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Learning & Development in Organisations: Strategy, Evidence and Practice

Learning & Development in Organisations: Strategy, Evidence and Practice
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Our Price:  €80.00(VAT Free)
  

ISBNs:  9781781194294 (HB) / 4317 (ePub) / 4331 (PDF)
Year Published:  2020
Author:  Thomas Garavan, Carole Hogan, Amanda Cahir-O'Donnell & Claire Gubbins
Hardback:  80.00
ePub ebook:  43.60
PDF ebook:  43.60


 

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 strategic L&D, 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. It is a significant update to the best-selling MAKING TRAINING & DEVELOPMENT WORK.

 

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 Nestlé

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