Developing People: Learning and Development Proposal for Red Telecom's Team Leaders

This proposal focuses on the learning and development of Red Telecom's team leaders in the Customer Resolution department. It includes theories of adult and cognitive learning, competencies of a team leader, and proposed interventions for effective training.

DEVELOPING PEOPLE
MGT5DPP – Developing People and High Performance Organisations
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Executive Summary
According to Kim and Callahan (2013) one can describe the process of learning and
development within organizations as their indispensible growth and success element owing to its
potential to determine their effectiveness. Moreover, the organizations process of learning and
development significantly contributes in addressing the gaps amidst employees’ skills and
knowledge for continuing their day-to-day operations with increased productivity and efficiency
level. As opined by Palos and Veres Stancovici (2016) it has been observed that depending upon
a specific work group requirement or work role within organizations numerous learning and
development interventions can be implemented. Proposing of a learning plan for Red Telecom’s
team leaders of Customer Resolution Department is where the key focus of this report revolves
around with intent of accomplishing the department’s General Manager’s goals like bringing
improvement within the company’s diversity climate, increasing the proportion of female
employees within the role of team leaders, increasing the percentage of employees with
disabilities within the organization besides identification and supporting talents irrespective of
their cultural or social backgrounds. On evaluating the needs of training within the company it
was evident that the action and approaches team leaders within the Customer Resolution
Department adopted are not much appropriate and contributing in attaining the General
Manager’s goals hence, it is utmost important that learning and development program is
undertaken immediately for effective handling of the gaps identified. The proposal of learning
and development that has been tabled in front of Red Telecom’s management literally stands on
theories revolving around adult learning theory and cognitive learning theory. In addition to this,
this report will also help to define what competencies of a company’s team leader should possess
besides placing an adequate proposal to the management to getting the learning plan
implemented in a successful way. The means through which people gain and develop new
knowledge, skills, capabilities, behaviours and attitudes is learning and takes place when a
person can exhibit something he/she did not knew earlier or when they are able to perform
something they were unable to do earlier. The process of learning is continuous, enhancing not
only a person’s existing capabilities but contributes in developing skills, knowledge and
perspective required for future higher-level of job roles and responsibilities.
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Contents
Executive Summary.....................................................................................................................................2
Body of Proposal.........................................................................................................................................3
References.................................................................................................................................................10
Appendix...................................................................................................................................................13
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Body of Proposal
Adequate learning and development interventions for Red Telecom
The analysis of employee training needs have further revealed that for evolving the skills and
capabilities of team leaders of the Customer Resolution department of Red Telecom, the most
adequate learning and development interventions would revolve around the three types of
learning and development interventions combination that would comprise of conventional
learning, contemporary learning and futurist learning interventions. Besides, for effectively
addressing the training needs of the company’s team leaders the different learning and
development interventions that would perfectly fit in are on-the-job training, seminars, coaching,
and mentoring. According to Garavan, Carbery and Rock (2012) in addition to these, on-job
engagement by increased challenges, simulation exercises, sessions of experiential learning
training, productivity groups, learning by co-creating learning by gaming etc. are also equally
beneficial learning and development interventions. The wide ranges of learning and development
interventions that will be tabled in front of Red Telecom’s management are highly productive
and effective in nature besides being interactive and engaging, all together will make significant
contributions in keeping the team leaders interests engaged towards the entire course of the
program designed. Moreover, it will also contribute in effectively addressing the identified gaps
within their existing skills and knowledge in reference of managing the team members of
Customer Resolution Department.
Theories incorporated in the L& D proposal
The proposal drafted for the learning and development of Red Telecom’s team leaders in
particular the Customer Resolution department will make significant contributions in the
successful attainment of desirable results besides driving the fulfilment of the General Manager’s
goals. The learning proposal is primarily based on two theories namely adult learning and
cognitive learning. According to Vallerand, Lapalme and Moïse (2017) the adult learning theory
comparing to children the ways adults use for learning is different. This theory is just not a
collection of idioms, concepts, and ideas revolving around how adults learn but it rather help in
planning individual courses at the time conception, development, and implementation in a way
for facelifting the overall learning process. Getting acquainted and incorporating of these
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theories within the learning and development plan of Red Telecom will significantly contribute
in creating applicability by ensuring that the course is designed in-line with the needs of the
learners that has been anticipated besides devising instructional strategies aligning with real-time
learning situations and choosing the best technology supporting and planning the relevant
instructional strategy suiting the information age and occupied/ employed learners. According to
Bordonaro (2018) numerous aspects of learning have been recognized by the Andragogy theory,
which can be described as the theory and practice of educating adult learners on the basis of five
assumptions, four principles, and a five step model aims for promoting self-directed learning.
The significance of the experiences of adult learners’ as the footing of future learning is what
highlighted by this theory besides emphasizing that focus should be given on relevant learning
during the course period and rather than content-oriented, learning should be problem-centred.
For commence the adult learning process, realizing that adult learners are completely differ from
that of child learns is important for the management of Red Telecom and that their motivating
forces, presumptions, desires, and interests are completely different. Hence, it is important to pay
attention to certain assumptions for better comprehending the significance of knowing the
learners. Transformational learning developed by sociologist and Professor Jack Mezirow is
another adult leaning theory describing how learners interpret from their experiences. The
learning begins from ‘disorienting dilemma’ from where learners at different levels reflect their
experiences and viewpoints with intent to experiment with new roles and reintegration followed
by self-examination, estrangement, recognizing discontent, exploring new behaviours,
confidence building, action plan, acquiring skills, new roles, and reintegration.
Developed by David Kolb, experiential learning emphasizes on gaining learning from own
experiences and reflection. To gain success in acquiring knowledge learners should be prepared
for actively involving into the learning experiences by performing all requisite actions besides
reflecting the experiences either verbally, recorded or even by introspection, obtaining and using
analytical skills for conceptualizing the experience and decision making and problem solving
skills.
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Cognitive Learning Theory, on the other hand according to Arghode, Brieger and McLean
(2017) can be described as a broad theory explaining the processes revolving around thinking
and differing mental actions besides emphasizing how both are greatly affected by the internal
and external factors for cultivating learning within individuals. Normal working of cognitive
processes leads to strong functioning of acquisition and knowledge storing however, ineffective
cognitive processes leads to learning delays and other problems. Observation, categorization, and
forming generalization about ones surrounding environment comprises of cognitive processes. It
has been observed that behavioral problems in individuals can be derived as a result of any
interruption in these natural cognitive processes. Bringing a change into the disrupted process is
where the key to treat these problems lies. According to Denmeade (2017) the function of
cognitive learning is based on how information is processed and reasoned by a person that
revolves around numerous factors such as problem-solving and thinking skills, memory
retention, and the knowledge of material learned. Why brain is widely contemplated as the most
is the most improbable network of processing and interpreting information in a human body as
one learns new things is explained by this theory. The primary frame of reference in the
Cognitive Learning Theory revolves around this very basic concept. This theory further implies
that numerous processes in terms of learning can be described by first evaluating the mental
processes, which postulates that learning becomes easier with the help of efficacious cognitive
processes besides storing new information in the memory for a longer period of time. Cognitive
Learning Theory according to MacGill (2018) is further categorized into two specified theories
namely Social Cognitive Theory and Cognitive Behavioral Theory where the former is utilized
in areas like psychology, education, and communication emphasizing that the knowledge gained
by one person can be related directly other people observing through social interactions,
experiences, and influences of external media while the later can be contemplated as a
psychosocial intercession widely utilized as evidence-based practice in order to treat mental
disorders. Although it is highly contributing in treating different conditions of mental health, it’s
evident positive results within clinical settings have raised its popularity even in school settings
helping the teachers teaching students how they can control their individual behaviors instead of
making an attempt of controlling their behavior just with external reinforcement.
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Competencies of a Team Leader
According to Seidel, Saurin, Marodin and Ribeiro (2017) leadership competencies can be
described as skills and behaviors contributing to exceptional performances. For better identifying
and developing their team leader Red Telecom can make effective use of competency-based
approach to leadership. Researchers have defined the essential competencies of leaders however,
the evolution of new leadership competencies are driven by the future trends and strategies of
business. Besides, the management should also define its idiosyncratic leadership attributes for
creating competitive advantage. Outlined below are the specific competencies related to team
leader role within organizations:
Maintain steady ethics: according to Singh (2013) high ethical and moral standards should be
acquired by the company’s team leaders besides ensuring that their decisions and behaviour align
with it. The team leaders’ commitment towards ethical values will significant contribute in
giving rise to safer and trusting workplace atmosphere amidst the team members where they can
stay at ease that will further drive in increased individual contribution in terms of social
engagement, innovation and creativity. Ensuring that all team members are in same page while
routine decisions and expectations are being communicated is important for team leaders.
Establish connection and belongingness: according to Pandya (2014) inculcating a sense of
interdependence and acceptance amidst the team members is equally important for the team
leaders. This can be attained by encouraging regular and open communication amid the team
members, making them feel valued by the company thereby, unchaining their full potentials for
enhancing their individual productiveness and emotional welfare. Besides, maintaining a focused
attention while interacting with the team members is very important for the team leaders.
Nurture team growth: according to Postuła and Majczyk (2018) remaining committed towards
the team members training and development is also equally important for Red Telecom’s team
leaders. This will help in inculcating a feeling of appreciation and thankfulness in them besides
triggering their motivational levels to deliver phenomenal individual performances beyond
management expectations. When appreciation will drive the team members, the impact of it
gets reflected in their increased productivity and outcomes quality. Batting for the genuine
causes of their team members is always critical for team leaders besides providing managerial,
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training and development support whenever and wherever required, contributing the team in
growing together and individually.
Cast vision in the team: inculcating vision within the team members is also important role of
team leaders for holding them together besides providing a shared purpose and amalgamated
direction. In the absence of vision Red Telecom’s team members develop a tendency of short-
sighted aspect of the goals specified or accomplishing their tasks, eliminating its meaning and
context. Hence, ensuring that team members are well aware of what they are working towards is
very indispensable for the team leaders. Having a clear futuristic vision and how to drive the
team members towards this direction, the quantitative goals and breakthroughs is vitally
important for the team leaders for successfully achieving the vision.
Learning and Development Proposal for Red Telecom
According to Felce, Perks and Roberts (2016) for improving Red Telecom’s performance it is
utmost important that the management immediately sanctions the implementation of the learning
and development program designed especially for the team leaders within the Customer
Resolution department for promptly addressing the different issues experienced by the team
members besides effectively accomplishing the company’s initiatives revolving around diversion
and inclusion. The earliest application of the proposed learning and development program will
eventually contribute in the timely improvement of the team leaders’ skills and capabilities
besides bringing a positive change within the process of their thinking and core beliefs further
playing a critical role in effective implementation of the company’s initiative revolving around
diversity. It has been evident from the analysis of team leaders training needs different issues
such as lack of job security and performance evaluation measures, hesitation amidst the female
staffs in approaching their team leaders, negative point of view about the team members with any
kind of disability are frequently faced by the team members while working within the team.
According to Theodore (2013) it has been observed that these problems have eventually resulted
into de-motivation amidst the team members, the impact of which is getting reflected in their
individual performances further creating impediments in the successful accomplishment of Red
Telecom’s business objectives and initiatives. Hence, immediately adopting suitable learning and
development interventions is need of the hour for the company’s management with intent of
effectively addressing the skills and knowledge gaps identified amongst the team leaders of
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Customer Resolution department for driving in greater productiveness within the team members.
By addressing the team leaders skills and knowledge gaps Red Telecom can help in improving
the supervision capabilities of its team leaders besides helping them in gaining adequate skills
about how to keep the motivational levels of the team members high and giving them better
moral support, designing productive performance measurement parameters and performance
appraisal incentives for team members, increasing female members participation for the roles of
team leader, cultivating effective practices for managing disabled members and positive working
culture and atmosphere at the workplace.
According to Kuabara and Takahashi (2017) it is important that the proposed learning and
development program gets implemented across Red Telecom with the help of formal workplace
learning adopted in the form of on-the-job training and resource based training besides adopting
informal workplace learning such as encouraging interaction and gaining experiences from co-
workers, senior members and peers within the department. Both these approaches will
significantly contribute in facilitating of quick addressal of the team leaders’ skill and knowledge
gaps ideal for playing the team managing roles. Red Telecom’s learning plan will be based on
70:20:10 model of learning and development, according to which it is recommended that 70% of
their knowledge should be acquired by the employees from their individual job experiences
followed by 20 % of knowledge from interacting with others and the remaining 10% of
knowledge through different training and development programs. The key focus of the 70:20:10
models is on imparting knowledge and skills to the Customer Resolution department’s team
leaders with the help of numerous job experiences and interaction with other departmental
leaders.
Conclusion
It is evident from the learning and development proposal tabled in front of the Red Telecom’s
management that the different types of learning and development interventions that have been
incorporated within the proposal will significantly contribute in enhancing the efficiency of the
L&D program designed especially for the team leaders of Customer Resolution department. It
has been observed that since the gaps identified within the skill and knowledge of team leaders is
not similar, any single learning and development intervention may not be much effective and
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hence, having two or more learning and development interventions will be comparatively much
more productive in the successful achievement of the goals of the company’s General Manager
by adopting both formal and informal workplace learning process.
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References
Arghode, V., Brieger, E. W., and McLean, G. N. (2017). Adult learning theories: Implications
for online instruction. European Journal of Training and Development, [Online] 41(7), 593-609.
Available: http://dx.doi.org/10.1108/EJTD-02-2017-0014 [Accessed on 2 Oct. 2018]
Bordonaro, K. (2018). Adult education and academic libraries. Information and Learning
Science, [Online] 119(7), 422-431. Available: http://dx.doi.org/10.1108/ILS-04-2018-0030
[Accessed on 2 Oct. 2018]
Denmeade, N. C. (2017). The hero's learning journey. World Journal of Science, Technology and
Sustainable Development, [Online] 14(2), 155-171. Available:
https://search.proquest.com/docview/1882369734?accountid=30552 [Accessed on 2 Oct. 2018]
Felce, A., Perks, S., & Roberts, D. (2016). Work-based skills development: A context-engaged
approach. Higher Education, Skills and Work - Based Learning, [Online] 6(3), 261-276.
Available: http://dx.doi.org/10.1108/HESWBL-12-2015-0058 Accessed on 2 Oct. 2018]
Garavan, T. N., Carbery, R., & Rock, A. (2012). Mapping talent development: Definition, scope
and architecture. European Journal of Training and Development, 36(1), 5-24. Available:
http://dx.doi.org/10.1108/03090591211192601 Accessed on 2 Oct. 2018]
Kim, J. H., & Callahan, J. L. (2013). Finding the intersection of the learning organization and
learning transfer. European Journal of Training and Development, [Online] 37(2), 183-200.
Available: http://dx.doi.org/10.1108/03090591311301680 [Accessed on 2 Oct. 2018]
Kuabara, P. S. S., & Takahashi, A. R. W. (2017). ORGANIZATIONAL LEARNING,
PRACTICES OF DIVERSITY, AND CEREMONIALISM: A STUDY PROPOSAL IN THE
MULTINATIONALS CONTEXT. Revista De Administração Mackenzie, [Online] 18(5), 169-
201. Available: http://dx.doi.org/10.1590/1678-69712017/administracao.v18n5p169-201
[Accessed on 2 Oct. 2018]
MacGill, V. (2018). Reframing cognitive behaviour theory from a systems perspective. Systemic
Practice and Action Research, [Online] 31(5), 495-507. Available:
http://dx.doi.org/10.1007/s11213-017-9440-9 [Accessed on 2 Oct. 2018]
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Palos, R., & Veres Stancovici, V. (2016). Learning in organization. The Learning
Organization, [Online] 23(1), 2-22. Available: http://dx.doi.org/10.1108/TLO-01-2015-0001
[Accessed on 2 Oct. 2018]
Pandya, K. D. (2014). The key competencies of project leader beyond the essential technical
capabilities. IUP Journal of Knowledge Management, [Online] 12(4), 39-48. Available:
https://search.proquest.com/docview/1630024695?accountid=30552 [Accessed on 2 Oct. 2018]
Postuła, A., & Majczyk, J. (2018). Managers and leaders in need of entrepreneurial
competences. Entrepreneurial Business and Economics Review, [Online] 6(1), 91-103.
Available: http://dx.doi.org/10.15678/EBER.2018.060105 [Accessed on 2 Oct. 2018]
Seidel, A., Saurin, T. A., Marodin, G. A., & Ribeiro, J. L. D. (2017). Lean leadership
competencies: A multi-method study. Management Decision, [Online] 55(10), 2163-2180.
Available: https://search.proquest.com/docview/1963352516?accountid=30552 [Accessed on 2
Oct. 2018]
Singh, P. (2013). Influence of leaders' intrapersonal competencies on employee job
satisfaction. The International Business & Economics Research Journal (Online), 12(10), 1289.
Available: http://dx.doi.org/10.19030/iber.v12i10.8137 [Accessed on 2 Oct. 2018]
Theodore, J. (2013). Organizational development interventions in learning
organizations. International Journal of Management & Information Systems (Online), 17(1), 65.
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Oct. 2018]
Vallerand, J., Lapalme, J. and Moïse, A., (2017). Analysing enterprise architecture maturity
models: a learning perspective. Enterprise Information Systems, [Online] 11(6), pp.859-883.
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[Accessed on 2 Oct. 2018]
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Appendix
Learning Plan for Red Telecom Team Leaders
L& D Goals L&D
intervention
Individual
accountable
Time Period Outcome
calculated
Success measures
Providing adequate
support to team
members
Coaching,
mentoring
and
games based
learning
HR manager 3 months
Enhanced
assistance to
team
measures
Approximately
25% growth in the
team members
productivity
Applying adequate
measures of
evaluating
performances
OJT and
employee
engagement
by increasing
challenges
HR manager 3 months
Carrying out
an suitable
performance
measurement
benchmark
Accurate
assessment of
every individual’s
performances
besides increasing
promotion rate of
promotion by 30.
Emphasizing on the
need of female staffs
in managing team
roles
Seminars and
co-creation
based
learning
GM
( Customer
Resolution
Department)
2 months
More active
participation
of female
staffs in team
Approximately
50% rise in
participation rate
of females in team
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leader roles leader roles and
responsibilities
Promoting a positive
workplace culture
and environment in
Red Telecom
Simulation
exercises and
productivity
groups
HR Manager 3 months
Sense of job
and position
security
Approximately
50% rise in job
satisfaction in team
members and at
least 35% fall in
grievances.
Effective handling of
staffs with
disabilities
Experiential
learning and
training
sessions
HR Manager 2 Months
Efficacious
managing of
staffs with
disabilities
Approximately
40% growth in
recruitment of
eligible disabled
staffs in the
company
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