This paper investigates corporate strategy and the effects of a globally led economic market that shape the direction and function of in-house training with focus on how organisations cope to align strategy with performance.
The nature of the challenge
The environment for global demand-led learning and consequences for learning management
Corporate structure is changing definitively by adapting and responding to market needs in an effort to survive environmental demands with knowledge workers as a part of the intellectual supply chain. Well-directed and self-managed learning is considered to be a key role in group functioning. Technology enhanced learning behaviours and social skills lead to greater productivity and increased efficiencies. Experience is regarded as best practice guidelines. Visionaries predict that management should focus on managerial capacity skills to stabilise successful growth and profitability.
Specific priorities
The potential dynamic changes have a single dysfunction - the lack of people with transferable skills who can function at levels required in managing effective systems is seen to be a limiting factor for growth and development. Recruitment has taken on an international flavour in order to keep up with demand. Mobile access to the internet allows real time sharing and comparisons to the international market that have been the driving force behind innovation and opportunity. Solutions to adapt and transform organisations have meant that different products and services allow the company to stay competitive in the local market. The need for a larger local talent pool is a barrier. Design and training programmes are crucial in sustaining lifelong knowledge workers. Remuneration and performance are consequently significantly linked. Dedicated higher education institutions run programmes that include a multi-disciplinary approach to learning that covers a range of skills required to function at high capacity.
Greater emphasis is placed on higher education institutions and corporations to ensure that a co-created programme ensures a direct feed status. Technology bridges the gap between process, delivery, and feedback. Training programmes on offer include leadership management, project management, best practice modelling, and curricula that offer training to develop skills holistically. Net outcomes include raising the value of the organisation and individual. By developing skill sets on a global level, national GDP rises.
Studies show that in general, CEO's are uninvolved in day to day running of staff (e.g. HRD issues) and prefer to spend time working on issues such as knowledge management and research development, IT, recruitment and nurturing of talent which is seen to have investment potential.
Developing multi-cultural and multi-disciplinary skills in individuals facilitates entry to global and international markets. External partnerships create a platform for sharing and evolutionary innovation. There are several main strands to people development activity:
- quality integrated internal training;
- development programs;
- increased performance-based compensation;
- rotation of employees through different departments and functions;
- activities and talent are outsourced; and
- flexible working arrangements.
The dilemma of demand-led learning
Clarity of process and outcome is necessary when designing training programs. Context is a comprehensive understanding of process, learning, management protocol and resource. With reference to the existence of duality in learning and behaviour, the latter is an outcome of learning processes that include management design, analysis, diagnostics and planning. Participation and contribution extend knowledge about organisation development and growth. Situation awareness and monitoring are important in designing strategic objectives and tactical goals.
Internal issues are encountered at lower organisation levels and external issues (e.g. threats and opportunities) are governed by learning at higher organisation levels, although this varies within organisation departments.
Envisaging areas of changing relationships in a bridging model of supply and demand
With the status quo of organisational learning split, crucial players are not given the chance to acquire new skills by looking at different organisational perspectives (e.g. individuals who learn skills from external issues in management are not involved in internal issues). Inter-organisational strategic alliances are required to design content and program that successfully achieve imperatives and priorities of global development.
Dysfunction stems from difficulties of internal integration. When considering the global market pace and learning, it is understood that training paradigms and content are in a chronic state of change. Customer service is a priority and specialist providers (e.g. higher education programs) are continuing to aid the transition. A new competitive edge can be seen to provide individual potential in a global market.
The demand led learning company
The paper concludes that organisations must be prepared to adapt and transform to environmental market demands. Models provide strategic innovation of creative imagination that lead to the formation of reliable and complementary allies. In many instances, organisations are facing short-term risks in favour of a long-term sustainable and maintainable strategy, where strategy is planned and implemented once with addition and replacement as an ongoing and acceptable form of transformation. CEOs are asked to consider their role and placement in an organisation as they lead their organisations to higher levels of influence and value.
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