Key Features of Successful Organisational Development, Professional Development and Improved Productivity

Jon Rose

Which of the following do you believe is the real key to creating the most successful and dynamic organisation?
1.	Outcomes and outputs overtly linked human resource development & maintenance?
2.	A values driven organisation with emphasis on organisational culture?
3.	Mapping tools to identify & show organisational structures & processes?
4.	A range of technologies & methods to enhance professional development?
5.	Succession planning tied to professional development and performance management?
6.	Use of reflective practices to view successes & failures as learning opportunities?

The reality is that ALL of these six points are important and are required for successful organisational development. Other issues are also important. For example:
•	Well developed change management processes and strategies;
•	Comprehensive approaches to sustainable practice [i.e. the triple bottom line of profits (economics), people (social responsibility), place (environment)]; and
•	Know who your customers are (not always obvious in the welfare field) and create a dynamic customer focus and participative customer feedback mechanisms.

However, this paper will focus on the first six as high priority for those employed in human resources as trainers or as workforce developers.

These points were developed in my work with large, welfare organisations, but could be generalized to other organisations.

1.	Organisational Outcomes and Outputs are clearly linked to Human Resource development & maintenance.

In the welfare sector, this means that business improvement are linked to human resources who are linked to quality improvement process who are linked to data collection and management.  This overt and identifiable linking between organisational aspirations, individual aspirations, processes and outcomes will provide positive feedback loops to enhance organisational culture and outputs.

2.	Organisational Culture, Values, Vision, and Mission Statement are understood and consistent with individual staff values and aspirations within the organisation.

In particular, culture, vision and leadership should be highly developed by senior and middle management who actively provide examples of their commitment to these values on a daily basis.

The mix of forward thinking visions based on sound emotionally and ethically based values should result in organisational principles which drive practice.

The development of organisational culture, vision and mission is participative and subject to regular review. 

A values audit is a useful way to not only identify where individuals, groups and divisions are in reference to organisational values, but also as an agenda-setting exercise.

Overt training regarding Culture and Vision is primarily directed at senior and middle management in the first instance.  Culture and Vision is subsequently integrated into ALL other professional development activities for other staff.

Recruitment of staff incorporates not only skills and knowledge, but also an explanation of and expected commitment to the culture, vision and values of the organisation.  

3.	Mapping exercises are regularly undertaken to aid the linking of organisational structures, particularly in reference to performance and productivity improvements.

Visual maps can incorporate organisational structures, human resource configurations and key organisational outcomes and outputs.  This allows key player to see their relative position in performance improvements as it relates to staff development.  This sort of mapping also provides staff to see new opportunities and connections that may have been otherwise overlooked.

These maps also include 'soft' aspects such as critical success factors, milestones and the nature of the human resource within the organisation.  Human resource mapping include skills, qualifications and performance reviews as well as disabilities or blocks.

Once developed, global maps are then tailored to the integration of particular performance outcomes, organisational outcomes or new programs and initiatives.

4.	A range of methodologies is used to enhance professional development.

Professional development and learning include both on-the-job as well as off site opportunities.  

On-site learning need to make explicit and maximise:
•	Opportunistic learning via casual conversations, as needed learning resources in hard copy and electronic forms along with consultancy support from on site and off site specialists.
•	Intentional learning on-the-job learning which provides scheduled time for learning opportunities such as case review, clinical supervision, journal club, 'topic a month' attached to staff meetings, review of learning materials including videos and articles as well as the use of on-site guest speakers
•	Job aids such as assessment instruments, treatment manuals, case summary sheets, etc, can support learning by providing cues and formats which encapsulate and reinforce other learning methods and objectives.

Off-site learning should be tailored to the specific needs of staff as they relate to work performance and organisational objectives.  To be most successful, off-site learning should be:
•	well contracted and targeted;
•	measured against identifiable learning outcomes;
•	reinforced in the workplace via continuous learning opportunities; and
•	incorporate the organisational culture, values and mission.

5.	Professional development, skills enhancement and performance are tied to a succession model of career advancement or other reward contingencies. 

Supervisory practices incorporate career advancement into professional development, performance appraisals, new projects and organisational change procedures.  Staff should know where they are heading, know what they need to do to get there, have the tools to achieve their goals and be rewarded with career advancement and other positive reinforcement on their development of skills and knowledge when applied to productivity improvements in the workplace.

6.	Reflective practices are incorporated into the ethic of seeing both successes and failures (mistakes) as learning opportunities.

Many welfare organisations tend not to notice client success as the individual, organisation or community becomes self-sufficient and no longer requires the service of the organisation.  Cases that draw the most attention are those where things do not work out and in particular, where an individual, team or department is needed to attribute blame.  The negative feedback loops generated from this system promotes disability, cover-up and provides a climate which is the antithesis of learning.

Successful organisations have a culture of reflective practice (for example using a cycle of review, plan, act, review). They reframe ‘mistakes’ or ‘failures’ as learning opportunities. They take notice of successes, identifying key components and use these as building blocks to further success, and to improve morale and motivation. Complaints are reframed as energetic powerhouses to drive positive change.  Well-managed reflective practice produces energetic, open and learning workforces, who actively contribute to the collective wisdom of the organisation.

Rating these approaches

It could be useful to rate the whole organisation or particular departments on each of these key points. The development of an instrument, which outlines the key elements of each point, would be a powerful exercise for senior management in its own right. The use of such an instrument would be a great agenda setting exercise, particularly if is coincided with opportunities for staff feedback, suggestions and think tank exercises.

Concluding Comments

The compartmentalisation of large and complex organisations has been useful in segmenting various organisational roles.  However, this has commonly resulted in fragmentation, disconnection and alienation of people and processes from the heart of the organisation.  In addition, welfare organisations are notorious for being negatively focused and fostering a ‘cover your back’ mentality.

The hallmark features of successful organisations include structures and processes that connect vision and culture with daily staff practices. Careful attention to the resulting benefits of these connections are rigorously scrutinised to provide positive feedback for individuals, departments and the organisation as a whole.  The result is a positively spirited and dynamic organisation

Supervision and Professional Development take on new meanings and are welcomed by management and other staff alike as opportunities rather than burdens. Rather than simply ‘training’ staff development takes place within a succession model and incorporates supervisors, specialists, information technology, data collection, business management, instructional designers and others. 

Empowered staff feel their destiny is in their own hands and what they are doing resonates with their core values. These staff will not only be happier and stay in the organisation longer, they will work harder and be more productive.

Where these methodologies have been successfully employed, the whole of the organisation benefits as learning occurs not only from top down, but also from bottom up as workers contribute to the organisation's collective wisdom.

The transformation to a learning and visionary organisation is driven by a top-down commitment of senior management.  These leaders believe in the value and culture of a bottom up approach to learning and organisational development, whereby coalface workers are empowered to capture and share their wisdom with each other as well as passing this collective wisdom through to senior management.

Now, if you’ll excuse me, I’ll just get off my soapbox. Thank you.