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Talent management research today is increasing as organizational requirements attempt to meet the challenges of effectively managing talent to achieve organizations’ strategic agendas. However, in learning organizations specifically, investigations of talent management practices are limited, with this study exploring the role of talent management practices in employee satisfaction and organizational performance in Pakistan.

The study was conducted in various universities (public and private) in Pakistan using a quantitative approach. Cross-sectional data are collected through a questionnaire, with analysis and conclusions based on completed questionnaires from 403 respondents.

The study’s findings from the analysis by structural equation modeling (SEM) emphasize the positive and significant effects of most talent management practices (i.e. talent identification, talent development, talent culture and talent retention) on employee satisfaction and organizational performance (talent attraction is the exception). Employee satisfaction positively and significantly affects organizational performance and is found to have a mediating effect, bridging the relationships of most talent management practices (talent identification, talent development, talent culture and talent retention) with organizational performance.

The study’s findings support human resource professionals, academics and policymakers in managing talent practices to enhance organizational performance. The findings assist in developing core skills and talent-related competencies to achieve organizational goals and success.

The study fills the research gaps by developing a framework of talent management practices for employee satisfaction and organizational performance in learning organizations, which warrants further consideration.

This study aims to examine the relationship between self-perceived talent status (SPTS) and positive employee outcomes (work engagement and organisational commitment), mediated by organisational justice (distributive and procedural justice). The authors define SPTS as employees’ self-conceptualisation of talent, formed by inferring the organisation’s initiatives regarding training and development opportunities and through informal recognition by others.

The authors measured SPTS using eight items on a five-point scale. Through an internet survey company, the authors initially surveyed 1,207 full-time employees from 300 Japanese companies with ≥ 300 employees. In the second round of the survey, conducted after approximately two weeks, 876 (82.9%) responses were collected from the initial 1,207 respondents, which were used for the final analysis.

SPTS was directly and positively related to work engagement, organisational commitment, distributive justice and procedural justice. In learning organisations, SPTS was positively but indirectly related to work engagement and organisational commitment, mediated by distributive justice. In non-learning organisations, SPTS was positively but indirectly related to work engagement and organisational commitment, mediated by procedural justice.

Given SPTS’s positive impact on employee outcomes, to eliminate the information asymmetry between organisations and talent due to strategic ambiguity, organisations should increase SPTS by helping talents perceive the plethora of development opportunities in the talent pool.

The results demonstrate the utility of SPTS for improving employee outcomes based on strategic talent management (TM) mechanisms including talent rewards, talent development opportunities and promotions. Furthermore, the results demonstrate that distributive justice plays an important role in the build-based TM context of learning organisations.

Cloud computing, a dominant technology, significantly impacts organizations, necessitating talent management strategies for sustained growth. This study aims to explore the impact of cloud adoption on large French organizations through a “learning organization” perspective.

Interviews were conducted with business and IT stakeholders from 35 multinational organizations in France.

Cloud services have a high impact on large organizations, leading to a demand for cloud-related skills, a power shift from IT to business departments and increased shadow IT activities. Effective utilization requires organizational learning and a change management project, transforming organizations into productive and innovative learning organizations.

This paper contributes to cloud computing, organizational learning and talent management literature, offering managers a novel approach to handling cloud services.

The purpose of this paper was to identify talent development practices and processes that enhance professional and career growth of employees in South African higher education institutions (HEIs).

A quantitative study was carried out to investigate the subject matter. A structured questionnaire was used to collect the data from 265 academics in three South African HEIs. The Statistical Package for the Social Sciences, version 27.0, was used to analyse the data. Cronbach’s alpha coefficient and factor analysis were used to test the reliability and validity of the measuring instrument. Pearson’s correlations and regression analysis were used to interpret the relationship between the independent and dependent variables.

The results of the Pearson correlation test established a strong positive influence of training development, coaching and mentoring and career development on talent development. On the other hand, linear regression results indicated that training and development, coaching and mentoring and career development made a strong contribution to the model.

The scope of the study only applied to South African HEIs, making the generalisation of the findings to be limited because of the differences in an organisational context. Hence, future research should focus on different industries.

The study contributes to understanding how talent development can be leveraged to assist academics in HEIs to improve their professional and career goals. The findings suggest that HEIs must invest in talent development to help academics acquire the skills, knowledge and competencies required to perform their tasks.

This paper sheds more light on talent development practices and processes that enhance academic skills, knowledge and competencies in HEIs. Moreover, the study expands on the findings of prior studies concerning talent development in learning organisations.

The purpose of this paper is to explore the concept of talent development, define its scope and identify the issues involved in formulating talent development strategies in organisations.

The paper reviews the relatively scant and fragmented literature on talent development processes.

The literature review revealed that talent development is usually discussed as part of a wider talent management process. The literature highlights issues concerning who is the talent to be developed, what competencies should be developed, who drives development, what is the appropriate pace of development and what is the architecture to support the development.

The paper is solely theoretical in nature; however, it does identify gaps for further research.

The paper raises a number of important questions that should be considered by organisations when they engage in talent development.

The paper contributes to a perceived gap in the literature and highlights the issues that come within the terrain of talent development.

In this socio‐economic climate there may still be budget for talent development, but it might not be as much as we have grown accustomed to. There is a growing need for effective, sustainable and prudent programs: the question is “how?” This paper aims to address this issue.

Through the author's work with clients in industry, services and government, five key talent development principles are distilled, tested and evaluated.

There are various, sometimes conflicting, ways to determine who is of value within an organisation. HR departments are unlikely to address talent management as an integrated process. The form and purpose of talent development efforts are frequently mismatched. Preferred learning styles and the design of talent programs are often at odds. Talents have the potential to be much more engaged in and meaningful to their organisation.

Clarify what “talent” means in your organisation by formulating a crystal clear policy. Perceive talent management as an integrated process and start organising it as a coherent effort, involving all human resource departments. Fulfil a clear and present organisational need with your talent development efforts. Offer mentoring by true role models and thus enhance the talent's organisational “know‐how” and business insight and accelerate their development. Harness the power of the talent pool, because talents working in teams could offer your company a huge and largely untapped cognitive surplus.

The five key principles of talent development and the 25 decisions will aid human resource professionals in assessing or designing their own talent, leadership and career development trajectories.

The aim of this study is to investigate some factors that have an influence on employee retention. Based on the literature and previous research, both employee and organisational factors are taken into account.

Data were collected by means of a questionnaire that was distributed on a voluntary basis in professional organisations and among employees, both electronically and in hard‐copy, during 2008‐2009. The study sample consisted of 972 employees, mainly clerks, from diverse profit and social‐profit organisations.

The results show that when organisations want to retain their employees it is important to pay attention to the learning of employees. Letting people do more and learn more of what they are good at will encourage them to stay with the organisation. Results concerning the selected employee variables show that only age has a significant relationship with retention. Regarding the intention to stay, there exists a positive relationship between age and retention.

A limitation of this study is that both employee as organizational factors are measured through the perceptions of employees. The response set of subjects when responding to self‐report measures could therefore be the result of a temporary mood, or could be the result of what may be considered as socially appropriate by the participants. Another limitation is that the questionnaire was voluntarily completed by the respondents; the researcher had therefore no information about the non‐respondents.

The paper focuses on the factors influencing employee retention.

The purpose of this paper is to identify and measure the organizational learning outcomes in a sample of knowledge-intensive firms like software companies.

The sample chosen for this study comprised software professionals; the software companies were chosen based on the listing in the National Association of Software and Services Companies annual report with financial turnover as a base for classification. The learning outcomes discussed in this study are grounded on the dimensions of the building blocks of learning organization, which are classified as learning dynamics, organization transformation, knowledge management, people empowerment and technology application.

Statistical analysis revealed significant differences in learning outcomes based on the organization’s age. The organizational learning orientation for medium- and very large-scale companies are on the higher side with reduced organization hierarchy; better technology-based learning; structured knowledge management practices; learning-centric talent acquisition, talent management and total rewards. Small-scale companies fared well in organization transformation dimension and large-scale companies constantly nurture the congenial learning environment.

The tool can help knowledge-intensive firms to analyze the extent to which organizational practices aligned with learning initiatives are visibly seen in terms of learning outcomes. Thus, the learning culture can be articulated and associated with the growing needs of an organization.

Organizational learning initiatives can be enhanced and reinforced through customized organization practices by observing the measures of learning dimensions.

The purpose of this review is to evaluate existing learning agility measures and offer recommendations for their use in organizational and scholarly contexts.

This is a general review paper assessing the psychometric qualities of prevalent learning agility measures. Measures were selected based on their predominance and use in the learning agility literature and organizational settings.

Learning agility measurement is an area requiring further research. Multiple conceptualizations of learning agility exist, making the true structure of learning agility unclear. The learning agility measures in the academic literature deviate from learning agility’s traditional conceptualization and require further validation and convergent validity studies. Commercial measures of learning agility exist, but their development procedures are not subjected to peer review and are not widely used in academic research, given the cost associated with their use.

Learning agility is prevalently used in organizational settings and is receiving increased scholarly attention. Various conceptualizations and measurement tools exist, and it is unclear how these theories and measures relate and differ. This paper contributes to practice by providing practical guidelines and limitations for measuring learning agility.

Learning agility was initially conceived as a multidimensional construct comprising people agility, results agility, change agility and mental agility. As the construct has evolved, the dimension structure of the measure has evolved as well. This study addresses a gap in our current understanding of how to conceptualize and measure learning agility.

Global talent shortages, new skill demand and rising numbers of unfilled posts are fuelling an increasingly challenging job market, exacerbated by economic uncertainty and transformational digital change. Seeking creative solutions in response, the authors examine talent management’s (TM) theoretical and conceptual foundations, specifically the identification and selection of talent and TM programme design to explore the challenges and benefits of side-of-desk projects as interventions.

Taking an inductive qualitative approach, questionnaires, focus groups and semi-structured interviews gathered data from three employee groups in a UK digital communications organisation.

The authors reveal inconsistencies in the definition and selection of talent, highlighting programme quality challenges to expose a direct correlation between participant experience and motivation and retention, along with the longer-term challenges of balancing talented human capital, shareholder expectations and sustainable workforce resourcing.

The authors' research extends existing knowledge concerning the effect of organisational culture, context and workforce demands upon TM programmes, providing theoretical and practical implications for leaders and policymakers in designing enrichment activities to motivate, develop and retain talent. The authors make recommendations to inform the future design of TM programmes, revealing new opportunities to develop hidden talent and presenting a realistic and sustainable toolkit for future practice in the form of an organisational logic model.