Learning & Development in Organisations: Strategy, Evidence and Practice
Strategy, Evidence and Practice
Published on 1. September 2020
Book
Hardback
800 pages
978-1-78119-429-4 (ISBN)
Description
LEARNING & DEVELOPMENT in ORGANISATIONS: STRATEGY, EVIDENCE and PRACTICE provides a comprehensive and thematic overview of the thinking, research evidence and practice of strategic L&D in organisations. It covers both strategic and operational practice dimensions, to help students of L&D and HRM to acquire a deep understanding of the field and to inform the practice of L&D professionals by identifying the best available evidence on L&D practices and by providing them with guidelines for action. It builds on the core operational building blocks of L&D and goes beyond these to take a strategic perspective, emphasising the contribution of L&D to organisational and financial performance and the need to align formal and informal L&D with business objectives.
Each chapter incorporates pedagogical features to enable the student or practitioner to apply the concepts to organisational life, link theory to practice and signpost readers to the best available evidence on L&D practices. Specifically:
> Succinct and concise explanations of Key Concepts found within the field of L&D;
> Critical Reflection exercises that help the reader to engage with key concepts and debates within the field;
> A Best Available Evidence to Inform Practice feature to summarise the results of meta-analysis and systematic / integrative reviews in a manner that is accessible to practitioners;
> Two Case Studies as examples of application to practice relevant to the chapter's content - and, the end of each chapter, a longer case study with questions that provide an opportunity for classroom-based and practitioner discussion;
> Recommended Further Reading to allow the reader to enhance their understanding of the chapter content;
> A Glossary to provide students and practitioners with easy access to definitions of the key concepts used throughout the book, as well as other important L&D terms.
The book is divided into three key sections, which cover different aspects of L&D:
> Section One: Concepts and Context of L&D in Organisations: Chapter 1 discusses the concepts of L&D, the external and internal context of L&D and the key dimensions of strategic L&D in organisations. Chapters 2 and 3 introduce readers to the key theoretical and conceptual foundations of strategic L&D, and its key components, including strategy processes, roles and resources;
> Section Two: Theory and Practice of L&D: Chapters 4 to 14 explain the main theories, concepts, models and practices that underpin strategic L&D in organisations. This section covers a wide range of issues that L&D practitioners need to better understand the design, delivery and evaluation of L&D in organisations;
> Section Three: Developing the L&D Professional and the Future Role of L&D: Chapters 15 and 16 cover the changing roles of L&D practitioners in organisations, their competence development, professional ethics and the future of ion, including potential new roles and forms of L&D.
LEARNING & DEVELOPMENT in ORGANISATIONS: STRATEGY, EVIDENCE and PRACTICE is published in association with the Irish Institute of Training and Development and aims to set the agenda for L&D professionals in the future.
Each chapter incorporates pedagogical features to enable the student or practitioner to apply the concepts to organisational life, link theory to practice and signpost readers to the best available evidence on L&D practices. Specifically:
> Succinct and concise explanations of Key Concepts found within the field of L&D;
> Critical Reflection exercises that help the reader to engage with key concepts and debates within the field;
> A Best Available Evidence to Inform Practice feature to summarise the results of meta-analysis and systematic / integrative reviews in a manner that is accessible to practitioners;
> Two Case Studies as examples of application to practice relevant to the chapter's content - and, the end of each chapter, a longer case study with questions that provide an opportunity for classroom-based and practitioner discussion;
> Recommended Further Reading to allow the reader to enhance their understanding of the chapter content;
> A Glossary to provide students and practitioners with easy access to definitions of the key concepts used throughout the book, as well as other important L&D terms.
The book is divided into three key sections, which cover different aspects of L&D:
> Section One: Concepts and Context of L&D in Organisations: Chapter 1 discusses the concepts of L&D, the external and internal context of L&D and the key dimensions of strategic L&D in organisations. Chapters 2 and 3 introduce readers to the key theoretical and conceptual foundations of strategic L&D, and its key components, including strategy processes, roles and resources;
> Section Two: Theory and Practice of L&D: Chapters 4 to 14 explain the main theories, concepts, models and practices that underpin strategic L&D in organisations. This section covers a wide range of issues that L&D practitioners need to better understand the design, delivery and evaluation of L&D in organisations;
> Section Three: Developing the L&D Professional and the Future Role of L&D: Chapters 15 and 16 cover the changing roles of L&D practitioners in organisations, their competence development, professional ethics and the future of ion, including potential new roles and forms of L&D.
LEARNING & DEVELOPMENT in ORGANISATIONS: STRATEGY, EVIDENCE and PRACTICE is published in association with the Irish Institute of Training and Development and aims to set the agenda for L&D professionals in the future.
More details
Language
English
Place of publication
Cork
Ireland
Target group
Professional and scholarly
Dimensions
Height: 241 mm
Width: 196 mm
Thickness: 47 mm
Weight
1655 gr
ISBN-13
978-1-78119-429-4 (9781781194294)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
THOMAS N. GARAVAN is Professor of Leadership Practice, University College Cork and Visiting Research Professor, National College of Ireland, Dublin and is a leading researcher worldwide in in L&D, HRD, leadership development and workplace learning. CAROLE HOGAN, D.Soc.Sc., M.Ed., H.Dip.Ed., B.A., is a highly-experienced management consultant and Managing Director of her own international human resource consultancy company. AMANDA CAHIR-O'DONNELL, B.Ed., M.Ed.Mgmt. (TCD), Chartered Fellow of CIPD, FIITD, PCC (ICF), CPCC, CSA Accredited Coach Supervisor, set up TIO Consulting Ltd. in March 2006, with a passion for developing leaders at all levels in organisations. CLAIRE GUBBINS is an Associate Professor of Organisational Behaviour & HRM at Dublin City University Business School, Director of DCU Executive MBA Programme, an adjunct Professor at PNU University, Riyadh and a facilitator at DCU's Centre for Executive Education.
Content
CONTENTS
Figures
Tables
Abbreviations
Foreword
Preface
SECTION 1: CONCEPTS AND CONTEXTS OF L&D IN ORGANISATIONS
Chapter 1: L&D: Concepts, Context and Processes
Learning Objectives
Key Concepts
1.1 Introduction
1.2 Defining L&D
Case Study 1.1: L&D in PwC
1.3 The Historical Evolution of L&D in Organisations
1.4 The Context of L&D
Case Study 1.2: L&D and the Gig Economy
1.5 Defining Strategic L&D
Critical Reflection 1.1
Critical Reflection 1.2
Best Available Evidence to Inform Practice 1
Conclusion
Summary
Review Questions
Strategic L&D in Action 1
Case Study 1.3: Investing in the Development of Employees: Amazon, Google, Dell and Intel
Further Reading
Chapter 2: Strategic L&D in Organisations: Theory, Frameworks, Structures and Governance
Learning Objectives
Key Concepts
2.1 Introduction
2.2 Theoretical Perspectives: Explaining the Contribution of L&D
Critical Reflection 2.1
Case Study 2.1: L&D in InfoSys
2.3 Explaining the Link between L&D, Individual and Organisational Performance
2.4 Conceptual Frameworks to Understand L&D in Organisations
Case Study 2.2: Implementing a New Vision at Virgin Trains - The Role of L&D
2.5 Structuring L&D in Organisations
Critical Reflection 2.2
Best Available Evidence to Inform Practice 2
Conclusion
Summary
Review Questions
Strategic L&D in Action 2
Case Study 2.3: L&D Strategy and the ESB's Brighter Future Strategy
Further Reading
Chapter 3: Strategic L&D: Strategy, Processes and Resources
Learning Objectives
Key Concepts
3.1 Introduction
3.2 What is L&D Strategy?
3.3 How Does L&D Strategy Support Organisational Strategy?
Case Study 3.1: People Strategy in the Irish Police Force
3.4 Developing L&D Strategy: Content Issues
3.5 Developing L&D Strategy: Process Issues
3.6 Developing L&D Strategy: Implementation Issues
Case Study 3.2: Using L&D to Implement Strategy in the Raffles Hotel
Critical Reflection 3.1
3.7 Resourcing L&D in Organisations
3.8 Developing a Learning Culture and Climate
Best Available Evidence to Inform Practice 3
Conclusion
Summary
Review Questions
Strategic L&D in Action 3
Case Study 3.3: Stryker's Global Engineering Development Programme
Further Reading
SECTION 2: THE THEORY AND PRACTICE OF L&D
Chapter 4: Adult Learning, Learner Motivation and Engagement
Learning Objectives
Key Concepts
4.1 Introduction
4.2 What Are Learning and Learning Outcomes?
4.3 The Historical Evolution of Adult Learning Theory
Critical Reflection 4.1
4.4 Categories of Adult Learning Theory
4.5 Adult Learning Styles
Critical Reflection 4.2
4.6 Multiple Intelligences and Adult Learning
4.7 Training Motivation and Engagement
Case Study 4.1: What Is Autonomous Learning and What Does It Mean for Employees?
4.8 Misconceptions about Adult Learning in Organisations
Case Study 4.2: Designing Training for Older Employees
4.9 The Implications of Adult Learning Theories for L&D
Best Available Evidence to Inform Practice 4
Conclusion
Summary
Review Questions
Strategic L&D in Action 4
Case Study 4.3: Personalised and Self-directed Learning at Mastercard
Further Reading
Chapter 5: Identifying and Prioritising L&D Needs
Learning Objectives
Key Concepts
5.1 Introduction
5.2 What Are Learning Needs and Learning Needs Analysis?
5.3 Approaches to L&D Learning Needs Analysis
Case Study 5.1: Identifying L&D at Nestle
Critical Reflection 5.1
5.4 L&D Needs Analysis: Organisational, Job / Task and Individual Levels
Critical Reflection 5.2
Case Study 5.2: Learning Needs Analysis in Small Organisations: An Informal Approach
5.5 Why Identifying L&D Needs is Important
5.6 Who Should Be Involved in the L&D Needs Assessment Process?
5.7 L&D Needs Analysis Methods
5.8 Analysing L&D Data and Determining L&D Priorities
5.9 Challenges Encountered when Conducting L&D Needs Analysis
Best Available Evidence to Inform Practice 5
Conclusion
Summary
Review Questions
Strategic L&D in Action 5
Case Study 5.3: Identifying the Training Needs of Loco Pilots at Indian Rail
Further Reading
Chapter 6: Designing Classroom, Digital, Blended and Flipped Learning Solutions
Learning Objectives
Key Concepts
6.1 Introduction
6.2 Defining the Key Components of the L&D Design Process
6.3 The Make or Buy Decision and L&D
6.4 Designing L&D: Models and Approaches
Case Study 6.1: Meeting the Learning Needs of Boomers and Seniors
6.5 The Development of Learning Objectives
Critical Reflection 6.1
6.6 Developing Classroom Learning Content
6.7 Designing and Developing Digital Learning Solutions
Case Study 6.2: Using Technology to Deliver L&D in Hewlett Packard
6.8 Designing Blended and Flipped Learning Solutions
Critical Reflection 6.2
Best Available Evidence to Inform Practice 6
Conclusion
Summary
Review Questions
Strategic L&D in Action 6
Case Study 6.3: Designing and Delivering Induction and Initial Training at Chill Insurance
Further Reading
Chapter 7: Off-the-job L&D Methods
Learning Objectives
Key Concepts
7.1 Introduction
7.2 L&D Methods: Formal and Informal Methods
Critical Reflection 7.1
Case Study 7.1: Du Pont's STOP Safety Training Programme
7.3 How L&D Methods Differ
7.4 Advantages and Disadvantages of Formal Off-the-job L&D Methods
Case Study 7.2: Using Action-based Learning in Heineken to Develop Front-line Managers
Critical Reflection 7.2
Best Available Evidence to Inform Practice 7
Conclusion
Summary
Review Questions
Strategic L&D in Action 7
Case Study 7.3: Using Blended Learning Methods in Starbucks to Develop Front-line Employees
Further Reading
Chapter 8: On-the-job L&D Methods
Learning Objectives
Key Concepts
8.1 Introduction
8.2 Key Features of Structured On-the-job Training
8.3 Different Types of Structured On-the-job L&D
Critical Reflection 8.1
Case Study 8.1: Flight Attendant Training at JetBlue
8.4 Using Informal L&D Methods in Organisations
8.5 Micro Learning in Organisations
Case Study 8.2: Informal Learning in Small Organisations
8.6 Blended Learning and the 70:20:10 Model
Critical Reflection 8.2
8.7 When are Structured Off-the-job and On-the-job and Informal L&D Methods Appropriate?
Best Available Evidence to Inform Practice 8
Conclusion
Summary
Review Questions
Strategic L&D in Action 8
Case Study 8.3: Training within Industry and Toyota
Further Reading
Chapter 9: Implementing and Delivering Classroom-based L&D in Organisations
Learning Objectives
Key Concepts
9.1 Introduction
9.2 Defining Training Implementation and Delivery
9.3 Instruction versus Facilitation
Critical Reflection 9.1
9.4 Applying Learning Theory to the Delivery of Classroom Training
Case Study 9.1: Using Humour in the Classroom
9.5 Developing Lesson Plans for Classroom Training
9.6 Delivering a Classroom Training Session Using Instruction and Facilitation
Critical Reflection 9.2
9.7 Creating an Effective Classroom Training Environment
9.8 Delivering Training in the Classroom: Key Challenges
Case Study 9.2: Using the Classroom to Onboard Employees at Bristol-Myers Squibb
Best Available Evidence to Inform Practice 9
Conclusion
Summary
Review Questions
Strategic L&D in Action 9
Case Study 9.3: Cultural Differences in Reactions to L&D Methods
Further Reading
Chapter 10: Using Technology to Deliver L&D in Organisations
Learning Objectives
Key Concepts
10.1 Introduction
10.2 Defining Technology-based Learning and Digital Learning
10.3 The Shift to Technology-based Training and Digital Learning
10.4 eLearning
Critical Reflection 10.1
10.5 Massive Open Online Courses
10.6 Mobile Learning
Case Study 10.1: Mobile Learning at Merrill Lynch
10.7 Gamification and L&D
Case Study 10.2: Using Games in the Deloitte Leadership Academy
10.8 Computer-based Simulations, Virtual Reality, Augmented Reality and Training
10.9 Learning Management Systems and L&D
10.10 Advantages and Disadvantages of Technology-based Training and Digital Learning
Best Available Evidence to Inform Practice 10
Conclusion
Summary
Review Questions
Strategic L&D in Action 10
Case Study 10.3: Virtual Reality and Training of Employees in Walmart
Further Reading
Chapter 11 : Social, Collaborative and Collective Learning in Organisations
Learning Objectives
Key Concepts
11.1 Introduction
11.2 Defining Social, Collaborative and Collective Learning Processes
Critical Reflection 11.1
11.3 Different Types of Social, Collaborative and Collective Learning
Critical Reflection 11.2
11.4 Social Media and the New Social Learning
Case Study 11.1: Using Social Media for Training in Marks & Spencer
11.5 Collective Social Learning Processes and Tools
Case Study 11.2: Social learning: The Sea Salt Learning Approach
11.6 Contextual Conditions Facilitating Social, Collaborative and Collective Learning
Best Available Evidence to Inform Practice 11
Conclusion
Summary
Review Questions
Strategic L&D in Action 11
Case Study 11.3: Citigroup's Journey to a Culture of Continuous Learning
Further Reading
Chapter 12: Transfer of Training in Organisations
Learning Objectives
Key Concepts
12.1 Introduction
12.2 What is Training Transfer?
12.3 Why is Training Transfer Important for Organisations?
12.4 Transfer of Training Theory
12.5 The Training Transfer Process
12.6 The Learning Transfer Environment
Case Study 12.1: Embedding Training in Wegmans
12.7 Facilitating Training Transfer: Strategies Before, During and After Training
Critical Reflection 12.1
Case Study 12.2: Using Brain Science to Enhance Training Transfer
12.8 Training Transfer Interventions
12.9 Auditing your Organisation's Training Transfer Potential
Critical Reflection 12.2
Best Available Evidence to Inform Practice 12
Conclusion
Summary
Review Questions
Strategic L&D in Action 12
Case Study 12.3: Embedding Compliance in BNP Paribas
Further Reading
Chapter 13: Evaluating L&D in Organisations
Learning Objectives
Key Concepts
13.1 Introduction
13.2 Defining Evaluation and How It Differs from Related Concepts
13.3 Why Evaluate L&D?
Critical Reflection 13.1
13.4 Models of Training Evaluation
Case Study 13.1: How Johnson & Johnson Trains Doctors
13.5 Conducting Evaluations: Process and Outcome Evaluations
Case Study 13.2: What Are Organisations Doing to Evaluate L&D?
Critical Reflection 13.2
13.6 Data Collection Designs for Training Evaluation
Best Available Evidence to Inform Practice 13
Conclusion
Summary
Review Questions
Strategic L&D in Action 13
Case Study 13.3: GE's Brilliant Learning Programme
Further Reading
Chapter 14: Return on Investment and Learning Analytics
Learning Objectives
Key Concepts
14.1 Introduction
14.2 Defining Return on Investment, Learning Analytics and Evidence-based L&D
14.3 Why Organisations Calculate Return on Investment
14.4 Costing L&D
14.5 Measuring the Benefits of Training
14.6 Calculating Return on Investment on Training
Case Study 14.1: Measuring the Return on Investment in L&D in Wipro
Critical Reflection 14.1
14.7 Learning Analytics and L&D
Case Study 14.2: Why Has Our Training Stopped Working?
Critical Reflection 14.2
14.8 Implementing Return on Investment and L&D Data Analytics
Best Available Evidence to Inform Practice 14
Conclusion
Summary
Review Questions
Strategic L&D in Action 14
Case Study 14.3: How Are Organisations Using Learning Analytics?
Further Reading
SECTION 3: DEVELOPING THE L&D PROFESSIONAL AND THE FUTURE ROLES OF L&D
Chapter 15: Changing L&D Roles, Competence Development and Professional Ethics
Learning Objectives
Key Concepts
15.1 Introduction
15.2 Defining the L&D Professional Role in Organisations
15.3 The Spectrum of L&D Roles in Organisations
Case Study 15.1: What Does Research Tell Us about L&D Roles in Organisations?
Critical Reflection 15.1
15.4 The Competencies of L&D Professionals
15.5 Developing the L&D Professional in Organisations
Critical Reflection 15.2
15.6 Professionalism, Ethics and the L&D Practitioner
Case Study 15.2: Manager of a Community Training Project to a Senior L&D Role: A Developmental Journey
Best Available Evidence to Inform Practice 15
Conclusion
Summary
Review Questions
Strategic L&D in Action 15
Case Study 13.3: Aligning the L&D Role in Service Organisations
Further Reading
Chapter 16: The Future of L&D in Organisations
Learning Objectives
Key Concepts
16.1 Introduction
16.2 The Changing Landscape of L&D
Critical Reflection 16.1
16.3 Delivering L&D in a Globalised World
Case Study 16.1: What Is Invisible L&D?
16.4 Changing Perspectives on L&D in Organisations
Critical Reflection 16.2
Case Study 16.2: Artificial Intelligence and L&D
16.5 Future Opportunities and Challenges for L&D
Conclusion
Summary
Review Questions
Strategic L&D in Action 16
Case Study 16.3: 21st Century Skills and Digital Skills: Is L&D ready?
Further Reading
Bibliography
Glossary
About the Authors
Index
Figures
Tables
Abbreviations
Foreword
Preface
SECTION 1: CONCEPTS AND CONTEXTS OF L&D IN ORGANISATIONS
Chapter 1: L&D: Concepts, Context and Processes
Learning Objectives
Key Concepts
1.1 Introduction
1.2 Defining L&D
Case Study 1.1: L&D in PwC
1.3 The Historical Evolution of L&D in Organisations
1.4 The Context of L&D
Case Study 1.2: L&D and the Gig Economy
1.5 Defining Strategic L&D
Critical Reflection 1.1
Critical Reflection 1.2
Best Available Evidence to Inform Practice 1
Conclusion
Summary
Review Questions
Strategic L&D in Action 1
Case Study 1.3: Investing in the Development of Employees: Amazon, Google, Dell and Intel
Further Reading
Chapter 2: Strategic L&D in Organisations: Theory, Frameworks, Structures and Governance
Learning Objectives
Key Concepts
2.1 Introduction
2.2 Theoretical Perspectives: Explaining the Contribution of L&D
Critical Reflection 2.1
Case Study 2.1: L&D in InfoSys
2.3 Explaining the Link between L&D, Individual and Organisational Performance
2.4 Conceptual Frameworks to Understand L&D in Organisations
Case Study 2.2: Implementing a New Vision at Virgin Trains - The Role of L&D
2.5 Structuring L&D in Organisations
Critical Reflection 2.2
Best Available Evidence to Inform Practice 2
Conclusion
Summary
Review Questions
Strategic L&D in Action 2
Case Study 2.3: L&D Strategy and the ESB's Brighter Future Strategy
Further Reading
Chapter 3: Strategic L&D: Strategy, Processes and Resources
Learning Objectives
Key Concepts
3.1 Introduction
3.2 What is L&D Strategy?
3.3 How Does L&D Strategy Support Organisational Strategy?
Case Study 3.1: People Strategy in the Irish Police Force
3.4 Developing L&D Strategy: Content Issues
3.5 Developing L&D Strategy: Process Issues
3.6 Developing L&D Strategy: Implementation Issues
Case Study 3.2: Using L&D to Implement Strategy in the Raffles Hotel
Critical Reflection 3.1
3.7 Resourcing L&D in Organisations
3.8 Developing a Learning Culture and Climate
Best Available Evidence to Inform Practice 3
Conclusion
Summary
Review Questions
Strategic L&D in Action 3
Case Study 3.3: Stryker's Global Engineering Development Programme
Further Reading
SECTION 2: THE THEORY AND PRACTICE OF L&D
Chapter 4: Adult Learning, Learner Motivation and Engagement
Learning Objectives
Key Concepts
4.1 Introduction
4.2 What Are Learning and Learning Outcomes?
4.3 The Historical Evolution of Adult Learning Theory
Critical Reflection 4.1
4.4 Categories of Adult Learning Theory
4.5 Adult Learning Styles
Critical Reflection 4.2
4.6 Multiple Intelligences and Adult Learning
4.7 Training Motivation and Engagement
Case Study 4.1: What Is Autonomous Learning and What Does It Mean for Employees?
4.8 Misconceptions about Adult Learning in Organisations
Case Study 4.2: Designing Training for Older Employees
4.9 The Implications of Adult Learning Theories for L&D
Best Available Evidence to Inform Practice 4
Conclusion
Summary
Review Questions
Strategic L&D in Action 4
Case Study 4.3: Personalised and Self-directed Learning at Mastercard
Further Reading
Chapter 5: Identifying and Prioritising L&D Needs
Learning Objectives
Key Concepts
5.1 Introduction
5.2 What Are Learning Needs and Learning Needs Analysis?
5.3 Approaches to L&D Learning Needs Analysis
Case Study 5.1: Identifying L&D at Nestle
Critical Reflection 5.1
5.4 L&D Needs Analysis: Organisational, Job / Task and Individual Levels
Critical Reflection 5.2
Case Study 5.2: Learning Needs Analysis in Small Organisations: An Informal Approach
5.5 Why Identifying L&D Needs is Important
5.6 Who Should Be Involved in the L&D Needs Assessment Process?
5.7 L&D Needs Analysis Methods
5.8 Analysing L&D Data and Determining L&D Priorities
5.9 Challenges Encountered when Conducting L&D Needs Analysis
Best Available Evidence to Inform Practice 5
Conclusion
Summary
Review Questions
Strategic L&D in Action 5
Case Study 5.3: Identifying the Training Needs of Loco Pilots at Indian Rail
Further Reading
Chapter 6: Designing Classroom, Digital, Blended and Flipped Learning Solutions
Learning Objectives
Key Concepts
6.1 Introduction
6.2 Defining the Key Components of the L&D Design Process
6.3 The Make or Buy Decision and L&D
6.4 Designing L&D: Models and Approaches
Case Study 6.1: Meeting the Learning Needs of Boomers and Seniors
6.5 The Development of Learning Objectives
Critical Reflection 6.1
6.6 Developing Classroom Learning Content
6.7 Designing and Developing Digital Learning Solutions
Case Study 6.2: Using Technology to Deliver L&D in Hewlett Packard
6.8 Designing Blended and Flipped Learning Solutions
Critical Reflection 6.2
Best Available Evidence to Inform Practice 6
Conclusion
Summary
Review Questions
Strategic L&D in Action 6
Case Study 6.3: Designing and Delivering Induction and Initial Training at Chill Insurance
Further Reading
Chapter 7: Off-the-job L&D Methods
Learning Objectives
Key Concepts
7.1 Introduction
7.2 L&D Methods: Formal and Informal Methods
Critical Reflection 7.1
Case Study 7.1: Du Pont's STOP Safety Training Programme
7.3 How L&D Methods Differ
7.4 Advantages and Disadvantages of Formal Off-the-job L&D Methods
Case Study 7.2: Using Action-based Learning in Heineken to Develop Front-line Managers
Critical Reflection 7.2
Best Available Evidence to Inform Practice 7
Conclusion
Summary
Review Questions
Strategic L&D in Action 7
Case Study 7.3: Using Blended Learning Methods in Starbucks to Develop Front-line Employees
Further Reading
Chapter 8: On-the-job L&D Methods
Learning Objectives
Key Concepts
8.1 Introduction
8.2 Key Features of Structured On-the-job Training
8.3 Different Types of Structured On-the-job L&D
Critical Reflection 8.1
Case Study 8.1: Flight Attendant Training at JetBlue
8.4 Using Informal L&D Methods in Organisations
8.5 Micro Learning in Organisations
Case Study 8.2: Informal Learning in Small Organisations
8.6 Blended Learning and the 70:20:10 Model
Critical Reflection 8.2
8.7 When are Structured Off-the-job and On-the-job and Informal L&D Methods Appropriate?
Best Available Evidence to Inform Practice 8
Conclusion
Summary
Review Questions
Strategic L&D in Action 8
Case Study 8.3: Training within Industry and Toyota
Further Reading
Chapter 9: Implementing and Delivering Classroom-based L&D in Organisations
Learning Objectives
Key Concepts
9.1 Introduction
9.2 Defining Training Implementation and Delivery
9.3 Instruction versus Facilitation
Critical Reflection 9.1
9.4 Applying Learning Theory to the Delivery of Classroom Training
Case Study 9.1: Using Humour in the Classroom
9.5 Developing Lesson Plans for Classroom Training
9.6 Delivering a Classroom Training Session Using Instruction and Facilitation
Critical Reflection 9.2
9.7 Creating an Effective Classroom Training Environment
9.8 Delivering Training in the Classroom: Key Challenges
Case Study 9.2: Using the Classroom to Onboard Employees at Bristol-Myers Squibb
Best Available Evidence to Inform Practice 9
Conclusion
Summary
Review Questions
Strategic L&D in Action 9
Case Study 9.3: Cultural Differences in Reactions to L&D Methods
Further Reading
Chapter 10: Using Technology to Deliver L&D in Organisations
Learning Objectives
Key Concepts
10.1 Introduction
10.2 Defining Technology-based Learning and Digital Learning
10.3 The Shift to Technology-based Training and Digital Learning
10.4 eLearning
Critical Reflection 10.1
10.5 Massive Open Online Courses
10.6 Mobile Learning
Case Study 10.1: Mobile Learning at Merrill Lynch
10.7 Gamification and L&D
Case Study 10.2: Using Games in the Deloitte Leadership Academy
10.8 Computer-based Simulations, Virtual Reality, Augmented Reality and Training
10.9 Learning Management Systems and L&D
10.10 Advantages and Disadvantages of Technology-based Training and Digital Learning
Best Available Evidence to Inform Practice 10
Conclusion
Summary
Review Questions
Strategic L&D in Action 10
Case Study 10.3: Virtual Reality and Training of Employees in Walmart
Further Reading
Chapter 11 : Social, Collaborative and Collective Learning in Organisations
Learning Objectives
Key Concepts
11.1 Introduction
11.2 Defining Social, Collaborative and Collective Learning Processes
Critical Reflection 11.1
11.3 Different Types of Social, Collaborative and Collective Learning
Critical Reflection 11.2
11.4 Social Media and the New Social Learning
Case Study 11.1: Using Social Media for Training in Marks & Spencer
11.5 Collective Social Learning Processes and Tools
Case Study 11.2: Social learning: The Sea Salt Learning Approach
11.6 Contextual Conditions Facilitating Social, Collaborative and Collective Learning
Best Available Evidence to Inform Practice 11
Conclusion
Summary
Review Questions
Strategic L&D in Action 11
Case Study 11.3: Citigroup's Journey to a Culture of Continuous Learning
Further Reading
Chapter 12: Transfer of Training in Organisations
Learning Objectives
Key Concepts
12.1 Introduction
12.2 What is Training Transfer?
12.3 Why is Training Transfer Important for Organisations?
12.4 Transfer of Training Theory
12.5 The Training Transfer Process
12.6 The Learning Transfer Environment
Case Study 12.1: Embedding Training in Wegmans
12.7 Facilitating Training Transfer: Strategies Before, During and After Training
Critical Reflection 12.1
Case Study 12.2: Using Brain Science to Enhance Training Transfer
12.8 Training Transfer Interventions
12.9 Auditing your Organisation's Training Transfer Potential
Critical Reflection 12.2
Best Available Evidence to Inform Practice 12
Conclusion
Summary
Review Questions
Strategic L&D in Action 12
Case Study 12.3: Embedding Compliance in BNP Paribas
Further Reading
Chapter 13: Evaluating L&D in Organisations
Learning Objectives
Key Concepts
13.1 Introduction
13.2 Defining Evaluation and How It Differs from Related Concepts
13.3 Why Evaluate L&D?
Critical Reflection 13.1
13.4 Models of Training Evaluation
Case Study 13.1: How Johnson & Johnson Trains Doctors
13.5 Conducting Evaluations: Process and Outcome Evaluations
Case Study 13.2: What Are Organisations Doing to Evaluate L&D?
Critical Reflection 13.2
13.6 Data Collection Designs for Training Evaluation
Best Available Evidence to Inform Practice 13
Conclusion
Summary
Review Questions
Strategic L&D in Action 13
Case Study 13.3: GE's Brilliant Learning Programme
Further Reading
Chapter 14: Return on Investment and Learning Analytics
Learning Objectives
Key Concepts
14.1 Introduction
14.2 Defining Return on Investment, Learning Analytics and Evidence-based L&D
14.3 Why Organisations Calculate Return on Investment
14.4 Costing L&D
14.5 Measuring the Benefits of Training
14.6 Calculating Return on Investment on Training
Case Study 14.1: Measuring the Return on Investment in L&D in Wipro
Critical Reflection 14.1
14.7 Learning Analytics and L&D
Case Study 14.2: Why Has Our Training Stopped Working?
Critical Reflection 14.2
14.8 Implementing Return on Investment and L&D Data Analytics
Best Available Evidence to Inform Practice 14
Conclusion
Summary
Review Questions
Strategic L&D in Action 14
Case Study 14.3: How Are Organisations Using Learning Analytics?
Further Reading
SECTION 3: DEVELOPING THE L&D PROFESSIONAL AND THE FUTURE ROLES OF L&D
Chapter 15: Changing L&D Roles, Competence Development and Professional Ethics
Learning Objectives
Key Concepts
15.1 Introduction
15.2 Defining the L&D Professional Role in Organisations
15.3 The Spectrum of L&D Roles in Organisations
Case Study 15.1: What Does Research Tell Us about L&D Roles in Organisations?
Critical Reflection 15.1
15.4 The Competencies of L&D Professionals
15.5 Developing the L&D Professional in Organisations
Critical Reflection 15.2
15.6 Professionalism, Ethics and the L&D Practitioner
Case Study 15.2: Manager of a Community Training Project to a Senior L&D Role: A Developmental Journey
Best Available Evidence to Inform Practice 15
Conclusion
Summary
Review Questions
Strategic L&D in Action 15
Case Study 13.3: Aligning the L&D Role in Service Organisations
Further Reading
Chapter 16: The Future of L&D in Organisations
Learning Objectives
Key Concepts
16.1 Introduction
16.2 The Changing Landscape of L&D
Critical Reflection 16.1
16.3 Delivering L&D in a Globalised World
Case Study 16.1: What Is Invisible L&D?
16.4 Changing Perspectives on L&D in Organisations
Critical Reflection 16.2
Case Study 16.2: Artificial Intelligence and L&D
16.5 Future Opportunities and Challenges for L&D
Conclusion
Summary
Review Questions
Strategic L&D in Action 16
Case Study 16.3: 21st Century Skills and Digital Skills: Is L&D ready?
Further Reading
Bibliography
Glossary
About the Authors
Index