2. 1
Contents
Background..................................................................................................................................2
Leadership and Management Development Program for Marine Works Limited.............................. 7
The Context.............................................................................................................................. 7
Development needs analysis.....................................................................................................8
Training Interventions............................................................................................................. 10
Costing................................................................................................................................... 13
Linking plan to Strategy........................................................................................................... 14
Evaluation.............................................................................................................................. 15
Conclusion.............................................................................................................................. 16
3. 2
Background
Leadership and Management Development can be defined as a planned
and deliberate learning process that helps leaders and managers become
more effective in terms of contributing to the business success of the
organization. (Armstrong; 2006, Gold et al; 2013, Mumford; 2000) It can be
visible, recognized, planned and measurable in terms of output, or even be
something that occurs through experience at work and need not
necessarily be planned and deliberate. It is therefore difficult to give a
generalized definition of Leadership and Management Development to
cover all contexts and situations, but the one presented above is widely
accepted.
“In England, the Chartered Institute of Personnel and Development’s
survey found that nearly 60% of organizations reported a lack of
management and leadership skills among senior managers, with 85%
reporting that line-managers lack these skills.” (Gold et al, 2013)There
therefore is an urgent need here to develop good, effective leaders and
managers who can help the organizations function more efficiently.
Leadership involves developing and articulating a vision for an
organization. It involves setting clear goals and influencing and helping
others to attain these goals by making them believe that the goals are both
important for the organization and are also achievable. Management on
the other hand involves the implementation of the leader’s vision for the
organization by putting plans into practice. (Greenburg, 2011)Effective
leadership and management are incredibly important for an organization to
achieve success, and just the description of the roles explains why.
Development Needs Analysis (CIPD, 2014)
Before an organization designs a Leadership and Management
Development Program, it needs to carry out a comprehensive needs
development analysis first. This is done to analyze where the managers
presently stand in terms of skills, attitudes and knowledge. This exposes
the gaps in skills, and the organization then knows exactly what skills the
managers have, and also what they lack, in terms of the organizational
strategy and their plans for the future. This gives the organization a
starting point for their Leadership and Management Development
Program.
Depending on the requirements, a needs analysis can be carried out at the
organizational, departmental or individual level. The skills the managers of
the organization currently possess can be analyzed using any, or a
4. 3
combination of the following methods, depending on the purpose of the
program and the context in which the organization is operating-
- Documentation or Pre-existing online data about the managers: The
educational qualifications, projects undertaken etc. can be studied.
(CIPD, 2014)
- 360 degree feedback/Multi-Source feedback (Gold et al, 2012): Inputs
from people in the organization through surveys and questionnaires
could be collected and analyzed. The questionnaires and surveys
could ask the respondents to rate the managers on a range of skills,
both professional and interpersonal. The issue with this is that there is
a risk of bias, especially if someone has a grudge against any
manager. Also, the manager could ask people close to him to opt to
take the survey and give positive feedback.
- Performance Appraisals: This is probably the most common method of
analyzing existing skills, gaps and needs on the basis of performance
at work as against the job description. This is probably because it’s job
performance specific and focuses on those aspects of performance
which are clearly measurable. One must have clear objectives in mind
while carrying out these appraisals. (Mumford, 2002)
- Assessments: Assessment activities can be carried out with an aim to
find out the levels of specific competencies. One must design
assessments with a clear eye on the objectives of the needs analysis
because these are designed to analyze the levels of specific skills.
Once this is done, the organization can design their Leadership and
Management Development Program to specifically target the gaps in
skills and also enhance the skills that are already present in their
managers.
Approaches to Leadership and Management Development
There are two types of approaches to Leadership and Management
Development:
Formal Approaches:
Employees could be sent on training events and courses where
learning takes place based on theories and models, normally leading to
formal qualifications such as an MBA. Seminars and lectures could be
organized to impart theoretical knowledge. Consultants or coaches
5. 4
could be brought in for short periods of time to help identify task
focused learning opportunities or to help solve problems though guided
activity. Relevant reading material like case studies could be provided
so the managers learn from what was done in other organizations in
similar scenarios. Then there’s role-playing and simulation-based
training where, as the name suggests, trainees are placed in different
scenarios and tested. There are also cases where managers are sent
to a different organization or department to help them learn how to
cope in different scenarios and cultures. (Gold et al, 2012; Mumford,
2002: Gold et al, 2013)
Formal methods that are formulated keeping the context in mind are
the most effective simply because this enhances the applicability factor
to a great extent. They can be used to provide basic or specific
theoretical knowledge but may be insufficient for total skill
development. Whether leaders can be taught in such a formal manner
is debatable and critics argue that formal training is artificial in nature
and that it can be difficult to actually translate these skills into
application at the workplace. (Beardwell at al 2010; Burgoyne and
Stuart, 1991; Roberts and McDonald, 1995; Mumford, 1997)
Informal Approaches:
When it comes to informal approaches to training one can get creative
and come up with innumerous ways that cannot be categorized strictly.
The interest in using ‘planned’ informal approaches for developing
managers has grown. There is no wonder in this as these approaches
have proven to be much more effective as they can be set in context
more easily and are also cost-effective. (Beardwell et al, 2010)
Mentoring seems to be a common informal method to train employees
at any level. Similar to coaching, it involves a superior helping his or
her subordinates while on the job. There’s also action learning where
leaders and managers try to solve each other’s work-related problems,
through informal discussions and follow-up action. Then there are
‘communities of practice’, similar to action learning, with an emphasis
on group-learning. As mentioned earlier, organizations could come up
with numerous non-prescribed ways of training its employees
informally and set them in context easily.
There doesn’t seem to be a very clear distinction between formal and
informal methods. For instance, while coaching and mentoring are
described as formal methods generally, Beardwell et al (2010), place
these in the ‘informal methods’ section. It explains how it depends on
how these programs are designed.
6. 5
Leadership and Management Development in a Small/Medium sized Enterprise
The principles of LMD might not be universally applicable and the
programs that work in the case of large organizations, might not
necessarily work in small and medium sized organizations. There,
therefore is a need to set them in the context of small and medium sized
organizations because the situation and business setting here is different.
SMEs can be classified on the basis of a variety of factors like turnover,
the market they operate in etc. A common factor in many SMEs though is
that they are owner managed with a strong family link to the business. This
results in the organization being developed and managed in accordance
with the values and aspirations of the owner/family (Gold et al, 2012). This
holds true for the way learning takes place in the organization as well.
These companies are less likely to adopt any popular model of Leadership
and Management Development and mostly take the informal route.
There are quite a few reasons why SMEs opt for informal approaches.
They generally plan only for the short-term and make use of short-term
measures of performance. This makes it difficult for managers to find time
away from work for formally planned training programs. Most learning
takes place at work every day through trial and error and observation. If
this learning is recognized there is potential for the enhancement of
benefit.
Managers in SMEs need to be convinced through clear articulation of the
individual and organizational benefits of taking part in a planned
development program as they are often reluctant, the shortage of time
being a major factor. Once this is done, a number of approaches to
Learning and Development can be put forward. For instance-
- Managers could form networks and discuss problems and learn
from each other, leading to overall skill development.
- Action learning sets could be introduced where there is
centralization of learning while preserving a degree of informality at
the same time.
- One-to-one support can be provided to tackle specific issues
through coaching and mentoring, and once a coach/mentor gains
the confidence of managers, other, more formal methods of
learning can be used. Managers need to be allowed time away from
work for such formal and planned methods of development.
7. 6
Evaluation of LMD (McKenna and Beech, 2014)
The evaluation of training is rarely carried out in an effective manner in an
organization. In fact, Anderson (2007) found that about a third of
organizations in the UK don’t really expend effort to analyze the effects of
training and development on business performance.
There could be various reasons for this. Organizations could be unsure of
how to go about the process of evaluation or may not believe it to be worth
the time and money. In some cases, they might know how to carry out the
evaluation but might not know how to interpret the results and then use
them.
Whatever the reason, eventually an organization will need to figure out a
way to carry out the evaluation and interpret its results to see if their
training and development activities are actually working and to test the
reliability and validity of their training program.
Evaluation can be carried out in various formal and informal ways. For
instance, follow-up questionnaires could be sent out, formal examinations
could be held, the trainees could be asked to take part in role playing
exercises etc.
Then there are models or frameworks for evaluating the effects of training,
like the one provided by Kirkpatrick (1967), which has become a popular
method of evaluating training. The framework consists of the following four
steps:-
a. Reaction- Responses from the trainees about the training methods
used. What they think about its length, difficulty etc.
b. Learning- The extent to which the trainee has picked up what has been
taught and the knowledge he or she has acquired is assessed, usually
by carrying out tests before and after the training.
c. Behavior- Here, the extent to which skills that are acquired during
training are applied at the workplace with the help of various indicators
is measured.
d. Results- Here, the overall impact of this training and organizational
effectiveness is evaluated.
8. 7
LeadershipandManagementDevelopmentProgramforMarineWorksLimited
The Context
Marine Works Limited: Based in south-west England
Workforce: 90 employees
Divisions: 3 - Administration, Marina and Engineering
Ownership Structure: Sole proprietorship
Finance: Self-financed - Business being run by investing retained profits and
personal wealth of the owner.
Strategy of the Organization: Organic growth strategy - Focused on producing as
many products as possible and selling to a large number of people.
The plan: To set up two sites in Cornwall over the next 5 years.
What the plan requires-
- Workforce to be expanded from 90 to 200
- Number of managers to be increased from the present 15 to 35
A Leadership and Management Development Program needs to be designed to
upgrade the skills of the managers to meet the new requirements and also address
the issues the employees have with the managers. The program would focus on
addressing the specific managerial deficiencies pointed out by the staff and also look
to impart the knowledge and skills the managers should have, to deal with the
challenges the expansion of the company would bring. A sum of 25,000 pounds has
been set aside for the program.
Training needs of the managers (worked out on the basis of complaints from the
employees and the fact that a managerial training program has never been in place):
The managers would need training for the development of leadership skills
which encourages employee participation in decision making or which at least
gives the employees more of a say in matters related to their work.
They would need training to address the ‘lack of co-ordination between
teams’, which translates to, a ‘lack of communication and negotiation skills’.
They would need to be trained how to work effectively as a team.
9. 8
Developmentneedsanalysis (to be carried out in the order in which they are discussed)
Multi-source/360degree feedback:
In the case of multi-source feedback, feedback is sought from nearly everyone
around the employee. (Gold et al, 2012) The employee’s peers, subordinates,
superiors etc., in other words nearly everyone close enough to judge the employee
of various measures is asked to provide feedback. Since feedback is coming in from
all areas, the issue of bias doesn’t arise and such appraisals are high on reliability.
Questionnaires would be sent to everyone with the respondents being asked to rate
the employee, or manager in this case, on various measures of performance and
behavior. The questionnaires would be sent online and the respondents would be
asked to maintain anonymity.
The questionnaire would ask for a rating on skills, attributes, communication skills,
consistency on meeting targets etc., with also a section for comments. The
respondent would be asked to mention if he or she is a peer, subordinate or
superior, and particular attention would be given to the competency that they can
judge more accurately given their status. For instance, superiors would be in a better
position to judge skills, and the like.
Performance Appraisal orInterview:
A performance appraisal or interview of every manager would be conducted. (Gold
et al, 2012) This is where a person’s overall capabilities and potential are analyzed
on the basis of the person’s past and present performance data related to work.
While in the case of multi-source feedback there would be collection of opinions from
all the people around the manager and would be more general, this performance
appraisal would be focused on the work performance of the managers.
The review would include a review of current performance against objectives,
reasons for current performance whether good or bad, and the current and future
development needs. The managers’ current levels of skills need to be assessed
against the requirements of the upcoming job. (Mumford, 2002)
Appraisals in general aren’t very popular. There’s a general air of negativity, and
criticism can lead to appraisees being demotivated or defensive. (Meyer et al, 1965)
But this would not be the case here because the managers would know why exactly
the performance appraisal is being conducted. One would expect all criticism to be
taken positively and prove to be constructive.
Self-Appraisal (Goldetal, 2012):
The managers would be asked to rate themselves on various factors of performance,
their communication skills and how well or not-so-well they connect with their
10. 9
subordinates, supervisors and most importantly other managers. They would be
asked to point out particularly what they’re good at and what they aren’t good at,
both in the case of work related skills as well as interpersonal skills. They would be
given the same questionnaire used in the case of the multi-source feedback.
The disadvantage here could be that they could rate themselves higher than normal.
But to dilute this problem, we would have both the results of the multi-source
feedback and the performance appraisal.
This is of high-importance though, as getting their point of view for each performance
and attitude measure is essential. This appraisal would be given equal weightage as
even bias is unlikely here as they would know exactly why this is being carried out.
The most important thing about these questionnaires, whether in the case of the
multi-source feedback or in the case of the self-appraisal, is that they need to be set
in the context of the organization and not just be borrowed from somewhere.
(Mumford, 2002)
Informal Interview:
The results of the multi-source feedback, the self-appraisal and the performance
appraisal would be brought together and a ‘final skill document’ of competencies,
skills, gaps in skills and other specific issues or comments would be created. This
would then be discussed in detail with each manager. His reactions would be taken
account of, and if there are any gaps in skills, or if he failed to meet any targets at
any point, he would be asked to provide possible reasons, without it seeming like he
is being targeted. Also, equally importantly, if he has performed exceptionally well
anywhere, he would be asked as to how he went about the process. Wherever the
manager has performed well or poorly, it is important to know where and how things
have worked or not worked for him. He would then be asked to provide advice for the
development program as to what training methods we could use to fill skill gaps or
enhance skills. It is important to get the managers fully involved in the program; it
would do a great deal of good in terms of how convinced they are of the importance
and effectiveness of the program.
The final skill document of every manager, which would include the comments made
by the managers and also the advice provided by him/her, would be studied
carefully. These would be brought together and the most common issues and gaps
in skills would be extracted. The program would be designed to address these
issues.
There are two groups of trainees here; those who have been managers for a few
years and those who haven’t had any kind of managerial experience. Presuming that
both groups have educational qualifications of a similar kind, the only difference
would be the existence of tacit knowledge in the case of the people who have been
managers. Although this would be kept in mind while designing one of the
interventions, the program in general would be universally applicable. This is
because a soft-skills training program hasn’t been in existence here.
11. 10
Training Interventions
There are two groups of trainees here; those who have been managers for a few
years and those who haven’t had any kind of managerial experience. Presuming that
both groups have educational qualifications of a similar kind, the only difference
would be the existence of tacit knowledge in the case of the people who have been
managers. Although this would be kept in mind while designing one of the
interventions, the program in general would be universally applicable. This is
because a soft-skills training program hasn’t been in existence here.
The focus of the program would be on building leadership skills (with an emphasis
on change management) and communication and interpersonal skills, and a great
deal of emphasis would be placed on team building, group learning and the like. The
training interventions would be majorly learner-centered or androgogical and group-
based. In other words they would be group-led, self-directed and participative.
(Wilton, 2011)
The specific objectives of the interventions should be worked out on the basis of the
gap between the present levels of the skills mentioned above and the desired level.
In other words the learning interventions should look to bridge this gap. An
evaluation should then be carried out to check to what extent the gap has been filled.
The issue here is that the desired level isn’t clear and can’t be quantified. Also, this
program wouldn’t have an end date as learning is a continuous process and so the
interventions would continue forever.
The training would be carried out at the place of work. Referred to as ‘in-house’
training, it can be set in context more easily and the learning can be applied at the
workplace readily. According to a survey carried out by CIPD in 2009, in-house
development programs have been rated as the most effective form of training.
(Wilton, 2011)
Design ofthe program:
1. A seminar would be organized at the workplace where all the executives
of the company, including the owner would be present. They would
explain to the managers in detail, the expansion plan of the company,
including their present financial standing, where they see the company
once the other two sites are opened and fully functional, how they would
go about the entire plan, what needs to be done for this entire plan to be
successful, what their roles would be and what the managers’ roles
would be etc. The intended training interventions, worked out on the
basis of the common issues extracted from the skills documents of the
managers and the future roles of the managers, would be explained to
them in brief by the HRD director, in the form of an outline. The
managers would then be given a couple of weeks to think about the
interventions. They would be encouraged to discuss the interventions in a
12. 11
group, look for loopholes, possible problem areas etc. They would be
given opportunities for this.
2. At the end of the two weeks, on a Saturday, the whole group would be
taken on a day-trip to the country-side. They would then be asked to
present their feedback on the interventions and the setting would be
completely informal. Their feedback would be given utmost importance.
Here, a lot of games and activities would be organized in an effort to
bring the whole group together and to help them break the ice. They
wouldn’t be activities taken out of any text book. Team based games that
aren’t very physically demanding would be a good option. It would be
more like a trip organized for university students for instance.
3. A simple prospectus would be printed out explaining the ‘modified
program’ in some detail and the benefit of each intervention would be
explained, just so that the trainees could refer to them when in doubt.
4. Coaching:
A group of consultants would be brought in to teach leadership skills to all
the managers. The managers would be trained in effective change
management, adaptability and flexibility. They would also be taught about
the importance of employee participation in the decisions and the
activities of the company, in the same way their involvement was
encouraged actively while formulating the training interventions. They
would then be taught about handling conflict situations effectively.
This would be done in three different sessions held at the workplace. The
first session would be on change management, and would be held over a
day. The second session would be on the importance of employee
participation and would also be held over a day. The third session, on
avoiding conflict, and handling conflict situations should they arise, would
be held over two days and would involve role play on the second day,
where situations that could lead to conflict would be simulated.
The sessions would be mostly practical including case studies and the
like. They would be learner-centered and would require the active
involvement of every manager. Each session would require three
consultants because they would be case study and activity based.
5. The next three learning interventions would be carried out simultaneously
and would be permanently embedded into the activities of the
organization. It would be difficult to work out the costs for these activities
and rather pointless to evaluate as the innumerable benefits can’t be
quantified or even defined in some cases.
a. Mentoring
13. 12
b. Action-learning
c. Secondments
a. Mentoring :
Five of the most senior managers, those who have been with the company for
at least 10 to 15 years would be given the job of mentoring the new managers.
They would share the knowledge that they’ve gained through their experience
of working at the organization for all these years. The advice would range
from advice on personal development, through handling of employees, to
even advice on specific work-related issues they could possibly face. This
wouldn’t cost the company any money and can be incredibly helpful for the
development of the mentee.
Sometimes mentors involuntarily start to control the activities of the mentees
and/or mentees start to depend overly on mentors. Care must be taken to
prevent this from happening by defining the roles of the mentors clearly. The
level of support could be gradually brought down as the mentees pick up
knowledge. The mentors could then play the role of a ‘safety net’.
b. Action-learning :
This is based on the theory that leaders and managers learn best by working
on real work-related issues as comrades in adversity. (Gold, 2012)
The managers from each department would be encouraged to work together
in a group. There would therefore be one group per department. They would
be encouraged to sit together, discuss and suggest possible solutions to
problems faced by fellow managers. Individual and group-related problems
would be tackled through advice, and follow-up action based on the advice.
The learning that takes place through this process is then reported. Therefore,
anyone who faces a similar problem would then have an idea of how to go
about the process of tacking it. This process generally involves 5 to 8 people,
on the basis of literature (Gold, 2012), but here there would be around 10
managers per department and it wouldn’t make sense to divide them. Also,
the literature talks about the need for a facilitator. I somehow don’t agree with
this at all, they are managers after all, not school kids who need to be told
how to discuss things all the time. He/she would be more of an irritant than a
‘facilitator’.
This would be held once a fortnight for half a day, preferably on Wednesdays
in the second half, so it would be like a break from work in the middle of the
week. This activity would be immeasurably beneficial to the organization
because it would help develop communication and interpersonal skills, it
would bring the group closer and help in team building. As for ‘group learning’,
the activity itself can also be described as group learning.
14. 13
c. Secondments :
This involves moving managers to different divisions or organizations for
temporary periods (Mumford, 2002). Managers in this case would be moved
to different departments regularly, where the work culture could be slightly
different, giving them opportunities to learn to deal with new and often
challenging situations and also pick up new knowledge.
This would also help keep interdepartmental conflicts at bay as managers
would understand how things work in other departments. The idea is to bring
all the managers together as one group. The people sent on secondments
might feel uncomfortable initially but this would be undone by making this a
regular phenomenon.
Costing
1. Seminar:
1 day, all managers = 3500 pounds
2. Trip to the countryside:
Travel by coach = 350 pounds
Food = 750 pounds
Cost of trip = 1150 pounds
3. Printing out of prospectus:
Cost of printing per copy = 2 pounds
Number of copies = 50
Total cost = 100 pounds
4. Coaching/Consultants:
Number of Consultants = 3, Number of Days = 4, Cost per Consultant =
300 pounds per day
15. 14
Cost of Consultancy = 3600 pounds
Time spent away from work for the managers = 4 days, Pay per day = 100
pounds, Number of Managers = 35
Total cost of time spent away from work = 14,000 pounds
Total cost of Coaching = 17,600 pounds
Total cost of ‘one-time’ interventions = 3500 + 1150 + 100 + 17,600 =
22,350 pounds
Permanent Interventions:
Mentoring
Action Learning
Secondments
While mentoring and secondments wouldn’t cost anything, action learning, when
calculated on the basis of time away from work, would work to about 42,000 pounds
per year. But this can’t be treated as a cost or even as ‘time away from work’ and
must be treated as a part of work, because this would lead to more efficiency at the
workplace and would bring in a collective learning and problem solving culture.
Employees working on various projects for clients tend to run into issues all the time
and solving these by themselves would take time. If people sit together and solve
each other’s issues, how can this be treated as a separate activity from work?
Linking plan to Strategy
In this era of rapid globalization and ever increasing competition, where the social,
economic and political atmosphere is changing constantly and rapidly, formulation of
a specific business strategy for the long term doesn’t make sense. Linking a
Leadership and Management Development (LMD) program to strategy or creating
such a program with the ‘strategy’ of the organization as a starting point is even
more foolish. Especially in this case the entire expansion is supposed to take about 5
years. The business atmosphere could be completely different by then and any
strategy in place would probably be outdated and hence skills developed on that
basis would also not match with the required strategy then.
16. 15
The strategy of an organization would need to be constantly changed in response to
‘short-term’ business projections (contingency planning). So there would be business
projections based on extrapolation of past data and all possible responses to all the
possible scenarios would be worked out. Having ‘one specific’ strategy forever would
not work. Therefore this LMD plan, which places an emphasis on continuous
learning, and change management and flexibility, and which wouldn’t have an ‘end
date’ as such, would not be linked to any strategy, which is why the learning
interventions are generic. In this atmosphere, the most adaptable organization would
be the best, and this can only happen through an adaptable and flexible workforce.
This would help them learn how to deal with all kinds of situations.
Evaluation
Since the learning interventions here would become a part of the HR system, the
evaluations would also be done continuously and periodically. Since the
effectiveness of action learning, mentoring, secondments and coaching can’t be
quantified, the evaluations would be an effort to gauge the overall level of
enthusiasm in the organization, the efficiency with which all the managers are
collectively taking the organization forward and their explicit opinion about the
interventions based on the applicability factor.
To evaluate effectiveness, if the methods used in the case of the needs analysis
carried out before the interventions began are used again, it would make sense. It
would present a clearer picture since the dimensions and conditions of measurement
would be the same. The difference in results would then show the effect of the
program. The evaluation would be handled by the HRD director.
The evaluations wouldn’t start until the managers have had enough time to
implement what they have learnt and have been learning at the workplace, because
gathering reactions right after the events, which is the norm, would only get you
vague replies. A self-appraisal would be conducted with each manager after about
two quarters into the program. He/she would be asked if and how the interventions
are helping his/her efficiency at the workplace. If any suggestions are put forward for
modifications, this would be taken into consideration. This would be conducted after
every two quarters. A multi-source feedback would then be collected after about
three quarters into the program, because it takes more time for others to notice the
difference in performance. The same questionnaires that were used during the
needs analysis would be used here. Thereafter a multi-source feedback would be
conducted once a year as this would be more time consuming. A performance
appraisal would be conducted once a year and focus more on quantifiable
performance, for instance the meeting of targets.
Most importantly:
17. 16
The mentors would be asked about changes/improvements in performance if
any in numerous informal meetings, perhaps once a quarter.
A ‘group performance appraisal’ would be conducted once a year for every
department.
Conclusion
The organization would place the greatest emphasis on flexibility and change
management through people, team work and group learning, collective
responsibility, inclusiveness in decision making, communication and
interpersonal skills. The design of the Leadership and Management
Development Program reflects this. Too much is made of the need to evaluate
programs in terms of return on investment. Most skills, especially the ones
related to leadership can’t really be quantified in that manner. Even if some
technical skills can, it’s difficult to separate them from the other factors that
could cause an improved performance. If there is a high level of enthusiasm,
satisfaction, contentment and a positive vibe at the workplace it can’t really go
unnoticed. This is what one should look to gauge through evaluation, once
people have had the opportunity to apply the skills learnt. Also, a training and
development program shouldn’t ideally have an end date as such. Perhaps
the word program mustn’t be used. Instead, every organization must have a
learning culture, where learning goes on at all times and at every stage is led
by the employees themselves.
REFERENCES:
1. Anderson, V, (2007); The Value of Learning, A New Model of Value and
Evaluation, London, CIPD
2. Armstrong, (2006); A Handbook of Human Resource Management Practice,
10th Edition
3. Beardwell, Julie and Clayden, Tim, (2010); Human Resource Management: A
Contemporary Approach, 6th Edition
4. Burgoyne, J and Stuart, R, (1991); Teaching and Learning Methods in
Management Development, Personnel Review
5. CIPD (2014)
6. Gold et al, (2012); Human Resource Management, Theory and Practice
18. 17
7. Gold et al, (2013); Human Resource Development, Theory and Practice, 2nd
Edition
8. Greenburg, Jerald, (2011); Behavior in Organizations, 10th Edition, Pearson
9. Kirkpatrick, D.L. (1987); Evaluation of Training, Training and Development
Handbook, NY: McGraw Hill
10.McKenna, Eugene and Beech, Nic, (2014); Human Resource Management: A
Concise Analysis, 3rd Edition
11.Meyer et al (1965); Splitroles in Performance Appraisal, Harvard Business
Review
12.Mumford, Alan (1997); Management Development: Strategies for Action
13.Mumford, Alan (2000); Management Development
14.Mumford, Alan (2002); Management Development
15.Roberts, C and McDonald, G (1995); Training to fair, Journal of Management
Development
16.Wilton, Nick (2011); An Introduction to Human Resources Management
