learning and development by storeprime.com

Introduction

In this book, I will address learning and development in the workplace. Learning and development (L&D) is the process used by both owners and employees in a business/organization to endow it with all the people cap-abilities and resources required for its ongoing success. It primarily involves the acquisition of knowledge, skills and attitudes by both groups and indi-viduals. It consists of a range of tools and techniques, typically combined into a programme following an overarching goal and philosophy linked to strategic business goals. This is typically coordinated through an organ-ization to support the achievement of overarching strategic goals, at organ-izational, team and individual levels. In this way, a learning and development strategy is built to serve the current and emerging needs of the organization to build sustainable success.

In this chapter I will develop this defi nition further to uncover some of the fundamental principles of learning and development. Later on in the book I will discuss how to design and deliver effective learning and development. I will take account of the various stakeholders involved and identify what makes an effective learning and development intervention as well as how to identify its effectiveness.

The defi nition of learning and development above indicates that the focus is primarily on the outcome of enhancing people and organizational cap-ability. It may be inferred from this that it involves a smorgasbord of perspec-tives and approaches for and from varying individuals and groups. Like motherhood and apple pie it is typically considered ‘a good thing’. However,

defi ning learning and development

01

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Fundamentals of Learning and Development4

closer analysis reveals that this multiple perspective and influence can limit its effectiveness. As anyone who has sought to deliver learning and develop-ment will attest, the conflicting requirements of each group, approach and perspective rapidly muddy the waters.

Figure 1.1 aims to represent some of the core factors impacting on success-ful delivery of learning and development. The book will expand upon this multiplicity of demands to enable the practitioner to identify a successful approach in their own context.

I will also discuss the various constraints and influencing factors on the learn-ing and development function itself. I will address a range of approaches to structuring the function, from embedding it within strategic business units, through to outsourcing it to external organizations, almost in its entirety. This review of the place and importance of the function is important in view of its place in the organization and the impact it can have on elements such as employee engagement and organizational commitment. I discuss issues around responsibility for learning, the history of training and development and also how the outcomes of learning and development can impact on an

Figure 1.1 Primary factors impacting on learning and development

Varying requirementsby organization size:micro through to MNC

National and internationalpriority areas at agovernmental level

Strategicbusiness goals

Industry and/orprofession-specificrequirements

New developmentsin the understandingof people and organizations

Underlying principles oflearning anddevelopment

Varying tools andtechniques for learningand development

Impact of national,international and varyingcultural and legislativeregimes

Stakeholder perspective,from shareholders, throughCEO, board, manager,employee, customer, supplier and competitor


Defining Learning and Development 5

organization’s capabilities. The approach is not entirely uncritical and I will question the value that learning could add and seek to understand why it is not always leveraged to its fullest extent.

I will also view learning and development through the eyes of the organization. How does learning and development contribute to organizational capability and strategic development? In short, how does it help the organization gain and retain a competitive advantage?

Finally, I will touch on some of the new developments in this area and I will consider a case study that demonstrates both the benefits and complexities associated with learning and development.

What is ‘learning and development’?

We are all involved in a constant, ongoing process of learning and develop-ment. It happens consistently in our homes, during our leisure time and in our workplace as well. It is said that as humans we either change or die! Well, the process of learning and development is changing, adapting and growing to meet and overcome challenges and change. Every stage of life involves change and we could profit from reviewing how we have adapted to some of the major changes in our own lives. How did we predict the change? To what did we attribute it? One of the fathers of psychology, William James (1890) noted: ‘Whilst part of what we perceive comes through our senses from the object before us, another part (and it may be the larger part) always comes out of our own mind.’ That is, we do not perceive reality directly, rather we mediate it through our expectations and experiences. So, if we have benefited from a learning intervention such as coaching in the past we will approach it with a far more positive frame of mind than someone who undertook coaching reluctantly as part of a redundancy package.

This process of attribution impacts how I understand what is happening around us and how I engage with it. It also impacts the choices that I make, for example: What resources have I had access to and have I gathered to overcome the challenge? I probably had some prior experience that I could adapt to the new experience. Consider that the first day in your first job is not a million miles from the first day in your most recent job. You probably discussed it in advance with friends or a partner or other supporter and whilst you were travelling this change you probably reviewed what was



happening and what it meant with those same people. Then, once the change had become established and predictable you could look forward to the next developments.

In our home life this may be focused on personal relationships, a move across the country or having children. In the workplace it may be a change of market conditions, a new manager, a new role within an organization or redundancy. Each of these are changes for an individual to predict, meet and deal with.

The same process applies to an organization, however, the added layer of complexity is that the number of attributions and perspectives is roughly equal to the number of employees. Therefore, there is a clear need for organ-izational management of the process of learning and development, focusing on the learning from each situation to draw out and share the learning points. This enables a more focused and coordinated response across the organization to the change.

It is important to note that I am discussing learning as opposed to training. This term is now something of a relic, evoking as it does a bygone era of paternalistic organizations that ‘knew’ what their employees should be doing and provided all the tools to enable them to learn, with a final position of having ‘learnt’ everything that was required for that role.

The emphasis here is on the active learning on the part of the employee, with them taking responsibility for their learning in partnership with the employ-ing organization. The organization may be one among a number of bodies who additionally collaborate with the employee, for example, professional bodies such as:

● Royal College of Nursing;

● Solicitors Regulation Authority;

● Institution of Mechanical Engineers.

It may also include voluntary organizations such as:

● Sea Cadets;

● Scouts;

● Rotary International.

The organization will ideally act as a resource guiding the individual employee as well as teams and various groups to develop in line with the



organization’s strategic aims. In this way the organizational capability can be built simultaneously with individual skills, knowledge and attitudes.

Today’s world is fast-changing and unpredictable. What we knew as children is not what our children know now. Our expectations are dissimilar to their expectations. Who could have guessed that generations following the baby boomers would experience reduced standards of living? Until very recently this was completely unimaginable. Yet, it is the reality that we are slowly starting to face. This disconcerting fluidity in our environment is not entirely unrecognized, Alvin Toffler (1970) wrote about the rapidly increasing pace of change in his book, Future Shock. Whilst less-studied today, this book contains some important insights about how in this new ‘information revolution’, the levers for success revolve around adaptability and agility of thinking. Interviewed by New Scientist in 1994 he commented,

I don’t think you can understand today’s changes without recognizing the revolutionary nature of these changes... I say we are going from a brute-force economy to a brain-force economy and it’s clear that skills and knowledge are becoming the central resource for economic activity. If I had studied economics I would have been taught that the factors of production are land, labour and capital. ‘Knowledge’ doesn’t appear. Today, knowledge not only must appear in that list, it dominates the others.

I would add that knowledge should be complemented by skills, and the capacity to learn how to change pace and direction through being alert to events around us. This is the very essence of learning – to be alert, adapt, adopt and attain:

● Be alert to the changing circumstances, know what is required of you now and what might be required in the future, both near and far.

● Adapt your expectations and goals to your current situation.

● Adopt the skills and attitudes required of you in your new situation.

● Attain the levels of performance required of you.

A critical approach to learning and development

I noted earlier that learning and development can be considered ‘a good thing’ in general. You will have seen from the definition that almost anything can be considered ‘learning and development’. Indeed, in some situations



such an iterative approach is no bad thing! Particularly in rapidly chang-ing market conditions agility and the capacity to both adapt and respond rapidly to ambiguous and almost undecipherable market conditions is life-saving for the organization.

However, in more stable conditions the unstructured approach, which incor-porates any and all activity, is more likely to damage the organization. This is because it tends to follow each manager’s individual preferences and whims rather than building on a strategic intent to build capabilities and human resources. It can therefore leave the organization somewhat weakened with a spiky profile of excellence in certain areas with the attending weakness in other areas. Certainly, many years ago I experienced an organization-wide development activity that still leaves me wondering about its value or legiti-macy. It was the early 90s, and working in the City of London, appearance was very important. As a result, employees across the whole organization were styled. Depending on your level you received anything from a couple of days’ one-to-one clothes advice, to a group session. The one-to-one session involved bringing in a selection of clothes to discuss what colours and style suited, what image they projected and how to build a capsule wardrobe. This has all been useful advice for me personally and seeing senior engineers discussing how pale yellow and pink suited them is a fond memory that will stay with me! How it raised the capability of the organization however, is something I have struggled to understand for some time. Indeed, in today’s terms of highly stretched resources, such expenditure seems nothing short of profligate.

The example above demonstrates that it is essential as a human resources (HR) practitioner to adopt a very critical approach to learning and develop-ment at all levels. After all, you and your organization are the ones who are going to have to live with the results! A consultancy may be able to come in and give a very smooth pitch, but is their product really everything it purports to be, and, importantly, what is the core issue you are seeking to address?

Organizational development through human resource development

An organization is, in many ways, simply an agreement between a group of people to share in an endeavour or enterprise. In its simplest form these



people arrange themselves in a hierarchy, gather resources, manipulate those resources to add value and barter with others for money. Seen from its simplest perspective the organization has a limited range of resources, the raw materials, the transformation process and the trading. The people involved are at the heart of each of these stages. So, it follows that in order to improve any of these stages, the people themselves must be developed, perhaps in knowledge, skill, attitude, understanding, capacity to work to-gether, innovate. This approach is at the root of the human capital model that is taught and followed by many of those who make decisions concerning organizational development. Essentially, this focuses on developing know-ledge and skill in order to meet current, emerging and future challenges in a competitive marketplace.

Whilst the organization itself may have a clear plan of what it has agreed to do and where it wants to go, there are many other organizations fighting for the same ground and they may be faster, cheaper and higher quality. To compete effectively our organization must match and supersede them in any one of these areas. A clear way to do this is to develop the human element of the mix to improve all other elements. However, there is competition among organizations for ownership of resources, including human resources. It is therefore in the best interest of an organization to engage with its human resources to develop both them and its own capabilities, in order to develop a sustainable stream of talent to maintain market position over the longer term. Learning and development processes provide the skilled and able human resources that organizational development processes capitalize on for the long-term benefit of the organization.

Learning and development processes enable organizations to meet competi-tive challenges. There is a broad range of challenges that organizations may meet. However, there are two main categories to be considered; short, sharp, crisis-type situations and long-term, slow market shifts. Each of these requires different responses from those in charge of the organization to manage and navigate these challenges. Learning and development processes provide a way of developing those in the organization to be ready to meet these challenges. For example, through the use of workshops and learning intervention in observing market signals, senior managers may become skilled in spotting market trends. Occasionally, these may provide a major challenge to a core product and need addressing as a matter of urgency.

This approach can be seen in the example of organizations such as Google that use a range of strategies to develop intrapreneurs. These are individuals



who have a spark of creativity and innovation and generate new product ideas. Different organizations adopt a range of approaches to either stifle or encourage these employees. Within Google, structural support is given by allowing employees to spend about a day a week working on projects of their own choosing. A good proportion of Google’s innovative products come from this employee-led time. These interventions are at the cusp of learn-ing and development and also knowledge management, and demonstrate how organizations need to take an aligned approach to ensure the ongoing development of both individual and organization to reap the rewards of competitive advantage.

I will be developing these ideas in later chapters where I address a range of approaches and tools that organizations may use to enable a sustainable competitive advantage through learning and development.

Emerging developments

A final area that I will address in this book is the development of new areas within learning and development. A number of these come from psy-chology and involve an enhanced understanding of how people tick and the extent to which the brain is ‘plastic’. This suggests that the brain is even more complex than originally thought and that through millions of specific connections the brain is capable of adapting to new information and situations. This is mediated by our own experiences and understanding of ourselves. For example, the importance of mindsets in approaching a development opportunity. An individual employee may possess a range of attitudes towards themself that have a clear effect on the success of learning and development. Consider for example, an employee attending some form of IT training, such as an advanced Excel workshop, which contains some quite complex information. As Carol Dweck (2006) identified, if they see themself as someone who is quite bright and able to learn, then they are more likely to engage with the challenge of learning and use a range of strategies to overcome the difficulty. If, on the other hand they see themself as having a fixed limit of intelligence and understanding then they are likely to give up if it seems hard. They may then either repeatedly fail an end-of-course test, at considerable cost to both themself and employer. Alternatively, they may simply slip out of the course and rely on colleagues to support them, again at significant cost to all concerned.



Approaches involving a psychological perspective are enhanced by ad-vances in our understanding of the brain, memory and perception thanks to advances in neuro-imaging. This allows us to actually see the brain at work and understand which parts of it seem to be involved in specific tasks, such as recall for faces or alternatively rehearsing complex tasks. Other related concepts developed from a psychological perspective include the idea of deep learning – taking time and repeated challenge to gain significant expertise in an area, for example as demonstrated by a medical consultant. These are all aspects with the potential to add real value to the learning and development practitioner.

Other ongoing developments involve segmentation of employees, for ex-ample learning and development targeted specifically at high-potential employees or females. This approach involves bespoke tools and techniques provided to meet specific business requirements, such as ensuring an agile and yet consistent pipeline for succession in top roles. It is used regularly in some organizations and has yet to be appreciated in the majority.

I will also consider the growing importance of e-technology in the delivery of learning interventions. Taking a critical approach, I will consider the cost benefit of delivering learning at a distance and consider its use as part of blended learning approaches that involve the use of multiple means of delivering learning over sometimes quite protracted periods.

The relationship between employee engagement and learning and develop-ment practices is another area of growing interest. Employee engagement is essentially a management philosophy that aims to develop the psycho-logical contract into ongoing personal buy-in from the employee, matched by a commitment to the employee on the part of the organization, which involves an alignment of the full range of people strategies.

Case study

Dominus Consulting is a regional accountancy firm that offers bespoke, high-quality solutions to large corporations. It is run on a partnership basis with 12 equity partners, 45 client-facing employees and a support staff of 31.



Whilst Dominus Consulting is able to offer the standard year-end and housekeeping accounting functions it has a strong preference for assisting with mergers and acquisitions. Within the organization those working on mergers and acquisitions (M&A) have a higher status and usually a higher salary. These roles are therefore highly prized, despite the long hours and unpredictability of the roles. However, the organization tends to find it difficult to hold onto employees in the M&A team with employees typically leaving within three to five years. Often, they are poached by competitors whilst a couple have started their own rival organizations.

The founding partner Thomas has long enjoyed the ‘cut and thrust’ of negotiations. He has an enviable reputation for being highly astute in negotiations and in those long, drawn-out final bargaining sessions where being able to stay coherent and make sound decisions through the night is a valuable trait – his preference for five hours’ sleep a night stands him in good stead. He remains a towering presence within the organization and is likely to step into any meeting on a whim.

The organization has been built on Thomas’s capacity for quick thinking and building strong relationships with his clients, many of whom have stayed with him for nearly 20 years. Whilst competitors have swallowed up other accounting firms, Dominus has remained, thanks to Thomas’s astute thinking.

However, two issues now face Dominus consulting:

1 Thomas is 62 years old. He is keen to stay at the helm of the business that he built. However, a couple of recent negotiations have not been as advantageous to his client as usual and there is a rumour that Thomas is losing some of his ‘edge’. These rumours have reached the marketing and HR directors, they are concerned about how to handle this for the long-term good of the organization.

2 Thomas is frustrated by the lack of quality applicants. He has followed the advice of his HR function in recruiting young accountancy graduates but is frustrated that none of them seem able to comprehend the ins and outs of negotiating – which to Thomas are like his daily paper, familiar and comfortable.

Dominus Consulting has an HR function, but no learning and development strategy. How would you advise Dominus Consulting? What do you think are the core issues that they should deal with and how would you go about persuading Thomas of the need for learning and development?



In conclusion

This introductory chapter has covered a great deal of ground. I have con-sidered a definition of learning and development and discussed the wide range of practices and outcomes that are involved. I have also considered the factors that influence the practice of learning and development. The rest of this book will go on to discuss these in detail. Part One of the book is a more in-depth discussion of the various approaches to learning and develop-ment and how each of these measures up. The second half of the book is more practical and identifies ways in which you can undertake learning and development for a successful outcome. However, to be successful it is important that you read both parts of the book and carefully consider how to apply them to your own situation, simultaneously influencing stakeholders to get as much backing as possible.

Discussion of Dominus Consulting

Dominus is no different from a large number of professional practices – it is built on the talents of one man and could either fail once he leaves the industry, or adapt to change and grow. The HR function has a number of issues to deal with:

1 Onboarding and development of professional recruits. There is a danger that they may be cardboard cut-outs of Thomas, self-selected because they admire him, but less capable and perhaps, over time, less what the market conditions require.

2 Developing negotiation capabilities across the organization. This is done through both training and coaching.

3 Assessing the current situation. Is Thomas starting to lose capability? Is it some ‘negative speak’ from a competitor or is the nature of negotiating changing? And what is the appropriate activity in each case?

4 Strategizing for the future. This includes the development of a successor to Thomas, or perhaps a range of potential successors.


NB page numbers in italics denote material within a table or fi gure.

INDEX

ability, motivation and opportunity model 16

academics 152 Academy of Chief Executives 30 active learning 6 activist learning style 81 activity level blending 157 administrative expert 49 affective engagement 95 Africa 19, 59 agility, emotional 99 Agyris, C 94, 166, 167 Alexander, G 163 Amazon 62, 116 American Society for Training and

Development 15–16, 152, 188 AMO model 16 analysis

competitor analysis 116 SWOT analysis 124

appraisals, performance 112–13 apprenticeships 23, 25, 96 arm’s length power stakeholders 55 , 56 ASTD 15–16, 152, 188 attitude 17–19, 203–04, 210–11

see also mindsets attribution, process of 5–6 Australia 24, 61 Australian Stock Exchange (ASX) 33 Austria 24 back-offi ce support functions 35 balanced scorecard 115–16 Bandura, A 76 Barnes & Noble 62, 116 behaviour

bedding in 172–73, 176 ethical behaviour 57, 60 evaluation of 140, 189, 191, 203–04 value-driven behaviour 61 see also operant conditioning;

social learning theory benchmarking 44, 116, 188–89, 205, 207 Bennett, B 159, 204 best practice 47–54, 116, 196

‘blame’ culture 126 Blanchard, K 64 blended learning 88, 140, 146 , 154–57,

171, 172, 175 Borough 59–61 brain function 10, 11, 77, 211 brand 58

employer brand 158, 177 leadership brand 101, 103

briefi ngs 65, 79, 112, 134, 154, 158 British Telecom 39 Burke, E 15 business environment 44–47, 59, 66, 120 business goals see organizational goals business leaders 29, 30, 33, 49, 95, 100,

115, 121 see also organizational leaders;

senior leaders Business Link 29 capabilities

organization capabilities 62, 124 negotiation capabilities 13 Silicon Valley 21

challenges 65–66 organization challenges 9, 121, 151,

193 champions 49, 76, 92, 125 change, and learning 7, 15, 73 change agent role 48–49 change champions 76 change drivers 120 Chartered Institute of Personnel and

Development see CIPD Chartered Management Institute see CMI charts see Gantt charts; organization charts checklists 143, 144–45 , 149 China 24, 27, 33, 111, 118, 201 Ciel 67–69 CIPD 25, 44, 95, 152, 153, 166, 193, 199,

200 surveys 201, 209–10, 211–12

CIRO 192–93, 196, 207–08 classical conditioning 74 client groups 93, 127–28


Index220

CMI 96, 152, 199coaching 28–29, 77, 102, 130–31,

162–63, 176for business leaders 30, 89, 97evaluation of 186–87, 198, 199–200

Coca Cola 57–58, 59Cockman, P 128cognitive engagement 95cognitive learning 75–76cognitive psychology 211collaborative evaluation 194–95, 208collaborative learning 63, 169, 210collectivist culture 51–52Combs, J 64–65communication 52, 127, 133–34, 175communities of practice 94, 153–54competence-based training 22competencies 49, 114–16, 162–63competitive advantage 10, 20–21, 32, 144,

146, 212see also organization advantages

competitive environment 120–24competitor analysis 116comprehensive power stakeholders 55, 56conditioning 74–75, 77constant learning 91, 98–99consultancies 8, 34, 59, 68, 152, 212

internal consultancy 127–28consultation process 119–20, 121–22consumers of evaluation 207context

input, reaction, output 192–93, 196, 207–08

national 19–25organizational 16–17, 25–39, 72,

85–86, 187continuous professional development (CPD)

34, 117, 164–66, 167, 170contracts

external providers 131, 133learning sets 160psychological 11, 17, 45, 94–95

corporate managers 67course level blending 157courses 18, 90, 109, 117, 152, 204critical approach 7–8, 11critical-incident technique 61, 204cross-cultural understanding 51–54,

109–12, 170cross-hierarchy communication 52cross-organizational interventions 50, 114,

151, 162, 169, 170, 171cultural influences 32–33cultural variations 51, 111

see also cross-cultural understanding

culture 30, 32–33, 47, 51–52, 59, 63, 73, 126, 213

and delivery of training 130global 61, 111M&A 35, 36–37, 38, 39performance culture 91–92see also cross-cultural understanding;

power distancecumulative learning 73Cunningham, I 159, 161customers, as providers 152–53Czech Republic 24

data 93, 128, 141, 150, 188, 200–01declarative knowledge 73deductive learning 75deep learning 11, 72delegate reaction 189–90, 193delivery mode 130design, evaluation 207–08developmental coaching 162–63diagnostic processes 83–87diagnostic questionnaires 135–38, 179–81,

207–08disempowered stakeholders 55, 56diversity 46–47, 76, 212Dominus Consulting 11–13double loop learning 94, 166Dweck, C 10, 77–80

e-learning 130, 140, 154, 156, 167–72economic environment 121

downturns 101, 113, 185Ed. 204–06educational experiences 17educational training systems 22–23elaboration 75emergent development 89emerging developments 10–11emotional agility 99emotional intelligence 36, 82, 99, 212employability 23employee champions 49employee engagement 11, 17–19, 45,

60–61, 90, 95, 209employee led interventions 10, 130–31employee retention 45employee satisfaction questionnaires 85employee turnover 45, 64, 94employees 6, 49, 109, 143employer brand 130, 158Employer Recognition Framework 130engagement, employee 11, 17–19, 45,

60–61, 90, 95, 209entrepreneurial organizations 26, 28–29


Index 221

environment 41, 120–24, 141, 147, 178, 180

ERF 130ERN 67–70ethical organizational behaviour 57, 60evaluation 107, 125, 127, 133, 134–35,

183, 184–208evidence-based diagnostics 84–86executive coaching 163executives 90, 96–98, 152, 157, 163

see also business leaders; organizational leaders

expenditure, learning and development 15–16

experiential learning 91–92, 157, 163expertise, hubs of 20–21expertise sources 131, 139, 151–54explicit knowledge 93external environment 120–24external locus of control 18, 82external market 27external providers 131–34, 151–53, 154,

155externally directed interventions 130–31

face to face learning 158, 175facilitators 156, 161–62Fahey, L 120–22Federation of Small Businesses 29feedback 172–73

360 degree 51, 97, 162, 173, 174, 176, 187, 199, 200

Fight Multiple Sclerosis Now! (FMSN!) 195–96

financialization 33–34Finland 19, 29five forces model 122, 123fixed mindset 78, 79flexible working patterns 61, 65FMRI 77focus groups 61, 66, 85, 128, 179, 212follow-up 107, 109, 134, 140, 172–81, 195formal learning 89, 91four legs model, HRM 48–49FSB 29FTSE 100 London Stock Exchange 33functional magnetic resonance image scanner

77future facing strategy 44, 150–51

Gantt charts 181, 182gap, bridging the 146geographical factors 60, 84, 113global culture 61, 111goal setting theory 98–99

goals see goal setting theory; learning goals; organization goals

Google 9–10, 132, 151government

influencing factors 4, 120initiatives 23, 25, 29

graduate development 88, 90, 96, 114, 131, 157, 159, 169, 170

and fixed mindset 78learning logs 92

Graham, C 157Greece 19group data 188group development 96–104group information 150, 198group learning 90, 112GROW model 163growth mindset 78–80

Handy, C 30‘happy sheets’ 189health and safety legislation 26, 168, 180high flyers 46, 69, 98–100high performance organizations 64–65, 94,

103, 126high performing teams 16higher power distance 52, 110, 112Hofstede, J 51, 52, 53, 111Honey, P 80–81, 91–92Honey & Mumford’s learning styles 80–81Hong Kong 20, 201Howe, M 72–73, 73–74HR practitioners 8, 25, 48–49, 141–42,

212–13see also L&D professionals

HR processes 158HRD 8–10, 36, 50–54, 116, 212–13HRM strategy 41–70hubs of expertise 20–21human resource development see HRDhuman resource strategy see HRMHuque, A 185

identity theories of learning 77–80imitation 76implementation 43, 119–20in-house expertise 131, 139, 153–54in-house led interventions 130–31, 155incidental learning 91–92India 21, 53individual evaluation 196–98, 208individual informal diagnosis 87individual learning needs 28–29, 30–31,

80–82, 90, 112, 212individualistic culture 51–52


Index222

induction 89, 90, 111, 157–58, 168inductive learning 75–76industry dynamics 4, 23, 26–27, 83, 122

and evaluation of 200manufacturing 113

industry standards 116–19informal diagnostic processes 86–87informal e-learning 168informal learning 89, 90–93, 168information 93, 109, 112–14

group 150, 198see also data

institution level blending 157insurance companies 59–61, 124intelligence, emotional 36, 82, 99, 212internal business environment 45–47, 115,

120, 122, 124internal consultancy 127–28internal locus of control 17, 18, 82international human resource development

50–54international organizations 148international priority areas 4international vocational education and

training 24–25interventions 28–29, 30, 42, 44, 50, 89–93

employee led 10, 130–31industry specific 122measurement of 183–84sample interventions 140, 157–67sourcing 107, 129–34see also cross-organizational interventions;

evaluation; Gantt chartsintrapreneur development 9–10intuitive learning 91–92, 93investment in learning and

development 15–16Isenhour, L 111IT industry 20–21, 186iterative approaches 7–8, 22, 87, 91, 108,

203

James, W 5job rotation 65, 96, 159Johnson, G 42–44junior managers 51, 109, 176

Kanigel, R 47Kaplan, R 115–16key account management 127–28Kirkpatrick model of evaluation 189–91,

207knowledge 7, 9, 16, 62, 73, 93

organizational knowledge 36, 50, 176professional knowledge 34

knowledge evaluation 203knowledge exchange 50knowledge management 93–94, 141knowledge workers 90, 93, 100, 152, 153

L&D professionals 66, 87–89, 127–28, 141–42, 159, 212–13

lab rotation 156–57Latham, G 98–99Law Society 34, 117

see also solicitorsLead to Success (M&S) 100–04leaders see business leaders; organizational

leaders; senior leaders; team leadersleadership 126, 140–41leadership brand 101, 103

development programmes 38, 39, 96, 97, 100–04, 198–99

learning assessments 190learning audits 160learning and development, defined 3–13learning and development professionals

see L&D professionalsLearning and Development Survey

(CIPD 2013) 209–10learning goals 160, 160–61, 163

and organizational strategy 3, 16, 44, 66, 102, 115, 147, 175

learning logs 92learning needs analysis 83, 107, 108–19,

146–51learning organization 63–64, 164, 166learning orientation 98–99learning as a process 72learning sets 159–62learning styles, Honey & Mumford

80–81learning styles questionnaires 81learning theory 71–80learning through achievement 161Lee, M 88–89legal environment 121

see also Law Societyline managers 18, 112–13, 142, 158,

162–63, 170LinkedIn 166, 168, 210Lloyds of London 62local cultures 33, 52location factors 27

geographical location 60, 84, 113Locke, E 98–99locus of control 17–18, 82London Stock Exchange 33long-term market shifts 9–10longer-term development 159–62


Index 223

low power distance 52loyalty cards 32

M&A 12, 35–39McDonald’s 62McKinsey & Co 62making the case 107, 119–28, 174–76management development 68–69, 96,

198–99management games 75–76managers 79, 84, 96, 112, 153, 187, 199

see also corporate managers; junior managers; line managers; management development; management games; sales managers; senior managers

manufacturing organizations 29, 45, 88, 113, 152

market focus 58Marks & Spencer 100–04Mars Inc 45matrix organizations 50maturation development 88measurement 134, 183–208

performance measurement 83, 142work measurement 47

mentoring 46, 77, 90, 92, 96, 100, 163–64, 166, 176

mergers and acquisitions 12, 35–39MICEX 33micro-organizations 28–29, 30midwifery training 22mindsets 10, 77–80mission, organization 58–61, 63, 144mission statements 56, 58–59, 147mobile technology 19mode of delivery 130models, HRM strategy 47–54monopolies 38–39Moscow Interbank Currency Exchange 33multinational corporations (MNCs) 4,

32–34, 111, 170Mumford, A 80–81, 91–92

Narayanan, V 120–22National Association of Securities Dealers

Automated Quotations (NASDAQ) 33

national context 19–25national culture 52national priority areas 4national vocational and educational training

systems 22–23, 25negative argument 125negotiation capabilities 13

Network Rail 39neurobiology 77, 81, 82, 211neuro-imaging 11new developments 4

see also emerging developmentsNorton, D 115–16nuclear industry 26

Office for Standards in Education, Children’s Services and Skills (Ofsted) 47

offshoring 53oligopolies 39on-the-job training 72, 158, 170–71, 178one-to-one learning 28–29, 90, 104

see also coaching; mentoringonline learning 77, 117, 168, 169Open University 168operant conditioning 74–75, 77operational power stakeholders 55, 56organization advantages 42–43, 43–44

see also competitive advantage; organizational competitiveness

organization capabilities 62, 124negotiation capabilities 13Silicon Valley 21

organization challenges 9, 121, 151, 193organization charts 50, 65, 91, 93, 148organization direction 42

see also organization visionorganization goals 3, 4, 41–42, 93, 97,

115, 147, 188, 198short-term goals 97

organization mission 58–61, 63, 144organization reputation 62organization size 28organization values 57–58, 59–61, 67organization vision 56–57, 63

see also organization directionorganizational competitiveness 25

see also competitive advantage; organization advantages

organizational context 16–17, 25–39, 72, 85–86, 187

organizational development 8–10organizational knowledge 36, 50, 62, 176organizational leaders 59, 63organizational ownership 26organizational perspective 148organizational place 62organizational readiness 126–27, 137–38organizational skills 7, 9, 62, 203organizational strategy 41–47, 49–50

future facing 150–51and informal learning 93ink to L&D 66, 147


Index224

organizational structure 49–50organizations see entrepreneurial

organizations; high performance organizations; international organizations; learning organization; manufacturing organizations; matrix organizations; micro-organizations; private sector organizations; public quoted organizations; public sector organizations; small organizations; voluntary organizations

outsourcing 53–54ownership structure, organizations 26

passivity 18Pedler, M 63peer networks 30, 89performance, personal 17–19performance appraisals 112–13performance culture 91–92performance management systems

92, 112–14performance measurement 83, 142personal development 51–52, 174, 198personal development plans 165personal performance 17–19perspective, organizational 148, 155PESTLE analysis 120–22, 147physical engagement 95pilot studies 84, 172, 175place, organizational 62planning and organization competence

114political environment 119, 120population dynamics 19, 22, 23, 46, 76Porter, M 122, 123portfolio approach 28Post Office 39power distance 52, 110, 112power matrix, stakeholder 55, 56pragmatist learning style 81Preskill, H 126–27previous learning 73, 76–77, 78, 80, 149private sector organizations 26, 124procedural knowledge 73process, learning as 72process of attribution 5–6process management 62product and services modules 90product training 158profession-specific requirements 4professional bodies 6, 34, 45, 100, 132,

151–52, 166, 188

professional qualifications 34, 44, 66, 96professional services organizations 34–35,

43, 62profiling questionnaires 102programme level blending 157programmes 90

see also executives; graduate development; leadership development programmes; management development

prospective learning 92proximal development zones 76–77psychological contract 11, 17, 45, 94–95psychological developments 10–11public quoted organizations 26public sector organizations 26, 124, 185Purcell, J 6

Qualification and Curriculum Authority (QCA) 130

qualifications 130Qualifications and Credit Framework (QCF)

130quality control 23quantitative measures of evaluation 201–02questionnaires

diagnostic questionnaires 135–38, 179–81, 207–08

employee satisfaction questionnaires 85

learning styles questionnaires 81profiling questionnaires 102

reaction, delegate 189–90, 193recruitment 46, 62, 94, 103, 153reflection 43–44, 92, 166–67, 169, 198reflection on action 167reflection in action 167reflector learning style 81refresher training sessions 178rehearsal 75relationship development 97relevance, alignment, measurement (RAM)

approach 193–94, 208reputation, organization 62research, evidence based 84–86results, measurement of 191retailers 32retention, employee 45Return on Investment (ROI) 202review, evaluation 208reward strategy 45roles and responsibilities 143, 144–45Rotter, J 17, 82


Index 225

Sadler-Smith, E 91sales commissions 74sales managers 206sample interventions 140, 157–67Schön, D 166–67scientific management see Taylorismscorecards see balanced scorecard;

WLP Scorecardsecondment 45, 65, 66, 159, 166, 212sector skills councils 23segmentation 11self-blend learning 157self-directed learning 92, 197, 210, 211self-managed learning 65, 92, 140,

159–62, 166, 176, 203–04senior leaders 101, 103senior managers 125, 133, 161, 164

development 88, 89, 90, 163sensation-seeking 82Shanghai Stock Exchange 33shaping development 88shareholders 4, 15–16, 33, 54, 97SharePoint 169short-term goals 97short-term learning interventions 157–59Silicon Valley 20–22single loop learning 94size, organization 28skills 7, 9, 23, 62skills evaluation 203slow market shifts 9–10small and medium enterprises (SME)

29–31small organizations 147Smith, P 91social development theory 76–77social learning theory 76social media 53, 94, 154, 168–69, 172, 200

see also LinkedInsociological environment 121solicitors 6, 34, 117specific interventions 129stakeholder power matrix 55, 56stakeholders 4, 54–56, 67–68, 83,

136–37, 174, 207Stanford University 20strategic partner role 48strategy see organizational strategy;

reward strategystructured learning 90structures 127subject of evaluation 207succession planning 79, 88suppliers 152–53

SWOT analysis 124Synch Ltd 115, 117–19, 123systematic approach 148–50systems 127

tacit knowledge 93–94tailored learning 30–31Taiwan 201Taylorism 47team leaders 96, 178team meetings 47, 178teams 16, 127technological interventions 140technology 19, 50, 121, 167–72

see also IT industrytelecoms industry 26–27theories of learning 76–80theorist learning style 81

360 degree feedback 51, 97, 162, 173, 174, 176, 187, 199, 200

Tilastokeskus 29Toffler, A 7tools and techniques 4, 66

see also interventionstop team development 98total reward approach 45, 126total shareholder return (TSR), and learning

investment 15–16training 6

product training 158refresher training 178vocational and educational

training 22–25web-based training 168

training organizations 152transfer of learning 107, 108, 141, 142,

145, 154, 155, 191transferability of skills 23trends 209–10turnover 45

Ulrich, D 48, 50United Kingdom 19–20, 25United States 185universal interventions 129universities 152unstructured learning 90utility of interventions 201–06

values, organization 57–58, 59–61, 67Verona Diagnostics 176–79vision, organization 56–57, 63vocational education and training (VET)

22–25


Index226

voluntary organizations 6voyage development 88–89Vyas, L 185Vygotsky, L 76

Waterstones 62, 116web-based training 168web culture 30webinars 167–68WLP Scorecard 188–89

Wolf Report (2011) 23work measurement 47work smart 58workshops 9Wright, Oliver 19

Yammer 169, 210Yapp, M 98–100

Zuckerman, M 82


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