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.

Table of Contents:
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