Yaeger, T. & Sorensen, P. 2009, Strategic Organisation Development: Managing Change for Success, Information Age Publishing, North Carolina.
Yeh, E., Smith, C., Jennings, C. & Castro, N. 2006, ‘Team building: a 3-dimensional teamwork model’, Team Performance Management, vol. 12 no. 5/6, pp. 192-197.
Shortly before graduating from college, most people start sending out application letters to potential employers in search of a job. A number of organisations are regarded as High Performance Working (HPW) businesses by most graduates. Regardless of the prevailing economic conditions, such entities continue to recruit and attract large numbers of potential employees. As such, the management can afford to put in place a highly sophisticated selection procedure to make sure that only the best and highly qualified candidates are recruited into its workforce.
In this paper, the author is going to respond to a number of questions posed by the ‘People/Performance Partnership’ (PPP) director working for a potential HPW company. The questions were sent to the author in response to the application letter they had sent to the organisation. The major issues addressed in the questions include professionalism, the concept of a ‘thinking performer’, and CPD.
Professional Practice
Question 1: Professional Conduct
Reputable organisations attract a wide variety of individuals as potential employees. The individuals are eventually engaged by the firm in one form of duty or another. Based on their educational background and previous work experience, such persons rise to levels that can be referred to as professionals (Mathias, Jackson and Sean 127). In the larger spectrum of human resource, there are certain expectations associated with a professional. Mathias et al. add that the individual must meet these requirements for them to acquire the respect of the organisation (133). The same respect can be used as leverage to grow in the career.
Professionalism defines how best an individual can adhere to a number of principles. Such principles include responsibility, courtesy, and honesty. According to Farndale, professionalism requires the individual to exhibit the highest form of excellence, which transcends the normal laid down procedures (671). To this end, it becomes apparent that professional conduct is a reflection of professionalism. With respect to the field of human resource, this form of conduct requires an understanding of the identified core principles.
Competence is an integral principle of human resource. As a practitioner in this field, I would ensure that recruitment is carried out on the basis of competence at all times. The success of any business entity relies on the proficiency of the workforce involved (Farndale 668). A practitioner is expected to be equal to all the tasks presented before them as they carry out their duties in the organisation. However, there are cases where new techniques emerge. The developments call for continuous education so that individuals can be at par with the emergent human resource practices (Harrison 920).
The workplace is meant to focus on the core objectives of an organisation. The human interaction in this front results in relationships that can be harnessed for the enhancement of the entity. Mathias et al. argue that an organisation’s workforce needs to develop strong bonds that are needed to foster team spirit (329). It is important to note that professionalism calls for high levels of discipline to the extent that work relationships should not involve romantic overtures. Ethical professional conduct requires an individual to ensure that they do not engage in inappropriate behaviour at the workplace. Such behaviour can be regarded as sexual harassment (King 90).
Time is one of the most valuable resources in an organisation. To this end, a professional is expected to ensure that they maximise on the time allocated to their duties (Mathias et al. 374). In this regard, time wasting activities, such as the unnecessary use of the internet, should be avoided. The same calls for discipline in time management. Proper time management ensures that individuals carry out their tasks effortlessly. Unnecessary phone calls and office chatter should be avoided if one is to become an effective time manager.
Proper professional conduct is meant to earn an individual respect from all quarters. Consequently, etiquette becomes vital in ensuring professional conduct. Mathias et al. argue that etiquette is one of the best grooming techniques for a professional (403). In the human resource sector, this concept fosters proper interaction both vertically and horizontally in an organisation. In the long run, etiquette is seen as a catalyst for utmost professionalism.
Question 2: Thinking Performer
The entry into an organisation as an employee should not be seen as an opportunity to ‘ferment’ in the system. Performance is a true reflection of the fact that both the employee and the organisation are on a growth trajectory. To analyse these ideals, Francis and Keegan make reference to the thinking performer with respect to the growth of an organisation (235). The term was developed within the human resource fraternity to make reference to a value adding employee. The value addition results from personal challenges and self imposed targets in relation to the individual employee.
Thinking performance is a paradigm on its own. According to Lussier and Hendon, this concept is associated with a number of characteristics (34). In the first place, a thinking performer is expected to deliver expected results in a very efficient manner. To this end, performance becomes a major principle for such an employee. Constant reflection on operational aspects of a company is another characteristic of a thinking performer. In this regard, the employee is constantly evaluating better and less costly techniques to achieve the objectives set by the employer. At the same time, the quality of operational aspects is expected to remain high (King 920).
The model of thinking performance is important to the success of any organisation. Francis and Keegan suggest that the framework can only be appreciated once stakeholders understand what it means to be a thinking performer (237). Organisations are constantly faced with challenges on their daily operations. A thinking performer ensures that the employer does not need to seek for external help. In addition, the individual makes efforts to solve the challenges encountered without presenting problems to the organisation. Thinking performance requires an in-depth understanding of the importance of each task and activity. The same calls for commitment to ensure that tasks and activities in the workplace are always met regardless of the nature of the challenges encountered.
The presence of thinking performers in an organisation implies that there are people who will always contribute to the achievement of underlying objectives in a company. Francis and Keegan add that a thinking performer fosters networking due to the constant interactions associated with the process (241). The model is seen as a challenge to the status quo existing in the organisation. To a certain extent, a thinking performer is seen as a professional activist operating from within the company. Consequently, it is essential to foster the spirit of thinking performance, especially among entry level employees.
Question 3: Human Resource Advisor- Professionalism in Thinking Performance
A human resource advisor ensures that their department always maintains high standards of performance. Some of the duties carried out by this professional include, among others, job evaluations and providing advice on recruitment (Pynes 165). To this end, a human resource advisor needs to ensure that there is a balance between professionalism and thinking performance.
Thinking performance has the tendency to disrupt the normal operations of an organisation. Kuvaas is of the opinion that one of the shortcomings of thinking performance includes time impropriety (7). To this end, an advisor is required to come up with a ‘blend’. The first scenario through which this can be realised is referred to as “effective time management”. In this scenario, the intention is to outline how thinking performance can remain innovative without affecting the time allocated to various projects.
The scenario proposed envisions a situation where brainstorming among employees is taken into consideration when determining their day-to-day operations. According to Pynes, thinking performance yields better results once it becomes a culture in an organisation (206). To this end, as a human resource advisor, I would ensure there is time allocated for employees to submit their innovative ideas. For instance, if individuals are required to work for 40 hours in a week, this can be reduced to 36 hours. In the remaining 4 hours, employees will be required to illustrate innovative measures taken on their own initiative to improve the company. Such a move will create a competitive spirit among the members of staff.
The second scenario involves relationships at work. Kuvaas argues that the threat of sexual harassment dissuades workers from freely interacting with each other (13). However, the spirit of teamwork has proven effective in ensuring results are constantly realised. In light of this, this scenario aims at reducing the fear of sexual harassment and associated complaints. The same is realised by asking employees to pair up with individuals they believe will assist in the innovativeness intended by the thinking performance. Such a move will ensure that employees foster an innovative spirit and get to appreciate each others’ diversity. As already mentioned, a human resource advisor evaluates job performance. By encouraging respectful and professional relationships, a balance between thinking performance and professionalism is sustained.
Question 4: Continuous Professional Development
Companies are an amalgamation of different professions, each with its own emerging techniques. For instance, in the human resource sector, there are new strategies introduced daily. The scenario calls for constant learning processes to ensure that professionals are familiar with emergent issues relating to their work (Mathias et al. 98).
Purposes of Continuous Professional Development (CPD)
Continuous Professional Development (CPD) is seen as a cycle of ongoing improvements in relation to the skills and features related to a particular profession. One of the major purposes of this concept entails dealing with the diversity of human resource. CPD is associated with a number of benefits. However, Boselie and Jaap point out that the practice was not common two decades ago (553). The recent interest in CPD can be attributed to changes in business conditions. For instance, Pynes suggests that the global economic downturn has created uncertainties in job security and the need to plan for one’s career (227). CPD has become as it ensures that human resource practitioners are at par with the ever changing business environment.
Development needs
Human resource has a number of development needs. With respect to my career in the field, top needs include how to deal with departmental transfers, expansion of responsibilities, and the adoption of technology in human resource practices. According to Boselie and Jaap, CPD is an effective means of improving an individual’s weaknesses (560). For instance, my technological skills can be sharpened to ensure conformity with the current trends. The development will translate to improved performance.
Actions taken
Development needs are not an obstacle in relation to career progression. Kuvaas suggests that a personal initiative goes a long way in ensuring that development needs are met (348). In the first instance, I have enrolled in an online program that highlights the importance of technology in the human resource profession. Secondly, I participate in seminars and workshops on a regular basis. Based on this learning plan, I am able to efficiently carry out my daily activities and at the same time acquire new knowledge on emergent issues in the industry.
Reflection
It is important to evaluate the effectiveness of the plan outlined in the paragraph above. Pynes points out that an individual can reflect on the performance of their plans based on how it translates to their workstation (363). For instance, new information on technology will enable me to operate better and synchronise employee information to the benefit of the company. In addition, the new information will improve my thinking performance since new innovative techniques will be acquired. To this end, the whole process of CPD becomes essential in ensuring that individuals can collectively improve the performance of their companies.
Works Cited
Boselie, Paul, and Paauwe Jaap. “Human Resource Function Competencies in European Companies.” Personnel Review 34. 5 (2005): 550-566. Print.
Farndale, Elaine. “HR Department Professionalism: A Comparison between the UK and other European Countries.” The International Journal of Human Resource Management 16.5 (2005): 660-675. Print.
Francis, Helen, and Anne Keegan. “The Changing Face of HRM: In Search of a Balance.” Human Resource Management Journal 16.3 (2006): 231-249. Print.
Harrison, Patricia. “Learning Culture, Line Manager, and HR Professional Practice.” Journal of European Industrial Training 35.9 (2011): 914-928. Print.
King, James. “White-Collar Reactions to Job Insecurity and the Role of the Psychological Contract: Implications for Human Resource Management.” Human Resource Management 39.1 (2000): 79-92. Print.
Kuvaas, Bard. “An Exploration of How the Employee–Organisation Relationship Affects the Linkage Between Perception of Developmental Human Resource Practices and Employee Outcomes.” Journal of Management Studies 45.1 (2008): 1-25. Print.
Lussier, Robert, and John Hendon. Human Resource Management: Functions, Applications, Skill Development, California: Sage Publications, 2012. Print.
Mathias, Robert, John Jackson, and Valentine Sean. Human Resource Management. Boston: Cengage Learning, 2013. Print.
Pynes, Joan. Human Resources Management for Public and Non-Profit Organisations: A Strategic Approach, New Jersey: Jossey-Bass, 2013. Print.
While professional development is undoubtedly important in any field, it is of particular and utmost significance for human services professionals. Since they have first-hand work experience with different groups of the society, they have the expertise and knowledge to become agents and advocates of social change. I have personally selected the following steps to take for my professional development.
First of all, I believe that a systematic and comprehensive approach is the necessary foundation for any advocacy work. Clearly, there is no definite answer as to how advocacy should be carried out, but I consider systematization and organization to be important. In order to do so, I will make sure to rely on the most up-to-date available research in the field. Smith, Reynolds, and Rovnak (2009) posit that, for social advocacy to be effective, it needs to be aligned with the identified best practices (p. 490). They also note that a conscious and deliberate approach to social advocacy is required from the movement’s participants so that their actions are mindful and purposeful. For me, their research yields two implications. First of all, I will make sure to become part of a professional association, so I can both benefit from and contribute to the accumulation of the field-related knowledge. Secondly, I will develop a set of goals and self-assessment rubrics so that my advocacy is goal-oriented and result-driven.
The second issue in the field of advocacy that is of particular relevance to me is the participation and initiative required from the change agents to benefit the underprivileged social groups. A study carried out by Grogan and Gusmano (2007) revealed that social advocates, invited to discuss, among other things, the access to mainstream health services by the poor, chose not to bring up the issue as they believed for the discussion to be fruitless. While I understand that some efforts will not produce any – at least immediate – results, I consider such an approach to be fundamentally flawed. Discussion alone can have a significant impact in transforming public opinions or changing the direction of the argument (Grogan & Gusmano, 2007, p. 152). Thus, as an agent of and advocate for social change, I have identified a professional development goal: proactively searching for platforms to voice my opinion, even if I may not be able to see an immediate result of my actions.
Finally, the professionals in our field have a special responsibility when it comes to working with culturally diverse social groups, as well as promoting their rights and disseminating culture-specific knowledge in the society (Constantine, Hage, Kindaichi & Bryant, 2007, p. 28). In order to make sure that my work is beneficial to different cultural and ethnical groups, I am going to undertake the following professional development steps. First of all, I will seek for and explore the opportunities for enhancing my cultural knowledge through readings, online classes, and other available trusted sources. I also plan to engage in service-learning programs as they have been identified as valuable learning mechanisms (Constantine et al., 2007, p. 27). I would also like to consider and evaluate my values, decision-making practices, past experiences, and other personality traits as to identify potential problems that may hinder my future work.
Based on the readings that we have covered in class, I believe that these professional development steps are of particular importance to me. Improving my skills and knowledge in these areas will help me become a more effective social change agent, leader, and advocate.
References
Constantine, M. G., Hage, S. M., Kindaichi, M. M., & Bryant, R. M. (2007). Social justice and multicultural issues: Implications for the practice and training of counselors and counseling psychologists. Journal of Counseling and Development, 85(1), 24–29.
Grogan, C. M., & Gusmano, M. K. (2007). The voice of advocates in health care policymaking for the poor. Social Work in Public Health, 23(4), 127–156.
Smith, S. D., Reynolds, C. A., & Rovnak, A. (2009). A critical analysis of the social advocacy movement in counseling. Journal of Counseling and Development, 87(4), 483–491.
The design of a successful professional development workshop necessitates a significant degree of integration of knowledge from different disciplines. In most cases, the topic of such a workshop would require a sufficient understanding of the area it targets as well as at least one marginally related area to actualize the received knowledge and apply relevant skills (Entwistle, 2013).
Suitability
Interconnectedness
The integrated model of instruction provides the participants with better opportunities for understanding the content and emphasizes the interconnections between consecutive bits of information (Reigeluth, 2013).
Independence
The integrated model is also highly suitable for professional development purposes due to its emphasis on independent inquiry. A workshop format has certain time constraints that require the participants to interpret the content after the event and engage in independent research, both of which are encouraged by the integrated model (Kapp, Latham, & Ford-Latham, 2016).
Involvement
The model is known to facilitate better engagement of participants and, by extension, a higher level of retention.
Fusion
The model promotes the fusion of existing knowledge, participants’ experience, and the content of the workshop in the most meaningful way (Keengwe, 2014).
Environment Setup
A proper environment is essential for encouraging creativity and maximizing performance. Such an environment is set up in two stages.
Initial Promotion
Before the event, it would be necessary to raise awareness of its components among the intended audience. This can be done directly in a conversation through hand-out materials such as flyers and electronic means of communication (e.g., e-mail, social networks, and dedicated professional resources. The information must be disseminated several weeks before the event and should cover the main points of the workshop and the expected outcomes.
On-Site Efforts
A secure and friendly environment must be established during a workshop. This can be done through:
Verbal and non-verbal encouragement of participants.
Incorporating numerous points for hands-on activities.
Supportive actions in response to learners’ efforts.
Sustaining emotional contact with the audience.
Required Materials
The central tool of the workshop is a Powerpoint presentation. It offers several activities suitable for the integrated model of instruction:
Feeds the content in a concise format.
Requires minimal time and effort for the introduction.
Opens up the possibility for discussion.
Has enough flexibility to adjust the time devoted to each segment or activity.
Provides a sufficient degree of interactivity.
Helps to maintain contact with the audience (Melton, 2014).
(Technical equipment required for a presentation: laptop, projector, speakers)
Aside from the presentation, several secondary materials must be introduced.
Videos related to the topic (3-6 min.): expected to provide context and additional motivation.
Flipcharts and markers.
Hand-out reference cards.
Lined cards for taking notes throughout the event.
Objectives and Outcomes
At the end of the workshop, the participants should be able to:
Define the elements of Web 2.0 applications suitable for implementation and utilization in teaching practice.
Outline the advantages of Web 2.0 applications in the teaching process as well as the most common barriers to their integration into the curriculum.
Identify approaches to utilizing digital means of education into classroom activities, including its didactic aspects.
Select topics that allow for application utilization and identify the benefits of their integration in connection to each specific case.
List effective approaches to maintaining a high level of quality and consider implications for the applicability of received knowledge for a real-life setting.
Explain the connection between the interactive means of teaching and the improvement of academic performance and convincingly tie this connection to applications in question.
Evaluation
To determine whether the objectives of the workshop were met, it would be necessary to evaluate the instruction in question. This should be done in two steps
Ongoing evaluation (conducted during the workshop)
Formulate expectations and derive meaningful milestones.
Observe the performance of the participants.
Match the observations with the expected level of comprehension and proficiency.
Reliability
Such an evaluation method is inaccurate and is suitable for obtaining the approximate picture of the workshop’s success.
Final evaluation (administered after the event)
Surveys and forms are created in accordance with formulated expectations.
Questions cover the content presented at the workshop.
A separate section can be dedicated to the benefits perceived by the participants.
Administered immediately after the event as well as after a designated time (e.g., three months) to adjust for long-term effects.
Reliability
Such an evaluation method is accurate and produces quantifiable results, but requires greater resources and time allocation.
References
Entwistle, N. J. (2013). Styles of learning and teaching: An integrated outline of educational psychology for students, teachers and lecturers. New York, NY: Routledge.
Kapp, K. M., Latham, W. F., & Ford-Latham, H. (2016). Integrated learning for ERP success: A learning requirements planning approach. Boca Raton, FL: CRC press.
Keengwe, J. (Ed.). (2014). Models for improving and optimizing online and blended learning in higher education. Hershey, PA: IGI Global.
Melton, R. (2014). Objectives, competencies and learning outcomes: Developing instructional materials in open and distance learning. New York, NY: Routledge.
Reigeluth, C. M. (Ed.). (2013). Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Routledge.
Kmart is a global shopping store that is considered one of the most popular and trusted brands in the United States, founded by Sebastian S. Kresge. Often referred to as K-Mart, it is the third-largest discount store behind Target and Wal-Mart. In efforts to remain competitive, it is vital to continue to work on its competitive strategy while placing emphasis on the needs of the business to improve its overall bottom line.
Kmart claims (2012) “that their overall workforce is highly diverse and reflect the communities it serves and that thirty-two percent of its workforce represents multicultural minorities” (Sears Holding p. 1). Additionally, Kmart is patronized by multicultural shoppers, and Kmart believes (2012) that “multicultural shoppers in the United States represent 1.2 trillion dollars in joint purchasing power” (Sears Holding, p. 1).
Customer service training that is delivered via a computer-based learning management system may provide Kmart with well-versed employees that understand how to deliver customer service, which then provides Kmart an advantage over competitors.
Needs Analysis
Kmart uses automation to maintain inventories, to process sales, lay-a-ways, returns, and to record employee time and attendance. Because employees are already familiar with computers, customer service training via the computer-based learning management system may be the optimal method for customer service training. Kmart’s primary objective is not only to retain its customer base but also to acquire new customers and increase its revenues. Kmart should not only continue to train employees to provide superior customer service as part of employee professional development but also improve the training to be self-paced, multi-leveled, and include incentives for completing different levels of training.
Organizational Analysis
Team Analysis
Task Analysis
Analyzing tasks is a critical part of an organization. This typically involves the break-down of the job duties and responsibilities as it relates to the policy and procedure and what is required to improve performance in efforts to gain better results. Kmart places a huge emphasis on customer service. There are various ways to improve customer service based on past and present data, growth, patterns, and feedback from customers.
Kmart utilizes simulations and real-life scenarios via Webinar training for each employee. Customer service associate is one of the most important positions within Kmart. Because consumers are more likely to interact with customer service associates, this area is a critical piece to success in their role. Interaction can be over the phone or face to face. In order to be able to do this, one must be outgoing, pleasant, and friendly are some of the characteristics that Kmart desires individuals to possess, in addition to being personable as well as displaying good communication and listening skills. These skills are vital in any position within Kmart.
Kmart takes steps to train and develop each associate, utilizing delivery methods that are beneficial to the prospective role. The ultimate goal is to develop associates who display exceptional customer service. These individuals have the ability to help an unsatisfied customer to resolve matters with little to no supervision. By doing so, will always leave satisfied, which often leads to repeat business. Customer service associates would benefit greatly from computer-based training. Utilizing a form of Webinar is a great option for many businesses as it saves time and reduces spending. Kmart has the option of conducting training via presentation, lecture, or web-based training.
Learning objectives outlining what material is covered-Karrie
At Kmart, when it comes to the proposed training objectives for a customer service associate, return customers are a key element. The company must factor in that retaining their loyal customers and gaining new customers is an important objective. In order for Kmart to gain and retain that loyal customer base, they must focus more on the presentation and offering of their award system known as “Shop Your Way Rewards”( Kmart,2010) for their loyal customers.
It has been said that “Increased customer retention has two important effects (1) it can lead to a gradual increase in the company’s customer base, which is vital in an era of low sales growth. And (2) the profits earned from each individual grows, the longer the customer remains loyal to the company.” (Rose, 1990) Making each individual associate more knowledgeable on the “Shop Your Way Rewards” (Kmart, 2010) concept and how to offer or present it. This loyalty program should be presented to all customer bases in an enthusiastic or excited demeanor. They are letting the customer know how beneficial the program can be.
All of Kmart’s customer service associates should be able to inform the entire customer base of each and every benefit, reward, and special offer attributed to the “Shop Your Way Rewards” (Kmart, 2010) program. How this Loyalty program works needs to be focused on and explained in detail to each and every associate employed through Kmart. This training will be broken down into sections focusing on presentation benefits, incentives, member levels, the redemption of rewards, and presentation.
Delivery Method
Kmart currently uses a computer-based learning management system. The Appropriate delivery method for this new training concept would be a webinar system. This is an interactive technology of teleconferencing. This system allows for a Q&A segment so the associates can have a clearer understanding of what is expected of their outcomes. The reincorporation of Digital Debbie as the spokesperson for the “Shop Your Way Rewards “(Kmart 2010) program gives the associates fun and entertaining animated persona to relate to. She explains all incentives and levels of membership and what members will receive with this incentive program. She also shows associates how to explain to customers how to access all information on the “Shop Your Way Rewards” (Kmart 2010) website.
Evaluation Criteria-Lisa
Measures and collection points-DANIELLE
In order to introduce new technology and integrate computer-based training for consumers, a number of steps should be implemented. To begin with, the employees should acknowledge the changes in the managerial processes, including the employee-customer interaction. This condition is ensured because consumer associate has been introduced to treat new customers and inform the regular customers about the new service.
This stage should be taken into deepest consideration because it influences the overall success of the professional development plan. More importantly, the stage has a potent impact on managing cross-cultural communication and the decision-making process. Second, to check the benefits and shortcomings of the program, one should make the customer questionnaire for conducting a survey and evaluating the effectiveness of the automated devices. Finally, it is highly essential to adjust to changes and correct the mistakes.
Timeframe-DANIELLE
With regard to the above-presented measures and collection points, the timeframe will be split into three stages, two weeks each. In addition, time is needed for other organizations to approve the professional development plan. The period after the planned accomplishment is also necessary for assessing the outcomes and making the corresponding conclusions. Needs analysis, therefore, should take no more than one month to accurately define whether the continuation of the plan development is necessary or not.
Expected results quantifying success, failure, and the in-between-DANIELLE
Increasing consumer demand and receiving a competitive advantage over other companies is the main learning objective that can successfully be achieved by introducing the above-presented methods. In addition, because computer training implies using simulations and virtual reality, theoretical and empirical results of the development plan will be associated with real-to-life situations (Blanchard & Thacker, 2007).
The success of the computer program will also depend largely on the efforts and strategies that will be used by the consumer associate. Overall, introducing automatic devices can enhance the quality of service by improving the attention of employees to the needs and requirements of consumers. The integration of academic information will help managers understand the process of enhancing control over human resources in the context of strategic management. Finally, implementing technology can provide the company with new reserves for operating in a competitive environment.
Conclusion
By following the proposed training plan, Kmart provides the opportunity to improve employee’s customer service skills. Additionally, by delivering superior customer service, Kmart may increase its customer base and revenues. With increased customers and revenues, Kmart may provide more opportunities for valued employees to advance in their Kmart careers. Taking advantage of employees’ existing computer skills by teaching customer service skills to employees is the key to Kmart’s future success in the competitive economy.
References
Blanchard, P. N., & Thacker, J. W. (2007). Effective Training: Systems, Strategies, and Practices (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Rose, S. (1990). The Coming Revolution in credit cards, Journal of retail banking. pp. 17-19.
Sears Holding Corporation (2012). About Kmart. Web.
