According to CIPD (2021), the use of technology in L&D over the past five years has resulted in a dramatic shift in the way individuals learn. After the COVID-19 pandemic, almost 60% of firms adopted new technologies and used online learning (CIPD, 2021). This is especially true during lockdowns, which have climbed by 70% in frequency over the past 18 months. Technology advancements such as computer-based instruction, interactive e-learning, webinars, simulators, augmented and virtual reality, machine learning, artificial intelligence, and more have made education more engaging and effective.

CBT to Iteractive e-Learning Approach-Digital learning information was initially delivered via CBT between 2018 to 2019 (Vedi and Dullo (2021). It was systematic yet unpersonalised. Interactive e-learning systems including quizzes, games, and multimedia aspects arose as technology advanced from 2019 to 2020. This made learning more engaging and dynamic, improving retention and motivation.

Webinars– These have become popular for knowledge sharing and interactive training in 2020-2021. Live virtual events allowed global involvement. According to Gegenfurtner and Ebner (2019), Q&A and peer-to-peer communication enhanced webinar learning. Aviation, healthcare, and engineering training used simulators. They provided a controlled environment for students to practice skills and decision-making. This technology reduced training expenses and risk (Luisa, 2022).

AR and VR revolutionized L&D technologies arose in 2021 to 2022 as evidenced by Virtanen (2022). AR-enabled contextual, hands-on learning by overlaying digital content on the actual world. VR provides immersive and realistic simulations, allowing learners to experience settings that were difficult or expensive to reproduce. AR and VR enhanced learning and engagement through experiential learning.

ML and AI integration in L&D made individualised learning possible between 2022-2023. AI-powered platforms could provide personalized material and recommendations based on learner data and behavior (CIPD 2022). Personalisation focused on specific areas of improvement to increase learning outcomes and efficiency. For trainers and students, AI and ML automated exams and grading. Chatbots and virtual assistants now offer learners quick guidance and feedback thanks to NLP. As AI matures, we can expect real-time adaptive tutoring systems that guide and support learners.

1.1 Strengths and Weaknesses of LMS and LEP

Learning Management Systems (LMS) and Learning Experience Platforms (LXP) are two cornerstones of digital education, each with strengths and shortcomings that define the learning journey.

LMS- E-learning (2022) defines this as digital platforms that automate education delivery, content administration, and tracking, providing structured learning experiences and administrative oversight for businesses and institutions. Structured learning starts with LMS’s sturdy architecture.

Strengths-It centralizes content, giving instructors a place to organise knowledge. Courses unfold sequentially through LMS, leading-learners along a predefined route (CIPD 2022a). Administrators use data to track and report. Compliance is LMS’s strength, guiding learners to certification.

Weaknesses-However, LMS is rigid. Personalisation generally has predetermined boundaries. The electric pulse that ignites a yearning for knowledge can sometimes dull in its regimented hallways. Learners can get lost in a maze of courses and content.

LXP- Valamis (2023) defines this as an AI-based tailored, dynamic, and social learning platform. They organise different information, stimulate collaboration, and enable learners to explore, creating fascinating, dynamic educational journeys.

Strengths-Modern marvel LXP embraces personalisation on the opposite side. It weaves personalised learning experiences using AI and ML (Valamis (2023). LXP curates learning resources like a master. Gamification, multimedia, and micro-learning make engagement an art form, making interactivity its heartbeat. Social learning thrives in a digital agora.

Weaknesses-However, LXP skirts structure. It follows curiosity and investigation. Harmonizing multiple content sources makes quality control a symphony of obstacles. LXP’s versatility may be a double-edged sword for individuals who need guidance.

In conclusion, The rapid transition from traditional Learning Management Systems (LMS) to immersive Learning Experience Platforms (LXP) has transformed corporate L&D. Interactivity, personalisation, and engagement have transformed learning. LXP’s emphasis on dynamic discovery and social learning has promoted continual improvement and collaboration, improving staff abilities, expertise, retention, and enthusiasm. LXP’s data-driven insights and LMS’s structured tracking have helped firms refine training methods, optimize learning results, and quickly respond to changing demands. L&D drives enterprises toward agility, productivity, and quality in this technology era.

1.2 Risk and Challenges of Technology-based L&D

Organisation

Technology-based Learning and Development (L&D) offers many benefits, but it also poses risks and problems that must be considered.

Risk: Potential Failure to Deliver or Meet Needs

Technology-driven L&D promises increased engagement and individualised learning experiences, yet it may fail to fulfill learner needs or achieve desired results. Understanding the organisation’s goals and employees’ learning preferences is necessary to use new learning technology. Disengagement and lower learning efficacy might result from technology that does not meet these criteria or badly designed content (Mahyoob (2020). Technology-based solutions must be carefully integrated into L&D strategies and assessed to ensure they are having the desired effect.

Challenge: Speed of Obsolescence

Technology changes quickly, making today’s cutting-edge obsolete as evidenced by Vergara et al. (2020). Tech-based learning and development solutions face this issue. New technologies and platforms may require enterprises to update or replace their systems to stay relevant.

Addressing these risks and challenges requires organisations to take a proactive approach:

Thorough Needs Assessment- Brassey et al (2019) point out that, before using L&D technology, organisations should examine their needs.

Continuous Evaluation- Technology-based learning programs must be evaluated regularly. Learner feedback, performance measures, and modifications should boost engagement and learning results.

Agile Implementation- According to Comella et al, (2018), agile technology implementation reduces obsolescence risk. Flexible, modular systems that can be quickly adapted or replaced when new technologies emerge reduce the impact of fast technological change.

Change Management and Communication- Management and learner buy-in are crucial. Communicating the benefits of technology-based learning and the way it supports business goals can help stakeholders accept change.

Data Protection and Security- Data security and compliance must be prioritised when deploying technology-based learning solutions. Protecting sensitive learner data requires strong data protection and compliance with relevant regulations.

Learning and Development Professionals

Technology-based L&D practitioners face both possibilities and problems. Redundancy and job evolution are key concerns.

Risk: Redundancy

Learning and development experts that fail to adapt to technology-based learning solutions risk redundancy as evidenced by Whelan (2020). As firms adopt digital learning platforms, L&D roles may be substituted by machine learning and AI.

Challenge: Evolving Role and Rapid Skill Changes

Learning and development professionals must quickly learn new skills due to their changing duties. L&D workers must develop new skills as technology changes learning (eLearning Industry 2022b). Digital content production, data analytics, UX design, and technological integration are essential.

Learning and development professionals can strategically handle these risks and challenges through:

Skill Development- Lifelong learning means actively seeking new and improved abilities. Keep abreast of L&D innovations.

Expandable Roles- Proactively take on jobs that use human talents, such as providing new and engaging learning experiences, promoting cooperation, and facilitating meaningful relationships.

Collaboration and Networking- Attend conferences, join communities of practice, and talk to colleagues to learn how to navigate the changing L&D landscape (Barratt‐Pugh et al, 2020).

Future-Oriented Skills- Priorities skill development for future trends including using AI for tailored learning, data-driven decision-making, and immersive learning experiences using AR and VR.

Change Management- Promote human expertise in technology-driven L&D strategy. Effective communication can assist stakeholders understand the importance of L&D experts in maximising learning activities.

Leaners

Learners in technology-based L&D face rewards and hazards.

Risk- The need for enhanced IT skills

Online courses, multimedia content, and collaborative tools require learners to be tech-savvy a shown in CIPD (2022). Insufficient IT abilities may frustrate and disengage learners.

Challenge- The demand for greater self-direction and motivation

Technology-driven learning requires learners to plan, set goals, and track their progress. This shift values self-discipline and internal motivation (Bonk and Lee 2017).

To mitigate these risks and challenges, learners can adopt proactive strategies:

IT Training- Develop digital literacy and IT abilities. Digital tools and platforms make technology-driven learning environments easier to navigate (eLearning Industry, 2022b).

Motivating Oneself- Set learning goals, make calendars, and use time-management tools to improve self-management. Connect learning goals to personal and professional goals to motivate yourself.

Continuous Engagement- interact in online chats, forums, and collaborative activities to learn, share, and interact.

Seek Support- Use tutorials, help forums, and technical support to overcome IT issues and improve learning.

Adaptive Learning Approaches- Adopt flexible learning methods to maximise knowledge and skill acquisition.

2.1 Types of Digital Learning Content

According to CIPD (2020a), the use of digital resources such as applications, software, programs, and websites can help students of all backgrounds participate in a wider range of learning activities and move closer to their goals. These categories include;

Explainer Videos

Explainer videos are adaptable digital learning content. They simplify complex concepts, making them useful for introducing new topics, clarifying complicated processes, and summarising essential conclusions. Explainer films aid learning by being brief. According to Raes et al. (2020), these films engage various learners with narration, images, and concise explanations. Explainer films simplify complex topics and make them fascinating.

PDFs

PDFs are adaptable learning content. Textbooks, research papers, and thorough manuals work well with them. PDFs provide learners with organized, printable content (Mseleku, 2020). PDF reference materials give students instant access to detailed information. Online classes, e-books, handouts, and resource libraries use them. Content depth, aesthetic uniformity, and device portability are significant benefits.

Info graphics

Info graphics simplify difficult material and engage learners. They simplify facts, summarise ideas, and illustrate processes as shown by Tarkhova et al. (2022). Info graphics improve comprehension, memory, and learning styles. The benefits are that they work well in rapid reference guides, study aids, and data-driven explanationsOversimplification and straightforward design are potential drawbacks. Info graphics enhance learning by balancing text, visuals, and design.

E-learning

E-learning can be used in many learning situations. It fits formal education, corporate training, skill development, and personal enrichment as evidenced by Tarkhova (2020). E-learning is convenient, flexible, and self-paced. Remote education and worldwide reach are possible due to its flexibility. Interactive components, quizzes, and multimedia enhance learning on e-learning systems. Full courses, microlearning modules, webinars, and video lectures can incorporate it. Benefits includes Convenience, cost-effectiveness, and individualized learning routes are advantages

Scenarios

Digital scenarios provide contextual and hands-on learning as evidenced by Jones (2022). They teach decision-making, problem-solving, and critical thinking. Scenarios put students in realistic settings where they must use information to make decisions and see outcomes. This approach encourages active learning, practical skills, and idea knowledge. Role-playing simulations, case studies, diverging scenarios, and virtual labs use scenarios.

Synchronous and Asynchronous Learning

Synchronous and asynchronous learning can both be beneficial in modern learning and development practices.

Synchronous learning involves simultaneous participation, with learners engaging in real-time interaction using video conferencing or chat tools. This allows for immediate feedback and discussion, fostering collaboration and engagement (Scheiderer, 2020). However, it can be constraining for those unable to participate at scheduled times.

Asynchronous learning is self-paced, with learners able to access materials independently on their own schedule. Resources like prerecorded videos or discussion forums facilitate learning over a period (Hrastinski, 2008). This flexibility suits learners balancing work and personal commitments better than synchronous sessions. However, the lack of simultaneous interaction could hinder discussion and engagement for some.

In modern practices, a blended approach utilizing both synchronous and asynchronous strategies can tap into their respective benefits, while mitigating limitations as evidenced by Schoolbox (2023). This combination of real-time and flexible self-paced learning caters to diverse learner needs and schedules in a digital era.

Please click the following icon to access this assessment in full

Related Papers

-67%

(Solution) CIPD 7OS05 Challenges facing people practice managers in international organisations

List of Solutions

Add to cart

Solution 4.0 Section 3 4.1 Challenges facing people practice managers in international organisations In modern business environment, operating in international

-67%

(Solution) 3C004 CIPD Explain each stage of the employee life cycle and the role of the people professional in it. (AC1.1)

List of Solutions

Add to cart

Solution Explain each stage of the employee life cycle and the role of the people professional in it. (AC1.1) If

-67%

(Solution) CIPD 7C003 Assessment Appendix B – Task one template – initial self assessment and learning plan

List of Solutions

Add to cart

Solution Learning Outcome 1: Be able to model principles and values that promote inclusivity aimed at maximising the contribution that

-80%

(Solution) CIPS Advanced Practitioner Corporate Award (APDP)

List of Solutions

Add to cart

Solution Executive Summary This assignment aims to explain how a change process while guaranteeing that the team leader and members can implement it by leverage on the skills and capability possessed. This evaluation has focused on a new category management strategy by ADNOC. Through a focus Abu Dhabi National Oil Company (ADNOC), the best practice in change implementation has been evaluated. The selected category of spend is sourcing for Information Technology (IT) system as part of their operations. Although they now have a system that enables suppliers to sign up and participate in procurement, they still need to update their sourcing strategy. ADNOC intends to improve its sourcing strategy by investing in the appropriate technology. A team selected from the PS&M would enable the deployment of this category under my guidance. To achieve the objectives of this report, various change management techniques, as well as leadership training to give leaders the skills they need to execute category management, have been used. This is relevant to drawing meaningful conclusions from both quantitative and qualitative data. The outcomes demonstrate that for the category management to be successful, the team must possess the necessary change management abilities. This presupposes that the leaders have total control over applying category management. These skills include the ability to embrace diversity and incorporate a range of sources. The success of adopting category management will also depend on the capacity of the assigned team to embrace innovation as a skill. The best practice also involves involving leaders in determining how the change will impact various stakeholders based on their influence and level of authority during the change process. This would make it possible to implement the best transformation strategy comprehensively. Ultimately, the observations and conclusions result in the development of several ideas, including;

Within six months, PS&M personnel will be provided with chances for capacity building through partnerships with educational institutions to gain knowledge and skills for implementing category management.
The PS&M would become more motivated in the long run by providing recognition and benefits for pursuing category management implementation.
Within a year, an effective change management strategy would be pursued, focusing on tracking the change and spotting change resistance

Table of Contents 1.0 Introduction. 3 1.1 ADNOC Organisation Background. 3 1.2 Identified Category Management 4 2.0 Change Management Approach. 5 2.1 Introduction of the Required Change Process. 5 2.2 Strengths, Weaknesses, Opportunities, and Threats (SWOT) of the Change Management 8 2.3 Process of the Change Management. 9 3.0 Stakeholders Analysis. 11 3.1 Identifying and Analysing Stakeholders. 11 3.2 Communicating and Obtaining a Buy In for the Stakeholders. 13 4.0 Process of Implementing Change. 14 5.0 Ensuring Team Leader and Team possess Relevant Skills for Implementing the New Category (Managing People) 16 5.1 Approach of Leading the Team.. 16 5.2 Skills for Working Together Effectively and Successfully. 16 5.3 Team Diversity. 18 6.0 Conclusion and Recommendations. 19 References. 21 Figure 1: ADNOC Organisation Structure. 4 Figure 2:Drivers of Change Model 6 Figure 3:Summary of Forces for and against Change. 8 Figure 4:Summary of the ADNOC Stakeholders analysis 12 Figure 5:ADNOC Stakeholders Analysis. 13 Figure 6:PESTLE Analysis Summary. 15 Figure 7:Kotter 8 Phases of Change Implementation. 16 Figure 8:Tannebaum & Shmidt Model 17 Figure 9:Personality Traits summary. 18 Figure 10:Vroom-Yetton Jago Decision Model 19 Table 1:Summary of the Drivers of Change in ADNOC Organisation. 7 Table 2:SWOT Analysis. 9 Table 3:Gantt Chart 10 Table 4:Gantt Chart 11 Table 5:Summary of the Stakeholders Analysis. 13 Table 7:Summary of the RACI Matrix. 14

1.0 Introduction

1.1 ADNOC Organisation Background

In this report, the organisation of focus is Abu Dhabi National Oil Company (ADNOC). This is for understanding the impact of contract terms and conditions on distribution of risk and power with their suppliers. This is an organisation which began its operation in 1971 and today is ranked as the leader in diversified energy group which is owned by Abu Dhabi Government (ADNOC, 2022). The organisation network of holistically integrated business has based their operations across the entire energy value chain assisting their capacity for meeting overall demands of the consistently changing energy markets. For remaining competitive, the organisation has allocated $15 billion for advancing and accelerating lower-carbon solutions, investment in new energy solutions and decarbonisation technologies for lowering their carbon intensity with 25% by 2030 and successfully facilitating their NetZero by 2050 target. The company has a network of fully operational companies that operate throughout the entire hydrocarbon value chain, handling tasks including exploration, production, processing, storing, refinement, and supply in addition to manufacturing a wide range of petrochemical products. I work as a Contract Engineer for ADNOC Offshore, one of the company's divisions. The offshore division of ADNOC is responsible for the delivery and development of oil and gas resources in the waters surrounding Abu Dhabi. With OPEX and CAPEX, ADNOC Offshore spends over 3,000 million dollars annually. The organisation structure is as illustrated in figure 1; Figure 1: ADNOC Organisation Structure

1.2 Identified Category Management

The deployment of the iSourcing system, a technology-focused procurement procedure, was chosen as the category management in this study. The need for oil and gas has significantly expanded in the modern era since the Covid-19 epidemic. As a result, ADNOC is forced to spend money on equipment to help them process and refine more oil and gas products. In light of this, the team leader's responsibility is to see that an iSourcing system is in place and can be utilised to purchase the new machines that the company needs to upgrade its operations. Locally in UAE, regionally in the Middle East, and internationally in Western nations, this would apply. This project aims to produce a report outlining the implementation of the change approach. This is done while ensuring the team members and leader have the necessary abilities to carry out the plan successfully. Implementing the new category management strategy is the kind of change being sought. The learner will be the team leader throughout the full category management process since a team has been chosen to oversee the deployment of iSourcing. The practical approach would be utilising various tools and strategies that demonstrate leadership and best practices in change management, along with a focus on the category management data from the ADNOC firm.

2.0 Change Management Approach

2.1 Introduction of the Required Change Process

In its Procurement Supply and Management (PS&M) budget, ADNOC had allocated roughly 10 million UAEis before the COVID-19 epidemic. Up to 5,000 domestic and foreign providers are currently utilised in this. Because of the significant financial allocation in PS&M, the ADNOC sourcing method is crucial to their operations in this scenario. Logistics, equipment, and facility administration are all purchased separately by the organisation, all of which fall under the organisation's primary spending categories of computers and technical systems. As a result, they lack a centralised system that would allow all departments to be involved in aiding the procurement procedure (CIPS, 2020). The Burke-Litwin Model (Coruzzi, 2020) can pinpoint the internal and external factors that contributed to the identified change. This model ranks the many change drivers according to their importance and provides evidence of each one in figure 2; Figure 2:Drivers of Change Model When taking into account the ADNOC organisation and indicated change, these elements have the following effects, as stated in Table 1: Table 1:Summary of the Drivers of Change in ADNOC Organisation

Factors of change	Explanation
*External environment*	Supply chain networks have been significantly impacted since COVID-19. ADNOC's ability to replenish stock, equipment, and machinery has been affected. Therefore, ADNOC would participate in strategic alliances by including diverse actors and intermediates in the complete value chain through iSourcing
*Individual and oganisational performance*	ADNOC's investment in iSourcing would reduce PS&M turnover, everyone's performance, and supply chain network satisfaction.
*Leadership*	To ensure iSourcing success, the PS&M will lead and manage efficiently. This inspires and guides other organisations to iSourcing success.
*Mission and strategy*	The achievement of ADNOC's aim to provide high-quality oil and gas products would be ensured by the deployment of iSourcing. The justification for this is to quickly and effectively engage highly qualified vendors.
*Organisation culture*	Implementing iSourcing would promote the collaborative and teamwork-oriented organisational culture of ADNOC. This is due to the platforms offered by iSourcing that provide suitable options for teamwork and collaboration.
*Task requirements and individual skills*	Employees at ADNOC lack the knowledge and skills necessary to deploy iSourcing. This deficit might be filled by offering possibilities for professional advancement. Implementation of the change would be successful.
*Employee motivation*	This report's proposal suggests that providing monetary and non-monetary rewards is necessary to encourage people to adopt iSourcing. This is for employing remarkably contemporary systems of practice.

Assessing the change's supporters and detractors is also crucial. The Lewin Force Field Forces (Gaivoronskaya et al., 2021) should consider these factors. Figure 3 shows that change-supporting variables were 12 and 8, respectively. The adjustment is appropriate in this case. Figure 3:Summary of Forces for and against Change

Since the COVID-19 pandemic, ADNOC has struggled. Flechsig et al. (2022) say delayed service delivery and internal process automation reduce efficiency. Thus, integrating internal procedures, evaluating vendors, and monitoring the sourcing process with iSourcing will benefit ADNOC. A successful and efficient supply chain would result—in situational leadership to handle all everyday situations. Mulyana et al. (2022) define this as improving cost reduction, client satisfaction, and complex and critical processes. The ADNOC organization's automation and flexibility would improve. This involves learning, teamwork, and smart buying. Those fighting against iSourcing face massive supply chain challenges. Yevu et al. (2021) projected network security, system reliability, and persistent unauthorised access difficulties for ADNOC. This would hurt ADNOC's reputation with stakeholders, make persuading clients hard, and alienate supply chain actors. Transformational leaders may remedy this by creating enduring, positive change in their followers and moulding ADNOC PS&M followers into leaders.

2.2 Strengths, Weaknesses, Opportunities, and Threats (SWOT) of the Change Management

Additionally, it is crucial to comprehend the Strengths, Weaknesses , Opportunities, and Threats associated with the present strategy and the new category strategy for the change implementation to succeed. To do this, CIPS (2022) recognizes SWOT analysis as influential in capturing various decisions taken and would aid in guiding and educating category management. Table 3 illustrates the SWOT Analysis; Table 2:SWOT Analysis In conclusion, as shown in Table 1, while the existing strategy has strengths such as giving opportunities for comparison, transferring risks, and extensive evaluation, it is time-consuming and expensive. Using iSourcing makes it feasible to provide chances for risk transfer, pricing comparisons between suppliers, and finding the best items. Furthermore, it ignores sustainability-related aspects essential to contemporary procurement strategies (Hazaea et al., 2022). To equip staff members with the necessary abilities to use the new system, ADNOC must pursue security measures and ongoing capacity development. To handle the interference, a leader must promote the consultative approach in the sourcing process. To continuously acquire new skills and information, relevant L&D plans have been granted.

2.3 Process of the Change Management

Please click the icon to access this assessment in full

-67%

(Solution) CIPS Strategic Supply Chain Management APSS

List of Solutions

Add to cart

The supply chain mapping for an organisation spend category is influenced by several elements, among them environmental scanning to identify the micro and macro factors.
Other aspects considered in the mapping are the facilities, location, and time.
In the implementation process, it involves making suitable changes and adding value to the process.
Drawing from the STEEPLE, Porter’s five forces, SWOT analysis, and Kraljic matrix, some of the key elements are the relationship with the vendors, consideration of various competitors, and ensuring customised category of spend.
Quality and timely delivery of the spend category is also an important consideration area.

-50%

(Solution) 5CO01 (AC1.1) Evaluate the advantages and disadvantages of different types of organisation structures, including the reasons underpinning them

List of Solutions

Add to cart

Solution (AC1.1) Evaluate the advantages and disadvantages of different types of organisation structures, including the reasons underpinning them Divisional This

(Solution) New CIPD 50S02: Advances in Digital Learning and Development

New User Gifts

Description

Task 1- Annual Conference Presentation Pack

1.1 Technology Development; Digital Collaboration Past 5 Years

1.1 Strengths and Weaknesses of LMS and LEP

Explainer Videos

PDFs

Info graphics

E-learning

Scenarios

Related Papers

(Solution) CIPD 7OS05 Challenges facing people practice managers in international organisations

(Solution) 3C004 CIPD Explain each stage of the employee life cycle and the role of the people professional in it. (AC1.1)

(Solution) CIPD 7C003 Assessment Appendix B – Task one template – initial self assessment and learning plan

(Solution) CIPS Advanced Practitioner Corporate Award (APDP)

1.0 Introduction

1.1 ADNOC Organisation Background

1.2 Identified Category Management

2.0 Change Management Approach

2.1 Introduction of the Required Change Process

2.2 Strengths, Weaknesses, Opportunities, and Threats (SWOT) of the Change Management

2.3 Process of the Change Management

(Solution) CIPS Strategic Supply Chain Management APSS

(Solution) 5CO01 (AC1.1) Evaluate the advantages and disadvantages of different types of organisation structures, including the reasons underpinning them

Contact us for customised assessments to your organisation and other specifications

Contact us for customised
assessments to your organisation
and other specifications