2. Content
L&D as a Service
Typologies of provision
Components of delivery
The quality infrastructure
Service blueprinting
3. L&D
as
a
‘service’
Biechs (1994): L&D is about the provision of a service where the
customer is an internal client.
“output being transient leaving only
memories or promises” (Irons 1994)
Garavan et al (2000) identifies two schools of perception of HRD as
learning versus HRD as performance focused
4. Learning
System
Variables
Learner learning preferences
Learning methods
Capacity/ resources of function
Planning cycles
Status/ power
Managerial commitment
Links to operational objectives
5. …
generate
learning
systems
Learner learning preferences
Learning methods
Capacity/ resources of function
Planning cycles
Status/ power
Managerial commitment
Links to operational objectives
– Sitting next for Nellie
– Analytical system
– Problem-centred
– Action learning
– Systematic training
– Knowledge based
– Political
– Organisational development
– Self-development system
11. L&D
as
a
‘service’
Biechs (1994): L&D is about the provision of a service where the
customer is an internal client.
“output being transient leaving only
memories or promises” (Irons 1994)
Garavan et al (2000) identifies two schools of perception of HRD as
learning versus HRD as performance focused
12.
13. Image available at: http://www.flickr.com/photos/brandonschauer/3363169836/
Imageavailableat:http://www.flickr.com/photos/23445700@N05/4473109060/
14. Service
blueprinGng
Define as
* Customer actions include "all of the steps that customers take
as part of the service delivery process."
* Onstage/visible contact employee actions are the actions of
frontline contact employees that occur as part of a face-to-face
encounter with customers.
* Backstage/visible contact employee actions are non-visible
interactions with customers, such as telephone calls, as well as
other activities employees undertake in order to prepare to serve
customers or that are part of their role responsibilities.
* Support processes are all activities carried out by individuals
in a company who are not contact employees, but whose functions
are crucial to the carrying out of services processes.
15. Service
blueprinGng
-‐
exercise
Divide the flip chart paper into the following sections:
Customer actions: customers can include both participants and
who the L&D intervention is ‘for’ ie, SBU leadership, a project team,
etc…..
Front stage: what the L&D function should be seen to be doing, or
making happen [by the ‘customer’]
Back stage: what the L&D function should be doing behind the
scenes
Support processes: what will the L&D function need to do its front
and back stage tasks
Use Post-its to note down actions and processes
Place the Post-it in the appropriate section of the flip chart
Link the Post-its as appropriate
Place in a ‘time’ based order from left to right across the page
16. Service
blueprinGng
-‐
exercise
Tips & Hints
Be as specific as possible – but vagueness is OK
Build on each others ideas – if one is vague, it may prompt
some else to be specific
Discuss with your colleagues – this can be a noisy exercise
If you’re not sure about something, ask
Start with the customer actions and drill down from there[?]
Imagine yourself as that customer and so what would you
want to happen
17. Additional references
Bitner, M.J., Ostrom, A.L. and Morgan, F.N. (2008) Service Blueprinting: a
practical technique for service innovation. California Management Review,
50(3), 66 – 94
Canning, R. (1996) Enhancing the Quality of Learning in Human Resource
Development. Journal of European Industrial Training. 20(2), 3 – 10
Iles and Sutherland, NCCSDO (2001) Managing Change in the NHS:
Organisational Change. Available on line at www.sdo.lshtm.ac.uk
Shrivastava, Paul. "A typology of organizational learning systems". Journal of
Management Studies, 1983, 20, 7-29.
Vanthournout, D., Olson, K., Ceisel, J., White, A., Waddington, T., Barfield, T.,
Desai, S. and Mindrum, C. (2006) Return on Learning: training for high
performance at Accenture. Chicago: Agate
