Analysis of the Learning and Development Function in Organizations

This report provides a comprehensive overview of the Learning and Development (L&D) function within organizations. It begins by defining the L&D function as a critical component of Human Resource Management and Talent Management, emphasizing its role in enhancing individual and group performance. The report traces the evolution of L&D, highlighting shifts from technical expertise to leadership development and talent engagement, influenced by technological advancements and the rise of Gen Y and Gen Z in the workforce. Key L&D activities contributing to business improvement are identified, including understanding company goals, fostering innovation, and leveraging data analytics. The report then assesses prominent L&D models such as the 70-20-10 model, which emphasizes hands-on experience, social learning, and formal training, and the System model of Training, outlining its five phases. The report also covers the Transitional model, which focuses on the organization's mission and values. Finally, it details the roles and responsibilities of L&D managers, including advising company leaders, collaborating with consultants, and managing training budgets. The report also offers examples of leadership guidance and support, such as developing online training portals and promoting democratic leadership.

LEARNING AND
DEVELOPMENT FUCNTION
IN
ORGANIZATIONS

WHAT IS LEARNING AND DEVELOPMENT FUCNTION?
 The Learning and Development function is
a subdivision of the Human Resource
Management and focuses to enhance
individual and group accomplishments by
honing and amplifying their proficiency and
versatility (Ruigrok and Guttmann 2016).
 It is a segment of the Talent Management
scheme and is evolved to orient the
individuals and group targets and
performance with the organization’s
purpose and visions.

KEY PURPOSES:
ATTAINING ORGANIZATIONAL GOALS
BOOSTING YIELD OF EMPLOYEES
DEVELOPING TEAM SPIRIT
ENHANCING SAFETY AND HEALTH OF THE
ORGANIZATION
IMPROVING THE HUMAN RESOURCE
MANAGEMENT

EVOLUTION OF LEARNING AND DEVELOPMENT
FUNCTION:
 The role of learning and development has
undergone a shift in focus from development
of technical expertise to the development of
leadership development mechanism
 There have also been a gradual shift of
emphasis of L&D on talent engagement
within the periphery of the organization.
 The two strong factors impacting learning
and development in the past years have been
the development of technology and the
enhancement of placement of Gen Y at the
work places (Arora, Caril and Mercer 2015).

Evolution of role of L&D
professionals
 The dynamics of business environment is
gradually changing with the Gen Y
playing a critical role in business
environment and the Gen Z about to join
the workforce very soon (Passarelli
2016).
 The top priorities of the millennial
workforce regarding workspace learning
and development are “Opportunity to
develop leadership qualities” as well as
“Professional development”.

L&D activities contributing
to business environment
 The first activity is understanding the
goals, strategies as well as operations of
the company at an in depth level.
 Enabling innovation and change by
enhancing the innovation capabilities of
the company and the staff members.
 Explain and instruct the staff members in
order to drive results as an outcome of
leveraging data analytics, social media
handling and ensuring digital security.

The 70-20-10 model of L&D
 In the first place this theory assumes that 70% of the
learning of the employees is accomplished as an outcome of
the hands on experience of the workers.
 Rest 20% of the learning and development is accomplished
as an outcome of various activities including the likes of
social learning, coaching, mentoring, collaborative learning
and other methods of interaction with peers (Schieffer and
Lessem 2016).
 Encouragement and feedback are prime benefits of this
valuable learning approach.
 The final 10% is achieved as an outcome of formal
traditional courseware instruction as well as other educative
events.

The System model of
Training
 There are five phases involved in this
process
 The first step is designing and identification
 The next step is designing
 The third step is developing the blue print
for training session development
 The next stage is implementation and
finally the effects of the model is evaluated
in the last stage (Cordingley 2015).

Transition Model
 Transitional model
focuses on the
organization as a whole.
The outer loop describes
the vision, mission and
values of the organization
on the basis of which
training model i.e. inner
loop is executed
(Vähäsantanen et al.
2017).


Roles and Responsibilities
of L&D Manager
 The first and the most important responsibility is
advising the leaders of the company regarding the
issues in relation to LL&D, based on the immediate
needs of the organization.
 Working in close relationship with the third party
consultants as well as professionals regarding the
description of the in-house employee development
needs and education (Schieffer and Lessem 2016).
 Developing a perfect combination of various training
approaches integrating the important modes of learning,
like online learning, action learning, coaching and so on.
 Management of the budget of the organization's process
of training.

Examples of leadership, guidance
and support
 In the first place, I suggested that the company
should develop an online training portal where
training documents can be found.
 I have also referred a time management system for
the workers so that the third party L&D team can
train the members of the company as per the
convenience of time and need for knowledge
(Antonacopoulou 2019).
 Thirdly, I have strongly emphasized on
development of democratic leaders and
executives in the organization who would be able
to understand the training needs of the individuals
and work teams.

References
 Ruigrok, W. and Guttmann, G., 2016. Myth-busting: Three myths weakening
executive L&D. Global Focus-The EFMD Business Magazine, 10(3), pp.32-35.
 Arora, K., Caril, S. and Mercer, B., 2015. Daily and hourly variation in L&D triage and delivery
volumes, and the need for surge capacity. American Journal of Obstetrics and Gynecology, 212(1).
 Passarelli, A.M., 2016. Using experiential learning theory to promote student learning and
development in programs of education abroad.
 Cordingley, P., 2015. The contribution of research to teachers’ professional learning and
development. Oxford Review of Education, 41(2), pp.234-252.
 Schieffer, A. and Lessem, R., 2016. Integral development: Realising the transformative potential of
individuals, Organisations and societies. Routledge.
 Antonacopoulou, E.P., 2019. Sensuous learning for individuals, communities and organisations. In
Sensuous Learning for Practical Judgment in Professional Practice (pp. 15-45). Palgrave
Macmillan, Cham.
 Vähäsantanen, K., Paloniemi, S., Hökkä, P.K. and Eteläpelto, A., 2017. An agency-promoting
learning arena for developing shared work practices. In Agency at Work (pp. 351-371). Springer,
Cham.