Executive Summary
In general, the diplomas mentioned in the paper below have brought revolutionary changes to my personality and mind-set. They have broadened my vision and changed my attitude towards certain concepts in certain ways (that I have explained in the later parts of the assignment). I feel to have some inborn qualities relevant to the subjects that I took up and these courses have helped me polish my skills and expertise, and update my knowledge.
As the course progressed, I could feel my development as a learner stage by stage. My teachers, supervisors, and group fellows have come in as great sources of learning for me. The practical activities that I performed have added a lot to my experience besides being big confidence boosters.
Three diplomas under discussion are also interlinked with each other (discussed in detail in a later section). I could identify and interlink different areas of learning overlapping or correlating among them. This practice helped me boost my wisdom and grow my skills and proficiency as a learner. Apart from this, it also provided me a definite direction for my learning and its practical implementation. I am hopeful that the course of learning will serve as a milestone throughout my practical life. I will utilise my competencies and skills that I developed through these diplomas by working for any well-reputed organisation. Since all of them are linked with one another, they will guide my behaviour and attitude towards any profession that I adopt in future.
Figures
Figure 1 - Integration of Three Diplomas 10
Figure 2 - SHRM 24
Figure 3 - SHRM, Employee Motivation, and Organisational Performance 24
Figure 4 - Maslow's Hierarchy of Needs 25
Figure 5 - Impact of Employee Satisfaction on Organisation 26
Figure 6 - Importance of Employee Motivation 27
Figure 7 - Diversity Management 28
Figure 8 - Executive Coaching 28
1. Introduction
Integrative learning, as the name implies, refers to a learning process that is based on creating links among different interrelating concepts or subjects. Therefore, the purpose of a reflection integrative assignment or RIA, in short, is to provide a clear assessment of a learner’s insight and understanding to different areas on the whole that he covers during any particular course of his study (Kitsantas & Dabbagh, 2010; Bossche, Gijselaers, & Milter, 2011).This is also an integrative assignment dealing with three diplomas that I have recently passed including Diploma in Organisational Behaviour, Diploma in Executive Coaching, and Diploma in Strategic Human Resource Management.
2. First Diploma – Strategic Human Resource Management
Firstly, I would describe and elaborate my learning experience with regard to the diploma of strategic human resource management. This serves as a significant achievement for me while taken in reference with my ambition to serve a well reputed organisation using my managerial skills.
First of all, I learned as to how strategic human resource management is different from the traditional version of HRM. In other words, it can be called evolved form of conventional approach to human resource management that was mainly focused on basic operative functions such as recruitment, compensation, training, etc. SHRM, on the other hand, aims to integrate operative functions with managerial functions. For example, it does not only provide guidelines to manage recruitment, compensation, and training, but also requires human resource managers to act proactively to improve employee productivity and other dimensions of job behaviour by strategically managing all of its basic (operative) functions as also decpited in appendix 1 (Tyson, 2006; Rogers, 2012; Hatch, n.d.).
Armstrong (2016) sheds light on the concept of strategic human resource management from different critical angles. To him, it is essential to the effective management of overall job behaviour of employees. I also agree with this theoretical idea after building insight into its key concepts. It is essential for today’s organisations to look beyond traditional HRM functions and extend the scope of management to cover different psychological, emotional and motivational needs of employees.
I also developed understanding as to how HRM strategies and decisions have a positive or negative impact on employee retention. For example, HR can boost employee motivation if it responds to different levels of employee needs properly as identified by Maslow in his model of ‘hierarchy of needs’ (as shown in appendix 2 and appendix 3) (Kremer and Hammond, 2013). Turnover is, certainly, a critical situation that can badly affect an organisation’s profit margins by increasing the operational costs in terms of frequent processes of recruitment and training. Management can, however, avoid high turnover by increasing employee job satisfaction. Human resource management strategies play a key role in this regard. For example, it is up to strategic human resource management to decide as to whether employee retention can be improved by increasing monetary or nonmonetary benefits and which of both is in line with organisational objectives (Phillips & Connell, 2003).
This purpose can also be achieved through training. Comprehensive training serves as a booster to employee performance into different dimensions. A trained employee can accomplish a task in much smaller time as compared to one without attaining a similar level of training. Hence, trained workers feel less burdened and more dedicated to their assigned tasks. It makes them give a high quality performance at high frequency. This increasesthe input on an individual level among different employees that collectively add to the overall productivity of an organisation. Hence, it is well in place to state that effectiveness of strategic HRM is in a significant direct relationship with overall productivity of an organisation, which is also displayed in appendix 4 (Onyema, 2014).
3. Second Diploma – Organisational Behaviour
I did my second diploma in ‘Organisational Behaviour’ that also helped me polish my professional skills and expertise. Through this, I realised the value of understanding the science of behavioural patterns of the taskforce and their impact on organisational health. In organisational terms, organisational behaviour refers to the critical study of interactions among different employees or group of employees (or departments) within an organisation. Management can add to the efficiency of the organisation by optimising these interactions (Buchanan & Huczynski, 2013; Sims, 2002).
Since my basic concern was leadership, my primary objective with regard to pursuing this diploma was to improve my leadership skills. Before enrolling for the underlying course, I asked myself several questions relating to managing organisational dynamics through the effective approach to leadership. First of all, I was interested in improving my knowledge relating to personal traits or characteristics of a successful leader. Then, I realised that it was also essential for me to learn how a manager can utilise effective leadership strategies in order to manage the overall behaviour of organisation effectively. I also wondered why there is a difference among the status of different managers, as some of them are able to give better performance than others. In other words, my purpose was to learn about the competencies that add significantly to the competitive strength of a manager with reference to organisational settings (Arvinen-Muondo & Perkins, 2013; King &Lawley, 2013).
Within very initial stages of learning, I realised that modern concept of organisational behaviour is much more sophisticated than I imagined. It requires managers to have a solid grip on several considerations. A blend of predefined strategies and improvisation is needed to cope with emerging challenges in this connection. Extension of OB into several dimensions such as motivation, inspiration, psychology of negotiation, persuasion, influence, and psychology of organisational development has made it a broad subject (Jex, 2002; Furnham, 2005).
As I progressed with my module, I kept clearing on pre-enrolment questions. Not only that, but I was also able to develop insight into much more sophisticated areas of relevant knowledge of which I was not aware before.
First of all, I learned the complications and key concepts associated with decision making and how important it was to dig into all possibilities before taking a decision. Conceptual understanding to different “traps” affecting the decision making of a manager was very crucial, as I could identify a bit of bias within my personality while taking crucial decisions. Through this, I learned how to avoid this trap along with status quo and move forward. It was also important to learn techniques relating to managing and absorbing risks (Wang, 2011).
Then, it was also very helpful to learn about the significance and impact of employee motivation and its relationship with organisational behaviour (ref. Appendix 5). Theoretical insight into multiple theories of employee motivation further reinforced my understanding to that (Bruce & Pepitone, 1999; Hoffmann, 2007). Diversity management was one of the most important areas of learning, as a taskforce of my organisation is composed of employees belonging to different categories of behaviour, castes, and ethnic groups. Not only is it necessary to manage diversity, but managers can also use it to their favour by creating an atmosphere of shared skill. It is also illustrated through appendix 6 (Bassett-Jones, 2005).
4. Third Diploma – Executive Coaching
I got my third Diploma in Executive Coaching. I rate this accomplishment as a great achievement, because it, coupled with two courses mentioned above, helped me develop my skills and expertise in the most professional manner. Here, it is important to mention that there is a percentage of coaches that use watching or experiencing as major sources for learning. However, merely relying on these two sources does not suffice and learners have to achieve integration of experience and knowledge to grow as proper coaches (Joo, 2005). And, this realisation reinforced within me as I proceeded with my module of learning. I professionally concentrated on each and every area of executive coaching shown in appendix 7.
I got better and better in my understanding to the needs of my coaches as I passed through different phases of learning. It was, certainly, a great experience, because it allowed me to complement my experience with knowledge. Again, I had several questions in my mind when it comes to coaching (same as in other two cases discussed above). I was wondering if I had competencies that are required to be a good coach and if was confident enough to satisfy all types of needs of my coaches in the most effective ways. Then, I also asked myself I there were some areas that needed improvement and how I could prioritise different activities in my improvement plan.
Since my learning module was based on GROW model of learning, it allowed me for a vast scope of learning and self-reflection (Brockbank & McGill, 2006; Ali, and Chan, 2016). Initially, I defined my key objectives based on the questions in my mind. It was good for me to have an understanding to my personal needs as a professional, as I was properly aware of the areas that I had to improve in order to emerge as an excellent coach. Conducting a situational analysis further updated my knowledge on my potential strengths and weaknesses. In other words, I set my “goals” and comprehended as to “what is happening now” through self-reflection by complying with GROW (Wildflower & Brennan, 2011).
Then, I assessed learning opportunities and challenges with regard to my roadmap to learning and developing my skills as a coach. Then, I was on my way to learning with awareness about my direction. I Knew “what I could do” to boost my proficiency relating to my profession. In this way, I devised a proper roadmap in line with my learning objectives. My learning logs also came in as useful tools, as I could easily evaluate my growth at each stage and identify the weak areas (that needed further attention for improvement).
After completing my diploma, I am feeling much more confident about my ability to cater to my coaches in the most exact manner. Throughout my course, my belief strengthened in the importance of reflection in coaching. As a matter of fact, I discovered the strong relationship between these two disciplines. In the modern context of organisation (that is characterised by massive dynamism and sophistication), it is not appropriate on the part of a coach to move forward with a predefined set of strategies. In most of the cases, he has to improvise and adapt to the demands of particular situations. And, he can only achieve this purpose if he is familiar with the practice of reflection (Grant, 2003; Hallett, 1997). Therefore, having developed the skills of reflection and ability to contemplate in more mature and proficient manner, now, allows me to enjoy better relations with my coachees.
5. Integration of all Three Diplomas
All three diplomas discussed above are closely interlinked with one another. In most of the cases, one complements another, and (thus) they collectively help me build my skills as a professional. This section aims to throw light on how different areas of all these programs are guided by, or based on, or integrated with one another.
Figure 1 - Integration of Three Diplomas
5.1. Executive coaching and strategic human resource management
There are several dimensions wherein there is a strong relationship between executive coaching and human resource management. In fact, modern and evolved concept of human resource management also termed as strategic human resource management is in much stronger relation with coaching than its classical form (that was merely concerned with operative HRM functions) (Price, 2004; McAdam, 2005).
For example, today’s human resource managers have to think and practice beyond just recruitment, compensation, and training. They have to optimise these basic practices by improving employee productivity so that they can add to the organisational value. Since executive coaches endeavour to help human resource managers improve their competencies by providing them feedbacks, they must have solid command on different considerations relating to human resource management.
For example, a coach must be aware of updated practices of recruitment and trends relating to that. He must recommend a method of recruitment. Also, that is in line with the nature and purpose of coachee’s organisation. Therefore, an executive coach has to have much insight into the matters relating to recruitment and selection. Since, he is supposed to dictate HR in this connection; it confirms his own ability as a strategic human resource manager (Mulvie, 2015).
New trends have further strengthened the relationship between executive coaching and human resource management, and one such trend refers to permanent consultancy services of coaches hired by managers. Human resource manager consults executive managers before taking several critical decisions, and their feedback holds central importance in this regard. Being sum of vast knowledge and experience, they are regarded as a great source of dictation. It requires them to perfectly understand not only the key concepts on of human resource management but also the ways to utilise their knowledge in the most appropriate ways with respect to any given timeframe or situation (Heathfield, 2016; Kofodimos, 2007).
Therefore, it was essential for me to experience strategic human resource management and dig deep into relevant knowledge before I moved to the program of executive coaching. A coach cannot help his coachees effectively until he perfectly understands their needs in the context of a given situation. Now, I am in a strong position to assist human resource managers belonging to any particular type of organisation due to my comprehensive blend of knowledge and experience in this area.
5.2. Strategic Human Resource Management and Organisational Behaviour
Human resource management interrelates with different concepts relating to OB into multiple dimensions. Both of my diplomas (in strategic human resource management and organisational behaviour) are complementary to each other due to sophistications associated with the modern approach to both of these considerations. Managers have to look beyond operative activities and provide functional solutions to the needs of employees and their organisations.
Here, it is appropriate to refer to the effectiveness of an emerging area of knowledge and practice termed as managerial functions that bind SHRM with directing the interactions among employees or group of employees (that is collectively called organisational behaviour) (Irāmacāmi, 2010; DuBrin, 2011).
A human resource manager endeavours to boost job satisfaction and motivation resulting in ahigher level of retention and productivity of employees. His ultimate goal also extends to reducing turnover and making employees give maximum performance. Therefore, he has to provide solutions relating to workplace environment and settings. Furthermore, he is also responsible for creating an atmosphere of collaboration in order to knit all the departments well together that guarantees best collective performance adding to organisational productivity on the whole (Irāmacāmi, 2010;DuBrin, 2011).
Most significantly overlapping consideration between strategic human resource management and organisational behaviour is the modern concept of leadership. Leadership, which is a basic undercurrent of OB, relates strongly to HR. A human resource manager has to lead a vast team of employees (in most of the conditions), so he must be aware of the methods and strategies of leadership through which he can polish his style of management.
For example, the questions hovering over my mind relating to leadership (as mentioned in the initial part of the paper) were relating to OB as well as to human resource management. None of the human resource managers, for example, can hope to fetch excellent performance from his workforce without deep insight into the theoretical and practical importance of different styles and strategies of leadership (Swanepoel, 2003).
Then, the basic aim of both the underlying disciplines shares many similarities, as it is to boost organisational efficiency by optimising the productivity of the workforce. It is not out of place to state that managerial functions of strategic human resource management dictate the overall behaviour of workplace and organisation.HR Manager is responsible for tuning the interactions among different employees or departments to the highest level of efficiency. In other words, the ultimate goal of strategic human resource management is to add value to the organisation by consistently maintaining and improving different areas of organisational behaviour.
Therefore, it is appropriate to conclude that my diploma in strategic human resource management boosts the effectiveness of my diploma in organisational behaviour. Both of the programs are essential to each other in order to develop comprehensive insight into the underlying subject matter.
5.3. SHRM, OB, and Executive Coaching
For example, while talking about leadership, it is a broad concept. Human resource managers with strong leadership skills can give the best output with regard to their relation with and use of human resources. Similarly, an executive with strong command on how leaderships skills of a manager can help optimise organisational behaviour can assist human resource managers best in this regard. Hence, it requires a comprehensive and proper approach to strategic human resource management and its relation with organisational behaviourin order to emerge as an efficient executive coach.
Furthermore, coaching is not merely listening, evaluating, and directing. A coach must also be aware of unstated drawbacks of managers. For example, there may be some kind of bias hurdling smooth approach to diversity management for a human resource manager. In most of the conditions, it needs to be discovered by a coach and he can only do so if he has an insight into how the bias of a manager or a leader can affect behaviour and (thus) performance of an organisation. Therefore, in order to identify and uproot several issues like that, integrated reflection is one of the most essential needs.
As a matter of fact, there is a strong correlation between strategic human resource management and organisational behaviour. The better idea of it can be gathered from the fact that both of these concepts, at their base, associate to managing people. For example, if a human resource manager is knowledgeable about the theories of motivation and knows how to put them into practice, he would be able to satisfy motivational as well as all other types of needs of their employees to guarantee productive work environment. On the other hand, a manager concentrating on human resource management with no reference to organisational behaviour will merely be focusing on monetary employee benefits or training to achieve the same purpose. However, he can add to operational expenses rather than adding value to the business if key organisational issues are based on disturbed behaviour such as problems relating to diversity management, conflicts among the group, improper organisational structure, etc (Harvey and Erdos, 2014).
Keeping the fact mentioned above in view, it is appropriate to say that a coach needs to be able to provide a proper roadmap to managers to level up the efficiency and performance of their organisations. This proper roadmap should also refer to strategies directed towards effective organisational behaviour as well those specific to other areas of strategic management.
6. Reflection Including New Knowledge and Reference to Some Research Methodology
Integrative reflection allowed me to explore the underlying categories of knowledge and investigate into different dimensions of their interlink with one another. In this way, I was able to identify new areas of learning beyond the course of my learning and specifically based on my own research and reflection. Key findings relating to that are discussed as follows:
6.1. Management and leadership
The interconnection between strategic human resource management and organisational behaviour allowed me to learn how a manager can be a good leader, or a leader can build excellent managerial skills. It was interesting to know the fundamental difference between a leader and a manager.
For this purpose, I adopted a qualitative approach to research and dug into contemporary practices relating to human resource management and leadership. I analysed different ideas from every critical angle based on interpretivism (Kothari, 2004; Jha, 2008). It is found that today’s organisations are mainly based on team-based structures and not suitable for “bossy climate”. Therefore, the concept of manager is undergoing a transition from manager to leader. A true leader not only dictates his followers but also sets examples to follow for his subordinates. He manages organisational behaviour by promoting collaboration and communication at all levels. It is essential for a human resource manager to lead by example in order to satisfy modern criteria of effective management.
6.2. Theories of leadership
It was also interesting to learn about different styles of leadership and their effectiveness. I have discussed my findings relating to that in the dissertation relating to my diploma in Organisational Behaviour. This was again a qualitative study mainly relying on the secondary information. Theoretical ideas were collected from different sources and compiled for critical analysis and discussion.
It is found that the discipline of leadership has undergone massive evolution over the period of time. For example, in the older format, leaders were more inclined to command and authority, while collaboration is among the characteristics of successful leaders in the modern context of the organisation. In this way, I updated my knowledge on the difference between transformational and transactional leadership. And, it is found that transformational leader is much more suitable to a team-based culture that is common in modern organisations. Leaders should be capable of inspiring others through the examples set by them. They should create a vision and motivate others to achieve that vision instead of forcing them by command and control. It is considered the most successful way of managing organisational behaviour effectively. On the other hand, transactional leadership has lost its significance following the emerging concepts and growing popularity of team-based culture.
6.3. Managerial functions
Understanding the growing importance of managerial functions was also important for me. In a study focused on organisational behaviour (as referred above), I investigated into different practices relating to managerial functions with a special focus on managerial decision making. I have utilised a qualitative approach to conduct that research.
The findings suggest that managerial decision making is crucial, as the value to be added to an organisation largely depends on the effectiveness of managerial decisions. A manager has to avoid several traps. A qualitative study of these traps provided me a comprehensive scale to the judge my own decision making skills. Managerial functions also serve as a bridge between strategic human resource management and organisational behaviour; because the main purpose of these functions is to strategically manage human interaction at the workplace to create an atmosphere of high productivity within an organisation.
6.4. Benefits of diversity management
The qualitative approach that I mainly followed throughout the course of my study (concerning to three diplomas in question) derived my attention to several thought provoking ideas one of which was key ideas relating to diversity management. This is one of the concepts common between strategic human resource management and OB.
Earlier, I thought that managers have to manage diversity only to avoid conflicts and creating bonds among different work units. However, I was not alive to the fact that managers can use it to the favour of the organisation through strategic management. It was a new addition to my knowledge that diversity can be useful as it allows for shared skills and responsibilities. Therefore, now I am more inclined to create diverse groups and suggest my coachees to achieve a good mix of individuals among their workforce appropriate to the type and goals of their organisations.
6.5. Positive use of conflicts
Same as in the case of diversity, I also did not entertain positive perception about ‘conflicts’. I considered conflicts only to be the cause of delay and extra cost. However, my study dramatically changed my viewpoint and allowed me to have a look at it from a positive angle. Conflicts can be a great source of learning and exploring different possibilities directed towards optimisation if managed well.
Through different group activities and reviewing the literature for my research projects, I learned about the effectiveness of disputes. A good manager listens to different perspectives quite closely by allowing proper freedom of opinion. It allows the creative ideas to arise, be debated, and also implemented (if feasible). It is also found that managers should reach such solution to different conflicts that is appropriate to the distribution of power between conflicting parties and the importance of conflict.
6.6. Importance of improvisation
Being flexible in approach to any matter relating to organisational behaviour, strategic human resource management, or executive coaching is necessary, especially, in the modern context of the organisation. The research shows that all the organisational disciplines including three discussed in this paper have evolved a lot. They are on a consistent journey from simplicity to complexity.
Therefore, it is never recommendable for any manager, leader, or coach to come up with a typical predetermined approach to any matter. In other words, he must be able to respond according to the demand of the situation. Due to this factor, the idea of transactional leadership is waning in the background of emerging concept of ‘situational leadership’.
The studies referred in this section are conducted on the basis of aqualitative approach to research. The data is mainly collected from secondary sources of data collection i.e. existing literature that includes scholarly journals, books, and some authentic electronic sources or websites. Furthermore, I have adopted the interpretive approach, as the studies are based on the qualitative design of research. The information is analysed using the tool of synthesis or triangulation i.e. by verifying the information collected from an external source with the course of my study.
7. Recommendations
On the basis of the insight developed through the diplomas being discussed in this paper, some of the most appropriate recommendations are being provided as follows:
Strategic human resource managers should adopt a leadership style that suits the situational requirements of their organisation. It should not be based on rigid principle, but flexible enough to be modifiable according to the demand of any particular scenario.
Leaders should concentrate on contemporarily popular styles of leadership and management. It should be based more on collaboration and less authority (command and control). Managers should understand highest levels of employee needs i.e. self-esteem and self actualisation (as found in Maslow’s hierarchy of needs) along with monetary needs so that they can be motivated to a high level of productivity. This consideration also helps managers with organisational behaviour, because it also associates to motivational needs of employees to provide an encouraging work environment, collaborative atmosphere, and sense of being an integral part of a team.
A coach should properly understand the needs of his coachees. He should have a solid grip on emerging as well as traditional concepts of a field and others relating to that. It is essential for an executive coach to have experience and knowledge of organisational behaviour and strategic management. It is so because he is supposed to assist strategic human resource managers whose major concern is to tune the organisational dynamics in a way that workforce may give maximum output.
It is also advised that leaders, in most of the cases, should act as transformational leaders, as it is found to be the most successful style of leadership in the modern context of organisational behaviour. In most of the cases, the change should be brought in a systematic way ensuring the lowest level of risk. People should be motivated to make the desired change plan implemented.
Strategic human resource managers and leaders should keep updating their knowledge and skills on a consistent basis. This is recommended keeping in view everyday changing organisational and business climate. The manager should adopt the most updated approach to all organisational matters including recruitment and selection, compensation, training, managing conflicts, diversity management, etc.
Human resource managers should also keep evaluating their performance on the scale of organisational productivity. If there are gaps and areas to be improved, they should be identified and improved shortly.
Leaders should also make sure that they take representatives of each category of stakeholders into confidence before implementing any change. They should communicate any intended change through proper channels of communication and listen to the feedbacks. They should manage their changes and decisions complying with the highest standards of ethics to ensure long term good reputation of their organisation.
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Appendices
Appendix 1
Figure 2 - SHRM
(Creative HRM, n.d.)
Appendix 2
Figure 3 - SHRM, Employee Motivation, and Organisational Performance
(Dimba, and Rugimbana, 2013)
Appendix 3
Figure 4 - Maslow's Hierarchy of Needs
(Kremer, and Hammond, 2013)
Appendix 4
Figure 5 - Impact of Employee Satisfaction on Organisation
(Tripathi, 2014)
Appendix 5
Figure 6 - Importance of Employee Motivation
(Organizational Behavior Course Model, n.d.)
Appendix 6
Figure 7 - Diversity Management
(Omerrfjq Soup, 2015)
Appendix 7
Figure 8 - Executive Coaching
(SBC, 2016)
