CHAPTER 10
Learning, Training and Development:
Creating the Future?
Learning, training and development
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Creating the future
The need for skills
Responsibility for HRD
The contribution and evaluation of the
systematic training cycle
• The traditional evaluation of training
• The contemporary evaluation of learning,
value-added training and development
Creating the future
• New agendas for changing:
organisational structures
culture
work arrangements/the psychological contract
• New role for HRD as a strategic change agent
and business partner
matching present and future skills gaps and needs
creating knowledge and adding value
HR’s role as a business leader
Competing pressures of the skills mix
• Government education and training policy,
determining skills and knowledge quotients,
and opportunities for up-skilling
• National and organisational need for a skilled
workforce, to allow for competing on a global
scale and ensure social stability and strength
• Current organisational factors, which may
relate to a variety of contextual and historical
factors
The need for skills and development
Which agency takes responsibility for training?
the role of employers
the role of the government
the role of individuals
a hybrid combination of the above?
To what extent has the context changed, so
that employers can simply buy in the necessary
skills and competences?
Defining learning, training and
development
‘Training is a planned and systematic way of
improving a person’s knowledge, skills and
attitudes so that he or she can perform the
current job more competently’
(Malone, 2003; p.76)
‘Development is the process of preparing a
person to take on more onerous
responsibilities or equip him or her for future
promotion within the organisation’
(Malone, 2003; p.76)
Defining learning, training and
development (Continued)
‘Learning is the process which brings about
persistent change in behaviour. Learning gives
a person increased competence to deal
successfully with his or her environment by
acquiring knowledge, skills and attitudes’
(Malone 2003; p.152)
Systematic training cycle
(Figure 10.1)
Source: Buckley and Caple (2004), p.25
Training needs
Analysed on three levels:
• Organisational (across whole organisation)
• Occupational (on a job or a cluster of
equivalent jobs)
• Individual (on performance of the job)
Design of training
Based upon the needs of the learner, linked to
learning styles (Kolb)
Also the practicalities of the location, cost, the
medium of training, and taking into account
organisational constraints
Kolb’s learning cycle
Training evaluation – Kirkpatrick’s
classic approach (1967)
• Reaction level
• Learning transfer
• Job behaviour and performance level
• Organisational level
Evaluating training – Anderson’s
contemporary model (Figure 10.5)
Source: Anderson (2007), p.38
Implications for evaluation
References
Anderson, V. (2007) The Value of Learning: From return on investment to return
on expectation. London: CIPD
Buckley, R. and Caple, C. (2004) The Theory and Practice of Training. London:
Kogan Page
Kirkpatrick, D. L. (1967) ‘Evaluation of training’, in Craig and Bittel (eds) Training
and Development Handbook. New York: McGraw-Hill
Kolb, D. A. (1984) Experiential Learning: Experience as a source of learning and
development. New Jersey: Prentice-Hall
Malone, S. (2003) Learning About Learning. London: CIPD