Learning and Development: Processes, Practices and Perspectives at Work

Citation

Hartog, M. (2003), "Learning and Development: Processes, Practices and Perspectives at Work", Employee Relations, Vol. 25 No. 3, pp. 308-311. https://doi.org/10.1108/er.2003.25.3.308.1

The book is organized into three parts dealing with processes, practices and perspectives of learning and development at work. It begins with an introductory chapter that frames Gibb's own perspective on learning and development (L&D) at work setting the scene for part one. First impressions are that this is a refreshing take on the subject, introducing the concept of L&D, almost entirely without framing or reducing it to “training”. Gibb's key concepts for L&D offer a broader repertoire for the “thinking performer” (a term which has currency within CIPD circles, denoting the level of competence one might reasonably expect from a qualified professional) than the traditional concerns of training interventions concerned with knowledge, skills, and attitudes. Gibb provides a framework that underpins the concept of what a thinking performer might involve. Learning, he claims, is concerned with:

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  Developing “Cognitive Capacity”, which is broader than knowledge, the ability to “think outside the box”.

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  Developing “Capability”, what people have and use to achieve effective performance at work, which he states is broader than skills which have been traditionally connoted with physical skill, and competence, a term which he claims has had mixed popularity and questionable validity.

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  Developing “Behaviour”, which is concerned with what people do. He acknowledges that this includes attitudes and values and involves specifically establishing or changing patterns of behaviour that affect how people act and the resultant performance on the job.

These concerns for L&D are situated within his core model “The Performance Management Process” in a cycle of observation, planning, acting, and review, in which goals, objectives and standards are established as a means of getting better results from people and their organisations. These stages or phases in the cycle are then dealt with sequentially as chapters for part one, providing for a systematic and strategic approach to L&D, elevating the agenda and focus for L&D beyond the application of the systematic training cycle. On the whole this provides a useful conceptual framework for students.

The history of L&D has been dominated by training and Gibb cannot escape this fact. Indeed, he acknowledges this in his introductory chapter by reference to the CIPD survey (2001); and the DfEE survey (2000). Additionally, many of his sources and examples are based on data about training in organisations and while this is perfectly understandable given the dominance of training as a strategy, the fact that the terms L&D and training are used interchangeably has the potential to confuse, and lead students to assume that L&D and training are one in the same. I suggest that missing in this introduction is a clear historical framework of the main approaches that organisations have taken towards training, development and learning over the past 25 years. For example, Barnham et al. (1988, p. 45) developed a model that came out of a research project sponsored by The Foundation for Management Education and Ashridge Management College which highlights three approaches then commonly taken by organisations to training, development and learning at work. This included:

1. 1.

   A “fragmented” approach where training was frequently not linked to the needs of the individual or the business but often given to an employee by their manager on a whim, perhaps as a reward or as treat, e.g. a nice day out.

2. 2.

   A “formalised” approach, which involves a planned and systematic approach to training and development, normally linked to human resource management systems such as appraisal, where performance gaps and development needs might be identified, and which is normally driven by a menu of training courses, led by trainers who are mainly focused on the acquisition of skills and knowledge. (An approach that is reflected in the Investors in People Award.)

3. 3.

   A “focused” approach which is differentiated by an organisational culture for learning and development, and may be associated with what becoming a Learning Organization’ involves. This is characterised by monitoring and responding to change within the external business environment; learning from mistakes; having feedback mechanism within the organisation that support continuous learning; providing a range of learning and development opportunities for all where the development role is not confined to the trainer but includes facilitators of learning and development and a culture of leadership, where managers have the capability to coach and develop people and organisations.

These three approaches are not a strict classification but do seem to offer a historical context and explanatory framework against which students and organisations can benchmark what they are doing, and make some assessment of the limitations and effectiveness of their organisations strategy toward L&D. In addition, I would liked to have seen a more practical consideration of how theories of learning can inform practice, particularly in the design of L&D interventions.

The introduction is preceded by a framework case study Ladbroke Grove, which serves to remind us of this terrible crash. Gibb suggests that by starting with this framework case study it will illustrate how important L&D is to organisations. This case study is revisited at the end of the chapter in an effort to consolidate and reinforce the learning but in the opinion of this reviewer, it fails to satisfy. I suggest that the case study does not provide the reader with sufficient detail to arrive at Gibb's conclusions and neither does it adequately invite the reader to grapple with the case.

Case studies need to leave space for student participation so they can test out theory in relation to practice and where they are ultimately engaged in the negotiation of meaning, through problem finding, analysis, reflective enquiry, and where possible, solution posing. Gibb's style tends towards utilising cases for the purposes of illustration and explanation, in other words, he has done the thinking and grappling for them. While the case studies generally serve to whet one's appetite they do not live up to the promise or expectations stated on the cover.

Despite these criticisms Gibb makes a useful contribution to the field. His conceptual framework in his introduction and part one does take the agenda for L&D beyond training. In part two, his focus on practice provides the student with a basic introduction to L&D practices in organisations. Sense making, will I suggest, come more easily to those students who are working in an organisation or undergraduates who have had the benefit of an industrial placement.

Part three deals with perspectives and this is where I found the book to be most informative and animating. I especially enjoyed the chapter on policy in national vocational education and training. This chapter addressed historical issues such as “voluntarism” (the fact that there is no legislative requirement to provide for L&D in work) and here Gibbs offers a critical insight into the “uneasy dance” between employers and government in terms of both parties failing to bite the bullet and take responsibility for L&D, a failure that has consequences both for the employability of individuals and for the wealth of the nation. His case study of Glasgow NVET schemes aimed at those who are unemployed does show the incoherence of provision and the lack of adequate standards that schemes should be aiming to meet if they are to make a difference to the livelihood of their participants. This chapter serves to take the agenda for L&D beyond the workplace and the organisation, causing us to consider what we need to do if we are committed to the development of a learning society in which all our citizens have a stake. As a tutor it has certainly given me renewed impetus for addressing this topic within my programme of work, and has given me the scope to widen the ethical framework for addressing L&D. I hope it will serve to encourage the students to think beyond the boundaries of their own organisations.