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 | Contents | vii

Formulating an HRD Strategy 49 Further Reading 80

Developing a Learning Strategy to Useful Websites 80
Support HRD 52 Bibliography 80
– Why does learning matter in the context of
organizations and individuals? 52 Chapter 5 Organizational Learning 84
What Types of Learning Activities are Prioritized? 53
How does Learning take place in Organizations? 53 Learning Outcomes 84
– Where does responsibility for learning reside? 54 Introduction 85
– Who delivers the learning strategy? 54 Organizational Learning Definitions and Theories 85
– How can the HRD function measure the – The learning organization 88
impact of HRD activities? 55 ● Spotlight on Skills 89
– Coordinating the HRD function 55 – Differences between organizational learning
● Spotlight on Skills 56 and the learning organization 89
Budgeting for HRD Activities 56 Group Learning 90
● HRD in the News 57 Knowledge Management and Organizational
Managing Processes and Services 58 Learning 90
Managing People 58 ● HRD in the News 91
The Difference in Approaches between – Sharing knowledge in organizations 92
SMEs and Large Organizations 59 – Tacit knowledge acquisition and transfer
● Active Case Study: Benefit or Cost? 60 methods 93
Summary 61 Developing a Culture that Supports Learning 96
Chapter Review Questions 61 – Organizational learning in SMEs 97
Further Reading 61 ● Active Case Study: After-Action Reviews
Useful Websites 61 in the US Army 98
Bibliography 62 Summary 99
Chapter Review Questions 99
Chapter 4 Individual-Level Learning 63 Further Reading 99
Useful Websites 100
Learning Outcomes 63 Bibliography 100
Introduction 64
Learning: What is it and How Does it Occur? 64 Chapter 6 Organization Development 103
Types of Learning: Formal and Informal 65
Human and Dispositional Factors Influencing Learning Outcomes 103
Learning 66 Introduction 104
Barriers to Learning 66 What is OD? 104
Learning Theories 67 – OD values and principles 105
Experiential Learning and the Learning Cycle 71 What is the Value of OD and what are its Goals? 106
Emotions and Learning 72 The Process of Carrying out an OD Intervention:
Learning Styles 72 The OD Cycle 107
– VARK sensory learning styles 73 ● Spotlight on Skills 109
– Honey and Mumford’s learning styles 73 OD and HRD: The Same, Different or Subsets
– Felder–Silverman’s learning style model 74 of Each Other? 109
● Spotlight on Skills 75 ● Active Case Study: Organization Development
● Active Case Study: Improving Individual in Netflix 110
Learning at The Courtyard Hotel in Tokyo 76 OD Strategy 111
E-learning and Individual Learning 76 OD and Organizational Change Management 111
● HRD in the News 78 ● HRD in the News: The World’s Greatest
Summary 79 OD Challenge? 112
Chapter Review Questions 80 Summary 113
viii | Contents |

Chapter Review Questions 113 Seeking Feedback 138

Further Reading 114 Setting Learning Outcomes: Begin with the
Useful Websites 114 End in Mind 139
Bibliography 114 – Writing learning outcomes 139
Selecting the Content for HRD Programmes
and Activities 140
Process of HRD 117 – Guide to using mind maps to develop
Chapter 7 Identifying Learning Needs 119 content for HRD programmes or activities 141
Selecting an Appropriate Strategy in Designing
Learning Outcomes 119 HRD Programmes and Activities 141
Introduction 120 – General theory learning strategy 142
● Spotlight on Skills 120 – Declarative knowledge learning strategy 142
What is Learning Needs Assessment? 120 – A concept learning strategy 142
– LNA and the needs of the business 123 – A rule learning strategy 143
● HRD in the News: The Impact of Downsizing – A problem-solving learning strategy 143
on Learning Needs 124 – A skill-based learning strategy 143
Fundamental ‘Windows’ through which to Choosing the Facilitator(s) 143
Identify Learning Needs 125 – Guide to choosing a facilitator 143
– Human resource planning 125 Structuring and Sequencing HRD Programmes
– Succession planning 125 and Activities 144
– Critical incidents 126 – Guide to structuring and sequencing
– Management information systems 127 HRD programmes and activities 144
– Performance appraisal 128 Selecting the Location, Venue and Time for
Specifying Precise Learning Needs 128 HRD Programmes and Activities 145
– Survey questionnaires 129 ● Active Case Study: Designing an Induction
– 360-degree surveys 129 Programme at McBurger’n’Fries 145
– Attitude surveys 129 E-learning, Coaching and Mentoring:
– Knowledge pre-tests 129 Contemporary Perspectives on Designing
– Skills matrices 129 HRD Programmes and Activities 147
– Competency profiles/job descriptions 129 – E-learning 147
– Structured interviews 130 – Advantages 148
– Observation 130 – Disadvantages 148
– Focus groups and interviews 130 ● Spotlight on Skills 148
SMEs: A Different Approach? 130 ● HRD in the News: E-learning Revolutionizing
● Active Case Study: The ‘Free Hand’ Approach Education in Africa: The First Massive Open Online
to LNA 131 Course (MOOC) Designed by Africans for Africans 149
Summary 132 – Coaching and mentoring 149
Chapter Review Questions 132 Resource Implications of HRD Programme Design 150
Further Reading 132 Summary 151
Useful Websites 132 Chapter Review Questions 151
Bibliography 133 Further Reading 151
Useful Websites 151
Chapter 8 Designing HRD Programmes 134 Bibliography 152

Learning Outcomes 134 Chapter 9 Delivering HRD Programmes 153

Introduction 135
Designing HRD Programmes in Organizations: Learning Outcomes 153
MNCs vs. SMEs 136 Introduction 154
Key Stages in the Design of HRD Programmes ● Spotlight on Skills 154
and Activities 137 Implementing Learning Outcomes 154
Gathering Data 138 HRD Delivery Methods 155
 | Contents | ix

Styles of Delivery 158 ● Active Case Study: Applying HRD Principles to the
– The instructor 158 Cosmetics Industry: Case Study from Oriflame’s
– The facilitator 159 Research and Development Subsidiary 189
Motivation to Learn 160 Summary 191
What makes an HRD Intervention Effective? 161 Chapter Review Questions 191
● HRD in the News: Is the Lecture Dead? 162 Further Reading 191
– Managing participants’ engagement 162 Useful Websites 191
– Communication skills 163 Bibliography 192
– Questioning 164
– Feedback 164
– Icebreakers 165 Contemporary Challenges 195
– Rapport 165 Chapter 11 Managing Talented Employees 197
– HRD activity environment and room layout 165
– Environmental factors 167 Learning Outcomes 197
– Managing time and content 167 Introduction 198
– Managing expectations 167 Who are Talented Employees? 198
– Presentation skills 167 Why is it Important for an Organization’s
Delivery Costs 168 Performance and Success to Focus on Talented
Characteristics of Effective Trainers 168 Employees? 199
● Active Case Study: Training the Taxman! 168 Preparing a Talent Management Strategy 200
Summary 169 Methods for Identifying Talented Employees 200
Chapter Review Questions 169 Preparing a Talent Management Strategy 202
Further Reading 169 Developing Talent: What are the Options? 203
Useful Websites 170 Motivating Talented Employees 203
Bibliography 170 Choosing a Common or Differentiated Approach
to Talent Management 204
Chapter 10 Evaluating HRD Programmes 171 – Talent management in SMEs 204
Managing Talent in a Recessionary Environment 205
Learning Outcomes 171 ● HRD in the News: Husain Makes History
Introduction 172 on Radio 4 Flagship 205
Explaining the Concept of Evaluation How do we know whether Talent Management
(Where, What and Why) 172 has Succeeded? 206
● Spotlight on Skills 173 – Return on stakeholder expectations 207
– Purpose of evaluation 173 ● Spotlight on Skills 207
Establishing the Output of Evaluation What is the Role for HRD? 207
(When and Who) 174 – Making the business case 208
– Information: Type and timing 174 ● Active Case Study: O’Brien’s Homeware 208
– People: Interest and importance 175 Summary 210
Exploring the Models of Evaluation (How) 176 Chapter Review Questions 210
– Hierarchical models 176 Further Reading 210
– Contextual models 178 Useful Websites 210
Examining Measures of Evaluation (How) 179 Bibliography 211
– Measures for hierarchical models 180
● HRD in the News: Bringing Evaluation into Chapter 12 Leadership Development 212
Play in the Field of Football 184
– Measures for contextual models 185 Learning Outcomes 212
Enabling a Culture of Effective Evaluation (How) 186 Introduction 213
– Appreciate the existence of organizational – What is leader and leadership development? 213
blockages 187 Leadership Development and HRD 215
– Develop transfer of learning among key Leadership Competencies 215
stakeholders 187 ● Spotlight on Skills 218
x | Contents |

A Strategic Approach to Leadership Development 218 Graduate Employment in Small and Medium
Portfolio of Leadership Development Practices 222 Enterprises (SMEs) 246
● Active Case Study: Fosco Data Handling: The Summary 246
Leadership Challenges 223 Chapter Review Questions 247
Challenges for Leadership Development 224 Further Reading 247
● HRD in the News: Fashion Factories: Time for HRD Useful Websites 247
Education to Take a Stance 225 Bibliography 247
Evaluating Leadership Development Efforts 226
Leadership Development in SMEs 227 Chapter 14 Ethics, Corporate Social
Summary 228 Responsibility, Sustainability and HRD 250
Chapter Review Questions 228
Further Reading 228 Learning Outcomes 250
Useful Websites 228 Introduction 251
Bibliography 229 Guiding Principles of Ethics and CSR 251
HRD, Ethics and CSR 252
Chapter 13 Graduate Employability 231 The Drivers for Organizational Ethics and CSR 253
● Spotlight on Skills 254
Learning Outcomes 231 ● HRD in the News 255
Introduction 232 SMEs, Ethics and Corporate Social
New Forms of Organization, Labour Markets Responsibility 256
and Technology 232 The Role of CSR and Ethics Training
● Spotlight on Skills 233 Programmes 257
Graduate Identity and Graduate Employability 234 The Role of HRD in Shaping Organizational
– Graduate employability: What graduates want 236 Ethics and Corporate Social Responsibility 258
Graduate Skills: Transferable, Soft and Hard Skills 236 – Organizational culture development 259
– Soft skills and hard skills 237 – Embedding organizational ethics 259
Global HRD and Graduate Employability 238 – Policy and practice development 260
● HRD in the News: €300 Million Investment ● Active Case Study: The Ethical HR
in Seven World-Class Research Centres 241 Value Chain 262
Graduate Work Experience, Placements, Summary 264
Internships and Extra-Curricular Activities 242 Chapter Review Questions 264
Graduate Recruitment and Selection 243 Further Reading 264
– Psychometric testing 244 Useful Websites 264
– Assessment centres 244 Bibliography 265
● Active Case Study: Enterprise Rent-a-Car Graduate
Training and Development Programme 245 Index 268
 List of figures

1.1 Trend analysis of term usage in books: 7.1 Process of HRD cycle 121
1950–2008 4 7.2 Sample organizational chart 126
1.2 Trend analysis of web searches: 2005–2013 5 7.3 Organizational chart with ages and
1.3 Organizational chart 14 years to retirement 126
1.4 Process of HRD cycle 20 8.1 Process of HRD cycle 135
1.5 Layout of book 21 8.2 Stages of the HRD design process 138
3.1 Dimensions of learning strategy 53 8.3 HRD Program Design Cost 150
3.2 Managing and resourcing HRD 9.1 Process of HRD cycle 154
in organizations 54 9.2 The learning cube 155
4.1 Social learning theory processes 67 9.3 Linking training style to learning retention 159
4.2 Expectancy theory of motivation 70 9.4 Lecture-style room layout 166
4.3 Kolb’s learning cycle 71 9.5 Bistro-style room layout 166
4.4 Kort’s learning spiral model 72 9.6 U-shaped room layout 166
4.5 VARK sensory learning styles 73 10.1 Process of HRD cycle 172
4.6 Honey and Mumford’s learning styles 74 10.2 Example of a reactions level
4.7 Kolb’s learning cycle and Honey and post-programme questionnaire 181
Mumford’s learning styles 74 10.3 Aligning strategic objectives and HRD
5.1 Types of organizational learning 88 activities among collaborative constituents 189
6.1 The process of an OD intervention 108 12.1 Optimal leadership development matrix 222

xi
 List of Tables

1.1 Definitions of HRD 3 8.3 Types of learning content 141

1.2 Differences between training, development 9.1 Learning and development delivery
and education 6 methods 156
1.3 Main activities of the human resources function 16 9.2 Trainer delivery styles 159
2.1 Key SHRD characteristics – Garavan (1991) versus 9.3 Characteristics of effective trainers 168
McCracken and Wallace (2000a) 32 10.1 Summary of key hierarchical evaluation
2.2 A learning culture self-audit 38 models 177
2.3 Lagging and leading HRD specialists 39 10.2 Summary of hierarchical measures
2.4 The activities of HRD specialists 40 of evaluation 180
3.1 Staged approach to HRD strategy formulation 50 10.3 Summary of potential organizational blockages
4.1 Types of non-formal learning 66 to evaluation from perspective of key
4.2 Workplace learning – facilitators and barriers 67 stakeholders 188
4.3 Adult learning – assumptions, prerequisites 11.1 Sample organization competence
and guidelines 69 framework – core themes 201
5.1 Phases of organizational learning and their 12.1 Future trends in leadership development 214
challenges 86 12.2 The spectrum of development activities that
5.2 Characteristic features of the learning comprise HRD 216
organization 89 12.3 Leading vs. managing competencies 217
5.3 Main differences between organizational 12.4 Key elements of development in
learning and the learning organization 90 organizations 219
5.4 Barriers and facilitators to developing a culture 12.5 Criteria for evaluating leadership
of organizational learning 97 development 227
6.1 OD principles 106 13.1 Attributes, characteristics and skills
6.2 Desired results of OD interventions 107 that promote graduates’ employability 235
7.1 Sample of projected demand for call agents 125 13.2 Soft skills and hard skills 237
7.2 Skills matrix 130 13.3 Country groups by global HRD
8.1 HRD support available to SMEs 137 competitiveness scores 239
8.2 Action verbs for learning outcomes, 13.4 National survey of employers’ views of Irish
grouped by meaning 140 higher education outcomes (2013) 240

xii
 Contributor biographies

Editors Contributors
Dr Ronan Carbery is Senior Dr Claire Armstrong (B.Comm,
Lecturer in Management in the PhD, MCIPD, FRAMI) is an
School of Management and associate lecturer in the Faculty
Marketing at the College of of Business and Law at the Open
Business, University College University and an adjunct lecturer
Cork, Ireland. Ronan is at the Kemmy Business School,
co-editor of the European University of Limerick. Prior to
Journal of Training and this, she held posts at DCU Business
Development. His research School, Limerick Institute of Technology and Shannon
interests include career College of Hotel Management. She also held a visiting
development, talent management and participation appointment at Aston University, UK. Claire’s main
in HRD activities. He was awarded the University of areas of expertise are in organizational behaviour, HRM,
Limerick Teaching Excellence award in 2013. He is research methods and health care management. She
co-editor of Human Resource Management: A Concise has published extensively on these topics in academic
Introduction (2013). journals, including Human Resource Management, The
International Journal for Human Resources Management,
Dr Christine Cross lectures in The International Journal for Quality in Healthcare and
Organizational Behaviour and Advances in Developing Human Resources. She has also
Human Resource Management published several practice-oriented reports on topics
at the Kemmy Business School, such as high-performance work systems, training and
University of Limerick. Prior development, and health care management. She is a
to joining UL she worked for reviewer for a number of HRM, organizational behaviour
a number of multinational and health care management journals and is an associate
organizations in both editor for Advances in Developing Human Resources.
management and human
resource management roles. This experience has led to Dr Paul Donovan is Principal Researcher
a wide range of research, consultancy and publication and Senior Lecturer at the School of
interests covering areas such as the workforce Business at the National University
experiences of immigrants; training and development in of Ireland, Maynooth. He served a
call centres; and investigating the glass ceiling. Christine one-year period as Head of School
is also a co-director of the Age in the Workplace and Director of Teaching and Learning
Research Network (AWR-net), which is located at immediately prior to this appointment.
the Kemmy Business School. This network focuses on He was previously Head of Management
researching multiple issues associated with age in the Development and Registrar at the Irish Management
workplace. Institute (IMI), specializing in Management Development.

xiii
xiv | Contributor biographies |

Before joining IMI he worked as a general operations Academic Development, HRD and Organizational
manager with Bord na Mona, the Irish Peat Development Behaviour at the University of Limerick. At a regional
Authority. He was also Training and Development level, she successfully led an inter-institutional project
Manager of the Bord na Mona group. His private sector on regional teaching enhancement within four higher
experience includes conducting major reviews of HRD educational institutions, establishing a wide range of
capability with hundreds of clients, including IBM, and a professional development initiatives to this end. She
comprehensive identification of training needs with Dell completed her PhD in the area of learning and inter-
and trainer capability upgrades with Boston Scientific. He organizational networks. Her research interests lie
has designed and delivered extensive programmes in the within learning and development, with a particular
public sector, most notably with the Department of Finance focus on the efficacy of professional development
and Enterprise, the Department of Trade and Employment, activities, the student experience in teaching and
and the Health Service Executive. He has written peer- learning, and the role of learning and development
reviewed articles on learning transfer and over ten books in at work. She is a chartered member of the CIPD
training and general management, and writes a column for and a senior fellow of SEDA. She has extensive HRD
HRD magazine, the journal of the Irish Institute of Training consultancy experience within both the private
and Development, of which he is a fellow. Paul holds a and the public sector.
master’s degree in organizational behaviour and another in
technology and learning (both from Trinity College Dublin) Prof. Thomas N. Garavan is
and a doctorate from Leicester University. Professor of Leadership at
Edinburgh Napier Business School.
Dr Linda Dowling-Hetherington He was formerly Professor and
has been with the School of Associate Dean in Postgraduate
Business at University College Studies and Executive
Dublin since 1996. She has Education, Kemmy Business
many years experience in the School, University of Limerick.
management and development He teaches HRD, training and development, and
of part-time, distance learning leadership development. He is author of more than
and off-campus programmes, 100 academic articles, co-editor of European Journal
and has been the Director of the School’s Centre for of Training and Development and a member of the
Distance Learning since its establishment in 2002. Board of Directors of the Academy of Human Resource
From UCD, she holds a Bachelor of Commerce (HRM), Development.
a Master of Business Studies (HRM) and a Certificate
in Adult Education, along with a Doctor of Education Dr T.J. McCabe is Lecturer in
(EdD) from the University of Bath. She has considerable HRM and Research Methods at
teaching experience in the human resource management the National College of Ireland.
and human resource development areas on UCD He leads a number of post-
programmes in Ireland, Hong Kong and Singapore. graduate and undergraduate
Her areas of research interest include human resource modules, including Research
development, transnational education, student-centred Methods, Strategic Human
approaches to the management of distance learning Resource Management, Employee
programmes, development of academic competencies, Relations and HRD. His research interests extend to
undergraduate research experiences, and the changing trust and commitment among nursing professionals,
higher education landscape and its impact on faculty. and human resource management issues in the
health sector. He has presented this work at national
Dr Mary Fitzpatrick (BBS and international conferences, and co-chaired the
with Spanish, GDE (Business), HRM track for the 14th Annual Conference of the
MBS, MCIPD, SFSEDA, PhD) Irish Academy of Management. He has published
is the Regional Teaching and papers in both academic and practitioner journals,
Learning Advocate in the and received the award for Best Paper, Healthcare
Centre for Teaching and and Public Sector Management Track, Irish Academy
Learning and lectures in of Management in 2011.
 | Contributor biographies | xv

Dr Martin McCracken is Senior Dr Jean McCarthy is a lecturer

Lecturer in Organizational and researcher in the areas of
Behaviour at the University Human Resource Management,
of Ulster. He is the editor of Human Resource Development
Education and Training and and Organizational Behaviour
is a member of the editorial at the Kemmy Business
advisory boards of a number School, University of
of influential journals, such as Limerick. A graduate of the
Employee Relations, Leadership University of Limerick, and a former Fulbright
and Organizational Development Journal and The Scholar at Colorado State University, her research
European Journal of Training and Development. interests include adult learning, high-performance
He obtained a PhD from Edinburgh Napier University work systems and the social psychology of work. Her
in 2002 and has been actively researching issues research has attracted financial support from the
connected with human resource development/ Irish Research Council, the Alfred P. Sloan Foundation
management, employability and organizational change. and the Fulbright Commission. She is also a Global
He has published his work in a number of leading Research Associate with the Sloan Center on Aging
academic journals, including The International Journal & Work at Boston College, and is founder and
of Human Resource Management, Human Resource co-director of the Age in the Workplace Research
Management Journal, Human Resource Development Network (AWR-net), which is an international
International and the European Management Journal, network of researchers seeking to address issues
and has played a key role in carrying out UK research associated with age, generations and diversity at
projects commissioned by (among others): the work. She has extensive experience in teaching and
Department for Education and Employment; Sector supervision at undergraduate, post-graduate and post-
Skills Development Agency; and Leonardo Da Vinci experience levels, as well as working with community-
Research Programme (EU). based and Youthreach education and training
programmes.
Dr Clíodhna MacKenzie is
a lecturer in the School of Dr Sue Mulhall has worked in
Management & Marketing at a variety of human resource
University College Cork. Prior management (HRM) and
to that she lectured at the training/education positions
University of Limerick. She and lectures in human resource
holds a degree in business development at the Dublin
from the University of Institute of Technology (DIT),
Limerick. She has previously Ireland. She is a pracademic,
worked for both US multinationals and global IT combining theory and practice, particularly
consulting firms. She has international experience in the field of career management. Prior to joining DIT
in the IT and telecoms fields and has worked in the in 2012, she ran her own HRM learning, consulting
US, Singapore and Thailand, as well as many parts of and coaching business for over a decade and was
Europe. Her academic research focuses on the ‘dark previously a HRM professional for 13 years. Through
side’ of organizational behavior, such as organizational her research and teaching, she offers fresh insights to
narcissism, leadership derailment, counterproductive the academic and practitioner communities resulting
work behaviour and organizational personality from her exposure to the dilemmas and challenges
disorders (OPDs). Her research interests include facing knowledge workers, managers and leaders in
risk-taking behaviour, corporate governance, ethics, dynamic organizations in the contemporary workplace.
corporate social responsibility, human resource Drawing on her depth and breadth of experience, She
management/development, and leadership and researched her international award-winning doctorate
organization development. She is also a member on career success, exploring how personal transitions
of the University Forum for Human Resource impact on career experiences. Her findings have been
Development (UFHRD) and the Irish Academy of published in international peer-reviewed journals and
Management. at conferences.
xvi | Contributor biographies |

Dr Clare Rigg is based at the through encountering action learning as an approach to

Institute of Technology Tralee, management development in 1990. She has researched
Ireland, where she leads an and published widely on action learning, critical
action learning-based MBA management learning and HRD, including the co-authored
programme. Following an books Action Learning, Leadership and Organizational
early career in economic Development in Public Services (2006); Critical Human
development and urban Resource Development: Beyond Orthodoxy (2007); and
regeneration in Birmingham, England, she developed an Learning and Talent Development (2011). She is co-editor
interest in collaborative working that was further fostered of the journal Action Learning: Research and Practice.
 Tour of the book

ng services and technological advancements and coaching, mentoring and g

Learning outcomes Key terms d in Chapter 1 allows organizations to manage

D and HRM services remotely as virtual services,
managers express doubt conce
with learning and developmen
her organizations are taking the option of feel exposed due to inexperien
A set of learning outcomes are Each chapter contains an on-page ing their HRD functions. Regardless of the
h taken, whoever is ultimately responsible for
or capability (Garavan et al., 20
often accused of lacking time t
identified at the start of each chapter. explanation of a number of g the HRD function needs to recognize the
ents of the task. We will first look at the role of
and have not necessarily bough
should be part of a leader-led t
function. strategy. Research on the devo
After you have studied the chapter, important words, phrases and suggests that HRD specialists a
devolve, due primarily to conce
completed the activities and answered concepts that you need to know role of the HRD and power and having to focus
ction strategic in nature.
It is the overall vision, value
the review questions, you should be in order to understand HRD, its ideology of the owner, chairm
rtments generally employ people with that have the critical influence
able to achieve each of the stated theoretical basis and its related bility for specialized areas within the overall
tion. A number of HR activities, once the
which HRD operates in an org
organization, it is generally the

objectives. areas. it of the HR function,

devolved to line devolved refers to the process of moving decision
senior m
create t
rs in order to allow making downwards, from HR to line managers operatio
unction to engage in line managers managers who have employees process
cision making and free profile o

2
directly reporting to them and who have a higher level
to focus on strategic of responsibility than those employees are influ
s ▸ Chapter 2. It is the beli

Strategic HRD Making links

manager who works most closely with the
e. The types of activities normally devolved
managers include employee selection,
in the added value that HRD c
organization. For example, Ric
of the Virgin Group, adopts a
To allow you to see the e and performance management. From an
spective, the line manager is also in an ideal
to HRD and believes in contin
how to retain employees over
to identify performance gaps and learning ways he does this is to promo
Martin interconnected nature of the nd through the performance management possible by creating a culture
they can offer opportunities to participate in learning is not restricted to se

By the end of topics in the field of HRD, areas

this chapter you Learning outcomes
should be able
to:
Define Strategic Human Resource Development
that link to topics and concepts in
(SHRD) and understand how it differs from
Human Resource Development
other chapters are identified. An aspect which is clearly agreed upon in all of the
definitions shown above is that SHRD is clearly in
evidence when there is a long-term focus upon planning
SHRD to truly take hold, nine
to be in place in relation to a
factors. These nine factors are
Explain why it is important for organizations to and implementing HRD activities. column in Table 2.1 and inclu
ensure that their HRD activities are linked to As you can appreciate, SHRD clearly stresses that if management support, role of
an organization is to truly have a strategic approach to and how evaluation is carried
corporate strategy
its HRD activities it has to do more than simply align the table, Garavan’s original n
Understand the role of key stakeholders in HRD training and development to corporate strategy, but, in include such fundamentals as
in the organization, namely the HRD function, fact, must elevate these to a higher level. development is integrated wit
and goals and that environme
senior, functional and line managers, as well as
training and development tak
individual employees
Consider this … consider THIs… However, since Garavan’s o
created several authors have
Organizations use a variety of terms to describe and elaborate upon his SHRD
This feature is designed to the work that SHRD professionals undertake. Some
use the term ‘learning and development specialist’,
based upon empirical researc
of large UK-based organizatio
Wallace (2000a) produced an
stimulate your thinking about a others the term ‘organizational development
specialist’, and others describe the SHRD specialist
as a ‘learning solutions specialist’. Why do
characteristics (see Table 2.1)
are discussed in more detail i

specific issue, idea or perspective organizations use so many different titles? What
would you suggest?
1 Organizational missi
related to the chapter topic. Garavan (1991) suggested tha
level SHRD needs to be integr
Theoretical models of SHRD and that those involved in de
should illustrate how HRD ac
This part of the chapter explores two of the most corporate goals and mission o
influential theoretical models of SHRD. In 1991 Garavan this fit or integration is vital, b

The Future of the British Army?

In November 2013 it was soldiers). The rationale given for dow
announced that the British Army the restructuring was that as the ma
was to embark upon a major international security environment tha
restructuring exercise, which changes there will be less need mo
would allow it to be able to for large numbers of regular for
operate effectively and efficiently soldiers or ‘boots on the ground’ as
in a global arena in the future. The innovations in military technology So
most important SHRD implication continue to change how war and BB
of the proposed security situations bel
changes centred are managed. BB

HRD in the news around the skills

and competency
hrD in the news Ultimately, these
innovations
new

Qu
Each chapter contains an example of coverage of its main topic in the media. requirement arising
from increasing
would also
impact on skills
1

the size and expertise of the and competency requirements

The aim here is to highlight how you can apply the constructs and concepts in Army Reserve (soldiers who
are employed by the army on
for soldiers at all levels in the
army. Speaking on BBC Radio
2

the chapter to the management of people in the real world of the workplace. a part-time basis and still have
regular civilian jobs) to 30,000
about the restructuring, the UK
Defence Secretary noted that
soldiers while simultaneously the changes were designed to
A set of questions accompanies each feature to assist with this application to a reducing the size of the regular
full-time army (by around 20,000
reverse the decline of the Army
Reserve, which had been ‘run

practical situation.
Practicalities for the HRD chances of being cons
specialist: Performing to must continuously lin
a strategic level business results.

Table 2.3 Lagging and

xvii
xviii | Tour of the book |

Building your skills

This feature asks you to place yourself in where the
trainers an
building your skills
the position of a line manager and to think way, i.e. lea
resources a
As a student, you may have already developed a
about what you would do in the situation particular set of learning skills or a certain learning
style over the years and become comfortable with
2008). Trai
quickly to g
shorter per
that has been presented to you. this style. However, the adoption of this learning
style may not necessarily result in the best use
easy; many
of your study time or lead to the most effective
earlier in th
outcomes from the perspective of your learning
of feedback
and grades achieved. Consider the VARK sensory
has been le
learning styles described earlier in this chapter.
expected o
E-learning
● Which learning style do you tend to exhibit networks w Active case study
most often?
● How might you draw upon other learning styles?
Social Lear
the growin
These short case studies provide
● How might your learning skills be enhanced by
drawing on a wider range of sensory learning
activities. I
(2013a) hig
the opportunity for you to link
styles? e-learning
● What might your lecturers need to do, or the material covered in the
change, to facilitate your use of the full range The d
of learning styles? years chapter to a real-life situation.
of bot
and p Questions are posed at the end
comp
While e-learning allows organizations to deliver training
dd l i ii i i l li f
such
i
of the case studies, which can be
Chapter review questions answered either in class or as part
Each chapter has eight questions that of an assignment.
can be used as class exercises or for self-
testing and evaluating your knowledge and
understanding of the chapter topic. Developing Leaders for Competitive Advantage: The Ca
The development of leaders JetBlue Speakup Survey revealed
to contribute to the strategic that both managers and employe
growth of an perceived that
organization is leaders within the
recognized as a organization were
this organization.
gy
major challenge.
active case study not effective and
JetBlue, which lacked the skills t
over a period of manage people.
Summary and an Assessment of Implications, Human Resource
13 years has grown from eight to JetBlue senior executives,
Management, 44(4), 413–432.
This chapter highlights the issues involved in managing Economist Intelligence Group (2009) The Role of HR 193 aircraft, took to the skies in including CEO David Neeleman
the HRD function in organizations. It is important to in Uncertain Times, London: Economist Intelligence
highlight that the role of the HRD function is to facilitate
and enable learning rather than to be the sole provider
of learning. In order to obtain commitment from line
Group.
Mafi, S. L. (2000) Managing the HRD Function and Service
Quality: A Call for a New Approach, Human Resource
Useful websites 2000 using a novel concept –
bringing humanity back to air
and president Dave Barger,
realized that this leadership
travel. Based at New York’s gap needed to be addressed
managers and senior management to this approach,
the HRD function plays a key role in formulating HRD
strategy by adopting an ongoing collaborative approach
Development Quarterly, 11(1), 81–86.
An abundance of websites exist on Kennedy International Airport,
JetBlue, a non-union airline,
and designed a new leadership
development programme. The
that involves engagement with these stakeholders. Being useful websites
able to articulate this strategy is essential to managing
the HRD function as it serves as a supporter and enabler
of the overall business strategy.
Bersin by Deloitte https://www.bersin.com/practice/
Browse.aspx?p=Learning-@-Development
topics related to HRD. At the end distinguished itself from other
low-fare carriers by offering seat-
executive team recognized that
leadership development should
This is an excellent resource detailing up-to-date research back entertainment systems with be closely integrated with the
chapter review questions
on industry trends in HRD, benchmarking standards, and
case studies and factbooks.
of each chapter we have identified live television, comfortable seats corporate culture and that
SHRM Organizational and Employee Development: and blue corn chips. The company leadership should be developed a
1 What role does the line manager play in assisting the
HRD function?
2 Outline the role of the HRD function in developing
http://www.shrm.org/hrdisciplines/orgempdev/pages/
default.aspx
This section of the SHRM website provides excellent links
those we believe you will find most quickly grew to about $1.9 billion
in annual revenue in 2012 and
all levels: supervisors, managers
directors and vice presidents. In
an HRD strategy. to current research and guides for those working in HRD
3 What are the steps to formulating an HRD strategy?
4 What should a learning strategy articulate?
5 Suggest some metrics that the HRD function can use
functions.
CIPD Costing and benchmarking learning and
development http://www.cipd.co.uk/hr-resources/
useful in furthering your knowledge became increasingly popular with
travellers. It soon realized that
order to systematically identify
development needs, JetBlue used
its massive growth had created the Myers-Briggs Type Indicator
to demonstrate its value to the organization.
6 What is the difference between a cost centre and a
service centre?
factsheets/costing-benchmarking-learning-
development.aspx
CIPD’s guide to costing HRD activities gives useful
and understanding of the discipline. a major leadership gap within to help in the needs identification
7 Why do some organizations choose to outsource information on budgeting for HRD activities. the organization. It had a lot of process. Following the needs
their HRD activities? CIPD HR Function page http://www.cipd.co.uk/ inexperienced supervisors and identification process, both the
8 How is the HRD function viewed in SMEs? hr-topics/hr-function.aspx
This provides a lot of information on how to manage the
overall HR function.
further reading Bureau of Labor Statistics, US Department of Labor
http://www.bls.gov/ooh/management/human-
Clardy, A. (2008) The Strategic Role of Human Resource resources-managers.htm
Development in Managing Core Competencies, Human This site provides information on what skills
Resource Development International, 11(2), 183–197. people working in the HR function require, the
Cooke, F. L., Shen, J. and McBride, A. (2005) Outsourcing working environment, and how to get a job in a
HR as a Competitive Strategy? A Literature Review HR function.

Further reading
There are numerous HRD
resources and other topics
that are also covered in this
textbook. The aim here is to
highlight a few specific texts and
journal articles we believe can
assist you in developing your
understanding and furthering
your knowledge of the many
areas introduced in this book.
 Spotlight on skills:
Text and video feature

This feature aims to encourage you to develop your skills Companion website
in HRD by asking you to consider specific questions and
activities. This gives you the opportunity to identify and The book’s companion website at www.palgrave.com/
diagnose problems and develop possible solutions or carbery-hrd offers a number of resources for both
actions in relation to the chapter topic. Each of these lecturers and students. Lecturers can access PowerPoint
features is accompanied by a link to video interviews slides, a comprehensive testbank of multiple choice
with professionals on the book’s companion website. questions and solutions to the Active Case Study
The skills-related questions posed in the text feature are questions.
addressed by the practitioner in the video. To maximize
this resource, you should first attempt to answer the
questions in the book and then watch the video.

spotlight on skills
Working as an HRD manager, you have been asked
to justify your expenditure on HRD programmes
undertaken by the organization over the past
12 months. How can you demonstrate the value
of HRD? Will you focus on the value to the
organization, to employees, or both?
To help you answer the questions above, visit www.
palgrave.com/carbery-hrd and watch the video of
Jemma Carty talking about the value of HRD.

xix
 Case Study Grid

Chapter Title Industry Focus

2 Developing Leaders for Competitive Aviation, US Development for strategic growth
Advantage: The Case of JetBlue
3 Benefit or Cost? Pharmaceutical, US Budgeting for HRD
4 Improving Individual Learning at Hospitality, Japan Facilitating employee learning
The Courtyard Hotel in Tokyo
5 After-Action Reviews in the US Army Military, US Capturing organizational learning
6 Organization Development in Media, US Developing organizational culture
Netflix
7 The ‘Free Hand’ Approach to LNA Manufacturing, UK Identifying learning needs
8 Designing an Induction Programme Services, Ireland Devising learning objectives and designing
at McBurger’n’Fries an induction programme
9 Training the Taxman! Government Delivering an HRD programme
10 Applying HRD Principles to the Cosmetics, global Evaluating HRD programmes
Cosmetics Industry: Case Study
from Oriflame’s Research and
Development Subsidiary
11 O’Brien’s Homeware Retail, Ireland Developing a talent management strategy
12 Fosco Data Handling: The Leadership Information and Identifying leadership development
Challenges communications challenges
technology, UK
13 Enterprise Rent-a-Car Graduate Car rental, global Linking graduate training to business needs
Training and Development
Programme
14 The Ethical HR Value Chain Information and Developing an ethics awareness
communications programme
technology, US

xx
 Mapping of the text to CIPD standards

The CIPD HR Profession Map captures what HR people Standard 4: Organization Development
do and deliver across every aspect and specialism of Standard 5: Resource and Talent Planning
the profession, and it looks at the underpinning skills, Standard 6: Learning and Talent Development
behaviour and knowledge that they need to be most
successful. The map identifies ten professional standards, We have mapped each chapter in the textbook to
and each standard comprises a range of performance these three standards. For a detailed description of each
behaviours that span four levels of competence. The standard, please see http://www.cipd.co.uk/cipd-hr-
standards we are most concerned with for this text are: profession/hr-profession-map/.

CIPD Standard Chapter(s)

4.1 OD strategy, planning and business case development 6
4.2 Organization capability assessment 2, 6
4.3 Culture assessment and development 2
4.4 Organization development intervention and execution 2, 6
4.5 Change communications 6
4.6 OD methodology 6
4.7 Project and programme management 6
4.8 Cultural differences 2, 5, 6
4.9 Culture change 5, 6, 14
4.10 Change management 3
4.11 Change communications 3

5.1 Workforce planning 1, 2

5.2 Resourcing 1, 2
5.3 Talent identification and succession 11
5.4 Assessment and selection 7
5.5 Induction 8
5.6 Exit 7, 13
5.7 Legal framework 14
5.8 Resourcing 1, 2
5.9 Recruitment 13
5.10 Talent and succession 11
5.11 Assessment 8, 9
5.12 Induction 8

xxi
xxii | Mapping of the text to CIPD standards |

CIPD Standard Chapter(s)

6.1 Capability and skills assessment 1, 2, 7
6.2 Organization capability strategy, planning and business case 1, 2, 3
development
6.3 Design L&D solutions 8
6.4 Deliver L&D solutions 9
6.5 Leadership development 12
6.6 Talent management 11
6.7 Capability assessment 2
6.8 Learning styles 4
6.9 Blended learning solutions 4, 8
6.10 Supplier management 8, 9
6.11 Facilitation 9
6.12 Diversity 1, 12
6.13 Measure and evaluate interventions 10
 Skills development

Presentation Skills Handling nerves

Regardless of the industry sector, or the size of the Many people find this the most difficult part of making a
organization you work in, you will need to have the presentation.
ability to present your ideas clearly and succinctly. This ● Be well prepared and organized. Most people will feel
will often happen in a setting where you use a software nervous before a presentation. Knowing what you
programme such as PowerPoint to provide an overview are going to say and being organized will reduce your
of the context and key points. Increasingly, some job level of nervousness. The first two minutes of any
vacancies require you to make an oral presentation as presentation are the most crucial. If you feel confident
part of the selection process. In order to present your and clear about what you are going to say in the early
ideas and arguments clearly, there are a number of stages stage of the presentation, this will help alleviate your
involved in the making of an oral presentation. Some of nerves for the remainder of the presentation. Once you
the key issues involved are outlined here in order to assist have passed the first two minutes and you mentally
you in developing this important skill, either through believe that the presentation is going well, this will allow
your coursework or after college. the reminder of the presentation to run more smoothly.
● Don’t read directly from your notes – use visual aids. This
means that the words/pictures you use on the screen
Planning your presentation should act as your ‘prompt’. Do not use hand-held notes
as they will just act to provide a false sense of security. If
Be clear about what your core message is and repeat this at you lose your place in the notes, or have learned what to
different stages during the presentation in order to increase say and then mix up your notes, your level of effectiveness
its impact. Is it to inform? To sell your idea? To defend a in the eyes of the audience will be diminished.
position? To present a new idea? Whatever the answer, ● Rehearse in advance. Trial runs are an excellent method
keep asking yourself why in different ways. What is the of preparation and allow you to establish how long
objective I want to achieve? What will I accept as evidence your presentation will take. This also develops your
that my presentation has succeeded? What do I want the self-confidence, which will work to reduce your
audience to think or feel at the end of the presentation? nervousness.
Analyse your audience. What are their expectations ● Pay attention to your ‘mannerisms’ and work to
of your presentation? Do they expect to be informed? overcome them. Ask a friend/family member to
Persuaded? Have their existing ideas challenged? What highlight any repeated unconscious behaviours you
do you they already know? The key to a successful might have, such as running your hands through
presentation is to know what your audience expects and your hair; shaking the change in your pocket; swaying
that you meet or exceed that expectation. from side to side; or speaking too fast. These are very
How much time do you have for your presentation? distracting for the audience.
Be careful not to run over an allocated time slot. This will ● Practise deep breathing before you get to the room/
detract from your effectiveness. place where the presentation is to be made. This will
What should you wear? This may seem a little strange help reduce the overall feeling of nervousness.
to include here; however, confidence is an important ● Be in the room in plenty of time and check that the
element in an effective presentation. You need to be equipment and your presentation are working.
comfortable and appropriately dressed to project the ● Thinking positive means you are more likely to feel and
‘right’ message. behave positively.

xxiii
xxiv | Skills development |

Structuring your presentation Time Management Skills

The golden rule is simple: People who effectively manage their time are the highest
● Tell them what you are going to tell them achievers in all walks of life, from business, to sport,
(introduction). to public service. Yet, they have only the same number
● Tell them (main body). of hours in a day as the rest of us. This is why time
● Tell them what you’ve told them (conclusion). management is believed to be a critical skill for success.
Many people spend their days in a frenzy of activity, but
achieve very little because they are not concentrating on
The introduction the right things. Mobile phones, laptops and e-mail mean
we are virtually contactable 24 hours a day. People often
● The introduction should comprise approximately 10 feel unable to go on holiday without being able to be
percent of your presentation. It should provide a map contacted. Technology has made us accessible no matter
for the reader of what is going to come. where we are, whether it’s in the Outer Hebrides or on
● Introduce the topic, and yourself (if necessary). the Amazon. In the section below we provide some tips
● Start with an attention-getting hook – make a bold and techniques to help you become more effective at
claim, present a striking fact/statistic, ask a question, managing your most valuable resource – your time.
use a quotation. If you have a suitable quote, surprising
information or a visual aid – use it to grab the
audience’s attention. Your workspace

Where you work has a significant impact on your

Body language productivity and mental wellbeing! While some people
are happy to work surrounded by paper, files, teacups
● Speak clearly and audibly throughout. Vary the etc., other people seem to be able to work at a clutter-
tone of your voice, as this creates interest in your free desk. In reality, the brain can only concentrate fully
message. on one thing at a time. The more ‘stuff ’ on your desk, the
● Face the audience, not the screen behind you or your more tempted you will be to be distracted by it and to
laptop. Speak to the audience and make eye contact pick it up. This instantly causes a distraction. Cluttered
with people in the room. This demonstrates that you desks are not conducive to clear thinking. You should:
are paying attention to them and encourages them to ● Clear your desk of everything not related to what
pay attention to you. you are working on now. Otherwise your attention is
● Don’t speak too fast, as your message can get lost in constantly being drawn to other issues/tasks.
translation. ● Resist the temptation to leave papers/a file/book on
● Show enthusiasm for the topic/issue/idea, as your desk.
enthusiasm is contagious. ● Always leave your desk tidy and empty when you are
● Project your voice out towards the audience. Do not finished working at night.
speak down to your shoes!
● Regard the presentation as an opportunity
to shine. Work efficiently

Handle each piece of paper/each e-mail only once. The

The conclusion principle behind handling paper/e-mails only once is
that it forces you to make a decision about every piece
● Remind the audience of what you set out to do at of paper/e-mail you touch. Avoid reading something
the start. That means stressing the key point of your and then saying ‘I’ll deal with that later’. The rules are
presentation. either:
● Briefly repeat the main points you made. ● Do it straight away.
● End on an interesting point, as this assists people in ● Decide to postpone it until later and identify that it
remembering your presentation. still needs to be done.
● Thank the audience for listening and invite questions. ● When in doubt . . . throw it out or delete it!
Another Random Scribd Document
with Unrelated Content
 XX
IN WHICH BINGO IS UNANSWERABLE

Swinging along his miles from Honiton back into Exeter he saw
the patteran just within the two-mile-stone. “She wants me. She’s
here. Bless her wild heart.” Then he walked into the city, sat in the
tree-shaded alley of the inn by Exebridge, and breakfasted, as well
he might. He had eaten nothing since yesterday’s noon.
At two o’clock, as he leaned, smoking his pipe and looking at the
river, he saw Duplessis in a dog-cart drive over the bridge. This was
precisely what he had expected the moment he saw the patteran in
the road. “He’ll lunch before he moves; he’ll treat himself
handsomely. I’ll give him till half-past three. Then we go together—
the three of us.” Bingo lowered his ears. Senhouse and he were too
old friends for eye-service or tail-signals. Together they crossed the
bridge and strolled up the curving street. The second inn-yard they
visited showed them the Wraybrook dog-cart, high and yellow-
wheeled. “He’s put up. He goes back to-night. He’s lunching. Now
what shall we do? I think, a walk.”
He addressed himself to the wooded heights which look down on
Exeter. His spirits were high to meet the evening’s battle; he urged
Bingo to extend himself, infected him with the fray to come. “My
friend, do you know who lives in this town? Do you know whom we
are to see by-and-by? A gentle-handed acquaintance, my friend—a
lover of yours, whose troubles have been told you and me by signs.
Not by words, Bingo, my boy; for words have not been made fine
enough to voice her thoughts, half-thoughts and quarter-thoughts:
no, but by a sigh scarcely heard, or a hand on your head, by
caresses, and lingering touches, and suchlike pretty talk. That’s how
we know her, and what we love her for, Bingo; because she’s timid
and full of alarms—all on the edge of the real thing, hovering on the
threshold of the cage.”
 Bingo pricked up his ears, then whined. He moved his head to
acknowledge a friendly speech, but he was trembling and looking up
the road.
“Bingo, come in,” said Senhouse, and trembled, too. He saw Mary
coming up the road, books under her arm. She was rosy with
breasting the hill; and he could see that her eyes were very bright.
He could see, from the gate at which he leaned, that she was
charged with excitement; that her lips were never still, that she
looked sideways for events. He had to put his hand on Bingo’s head
to keep him back—and to keep himself back. “I’ll give him one more
chance,” he told himself, and stayed where he was. Mary passed
him, all unconscious, went quickly up the road, stopped at a white
gate, and slowly pushed it open. As she went in he saw her pause
and look down the road by which she had come. Then she went in,
and the gate swung to and fro, and clicked as the latch caught.
Senhouse inspected the gate, then his watch. “Rosemount
Academy for Young Ladies—three o’clock. She’s teaching till four.
She expects him.” He retired to his trees; but had to call Bingo twice.
He was halfway up the drive, nosing out his friend.
Duplessis came up the hill at five minutes to four, and smoked
three cigarettes one after another. He looked at his watch
incessantly, as he walked up and down the road. Senhouse watched
him calmly, not making any effort at concealment—but concealed,
because, it was obvious, Duplessis had no notion of his
whereabouts. Ladies—young ladies in straw hats—came out of
Rosemount Academy in twos and threes and vanished up or down
the road, as the case might be. Some rode bicycles, and waved the
prouder farewells to their friends afoot. One was fetched in a
brougham by a furred matron; two had a maid; and one joined a
brother in a cricket cap. Ladies of severer mien, tightly jacketed and
in black, came presently; a long-haired music-master—and Mary.
As she stood beyond the gate she saw Duplessis. Senhouse knew
that by her look. She had a trick, when she was at a pass, of driving
all expression from her eyes. They showed then as masks of black: it
was her way of defence. You could not tell whether she was glad or
afraid of you.
 But she addressed herself to her task; completed, or allowed the
young musician to complete, the conversation, bade him a smiling
farewell which sent him happily on his way, and then waited, blankly,
but with colour, for Duplessis. The road was now empty but for these
two.
He came up, lifting his hat; he took her hand, and held it while
he bent to speak to her. Senhouse saw her so held, but with averted
face; saw that she was listening, that she was serious—too serious
to be frightened. Once he saw her look up at the man, and frame No
with her grave lips; once again look up and frame Yes. At that
second answer Duplessis took her hand again—her left hand which
had been idle by her side—and held it while he continued to talk
vehemently, in low tones. He watched her now intently, as she
fought these long odds; and had Bingo by the scruff—Bingo on his
hind legs, shivering and whining in whispers—“Steady, boy; hold
yourself——.”
Mary was now pale, and in her eyes was the light of distress.
They beaconed across the way: but no help came. As she listened
she began to breathe quickly; he could see her bosom’s unrest. Her
hand was caught up to Tristram’s lips—but she sprang away then,
and her “Oh, no, no! Never, never—I could not do it,” gave Senhouse
the cue for which he shook. He loosed Bingo, who, like a streak of
grey light, shot across the road.
Duplessis started violently; but a low glad cry came from Mary’s
heart. “Bingo! Oh, my dearest friend! Oh, Bingo!” She stooped in the
road, and the two were one. Then she rose vividly bright and waited
for Senhouse.
He crossed the road leisurely—with no looks for Duplessis. He
held out the maple-branch. “My excuse,” he said. She took it from
him, and kept it in her hand. But she could not speak. In the
presence of the two men she showed nothing common or mean—no
consciousness. She was perhaps at her best: her colour high, but
not painful, her eyes serious, but not veiled. Modesty had been
jarring affectation here: modesty was not possible. Her left hand still
held Bingo’s head to her side: Bingo on his hind legs, revelling in her
hand.
 The two men, each in his way, put their fate to the touch. Neither
took his eyes off her, neither gave an inch. Duplessis would not have
compromised if he could. His sullen rage was patent: he let it
smoulder. Senhouse smiled—all the faun showed in him: the stored
secret knowledge, the power of the adept, of the seer into the dark,
of him who would mock if he were not full of pity.
He spoke first. “It seems that you are to choose,” he said. “I can
ask you to do that.”
Her soft eyes beamed, and her smile met his in the way.
“Halfway House?” she said, asking.
He nodded. “Halfway House, we’ll put it still.”
Duplessis said nothing at all; but fixed her with his knit brows. A
good ear might have heard three hearts beating. I think that Bingo’s
did, for he nozzled in Mary’s hand.
She let him gently down, stooped over him, kissed his head,
whispered in his ear. Then, rising to her assize, with a look divinely
mild and a gesture of confidence which brought tears into one pair
of eyes, she put her hand in Senhouse’s, and stood by his side.
Duplessis stiffened and looked at the pair of them. “I take your
answer,” he said, bowed to her, and walked down the hill. Bingo,
sitting sagely on his haunches, suddenly yawned.
Shyly they turned to each other, shyly kissed. Senhouse kissed
her twice, then threw his head back and laughed his joy to the skies.
“Oh, wonder of the world!” he cried, and took her to his heart.

Here’s for the last of her. In the train, on their way to London and
Löffner, Senhouse was commenting upon what lay before them: the
Caucasus, the Schwarzwald. What would she do in the Caucasus, for
example? That was easy. “I shall sit in the door of the tent, waiting
for you,” she told him. In the Black Forest? What else?
He believed her. “We are to leave Halfway House, then?” and
then he looked out of the window at the rolling hills of Wilts. “At any
rate, here I am a bondslave—yoked by Baden for five years. Make
what you will of it.”
She said nothing; she was always slow of speech with her betters
when they talked above her head. But she pondered the saying, it
was clear, for presently she picked up his hand, stooped to it, and
kissed it; then, lowering her head, put his arm over her neck, and
looked at him from below it. It was a pretty act, one of her prettiest.
He saw the beauty of her gentle rebuke.
It sent him to his knees. Bingo, sitting on her skirt, looked
pityingly at his master, for a few seconds, and then up into her face.

The End

Transcriber’s Notes
Obvious printing errors have been silently corrected.
Inconsistencies in hyphenation, spelling and punctuation have
been preserved.
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