This paper focuses on a case of RMS – Roads and Maritime Services to outline opportunities that HRD provide to current and future employees. The second section conducts an assessment to the extent to which knowledge about informal learning has succeeded in influencing RMS HRD practices.
RMS offers opportunities that make employees take their career to new heights. Management creates generous working conditions where everyone can become a forward-thinking person (RMS, 2018). Such projects make employees learn best ways of contributing towards their communities.
Nurturing leaders – the company provides an environment for newly recruited employees to nurture their talents of becoming future leaders. It offers on job training, supervision, and assigning roles such as team leadership.
Performance planning – RMS offers an environment for employees to go through the formal process of discussion, identification, and planning of personal goals. Employees identify their personal goals that require their capability to achieve as well as develop skills for decision-making.
Networking – RMS organize teamwork where members get to network and know one another. Currently, RMS offers an opportunity where employees work as teams as well as assigning supervisors to every team. Such an environment allows diversified groups of employees from different cultural background to interact with one another. Consequently, it strengthens
Knowledge about informal learning at the workplace brings about numerous complexities how managers develop employees. Garrick (2001) outlines that definitional complexities relating to informal learning involve learning from experience, learning from context, strengthening informal and incidental learning, reflecting, and tacit dimensions of knowledge. Such definitions show that employees could go through non-intentional learning practices to acquire knowledge. Stewart, McGoldrick, and Watson (2001) link the knowledge about informal learning to autonomous, self-directed, and independency that occurs without participating in externally instructional programs.
The knowledge about informal learning has influenced the organization's HRD practices of RMS managers in terms of how they define, design, and execute comprehensive learning strategies among employees. Managers now form different teams, assist them in planning and establishing. They are now able to maintain communities of practice (CoP) (Bowness and Gram, 2010). RMS finds CoP as the best way of assisting team members share common individual goals. Consequently, members are able to create and share knowledge for personal development. Personnel at the company focus on individual achievements as we as teams.
RMS adopts action-learning practices to achieve informal learning for personal development. Bowness and Gram (2010)human resource personnel can implement HRD practices by organizing small teams to work together to solve real workplace tasks and problems. Management supports natural learning processes. The process makes employees to learn themselves by doing and reflecting about their and results from their actions. Consequently, employees are able to make their own needed adjustments at a personal level without following planned programs. Yanchar and Hawkley (2015) explain that informal learning has influenced how managers develop learning action plans. Managers integrate action plans of learning and working by scheduling time for all programmed learning activities to occur simultaneously with other regular job responsivities. Managers at RMS now associate learning activities with timeframes and objectives. Even though HRD practices
RMS now adopts a number of informal learning assets beyond classroom programs. Management use organization knowledge to develop digital as well as paper-based tools. Management now relies on formal programs to create templates and small content them feed them to the company website as articles. Employees can now rely on such resources as their assets for informal learning. Their availability on demand depends on how employees go through them as refresher jobs to assist those returning on their jobs. Such materials also assist employees that missed to attend some formal events. Garrick (2001) theorizes the best way that managers could make informal learning become effective in an environment where every human resource personnel prefers planned programs as their instructional manuals. Garrick Suggests that managers can now adopt processes of receiving feedback, encouraging the formation of teamwork for individual learning, creating and posting contents on company websites, networking, and mentoring through team leaders.
RMS design different HRD programs to restructure and downsize employees to work in teams. Consequently, they design programs that allow employees to gain new skills to solve problems and make decisions. Additionally, employees develop their personal skills for leadership, negotiation, resolution conflict, and listening. However, knowledge about informal learning has influenced HRD practices.
Garrick, J 2001. Informal learning in the workplace: Unmasking human resource development. Taylor and Francis
Grieves, J 2003. Strategic human resource development. SAGE
RMS – Roads and Maritime Services, 2018. Working with us. Accessed on April 10, 2018
Stewart, J, McGoldrick, J, & Watson, S 2001. Understanding human resource development: A research-based approach. Psychology Press
Yanchar, SC, & Hawkley, MN 2015, 'Instructional Design and Professional Informal Learning: Practices, Tensions, and Ironies', Journal of Educational Technology & Society, vol. 18, no. 4, pp. 424-434.