Current Practices, Trends and Emerging roles in Learning and Development

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

AGENDA

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Define Human Resource Development

and current HRD practices

HRDExamine new and emerging trends in

Learning and Development

TRENDSIdentify the existing and up-and-coming

roles within Learning and Development

ROLES

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HUMAN RESOURCE DEVELOPMENTHRD 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




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






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







(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






(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

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HRD vs LEARNING AND DEVELOPMENT

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

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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!


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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

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CORE PURPOSES OF HRDBased 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 03Enhancing

human potential and

personal growth.

PURPOSE04

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TRENDSLet’s explore the trends in L&D from the perspective of these 3 areas

PEOPLEThis includes L&D professionals, managers, team members, C-Level team, leaders and other stakeholders.

ORGANISATIONThis 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.

RESOURCESA 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

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Employees

TRENDS – PEOPLE For ease, let’s break the PEOPLE element into 3 sub-sections

TRENDS

Leadership / Management

L&D Professionals

TRENDS

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TRENDS – PEOPLE Let’s start with the Learning and Development Professionals

TRENDS

L&D Professionals

TRENDS

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CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)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.”

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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

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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?

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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

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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.

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THE ROLE AND PURPOSE OF THE L&D FUNCTIONHow 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%

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THE FUTURE OF THE L&D FUNCTION

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)

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THE FUTURE OF THE L&D FUNCTION

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)

!

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

Employees

TRENDS

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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%)

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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 yearsEXTERNAL

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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

yearsOther 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

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PEOPLEWhat’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 tostudents, clients or volunteers,

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PEOPLEWhat 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%

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

TRENDS

Leadership / Management

TRENDS

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TOP 3 PRIORITIES OF LEADERSHIP DEVELOPMENT

IMPROVE STAFF PERFORMANCE

(50%)

CHANGING/ENHANCING THE ORGANISATIONAL

CULTURE(45%)

STRATEGIC AND FUTURE-

FOCUSED WAY OF THINKING

(40%)18% in 2014No data for prev. years

57% in 201419% in 201223% in 201125% in 2010

No data for 201454% in 201239% in 201142% in 2010

80% of organisations report they will be carrying out leadership development activities in the next 12 months.

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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

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

TRENDSCulture and Values

TRENDS

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Continual learning and improvement

Expenditure encourages

where there is benefit

Target key performanc

e needs

Cover other aims

Delivered efficiently

and effectively

Investment for the future

Personal career

development

CULTURE AND VALUESAs 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:

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TRENDS – ORGANISATION 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

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PROCESSESTo 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.

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TRENDS – ORGANISATION How does the overall strategy interact and affect L&D?

TRENDSStrategy

TRENDS

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STRATEGYWhat 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.

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STRATEGYWhat’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.

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

TRENDS

Technology

People

Budget

TRENDS

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TRENDS – RESOURCES Let’s explore how budgets affect the L&D activities.

TRENDS

Budget

TRENDS

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BUDGETHow 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)

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BUDGETWhat 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%

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

TRENDS

Technology

TRENDS

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TECHNOLOGYWhat 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

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TECHNOLOGYHow 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.

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TECHNOLOGYHow 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)

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TECHNOLOGYTo 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.

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

TRENDS

People

TRENDS

PEOPLE

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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

<1010–4950–249

2

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PEOPLEChanges 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.

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ROLESLet’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

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According to Armstrong, 2014 these are the L&D components

Learning and Development

Organisational 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.

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ROLESWhat are the aspirations of L&D professionals and how much do they achieve?

Want to have Have achieved

89%

41%

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

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ROLESWhat customer want from HR?

1HR 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

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ROLESWhat 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

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ROLESHow 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

THANK YOU

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Education

Current Practices, Trends and Emerging roles in Learning and Development