Learning & Development in Organisations: Strategy, Evidence and Practice

Copyright Page
Contents
Figures
Tables
Abbreviations
Foreword
Preface
Pedagogical Features
Structure
Acknowledgements
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
            1.2.1. Learning
            1.2.2. Training
            1.2.3. Development and Education
            1.2.4. Instruction and Teaching
            1.2.5. Human Resource Development and Workplace Learning
            Case Study 1.1: L&D in PwC
        1.3. The Historical Evolution of L&D in Organisations
            1.3.1. The Emergence of the Classroom and Structured Onthe-job Training
            1.3.2. eLearning and Digitisation
            1.3.3. Blended Learning
            1.3.4. Social Learning
            1.3.5. Personalised learning
        1.4. The Context of L&D
            1.4.1. The External Context of L&D
            Case Study 1.2: L&D and the Gig Economy
            1.4.2. The Changing Organisational Context
            1.4.3. Changes in Perspectives on Managing People
        1.5. Defining Strategic L&D
            1.5.1. Strategic L&D: Approach and Philosophy
            1.5.2. The Case for Investment in 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
            2.2.1. The Universalistic Approach to L&D
            Critical Reflection 2.1
            2.2.2. The Contingency Approach to L&D
            2.2.3. The Configurational Approach to L&D
            Case Study 2.1: L&D in InfoSys
            2.2.4. The Architectural Approach to L&D
        2.3. Explaining the Link between L&D, Individual and Organisational Performance
            2.3.1. Human Capital Theory and L&D
            2.3.2. The Resource-based View and L&D
            2.3.3. The Behavioural Approach and L&D
            2.3.4. Ability-Motivation-Opportunity Theory and L&D
            2.3.5. Attribution Theory and L&D
            2.3.6. Social Exchange Theory and L&D
        2.4. Conceptual Frameworks to Understand L&D in Organisations
            2.4.1. The Systematic L&D Model
            2.4.2. The Open Systems Training Model
            2.4.3. Garavan’s Process Model of L&D
            2.4.4. Fairhurst’s Future L&D Scenarios Approach
            2.4.5. Ulrich & Brockbank’s Updated Model and Caldwell’s Change Model
            Case Study 2.2: Implementing a New Vision at Virgin Trains – The Role of L&D
        2.5. Structuring L&D in Organisations
            2.5.1. L&D Structure Considerations
            2.5.2. Structural Options for the L&D Function
            2.5.3. L&D Governance 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?
            3.3.1. L&D Supporting Business Strategy
            3.3.2. L&D’s Role in Shaping Strategy
            Case Study 3.1: People Strategy in the Irish Police Force
        3.4. Developing L&D Strategy: Content Issues
            3.4.1. Why does L&D Matter?
            3.4.2. What Should L&D Strategy Focus On?
            3.4.3. How Will L&D Be Facilitated?
            3.4.4. Where Does Responsibility for L&D Sit?
            3.4.5. Who Supports L&D?
        3.5. Developing L&D Strategy: Process Issues
        3.6. Developing L&D Strategy: Implementation Issues
            3.6.1. Successful Implementation of L&D Strategy
            3.6.2. Executive and Senior Management Responsibility for L&D Strategy Implementation
            3.6.3. The Role of the Line Manager in L&D Strategy Implementation
            3.6.4. The Role of the Employee in L&D Strategy Implementation
            3.6.5. The Role of L&D Professionals in L&D Strategy Implementation
            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
            3.7.1. Financial Resources
            3.7.2. Physical Resources
            3.7.3. Human Resources
        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
            4.3.1. Pedagogy and Andragogy
            4.3.2. Scaffolding and Guided Discovery Learning
        4.4. Categories of Adult Learning Theory
            4.4.1. Instrumental Learning Theories
            4.4.2. Humanistic Learning Theories
            4.4.3. Transformative Learning Theory
            4.4.4. Social Theories of Learning
            4.4.5. Recent Theories of Adult Learning
        4.5. Adult Learning Styles
            4.5.1. Kolb’s Learning Style Theory
            4.5.2. Honey & Mumford’s Learning Styles
            4.5.3. The VARK Model
            4.5.4. Implications for L&D
            Critical Reflection 4.2
        4.6. Multiple Intelligences and Adult Learning
        4.7. Training Motivation and Engagement
            4.7.1. Training Motivation
            Case Study 4.1: What Is Autonomous Learning and What Does It Mean for Employees?
            4.7.2. Training Engagement Theory
        4.8. Misconceptions about Adult Learning in Organisations
            4.8.1. Learners Over a Certain Age Cannot Learn
            4.8.2. Technophobia
            4.8.3. The Person Who Learns Fast Is Best Suited to the Job
            4.8.4. Strong Correlation Between Academic Success and Performance On-the-job
            4.8.5. People Learn All They Need to Know On-the-job
            4.8.6. People Learn Nothing from Mistakes
            4.8.7. People Learn All They Need to Know at the Beginning of Their Career
            4.8.8. Telling and Exhorting by an Instructor is the Same as Learning by Listening
            Case Study 4.2: Designing Training for Older Employees
        4.9. The Implications of Adult Learning Theories for L&D
            4.9.1. Sequencing the Training Material
            4.9.2. Whole versus Part Learning
            4.9.3. Setting Objectives and Sub-objectives
            4.9.4. Providing a Meaningful Context for Learning
            4.9.5. Directing Attention, Guidance, Prompting and Cueing
            4.9.6. Practice and Rehearsal
            4.9.7. Distribution of Practice
            4.9.8. Feedback, Knowledge of Results and Reinforcement
            4.9.9. Retention and Forgetfulness
        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
            5.3.1. The Analytical Approach
            5.3.2. The Competency Approach
            5.3.3. The Problem-solving Approach
            5.3.4. The Strategic L&D Approach
            Case Study 5.1: Identifying L&D at Nestlé
            Critical Reflection 5.1
        5.4. L&D Needs Analysis: Organisational, Job / Task and Individual Levels
            5.4.1. Organisational L&D Needs Analysis
            Critical Reflection 5.2
            5.4.2. Job / Task Analysis
            5.4.3. Individual / Person Level Analysis
            Case Study 5.2: Learning Needs Analysis in Small Organisations: An Informal Approach
        5.5. Why Identifying L&D Needs is Important
            5.5.1. The Benefits of L&D Needs Analysis
            5.5.2. Responding to L&D Triggers in Organisations
        5.6. Who Should Be Involved in the L&D Needs Assessment Process?
        5.7. L&D Needs Analysis Methods
            5.7.1. L&D Needs Analysis Methods at the Organisational Level
            5.7.2. L&D Needs Assessment Methods at the Job / Task Level
            5.7.3. L&D Needs Analysis Methods at the Person Level
        5.8. Analysing L&D Data and Determining L&D Priorities
        5.9. Challenges Encountered when Conducting L&D Needs Analysis
            5.9.1. Political Considerations
            5.9.2. Poor L&D Processes and Expertise
            5.9.3. Lack of Leadership and Employee Buy-in to the Needs Analysis process
            5.9.4. Time, Cost and Confidentiality Issues
        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
            6.4.1. The ADDIE Model
            6.4.2. The Instructional Systems Design Model
            6.4.3. The Rapid Prototyping Model
            6.4.4. The Layers of Negotiation Model
            Case Study 6.1: Meeting the Learning Needs of Boomers and Seniors
        6.5. The Development of Learning Objectives
            6.5.1. Typologies of Learning Objectives
            Critical Reflection 6.1
        6.6. Developing Classroom Learning Content
            6.6.1. Strategies to Develop Learning Content for the Classroom
        6.7. Designing and Developing Digital Learning Solutions
            6.7.1. What is Digital Learning?
            6.7.2. Designing Effective Digital Learning Solutions
            Case Study 6.2: Using Technology to Deliver L&D in Hewlett Packard
        6.8. Designing Blended and Flipped Learning Solutions
            6.8.1. What Are Blended and Flipped Learning?
            Critical Reflection 6.2
            6.8.2. Using Blended and Flipped Learning
        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
            7.2.1. What is a L&D Method?
            7.2.2. The Spectrum of L&D Methods
            7.2.3. L&D Methods and Business Strategy
            Critical Reflection 7.1
            7.2.4. What Does Formal Mean in the Context of Off-the-job and On-the-job Learning Methods?
            Case Study 7.1: Du Pont’s STOP Safety Training Programme
            7.2.5. Informal L&D Methods
        7.3. How L&D Methods Differ
            7.3.1. Learning Modality
            7.3.2. Learning Environment
            7.3.3. Location of Learning and Trainer
            7.3.4. Trainer Presence
            7.3.5. Interactions Between Learners and Trainers
            7.3.6. Time Demands
            7.3.7. Cost Issues
        7.4. Advantages and Disadvantages of Formal Off-the-job L&D Methods
            7.4.1. Didactic Formal Off-the-job L&D Methods
            7.4.2. Experiential 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
            8.2.1. Near-the-job Training
        8.3. Different Types of Structured On-the-job L&D
            8.3.1. Job Instruction Training
            8.3.2. Development Discussions and Planning
            Critical Reflection 8.1
            Case Study 8.1: Flight Attendant Training at JetBlue
            8.3.3. Job Performance Aids
            8.3.4. Job Rotation and Transfers
            8.3.5. Job Shadowing
            8.3.6. Internships
            8.3.7. Apprenticeships
            8.3.8. Coaching
            8.3.9. Mentoring
        8.4. Using Informal L&D Methods in Organisations
            8.4.1. Different Types of Informal On-the-job Learning Methods
        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
            8.6.1. The Concept of Blended Learning
            8.6.2. Advantages and Disadvantages of Blended Learning
            8.6.3. 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?
            8.7.1. Learning Objectives
            8.7.2. Learner Characteristics
            8.7.3. Trainer Characteristics
            8.7.4. Organisational Context, Cost and Resource Issues
        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
            9.3.1. Trainer Style and Effectiveness
            9.3.2. Trainer Presence in the Classroom
        9.4. Applying Learning Theory to the Delivery of Classroom Training
            9.4.1. Pre-training Interventions
            9.4.2. Interventions During 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
            9.6.1. Using Instruction to Deliver Training
            9.6.2. Using Facilitation in Training
            Critical Reflection 9.2
        9.7. Creating an Effective Classroom Training Environment
            9.7.1. Seating Arrangements for Effective Training
            9.7.2. Training Site, Materials, Equipment and Scheduling
        9.8. Delivering Training in the Classroom: Key Challenges
            9.8.1. Disruptive Learners in the Classroom
            9.8.2. Challenges for L&D Practitioners in Delivering Classroom Training
            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
            10.3.1. Shifts in Thinking about Learning
            10.3.2. The Changing Performance Agenda for L&D
            10.3.3. The Emergence of New Technology Tools
        10.4. eLearning
            10.4.1. Instructor-led or Self-directed
            10.4.2. Asynchronous or Synchronous
            10.4.3. Effectiveness and Advantages / Disadvantages
            Critical Reflection 10.1
        10.5. Massive Open Online Courses
        10.6. Mobile Learning
            10.6.1. Accessibility
            10.6.1. Distractibility
            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
            10.8.1. Virtual Reality
            10.8.2. Virtual Worlds
            10.8.3. Augmented Reality
        10.9. Learning Management Systems and L&D
        10.10. Advantages and Disadvantages of Technology-based Training and Digital Learning
            10.10.1. Advantages and Disadvantages for Learners
            10.10.2. Advantages and Disadvantages for L&D Specialists
            10.10.3. Advantages and Disadvantages for Organisations
        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
        Introduction
        11.2. Defining Social, Collaborative and Collective Learning Processes
            11.2.1. How do Social, Collaborative and Collective Learning Differ?
        Critical Reflection 11.1
        11.3. Different Types of Social, Collaborative and Collective Learning
            11.3.1. Learning in Networks
            11.3.2. Collective Team Learning
            11.3.3. Learning in Communities of Practice
            11.3.4. The Learning Organisation and Organisational Learning
        Critical Reflection 11.2
        11.4. Social Media and the New Social Learning
            11.4.1. The New Social Learning
            11.4.2. Social Media and Social Learning
            Case Study 11.1: Using Social Media for Training in Marks & Spencer
        11.5. Collective Social Learning Processes and Tools
            11.5.1. Learning Circles and Organisational Dialogue
            11.5.2. Advocacy and Inquiry
            11.5.3. Open Space Technology
            11.5.4. World Café
            11.5.5. Time out of Time
            Case Study 11.2: Social learning: The Sea Salt Learning Approach
        11.6. Contextual Conditions Facilitating Social, Collaborative and Collective Learning
            11.6.1. Learning Culture
            11.6.2. Teamwork
            11.6.3. Trust and Social Capital
            11.6.4. Leadership, Champions and Communication
            11.6.5. Resources
        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
            12.4.1. The Theory of Identical Elements
            12.4.2. The Stimulus Generalisation Theory
            12.4.3. The Cognitive Theory of Transfer
        12.5. The Training Transfer Process
            12.5.1. Baldwin & Ford’s Model of the Training Transfer Process
            12.5.2. The Kontoghiorghes Model
            12.5.3. Haskell’s Taxonomy of Transfer and Transfer Principles
        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
            12.7.1. Transfer of Training Strategies Before Training
            12.7.2. Transfer of Training Strategies During Training
            12.7.3. Transfer of Training Strategies After Training
        Critical Reflection 12.1
        Case Study 12.2: Using Brain Science to Enhance Training Transfer
        12.8. Training Transfer Interventions
            12.8.1. Transfer of Training Interventions at the End of Training
            12.8.2. Transfer of Training Interventions On-the-job Post Training
        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?
            13.3.1. The Case for Evaluating L&D
            13.3.2. Barriers to Evaluating L&D
        Critical Reflection 13.1
        13.4. Models of Training Evaluation
            13.4.1. Kirkpatrick’s Hierarchical Model of Evaluation and New World Kirkpatrick Model
            Case Study 13.1: How Johnson & Johnson Trains Doctors
            13.4.2. The COMA Model of Evaluation
            13.4.3. The Decision-based Evaluation Model
            13.4.4. The Integrated Model of Training Evaluation and Effectiveness
            13.4.5. The Multilevel Training Evaluation Taxonomy
            13.4.6. The Omnidirectional Training Evaluation Model
        13.5. Conducting Evaluations: Process and Outcome Evaluations
            13.5.1. Process Evaluation
            13.5.2. Outcome Evaluation
            Case Study 13.2: What Are Organisations Doing to Evaluate L&D?
            13.5.3. Measuring Job Behaviour
            13.5.4. Measuring Organisational Results
        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
        Introduction
        14.2. Defining Return on Investment, Learning Analytics and Evidence-based L&D
            14.2.1. Return on Investment
            14.2.2. Learning Analytics
            14.2.3. Evidence-based L&D
        14.3. Why Organisations Calculate Return on Investment
            14.3.1. Does L&D Make a Difference? Some Findings
        14.4. Costing L&D
            14.4.1. Distinguishing Learning, Training and Opportunity Costs
            14.4.2. Direct and Indirect Costs
        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
            14.6.1. Different Return on Investment Methodologies
            14.6.2. Utility Analysis and Break-Even Analysis
            14.6.3. The Balanced Scorecard and L&D
        Critical Reflection 14.1
        14.7. Learning Analytics and L&D
            14.7.1. Defining Learning Analytics
            14.7.2. Benchmarks and Data Analytics
            14.7.3. Evidence-based L&D
            Case Study 14.2: Why Has Our Training Stopped Working?
            Critical Reflection 14.2
            14.7.4. L&D and Big Data
        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
        Introduction
        15.2. Defining the L&D Professional Role in Organisations
            15.2.1. Expectations of Organisational Stakeholders about L&D
        15.3. The Spectrum of L&D Roles in Organisations
            15.3.1. L&D Provider
            Case Study 15.1: What Does Research Tell Us about L&D Roles in Organisations?
            15.3.2. Internal Consultant and Advisor
            15.3.3. Boundary Spanner and Business Partner
            15.3.4. Change Agent
            15.3.5. Capacity and Capability-building
            15.3.6. Facilitator of Transformational Learning
        Critical Reflection 15.1
        15.4. The Competencies of L&D Professionals
            15.4.1. Business, Financial and Technical Competencies
            15.4.2. Managerial Competencies
            15.4.3. Cognitive Competencies
            15.4.4. Relationship-building, Collaborative Working and Networking Competencies
            15.4.5. L&D Competencies and Expertise
        15.5. Developing the L&D Professional in Organisations
            15.5.1. Defining Continuous Professional Development
            15.5.2. Continuous Professional Development Strategies for L&D Practitioners
        Critical Reflection 15.2
        15.6. Professionalism, Ethics and the L&D Practitioner
            15.6.1. The Nature of Professionalism
            15.6.2. Ethics and L&D
            Case Study 15.2: Manager of a Community Training Project to a Senior L&D Role: A Developmental Journey
            15.6.3. The Principles-based Approach and Codes of Professional Practice
        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
            16.2.1. Future Worlds of Work: Implications for L&D
        Critical Reflection 16.1
        16.3. Delivering L&D in a Globalised World
            16.3.1. Strategic Purposes of L&D in a Global Context
            Case Study 16.1: What Is Invisible L&D?
            16.3.2. National Culture and L&D
            16.3.3. Developing L&D for Global L&D Roles
        16.4. Changing Perspectives on L&D in Organisations
            16.4.1. Generational Attitudes towards L&D in Organisations
            16.4.2. Life-long and Continuous Independent Learning
            16.4.3. Personalisation, Individualisation and Differentiation of L&D
            16.4.4. Learners as Co-Creators of Learning
            Critical Reflection 16.2
            Case Study 16.2: Artificial Intelligence and L&D
            16.4.5. Employees Paying for Their Own Learning in Organisations
        16.5. Future Opportunities and Challenges for L&D
            16.5.1. Future Proofing L&D in Organisations
            16.5.2. Green L&D, Sustainability and Society
            16.5.3. L&D and Human Dignity at Work
        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