Learning & Development
Introducing Learning &
Development
Objectives
After this session delegates will be able to:
Explain the wider approach & concept of ‘learning
& development’ (L&D) as an organisational
process
Illustrate the historical background of L&D
Explain the current trends & challenges in the L&D
field
Analyse the more important issues that relate to its
practice and application to the work place
Task 1
1. What is the difference between ‘Training’ &
L&D?
2. What do you understand the L&D process
in an organisation to be?
3. Try to produce your own initial definition of
L&D
4. What is your organisations current position
when evaluating your definition of L&D?
5. What are the characteristics of a L&D
organisation?
Gateways into the L&D Field –
1. Terminology
L&D is a significant change in terminology from more
traditional terms e.g. HRD, ED & Training
CIPD adopted L&D in new professional standards in
2001 – taking over from ED
CIPD believe it
‘It more powerfully conveys the importance of learning in an
organisation’
‘It better emphasises that those working in organisations
should be regarded as learners rather than Human
Resources’
L&D creates a positive impression to all forms of
learning on a partnership basis
Fundamental Terms to do with the
Learning Process
Definitions from the Oxford L&D Process Terminology Adopted by
English Reference Dictionary CIPD & Academics
(OERD: Pearsall & Tumble, 1996)
Learning Knowledge acquired by study A qualitative change in a persons way of seeing,
experiencing, understanding & conceptualising
something in the real world
(Marton & Ramsden, 1998)
Develop Make or become bigger or fuller or To unfold more fully, bring out all that is contained in
more elaborate; systematically (Onions, 1973)
advance
Educate Give intellectual, moral and social To bring up from childhood, so as to form habits,
instruction to, especially as a manners and mental and physical attitudes
formal & prolonged process (Onions, 1973)
Train Teach a specified skill, especially To bring up from childhood, so as to form
by practice habits, manners and mental and physical
attitudes
(Onions, 1973)
Task 2
1. What are the most significant ways in which
these definitions differ from the definitions we
looked at previously – and from your own
initial definition?
2. Which definition(s) contribute(s) most to your
understanding of the L&D process – and
why?
3. In relation to these definitions; how does your
organisation or any you know of stack up
against the broader definitions of the CIPD &
Academics?
Summary of L&D Terminology
Learning is a process that enables the development
of the organisation and individuals in it
The learning should produce and expand knowledge
that is valuable for the organisation as well as for the
individual
Although formal education & training are important
vehicles for learning , so too is every day experience
in the workplace
The workplace environment therefore has a direct
influence on learning, and on the development and
use of knowledge.
(Rosemary Harrison 2002)
Gateways into the L&D Field –
2. Statement of Purpose
“The primary purpose of learning and development as
an organisational process is to aid the development of
knowledge and the achievement of organisational and
individual goals. This involves the collaborative
stimulation and facilitation of learning and development
processes, initiatives and relationships in ways that
respect and build on human diversity in the workplace”
(Rosemary Harrison 2002)
Gateways into the L&D Field –
3. Theories
Theories are products of (a) reflections on
experience, (b) the testing of experience, and (c)
generalisations from experience
Theories help to aid initial understanding, give
structure to ideas, to suggest explanations of actions
and events, and to improve skill in problem solving
and practice in the ‘real world’
Theories are not rules, and should not be treated as
such.
Theories about L&D have a valuable function in
helping people to interpret events and situations, and
to respond to them in a considered way
The Experimental Cycle of Learning
Concrete Experience
(Planned or Accidental)
Active Experimentation Reflective Observation
(Trying out of the learning in (Actively thinking about
Other, similar situations; the experience, it basic
Creativity, decision making issues., and their
And problem solving) significance)
Abstract Conceptualisation
(Generalising from reflections, analysing
In order to develop a body of ideas, a
theory or principles which can then be
Applied to other, similar problems or
Situations, thus leading to more
Successful behaviour in those situations ) (Kolb, Rubin, McIntyre 1994)
Gateways into the L&D Field –
4. Stories or Narratives
Helps bring alive the relationship
between theory and practice
Even experienced practitioners,
narratives of situations they have not
encountered gain an extra dimension
The ‘photocopier technicians’ story
The Photocopier Technicians Case Study
A group of photocopier technicians had to repair Encountered in the past, and narrating how they had
machines in customers locations. They had been resolved them. By comparing their tacit knowledge
given detailed instructional manuals & training to born of intuition, habit and past experience with their
enable them to perform their tasks. However, it soon formal knowledge gained through training and repair
became clear to them that this formal knowledge was manuals, they began to develop unique insights into
not enough. The people who had designed the different kinds of repair problem. Uncertainty, the
machines had not understood the different social need to know, the excitement of discovery, ultimately
settings in which the machines would have to be produced in the group a detailed understanding of
used. They had therefore ignored many of the machines. This understanding had been helped as
uniquely human foibles that could cause machines to much by the social relationships that existed within
break down. the group as by the technical know-how.
The technicians quickly realised this and got together Researchers Brown & Duguid, analysing this study in
to work out for themselves how best to solve the wide 1991, described the learning that had gone on in the
range of repair problems that they met in various group of the photocopier technicians as been
photocopier locations ‘situated’ in a ‘community of practice’. Other
academics took the research further, and today the
body of theory about learning situated within
To do this they made use of what has been called
community of practice in the workplace has a
‘Tacit’ knowledge – that which all of us have, and
powerful influence on L&D thinking and practice
which is embedded deep in our subconscious. It
(Vygotsky, 1978; Lave & Wenger, 1991; Sternberg,
expresses itself in habitual or instinctive ways of
1994; Matthews & Candy, 1999)
doing things that we seem to exercise without
conscious effort (Nonaka 1991). The technicians
shared their tacit knowledge particularly by Source Orr, 1990
exchanging stories of similar problems they had
Task 3 - Evaluate your knowledge
An experienced part time
student in her first few weeks on
the CIPD programme says to
the lecturer ‘you academics are
always drowning us in theories
– but in real life you have to get
on with it’
You want to convince her of the
practical value of theories. So
what do you say to her?
The Photocopier Technicians –
Case Study
What type of learning did the
stories that the technicians told
each other provide that they
could not gain from their
training or manuals
What areas of L&D Strategy will
the technicians approach
support.
Some Commonly Asked Questions
about L&D
What is the national What does the L&D role involve?
context for L&D?
What is the organisational What are the core responsibilities
context for L&D? Of L&D practitioners?
What is the HR policy Why should L&D practitioners be
context for L&D? business partners?
Building Learning & Development
into the Business
Strategic L&D Strategic Focus L&D must Crucial Processes for L&D specialist / manager needs
Level L&D to:
1 Formulating L&D Fit with wider HR Strategy Collaboratively developing Have board level position /
Corporate mission, goals & Be aligned with corporate mission and goals for L&D access & skills
strategy to achieve strategy Strategic Planning & Be proactive as well as reactive
corporate goals Help to secure appropriate Thinking Have deep knowledge of
Influencing & developing balance between corporate Influencing key competitive environment
strategic thinking & goals for survival and stakeholders Fully understand the value chain
planning advancement Adding value through L&D and strategic assets of the
Produce L&D strategy that is activity business
capable of implementation at Work in business partnership
level 2
2 Developing L&D policies Fit with wider HR policies and Working with HR business Work in business partnership with
Business & systems in line with systems unit managers to produce managers and others
Unit / strategic needs of the Be aligned with business unit policies & plans for Have collaborative relationships
Managerial business unit policy acquisition, retention, with other HR specialists
Ensuring achievement of Have a clear plan within the growth, redeployment of Have deep knowledge of
business targets overall business plan, with workforce competitive environment of
Influencing & developing agreed evaluation measures Developing Key company and business units
strategic thinking, Ensure feedback on policies Performance indicators Fully understand how strategic
organisational capacity to level 1 Strategic thinking and assets can be developed
and human capability business planning Speak the language & logic of the
Adding value through L&D business units
activity
3 Ensuring individual and Adapt to needs of the Working with teams and Working in partnership with internal
Operational team performance business and needs and individuals to implement and external stakeholders
targets are met aspirations of people business plans for L&D Have effective and efficient
Improving acquisitions, Ensure L&D activity is Appraisals, personal systems and procedures
quality and motivation of expertly carried out and development planning to Have deep knowledge of culture o
people for business appropriately evaluated achieve targets and improve workforce
Ensure feedback of outcomes core competencies & Be expert and continuously self-
to level 2 capabilities developing
Task 4 – L&D Roles & Core
Responsibilities
1. How does the ‘table’ on L&D Roles &
Core Responsibilities reflect your
organisations current position?
2. What are the advantages &
disadvantages of having clear roles &
responsibilities to the
Organisation
Employees
It’s Stakeholders
Organisational Context for L&D
The organisational framework, or ‘context’, for
the L&D process is provided primarily by:
Top management vision & values, goals and
leadership
Management style and actions that shape
people’s activity & interactions across the
organisation
The organisations Human Resources policy &
practice, and its employment system
HR Policy in Context for L&D
Business Vision, Goals & Strategy
HR Goals and Strategy
Human Resource Management
Help to build Attract and
An appropriate Select people to
Organisational Fit the business
context
Plan positive policies Performance Induct, train
&
For redeployment Growth And manage
& disengagement effectively
Achieve Appraise learn
Meaningful And develop for
Career planning Motivate & reward in The short & long term
Ways that will ensure
People commitment to
The business & it customers
The L&D Historical Overview
L&D is a relatively new term – more generically known as HRD
HRD first used in USA in the 1970’s (Nadler, 1970)
By 1980’s academics saw HRD as essential to an organisation
strategic process (Hall, 1984)
By early 1990’s HRD in the USA had developed into a
recognised profession, both Strategic & change agent bias
(Burack , 1991), (Noel, James & Dennehy, 1991)
In the UK it was less clear – confused by terms such as HRM,
HRD, T&D & Learning & Development
(Nadler, 1992) stated pronounced ‘there are still no universally
excepted definitions of HRD’
Task 5 – L&D Definition
1. At the start of the session, you were
tasked to evolve your own definition of
L&D
2. In light of our discussions , would you
now make any changes to your
definition?
3. Briefly explain your answer.
The Paddington Rail Crash Case Study
On 5th October 1999, in the morning rush hour, a This culture was particularly evident in relation to
Thames train went through a red signal and collided driver training. According to the report (Marston,
with an on coming express near Ladbroke Grove 2001) , Thames Trains, despite having being
Junction; 31 people died and 500 were injured. involved in more cases of drivers going through red
signals than any other company , had a safety culture
related to driver training that was ‘slack and less
In June 2001 following a public enquiry, the Cullen
adequate’. The report’s indictments were
Report on the Paddington rail disaster was published.
devastating. Training programmes were
The Daily Telegraph published an article (Marston
unsystematic. Instructors essentially did what ‘
2001) identifying the report as:
each of them thought best’. The crash driver had not
been adequately instructed in the various signalling
‘an alarming portrait of a rail industry riddled from top layouts and their risks, and;
to bottom with complacency, inertia and indifference
to safety improvements’
His assessments had not covered route knowledge
in the Paddington area, despite the fact that this was
The article described how, amongst most staff in the major terminus for Thames services.
three companies concerned (Railtrack, Thames
Trains and the Rail Inspectorate, the report had
found widespread ‘incompetent management and The report stated that the drivers main instructor had
inadequate procedures’ and a ‘lamentable’ failure to not considered route learning ‘to be part of his job’.
act on recommendations of inquiries into two Training Managers involved had communicated
previous incidents in the area. A ‘deep-seated poorly with one another. No outside body had
laissez-faire’ culture had prevailed across the system . validated the content of the training material.
Source: Marston 2001
Task 6 - The Paddington Rail Crash
Case Study
1. What does the narrative of the case study
suggest about the:
Culture of the Organisation
Alignment of L&D to corporate strategy
Leadership involvement in L&D
The organisations overall perception of L&D
2. What actions would you implement to
improve L&D in Rail Track
(before they were put into administration)
Introduction to L&D Conclusion
You should now:
Have an overview of L&D as an
organisational process
Know something about the historical
background of L&D
Be aware of some of the current trends
and challenges
Appreciate the more importance issues
that relate to its practice
Task 7 – Exam Questions
1. Briefly define four key
terms that relate to
L&D and their impact
on an organisation
who adopt the ‘wider
approach’
2. Suggest & justify ways
which could be used in
an organisation to
integrate L&D Strategy
with Business Strategy
Objectives
After this session delegates will be able to:
Explain the wider approach & concept of ‘learning
& development’ (L&D) as an organisational
process
Illustrate the historical background of L&D
Explain the current trends & challenges in the L&D
field
Analyse the more important issues that relate to its
practice and application to the work place
