Current Practices, Trends and Emerging roles in Learning and Development

Current practice, trends and emerging roles in
learning and development
Activity 1.1 – Irina Ketkin

AGENDA
2
Define Human Resource
Development and current
HRD practices
HRD
Examine new and emerging
trends in Learning and
Development
TRENDS
Identify the existing and up-
and-coming roles within
Learning and Development
ROLES

HUMAN RESOURCE DEVELOPMENT
3
HRD definitions in chronological order
Human resource development is
the process of increasing the
knowledge, the skills, and the
capacities of all the people in a
society. In economic terms, it
could be described as the
accumulation of human capital
and its effective investment in
the development
of an economy. In political terms,
human resource development
prepares people for adult
participation in political
processes, particularly as
citizens in a democracy. From
the social and cultural points of
view, the development of human
resources helps people to lead
fuller and richer lives, less bound
by tradition. In short, the
processes of human
resource development unlock
the door to modernization.
(Harbison and Myers, 1964)
1964

4
society. In economic terms, it could
be described as the accumulation
of human capital and its effective
investment in the development
participation in political processes,
particularly as citizens in a
democracy. From the social and
cultural points of view, the
development of human resources
helps people to lead fuller and
richer lives, less bound by tradition.
In short, the processes of human
resource development unlock the
door to modernization.
HRD is the integrated use
of training and
development, career
development, and
organisation development
to improve individual and
organisational
effectiveness.
(McLagan and Suhadolnik,
1989)
19891964

5
HRD is the integrated use of
training and development,
career development, and
organisation development to
improve individual and
organisational effectiveness.
1989)
Human resource
development is concerned
with learning and with how it
might be managed.
It is concerned with
interventions that might
facilitate learning. It is
concerned with
change – of behaviour, as
reflected in the
demonstration of new or
enhanced skills, new
knowledge and
understanding and new
attitudes. It is concerned with
both intentional and
accidental learning. It has a
vocational aspect to it. Thus
its focus is vocational
learning.
(Walton, 1999)
199919891964

6
1989)
Human resource development
is concerned with learning and
with how it might be managed.
interventions that might facilitate
learning. It is concerned with
reflected in the demonstration of
new or enhanced skills, new
knowledge and understanding
and new attitudes. It is
concerned with both intentional
and
vocational aspect to it. Thus its
focus is vocational learning.
(Walton, 1999)
HRD is a process of
developing and unleashing
expertise for the purpose of
improving
individuals, team, work
process, and organisational
system performance.
(Swanson and Holton, 2009)
2009199919891964

7
2011
1989)
Human resource development
is concerned with learning and
with how it might be managed.
interventions that might facilitate
learning. It is concerned with
reflected in the demonstration of
new or enhanced skills, new
knowledge and understanding
and new attitudes. It is
concerned with both intentional
and
vocational aspect to it. Thus its
focus is vocational learning.
(Walton, 1999)
HRD is a process of developing
and unleashing expertise for the
purpose of improving
individuals, team, work process,
and organisational system
performance.
(Swanson and Holton, 2009)
HRD encompasses planned
activities, processes and/or
interventions designed to have
impact upon and enhance
organisational and individual
learning, to develop human
potential, to improve or maximise
effectiveness and performance at
either the individual, group/team
and/or organisational level,
and/or to bring about effective,
beneficial personal or
organisational behaviour change
and improvement within, across
and/or beyond the boundaries (or
borders) of private sector (for
profit), public sector/
governmental, or third/voluntary
sector (not-for-profit)
organisations, entities or any
other type of personal-based,
work-based, community-based,
political-based or nation-based
host system.
(Hamlin and Stewart, 2011)
2009199919891964

HRD vs LEARNING AND DEVELOPMENT
8
The term human resource development retains its popularity among academics but it has never been attractive to practitioners. They tend to
dislike it because they see its reference to people as a ‘resource’ to be demeaning. Putting people on a par with money, materials and
equipment creates the impression of ‘development’ as an unfeeling, manipulative activity, although the two terms are almost indistinguishable.
(Harrison, 2009)

PURPOSE OF HRD
9
LEARNING
The purpose is to enhance individual
development, growth and potential
through learning.
(Rigg et al 2007)
[Learning] must be inferred at some
point after instruction.
(Soderstrom and Bjork, n.d.)
PERFORMANCE
The purpose of HRD is to improve
organisational performance through
enhancing individual and collective
competence.
(Rigg et al 2007)
[Performance] is what can be observed and
measured during instruction or training.
[Research has shown that] learning could occur without changes in performance, […] improvements in performance can fail to yield significant learning.
Conditions that induce the most errors during acquisition are often the very conditions that lead to the most learning!

10
Strategic human resource development (SHRD)
An approach to helping people to learn and develop that is concerned with how the organization’s goals will be achieved
through its human resources by means of integrated L&D strategies, policies and practices.
Critical human resource development (CHRD)
A learning perspective considered to be an alternative to conventional views of HRD as a ‘tool’ of management justified
only in helping to meet managerial goals and objectives.
Vocational education and training (VET)
Policies and interventions of national governments to promote, support and shape investment in and approaches to
education and training undertaken by employers and citizens. An alternative term for NHRD.
National human resource development (NHRD):
Policies and interventions of mainly national governments to promote, support and shape investment in education and
training undertaken by employers and citizens. The term can also encompass similar activities of supranational bodies
such as the European Union and the United Nations.
PERSPECTIVES ON HRD

11
CORE PURPOSES OF HRD
Based on Hamlin and Stewart, 2011
Improving
individual or group
effectiveness and
performance
PURPOSE 01
Improving
organizational
effectiveness and
performance
PURPOSE 02
Developing
knowledge, skills
and competencies
PURPOSE 03
Enhancing human
potential and
personal growth.
PURPOSE04

12
TRENDS
Let’s explore the trends in L&D from the perspective of these 3 areas
PEOPLE
This includes L&D professionals, managers, team members, C-Level team, leaders and other
stakeholders.
ORGANISATION
This would include more intangible things like the culture, the values, the
mind-set and behaviours exhibited by senior managers and team members
alike, objectives, short- and long-term strategies, policies and processes.
RESOURCES
A number of resources can be considered here: budgets, time, number of L&D professionals
and SME , available knowledge and many others. It would also include software, Learning
Management Systems, integration with any Talent Management and Performance
management systems and others.
TRENDS

Employees
13
TRENDS – PEOPLE
For ease, let’s break the PEOPLE element into 3 sub-sections
TRENDS
Leadership / Management
L&D Professionals
TRENDS

14
TRENDS – PEOPLE
Let’s start with the Learning and Development Professionals
TRENDS
L&D Professionals
TRENDS

CONTINUOUS
PROFESSIONAL
DEVELOPMENT (CPD)
15
L&D Professionals engage in CPD
themselves, as well as act as agents for
other people’s CPD
What is CPD?
“Ongoing learning and improvement in
the specific professional requirements
of an individual’s role”
Can be “a condition of continuing
membership of professional bodies”
“A combination of approaches, ideas
and techniques that will help you
manage your own learning and growth”
“The focus of CPD is firmly on results –
the benefits that professional
development can bring you in the real
world.”

16
The CIPD policy is that members of the CIPD shall:
• maintain professional knowledge and competence
• seek appropriate support if business needs require
involvement in new areas of activity
• ensure that they provide a professional, up to date and
insightful service
• upon request will provide evidence of compliance with
this CPD policy.
The Institute will audit CPD.
CONTINUOUS
PROFESSIONAL
DEVELOPMENT
(CPD)
The CIPD policy

17
While the responsibility for CPD falls under the L&D
professionals, it is of crucial importance that the organisations
encourage and enable the development of L&D capability as
well.
The latest CIPD survey Report on Learning in Development
(2015) shows that the higher the role in the hierarchy, the
more the organisation actively encourages the development of
L&D capability (45% of HR Directors and 44% of Heads of
Learning and Development are encouraged to a great extent
to develop, while only 25% of the talent, training, learning and
development specialists are supported in the same way).
CONTINUOUS
PROFESSIONAL
DEVELOPMENT
(CPD)
What are the current trends?

19
CIPD PROFESSION MAP
CIPD conducts research that helps identify a
comprehensive overview of the HR
profession, which results in the development
of the CIPD Profession Map (Wilson and
Wilson, 2012)
2009
The CIPD Profession Map sets out standards
for HR professionals around the world: the
activities, knowledge and behaviours needed
for success (CIPD, 2015)
TODAY

20
CIPD PROFESSION MAP
10 Professional Areas:
Describes what you need to do (activities) and what you need to know
for each area of the HR profession at four bands of professional
competence.
8 Behaviours:
Describes the behaviours and HR professional needs to carry out their
activities. Each behaviour is described across four bands of
professional competence.
4 Bands of Professional Competencies:
Describes the four bands of professional competence and the
transition challenges faced when moving from one band to the next.
How their contribution and success is measured.

THE ROLE AND PURPOSE OF THE L&D FUNCTION
21
How does L&D fit in? (Based on the CIPD 2015 survey report)
L&D is a specialist function/role within
the HR department
L&D is part of generalist
HR activities
L&D activities are split between HR and another
area of the business OR are completely separate
from the HR function
40% 20% 40%
L&D is not aligned at all
with the business needs
L&D is extremely aligned to the
needs of the business, the L&D
and business strategy are fully
integrated
L&D is broadly aligned, with some discrepancies L&D is somewhat aligned
25% 42% 27% 6%

THE FUTURE OF THE L&D FUNCTION
22
In the area of learning, the world has totally changed from that of “instructor delivered” to “informal” to now “employee-owned.” We, as employees,
now have total control of our own learning, so we expect our companies to offer us video content, massive open online courses6 (MOOCs), and lots of
external access whenever we need it. The role of curation and content management is becoming central to L&D; people who used to be called
“instructional designers” are now “learning experience designers” because they no longer “teach” as they “design learning experiences.”
(Bersin, 2016)

THE FUTURE OF THE L&D FUNCTION
23
Learning and development issues exploded from the No. 8 to the No. 3 most important talent challenge in this year’s study, with 85 percent of survey
participants rating learning as a “very important” or “important” problem. Despite this demand, capabilities in learning dropped significantly; the gap
between importance and readiness was more than three times worse in 2015 than in 2014.
(Bersin, 2016)
!

24
TRENDS – PEOPLE
Let’s explore what is being done in L&D for employees
Employees
TRENDS

25
PEOPLE
IN-HOUSE
Top 3 most used practices: on-the-job training
(48% of respondents), In-house development
programmes (46%), Coaching by line managers
or peers (32%)
Top 3 most effective practices: on-the-job training
(47% of respondents), Coaching by line managers
or peers (40%)
In-house development programmes (34%),
Top 3 methods expected to grow: Coaching by line
managers and peers (65% of respondents), in-
house development programmes (53%), On-the-job
training (48%)

26
PEOPLE
27% of respondents use external conferences,
workshops and events
15% of respondents believe external conferences,
workshops and events are effective
22% believe usage of external conferences,
workshops and events will increase, 25% think it
will decrease in the next 2 years
EXTERNAL

27
PEOPLE
eLearning is the 4th most used method in
organisations, but 8th (out of 10) in terms of
effectiveness
59% of respondents believe eLearning will
increase in usage in the next 2 years
Other eLearning methods that are believed to
increase in the next 2 years: Virtual classrooms
and webinars (36% of respondents), Mobile
device-based learning (25%), User-generated
content (25%), Massive open online courses
(MOOCs) (13%) and Gamified learning (11%)
E-LEARNING

PEOPLE
28
What’s trending in People development in 2015?
IN-HOUSE
COACHING
CONTENT
NON-EMPLOYEE
Remains most common
method used
Most organisations expect to
increase their use of coaching
and mentoring
Most L&D content is
developed from scratch
Approx. two-thirds of
organisations offer training to
students, clients or volunteers,

PEOPLE
29
What the employee actually wants?
Learn at weekends or
evenings
Know what learning
they need to do their
job
Like to be able to learn
at their own pace
Want to be able to do
their job better/faster
42% 87% 88% 76%

30
TRENDS – PEOPLE
Finally, what’s happening in Leadership and Management development
TRENDS
Leadership / Management
TRENDS

TOP 3 PRIORITIES OF LEADERSHIP DEVELOPMENT
31
IMPROVE STAFF
PERFORMANCE
(50%)
CHANGING/ENHANCING
THE ORGANISATIONAL
CULTURE
(45%)
STRATEGIC AND
FUTURE-FOCUSED
WAY OF THINKING
(40%)
18% in 2014
No data for prev. years
57% in 2014
19% in 2012
23% in 2011
25% in 2010
No data for 2014
54% in 2012
39% in 2011
42% in 2010
80% of organisations report they will be carrying out leadership development activities in the next 12 months.

32
TRENDS – ORGANISATION
How does the organisation affect the L&D function from the perspective of these 3 areas?
TRENDS Policies and Processes
Strategy
Culture and Values
TRENDS

33
Let’s start with Culture and Values. In this current context, those are considered as one and the same thing.
TRENDS
Culture and Values
TRENDS

Continual learning
and improvement
Expenditure
encourages where
there is benefit
Target key
performance
needs
Cover other aims
Delivered
efficiently and
effectively
Investment for
the future
Personal career
development
34
CULTURE AND VALUES
As well as reflecting business aims, the L&D strategy should align with organisational culture and also address
operational realities and constraints. Some examples might include:

35
Just like a backbone, policies and processes are fundamental to building a strong organisation and an L&D
function in particular.
TRENDS Policies and ProcessesTRENDS

PROCESSES
36
To what extent are your L&D processes integrated into other aspects of HR management (such as recruitment,
performance management, reward)? (% of respondents)
PROCESSES
Not at all 12%
To little extent 24%
To some extent 43%
To a great extent 21%
If L&D is to become more strategic and aligned with the business, as the research suggests, then the L&D processes need to help and encourage
business needs and strategy, not hinder it.

37
How does the overall strategy interact and affect L&D?
TRENDS
Strategy
TRENDS

STRATEGY
38
What is strategic Learning and Development?
STRATEGIC L&D
Strategic L&D is an approach to
helping people to learn and develop
that is concerned with how the
organization’s goals will be achieved
through its human resources by
means of integrated L&D strategies,
policies and practices.
(Armstrong and Taylor, 2014)
The starting point for an effective L&D strategy is to understand the both the internal
and external context of the business, including the industry, business needs and the
rationale that drives organisational strategy. The factors governing this are many, but
some examples might be:
• the unique offer of the business and what gives it competitive advantage
• changes predicted in the business environment – the rate of growth or decline, the
competition and the degree of technological change
• the need to change and adapt to economic circumstances
• how customers are served and the nature of their expectations.

STRATEGY
39
What’s the case at hand?
Research shows that “high-impact” learning organizations deliver 30
percent higher customer service and show similar high performance in
innovation.
Lack of clarity regarding the business strategy is one of the most common
barriers hindering business alignment. Approximately a third experience
‘apathy’, ‘lack of insight and understanding’ or ‘interest’ from senior
management. A quarter feel constrained by lack of resources.
A quarter report that L&D strategy is extremely aligned with the needs of
the business and a further two-fifths that they are broadly aligned with
some discrepancies.

40
TRENDS – RESOURCES
Finally, we’ll look at how resources affect the L&D Function.
TRENDS
Technology
People
Budget
TRENDS

41
Let’s explore how budgets affect the L&D activities.
TRENDS
Budget
TRENDS

BUDGET
42
How are the economic/funding circumstances this year, as compared the past 12 months?
Worse than before
Better than
before 17%34%
The median annual L&D budget range is £201–250 per employee, there is considerable variation in L&D budgets. Just over a quarter
have an annual budget of less than £100 per employee, while one in seven have a budget of more than £700.
(CIPD, 2015)

BUDGET
43
What money buys? The below graph shows 51% to 100% of budget will be allocated to these activities (% of respondents)
Improving individuals’ performance in existing roles
Meeting compliance regulations
(including health and safety)
Self-development for future roles
Non-role-specific personal
development
38% 18% 6% 3%

44
Let’s explore how Technologies of the 21st century shape the L&D function.
TRENDS
Technology
TRENDS

TECHNOLOGY
45
What technologies are being used?
Mobile Learning
Game-based learning
Bring your own device (BYOD) programmes
Open educational resources
Massive Open Online Classes (MOOCs)
Flipped Classrooms

TECHNOLOGY
46
How does eLearning usages stack up against effectiveness?
Most effective Most used 29%12%
Just a quarter of respondents feel ‘extremely’ or ‘very’ confident in their ability to harness technology to increase the effectiveness
of their L&D interventions (CIPD, 2015). If L&D has the technology to increase engagement but lacks confidence to use it, this
creates a clear knowledge gap that needs to be addresses by organisations.

TECHNOLOGY
47
How will investment in Learning Technologies change?
Decreased Increased 32%11%
Just a quarter of respondents feel ‘extremely’ or ‘very’ confident in their ability to harness technology to increase the effectiveness
of their L&D interventions.
(CIPD, 2015)

TECHNOLOGY
48
To what extent are your L&D systems integrated into other aspects of HR management (such as
recruitment, performance management, reward)? (% of respondents)
SYSTEMS
Not at all 23%
To little extent 25%
To some extent 38%
To a great extent 13%
If L&D is to become more strategic and aligned with the business, as the research suggests, then the integration between L&D systems and the rest of
HR need to become completely integrated with one another. This will have a domino effect on all the rest of the HR management.

49
Finally, let’s take a look at how people affect the trends in L&D.
TRENDS
People
TRENDS

PEOPLE
50
The size of the L&D function in different sized organisations
Organisation Size Average number of people in the L&D Function
More than 20,000
232 29 11 5
4 3
5,000–19,999 1,000–4,999 250–999
<10
10–4950–249
2

PEOPLE
51
Changes to L&D department headcount and workload over the past 12 months (% of respondents)
Decrease Increase 26%23%
Headcount
Decrease Increase 74%3%
Workload
If headcount stays the same, but the workload increases, the overall HR management, practices and processes need to be brought to question. Coupled
with the ineffective use of learning technology, it becomes apparent that there is cause for concern in the L&D function. Perhaps further research is
needed to find out how do L&D practitioners deal with the increase in workload.

ROLES
52
Let’s explore the role of the L&D professional from the perspective of these 3 areas.
COMPONENTS of L&D
L&D professionals
EXPECTATIONS
What CUSTOMER want
How L&D needs to ADAPT

ROLES – COMPONENTS OF L&D
53
According to Armstrong, 2014 these are the L&D components
Learning and
Development
Organisationa
l Learning
Knowledge
management
Individual
Learning and
development
Workplace
learning
Self-directed
learning
eLearning
Coaching and
Mentoring
Blended
Learning
Training
Workplace
Learning
Formal off-
the-job
training
Leadership &
Management
development
While there might be some differences in organisations, generally all of the above would be part of the responsibilities of a Learning and
Development professional. To understand the roles of L&D in more detail, we need to examine the expectations of all stakeholders – managers,
employees and L&D alike.

ROLES
54
What are the aspirations of L&D professionals and how much do they achieve?
89%
41%
Want to have Have achieved
Benefits related to efficiency
88%
39%
Improved individual processes
91%
29%
Improved productivity and
engagement
88%
24%
Improved business
responsiveness
89%
21%
Improved learning culture

ROLES
55
What customer want from HR?
1
HR should engage more seriously with finding
out what its customers need and their
experiences of current HR services
HR needs to be responsive – clear about what
it is there for and what services it offers; easy
to contact; and able to respond quickly,
efficiently and effectively
Managers want an independent-minded HR
function, which understands the workforce and
can help management balance employee and
business needs
2
3

ROLES
56
What customer want from HR?
4
Customers do want an HR function with
strategic business impact, but this is about
solving problems that are strategically
important for the business, not about separate
HR strategies
The customers of HR want a ‘proactive’ HR
function, which spots issues ahead of time and
works closely with managers to address them
Customers want professional HR support from
real ‘people partners’
5
6

ROLES
57
How does L&D need to adapt?
ALIGNMENT AND RESOURCES
• Stronger alignment between L&D activity and business and learner needs
• Maximise the resources they have to enhance effectiveness
• Clear connections between the different functions and agreement on L&D’s purpose
EVOLUTION OF ROLES
L&D CAPABILITY
DRIVING CHANGE
• Roles are becoming increasingly multifaceted
• Agility and versatility are essential
• A key shift is a move away from learning delivery to performance consultancy
• Need for L&D to support social learning
• L&D must address key skill gaps
• These include business and commercial understanding, facilitation of social learning and
technological capability and robust diagnosis
• L&D must first invest in their own capability
• L&D needs to continue to evolve and adapt
• A key priority should be to actively scan the horizon to anticipate change
• L&D requires greater analytical capability to use and interpret evidence and data

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59
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