Abstract
The considered case study demonstrates a scenario in which an employee experiences a high load due to the need to combine work and learning. The situation is complicated by the fact that her academic specialty does not correspond to the profile of her current occupation. The open organizational system that the firm adheres to allows for building flexible development and communication strategies. The adaptive systems theory and the workplace learning theory are relevant to this case. Since the employee is valuable to the firm and her supervisor intends to retain her, the talent management approach is a practice that fits into the case scenario. As an alternative solution to the issue, tailoring the employee’s workload can be performed based on her academic interests. Incorporating an educational background into routine responsibilities can help retain the talented specialist and, at the same time, address the interests of the organization.
Creating favorable conditions for employees to perform their immediate duties effectively and, at the same time, stimulating subordinates to improve their professional competencies through continuous learning are significant areas of leadership activities, which intersect in successful organizations. The case described by Gallo (2011) illustrates a common problem that employees face when they have to combine work and learning, and Amy Werner, a promising young employee, is forced to experience an increased workload due to performing job duties and attending regular classes. When analyzing the activities of the firm in question, one can note that functioning through an open organizational system allows On-Ramps to use the resources of the external environment efficiently, encouraging communication as one of the tools to achieve operational goals, and the example of Sarah Grayson, Amy’s supervisor, confirms this. The interest of leaders in supporting talented employees and creating conditions for professional development are the critical aspects of favorable supervisor-subordinate relationships.
Work and Learning
The considered case allows for highlighting the relevant theoretical explanations, which can make it possible to analyze the situation from the perspective of suitable concepts and reason about potential outcomes. The key problem that Amy has faced is the forced need to combine work and learning. On-Ramps is an organization that provides services of a narrow profile, namely search activities. While considering firms that engage in strategic planning with a focus on non-traditional business practices, Scott and Davis (2007) present a concept of experiential learning that differs from conventional approaches. According to the authors, in rational organizational systems, stable and phased change tools and algorithms are promoted, which, in turn, affects slow learning, while in open models, dynamic forms of education are encouraged to open up new horizons (Scott & Davis, 2007). When evaluating Amy’s case, one can remark that in the future, she has a strong desire to combine her immediate duties with activities honed during her studies, particularly social work. Therefore, the concept of experiential learning adequately corresponds to the situation under consideration and fits into the presented organizational environment.
As a relevant framework that corresponds to the presented issue associated with the combination of work and learning, one can consider the adaptive systems theory. Lizier and Reich (2021) describe this concept as the one that reflects the nature of the adaptation of the agents involved to specific operating environments. The authors also note the existence of adaptive firms that function on the principle of stimulating the successful adaptation of employees to teamwork, usually by taking into account related activities, for instance, learning (Lizier & Reich, 2021). This theory is relevant to the case in question, and based on the supportive environment in Amy’s team, the adaptive form of work is encouraged in her organization.
Although Amy’s education is not directly related to her immediate duties, the position of her supervisor allows for speaking about the relevance of the concept of workplace learning. According to Chai et al. (2018), honing relevant skills designed to expand professional competencies, such as obtaining the necessary degrees and certificates, is in line with the workplace learning theory. An employee who makes an effort to realize their potential is regarded as long-term asset, and managers, as a rule, are interested in increasing the productivity of their subordinates. Based on Amy’s case, one can remark that the idea of superstitious learning that Scott and Davis (2007) consider may be pertinent because the skills and knowledge acquired by the employee are not directly related to the business interests of her firm. However, since her supervisor has a vested interest in retaining the highly skilled and capable employee, Amy’s social education should not be viewed as an unnecessary activity, largely because her non-work interests overlap with professional responsibilities.
Personal Perspective
The issue under consideration is a common occurrence, especially among young employees who are forced to combine work tasks with learning. In the considered case, based on the interest of Amy’s leaders in retaining her in the organization, the concept of talent management is relevant. As Krishnan and Scullion (2017) state, this approach allows for building different operational frameworks in which prospective employees can combine distinctive activities and, at the same time, remain productive. In addition to the concept of talent management, the social exchange theory is a suitable framework for the case in question. Narayanan et al. (2019) note that while being involved in employee retention issues, managers have to make concessions, which, in turn, is a positive step in the long term. Therefore, given the value that Amy can bring to her organization, the social exchange theory can be regarded as a concept that regulates the relationship between her and her leaders in a situation where both talent management and performance should be promoted.
Alternative Leadership Solution
One of the potentially effective solutions to address the issue is creating a working framework in which Amy’s educational background, particularly social work, can be combined with direct labor activities. Boysen (2021) argues that entrepreneurial culture is flexible, and by using the example of social work, the author demonstrates how the educational field can fit into the business environment. Covering business challenges is a valuable opportunity for Amy to realize her intellectual potential and continue to add value to her organization. Thus, the management of the firm should form a plan according to which Amy will be able to address organizational interests through her academic experience, thereby confirming her importance in the team and performing assigned tasks more willingly and confidently.
Biblical Integration
Employees’ commitment is an important aspect of sustainable organizational performance, and if workers are talented, this is crucial to develop and use their potential for good. As Merida (2015) notes, putting in efforts and opportunities to get the job done should be the natural attitude of a person willing to overcome adversity and gain recognition. In Christianity, the principle of respect for human talent is clearly emphasized: “Do you see a man skillful in his work? He will stand before kings; he will not stand before obscure men” (“Proverbs 22:29,” n.d.). If an employee is promising and can strengthen the team, leaders should appreciate this possibility. In Amy’s case, her immediate management understands the value that their subordinate can bring to the firm. Therefore, stimulating talent through appropriate work structures and frameworks should be part of On-Ramps’ organizational activities.
References
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Chai, D. S., Kim, S., & Kim, M. (2018). A work and learning dual system model for talent development in South Korea: A multiple stakeholder view.Advances in Developing Human Resources, 20(4), 410-427. Web.
Gallo, A. (2011). Making sure your employees succeed.Harvard Business Review. Web.
Krishnan, T. N., & Scullion, H. (2017). Talent management and dynamic view of talent in small and medium enterprises.Human Resource Management Review, 27(3), 431-441. Web.
Lizier, A. L., & Reich, A. (2021). Learning through work and structured learning and development systems in complex adaptive organisations: Ongoing disconnections.Studies in Continuing Education, 43(2), 261-276. Web.
Merida, T. (2015). Christ-centered exposition: Exalting Jesus in 1 & 2 Kings. B&H Publishing Group.
Narayanan, A., Rajithakumar, S., & Menon, M. (2019). Talent management and employee retention: An integrative research framework.Human Resource Development Review, 18(2), 228-247. Web.
Proverbs 22:29. (n.d.). English Standard Version Bible. Web.
Scott, W. R., & Davis, G. F. (2007). Organizations and organizing: Rational, natural, and open systems perspectives. Pearson Education.