A. P. Møller – Maersk Group (Maersk) Human Resource Development
Introduction
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 and compliment the various learning and competence development challenges of Maersk; but rather discuss the objective views and theories, and its contrasts to my standpoint.
Organizational Change at Maersk
Maersk have developed from a very standardized, family run company with certain and specific ways of running things; to a worldwide organization that have had to change in order to keep up with the time and trends. The major change in Maersk way of dealing with their learning and competence development occurred in 2008; Maersk had before 2008 a very objective approach to learning which were aimed towards trainees (Case, Page 7). In 2008 the People Strategy Sessions (PSS) is created and a shift towards a more individual development process has begun. PSS is developed to identify individuals, primarily in top management positions, that have a necessity for learning and competence development. These individuals is identified via Key Performance Indicator (KPIs)
Learning and Competence development
Holt Larsen defines competence as a result of a learning process (Holt Larsen, 2010). Competence development is therefore the learning process where the Maersk employees’ know-how and skills are improved; where the employee becomes good at what is required, and not just really
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 and compliment the various learning and competence development challenges of Maersk; but rather discuss the objective views and theories, and its contrasts to my standpoint.
Organizational Change at Maersk
Maersk have developed from a very standardized, family run company with certain and specific ways of running things; to a worldwide organization that have had to change in order to keep up with the time and trends. The major change in Maersk way of dealing with their learning and competence development occurred in 2008; Maersk had before 2008 a very objective approach to learning which were aimed towards trainees (Case, Page 7). In 2008 the People Strategy Sessions (PSS) is created and a shift towards a more individual development process has begun. PSS is developed to identify individuals, primarily in top management positions, that have a necessity for learning and competence development. These individuals is identified via Key Performance Indicator (KPIs)
Learning and Competence development
Holt Larsen defines competence as a result of a learning process (Holt Larsen, 2010). Competence development is therefore the learning process where the Maersk employees’ know-how and skills are improved; where the employee becomes good at what is required, and not just really