Learning Strategies rely heavily on employee involvement Essay Example Essay Example

Learning Strategies rely heavily on employee involvement Essay Example Paper Learning Strategies rely heavily on employee involvement Essay Introduction â€Å"Learning Strategies rely heavily on employee involvement† (Gomez, 2003:3). Discuss critically how employees were motivated to participate in learning organisation environment of Equipos. You should draw on theories of motivation and cross cultural management in your answer. MNCs is those organisations which are operational in different countries as franchise or itself business or in a form of international joint venture (IJV), though the concept and approaches of MNCs for the country were under studies since long but due to globalisation it pace of doing and managing a business is more rapid as ever before. Since organisations, now a day paying more focus on the soft side of HR as they realise employees, their skills and human related intangible stuff are no more alien for the organisation as in past HR was concerned as mob, for any organisational success, its human resource are playing the vital role and key difference among the competitors. Their intangible assets such as knowledge, skills etc. are essential to groom in an organisational context. Among several strategies, learning is key which produced drastic impact of organisational culture (Joy Kolb 2009; Yoshitaka 2005). Learning Strategies rely heavily on employee involvement Essay Body Paragraphs Also, these learning strategies can only be successful upon strong employee’s involvement. Todays’ diverse nature of these MNCs compels managers to use and understand different cross cultural approaches which motivate culture-specific employees to render their best for organisation. The case of Equipos is one example of such organisation which subsidies the impact of national culture (which is Mexican) and successful implement the learning strategies to turn itself into a learning organisation. This can only be possible by not cultural stereotyping, rather managers at Equipos struggled for achieving all this, by understanding the management of cross culture in the work place which urge the employees to participate in the organisational context. This study focuses different cross cultural theories and motivational frameworks with which Equipos manage to turn into a learning organisation. The focus of this study is to analyse the statement that learning strategies rely he avily on employee involvement in the light of different cross cultural, motivation and learning theories. Though not a single theory can be fully implemented on Equipos, as it is the case of US MNC in Mexico which leads the cross cultural examination, but the main stress on the Hofstede, Trompenaars and GLOBE concept of managing cross culture including little emphasis on Schein’s model. This is because several of Hofstede five dimensions and Trompenaars seven dimensions are closely related with case, discuss in the analysis section. Learning theories which accounts are Social learning theory, Peter Senge model of LO and, that of 4I model of LO, especially the two dimension such as member solidarity and constructive engagement are more closely related as prove in the analysis section. Further, different motivational theories use in context to employees’ motivation at Equipos such as Handy motivational calculus’s need, desire and result used to explain those facto rs which urge employees’ involvement in organisational culture. This is supported by Porter and Lawler’s model which explains the two step performance based motivation process in the context of Equipos. The main themes, which literature pointed out for enhancing the process of learning with in the organisation, may include knowledge diffusion, knowledge capturing and accumulation: are catches the significant importance while HR strategies are being an exercise within organisation. (Blacker, 1995) pointed out the five different types of knowledge repositories which helps an organisation to be a learning organisation it includes embrained , embodied , encultured , embedded and encoded knowledge which encompasses somehow the blend of tacit and explicit knowledge altogether. Among these types, embrained and embodied knowledge individually situated explicit and tacit form respectively which enables the individual to participate in overall organisational learning, if knowled ge repository properly embrace with enough motivation. Constructive engagement and member solidarity are two main components of (Jacky, Stanley, ; Smith, 2006) social learning theory which engage the employees for active participation (Orlikowski, 2002) who recognise this as competence. Furthermore, open experience sharing is another key component of any organisational learning as well as constructive engagement where members exchanges their ideas, share their tacit knowledge (Wenger 1998). Whereas, the most significant part of this social theory of motivation is member solidarity which creates the sense of mutual trust and accountability enhance motivating individuals with in organisational context to share their embodied and embrained knowledge with each other as in the case of Mexican organisation which is US based MNC’s subsidiary. Research indicates that the international joint ventures may weaken the organisational learning if differences occur at senior management leve l (Danis 2003), but in this case study, American businesses and Mexican managers have done nice job and was well planned and committed to organisational learning from the start of business because rather than fully owing the organisation they started their business by Joint venture which integrated senior level managers from Mexico as well, furthermore, company retained those managers remain at same when company owned the organisation as a subsidiaries(Gomez 2004) . (Crossan et al. 1999) suggested the 4 I framework for learning organisation (LO) which includes intuition, interpreting, integrating, and institutionalising as key methods for LO at individual, group and organisation level. The application of 4I model is visible in the Mexican subsidiary of US MNC i.e. global learning for an organisation with in such cross cultural environment can only be possible while these factors ( 4 I ) are actually implemented and synchronise, for example, in 1992 ,the plant initiated the process o f employee empowerment which was the first step towards self-managed teams. This process required high level of involvement by each individual of organisation since it worked in team fashion in which team leader was rotated every three months. Without using individual correct intuitive and interpretation power , one cannot execute the role of team leader and after that integration is done by manager which called their selves as facilitators in the context of employee empowerment, this ultimately institutionalise and practice the self-managed teams at end. Furthermore, this enable organisation to practice the shared vision, personal mastery, systematic thinking, and managing the diversity in organisation (P. Senge 1994; PM Senge et al. 1994), which overall enhance the employee motivation. For example, in Equipos the process of ownerships to self-managed teams reflect its true application. 3.2 CROSS CULTURAL MANAGEMENT IN EQUIPOS: On account of national culture, Mexican culture is hig h power distance culture (G Hofstede 1984) which means acceptance of inequalities, power is distributed un-equally, acceptance of hierarchies are embedded in organisation structure. According PDI ( power distance index) , Mexico’s score were 81 than that of US ( Whose was 40) which supports high power distance culture (G Hofstede 2009), furthermore, by investigating other Hofstede’s cultural dimensions such as Mexican culture is less individualistic than that of US ( IDV score is 30 as compare to 91 for US ), this reflects that to implement successful learning strategies in Equipos is more cumbersome because of their high power distance and highly collective culture which is oriented towards family and extended family members such as friends. Also, it is worth noting that Mexican culture is more uncertainty avoidance culture ( UAI score is 82 than that of 46 for US), which interpret as intolerant to deviant persons and ideas (Browaeys Price 2011; Orr 1990), this might rigid their behaviour towards learning leading to resistance towards organisational learning which occupied with individual behaviour (Nonaka Konno 1998). Due to these culture specific characteristics it is incongruent to align and engage Equipos directly with organisational learning practices, so to encourage employee involvement in more significant manner, the process of learning began with employee empowerment rather than the direct learning strategy i.e. self-managed work teams (Gomez 2004). Both , Mexican and US culture are of Masculine in nature( MAS score is 69 and 62 respectively) which means ambition motivates (Browaeys Price 2011) the employees to perform well and involve more enthusiastically. Similar to Hofstede’s cultural dimension, GLOBE ( Global leadership and organisational behaviour effectiveness) research also suggest same dimensions such as power distance and uncertainty avoidance while studying the cluster of Latin America (House et al. 2004). Another i nteresting dimension of GLOBE which might be relate in context of motivation with cross cultural practices is Performance orientation which in literature supported by McClelland (1961) work on motivation such as need for achievement (Wolf 2004), which if great then people have rigorous desire to success and vice versa. As from the Mexican cultural aspect it is quite clear that they enjoy showing their work and have it recognised by their peers which act as motivator to them for McClelland above dimension of motivation, keeping this fact, organisational culture of Equipos are designed for employee involvement by organising ‘ Continuous improvement fair’ and ‘Liberation ceremony’ (Gomez 2004) which provide them chance of showing their actual potential and work to their colleagues and bosses , further supported by bonus which is some extrinsic motivation. 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