Employees’ Perceptions of Talent Development
During a Digital Transformation
Chapter 1: Introduction to the Study
In today’s digital economy, the survival of an organization depends on its ability
to quickly transform and adjust to meet the needs of a competitive global market
(Berghaus, 2017; Harsch & Festing, 2020). This dynamic business environment requires
organizations to focus on digitalizing processes and systems (Buntak et al., 2020).
Digitalization comprises workforce technologies such as cloud computing, artificial
intelligence, Internet of things, and big data. These technological advancements are vital
to the survival of an organization because the transformation to these digital technologies
requires essential changes in organizational structure, processes, systems, and employee
behavior (Mahmood et al., 2019).
Digital transformation occurs in organizations rapidly, and many organizations
struggle to adjust to the new changes (Sousa & Rocha, 2019). Mahmood et al. (2019)
described digital transformation as a disruptive and complicated process in which many
of the challenges and issues are related to people and processes. Research showed that
digital transformation projects fall short due to an organization’s failure to align the
transformation strategy to people, processes, and systems (Lam & Law, 2019). For these
reasons, nearly 70% of transformation projects do not attain their goal (Bucy et al., 2016).
Ivancic et al. (2019) explained that employees and talent development human resource
processes are key dimensions of the digital transformation strategy; however, empirical
research is needed to further understand the process of talent development in times of
transformation. Scholars lack knowledge of the critical skills and talent development
activities required to support digital transformation (Lam & Law, 2019). The current
study may contribute to social change by helping human resource management and talent
development practitioners develop evidence-based talent development strategies that
support employees and organizations during times of change and transformation.
The present chapter introduces information on digital transformation in
organizations and employee skills needed in a digital transformation. Chapter 1 includes
of a brief review of existing literature, presents the problem statement, and indicates the
gap in the literature. Next, the chapter highlights the purpose of the study, the theoretical
framework, and the nature of the study. Also, the research questions and significance of
the study are presented, and the key terms and assumptions, scope and delimitations, and
limitations are defined. Lastly, Chapter 1 addresses the potential contributions for
positive social change.
Background
Digital transformation connects organizations to real-time data and analytics, as
well as new technologies, which drive smarter decisions and the automation of human
resource processes (Dillon, 2020; Sivathanu & Pillai, 2018). The technological advances
result in the loss of jobs; however, new jobs will emerge because some tasks cannot be
automated (Sivathanu et al., 2018). Digital skills such as learnability and adaptability are
essential because some job roles require human interaction (Ra et al., 2019). Frankiewicz
and Chamorro-Premuzic (2020) explained that digital transformation is more about
people than technology because technology can be purchased; however, people will
continue to interact with members of their team and customers and create innovative
products to help solve business problems. Research indicated that new jobs will require a
higher level of cognitive abilities (Ra et al., 2019) and soft skills such as communication,
teamwork, and problem-solving (Dean & East, 2019). According to Nair (2019), there is
a significant gap between the skills of employees and the organizational needs of digital
transformation. Enterprise Innovation Editors (2019) reported that 60% of employees
revealed that they lacked the digital expertise, creativity, and communication skills
needed to adopt new technologies, make decisions, and advance business in digital
transformation. The lack of skills could hinder an organization’s ability to implement
digital transformation strategies, negatively impacting their competitive edge and
sustainability.
There is a growing need for digital skills; therefore, organizations should make
the development of digital skills a priority for a return on digital business models
(Cardenas-Navia & Fitzgerald, 2019). Mahmood et al. (2019) stated that talent
development approaches are needed to build the digital skills of employees to meet the
demands of a successful digital transformation. Further research is needed in talent
development to assess digital skill gaps and the process of developing digital
competencies in an era of digital transformation (Sousa & Wilks, 2018; Whysall et al.,
2019).
Problem Statement
Digital transformation refers to an organization’s transition to digital technologies
to enhance business processes while generating value creation and is critical to the
sustainability of an organization (Mahmood et al., 2019). Digital transformation occurs in
organizations rapidly, and many organizations struggle to adjust to the new changes
(Sousa & Rocha, 2019). Organizations have implemented advanced technologies such as
cloud computing, artificial intelligence, Internet of things, and big data to improve the
organizational culture, business processes, data-driven decisions, and workforce planning
(Warner & Wäger, 2020). However, adapting to new technologies requires a workforce
culture of learnability and innovative methods of skill development (Ra et al., 2019).
Mahmood et al. (2019) suggested that organizations assess organizational
deficiencies and gaps in digital competencies before digital transformation. Current
research focused on a broad view of how digital transformation shapes the structure,
processes, and roles of the organization (DiRomualdo et al., 2018; Fenech et al., 2019) or
offers insights on organizational challenges, methodologies, and processes during times
of digital transformation (Ivancic et al., 2019; Lam & Law, 2019). Nair (2019) explained
that there is a significant gap between the current skills of employees and the digital skills
needed to support the organizational needs of digital transformation. Scholars have
identified the digital skills employees need for a successful digital transformation, such as
communication, problem-solving, and critical thinking; however, the literature did not
indicate how the identified digital skills are assessed and developed to potentiate an
environment for digital business (Cardenaas-Navia & FitzGerald, 2019; Van Laar et al.,
2019).
Research indicated that talent management is a critical component that enables an
organization’s digital transformation. For example, Guinan et al. (2019) asserted that
talent management practices must be implemented to develop the employee skills that
support digital technologies and transformation. Guinan et al. also suggested that talent
management may be a valuable tool for innovation, and talent development for
developing digital expertise; however, the most effective talent management practices are
unknown. Demir (2019) described the skills of digital transformation as digital skills
necessary for organizations to potentiate digital transformation. Soft skills such as
communication, problem-solving, and critical thinking are essential digital skills in a
digital transformation (Cardenaas-Navia & Fitzgerald, 2019; Van Laar et al., 2019);
however; additional research is needed to explore how organizations assess and develop
the digital skills of their talent during a digital transformation (Sousa & Rocha, 2019).
Current research on talent development during a digital transformation indicated
the digital skills employees need from the perspectives of digital transformation experts
(Mihalcea, 2017; Schwarzmüller et al., 2018). Kavanaugh (2019) suggested that
organizations should cultivate a digital culture of continuous learning by offering training
activities such as digital campuses, boot camps, and hackathons to develop the digital
skills of employees needed for digital transformation. Ivancic et al. (2019) explained that
people are a priority dimension of the digital transformation strategy. Therefore, talent
development is a critical function of talent management and might be a strategic source
of value creation for the organization (Sparrow & Makram, 2015). During a digital
transformation, a talent management strategy may solve organizational challenges while
contributing value to business processes, customer experiences, and organizational
culture; however, the most effective talent management practices are unknown (Guinan et
al., 2019).
Further research is needed in talent development to assess digital skills and the
process of developing digital competencies in an era of digital transformation (Sousa &
Rocha, 2019; Sousa & Wilks, 2018; Whysall et al., 2019). The current study addressed
talent development during the implementation of new digital technologies in an
organization from the perspectives of employees in a talent development program to
understand how the digital skills of communication, problem-solving, and critical
thinking are developed. The study also addressed the effective skill-development
activities and barriers to participating in a talent development program during a digital
transformation. This research addressed the gap in what scholars have identified as digital
skills required in a digital transformation and the process of talent development of
employees during a digital transformation (Cardenaas-Navia & Fitzgerald, 2019; Sousa
& Wilks, 2018; Sousa & Rocha, 2019; Van Laar et al., 2019).
Purpose
The purpose of this qualitative multiple case study was to explore the experiences
of employees in a talent development program to understand talent development practices
of building the digital skills of communication, problem-solving, and critical thinking of
employees during the implementation of new digital technologies in the organization.
This study may bring awareness to talent development practices that may be used to build
the digital skills that employees need to support enterprise digital transformation.
Research Questions
RQ1: What are the experiences of employees in a talent development program in
different industries on developing the digital skills of communication, problem-solving,
and critical thinking during a time of digital transformation of new digital technologies
within an organization?
RQ2: What do employees in a talent development program perceive as effective
skill development activities to improve digital skills during a time of digital
transformation of new digital technologies within an organization?
RQ3: What do employees in a talent development program perceive as barriers to
developing the digital skills needed for career advancement during a digital
transformation of new digital technologies within an organization?
Conceptual Framework
The resource-based view (RBV) was the conceptual framework for this study.
Though this study addressed digital skill development through the experiences of
employees during a digital transformation, it was essential to consider talent and
technology as strategic resources that enable digital transformation. The conceptual
framework was relevant to the themes in the literature review related to talent and
technology being valuable, rare, inimitable, and nonsubstitutable resources and the
management of talent as a dynamic capability. RBV is often used to research human
resource management practices and human capital resources as potential strategic sources
of value creation and sustainable competitive advantage (Delery & Roumpi, 2017;
Kaufman, 2016; Lim et al., 2017). According to the RBV perspective, resources owned
by an organization, such as talent and technology, are considered rare and valuable and
the primary source of competitive advantage (Hoffer & Schendel, 1978; Wernerfelt,
1984). These resources enable the organization to implement strategies that improve
organizational performance and effectiveness (Barney, 1991). Harsch and Festing (2020)
described talent management as a dynamic capability that creates value to advance
organizational agility and competitive advantage. The dynamic capabilities approach,
viewed as an extension of RBV, describes an organization’s ability to strategically use
and renew its resources and capabilities to anticipate and adjust to continually changing
environments to survive and sustain competitive advantage (Patricio et al., 2019).
Nature of the Study
This study was designed as a qualitative multiple case study to explore the
experiences and perceptions of employees in a talent development program during a time
of digital transformation. This study allowed me to compare experiences and perceptions
among employees to identify talent development practices that enhance digital skill
development and strategic talent management for a successful digital transformation of
new digital technologies in the workplace, which is a phenomenon of interest in the field
of industrial-organizational psychology (see Hayes, 2019). A multiple case study design
yields evidence from various sources and enables more in-depth and contextual study
(Yin, 2018). The qualitative research approach was selected to explore what employees in
a talent development program perceive as valuable skill development activities, barriers
to developing digital skills needed for career advancement, and talent development
approaches to assess and develop digital skills during a time of digital transformation.
The sample included early to mid-level career individuals from different industries who
were currently in or had participated in a talent development program within the last 2
years while their organization implemented new digital technologies to improve
organizational culture, business processes, data-driven decisions, innovation, or the
customer experience. The criteria for being accepted and participating in the talent
development program were set by the employee’s organization. This design allowed for
an exploratory approach to obtain a deeper understanding of the phenomenon.
Definitions
The following terms were important for this study and are defined as follows:
Career advancement: Movement among organizational roles that leads to changes
in job responsibilities, more challenging assignments, and enhanced skills and knowledge
(He et al., 2020).
Digital competencies: Basic knowledge, skills, abilities, and other characteristics
that employees need to effectively use digital devices and applications to perform at work
(Oberländer et al., 2020).
Digital skills: Employee abilities needed to support digital transformation (Lam &
Law, 2019).
Digital technologies: The combination of technologies used to improve customer
experiences, business processes, and organizational innovation (Demir, 2019).
Digital transformation: The strategic implementation and leveraging of digital
technologies to improve organizational processes, operational efficiency, and customer
experience to create value, competitive advantage, and sustainability (Cichosz et al.,
2020).
Talent development: Strategic developmental strategies for a talent pool to ensure
that the organization has the talent to meet current and future business demands (Rezaei
& Beyerlein, 2018).
Talent management: All of the processes that help organizations sustain a
competitive edge through employee recruitment, employee retention, talent identification,
and talent development (Hedayati & Li, 2016).
Assumptions
The first assumption was that participants in the study would provide candid and
knowledgeable responses to the interview questions. The second assumption was that the
interview questions would be relevant to obtain the information needed to answer the
research question. The third assumption was that the data collected would be analyzed
and reported without any bias.
Scope and Delimitations
The population for this study consisted of employees who were in a talent
development program in the United States. The participants were from organizations
across multiple industries to enable me to explore the experiences of different employees
holistically. Participants who had not participated in a talent development program within
the last 2 years and those who had not experienced a digital transformation of new digital
technologies while participating in the talent development program were excluded.
Employees who had not participated in a talent development program within the 2 two
years may not have been exposed to the latest digital technologies or have the latest
experiences relevant to developing digital skills during a digital transformation.
Limitations
The first limitation was that the research findings may not be generalizable to
talent development strategies or useful to other organizations because the data collected
may be unique to participants in the study. The second limitation was that the target
population and number of participants may limit transferability. To address these
limitations, I explored the experiences of different employees from organizations across
multiple industries and used prolonged engagement during the data collection phase to
obtain richer data.
Significance
The findings of this study may contribute to linking science to practice by
identifying assessment tools and talent development approaches to better prepare
organizations for digital transformation. I did not expected that the participants would
directly pinpoint this information; however, I assumed the talent development practices
most beneficial to organizations would be revealed once the data were collected and
analyzed. Human resource management and talent development practitioners may use the
results of this study to develop practices to overcome barriers to developing the digital
skills of employees. In addition, the results of this study may influence talent
management policies and strategies, including talent retention, succession planning,
knowledge transfer, and training initiatives before and during a digital transformation.
Furthermore, the findings of this study may contribute to social change by
enabling human resource management and talent development practitioners to develop
evidence-based strategies that support employees and the organization during times of
change and transformation. There are many positive outcomes when organizations invest
in talent development, such as a more highly engaged and motivated workforce and
enhanced leadership culture (Letchmiah & Thomas, 2017). Employees experience
organizational purpose and meaningful work, and organizations experience talent
retention and commitment (Khoreva et al., 2017; Letchmiah & Thomas, 2017).
Chapter 2: Literature Review
Digital transformation involves more than technology. It includes an effective
transformation project that generates value; competitive advantage encompasses people,
culture, and talent development (Kavanaugh, 2019; Ra et al., 2019; Warner & Wäger,
2020). According to Kane et al. (2018), people are the source of the challenges and
success of a digital transformation. The purpose of this qualitative multiple case study
was to explore the experiences of employees in a talent development program to
understand talent development practices of building the digital skills of communication,
problem-solving, and critical thinking of employees during the implementation of new
digital technologies in the organization.
Lam & Law (2019) explained that organizations are not prepared for digital
transformation because they fail to align their strategy to people, processes, and systems.
People lack the skills, knowledge, and resources, as well as the innovative solutions
required in digital transformation. Specific competencies and digital skills are critical to
success; therefore, further research is needed to understand talent development processes
of developing digital skills and competencies to better prepare organizations for digital
transformation (Lam & Law, 2019). Ivancic et al. (2019) explained that people enable
organizations to achieve their digital transformation strategy by implementing solutions
that drive new digital processes and enterprise innovation. Evidence continues to
increase, suggesting that talent development is a valuable tool for developing the digital
skills that employees need during a digital transformation (Guinan et al., 2019; Ivanci et
al., 2019; Lam & Law, 2019; Sousa & Rocha, 2019).
Nair (2019) explained that there is a significant gap between the current skills of
employees and the digital skills needed to support digital transformation. Scholars have
identified the digital skills employees need for a successful digital transformation, such as
communication, problem-solving, and critical thinking; however, there is a gap in the
literature that shows how the identified digital skills are developed (Cardenaas-Navia &
FitzGerald, 2019; Van Laar et al., 2019). Understanding digital skill development
improves talent development approaches and assessment tools to better prepare
organizations for digital transformation.
Chapter 2 consists of four sections. The literature search strategy is described in
the first section. In the second section, the theoretical foundation, as well as the rationale
for the theoretical approach, is explained. The third section addresses the concepts of
talent development, digital transformation, and the digital skills of communication,
problem-solving, and critical thinking. In the fourth section, I summarize and synthesize
major themes in the literature and describe how this study addressed a gap in the
literature.
Literature Search Strategy
The literature search strategy consisted of exploring the Walden University
library databases, such as Business Source Complete, Emerald Insight, ProQuest,
PsycINFO, Science Direct, and Thoreau, for peer-reviewed journal articles and books.
Also, Google Scholar was beneficial in the search by providing relevant publications
used in the literature review. The keywords soft skills, digital economy, digital
transformation, digital era, digitalization, human resource management, human capital,
industry 4.0, digital competence, digital skills, talent development, talent management,
digital capabilities, dynamic capabilities, and resource-based value theory were used in
the literature searches. Searches for peer-reviewed journal articles ranged from 2016 to
2020 to capture recently published literature; however, searches related to the RBV was
not subject to time limitations. The search included two conference proceedings, which
were used to understand common activities and approaches to digital transformation.
Conceptual Framework
The RBV was the conceptual framework for this study because it was essential to
look at talent and technology as strategic resources that enable digital transformation. The
conceptual framework was relevant to the themes of talent and technology as strategic
resources and the management of talent as a dynamic capability. RBV has been used to
examine human resource management practices and human capital resources as potential
strategic sources of value creation and sustainable competitive advantage (Delery &
Roumpi, 2017; Kaufman, 2016; Lin et al., 2017). Barney (1991, 2010) explained that
sustainable competitive advantage could be established through valuable, rare, inimitable,
and nonsubstitutable resources. According to the RBV, resources owned by an
organization, such as talent and technology, are valuable and the primary sources of
competitive advantage (Hoffer & Schendel, 1978; Wernerfelt, 1984). These resources
enable the organization to implement strategies that improve organizational performance
and effectiveness (Barney, 1991).
Critics of RBV argued that the theory does not logically explain value or provide
specifics on determining which resources are the sources of value creation (Kaufman,
2016). However, Delery and Roumpi (2017) found that human resource management
practices, such as talent development, have the potential to generate a sustainable
competitive advantage. For instance, investing in skill development training during the
launch of new technological systems improves the skills of employees and system
success (Snell & Dean, 1992). When organizations focus on developing specific skills
based on business objectives and enterprise strategy, they improve competitive advantage
(Becker et al., 2009; Delery & Shaw, 2001). According to Delery and Roumpi, sustained
competitive advantage emerges when human resource practices and human capital
capabilities are leveraged to make unique contributions that achieve strategic objectives.
Barney (1991, 2010) explained that technology may be easily imitable, transferable, and
substitutable by competitors. However, talented employees are scarce, and human
resources such as policies, culture, and traditions are socially complex and not easily
inimitable (Lim et al., 2017).
The dynamic capabilities approach, viewed as an extension of RBV, describes an
organization’s ability to strategically use and renew its resources and capabilities to
anticipate and adjust to continually changing internal and external environments to
survive and sustain competitive advantage (Patricio et al., 2019). Grant (1991) described
capabilities as the competence of an organization to quickly transform its processes,
people, and other valuable resources to sustain competitive performance. The three
dynamic capabilities are the ability to learn quickly, integrate new strategic resources,
and transform existing resources into organizational processes (Hutchinson, 2019).
Hutchinson (2019) further explained that this requires effective communication skills to
collaborate for assets and critical thinking skills to anticipate both positive and negative
changes and then take action. Moreover, Harsch and Festing (2020) referred to talent
management as a dynamic capability that creates value to advance organizational agility
and competitive advantage. Talent development is a critical function of talent
management and a potential source of value to organizations (Sparrow & Makram, 2015).
Employees, employee training, and technology are strategic organizational assets that can
be transformed and reused to create value and sustain competitive advantage
(Hutchinson, 2019).
Considering the perspectives of RBV and dynamic capabilities, talent and
technology are valuable resources and a major source of competitive advantage (Hoffer
& Schendel, 1978; Wernerfelt, 1984). The dynamic capabilities of these strategic
resources contribute to sustainable competitive advantage (Harsch & Festing, 2020;
Hutchinson, 2019; Sparrow & Makram, 2015). In the current study, the selected
conceptual framework was relevant to the research problem and addressed the research
question. The rationale for using this conceptual foundation for the study was that it is
essential to link employees and digital skill development to value, especially during times
of digital transformation. Also, talent development is a unique and valuable resource that
contributes to organizational learning. The ability to quickly learn from previous
successes and shortcomings is a dynamic capability that enables organizations to
anticipate opportunities, mobilize resources, and transform resources (Hutchinson, 2019).
Talent development contributes to this process through identifying, assessing, and
developing critical skills. In addition, more studies are needed that link human resource
processes such as talent development to business outcomes (Delery & Roumpi, 2017).
Literature Review
Talent Development
Talent development consists of the developmental strategies an organization
executes to ensure its talent meets current and future business demands (Rezaei &
Beyerlein, 2018). According to Hedayati and Li (2016), talent development involves
topics related to career development, including the influence of contextual factors such as
organizational climate and culture, talent attraction and retention, and diversity. Talent
development is often discussed as it relates to talent management, and like talent
management, the scope of talent development remains ambiguous; therefore, it is difficult
to generalize research findings (Hedayati & Li, 2016).
Talent development literature indicated that there is not a consensus on a concise
definition and theoretical framework (Dalal & Akdere, 2018; Heydayati & Li, 2016;
Rezaei & Beyerlein, 2018). However, scholars agreed that there are commonalities in
talent development research. For instance, talent development is an intentional process
and structured practice (Dalal & Akdere, 2018; Heydayati & Li, 2016) based on
organizational needs and driven by strategic priorities (Chaudhuri et al., 2018; Oseghale
et al., 2018). Also, organizational resources and policies influence talent development
practices (Oseghale et al., 2018), including leadership development, training, coaching,
mentoring, and targeted initiatives for skill development (Hedayati & Li, 2016; Rezaei &
Beyerlein, 2018). Talent development is an investment in employees to build skills,
knowledge, and capabilities, which are considered components of organizational
intelligence (Hamad, 2019). According to Hamad (2019), the development of employees
drives organizational performance and competitive advantage. Dalal and Akdere (2018)
described employees as an organization’s most valuable asset; therefore, talent
development is critical to providing customers with high-quality products and services.
Talent development must intentionally develop specific skills to have an impact
on an organization. Schreuder and Noorman (2019) proposed that talent development
should align with the organization’s strategy and target specific talent and skills. The
results of strategic talent development included the achievement of business goals,
competitive advantage, and innovation (Dalal & Akdere, 2018). Additionally, talent
retention, talent attraction, affective commitment, and job satisfaction are outcomes of
talent development (Hedyaati & Li, 2016), which is often discussed in terms of talent
management. Talent management processes and systems influence the development and
deployment of skills needed to achieve current and future business objectives (Hamad,
2019). Crowley-Henry et al. (2018) suggested that the effective management of talent is
essential to the success of an organization. Research showed that talent management
impacts organizational performance and workforce productivity (Zadeh & Ahmadi,
2017), sustainable business growth (Mwila & Turay, 2018), and organizational agility
(Sareen & Mishra, 2016). Talent management strategies and practices are critical to the
sustainability of an organization (Anlesinya et al., 2019).
Furthermore, research indicated that talent development and talent management
are sources of competitive advantage and value creation (Delery & Roumpi, 2017;
Kaufman, 2016; Lin et al., 2017); however, the topics are underresearched and
underdeveloped (Dalal & Akdere, 2018). Talent development is often investigated
through a qualitative approach or critically analyzed through a systematic review. A
qualitative study enables the exploration of underlying reasons and processes, whereas a
quantitative approach allows the study of a broad view of talent development (Hedayati
& Li, 2016).
In a systematic literature review, Hedayati and Li (2016) discussed the lack of
literature on talent development, which is a topic often explored through talent
management. The purpose of their literature review was to understand the status and
nature of talent development and guide future research efforts. The literature search was
conducted in 2014 and did not include a time specification. The results included 57
research articles; however, 28 were individual experiences or self-report of practitioners,
so those articles were excluded. The remaining articles included 16 empirical studies and
13 conceptual papers.
In the quantitative research examined, the independent variables were leadership
development, training, coaching, mentoring, and targeted initiatives (Hedayati & Li
(2016). The outcomes included innovation, talent attraction, talent retention,
performance, organizational value, job satisfaction, and affective commitment. Regarding
the qualitative studies, the major purpose was to understand talent development
processes. Four themes of talent development were identified: (a) career development, (b)
the influence of contextual factors such as organizational climate and culture, (c) talent
attraction and retention, and (d) diversity.
Qualitative research enables the study of challenges in talent development
practices (Whysall et al., 2019). Using a case study approach builds theory and extends
the literature (Oseghale et al., 2018). In a qualitative study, Oseghale et al. (2018)
investigated the factors that influence talent development decisions. The study indicated
that most skill gaps exist at the organizational level, and talent development serves a
strategic purpose. For instance, when the organization changed technology, they
implemented employee training to build skills needed to optimize performance. The
study revealed that the key drivers of talent development decisions are organizational
strategy, policies, and technology changes.
Scholars have suggested that talent development should align with the strategy of
the organization and target specific talent and skills (Chaudhuri et al., 2018; Schreuder &
Noorman, 2019). Chaudhuri et al. (2018) conducted case studies to explore talent
development practices in three organizational settings. The organizations did not have the
resources to hire external talent, so they focused on identifying and developing their
employees through online resources and internal mentors. The findings showed that by
developing the soft skills of internal talent, the organization increased talent retention and
performance. Through a quantitative approach, Hamad (2019) investigated the
relationship between talent management and organizational intelligence. Hamad
conducted survey research on top and middle managers working in the food industry. The
study confirmed that talent development through talent management practices drives an
organization’s ability to create, communicate, and deploy knowledge. Also, the study
indicated that developing critical employee skills increases the organization’s ability to
solve critical problems and achieve business goals.
Empirical literature linked talent development to specific benefits; however, there
were many challenges in defining the scope and nature of the concept. Scholars agreed
that there is no established definition, theoretical background, or scope of talent
development (Dalal & Akdere, 2018; Heydayati & LI, 2016; Oseghale et al., 2018;
Rezaei & Beyerlein, 2018). Also, the current literature did not address technology and
talent development. There is a lack of attention to the use of technology and its effect on
talent development (Heydayati & Li, 2016). Whysall et al. (2018) explained that there is
an absence of research on the digital economy’s impact on talent development and
empirical studies that address talent development from the perspectives of employees.
Human resource managers and CEOs have agreed that the major challenge of talent
development is the adoption of critical skills related to the implementation of business
technologies (Juarez-Tarraga et al., 2019). Studies have shown a gap in linking talent
development to organizational outcomes and strategy (Gallardo-Gallardo et al., 2020;
McFarland & Jestaz, 2016).
Digital Transformation
Cichosz et al. (2020) defined digital transformation as the strategic
implementation and leveraging of digital technologies to improve organizational
processes, operational efficiency, and customer experience to create value, competitive
advantage, and sustainability. Digital transformation requires an extensive
implementation and acceptance of new digital technologies and is associated with
strategic renewal (Kretschmer & Khashabi, 2020). Moreover, it involves the
implementation of advanced technologies such as Cloud Computing, Artificial
Intelligence, Internet of things, and Big Data to improve the organizational culture,
business processes, data-driven decisions, and workforce planning (Warner et al., 2020).
Digital transformation also includes social media, mobile devices, analytics, and
embedded devices (Singh et al., 2020).
Organizations recognize digital transformation as a strategic priority because it
enhances business models and data-driven decisions. Digital transformation connects
organizations to data and analytics, as well as new technologies, which drive smarter
decisions and the automation of human resource processes (Dillon, 2020; Sivathanu et
al., 2018). Also, it informs weaknesses in existing systems (Kretschmer et al., 2020),
improves products and services (Correani et al., 2020), and streamlines business
operations (Singh et al., 2020). Cichosz et al. (2020) proposed that digital transformation
creates value by improving operational efficiency, customer experiences, business
models, strategic differentiation, cost, stakeholder relationships, and competitive
advantage. Scholars have agreed that digital transformation is a value-creating process
that is critical to the sustainability of an organization (Mahmood et al., 2019; Solberg et
al., 2020).
Digital transformation poses opportunities as well as potential challenges because
it impacts many dimensions of an organization. Kretschmer et al. (2020) explained that
an organization comprises groups who work collectively to achieve the goals of the
organization. Further, digital transformation changes the way the tasks are disseminated.
Not only does digitalization inform weaknesses, but it also exposes redundant and
expensive processes. According to Kretschmer et al. (2020), it discovers tasks that are no
longer needed and then reveals new-found tasks needed among the groups to enhance
business operations. As a result, digital transformation initiates change within the
structure of an organization. Since digital transformation is an emerging topic, it still is
not evident how it impacts employees who perform internal processes and tasks
(Kretschmer et al., 2020).
Empirical research on digital transformation and its impact on organizational
structure is limited (Cichosez et al., 2020). However, digital transformation has been
examined through qualitative studies and literature reviews. Cichosz et al. (2020)
investigated digital transformation in logistics service providers to understand barriers,
success factors, and leading practices. The research was conducted through a systematic
literature review and nine case study analyses. The case study consisted of interviews
with directors who were managing the digital transformation projects. The researchers
identified barriers due to the complexity of processes and systems and the shortage of
digitally skilled employees. The success factors were connected to employee training and
technology acceptance. Cichosz and colleagues explained that the major challenge and
main source of success were the employees (Cichosz et al., 2020).
Correani et al. (2020) conducted case studies of digital transformation projects at
three organizations. The purpose of their study was to develop and propose a framework
to help organizations improve their digital transformation strategy. Findings indicated
that organizations lack a specific plan and defined scope; therefore, digital transformation
projects fail between the formation and implementation phases. Specifically, the
researchers found that organizations lack a strategy for leveraging digital technology
long-term and do not consider the change management challenges for employees and
customers. Additionally, the study showed that people are slow to adapt to the pace of
digital transformation, and organizations often underestimate the urgency of digital
transformation (Correani et al., 2020). Furthermore, Kretschmer et al. (2020) stated that a
deficient digital transformation could be detrimental to business growth and cause a
longlasting loss in market share and competitive advantage.
Since digital transformation is high priority, organizations hire chief digital
officers to help implement digital transformation activities while leading strategic
change. Singh et al. (2020) conducted a multiple case study to explore how chief digital
officers engage in digital transformation activities. The study showed that the chief
digital officer supports managers with the culture shift and cross-functional training. In a
qualitative study, Brunetti et al. (2020) interviewed stakeholders during digital
transformation to understand the challenges and explore strategies. The study identified
digital skills and culture as the major challenges. Brunetti and colleagues proposed
investing in the development of knowledge and skills to enable employees to better
interact with digital technologies (Brunetti et al., 2020). Research has also shown that the
most significant aspect of digital transformation is human interaction; thus, employees
must adapt and be retrained (Grula et al., 2020).
Although empirical literature connects digital transformation to value creation and
organizational sustainability (Mahmood et al., 2019; Solberg et al., 2020), there is a lack
of research that connects digital transformation with employee skill development and
technology acceptance (Cichosz et al., 2020; Correani et al., 2020; Singh et al., 2020;
Solberg et al., 2020), which are the sources of major challenges. According to Nair
(2019), there is a significant gap between the skills of employees and the organizational
needs of digital transformation. Further research is needed to assess the barriers and
success indicators to cultivating a digital culture and developing digital skills (Cichosz et
al., 2020; Correani et al., 2020; Singh et al., 2020; Solberg et al., 2020). Cichosz et al.
(2020) recommended quantitative studies to examine the importance of success factors
during different phases of digital transformation.
Digital Skills
Colombo et al. (2019) explained that new technologies are automating tasks that
were previously performed manually by employees. As a result, job tasks are
significantly changing, and new skills are required. Ra et al. (2019) stated that the
technological advances would result in the loss of jobs; however, new jobs will emerge
because some tasks cannot be automated. Also, there is a greater emphasis on
problemsolving and communication abilities (Colombo et al., 2019). Specifically,
research shows that soft skills such as communication, problem-solving, and critical
thinking are essential digital skills (Cardenaas-Navia & Fitzgerald, 2019; Van Laar et al.,
2019).
Communication
Schwarzmüller et al. (2018) described digital communication skills as the ability
to use various communication channels to virtually interconnect with colleagues, teams,
partners, and other organizations. Communication skills enable employees to interact
with others and their work environment (Colombo et al., 2019). Van Laar et al. (2019)
conducted survey research to investigate the level of 21st Century digital skills and the
determinants contributing to the level of these skills among professionals working within
creative industries. The digital skills explored in the study were information,
communication, collaboration, critical thinking, collaboration, critical thinking,
creativity, and problem-solving. The digital skill of communication involved expressive
skills to shape interpersonal impressions to drive effective outcomes from online
interactions, contact-building skills to build relationships through social applications,
networking skills to mobilize social contacts to achieve business goals, and
contactsharing skills to digitally communicate business content such as status updates and
brand awareness. Information and communication expressiveness skills had the highest
means, followed by problem-solving and critical thinking digital skills. Also, the study
found that self-directed learning contributed to the level of information, collaboration,
and problemsolving digital skills; however, it did not impact communication, creativity,
or critical thinking digital skills.
Solberg et al. (2020) suggested that communication is an essential skill when
implementing new technologies. In a descriptive study, Demir (2019) identified the major
technological trends impacting organizations. The study indicated that digital trends
affect organizational structures, business models, and employee behaviors
simultaneously. Accordingly, digitalization impacts performance, communication,
learning, decision making, and business practices.
Problem-Solving
Technology is significantly changing job tasks and skills; therefore, there is a
greater need for communication and problem-solving skills (Colombo et al., 2019). Sousa
et al. (2018) described the digital skill of problem-solving as the ability to solve problems
through critical analysis. Problem-solving digital skills involve the capability to analyze
complex problems and generate comprehensive but practical solutions (Van Laar et al.,
2019). These skills are essential when using online platforms and digital tools.
Critical Thinking
Van Laar et al. (2019) identified critical thinking as an essential digital skill that
requires the capability to use evidence and consider multiple perspectives to make
wellinformed conclusions. Sousa et al. (2018) conducted a literature review and survey
research to identify the critical skills and disruptive technological skills that organizations
need in this digital age. The study revealed critical thinking, problem-solving,
coordinating with others, creativity, people management, emotional intelligence,
judgment and decision-making, and cognitive flexibility as some of the critical skills. The
disruptive skills that were identified included artificial intelligence, nanotechnology,
Internet of things, augmented reality, and digitalization.
Summary and Conclusions
The review of the literature indicated that scholars know that talent management
may be a valuable tool for innovation, as well as talent development for developing
digital expertise; however, the most effective talent management practices are unknown.
The literature showed a lack of research on the impact of technology on talent
development. Organizations are focused on implementing new technologies to improve
business outcomes; however, there is an absence of research to support talent
development efforts of building the critical skills that employees need during the
implementation of new technologies.
Furthermore, the literature confirmed that employees are critical to successful
business outcomes when transitioning to new digital technologies; however, the
acceptance of the technologies is a major organizational barrier. Additional research is
needed to further understand the impact of digital technologies on employees. Although
the literature identified a gap between the skills of employees and the organizational
needs of digital transformation, further research is needed to assess the barriers and
success indicators for cultivating a digital culture and developing digital skills. Additional
research may reveal connections between talent development and organizational
outcomes. Additionally, the literature indicated that the digital skills associated with
digital transformation are communication, problem-solving, and critical thinking;
however, research is needed to understand the talent development practices that are
crucial to building the digital skills that support digital transformation.
This research addressed the gap in what scholars have identified as digital skills
required in a digital transformation and the process of talent development of employees
during a digital transformation. The study explored the experiences of employees in a
talent development program to understand talent development processes of building the
digital skills of communication, problem-solving, and critical thinking of employees
during the implementation of new digital technologies in the organization. It extends
talent development research that may be used to support the digital skill development of
employees during a digital transformation.
The review of the literature built the foundation for the qualitative research
methodology for the study. The literature identified talent development as an
underdeveloped and under-researched topic that it is often investigated through
qualitative case studies. A qualitative approach allowed the exploration of underlying
reasons and processes of the phenomenon (Hedayati Mehdibadi et al., 2016). Chapter 3
presents an explanation of the methodological aspects of the study.
Chapter 3: Research Method
The purpose of this qualitative multiple case study was to explore the experiences
of employees in a talent development program to understand talent development practices
of building the digital skills of communication, problem-solving, and critical thinking of
employees during the implementation of new digital technologies in the organization.
The study’s goal was to bring awareness to talent development practices that may be used
to build the digital skills that employees need to support enterprise digital transformation.
Chapter 3 introduces the qualitative research design and rationale and addresses my role
as the researcher in the study. Also, I describe the research methodology, which includes
the selection of participants, instrumentation, and data collection procedures. In addition,
Chapter 3 addresses issues of trustworthiness and ethical procedures. The chapter
concludes with a summary of the main points of the research methodology.
Research Design and Methodology
This qualitative study was guided by three research questions:
RQ1: What are the experiences of employees in a talent development program in
different industries on developing the digital skills of communication, problem-solving,
and critical thinking during a time of digital transformation of new digital technologies
within an organization?
RQ2: What do employees in a talent development program perceive as effective
skill development activities to improve digital skills during a time of digital
transformation of new digital technologies within an organization?
RQ3: What do employees in a talent development program perceive as barriers to
developing the digital skills needed for career advancement during a digital
transformation of new digital technologies within an organization?
I explored talent development during the implementation of new digital
technologies in an organization from the perspectives of employees in a talent
development program to understand how the digital skills of communication,
problemsolving, and critical thinking are developed. The study also addressed effective
skilldevelopment activities and barriers to participating in a talent development program
during a digital transformation. The research addressed the gap in what scholars have
identified as digital skills required in a digital transformation and the process of talent
development of employees during a digital transformation (Cardenaas-Navia &
Fitzgerald, 2019; Sousa & Rocha, 2019; Sousa & Wilks, 2018; Van Laar et al., 2019).
The research method for this study was a qualitative multiple case study. A
qualitative approach enables the exploration of underlying reasons and processes of the
phenomenon (Hedayati & Li, 2016). Moreover, a multiple case study design yields
evidence from various sources, which enables more in-depth and contextual study (Yin,
2018). This qualitative research design was used to understand what employees in a talent
development program perceive as valuable skill development activities and talent
development approaches to assess and develop digital skills in employees during a time
of digital transformation. This research design enabled me to compare experiences and
perceptions among various employees in a talent development program to identify talent
development practices that may be used to build the digital skills that employees need to
support enterprise digital transformation.
Role of the Researcher
I acted as a participant and observer through the data collection and analysis
process to make sense of the phenomenon. As the primary instrument of data collection
and analysis, the researcher conveys the meaning of the research (Merriam & Grenier,
2019). It is expected for a researcher to have feelings, ideas, and knowledge regarding the
research; however, any personal bias must be identified and monitored throughout the
study (Karagiozis, 2018). Therefore, the researcher must work to mitigate personal
assumptions and interpretations.
Throughout the study, my role as the researcher was observer–participant.
According to Burkholder et al. (2016), the researcher engages in the study as a participant
and an observer throughout the interview and data collection process. Before the data
collection process, I examined my experiences to acknowledge predispositions and
assumptions and to alleviate any prejudices that may have influenced the process. During
the interview process, I interacted with participants as an observer and participant to
focus on their experiences, build rapport, and ask follow-up questions.
I did not have a personal relationship with the participants in this study. Although
the participants were previous clients of the consulting firm where I am employed, I did
not work with them directly. In addition, there were no incentives offered, and the
research was not conducted within my work environment. Therefore, the data collection
and analysis processes were not compromised due to possible conflicts of interest.
Methodology
The participants in this qualitative study included women and men who are early
to mid-level career individuals working in individual contributor, management, and
director-level jobs within organizations from three different industries in the United
States. The participants had 5 years or more of professional experience in the workforce.
They are currently in or had participated in a talent development program within the last
2 years while their organization implemented new digital technologies to improve
organizational culture, business processes, data-driven decisions, innovation, or the
customer experience. There were no other demographic characteristics identified as
factors for this study.
This qualitative multiple case study included participants from three different
industries, including human capital management technology, supply chain management,
and data analytics. These organizations had experienced digital transformation and had
talent development programs. The participants were selected through purposeful
sampling. This method is useful in identifying individuals who have experienced the
phenomenon and meet the research objectives (Palinkas et al., 2015). In addition,
qualitative researchers who use this sampling strategy try to obtain all of the data needed
to understand the phenomenon to reach theoretical saturation (Van Rijnsoever, 2017).
This sampling method was used to select individuals who met the research criteria.
Initially, I contacted the selected participants through email or LinkedIn to provide them
with a brief description of the study and requested their agreement to participate in the
study. Once they agreed to participate, I emailed them a link to an online questionnaire
and contacted them to schedule a virtual interview.
Instrumentation
The data collection process included an interview protocol. The research
questions were transformed into interview questions. According to Patton (2015), the
interview establishes a framework for obtaining responses that express the realities of the
participants. I developed interview questions to guide participants to describe the vivid
details of their experiences. Yin (2018) stated that the ability to ask good questions
enables the researcher to engage in rich conversations. Themes from the literature review
and theoretical framework influenced the structure of the interview questions. The
interviews were conducted virtually.
Procedures for Recruitment, Participation, and Data Collection
The participants were recruited through purposeful sampling. I reviewed a
database of organizations that had talent development programs. Of these organizations, I
selected three that had implemented digital transformation of new digital technologies
and identified employees based on the inclusion criteria. The employees received an
invite via email to request their participation in the study. Prior to participating in the
research, participants received a consent form to review and send back via email. I
confirmed a virtual meeting date with the participants who agreed to participate in the
study. Then an Outlook meeting request with the interview date, time, and meeting link
was sent.
Prior to attending the virtual meeting, the participants were sent a demographic
questionnaire to complete online in Qualtrics. The online questionnaire addressed the
participant’s place of employment, gender, job position, years of experience, and general
information about their organization’s digital transformation projects during the time of
participating in the talent development program. This involved identifying digital
technologies implemented during their participation in the talent development program
and the length of time of their talent development program. The virtual interviews were
recorded and conducted within 10 days of completing the online questionnaire. The
interviews were transcribed using GoToMeeting online conferencing software. To ensure
the data were accurate and complete, participants received a copy of their transcript to
review. This approach also supported triangulation and member checking of the data,
which enriched the validity of the findings.
Data Analysis Plan
The data were analyzed using thematic analysis. Braun and Clarke (2006)
explained thematic analysis as a six-phase framework in which the researcher becomes
familiar with the data, generates initial codes, searches for themes, refines themes,
defines themes, and evidences the theme. Thematic analysis enables the researcher to
engage in a flexible approach to analyzing the data for meaningful patterns related to the
research questions. This method is recursive rather than linear because the researcher
moves back and forth between the data as necessary during the analysis process (Braun &
Clarke, 2006).
The first phase of thematic analysis involved me completely immersing myself in
the data to become familiar with the depth and breadth of the data (see Braun & Clarke,
2006). Using GoToMeeting, I transcribed the interviews to thoroughly interpret the data.
I repeatedly read the data to search for meaning and patterns. During this process, I
generated an initial list of codes. Once the data were systematically organized into
meaningful groups, I sorted the codes into possible themes. After I generated a set of
potential themes, the themes were reviewed and refined to ensure they were clear and
distinct. Additionally, I evaluated the validity of the themes to confirm that they precisely
represented meanings presented in the data.
Issues of Trustworthiness
Ravitch and Carl (2016) indicated that trustworthiness, or validity, is a critical
element of the qualitative research design; therefore, researchers must consider the
approach that mitigates threats to validity and promotes quality data. Korstjens and
Moser (2018) explained that trustworthy qualitative research is based on credibility,
transferability, dependability, confirmability, and reflexivity. A suitable strategy to
establish credibility is reflexivity. Engaging in reflexivity enables researchers to identify
and record personal biases, assumptions, and interpretations throughout the study.
Another strategy is triangulation, or the use of multiple approaches to increase
trustworthiness and validity. In the current study, I conducted member checks by
presenting probable findings to the participants. This gave participants an opportunity to
validate the interpretation of their experiences and perspectives.
Credibility can also be established through spending extended time in the data
collection process with purposefully selected participants (Palinkas et al., 2015). Also,
this helps researchers reach saturation or a point where no additional themes of data can
be identified. As researchers engage in prolonged contact during the data collection
process, they build trust and rapport with the participants. The result is richer and thicker
data and a more in-depth understanding of the phenomenon, which promotes
transferability. Transferability, which indicates external validity, means that the findings
may be applied to a broader population. To strengthen transferability, I purposefully
selected a diverse sample of participants to ensure generalizability to similar contexts.
Further strategies are needed to strengthen dependability to ensure consistency
and internal validity. However, I used triangulation and audit trails as strategies for
dependability. The data were collected through emails and online virtual interviews. The
audit trail included details on how the study was conducted and data were analyzed. Also,
I recorded how the data were collected and explained the decisions that were made
throughout the study. The researcher’s lens and critical self-reflection are significant to
qualitative inquiry; therefore, researchers must acknowledge their position and impact on
the research process (Merriam & Grenier, 2019). I engaged in the process of reflexivity
throughout the study to establish confirmability and scientific objectivity.
Ethical Procedures
Prior to the data collection phase of the study, I obtained approval from Walden
University’s Institutional Review Board (03-15-21-0277754). To ensure the privacy and
confidentiality of the participants, I followed the requirements of the approved IRB.
Individuals who agreed to participate were sent consent emails that provided details on
their rights and expectations regarding the study. In the consent, participants were
informed that their interview would be recorded to ensure the accuracy of the data
collected. Also, the participants were informed that their names would not be published
and that their responses would be a part of a group of participants. The data collected
were not of a sensitive nature, and the participants were not a part of a vulnerable group;
therefore, the study presented a minimal risk to the participants. All interviews were
conducted through GoToMeeting. The data were saved on my password-protected
external drive. Once the study is published, the data will be kept for a period of at least 5
years, as required by the university, then deleted.
Summary
In Chapter 3, the phenomenon of the study and the rationale for the chosen
research design were defined, and the role of the researcher and the methodology of the
study were explained. In the methodology, the population, sampling strategy, and
recruitment method were identified, and the data collection process and the data analysis
plan were described. Also, the strategies that were employed to strengthen
trustworthiness in the study were presented. Lastly, to ensure that the study complied
with ethical standards, the requirements of the approved IRB were followed. In Chapter
4, details on the data collection and data analysis procedures are provided, as well as the
results.
Chapter 4: Results
The purpose of this qualitative multiple case study was to explore the experiences
of employees in a talent development program to understand talent development practices
of building the digital skills of communication, problem-solving, and critical thinking of
employees during the implementation of new digital technologies in the organization.
The research questions that guided this study were the following:
RQ1: What are the experiences of employees in a talent development program in
different industries on developing the digital skills of communication, problem-solving,
and critical thinking during a time of digital transformation of new digital technologies
within an organization?
RQ2: What do employees in a talent development program perceive as effective
skill development activities to improve digital skills during a time of digital
transformation of new digital technologies within an organization?
RQ3: What do employees in a talent development program perceive as barriers to
developing the digital skills needed for career advancement during a digital
transformation of new digital technologies within an organization?
This chapter provides the results of questionnaires and interviews conducted with
10 participants. The sample population, data collection, and data analysis procedures are
described. The research findings are organized according to each research question. This
chapter also includes a review of the evidence for trustworthiness and concludes with a
summary of the findings.
Setting
During this study, no personal or organizational conditions influenced the
participants’ experiences or their responses to the interview questions. The qualitative
data collection methods were questionnaires and interviews. The questionnaires were
used to collect initial data to confirm the participant met the research criteria. The
interviews served as the primary method for collecting data to address the research
questions.
I selected 22 individuals from three organizations who met the research criteria
and sent an email with a brief description of the study, along with a request for their
participation. Within a week, 10 responded and gave consent to participate in the study.
Once I confirmed their availability, I emailed participants the online questionnaire and a
meeting link for the virtual interview. Individual interviews were conducted with 10
research participants using GoToMeeting and lasted 20 to 50 minutes for each
participant.
The interviews were audio-recorded; the webcam feature was turned off. There
were a few minor technical difficulties with the computer audio. For these instances, I
and the participant used phones to call into the meeting. This method resolved the
technical issue with the audio. Each of the interviews was recorded and transcribed using
the GoToMeeting platform.
Demographics
A total of 10 participants from three organizations participated in the study. Two
(20%) of the participants were from a human capital management technology
organization, four (40%) were from a supply change management organization, and four
(40%) were from a data analytics organization. The job level of the participant was
another demographic captured by this study. Four (40%) of the participants were at the
director level, four (40%) were managers, and two (20%) were individual contributors.
Years of experience was the third demographic collected in this study. One (10%)
of the participants had 5 to 10 years of experience, and one (10%) had 11 to 15 years of
experience. Four (40%) of the participants had 16 to 20 years of experience, and three
(30%) had 21 to 25 years of experience. One (10%) had 26 to 30 years of experience.
Lastly, there were four (40%) male and six (60%) female participants.
Data Collection
A qualitative multiple case study was conducted to explore the experiences of 10
research participants and to use their responses to identify themes to address the research
questions. There were no variations in the data collection plan or any unusual
circumstances encountered during the data collection process. Questionnaires and
interviews were used as the qualitative methods for data collection.
Over a 10-day period, a total of 10 questionnaires were completed, and 10
interviews were conducted. Each participant completed a questionnaire in Qualtrics prior
to participating in the interview to ensure they met the research criteria. The first
interview was conducted on March 18, 2021, and the last interview was completed on
March 28, 2021. Appendix A includes the interview protocol and the list of questions and
procedures for the interviews. In addition, the demographic questionnaire is provided in
Appendix B.
Each interview was conducted and recorded in GoToMeeting. Additionally, this
online conferencing platform provided a transcription of the audio at the conclusion of
each interview. Following the interview protocol, each participant was emailed a copy of
their transcribed audio to check for accuracy and to determine whether they wanted to
revise or add information to their responses. After that, participants were given 5 days to
review and make corrections to their transcript to ensure the data were precise and
complete. All participants confirmed the accuracy and completeness of the transcripts.
Data Analysis
The data were analyzed using thematic analysis. Thematic analysis is a six-phase
framework in which the researcher becomes familiar with the data, generates initial
codes, searches for themes, refines themes, defines themes, and evidences the theme
(Braun & Clarke, 2006). The first phase of thematic analysis requires complete
immersion in the data to become familiar with the depth and breadth of the data. I
continually read through the transcripts to become immersed and deeply connected with
the data. I also used the transcripts to summarize my interpretations of the participants’
responses to the interview questions. To ensure the accuracy of my interpretations, I sent
each participant my summary of their responses to review. Within a week, all participants
confirmed the accuracy of the summaries. Next, I resumed exploring the data for
meanings and patterns. During this process, I generated an initial list of codes. Once the
data were systematically organized into meaningful groups, I sorted the codes into
possible themes. After I generated a set of potential themes, the themes were reviewed
and refined to ensure they were clear and distinct. Table 1 illustrates the five codes and
themes that emerged from the data analysis. In addition, Table 1 includes the keywords
most referenced in the participants’ responses during the interviews.
Table 1
Codes and Themes
Codes Themes Keywords
Remote work
environment
The ability to be able to
communicate virtually is
essential in the corporate
environment
Pandemic
COVID
Remote
Virtual
Online
Training Training has shifted from face-
to-face to virtual
Training
Talent development
Skill development
Digital skills Importance of practice
opportunities to develop digital
skills
Practice Skills
Barriers The employee’s own
perception of being able to do
the work
Perception
Change
Learning
Traditional
Opportunities
Challenging
Career development Seeking resources within and
outside of the company
Resources
Company
Mentor
Coach
Learning management
system
Online courses
Professional development
sites
Strategy
Remote Work Environment
During the interviews, each participant discussed how the nature of work had
changed partly due to the current pandemic. However, participants contended that remote
or virtual work environments were imminent because of digital transformation and the
increased need to distribute critical resources and information globally. This included the
ability to effectively build cross-border teams to power innovation and digital
technologies. Research participants referenced the ability to communicate virtually on
assignments and projects with leaders, coworkers, and clients as essential in today’s
remote work environment. Participant 2 stated “we took advantage of our new video
conferencing platform. We have a new culture of working remotely and collaborating
outside of the office and getting used to how we connect in a new way at a new level.”
This was consistent with the findings of Frankiewicz and Chamorro-Premuzic (2020)
who explained how digital transformation is more about people than technology because
people will continue to interact with members of their team and customers and create
innovative products to help solve business problems.
Training
The participants referred to talent development as employee training; they felt as
if training had changed because of the current pandemic and the need to shift from
inperson training, which allows for face-to-face interaction, to virtual training using
online communication platforms like Google Meet, Microsoft Teams, and Zoom. Also,
the shift to virtual training was impending because organizations were becoming more
digitalized.
Participant 2 stated
The company is very pioneering and forward-thinking, so we’ve been going down
the path of using technology and innovation to train and develop people. We’ve
had the tools and technology before the pandemic hit. We’ve been developing
people remotely and scaling processes for efficiency prior to COVID, so we were
already prepared and didn’t have to make a lot of adjustments. However, people
learn in different ways, and years ago, instructor-led training was a popular form
of training. We are seeing gaps in how people adjust to technology and how
people develop through the use of digital technology.
Participants also described on-demand training opportunities in learning management
systems, which enable the opportunity to practice skills. Prerecorded or e-learning
training allowed participants to learn and practice at their own pace and reference content
they learned in previous virtual training.
Digital Skills
The digital transformation made digital platforms available for learning and
practicing new skills. For example, Participants 3, 4, 5, and 6 work at an organization that
has been experiencing a digital transformation for almost 2 years. Their organization is
changing from Microsoft 365 to Google Workspace. Each participant described their
experience of being a part of the digital transformation strategy as planned and well
prepared. Participants reported ample training opportunities to develop the digital skills
needed to perform their jobs; this helped them to adapt to the new technologies. All
training was virtual and was offered synchronously and asynchronously. The
synchronous format allowed participants to collaborate and ask questions, and the
asynchronous modality enabled refresher training and practice opportunities. Participant
4 stated
The company has done a lot to improve talent management programs on the
digital side. For instance, to improve digital skills in communication, such as
communicating digitally – training has migrated to a digital platform that enables
employees to access training on-demand. The platform that we use allows for
personalized courses offered digitally to employees. The learning path has
customized courses specific to our work and job duties.
This finding aligns with Ra et al. (2019) who found that employees’ ability to adapt to
new technologies requires an organizational culture of learnability and innovative
methods of skill development. In addition, Brunetti et al. (2020) explained that investing
in the development of knowledge and skills enables employees to better interact with
digital technologies.
Barriers
All but one participant reported that they were the main barrier to developing
digital skills needed for career advancement during a digital transformation. Participant 1
stated
Barriers are all in how an individual perceives their situation. I think some of the
perceived barriers during the talent development program were really around their
ability to do the stretch assignments because the company was taking an
employee from one role and really kind of telling them, you’re going to do three
roles.
Another barrier was a lack of opportunities to practice new skills. Participant 7 stated
“the lack of practice opportunities and lack of direction makes me feel like what should I
be doing?” Participants also discussed how the shift from in-person to virtual training
was a barrier to career development. Participant 6 expressed “the lack of face-to-face
interactions makes it harder to learn new systems.” Prior studies indicated that talent
development is an intentional process and structured practice (Dalal & Akdere, 2018;
Heydayati & Li, 2016) that is influenced by organizational needs, policies, and strategic
priorities (Chaudhuri et al., 2018; Oseghale et al., 2018).
Career Development
The participants discussed the importance of exploring resources both internally
within the organization and externally to develop their career development. Participant 4
stated
The company has done a lot to improve talent management programs on the
digital side. For instance, to improve digital skills in communication, such as
communicating digitally – training has migrated to a digital platform that enables
employees to access training on-demand. The platform that we use allows for
personalized courses offered digitally to employees. The learning path is
customized courses specific to their work and job duties.
Participant 8 stated “we had an extensive resource library of training, which was helpful
to review after training sessions and a mentor to provide advice and feedback.” This
finding connected to the activities that support talent development, such as training,
coaching, mentoring, and targeted initiatives for skill development (see Hedayati & Li,
2016; Rezaei & Beyerlein, 2018).
Evidence of Trustworthiness
Triangulation was used as a strategy to increase trustworthiness and validity.
Multiple strategies were used to evaluate the data and establish credibility.
Questionnaires, interviews, and member checks were used to evaluate the data. Member
checks were performed on the data collected from the interviews to validate the
interpretation of participants’ experiences and perspectives. Credibility was established
through the data collection process through prolonged engagement to build rapport and
trust with the research participants.
To strengthen dependability and ensure consistency and internal validity, I used
audit trails, which included notes about how the study was conducted. These records
included data collection and data analysis processes and an explanation of the decisions
that were made throughout the study and my self-reflection. To enhance transferability,
which indicates external validity, I included 10 participants from three organizations. To
establish confirmability, I engaged in the process of reflexivity throughout the study to
identify and record personal biases, assumptions, and interpretations. Also, the interviews
were transcribed, and each participant reviewed the collected data for accuracy. No
participant changed their responses, and all participants confirmed the accuracy.
Results
Data collected from the questionnaires and interviews were reviewed.
Additionally, the data were evaluated for outlying responses, and no discrepant cases
were evident. The data was organized into codes, which resulted in three themes to
address the research questions:
RQ1: What are the experiences of employees in a talent development program in
different industries on developing the digital skills of communication, problem-solving
and critical thinking during a time of digital transformation of new digital technologies
within an organization?
RQ2: What do employees in a talent development program perceive as effective
skill development activities to improve digital skills during a time of digital
transformation of new digital technologies within an organization?
RQ3: What do employees in a talent development program perceive as barriers to
developing the digital skills needed for career advancement during a digital
transformation of new digital technologies within an organization?
Theme 1: Communication Is Essential During Digital Transformation
The research findings suggested that the digital skill of communication is essential
and developed through practice when implementing an enterprise digital transformation.
The digital skills of problem-solving and critical thinking were related to communication.
All participants discussed the importance of problem-solving and critical thinking when
communicating with their team, co-workers, clients, and leaders on projects. Participants
1, 2, 3, 4, and 6 discussed how they developed problem-solving and critical thinking
skills through their experiences in their talent development programs when they worked
on cross-divisional assignments. However, communication was the key digital skill that
all participants focused on during their interview. Participant 1 stated, “Communication
as it relates to digital chats and virtual platforms is important.”
Participant 2 shared how communication was essential to develop, and knowing how to
do it virtually was critical to working virtually with peers and communicating with
remote leaders the status of projects. Participant 7 discussed that communication from
leaders in the form of feedback, coaching, and advice was an effective skill development
activity.
Theme one emerged from the data used to explore Research Question one. The
data reveals that communication is a key digital skill that participants experienced during
digital transformation. Schwarzmüller et al. (2018) described digital communication
skills as the ability to use various communication channels to virtually interconnect with
colleagues, teams, partners, and other organizations. Participant 1 stated, “The company
is providing digital tools that you have to use more regularly, so you need to know how to
transfer verbal speech to chat, or a text type of conversation in a corporate environment.”
Participant 3 stated, “When the company was transitioning to new digital technologies,
multiple layers of communication were important during our transition plan.” Theme one
supports research that suggests that communication is an essential skill when
implementing new technologies (Solberg et al., 2020) and that communication skills
enable employees to interact with others and their work environment (Colombo et al.,
2019).
Theme 2: Opportunities to Practice Skills Is an Effective Skill Development Activity
The research participants perceived opportunities to practice skills as the most
effective skill development activity to improve their digital skills during a digital
transformation. Participant 5 discussed that the organization provided training and
resources to help her and her team practice on the new platforms to get hands-on
experience. Participant 7 stated, “I had the opportunity to practice communication skills
that I needed to support my employees. I practiced with a coach, and the feedback was
helpful.” Participant 9 discussed the difficulty of trying to learn new technical systems
and how the online training was helpful to get hands-on experience working directly with
products, software, and technology. Participant 6 expressed, “Sometimes, it’s hard trying
to learn something new, so it’s nice to have the practice tools.”
The data helped answer Research Question two to suggest that practice is an
effective skill development activity to improve digital skills. Many of the participants
discussed skill development as it related to building their digital communication skills,
but there was also a focus on skill development using the new digital technologies
implemented by their organizations. Having opportunities to practice using the new
platforms, software, and tools that impacted their work was significant to skill
development and acceptance of the new technologies. This aligns with research
conducted by Cichosz et al. (2020), who found that the success factors of a digital
transformation were connected to employee training and technology acceptance.
Theme 3: Employees Should Seek Resources to Advance Their Careers
The participants perceived career development as a self-directed process where
the employee should seek resources both internally and externally to develop the digital
skills needed for career advancement. Participant 4 stated:
You need to be open to learning new things, but also, you need to have a strategy.
You should focus on [the] top skills that you use regularly. And take courses that
improve your depth of knowledge and develop skill sets in areas most needed for
your profession.
Participant 3 stated:
If you’re not in technology or not supporting that initiative, then maybe your
development opportunities are different. We have a personal responsibility to our
own development. I think there are so many different avenues that we can go to
get that development.
Participant 3 further stated:
I think it’s opening up the world even more because of the technology that we
have and the world dynamics that we have today. So, I see we’ve got a much
bigger playing field to work within to find the opportunity. And I believe that
we’re only limited by our perspective of that world.
The research data answer Research Question three. The findings suggest that a
major barrier to digital skill development for career advancement is based on the
perception of the employee. Participants described how if an employee feels that learning
the new technology is too challenging, it presents the most significant barrier that they
must overcome. Employee acceptance of the new technology is a major organizational
barrier during transformation projects (Cichosz et al., 2020; Correani et al., 2020; Singh
et al., 2020; Solberg et al., 2020). Many participants believed that employees must seek
out resources within the organization and externally to develop the digital skills needed to
advance their own careers.
Summary
Chapter 4 presented an extensive review of the research findings. The study
included 10 participants from three organizations. The data was collected using
questionnaires and surveys. Once the participants confirmed the accuracy of their
responses, the data was coded, then organized into themes. Three themes emerged to
answer the research questions.
RQ1: What are the experiences of employees in a talent development program in
different industries on developing the digital skills of communication, problem-solving
and critical thinking during a time of digital transformation of new digital technologies
within an organization? Communication is an essential skill, and its development is
ongoing during a digital transformation. Communication is needed to interact with
organizational members, collaborate on business initiatives, and provide project statuses.
Problem-solving and critical thinking are connected to communication because these
skills are needed to work through business initiatives and projects. The participants’
experiences of developing these skills were through stretch assignments, cross-functional
projects, and organizational tools that enabled opportunities for practice.
RQ2: What do employees in a talent development program perceive as effective
skill development activities to improve digital skills during a time of digital
transformation of new digital technologies within an organization? The opportunity to
practice digital skills is an effective skill development activity because it enables handson
experience. It is also beneficial to receive feedback from a coach or mentor during
practice activities.
RQ3: What do employees in a talent development program perceive as barriers to
developing the digital skills needed for career advancement during a digital
transformation of new digital technologies within an organization? Employees are their
biggest barrier and should seek resources inside and outside their company to advance
their careers. Chapter five discusses the interpretation of the findings, limitations of the
study, and recommendations. In the next chapter, the implications and potential social
change impact will be described.
Chapter 5: Discussion, Recommendations, and Conclusion
The purpose of this qualitative multiple case study was to explore the experiences
of employees in a talent development program to understand the talent development
practices of building the digital skills of communication, problem-solving, and critical
thinking of employees during the implementation of new digital technologies in the
organization. This study was conducted to increase awareness of talent development
practices that may be used to build the digital skills that employees need to support
enterprise digital transformation. There were three key findings from the study. The first
finding was that communication is an essential digital skill during a digital transformation
that is developed by performing work tasks such as cross-divisional projects and
assignments in a remote work environment. The second finding was that the opportunity
to practice digital skills is an effective skill development activity because it enables
hands-on experience. It is also beneficial to receive feedback from a coach or mentor
during practice activities. The third finding indicated that employees are their biggest
barrier and should seek resources inside and outside their company to advance their
careers.
Interpretation of the Findings
Three findings emerged from the research data to help answer the research
questions. This section includes an interpretation of the findings related to the three
themes that emerged.
Finding 1: Communication Is Developed by Performing Work Tasks Such as Cross-
Divisional Projects and Assignments in a Remote Work Environment
The findings suggested that the digital skill of communication is essential and
developed through work tasks that contribute to the business outcomes of an
organization. The ability to communicate virtually on assignments and projects with
leaders, coworkers, and clients is essential in a remote work environment. Employees
build the digital skill of communication by performing work assignments that enable
them to practice presenting and distributing information virtually. Also, communication
is developed through working with a coach or mentor who can give the employee
feedback and advice. In addition, the digital skills of problem-solving and critical
thinking were related to communication. These digital skills are developed as employees
build their communication skills. For example, when employees collaborate on projects
and communicate with colleagues and leaders, they must also research business
challenges and explore solutions, which builds problem-solving and critical thinking
skills.
Prior studies revealed the digital skills employees need for a successful digital
transformation, such as communication, problem-solving, and critical thinking; however,
the literature did not indicate how the identified digital skills are assessed and developed
to potentiate an environment for digital business (Cardenaas-Navia & FitzGerald, 2019;
Van Laar et al., 2019). Kavanaugh (2019) suggested that organizations should cultivate a
digital culture of continuous learning by offering training activities such as digital
campuses, boot camps, and hackathons to develop the digital skills of employees needed
for digital transformation. The findings of the current study indicated that training
activities that allow employees to work through business assignments and projects that
contribute to organizational outcomes are an effective method for building the digital
skills of communication, problem-solving, and communication. This study extended the
knowledge needed in talent development to assess digital skills and the process of
developing digital competencies in an era of digital transformation.
Finding 2: Opportunity to Practice Skills Is an Effective Skill Development Activity
The second finding indicated that the opportunity to practice digital skills is an
effective skill development activity because it enables hands-on experience. It is also
beneficial to receive feedback from a coach or mentor during practice activities. This
finding addressed the gap in what scholars have identified as digital skills required in a
digital transformation and the process of talent development of employees during a
digital transformation (Cardenaas-Navia & Fitzgerald, 2019; Sousa & Rocha, 2019;
Sousa & Wilks, 2018; Van Laar et al., 2019). Adapting to new technologies requires a
workforce culture of learnability and innovative methods of skill development (Ra et al.,
2019). The current study revealed that when organizations implement new digital
platforms, software, and technologies, employees need opportunities to practice their
digital skills to obtain hands-on experience. Adapting to new technologies requires a
workforce culture of learnability and innovative methods of skill development (Ra et al.,
2019); having opportunities to practice using the new digital tools that impact an
employee’s work is significant to skill development and acceptance of the new
technologies. This aligns with research conducted by Cichosz et al. (2020) who found
that the success factors of a digital transformation were connected to employee training
and technology acceptance.
Finding 3: Employees Should Take Ownership of Their Development and Seek
Resources to Advance Their Careers
The third finding suggested that employees are their own biggest barrier and
should seek resources inside and outside of their company to advance their careers. The
findings implied that a major barrier to digital skill development for career advancement
is based on the perception of the employee. For some employees, learning new
technology and adapting to new technological systems and processes can be challenging.
Employee acceptance of the new technology is a major organizational barrier during
transformation projects (Cichosz et al., 2020; Correani et al., 2020; Singh et al., 2020;
Solberg et al., 2020). The current findings revealed that to overcome this challenge,
employees should seek resources within their organizations, such as learning
management systems and content management systems that include a library of training
resources to practice and develop their skills. In addition, employees should explore
resources outside of their organization, such as online blogs, articles, communities, and
professional networks, to develop their digital skills. This finding extended the research
that is needed in talent development to assess digital skills and the process of developing
digital competencies during a digital transformation. It also supported the research that
indicated that digital transformation is more about people than technology
(Frankiewicz & Chamorro-Premuzic, 2020).
The RBV was the conceptual framework for this study because it was essential to
look at talent and technology as strategic resources that enable digital transformation.
Considering the perspectives of RBV and dynamic capabilities, talent and technology are
valuable resources and a major source of competitive advantage (Hoffer & Schendel,
1978; Wernerfelt, 1984). This conceptual framework was relevant to the research
problem and addressed the research questions. The findings from the current study
supported the rationale for using this conceptual foundation; therefore, it is necessary to
link employees and digital skill development to value especially during times of digital
transformation. Employee acceptance of the new technology and the ability to learn and
practice new digital skills such as communication, problem-solving, and critical thinking
contribute to the value and sustainability of an organization.
Limitations of the Study
There were two limitations in this study. The first limitation was the sample size.
Due to the small sample size, the findings may not be generalized to include talent
development strategies useful to other organizations because the data collected may be
unique to participants in the study. The second limitation was that the target population
and number of participants might limit transferability, and the research findings may not
be generalized to other contexts. However, the small sample size was significant for the
collection of in-depth, rich experiences. I engaged in prolonged contact during the data
collection process, which resulted in richer and thicker data and a more in-depth
understanding of the phenomenon. This helped to build credibility and transferability. To
strengthen transferability, I purposefully selected a diverse sample of participants to
enhance generalizability to similar contexts. This qualitative multiple case study was
conducted to explore the experiences of employees in a talent development program to
understand talent development practices of building the digital skills of communication,
problem-solving, and critical thinking of employees during the implementation of new
digital technologies in the organization.
Recommendations
Future research on talent development during a digital transformation could
address the findings and limitations of this study. I used a qualitative multiple case study
design to explore the experiences of employees in a talent development program to
understand talent development practices of building the digital skills of communication,
problem-solving, and critical thinking of employees during the implementation of new
digital technologies in the organization. Data analysis revealed three findings and two
limitations. The following recommendations suggest how researchers could further
investigate the findings and address the limitations of this study.
First, research showed that communication is a critical digital skill needed during
a digital transformation (Cardenaas-Navia & FitzGerald, 2019; Dean & East, 2019; Van
Laar et al., 2019), and talent management practices must be implemented to develop the
employee skills that support digital technologies and transformation (Guinan et al., 2019).
Research also showed that the digital skill of communication is multifaceted and that
self-directed learning contributes to higher levels of collaboration and problem-solving
digital skills (Van Laar et al., 2019). This research studied employees; however, 80% of
the participants were leaders who managed a team of employees, which was not
considered for this study. Future research could include a qualitative approach to explore
skill development activities to develop the various levels of communication among
leaders during digital transformation.
Second, talent development, talent management, and digital transformation are
often studied from a qualitative perspective. Future research from a quantitative approach
would enable a larger study population and a broader view of the topics. Future research
could address the impact on business outcomes from the implementation of a talent
development strategy to develop the digital skills of employees during a digital
transformation.
Lastly, research on talent development during a digital transformation has often
addressed the digital skills employees need from the perspectives of digital
transformation experts (Mihalcea, 2017; Schwarzmüller et al., 2018). Ivancic et al. (2019)
explained that employees and talent development human resource processes are key
dimensions of the digital transformation strategy. Future research could address the
perspectives of human resource management professionals on the development of digital
skills during a digital transformation. More studies are needed that link human resource
management to business outcomes (Delery & Roumpi, 2017).
Implications
The purpose of this qualitative multiple case study was to explore the experiences
of employees in a talent development program to understand the talent development
practices of building the digital skills of communication, problem-solving, and critical
thinking of employees during the implementation of new digital technologies in the
organization. The results of this study might increase awareness of talent development
practices that may be used to promote the digital skills that employees need to support
enterprise digital transformation. Organizational leaders may be encouraged by the
findings to implement skill development activities as a part of their digital transformation
strategy. Additionally, this study has implications for positive social change at the
organizational level and individual levels.
This study revealed that employees could be their own biggest barrier when
learning new digital platforms and technological processes. Therefore, at the
organizational level, human resource management and talent development practitioners
may use the results of this study to improve practices to overcome barriers to developing
the digital skills of employees. In addition, I found that the opportunity to practice new
skills was an effective skill development activity. The results of this study may influence
talent management strategies that might positively impact talent retention, knowledge
transfer, and training initiatives before and during a digital transformation.
At the individual level, there are positive outcomes when organizations invest in
talent development to improve the skill set of their employees. Research indicated that
investing in the development of employees results in a more engaged and motivated
workforce and a more positive leadership culture (Letchmiah & Thomas, 2017).
Employees may experience organizational purpose and meaningful work, and
organizations may experience talent retention and commitment (Khoreva et al., 2017;
Letchmiah & Thomas, 2017), which may enhance the well-being of employees and the
organization.
Conclusion
This qualitative study addressed the experiences of employees in a talent
development program to understand the talent development practices of building the
digital skills of communication, problem-solving, and critical thinking of employees
during the implementation of new digital technologies in the organization. The research
findings revealed that (a) communication is developed by performing work tasks such as
cross-divisional projects and assignments in a remote work environment, (b) opportunity
to practice skills is an effective skill development activity, and (c) employees should take
ownership of their development and seek resources to advance their careers. Future
research could focus on a qualitative approach to explore skill development activities to
develop the levels of communication among leaders during a digital transformation or a
quantitative approach to examine the impact of a talent development strategy to develop
the digital skills of employees during a digital transformation. In addition, future research
could address the perspectives of human resource management professionals on the
development of digital skills during a digital transformation. The current study showed
that talent development is a valuable tool for employees and organizations. More studies
are needed to better understand the scope of talent development and to link human
resource management to organizational outcomes.
