homework

ag98

Wk22_Contemporary_issues_in_learning_and_development.pptx

Home >Human Resource Management homework help >homework

HRM4413 People Management and Development in Business

Contemporary issues in learning and development

Module Leader: Lauren Brennan ([email protected])

Review

Why is the studying of L&D important?

Big business

Lacks theory

Says a lot about the organisation

Political

We are all in it

Close link to leadership

Learning and Development

“Leadership and learning are indispensable to one another.”

John F. Kennedy

What are the challenges facing L&D professionals?

Fosway CEO David Wilson

http://www.fosway.com/video-david-wilson-ceo-agile-transformation-digital-learning/

What?

What are the key messages?

So what?

So what might be done?

Group question:

What challenges face L&D professionals today?

Watch the video in your own time. What are the key messages?

Think about the link to digital transformation

Current sceanrio

How has Covid-19 impacted learning and development?

What are the challenges?

What are the opportunities?

What is the role of leadership in managing l&d through Covid-19?

Work together in groups to answer this question and feedback

This is an important question to consider right now

Is HR fit for the future?

Key challenge:

Today’s (L&D) technology

tomorrow’s transformation needs

So how should L&D professionals / functions respond? CIPD Research

‘With 57% of L&D professionals in the 2018 Towards Maturity/CIPD Health Check reporting that L&D staff are overwhelmed and underequipped, the need for a professional development structure is clear.

The new Profession Map provides the necessary guidance to develop the capabilities of the L&D professional and ensure they are equipped to handle the challenges of ever-changing organisations’

Refer to the CIPD Professionalising l&d report on unihub for further information on this

The NEW Learning Organisation

Whatever happened to Peter Senge’s ‘Learning Organisation’? (heralded throughout the 1990s following the publication of his seminal text ‘The Fifth Discipline’ in 1990) and

what needs to happen to create the NEW Learning Organisation for the third decade of the 21st century.

Peter Senge’s vision of a learning organization as a group of people who are continually enhancing their capabilities to create what they

want to create has been deeply influential.

Organisations must be flexible, adaptive and productive to survive change. For this to happen, it is argued, organizations need to ‘discover how to tap people’s

commitment and capacity to learn at all levels

5 components of a learning organisation:

Systems thinking- acknowledge the organisation is complex and inter-related

Personal mastery- personal learning. Clear personal vision. Creative not reactive. See gaps between vision and reality

Mental models- compare new ideas with the reality of the world

Building shared vision- vital. Focus and energy for learning

Team learning- align and develop capacity of the team

https://infed.org/mobi/peter-senge-and-the-learning-organization/

Technology and the Future of Work

We can all see the impact technology has had in the last 10 years on work

The big question is where is this heading in the next 10 or 20 years?

What impact will automation technology like artificial intelligence (AI) and robotics have on jobs, skills and wages?

Many factors:

What’s technically possible?

What will it cost to develop & deploy AI

How does that play into labour-market costs?

Availability of labour for non machine tasks?

Quality and skills required for the new tasks?

Questions of regulation and social acceptability?

15/06/2020

Slide 10

Technology and the Future of Work

Mckinsey studied 46 countries – conclude by 2030 average 16% of occupations will be automated. Range of up to 30% in advanced economies, conversely much lower in others.

Occupations that require empathy, judgement likely to rise. Eg care work (wage impacts?)

Implications – mix will change and migration between jobs will increase: skill req’ts

15/06/2020

Slide 11

Technology and the Future of Work

Link to leadership

Clearly this change in L&D will require strong leadership

Many organisations will have to develop Leaders to manage this change

What is the importance of strong leadership within L&D?

Thining about the current scenario, what imortance is there in developing leaders within an organisation?

Leadership and management development

Why and how do organisations seek to develop leaders?

Complexity thinking and leadership: Keith Grint

Culture change: Paul Bate

Strategies for leading change: R.E. Quinn and Scott Sonenshein

Seminar case: Slow death or deep change?

(1) WHY and HOW do organisations seek to develop leaders?

See next slide

(1) WHY and HOW do organisations seek to develop leaders?

Leadership methodologies
Feedback activities	Training	Development relationships	Planned experiences
360-degree feedback Simulations and role-plays with feedback Computer-based assessment activities Psychometric tests Ability tests Physical challenge activities Learning logs Performance review	In-house training External courses Distance learning E-learning Long courses at universities and business schools Reading Internet search	Coaching Mentoring Action Learning sets Communities of best practices Learning buddies	Job shadowing/observation Job swaps Projects and assignments Working in a new area/business/country Acting up/deputising Interviewing relevant others Teaching/training others Personal development plans

(2) Complexity thinking Tame problems: Management

Can be complex but there is a unilinear solution to them

These are problems that management can solve (and has previously solved)

There is a correct procedure for solving tame problems

Example: Planned heart surgery … complex but there is a process for achieving it; Timetabling transport system

Management’s role is to engage the appropriate process to solve the TAME problem

We have to develop leaders for a range of different problem management.

Organisations face a variety of problems: tame, wicked and critical. How these are handled will depend on the type of problem. Different styles are required for each problem.

Tame: Complex but have one solution. Manage by having a process to solve the problem

Wicked: More difficult problem, no one solution. Linked to other issues. Leadership role required to ask the right questions and make a decision on best approach to the problem.

Critical: Crisis related. Uncertainty around this. No time to delay. Commanding decision required

Complexity thinking Wicked problems: Leadership

No simple solution because:

They are novel

They have no stopping rule – thus no definition of success

May be intransigent problems that we have to learn to live with

Embedded in other problems – their ‘solution’ often generates another ‘problem’

Have no right or wrong solutions but better or worse developments

Each stakeholder may have a different approach and understanding - important to securing collective consent.

Example: Designing national health system: developing a transport strategy

Leadership role is to ask the appropriate question(s) to address the WICKED problem

Intrasignent: unwilling or refusing to change one's views or to agree about something.

Complexity thinking Critical problems: Commanders

Portrayed as self-evident crisis

General uncertainty – though not ostensibly by leader who provides ‘answer’

No time for discussion or dissent or worrying about ‘procedures’ if they delay resolution

Legitimises coercion as necessary in the circumstances for public good

Associated with command

Example: Train crash; heart attack

Commander’s Role is to take the required decisive action; that is to provide the answer to the problem, not to engage management processes or ask questions.

Leadership decision-making

What counts as a critical, tame or wicked problem lies as much in the hands of the persuasive leader as in the ‘context’.

Persuasion then legitimates a particular style of decision making:

Management: Do not panic we have been here before we know what to do, or

Leadership: Do not panic; this is important but we need to ask ourselves some serious questions before developing a response, or

Command: You will panic and suffer the consequence unless you do as I command

Leadership of smart cities

VIDEOS:

Thriving cities

http://thrivingcities.com/videos/about-thriving-cities

10.08 minutes

VIDEOS:

Smart cities are about people not technology – video

https://www.theguardian.com/public-leaders-network/video/2015/aug/03/smart-cities-are-about-people-not-technology-video

3.41 minutes

Watch the videos in your own time and make notes on the key learning points.

(4) Strategies for leading change

Chin, R. and Benne, K. K.D. (1969) General strategies for effecting changes in human systems. In W.G. Bennis, K.D. Benne, & R. Chin (Eds.) The planning of change. (pp. 32-59). Holt, Rinehart & Winston: New York.

Empirical-Rational:

Assumes people are rational and interested in positive changes.

People will make changes if information is provided that suggests the change makes sense

Example: Stop smoking.

Power-Coercion:

Used when an external authority mandates a change is good for others.

Assumes people will be compliant.

Example: Changing teacher evaluations systems in US with legislatures initiating new systems and imposing sanctions when they are not followed.

We have to prepare our leaders for leading change

There are several strategies they can take to managing change

Strategies for leading change

Normative-Re-educative:

Uses a cultural approach where relationships, norms, and values are addressed in a culture

Assumes individuals take part in their own change processes in response to a cultural re-norming.

Process supports the need to build individual and organisational capacity.

Example: How PLCs (Professional Learning Community) have been institutionalised in many schools as a normal way of working.

Deep change

VIDEO:

Untapped Exchange: Robert Quinn at TEDxUofM

https://www.youtube.com/watch?v=b6A1Rmihnjg

13:16 minutes

In his book, Robert E. Quinn proposes that constant change within our organisational lives is occurring.

Quinn suggests that the pressures to respond to these changes are resulting in one of two behaviors:

the choice towards slow death

the choice towards deep change. “In pursuing deep change, we redesign our maps or paradigms and re-align ourselves with our surrounding environment”.

The book is composed of four parts:

Part I addresses confronting the deep change or slow death dilemma.

Part 2 focuses on the personal change journey.

Part 3 examines changing the organization.

Part 4 challenges the reader to have life filled with vision, risk, and the creation of excellence.

You are facing a complex change scenario …

Which change strategy is most appropriate for you as leader?

What style of leadership do you think you would take in managing a change scenario?

Can anyone give an example?

(A) Telling strategy: facts and logical persuasion

Am I within my expertise?

Have I gathered all the facts?

Have I done a good analysis?

Will my conclusions withstand criticism?

Are my arguments clear?

Are the people listening?

(B) Forcing strategy: authority and leverage

Is my authority firmly established?

Is the legitimacy of my directive clear?

Am I able and willing to impose sanctions?

Is there a clear performance-reward linkage? Am I using maximum leverage?

Are the people complying?

Is everyone included in an open dialogue?

Do I model supportive communication?

Is everyone’s position being clarified?

Am I surfacing the conflicts?

Are the decisions being made participatively?

Are the people cohesive?

(D) Transforming strategy: potential … and galvanising goals

Am I internally directed?

Is there an over-arching purpose?

Am I other-focused?

Am I externally open, moving forward into uncertainty?

Are people walking with me into uncertainty?

HRM4050 CM Mar17

Leadership styles

Can you teach leadership style or does it come naturally?

Leadership theories

Kurt Lewin’s leadership styles

Kurt Lewin recognised that one of the factors that determines a leader's choice of leadership style is the need to make decisions.

In 1939 he and his co-workers identified three styles of leadership decision making, the autocratic, the democratic and the laissez-faire.

Autocratic/despotic leaders make decisions themselves.

Do you recognize any of these styles?

Autocratic

Democratic

Laissez faire

Key leadership behaviours

Communicating vision and strategic purpose

External orientation

Leadership courage

Delivery of business results

Building a high performing team

Some of the big leadership issues

Integrity: CSR/Sustainability

People: Customer focus

Competition: Differentiation

Quality: Reputation

Costs: Profit

If we know that these are the key leadership issues, how do we build this into our L&D function?

Korn Ferry: Changing requirements of leadership

Front-line manager

Manager of managers

Business-unit leader

Senior executive

Chief executive

Technical skills

Strategic business acumen

Leadership and management skills

Individual contributor

Short term

Limited stakeholders

Manage tasks

Get the job done

Transactional

Long term

Multiple stakeholders

Manage portfolio

Maximise stakeholder value

Transformational

When advancing to leadership positions of greater responsibility, leadership roles increase in their challenge, breadth, and complexity.

Question:

If these are the changing requirements of leadership, how do we ensure L&D supports this?

Six dimensions of leadership orientation

Thinking

Social

Power

Achievement

Emotional

Mastery

Centre for High Performance Development.

Ethical leadership

External environment

Teambuilding

Health

Integrity

Communication

Achievement

Legally compliant

Question:

How do we teach ethical leadership?

Can we teach that?

Contrast in management approaches

	Top-down	Middle-up-down	Bottom up
Agent of knowledge creation	Top management	Self-organising teams	Intrapreneur
Management processes	Leaders as commanders	Leaders as catalysts	Leaders as sponsors
Accumulated knowledge	Explicit-documented/computerised	Explicit and Tacit: shared diversely	Tacit: embodied in individuals

Lessem, R. & Palsule, S. (1997) Managing in four worlds. Blackwell: London.

What is leadership? Level 5 hierarchy

LEVEL 5

LEVEL 4

LEVEL 3

LEVEL 2

LEVEL 1

Highly Capable Individual

Makes productive contributions through talent knowledge, skills and good work habits

Contributing Team Member

Contributes individual capabilities to the achievement of group objectives and works effectively with others in a group setting

Competent Manager

Organises people and resources toward the effective and efficient pursuit of pre-determined objectives

Level 5 Executive

Builds enduring greatness through a paradoxical blend of personal humility and professional will

Effective Leader

Catalyses commitment to and vigorous pursuit of a clear and compelling vision stimulating higher performance standards

Collins, J. (2001) Good to Great: Why Some Companies Make the Leap and Others Don't. HarperCollins: New York.

How do we develop a leader from level 1 to level 5?

Are all leaders capable or willing to progress to level 5?

Do we need leaders at all of these levels within an organization?

Developing Leaders

Knowing yourself and others

The role of emotions and emotional intelligence

The individual and the team

Dealing with dilemmas

Organisations have changed from ‘command and control’ to ‘support and stretch’

How do you make decisions as a team?

How do you measure and reward performance?

Innovation Profile: Sky - Ripping Up The Rule Book Of People Development

Sky is an organisation that has undergone significant transformation since its inception nearly 30 years ago to become Europe’s leading entertainment and communication business.

To keep up with the pace of change and the huge impact digital technology has on its people, Sky’s approach to learning and development has undergone a transformation of its own.

This Innovation Profile explores:

Digital transformation; drivers, dilemmas and opportunities

The shift to agile; how and why it has worked successfully

Partner selection and implementation

Impact and lessons learned.

http://www.fosway.com/innovation-profile-sky/

Is it just about L&D, alone ?

If not, what else is it about

Sky Case Study

How has Sky’s approach to l&d transformed?

Why did Sky transform their approach to l&D?

What was the impact of this new approach?

What was the importance of leadership within this transformation?

What did Sky learn from this?

ORIENTATIONS

VISION Near Sighted Far Sighted

INTUITION Factual Intuitive

RISKINESS Risk Averse Risk taking

RATIONALITY Rational Instinctive

FLEXIBILITY Sequential Flexible

INITIATIVE Conformist Non-Conformist

DETAILED Detail Conscious Detail Averse

ORIENTATIONS

SOCIABILITY Solitary Sociable

TEAMWORK Self Focused Team Focused

ASSUREDNESS Retiring Assured

AFFILIATION Tough Minded Affiliative

CONSIDERATION Task Focused People Focused

ORIENTATIONS

DOMINANCE Accepting Dominant

CONTROL Supporting Controlling

ASSERTIVENESS Reticent Assertive

PERSUASIVENESS Non-Persuasive Persuasive

DECISIVENESS Non-Committal Decisive

ORIENTATIONS

WORK ETHIC Life-Focused Work Focused

GOAL SETTING Open Ended Goal Driven

FATE CONTROL Self Bounded Self Reliant

METHODICAL Unstructured Structured

CONSCIENTIOUS Casual Conscientious

ORGANISED Spontaneous Planned

ORIENTATIONS

STEADINESS Volatile Steady

CALMNESS Excitable Calm

ORIENTATIONS

DEVELOPMENT Non-Developmental Developmental

LEARNING Steady Learner Fast Learner

GROWTH Stasis Focused Growth Focused

LEADERSHIP ORIENTATIONS RESULTS

CLUSTER 3: POWER

CLUSTER 4: ACHIEVEMENT

CLUSTER 1: THINKING

CLUSTER 2: SOCIAL

CLUSTER 5: EMOTIONAL

CLUSTER 6: MASTERY

012345678910012345678910

012345678910