My 48 hour exam project is a case study of A. P. Møller – Maersk Group (Maersk); the objective of my assignment is to elaborate on Maersk`s talent management challenge, focused on development. Furthermore I will describe the cosmos of Maersk learning and competence development and provide alternative angles of conducting in this cosmos, in accordance with my own perspective.
My ontological standpoint for this exam is constructivism (Olsen & Pedersen, 2005). The reality perceived is therefore not objective but created, or constructed, by man’s interpretation. This does not signify that I will avoid handling theories that are ontological objectivistic in order to discuss ...view middle of the document...
Competence development therefore results in the employee’s knowledge, within a specific area of expertise, growing deeper and more elaborate. This knowledge is then transferred into actions, the employees ability to use his or hers knowledge in concrete and unknown situations is therefore an indication on whether or not the employee is competent, hence; good at what is required.
Holt Larsen elaborates on this by stating that an employee can be qualified to do his job, but if the attained knowledge cannot be transferred into action due to, for example; the company culture, what the employees are allowed or what the employee’s experience allow him to have the courage to do. Then the employee can be defined as incompetent, since the assignment is not completed (Holt Larsen, 2010). Holt Larsen mentions three learning barriers (company culture, rules and confidence) that affect some employee’s ability to complete their assignment in tasks where their competences fall short.
When an employee began his or her career in Maersk, they would possess formal competencies (Ellstrøm & Kock, 2008) in the form of, for example, a high school or a college degree (Case, page 8).
Maersk’s old way of providing learning and competence development to their employees can through my perspective be seen as a very universal, or objective, way of providing competence development. The standardized development programs were, in Maersk’s defence, designed for employees who did not possess competencies that exceeded the formal kind. The Maersk learning and competence development strategies that came after 2008 were also designed to include experienced individuals (Case, Page 7) who already possessed actual competencies.
An example, based on the theory, of an employees’ actual competence development (Ellstrøm & Kock, 2008) could be a result of; job rotation in the form of assignments in various different Maersk departments. Furthermore internal evaluations, on the job training; informal learning in work and mentoring by superiors (Ellstrøm & Kock, 2008) would be advisable to Maersk. The latter mentioned experiences can be seen as a way of developing the Maersk employee’s competences (Wahlgreen, 2002).
Which one of the latter mentioned experiences that works best, is according to my standpoing depending on the individual employee that it is applied on; this correlates with the Maersk initiative “talent intimacy”, where the managers were encouraged to acquire the knowledge on how each of their individual employees learns best (Case, Page 10)
In order to understand the terms learning and competence, one has to understand the similarities and contrasts between them. According to Hermann learning is a process were competencies is enabled. Learning is consequently the most important part of the competence development process (Hermann, 2003).
In the case of talent intimacy Maersk is therefore able to archive competence development by the managers acting on...