MGMT500 PA – Organizational Behavior and Human Resource ...



The Action Learning Model as Applied to Career Development InitiativesSummer D. LeiferMGMT500 PA – Organizational Behavior and Human Resource ManagementDecember 17, 2011Professor Gail CullenSouthwestern College Professional StudiesAbstractThe United States Air Force 480th Intelligence, Surveillance and Reconnaissance Group (ISRG) located on the United States Army installation of Fort Gordon, Georgia is composed of approximately 2,400 Airmen. Due to the nature of their technical skill sets and operational missions, many of the 480th ISRG Airmen, across all ranks, have had and continue to have limited exposure and access to traditional Air Force career and professional development resources available on Air Force bases. In addition to its geographically separated status, the 480th ISRG faces operational, financial and knowledge based restraints hindering professional development efforts. An action learning group based on William Rothwell's Action Learning Model would enable the 480th ISRG to structure, implement and validate a formal, localized and comprehensive program providing its Airmen with timely and relevant career growth and development information and resources likely to result in higher job satisfaction, professional growth and development, and increased retention rates. The Action Learning Model as Applied to Career DevelopmentAirmen assigned to the 480th Intelligence, Surveillance and Reconnaissance Group (ISRG), Fort Gordon, Georgia, have limited access to traditional Air Force career growth and professional development resources typically available on Air Force bases. In an effort to address the resulting knowledge gaps, I propose the 480th ISRG form an action learning group utilizing the Action Learning Model to compose and implement a formal, local program to strengthen the career and professional development of its Airmen. BackgroundCurrently, there are approximately 2,400 United States Air Force Airmen assigned to the 480th ISRG, located on the United States Army installation Fort Gordon, Georgia. Many of these Airmen are either first-term Airmen arriving directly from technical training or career Airmen who, due to their Air Force Specialty Codes (AFSCs) or job skills, have limited options in regards to assignment locations and have spent the majority of their careers on United States Army installations. The Airmen assigned to Fort Gordon have inadequate access to traditional Air Force support services and are required to travel to Shaw Air Force Base, a distance of more than 120 miles, to access many Air Force support services and facilities. The limitations on Air Force specific support while working within a joint-service environment have resulted in Air Force professional and knowledge gaps. A large number of 480th ISRG Airmen, include all ranks from junior enlisted to officer levels, lack basic, fundamental knowledge on assignment processes, career opportunities, and professional development initiatives. The 480th ISRG also suffers from a low retention rate as Airmen choose to separate from service upon the completion of their service commitment rather than reenlisting. Many of these Airmen cite perceived limited assignment and career growth opportunities as the reason for their choice to separate from service. A formal program to provide relevant and tailored career and professional information and resources to 480th ISRG Airmen would narrow current knowledge gaps, foster professional development, bolster career growth, and increase retention. Human Resource Performance Enhancement StrategyAccording to William Rothwell in Beyond Training and Development: The Groundbreaking Classic on Human Performance Enhancement, Second Edition, "Providing information to perform the work means giving performers the information they need to function competently. If performers lack such information, they are unable to function effectively. Significant performance gains can be achieved by improving the flow of information" (Rothwell, 2005, p.181, para.1). In the aforementioned book, Rothwell presents a model for human performance enhancement based on a systematic approach to assessing and predicting human performance problems and improvement opportunities. I recommend a human resource performance enhancement model similar to process improvement team models. The following Action Learning Model provides an approach to addressing training and education issues: (Rothwell, 2005, p.71).ImplementationAccording to Michael Arquardt in his book, Optimizing the Power of Action Learning: Real-Time Strategies for Developing Leaders, Building Teams, and Transforming Organizations, Second Edition, action learning groups consider three systems as they examine and work to solve a problem. These systems are "System Alpha, or situation analysis; System Beta, the survey, hypothesis, experiment, audit, and review stage; and System Gamma, the mental predisposition of members and the organization to the situation" (Marquardt, 2011, p.204, para.2). The figure below depicts the flow and process as an action learning group progresses through the four stages of complex problem solving:(Marquardt, 2011, p.203, figure 5).Since this is a 480th ISRG program, the 480th ISRG Commander is ultimately responsible for its implementation. The commander may choose to personally oversee the plan or delegate authority to another sponsor such as the 480th ISRG Superintendent. Upon approval of the performance enhancement plan using the Action Learning Model, the 480th ISRG sponsor will form an action learning group of well-qualified and diverse individuals to improve career and professional development information flow for 480th ISRG Airmen. The sponsor will also appoint a facilitator or coach to strengthen group cohesiveness and functionality. The sponsor must brief the group members on the issues to be addressed, goals to be achieved, and standards of evaluation and measurement. Group members will be empowered to establish objectives and propose solutions. Paul Hersey and Marshall Goldsmith's ACHIEVE model focusing on the reasons behind current performance issues and developing change strategies may prove useful in the team's endeavors to identify problems and validate solutions CITATION Her08 \l 1033 (Hersey, Blanchard, & Johnson, 2008). Once the team has achieved the goal of improving communication of timely and relevant career and professional development information within the 480th ISRG, it will capture its results within a report to the commander which may be used in future initiatives. According to Marquardt, "the learnings gained from the actions should be applied not only to the present problem, but to future tasks and challenges as well" (Marquardt, 2011, p.92, para.1).TimelineAccording to Marquardt, action learning groups are more valuable when there are multiple sessions with reasonable amounts of time between sessions CITATION Mar11 \n \t \l 1033 (2011). Time between sessions should allow for adequate opportunities for group members to acquire information and support from outside sources and carry out agreed upon actions. Before taking further actions, the members should report back to the group and gain consensus. It also important to not allow too much time to elapse between meetings, generally more than one month, as prior decisions and learning may be lost CITATION Mar11 \l 1033 (Marquardt, 2011). With these guidelines in mind, I propose the initial forming stage of the 480th ISRG action learning group be completed within the first quarter of the 2012 calendar year. The forming stage will include the action learning group formation and selection of the facilitator or coach, monthly meetings to identify problems pertaining to 480th ISRG career and professional development and solution proposals. Thereafter, monthly meetings should be held to provide feedback to the group and to assess the effectiveness of solutions. I also recommend that the action learning group present assessment reviews at least quarterly to the 480th ISRG in order to ensure they continue to operate in line with group expectations and goals. ConstraintsThe 480th ISRG faces several constraints in regards to the implementation of this performance enhancement plan. As a geographically separated unit operating on an Army post, it has limited access to Air Force specific offices and functions traditionally located on an Air Force base. Additionally, the 480th ISRG has a limited pool of knowledgeable and experienced individuals who may provide the expertise requisite to address many of the career and professional development concerns. The 480th ISRG also has extremely limited funds and will not be able to fund costly initiatives. Finally, due to the nature of operations within the work centers 480th ISRG Airmen are assigned to, Airmen must coordinate with both their operational and administrative chains of command in order to participate in career development initiatives during their typical duty day. BenefitsThe Air Force stresses the importance of professional development initiatives in Air Force Policy Directive AFPD 36-34, Air Force Mentoring Program, stating various tools are available and “professional development and air and space power are paramount and must be addressed.” (2000, p.2). The primary benefits of an effective professional development program include: increasing job satisfaction and morale; furthering professional and personal development; increasing retention; and increasing the productivity and efficiency of an organization as a whole. Through empowering 480th ISRG Airmen with career advancement, assignment and development information we will foster within the Airmen a greater sense of control over their own careers. An interesting study recently published in the Journal of Applied Psychology depicts this very point by asserting that individuals who have a greater internal locus of control (the belief that they may exert influence over events in their lives) are far more likely to have job satisfaction and career progression (Wang, 2010). ParticipantsFirst and foremost, 480th ISRG leadership, to include the group and squadron commanders, officers, senior enlisted members and direct supervisors, must embrace and support this initiative for it to be effective. As William Rothwell stated, " if managers do not value human contributions and do not believe that investments in them can yield measurable productivity improvement, then the problem resides not with training and development professionals but with the managers themselves" (Rothwell, 2005, p.9, para.1) Likewise, Hersey, Blanchard and Johnson assert in Management of Organizational Behavior: Leading Human Resources, "a key responsibility of managers...is developing the human resources for which they are responsible" (2008, p.181, para. 1). Secondly, Marquardt stresses the selection of the action learning group participants "should be vigorous to allow for a match between individuals’ experiences and project needs. In addition, the organization should seek diversity of perspectives...diversity of team members is essential for fresh questions and to capture a wide variety of perspectives" (Marquardt, 2011, p.191, para.3). Finally, the target audience, Airmen of the 480th ISRG, should be encouraged and allowed to participate in resulting development initiatives. It is also important to solicit their input and feedback as initiatives are considered and implemented. ConclusionThe 480th ISRG has the potential to provide tailored and relevant professional development and career growth training and mentorship initiatives to its Airmen despite location, operational and financial restraints. Through using the action learning model presented by William Rothwell in Beyond Training and Development: The Groundbreaking Classic on Human Performance Enhancement, Second Edition, our organization may create and update, as required, a formal, localized program and/or other valid solutions to minimize gaps in fundamental Air Force career knowledge among our Airman. As a result, Airman will be empowered to make more informed career decisions likely resulting in higher job satisfaction, professional growth and development and increased rates of retention.ReferencesAir Force Instruction (AFI) 36-3401, Air Force Mentoring. (2000). HQ USAF/DPDE. BIBLIOGRAPHY Hersey, P., Blanchard, K. H., & Johnson, D. E. (2008). Management of organizational behavior: Leading human resources (9th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.Marquardt, M. J. (2011). Optimizing the power of action learning: Real-time strategies for developing leaders, building teams, and transforming organizations (2d ed.). Boston: Nicholas Brealey.Rothwell, W. J. (2005). Beyond training and development: The groundbreaking classic on human performance enhancement (2d ed.). New York, NY: AMACOM.Wang, S.,?Tomlinson, E C,?&?Noe, R A?(March 2010).?The role of mentor trust and protégé internal locus of control in formal mentoring relationships.??Journal of Applied Psychology,?95,?2.?pp.358-368.?Retrieved?from?Expanded Academic ASAP?via?Gale:. doi: 10.1037/a0017663. ................
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