Abstract
McCracken and Winterton (2006) aiming at reviewing the literature to show that involving midcareer managers in lifelong learning is problematic. From there to further discuss the implications of these learning barriers problems on the strategy of HRD in UK. They explained the learning barriers for midcareer managers in the lights of a grounded theory model. The article is relevant to HRD research as it address a change of trend in HRD policies.
Introduction
McCracken and Winterton (2006) discussed the obvious ambiguity of extending involvement of low-skilled and kept-out groups of midcareer managers in lifelong learning. The ambiguity of this human resource development (HRD) policy in UK appears in the diverse precedence in the lifelong and skills outlines. The authors aimed at reviewing the literature to show that involving midcareer managers in lifelong learning is problematic and from there to discuss the implications of these learning barriers problems on the strategy of HRD in UK.
The article organization is in five parts besides the conclusion. In the introduction part, the authors put the research problem and research question. In the following part, the authors discussed the strategy of lifelong learning as related to Matthias Principle prevailing in the EU member states. In the third section, the authors discussed the progress of management development policies in the UK, and then discussed barriers to learning as applied to midcareer managers. In the fifth section, the authors discussed the intrinsic, extrinsic, and personal factors affecting manager’s tendency to take part in learning (McCracken and Winterton, 2006).
The article content analysis
The article theme is there has been a change in management development policies priorities since the beginning of the 21st Century. This change took the form of extending the low skilled and the debarred employees and midcareer management involvement in lifelong learning. This change carries the risk of being destructive to Britain’s management if efforts lay-back. Such damage is because of Britain’s management is under qualified when compared to the USA and other European countries (McCracken and Winterton, 2006).
The article purpose is to look at the obvious negation between extending participation in lifelong learning (being the central theme for Britain’s HRD policy). Also to the skills outline pointed to in the priorities set up by the skills task force (during the labor party government) (McCracken and Winterton, 2006). Based on this review, the authors argue the noticeable pause in addressing managerial skills inflicts important restraints on HRD.
The authors made a well developed argument since the topic is significant and exacting, and the research question is undeniable. It has a clear purpose, well organized, with satisfactory references to support the argument. Further, the references materials are suitable to the topic; and the ideas are consistent with a smooth flow of information (Moyer, 2002).
The article displays few points of strengths and weaknesses. It addresses an important question in HRD, which is should organizations extend learning resources transversely through employee and managers population. Or, alternatively, do they need to adopt a more strategic aiming of lifelong learning schemes and programs. It also points to the learning barriers among midcareer managers and analyzes the current programs to support lifelong learning. The different parts of the article are well linked with a smooth flow of information and the arguments are logical, and well supported by literature.
However, there are four points of weaknesses, first is the lack of a concise definition of lifelong learning. Second, since the authors linked the concept of lifelong learning to Matthias principle, a direct short description of the principle would have been suitable, yet this was not provided. Third, the authors linked their empirical findings about barriers of learning to the grounded theory model described by the senior author in 2004; again a short notice to the value of grounded theory in qualitative research would have been suitable. Finally, as many academics, including the authors in this article, use the term organization culture repeatedly, the term and levels should have been clarified and at what level barriers of learning produce impact.
A particular feature of this article that deserves a special attention is the detailed description of the factors that affect midcareer mangers’ tendency to take part in lifelong learning. The authors classified these factors into intrinsic, extrinsic, and personal according to the composite grounded theory model published by McCracken in 2004. Intrinsic factors are perceptual (sense of picking up information), emotional, motivational (having reasons to learn), and cognitive (ability to acquire knowledge) both general and career or job skills (vocational).
Extrinsic factors as described by McCracken and Winterton (2006) are organizational learning culture, the basic assumptions of personal ability, power and authority to act (collectively called MD culture), and the learning resources. The authors showed in the conclusion section that female mangers differ in tendency to learn from their male counterparts in that they are more attentive to the need for lifelong learning, also more off-putting about organizational culture.
In their conclusion, the authors responded to the research question about practice and policy. About practice, the authors inferred that because of changes in organizations’ competition and changes in organizational culture, lead to reevaluation of midcareer managers’ role and a change in their psychological sense of agreement with their organizations. Lifelong learning was supposed to preserve and augment their suppleness and ability of performing their role. The present study displayed that midcareer managers responded by credited their lack of appreciation to the need for lifelong learning to extrinsic factors.
Therefore, in the authors’ opinion, organizations have to support their communication systems, guarantee leadership, advice, and chances for possible learners. Further incentive policies should be clear and just, and that organization should make sure of the higher management dedication. About policy, the authors inferred that demographic barriers of learning are of importance. Therefore, the jeopardy in current UK HRD policy of extending lifelong learning to the low skilled and the debarred employees and midcareer management involvement in lifelong learning lies in breaking organizational learning culture, the basic assumptions of personal ability, power and authority to act (McCracken and Winterton, 2006).
Evaluation and analysis
The article arguments are convincing fulfilling the requirements of critical thinking as they set the experimental facet of reasoning and put suitable assumptions and reckon as described by Eichhorn (2007). The article is, also, an important contribution to the field of HRD as it deals with the ambiguous question of whether organizations should extend learning resources transversely through employee and managers population. Or do organizations need a more strategic aiming of lifelong learning schemes and programs.
Lifelong learning term developed in the 1990s as a modification of the term lifelong education often used in the mid1970s. The difference between these terms is more than related to words, lifelong learning relates more to keeping hold of skills and further learning new skills that should enable learners to manage the needs of a rapidly changing working place. The problems of unemployment enforced the demand for this concept to allow individual organizations to put forwards their learning outline and policy. Thus, states renounce their responsibility to provide employment and economic chance for individuals (Medel-Anoneuvo and others, 2001- page 4). Knowing this explains how important is the research question and enlightens the contradiction.
Matthias principle points to adults (as midcareer managers) who have been involved formerly in learning are less probable to become current participants in a lifelong learning process (Vind and others, 2004- page 48). This explains why younger less skilled, less qualified, and non-manual employers get involved more in the process of lifelong learning (Vind and others, 2004- page 48). Being adopted by the EU states, this explains why the authors linked that principle to lifelong learning in their argument and further explains the change of trend of HRD since the beginning of the 21st Century.
Grounded theory is a method of systemically examining qualitative data (near to but not the same as Meta analysis for quantitative data) with the purpose of developing a theory. It blends a specific style or example model to a practical theory in use according to certain methodic guidelines (Bong, 2002). The authors researched a group of life insurance companies in Scotland; however the use of a grounded theory model enables them to apply their findings as regards learning barriers more generally beyond life insurance midcareer managers.
The term organization culture is often mentioned in academic work, but there is still ambiguity to how to describe and how to change organization culture. Vance, 1998 describes organization culture as an expression of the organization behavior, which is the hypothetical affix to be displayed at different levels. The first is the perceptible organization structure and processes (surface level), second is organization values (strategies, aims and concepts of leadership), and finally is the level of fundamental notions as secured feelings, ideas, and reflections of the organization (basic assumptions). Many authors believe the third level is the heart of organization culture (Vance, 1998). The authors did not clarify at what level do learning barriers affect and be influenced by organization culture.
Conclusion
McCracken and Winterton (2006) discussed the obvious ambiguity of extending involvement of low-skilled and kept-out groups of midcareer managers in lifelong learning. Despite they did not provide some theoretical basis for their arguments, yet their conclusion was related to the research question and provided some practical solutions to solve the contradiction.
References
Bong, S A (2002). Debunking Myths in Qualitative Data Analysis. Web.
Eichhorn, R. (2007). Developing Thinking Skills: Critical Thinking at the Army Management Staff College. Web.
McCracken, M and Winterton, J (2006). What about the managers? Contradictions between lifelong learning and management development. International Journal of Training and Development, 10(1), 55-66.
Medel-Anonuevo, C, Ohsako, T and Mauch, W (2001). Revisiting Lifelong Learning for the 21st Century. Hamburg: UNESCO Institute for Education.
Moyer, D (2002). Criteria for a Well-Written Paper (Or is that “good writing”?). Web.
Vance, N. R (1998). Systemically Describing An Organization’s Culture: A Case Study Of The Pima County Arizona, Pretrial Services Agency. Web.
Vind, A (Editor), Le Deist, F. D, Og, W, H, and Winterton, J (2004). Strategies on Lifelong Learning. Varenr: The Danish Confederation of Trade Unions.