Developing Human Potential

Introduction:

Learning and Development (L&D) is an organisational process and various terms such as
‘training and development’, ‘employee development’ and ‘human resource development’ had
been established to describe L&D field. Training and development is a popular terminology
with the official publications and it can be applied to all types of organisations. Employee
development highlights the ‘master-servant’ relationship and its use is diminishing as many
organisations are referring their members as associates or partners instead of employees.
Human resource development is term popular with the academics but not with the
practitioners as the term ‘resource’ means to put the people in organisation in par with
money, material and equipment and it creates an impression of ‘development’ as a controlling
and insensitive activity (Harrison, 2009). L&D activity gained popularity in organisation in
the USA during 1970’s and was termed as ‘human resource development’ and its purpose
was short term training, helping acquiring the specific skills and behavioural change. Nadler
(1970) defined it as “series of organisational activities conducted within a specified time and
designed to produce behavioural change”. During 1980’s, the term gained more strategic
perspective and needed identification of important skills and active management for the
leaning the long term future with respect to unambiguous organisational and business
strategies (Hall, 1984).

In 2001, Chartered Institute of Personnel Development (CIPD) had produced a set of revised
professional standards for identifying L&D’s purpose as an organisational process and
emphasising its importance to the business. It also recognises the need to gain the active
commitment of the learner in response to their needs and instead of forcing the learners, the
aim is to encourage and excite the latter to learn. CIPD (2005a: 81) defined L&D as a critical
organisational process of developing people by integrating the L&D processes, operations
and relationships and that leads to enhanced organisational effectiveness and sustainability
for the business and enhanced personal competence, better adaptability and employability for
the individuals.

Rosemary Harrison (2009) has emphasised “the primary purpose of learning and
development, as an organisational process, is to aid the collective progress through the
collaborative, expert and ethical simulation and facilitation of learning and knowledge that
support business goals, develop individual potential and respect and build on diversity”.
Harrison emphasised the partnership and ethical behaviour as the core L&D practice and

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gives importance to make the individual understand the value of learning for them and using
the same to benefit the organisation. The definition highlights knowledge creation which
helps the organisation to rapidly improve and radically innovate its products, service and
processes from time to time (Harrison, 2009).

In the L&D context, the L&D manager should ensure the there should be four kinds of
integration: 1) operational integration i.e. utilizing new technology where possible, 2)
performance integration by understanding the functions of L&D of what is to be achieved,
the number of projects and processes undertaken to meet the goals and the current progress in
each and the measures in establishing the outcomes and performance integration is about co-
ordinated project management and interlocking all the activities focused on organisation
wide learning and developing goals which supports the goals of business, 3) professional
integration, which can be described as the capacity of the entire team to take collective
actions by sharing a bond of friendship and reciprocity and 4) intellectual integration by
sharing a common knowledge base and this kind of integration is about accessing, sharing
and making practices in the L&D inside and outside the organisation.

The essay is separated into four parts discussing the challenges facing the L&D practices in
the organisations in the first part, the interventions to meet the L&D challenges in the second
part, the challenges to evaluate the interventions of L&D in the organisations in the third part
and the opportunities or methods to face the evaluation challenges of the L&D in the
organisation in the final part. There is no particular company chosen in this essay but a more
generalised picture of market is taken in order for the interventions and the opportunities to
be applied to tackle the issue of L&D in the organisation.

Challenges for Learning and Development in organisations in today’s changing

environment:

According to the survey by CIPD in 2003 of more than 800 CEOs, Human Resource directors
and the managers of private and public sector organisations found that that there are broad
and far- reaching challenges of reorganisations today and the survey also indicated that 40 per
cent of these initiatives fail to attain their objectives (CIPD, 2003d). There are many
challenges facing the modern organisations in implementing their L&D practices.

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L&D has an ethical dimension which is of great concern to the organisation. The powerful
external forces such as media, globalisation, stakeholders, legislation, talent war and
environmental concerns are putting pressure over the organisations to consider diversity and
equity along with economic accountability and affordability as bottom line for L&D
practices. According to Rana (2002), the organisations need to embrace the diverse value
systems in order to achieve continuous improvement and rapid innovation in the product,
service and processes. In the UK, the mass anti-discrimination legislation is reaching the
organisations and it is causing the organisations to focus more on compliance based rather
than value based diversity training as people can be forced or persuaded to compliance but no
one can be made to value each other as they value themselves. The respect for others is
emerged from internal value and these value based programmes help people understand the
fundamental assumptions about those who are different (Harrison, 2009).

There is a lot of emphasis given on the evidence based L&D practice and many researchers
find it difficult to manage the espoused and the real HR strategy and practice. Many
organisational change programmes have failed to achieve their objectives as failed as they
founded inadequate evidence base and also there was very little monitoring and evaluation of
their outcomes at the crucial stage. Inspite of investing heavily in the management L&D and
leadership, the practice is still insufficient with little apprehension in applying the lessons
from research in order to match the plans with the business objectives and to evaluate the
impact (Harrison, 2009). Hamlin (2002) emphasized that the evidence based approach in
Human Resource Development is unlikely to provide the desired results and it is important to
assess the findings from a good empirical research and should be ‘research informed’ i.e. to
use of research findings and process in order to inform, shape, measure and evaluate the
professional practice. It is important to not be become over- cautious and attempting nothing
as space should be allowed to experiment as there should be a willingness to take risk in
achieving progress in the rapidly changing world. Time and resources should be set aside for
conducting small experiments with little or no evidence base (Harrison, 2009). According to
Gary Hamel (quoted in Roberts 2006), HR professional need to come out of the conventional
pattern of behaviour and act as inventors and innovators. The disadvantage of
experimentation is that it requires sponsors who are capable and willing to invest and the
returns are always unpredictable. The failure has value if the causes are identified and also if
it is treated as a source of learning for improving the quality of future L&D decision making
(Harrison, 2009).

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The organisations which have high capability of adapting cope well with the situations
demanding change but for the organisations which have a strong historical background find it
difficult to do the same as embedded structures, routine work and procedures, the identity as
well culture developed over years, organisational myths, stories and symbols and skilled
incompetency can lead to pull away the leaders and their followers in order to understand and
respond to the changed environment. The challenge in context is to change the workplace
culture and help the L&D process to act as catalyst for change and initiate L&D practices
which transforms employees’ competence and confidence to achieve the personal as well as
organisational goals (Harrison, 2009)

The leadership in the organisations is also a challenge for the L&D functions. The failure of
leadership led to the mismanagement of banks in the UK that led to crisis in 2007-08 (The
Times 2008d). The crisis of effective leadership is burdening as when the survival of business
and jobs is at risk, the L&D professional need to give justifications for their actions and
advice instead of relying upon ‘evidence base’. The leaders need to inspire the confidence
and share the purpose among the employees not only by the L&D strategies but also by
showcasing leadership qualities in their respective field.

Learning and Development interventions:

There are various L&D interventions such as appraisal, career management and development,
coaching, mentoring, e- learning, peer group learning and many other methods.

According to Chartered Institute of Personnel Development (CIPD), coaching is the most

popular method of learning and development. In the tenth annual CIPD L&D survey, it was
found out that more than three quarters (71 per cent) of the employers in UK use coaching in
their respective organisation as compared to 63 per cent in the in the year 2007 and also 73
per cent of the respondents agreed to coaching as an effective L&D tool. In the survey, most
organisations implemented coaching for their employees for the purpose of personal
development (79 per cent) and handling the issue of poor performance (74 per cent) and most
organisation offered coaching to their managers as part of leadership development
programme (61 per cent). Coaching is an L&D tool not only for the employees but also for
the directors and senior management and also for the managers and line managers. According
to Dr. John McGurk, the adviser of CIPD learning and development, coaching is a very
popular and powerful tool for ensuring personal development and it has an enormous impact
on the individual as well as the organisation performance and it is helpful in fast paces

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knowledge economy in which today’s organisations operate. The CIPD survey also found out
that high responsibility for coaching lies with the line managers (36 per cent) and the rest
with the HR learning, training and specialist (30 per cent). More than half (53 per cent) of the
organisations say that coaching by learning managers is the most efficient L&D practice and
more agree that additional responsibility will fall on the line managers in the coming five
years (Howe 2008b: 34). Coaching is also a technique used to boost the skills of line
managers according to Dr. McGurk. Coaching is technique for developing the entire
workforce in order to reach their potential and also to improve the competitiveness and
productivity of the entire organisation. Dr McGurk also commented that several researches
have been conducted to improve the coaching standards in order to help the HR managers to
make the right decisions for learning and development and to ensure the value for money is
being attained for achieving the strategic objectives of the organisation. If the coaching is not
managed and designed in an effective manner, it will be difficult for the organisation to
achieve results as per the expectations. Coaching by leaders and managers can lead to a very
impact on the employees of the organisation which is useful for the organisational climate,
motivation and also the overall performance (Goleman 2000).

According to CIPD, coaching is a flexible and if delivered optimally, it can be low cost
learning and development intervention for the organisation in difficult times. There is a lack
of understanding the regarding how to use the coaching in the specific situation in order for
coaching to be effective. It is the duty of the HR managers to understand each type of
coaching and make the participants including line managers and coach understand their role
in the coaching process.

It is difficult to distinguish between ‘coaching’ and ‘mentoring’ as many practitioners

interchange both the terms. But mentoring in the workplace can be described as a relationship
of a more experienced colleague, in terms of knowledge and understanding of the work, with
more junior or inexperienced employees. Mentoring is a long standing method of training,
learning and personal development. According to CIPD, mentoring is a long term passing of
help, support and guidance at the workplace to inexperienced staff. Garvey (2004: 8) defined
mentoring as a process in which one individual takes the role of a counsellor and friend to
another and helps the latter to enter the organisation and making familiar with the culture and
processes or when they up new responsibilities in a very unknown level in the organisation
and Garvey also stated that both the mentee and the mentor may have individual as well as
organisational focus. Mentoring is used as tool specifically and separately for the future
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tailored development for the individual which will be of benefit for the organisation. In
mentoring the personal issues can be discussed more efficiently whereas in coaching the
emphasis was given more on performance at work. Mentoring focuses on improving the
individual’s career management skills. The relationships in mentoring last for longer duration
whereas in coaching the relationship is for a short duration. In mentoring the meetings
between the mentor and the participant can be held in more informal manner whereas in
coaching the meetings are held in more structured way. Mentoring benefits the organisation
in various ways. Mentoring has significant impact on the recruitment and retention of the
employees, it helps in implementing effecting succession plan and makes the organisation
better capable to adapt to the changes and ultimately leads to improved productivity by
increasing the employee engagement and job satisfaction. Mentoring helps the individual in
better career management, improved skills, technical and behavioural knowledge, wider
network of influence and helps the employees focus in a better way on their goals and
improves their self confidence and awareness level which leads higher performance and
contributions.

E-learning is another popular L&D intervention to overcome the challenges of learning and
development in the organisation. E-learning refers to use of internet or organisational intranet
in order to make the employees participate in the L&D process online. This technique is
useful if the number of employees is large or is separated by geographical boundaries. Taking
example of Wipro, one of the leading IT company in India, out of it 17500 employees, 2500
are on- site while 15000 employees are offshore at their centres in Bangalore, Pune,
Hyderabad, Chennai and Delhi. It is difficult to organize a training program for all these
employees at one place at a time, so e-learning is of great use to train the employees online.
Infosys, another major Indian IT company has 10 per cent of its employee training through e-
learning. E-learning has come a long way in order to train the employees learn the new
languages or learn new technology. E-learning is the strategic solution for the wider business
strategy throughout the organisation. E-learning can be used as a mean to impart basic
functions of improving employee skills and abilities and also its can be used as a
collaborative tool to support the various business problems such as corporate governance and
e-learning is a complete solutions package. E-learning leads to cost reductions as the cost of
classrooms based training, travelling, accommodation, time consumption are reduced by e-
learning. The individuals can set the training mode as per their convenience and thus it can be
customized and personalized rather than ‘one size fits all’ in classroom training methods.

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Thus e-learning helps to reduce the gaps of the Richness vs. Reach dilemma of training.
Classroom based training methods are to be scheduled in advance and are not as per
individual convenience. E-learning removes this barrier and helps the organisation in
arranging least disruptive revenue generating activities. Employees are not required to travel
long distances to reach the training areas and they can start their training when its appropriate
for the employees as per their convenience. The employees can attend the session in chunks
rather than spending a scheduled period of time for training as decided by the Human
Resource Department. E-learning is available 27x7 making it possible for the employees in
different time zone attend the training sessions and various important training data can be
made available to any part of the world anytime. Thus the problems or issues can be
addressed in a quicker way in order to beat the rivals. E-learning can be used as mechanism
by the organisation to train the employees to be more efficient and motivate them to achieve
their personal as well as organisational goals. In e-learning it is easy to assess the individual
success and failure on the basis of the attendance of the employees who accessed the e-
learning tools. It is easy to evaluate the post-course assessment by e-learning. The materials
for training are more interactive and can be accessed anytime by the employees and their
queries and suggestions can be easily posted through e-learning. The e-learning techniques
are successful as the cultural changes have taken place on the methods of learning and how it
can be delivered, the needs of the business can be easily aligned with e-learning, the needs for
learning are driven by technology, the e-learning process is marketed throughout the
organisation with the support the senior management and lot many skilled people are
involved in the e-learning process such as expert trainers, champion e-learners, graphics and
web designers. E-learning self –paced and allows consistency and guidance for the user. But
e-learning can also lead to anxiety among the learners who may not be ready or have access
to internet or computers. By using the technique the online learning, a lot many people can
have access as compared to the conventional training situations and e-learners must be
competent enough to work across cultures and also in building on diversity (Harrison, 2009).

Action learning can also be used as an intervention for the challenges facing the organisation
in the L&D processes. In action learning, the managers set real task in their respective
organisations and those tasks must represent a major and intractable problem which is given a
clearance by the organisation’s sponsors which expects the learners to produce a high quality
of outcome in a specified period of time. Action learning is set in real time and can be
facilitated from outsider or any other expert (Harrison, 1996). According to Harrison (1996),

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action learning gives emphasis on the ingenuousness, help, trust and challenges as well as
learning by means of reflection and real life experience and it is focused on individual
learning in the organisation to solve the problems which are of importance to the
organisation. The solution of the problems and the high learning capability in the organisation
helps to transform the organisation in the long term period.

The challenges for evaluating the learning and development interventions:

There is an issue of evaluation of the L&D processes due to difficulty in measurement as the
managers believe that the level of literature is of limited help, reluctance by management to
explore new evaluation methods and also because of the practice of the management to make
decisions based on gut feelings and personal informal assessment. There are several issues
related to evaluation of the L&D functions.

Coaching is a popular intervention method used by many organisations but there are issues
related to it as well. The issues include whether to give the responsibility over to the line
managers, who already have an ever increasing responsibility list, or to make organise
individuals dedicated as coaches who will embrace the organisational culture (Howe 2008b:
34). There is also an issue to structure and measure the coaching process in order to ensure it
adds value to the entire organisation and also there is challenge to ensure the ethical as well
as constant coaching standards to be maintained across the organisation. According to
Harrison (2009), investment in the internal coaching is often believed to be cheaper to the
organisation, but internal coaching can involve high cost of training and supervising the
entire process and workloads are freed during the coaching process in order to devote the
time for coaching activity can lead to increment in costs. Cost is the major challenge for any
training and development technique. There is cost involved in sending the employees for
training away from the organisation as associated travel, accommodation and other expenses
will escalate the training cost. There is cost involved in acquiring the specialist trainers and
cost will be identified from the trainer’s fees. The other cost involved in the training process
will be the charges for training rooms, equipments, accommodation and also there is cost
involved in supplying the training materials such as handouts to the trainees and also
catering. The cost increases in making arrangement for the training of the employees and also
expenses towards the delegates. There is issue of cost due to the time lost due to training
programme. Without any regards to the training as formal or informal, the cost increases due

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to delegates’ time away from work. It is easy to calculate the cost if the temporary staff is
brought in or overtime payments are given to cover the work lost due to time. But however
cost of losing the productivity is difficult to determine due to time loss. E-learning is
introduces as a technique for the cost saving purposes but it is necessary to measure the initial
cost of purchasing and designing the process and also there are costs involved in maintaining
the e-learning processes. The e-learning interventions will include the cost of provision of
internet and PC’s and also to employ an expert in order to make use of the e-learning
techniques. The pressure is on the training managers to take care of the budget along with the
performance targets and this could lead to cost containment which results in fluctuation of the
training budgets and this could complicate the evaluation and training planning (Aragon-
Sanchez et al, 2003).

Around forty years ago, Kirkpatrick found that the evaluation of training was ‘still in its
infancy’ stage and many organisations were putting minimum efforts in measuring the
trainees immediate reaction to the training received (Catalanello and Kirkpatrick, 1967) and
they suggested that the trainer must know how to evaluate the training experience of the
trainees. There is very little attempt by practitioners to assess the impact of the training
process at the higher corporate and organisational level. Russ- Eft and Preskill (2005:71),
after reviewing the evaluation practices of the training of various organisation around the
world concluded that the evaluation in organisations have become ‘stuck in quagmire’ i.e. in
a difficult and predicament situation. According to Dawn Smith (2006), even though many
employers are recently recognising the importance of informal training and also supporting it
by the means of web- based support systems in creating a network culture, very few have
been able to measure the impact of their efforts and the evaluation of the training strategies
are still in the developing stage. The major challenge of measuring the informal learning is
that there are no specific events which can be formed as the base for the evaluation; it is
difficult to ask the trainers about what they have learned every time after they have used the
resource. Many organisations have concluded that informal learning cannot be measured and
also a survey US magazine Chief Learning Officer (CLO) in May 2006, 49 per cent of the
respondents concluded that it is impossible to measure the outcomes of informal learning
over the business.

L&D professional line managers blame the lack of time if they fail to adequately manage
their task of learning and development. In few cases the outcomes can be fully be seen after
many months after the training and this is called as the ‘sleeper effect’. Therefore it is
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difficult to measure the evaluation of ‘when and how’ the outcomes of training and this can
be costly to the organisation (Harrison, 2009). The training and development process can also
be risky as sometimes the desired outcomes may not be observed after training and
organisation and sponsors may not get the desired return on investment which could lead to
heavy losses to the organisation and the outcomes of the L&D processes with respect to the
return on investment is difficult to measure as the outcomes are intangible in nature.
According to the CIPD survey of 2008, only 21 per cent of the respondents identified
monitoring and evaluation as a part of training process and around 46 per cent respondents
spent time in delivering training.

Opportunities for evaluating the learning and development interventions:

There various tools such as balanced score cards, co- creating cycle and value chain methods
which can used as opportunity for evaluating the L&D interventions.

The balance score card method by Robert S. Kaplan and David P. Norton is a strategic
performance management tool that helps the organisation to implement and translate
company’s visions and strategies and includes financial perspective, customer perspective,
business perspective and learning and growth perspective. The learning and growth
perspective involves the employees to be trained for corporate culture and its attitudes and
individual and corporate self improvement. People are the main resources in any knowledge-
worker organisation and in the current environment of changing technology, it is important
for the knowledge workers to adapt continuous learning. Kaplan and Norton said that
learning is more than training and it involves various aspects like mentors and tutors within
the organisational boundaries and also there should be no barriers in communication between
the workers whenever they face any problem and this will help them in finding the solution
for it. Balance scorecard method also includes use of internet and intranet in delivering the
training process. Thus balance score card includes combined factors of e-learning, coaching
and mentoring.

The organisations can take the opportunity by adopting the co- creating value cycle which is
also called as the six stage training cycle. Prahlad and Ramaswamy (2002) emphasized that in
that in the time of advance technology and rapid changing companies, the companies should
learn and adopt the co- create value with the customers. These customers have the ability to

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access the information on a global scale and they can easily compare the experiences and thus
influencing the value creation. The six stage model is based on this principle of value creation
(Harrison, 2009). The stage one of the model aims at establishing the partnerships with the
organisation. The partners are the sponsors and stakeholders who will help the organisation in
planning, design and delivery of the training. These partners act as the value adders to the
management project. All the partners are given a clear view of the purpose of the
organisation, the individual outcomes proposed, the resource base like financial, human and
material resources and the evaluation process and the metrics to be used in monitoring and
also to plan and design the event and the deadline to achieve the objectives. Stage two is
aimed at integrating planning and evaluation thus the aim is to link organisational level
outcomes with the particular business metrics and the major performance indicators, to the
core activities of business cycle (Spitzer 2005). This stage also aims at collection of data
which forms as base for evaluation and the data can be related to workplace environment
such as nature of business, business metrics, target learning population and their current
performance level and data on training and learning needs such as cognitive needs
(knowledge related skills, psychomotor needs (motor skills) and affective needs (feelings and
aptitudes). The third stage is to identify the training and learning needs which focus on
analysing the task, job and the role which requires training, identifying the elements of good
and poor performance and to establish and also identify the gaps between the current
performance and the intended performance. The fourth stage is to agree upon the learning
principles and strategies and this stage includes decisions to be made on agreeing upon an
effective and efficient learning principle to form the learning strategy, liking these principles
with the organisational and individual outcomes which the program need to achieve and
finally to give suggestions regarding the new and available business metric which can be
implemented in the training program. Stage five is to deliver the training. The first four
stages aims at preparing for the delivery of training and in stage five the design is set for
training and focus on achieving full value adding value adding potential and to ensure that the
appropriate learning methods are used and also the methods and solutions are innovative in
field. At this stage it is important to note the interim behavioural objectives which are
intermediate which the leaner should portray at each key stage of the learning process and the
final behavioural objectives which are the overall or end objectives of the learning event
(Harrison 2009). All the objectives need to be carefully taken into account taking into
consideration their contextual relevance and these conditions are those which the learner

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needs to show as change in behaviour once the training is concluded (Mager, 1984). The
sixth and the final stage is monitoring and evaluating the outcomes of the training process.
The trainer monitors the training process on a regular basis and discusses the problems and
the emerging needs. The evaluation is use to measure the end objectives and the outcomes to
determine the success of training program and it helps in future planning for the organisation.
In this cycle, the evaluation system embedded into the process since the beginning and the
same business metrics, data and the performance indicators are used as tools to measure the
outcomes of the training after its completion. The training outcomes are determined first the
corporate level and after that it goes down to department level, job level and finally at
individual level (Harrison, 2009) and shows that the six stage model aims at the outside- in
approach starting at corporate level.

Michael Porter’s value chain model is a popular model as it makes the complex concept easy
to understand without making losing the core meaning and it is convenient for the operation
of the business. The L&D professionals using this model will be able to ‘add value’ and focus
on the end result and it useful for them in the today’s business world and will be possible for
the value chain to become a potential ‘integrated domain of learning’ (Nevis et al 1995: 74).
The value chain model aims at performing the L&D functions and focus on continuous
adding value instead focusing just on evaluation and other best practice in the market, to
identify the various obstacles and gaps that can be possible for the L&D process for adding
value to the organisation and efficiently working with the organisational leaders, managers as
well as HR partners in order to add value to the organisation and to the individuals
(Holbeche, 2007). The value adding model consists of three processes like 1) align the
people in the right direction in order to help them set in the track of emerging trend of market
and technology, helping them effectively communicate the goals and objectives of the
organisation, enabling them to identify and tackle the barriers which prevent them from
acquiring the skills and helping the people in the organisation to use the technique for
continuous improvement, 2) engaging the people which refers to the employees level of
desire to work towards the attainment of organisation goals and getting themselves
interlocked into performing towards customer service, productivity and financial performance
(Sappal, 2004) and at this stage the L&D professional need to enhance the engagement level
of the employees by developing a systematic level of thinking as well as acting in order to
stimulate the value-adding procedures effectively and 3) the measurement of the data for
determining the impact of value- added activities and the potential value- adders. A pay- back

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method in which the return on past investments can be analysed and compared in quantitative
terms. The aim is to add value to the L&D function in order to help the partners and sponsors
determine whether there is benefit in balance for the business as well as its employees (Lee,
1996:31). Some practitioners believe that the value chain model outdated and it is more
relevant to the public sector (Harrison, 2009).

Conclusion:

The management should effectively raise awareness all throughout the organisation to
implement the value of learning and sharing the explicit knowledge between the members of
the organisation. The organisation should work in partnerships in order to efficiently put into
use the processes and developmental activities which will be of beneficial to the organisation
and the individual and help to manage the team leaders and managers to fulfil the gaps of
knowledge in the organisation. The management should foster a well establish learning
culture in the organisation and develop dynamic capabilities and also take care that the ethical
approach is being adapted at the workplace. The L&D processes should ensure to stimulate a
self development attitude among the employees at all level and discover the opportunities of
training in order to achieve the continuous professional and personal development. The
management should ensure that evaluation of the training and development process is taken
care of in order to help them understand the impact of the L&D processes in the organisation
and help them gain a competitive edge in the knowledge market. The organisations should
aim in adopting an effective combination of coaching, mentoring and e-learning as a method
to tackle the problems of L&D in the organisation. Motivation is the key to involve more and
more employees at all level to participate in the L&D activities.

References:

 Aragon- Sanchez, A., Barba- Aragon, I., and Sanz- Valle, R. (2003), ‘Effects of
training on business results’, International Journal of Human Resource Management’,
vol.14, no.6. :956-80.
 Catalanello, R. F. And Kirkpatrick, D. L. (1967), “Evaluating training programs: the
state of the art’, Training and development journal, vol.2, no.5: 2-9.
 Chartered institute of Personnel Development (2005a),’ The Learning and
development generalist standard’. London: CIPD.
 Chartered institute of Personnel Development (2003d), ‘Reorganising for success:
CEO’s and HR’ perception. Survey report. London: CIPD.
 Goleman, D. (2000), ‘Leadership that gets results’, Harvard Business Review, vol. 78,
no.2: 78-90.

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 Hall, D. T. (1984), ‘Human resource development and organisational effectiveness’.

 Hamlin, B. (2002), ‘Towards evidence based HRD practice’.
 Harrison, R. (2009), Learning and Development, fifth edition, CIPD: London.
 Harrison, R (1996), ‘Action learning: route or barrier to the learning organisation?’
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