THOMAS N. GARAVAN is Professor of Leadership Practice, University College Cork and Visiting Research Professor, National College of Ireland, Dublin and is a leading researcher worldwide in in L&D, HRD, leadership development and workplace learning. CAROLE HOGAN, D.Soc.Sc., M.Ed., H.Dip.Ed., B.A., is a highly-experienced management consultant and Managing Director of her own international human resource consultancy company. AMANDA CAHIR-O'DONNELL, B.Ed., M.Ed.Mgmt. (TCD), Chartered Fellow of CIPD, FIITD, PCC (ICF), CPCC, CSA Accredited Coach Supervisor, set up TIO Consulting Ltd. in March 2006, with a passion for developing leaders at all levels in organisations. CLAIRE GUBBINS is an Associate Professor of Organisational Behaviour & HRM at Dublin City University Business School, Director of DCU Executive MBA Programme, an adjunct Professor at PNU University, Riyadh and a facilitator at DCU's Centre for Executive Education.

• CONTENTSFiguresTablesAbbreviationsForewordPrefaceSECTION 1: CONCEPTS AND CONTEXTS OF L&D IN ORGANISATIONSChapter 1: L&D: Concepts, Context and ProcessesLearning ObjectivesKey Concepts1.1Introduction1.2Defining L&DCase Study 1.1: L&D in PwC1.3The Historical Evolution of L&D in Organisations1.4The Context of L&DCase Study 1.2: L&D and the Gig Economy1.5Defining Strategic L&DCritical Reflection 1.1Critical Reflection 1.2Best Available Evidence to Inform Practice 1ConclusionSummaryReview QuestionsStrategic L&D in Action 1Case Study 1.3: Investing in the Development of Employees: Amazon, Google, Dell and IntelFurther ReadingChapter 2: Strategic L&D in Organisations: Theory, Frameworks, Structures and GovernanceLearning ObjectivesKey Concepts2.1Introduction2.2Theoretical Perspectives: Explaining the Contribution of L&DCritical Reflection 2.1Case Study 2.1: L&D in InfoSys2.3Explaining the Link between L&D, Individual and Organisational Performance2.4Conceptual Frameworks to Understand L&D in OrganisationsCase Study 2.2: Implementing a New Vision at Virgin Trains - The Role of L&D2.5Structuring L&D in OrganisationsCritical Reflection 2.2Best Available Evidence to Inform Practice 2ConclusionSummaryReview QuestionsStrategic L&D in Action 2Case Study 2.3: L&D Strategy and the ESB's Brighter Future StrategyFurther ReadingChapter 3: Strategic L&D: Strategy, Processes and ResourcesLearning ObjectivesKey Concepts3.1Introduction3.2What is L&D Strategy?3.3How Does L&D Strategy Support Organisational Strategy?Case Study 3.1: People Strategy in the Irish Police Force3.4Developing L&D Strategy: Content Issues3.5Developing L&D Strategy: Process Issues3.6Developing L&D Strategy: Implementation IssuesCase Study 3.2: Using L&D to Implement Strategy in the Raffles HotelCritical Reflection 3.13.7Resourcing L&D in Organisations3.8Developing a Learning Culture and ClimateBest Available Evidence to Inform Practice 3ConclusionSummaryReview QuestionsStrategic L&D in Action 3Case Study 3.3: Stryker's Global Engineering Development ProgrammeFurther ReadingSECTION 2: THE THEORY AND PRACTICE OF L&DChapter 4: Adult Learning, Learner Motivation and EngagementLearning ObjectivesKey Concepts4.1Introduction4.2What Are Learning and Learning Outcomes?4.3The Historical Evolution of Adult Learning TheoryCritical Reflection 4.14.4Categories of Adult Learning Theory4.5Adult Learning StylesCritical Reflection 4.24.6Multiple Intelligences and Adult Learning4.7Training Motivation and EngagementCase Study 4.1: What Is Autonomous Learning and What Does It Mean for Employees?4.8Misconceptions about Adult Learning in OrganisationsCase Study 4.2: Designing Training for Older Employees4.9The Implications of Adult Learning Theories for L&DBest Available Evidence to Inform Practice 4ConclusionSummaryReview QuestionsStrategic L&D in Action 4Case Study 4.3: Personalised and Self-directed Learning at MastercardFurther ReadingChapter 5: Identifying and Prioritising L&D NeedsLearning ObjectivesKey Concepts5.1Introduction5.2What Are Learning Needs and Learning Needs Analysis?5.3Approaches to L&D Learning Needs AnalysisCase Study 5.1: Identifying L&D at NestleCritical Reflection 5.15.4L&D Needs Analysis: Organisational, Job / Task and Individual LevelsCritical Reflection 5.2Case Study 5.2: Learning Needs Analysis in Small Organisations: An Informal Approach5.5Why Identifying L&D Needs is Important5.6Who Should Be Involved in the L&D Needs Assessment Process?5.7L&D Needs Analysis Methods5.8Analysing L&D Data and Determining L&D Priorities5.9Challenges Encountered when Conducting L&D Needs AnalysisBest Available Evidence to Inform Practice 5ConclusionSummaryReview QuestionsStrategic L&D in Action 5Case Study 5.3: Identifying the Training Needs of Loco Pilots at Indian RailFurther ReadingChapter 6: Designing Classroom, Digital, Blended and Flipped Learning SolutionsLearning ObjectivesKey Concepts6.1Introduction6.2Defining the Key Components of the L&D Design Process6.3The Make or Buy Decision and L&D6.4Designing L&D: Models and ApproachesCase Study 6.1: Meeting the Learning Needs of Boomers and Seniors6.5The Development of Learning ObjectivesCritical Reflection 6.16.6Developing Classroom Learning Content6.7Designing and Developing Digital Learning SolutionsCase Study 6.2: Using Technology to Deliver L&D in Hewlett Packard6.8Designing Blended and Flipped Learning SolutionsCritical Reflection 6.2Best Available Evidence to Inform Practice 6ConclusionSummaryReview QuestionsStrategic L&D in Action 6Case Study 6.3: Designing and Delivering Induction and Initial Training at Chill InsuranceFurther ReadingChapter 7: Off-the-job L&D MethodsLearning ObjectivesKey Concepts7.1Introduction7.2L&D Methods: Formal and Informal MethodsCritical Reflection 7.1Case Study 7.1: Du Pont's STOP Safety Training Programme7.3How L&D Methods Differ7.4Advantages and Disadvantages of Formal Off-the-job L&D MethodsCase Study 7.2: Using Action-based Learning in Heineken to Develop Front-line ManagersCritical Reflection 7.2Best Available Evidence to Inform Practice 7ConclusionSummaryReview QuestionsStrategic L&D in Action 7Case Study 7.3: Using Blended Learning Methods in Starbucks to Develop Front-line EmployeesFurther ReadingChapter 8: On-the-job L&D MethodsLearning ObjectivesKey Concepts8.1Introduction8.2Key Features of Structured On-the-job Training8.3Different Types of Structured On-the-job L&DCritical Reflection 8.1Case Study 8.1: Flight Attendant Training at JetBlue8.4Using Informal L&D Methods in Organisations8.5Micro Learning in OrganisationsCase Study 8.2: Informal Learning in Small Organisations8.6Blended Learning and the 70:20:10 ModelCritical Reflection 8.28.7When are Structured Off-the-job and On-the-job and Informal L&D Methods Appropriate?Best Available Evidence to Inform Practice 8ConclusionSummaryReview QuestionsStrategic L&D in Action 8Case Study 8.3: Training within Industry and ToyotaFurther ReadingChapter 9: Implementing and Delivering Classroom-based L&D in OrganisationsLearning ObjectivesKey Concepts9.1Introduction9.2Defining Training Implementation and Delivery9.3Instruction versus FacilitationCritical Reflection 9.19.4Applying Learning Theory to the Delivery of Classroom TrainingCase Study 9.1: Using Humour in the Classroom9.5Developing Lesson Plans for Classroom Training9.6Delivering a Classroom Training Session Using Instruction and FacilitationCritical Reflection 9.29.7Creating an Effective Classroom Training Environment9.8Delivering Training in the Classroom: Key ChallengesCase Study 9.2: Using the Classroom to Onboard Employees at Bristol-Myers SquibbBest Available Evidence to Inform Practice 9ConclusionSummaryReview QuestionsStrategic L&D in Action 9Case Study 9.3: Cultural Differences in Reactions to L&D MethodsFurther ReadingChapter 10: Using Technology to Deliver L&D in OrganisationsLearning ObjectivesKey Concepts10.1Introduction10.2Defining Technology-based Learning and Digital Learning10.3The Shift to Technology-based Training and Digital Learning10.4eLearningCritical Reflection 10.110.5Massive Open Online Courses10.6Mobile LearningCase Study 10.1: Mobile Learning at Merrill Lynch10.7Gamification and L&DCase Study 10.2: Using Games in the Deloitte Leadership Academy10.8Computer-based Simulations, Virtual Reality, Augmented Reality and Training10.9Learning Management Systems and L&D10.10Advantages and Disadvantages of Technology-based Training and Digital LearningBest Available Evidence to Inform Practice 10ConclusionSummaryReview QuestionsStrategic L&D in Action 10Case Study 10.3: Virtual Reality and Training of Employees in WalmartFurther ReadingChapter 11 : Social, Collaborative and Collective Learning in OrganisationsLearning ObjectivesKey Concepts11.1Introduction11.2Defining Social, Collaborative and Collective Learning ProcessesCritical Reflection 11.111.3Different Types of Social, Collaborative and Collective LearningCritical Reflection 11.211.4Social Media and the New Social LearningCase Study 11.1: Using Social Media for Training in Marks & Spencer11.5Collective Social Learning Processes and ToolsCase Study 11.2: Social learning: The Sea Salt Learning Approach11.6Contextual Conditions Facilitating Social, Collaborative and Collective LearningBest Available Evidence to Inform Practice 11ConclusionSummaryReview QuestionsStrategic L&D in Action 11Case Study 11.3: Citigroup's Journey to a Culture of Continuous LearningFurther ReadingChapter 12: Transfer of Training in OrganisationsLearning ObjectivesKey Concepts12.1Introduction12.2What is Training Transfer?12.3Why is Training Transfer Important for Organisations?12.4Transfer of Training Theory12.5The Training Transfer Process12.6The Learning Transfer EnvironmentCase Study 12.1: Embedding Training in Wegmans12.7Facilitating Training Transfer: Strategies Before, During and After TrainingCritical Reflection 12.1Case Study 12.2: Using Brain Science to Enhance Training Transfer12.8Training Transfer Interventions12.9Auditing your Organisation's Training Transfer PotentialCritical Reflection 12.2Best Available Evidence to Inform Practice 12ConclusionSummaryReview QuestionsStrategic L&D in Action 12Case Study 12.3: Embedding Compliance in BNP ParibasFurther ReadingChapter 13: Evaluating L&D in OrganisationsLearning ObjectivesKey Concepts13.1Introduction13.2Defining Evaluation and How It Differs from Related Concepts13.3Why Evaluate L&D?Critical Reflection 13.113.4Models of Training EvaluationCase Study 13.1: How Johnson & Johnson Trains Doctors13.5Conducting Evaluations: Process and Outcome EvaluationsCase Study 13.2: What Are Organisations Doing to Evaluate L&D?Critical Reflection 13.213.6Data Collection Designs for Training EvaluationBest Available Evidence to Inform Practice 13ConclusionSummaryReview QuestionsStrategic L&D in Action 13Case Study 13.3: GE's Brilliant Learning ProgrammeFurther ReadingChapter 14: Return on Investment and Learning AnalyticsLearning ObjectivesKey Concepts14.1Introduction14.2Defining Return on Investment, Learning Analytics and Evidence-based L&D14.3Why Organisations Calculate Return on Investment14.4Costing L&D14.5Measuring the Benefits of Training14.6Calculating Return on Investment on TrainingCase Study 14.1: Measuring the Return on Investment in L&D in WiproCritical Reflection 14.114.7Learning Analytics and L&DCase Study 14.2: Why Has Our Training Stopped Working?Critical Reflection 14.214.8Implementing Return on Investment and L&D Data AnalyticsBest Available Evidence to Inform Practice 14ConclusionSummaryReview QuestionsStrategic L&D in Action 14Case Study 14.3: How Are Organisations Using Learning Analytics?Further ReadingSECTION 3: DEVELOPING THE L&D PROFESSIONAL AND THE FUTURE ROLES OF L&DChapter 15: Changing L&D Roles, Competence Development and Professional EthicsLearning ObjectivesKey Concepts15.1Introduction15.2Defining the L&D Professional Role in Organisations15.3The Spectrum of L&D Roles in OrganisationsCase Study 15.1: What Does Research Tell Us about L&D Roles in Organisations?Critical Reflection 15.115.4The Competencies of L&D Professionals15.5Developing the L&D Professional in OrganisationsCritical Reflection 15.215.6Professionalism, Ethics and the L&D PractitionerCase Study 15.2: Manager of a Community Training Project to a Senior L&D Role: A Developmental JourneyBest Available Evidence to Inform Practice 15ConclusionSummaryReview QuestionsStrategic L&D in Action 15Case Study 13.3: Aligning the L&D Role in Service OrganisationsFurther ReadingChapter 16: The Future of L&D in OrganisationsLearning ObjectivesKey Concepts16.1Introduction16.2The Changing Landscape of L&DCritical Reflection 16.116.3Delivering L&D in a Globalised WorldCase Study 16.1: What Is Invisible L&D?16.4Changing Perspectives on L&D in OrganisationsCritical Reflection 16.2Case Study 16.2: Artificial Intelligence and L&D16.5Future Opportunities and Challenges for L&DConclusionSummaryReview QuestionsStrategic L&D in Action 16Case Study 16.3: 21st Century Skills and Digital Skills: Is L&D ready?Further ReadingBibliographyGlossaryAbout the AuthorsIndex

THOMAS N. GARAVAN is Professor of Leadership Practice, University College Cork and Visiting Research Professor, National College of Ireland, Dublin and is a leading researcher worldwide in in L&D, HRD, leadership development and workplace learning. CAROLE HOGAN, D.Soc.Sc., M.Ed., H.Dip.Ed., B.A., is a highly-experienced management consultant and Managing Director of her own international human resource consultancy company. AMANDA CAHIR-O'DONNELL, B.Ed., M.Ed.Mgmt. (TCD), Chartered Fellow of CIPD, FIITD, PCC (ICF), CPCC, CSA Accredited Coach Supervisor, set up TIO Consulting Ltd. in March 2006, with a passion for developing leaders at all levels in organisations. CLAIRE GUBBINS is an Associate Professor of Organisational Behaviour & HRM at Dublin City University Business School, Director of DCU Executive MBA Programme, an adjunct Professor at PNU University, Riyadh and a facilitator at DCU's Centre for Executive Education.

• CONTENTSFiguresTablesAbbreviationsForewordPrefaceSECTION 1: CONCEPTS AND CONTEXTS OF L&D IN ORGANISATIONSChapter 1: L&D: Concepts, Context and ProcessesLearning ObjectivesKey Concepts1.1Introduction1.2Defining L&DCase Study 1.1: L&D in PwC1.3The Historical Evolution of L&D in Organisations1.4The Context of L&DCase Study 1.2: L&D and the Gig Economy1.5Defining Strategic L&DCritical Reflection 1.1Critical Reflection 1.2Best Available Evidence to Inform Practice 1ConclusionSummaryReview QuestionsStrategic L&D in Action 1Case Study 1.3: Investing in the Development of Employees: Amazon, Google, Dell and IntelFurther ReadingChapter 2: Strategic L&D in Organisations: Theory, Frameworks, Structures and GovernanceLearning ObjectivesKey Concepts2.1Introduction2.2Theoretical Perspectives: Explaining the Contribution of L&DCritical Reflection 2.1Case Study 2.1: L&D in InfoSys2.3Explaining the Link between L&D, Individual and Organisational Performance2.4Conceptual Frameworks to Understand L&D in OrganisationsCase Study 2.2: Implementing a New Vision at Virgin Trains - The Role of L&D2.5Structuring L&D in OrganisationsCritical Reflection 2.2Best Available Evidence to Inform Practice 2ConclusionSummaryReview QuestionsStrategic L&D in Action 2Case Study 2.3: L&D Strategy and the ESB's Brighter Future StrategyFurther ReadingChapter 3: Strategic L&D: Strategy, Processes and ResourcesLearning ObjectivesKey Concepts3.1Introduction3.2What is L&D Strategy?3.3How Does L&D Strategy Support Organisational Strategy?Case Study 3.1: People Strategy in the Irish Police Force3.4Developing L&D Strategy: Content Issues3.5Developing L&D Strategy: Process Issues3.6Developing L&D Strategy: Implementation IssuesCase Study 3.2: Using L&D to Implement Strategy in the Raffles HotelCritical Reflection 3.13.7Resourcing L&D in Organisations3.8Developing a Learning Culture and ClimateBest Available Evidence to Inform Practice 3ConclusionSummaryReview QuestionsStrategic L&D in Action 3Case Study 3.3: Stryker's Global Engineering Development ProgrammeFurther ReadingSECTION 2: THE THEORY AND PRACTICE OF L&DChapter 4: Adult Learning, Learner Motivation and EngagementLearning ObjectivesKey Concepts4.1Introduction4.2What Are Learning and Learning Outcomes?4.3The Historical Evolution of Adult Learning TheoryCritical Reflection 4.14.4Categories of Adult Learning Theory4.5Adult Learning StylesCritical Reflection 4.24.6Multiple Intelligences and Adult Learning4.7Training Motivation and EngagementCase Study 4.1: What Is Autonomous Learning and What Does It Mean for Employees?4.8Misconceptions about Adult Learning in OrganisationsCase Study 4.2: Designing Training for Older Employees4.9The Implications of Adult Learning Theories for L&DBest Available Evidence to Inform Practice 4ConclusionSummaryReview QuestionsStrategic L&D in Action 4Case Study 4.3: Personalised and Self-directed Learning at MastercardFurther ReadingChapter 5: Identifying and Prioritising L&D NeedsLearning ObjectivesKey Concepts5.1Introduction5.2What Are Learning Needs and Learning Needs Analysis?5.3Approaches to L&D Learning Needs AnalysisCase Study 5.1: Identifying L&D at NestleCritical Reflection 5.15.4L&D Needs Analysis: Organisational, Job / Task and Individual LevelsCritical Reflection 5.2Case Study 5.2: Learning Needs Analysis in Small Organisations: An Informal Approach5.5Why Identifying L&D Needs is Important5.6Who Should Be Involved in the L&D Needs Assessment Process?5.7L&D Needs Analysis Methods5.8Analysing L&D Data and Determining L&D Priorities5.9Challenges Encountered when Conducting L&D Needs AnalysisBest Available Evidence to Inform Practice 5ConclusionSummaryReview QuestionsStrategic L&D in Action 5Case Study 5.3: Identifying the Training Needs of Loco Pilots at Indian RailFurther ReadingChapter 6: Designing Classroom, Digital, Blended and Flipped Learning SolutionsLearning ObjectivesKey Concepts6.1Introduction6.2Defining the Key Components of the L&D Design Process6.3The Make or Buy Decision and L&D6.4Designing L&D: Models and ApproachesCase Study 6.1: Meeting the Learning Needs of Boomers and Seniors6.5The Development of Learning ObjectivesCritical Reflection 6.16.6Developing Classroom Learning Content6.7Designing and Developing Digital Learning SolutionsCase Study 6.2: Using Technology to Deliver L&D in Hewlett Packard6.8Designing Blended and Flipped Learning SolutionsCritical Reflection 6.2Best Available Evidence to Inform Practice 6ConclusionSummaryReview QuestionsStrategic L&D in Action 6Case Study 6.3: Designing and Delivering Induction and Initial Training at Chill InsuranceFurther ReadingChapter 7: Off-the-job L&D MethodsLearning ObjectivesKey Concepts7.1Introduction7.2L&D Methods: Formal and Informal MethodsCritical Reflection 7.1Case Study 7.1: Du Pont's STOP Safety Training Programme7.3How L&D Methods Differ7.4Advantages and Disadvantages of Formal Off-the-job L&D MethodsCase Study 7.2: Using Action-based Learning in Heineken to Develop Front-line ManagersCritical Reflection 7.2Best Available Evidence to Inform Practice 7ConclusionSummaryReview QuestionsStrategic L&D in Action 7Case Study 7.3: Using Blended Learning Methods in Starbucks to Develop Front-line EmployeesFurther ReadingChapter 8: On-the-job L&D MethodsLearning ObjectivesKey Concepts8.1Introduction8.2Key Features of Structured On-the-job Training8.3Different Types of Structured On-the-job L&DCritical Reflection 8.1Case Study 8.1: Flight Attendant Training at JetBlue8.4Using Informal L&D Methods in Organisations8.5Micro Learning in OrganisationsCase Study 8.2: Informal Learning in Small Organisations8.6Blended Learning and the 70:20:10 ModelCritical Reflection 8.28.7When are Structured Off-the-job and On-the-job and Informal L&D Methods Appropriate?Best Available Evidence to Inform Practice 8ConclusionSummaryReview QuestionsStrategic L&D in Action 8Case Study 8.3: Training within Industry and ToyotaFurther ReadingChapter 9: Implementing and Delivering Classroom-based L&D in OrganisationsLearning ObjectivesKey Concepts9.1Introduction9.2Defining Training Implementation and Delivery9.3Instruction versus FacilitationCritical Reflection 9.19.4Applying Learning Theory to the Delivery of Classroom TrainingCase Study 9.1: Using Humour in the Classroom9.5Developing Lesson Plans for Classroom Training9.6Delivering a Classroom Training Session Using Instruction and FacilitationCritical Reflection 9.29.7Creating an Effective Classroom Training Environment9.8Delivering Training in the Classroom: Key ChallengesCase Study 9.2: Using the Classroom to Onboard Employees at Bristol-Myers SquibbBest Available Evidence to Inform Practice 9ConclusionSummaryReview QuestionsStrategic L&D in Action 9Case Study 9.3: Cultural Differences in Reactions to L&D MethodsFurther ReadingChapter 10: Using Technology to Deliver L&D in OrganisationsLearning ObjectivesKey Concepts10.1Introduction10.2Defining Technology-based Learning and Digital Learning10.3The Shift to Technology-based Training and Digital Learning10.4eLearningCritical Reflection 10.110.5Massive Open Online Courses10.6Mobile LearningCase Study 10.1: Mobile Learning at Merrill Lynch10.7Gamification and L&DCase Study 10.2: Using Games in the Deloitte Leadership Academy10.8Computer-based Simulations, Virtual Reality, Augmented Reality and Training10.9Learning Management Systems and L&D10.10Advantages and Disadvantages of Technology-based Training and Digital LearningBest Available Evidence to Inform Practice 10ConclusionSummaryReview QuestionsStrategic L&D in Action 10Case Study 10.3: Virtual Reality and Training of Employees in WalmartFurther ReadingChapter 11 : Social, Collaborative and Collective Learning in OrganisationsLearning ObjectivesKey Concepts11.1Introduction11.2Defining Social, Collaborative and Collective Learning ProcessesCritical Reflection 11.111.3Different Types of Social, Collaborative and Collective LearningCritical Reflection 11.211.4Social Media and the New Social LearningCase Study 11.1: Using Social Media for Training in Marks & Spencer11.5Collective Social Learning Processes and ToolsCase Study 11.2: Social learning: The Sea Salt Learning Approach11.6Contextual Conditions Facilitating Social, Collaborative and Collective LearningBest Available Evidence to Inform Practice 11ConclusionSummaryReview QuestionsStrategic L&D in Action 11Case Study 11.3: Citigroup's Journey to a Culture of Continuous LearningFurther ReadingChapter 12: Transfer of Training in OrganisationsLearning ObjectivesKey Concepts12.1Introduction12.2What is Training Transfer?12.3Why is Training Transfer Important for Organisations?12.4Transfer of Training Theory12.5The Training Transfer Process12.6The Learning Transfer EnvironmentCase Study 12.1: Embedding Training in Wegmans12.7Facilitating Training Transfer: Strategies Before, During and After TrainingCritical Reflection 12.1Case Study 12.2: Using Brain Science to Enhance Training Transfer12.8Training Transfer Interventions12.9Auditing your Organisation's Training Transfer PotentialCritical Reflection 12.2Best Available Evidence to Inform Practice 12ConclusionSummaryReview QuestionsStrategic L&D in Action 12Case Study 12.3: Embedding Compliance in BNP ParibasFurther ReadingChapter 13: Evaluating L&D in OrganisationsLearning ObjectivesKey Concepts13.1Introduction13.2Defining Evaluation and How It Differs from Related Concepts13.3Why Evaluate L&D?Critical Reflection 13.113.4Models of Training EvaluationCase Study 13.1: How Johnson & Johnson Trains Doctors13.5Conducting Evaluations: Process and Outcome EvaluationsCase Study 13.2: What Are Organisations Doing to Evaluate L&D?Critical Reflection 13.213.6Data Collection Designs for Training EvaluationBest Available Evidence to Inform Practice 13ConclusionSummaryReview QuestionsStrategic L&D in Action 13Case Study 13.3: GE's Brilliant Learning ProgrammeFurther ReadingChapter 14: Return on Investment and Learning AnalyticsLearning ObjectivesKey Concepts14.1Introduction14.2Defining Return on Investment, Learning Analytics and Evidence-based L&D14.3Why Organisations Calculate Return on Investment14.4Costing L&D14.5Measuring the Benefits of Training14.6Calculating Return on Investment on TrainingCase Study 14.1: Measuring the Return on Investment in L&D in WiproCritical Reflection 14.114.7Learning Analytics and L&DCase Study 14.2: Why Has Our Training Stopped Working?Critical Reflection 14.214.8Implementing Return on Investment and L&D Data AnalyticsBest Available Evidence to Inform Practice 14ConclusionSummaryReview QuestionsStrategic L&D in Action 14Case Study 14.3: How Are Organisations Using Learning Analytics?Further ReadingSECTION 3: DEVELOPING THE L&D PROFESSIONAL AND THE FUTURE ROLES OF L&DChapter 15: Changing L&D Roles, Competence Development and Professional EthicsLearning ObjectivesKey Concepts15.1Introduction15.2Defining the L&D Professional Role in Organisations15.3The Spectrum of L&D Roles in OrganisationsCase Study 15.1: What Does Research Tell Us about L&D Roles in Organisations?Critical Reflection 15.115.4The Competencies of L&D Professionals15.5Developing the L&D Professional in OrganisationsCritical Reflection 15.215.6Professionalism, Ethics and the L&D PractitionerCase Study 15.2: Manager of a Community Training Project to a Senior L&D Role: A Developmental JourneyBest Available Evidence to Inform Practice 15ConclusionSummaryReview QuestionsStrategic L&D in Action 15Case Study 13.3: Aligning the L&D Role in Service OrganisationsFurther ReadingChapter 16: The Future of L&D in OrganisationsLearning ObjectivesKey Concepts16.1Introduction16.2The Changing Landscape of L&DCritical Reflection 16.116.3Delivering L&D in a Globalised WorldCase Study 16.1: What Is Invisible L&D?16.4Changing Perspectives on L&D in OrganisationsCritical Reflection 16.2Case Study 16.2: Artificial Intelligence and L&D16.5Future Opportunities and Challenges for L&DConclusionSummaryReview QuestionsStrategic L&D in Action 16Case Study 16.3: 21st Century Skills and Digital Skills: Is L&D ready?Further ReadingBibliographyGlossaryAbout the AuthorsIndex

THOMAS N. GARAVAN is Professor of Leadership Practice, University College Cork and Visiting Research Professor, National College of Ireland, Dublin and is a leading researcher worldwide in in L&D, HRD, leadership development and workplace learning. CAROLE HOGAN, D.Soc.Sc., M.Ed., H.Dip.Ed., B.A., is a highly-experienced management consultant and Managing Director of her own international human resource consultancy company. AMANDA CAHIR-O'DONNELL, B.Ed., M.Ed.Mgmt. (TCD), Chartered Fellow of CIPD, FIITD, PCC (ICF), CPCC, CSA Accredited Coach Supervisor, set up TIO Consulting Ltd. in March 2006, with a passion for developing leaders at all levels in organisations. CLAIRE GUBBINS is an Associate Professor of Organisational Behaviour & HRM at Dublin City University Business School, Director of DCU Executive MBA Programme, an adjunct Professor at PNU University, Riyadh and a facilitator at DCU's Centre for Executive Education.

• CONTENTSFiguresTablesAbbreviationsForewordPrefaceSECTION 1: CONCEPTS AND CONTEXTS OF L&D IN ORGANISATIONSChapter 1: L&D: Concepts, Context and ProcessesLearning ObjectivesKey Concepts1.1Introduction1.2Defining L&DCase Study 1.1: L&D in PwC1.3The Historical Evolution of L&D in Organisations1.4The Context of L&DCase Study 1.2: L&D and the Gig Economy1.5Defining Strategic L&DCritical Reflection 1.1Critical Reflection 1.2Best Available Evidence to Inform Practice 1ConclusionSummaryReview QuestionsStrategic L&D in Action 1Case Study 1.3: Investing in the Development of Employees: Amazon, Google, Dell and IntelFurther ReadingChapter 2: Strategic L&D in Organisations: Theory, Frameworks, Structures and GovernanceLearning ObjectivesKey Concepts2.1Introduction2.2Theoretical Perspectives: Explaining the Contribution of L&DCritical Reflection 2.1Case Study 2.1: L&D in InfoSys2.3Explaining the Link between L&D, Individual and Organisational Performance2.4Conceptual Frameworks to Understand L&D in OrganisationsCase Study 2.2: Implementing a New Vision at Virgin Trains - The Role of L&D2.5Structuring L&D in OrganisationsCritical Reflection 2.2Best Available Evidence to Inform Practice 2ConclusionSummaryReview QuestionsStrategic L&D in Action 2Case Study 2.3: L&D Strategy and the ESB's Brighter Future StrategyFurther ReadingChapter 3: Strategic L&D: Strategy, Processes and ResourcesLearning ObjectivesKey Concepts3.1Introduction3.2What is L&D Strategy?3.3How Does L&D Strategy Support Organisational Strategy?Case Study 3.1: People Strategy in the Irish Police Force3.4Developing L&D Strategy: Content Issues3.5Developing L&D Strategy: Process Issues3.6Developing L&D Strategy: Implementation IssuesCase Study 3.2: Using L&D to Implement Strategy in the Raffles HotelCritical Reflection 3.13.7Resourcing L&D in Organisations3.8Developing a Learning Culture and ClimateBest Available Evidence to Inform Practice 3ConclusionSummaryReview QuestionsStrategic L&D in Action 3Case Study 3.3: Stryker's Global Engineering Development ProgrammeFurther ReadingSECTION 2: THE THEORY AND PRACTICE OF L&DChapter 4: Adult Learning, Learner Motivation and EngagementLearning ObjectivesKey Concepts4.1Introduction4.2What Are Learning and Learning Outcomes?4.3The Historical Evolution of Adult Learning TheoryCritical Reflection 4.14.4Categories of Adult Learning Theory4.5Adult Learning StylesCritical Reflection 4.24.6Multiple Intelligences and Adult Learning4.7Training Motivation and EngagementCase Study 4.1: What Is Autonomous Learning and What Does It Mean for Employees?4.8Misconceptions about Adult Learning in OrganisationsCase Study 4.2: Designing Training for Older Employees4.9The Implications of Adult Learning Theories for L&DBest Available Evidence to Inform Practice 4ConclusionSummaryReview QuestionsStrategic L&D in Action 4Case Study 4.3: Personalised and Self-directed Learning at MastercardFurther ReadingChapter 5: Identifying and Prioritising L&D NeedsLearning ObjectivesKey Concepts5.1Introduction5.2What Are Learning Needs and Learning Needs Analysis?5.3Approaches to L&D Learning Needs AnalysisCase Study 5.1: Identifying L&D at NestleCritical Reflection 5.15.4L&D Needs Analysis: Organisational, Job / Task and Individual LevelsCritical Reflection 5.2Case Study 5.2: Learning Needs Analysis in Small Organisations: An Informal Approach5.5Why Identifying L&D Needs is Important5.6Who Should Be Involved in the L&D Needs Assessment Process?5.7L&D Needs Analysis Methods5.8Analysing L&D Data and Determining L&D Priorities5.9Challenges Encountered when Conducting L&D Needs AnalysisBest Available Evidence to Inform Practice 5ConclusionSummaryReview QuestionsStrategic L&D in Action 5Case Study 5.3: Identifying the Training Needs of Loco Pilots at Indian RailFurther ReadingChapter 6: Designing Classroom, Digital, Blended and Flipped Learning SolutionsLearning ObjectivesKey Concepts6.1Introduction6.2Defining the Key Components of the L&D Design Process6.3The Make or Buy Decision and L&D6.4Designing L&D: Models and ApproachesCase Study 6.1: Meeting the Learning Needs of Boomers and Seniors6.5The Development of Learning ObjectivesCritical Reflection 6.16.6Developing Classroom Learning Content6.7Designing and Developing Digital Learning SolutionsCase Study 6.2: Using Technology to Deliver L&D in Hewlett Packard6.8Designing Blended and Flipped Learning SolutionsCritical Reflection 6.2Best Available Evidence to Inform Practice 6ConclusionSummaryReview QuestionsStrategic L&D in Action 6Case Study 6.3: Designing and Delivering Induction and Initial Training at Chill InsuranceFurther ReadingChapter 7: Off-the-job L&D MethodsLearning ObjectivesKey Concepts7.1Introduction7.2L&D Methods: Formal and Informal MethodsCritical Reflection 7.1Case Study 7.1: Du Pont's STOP Safety Training Programme7.3How L&D Methods Differ7.4Advantages and Disadvantages of Formal Off-the-job L&D MethodsCase Study 7.2: Using Action-based Learning in Heineken to Develop Front-line ManagersCritical Reflection 7.2Best Available Evidence to Inform Practice 7ConclusionSummaryReview QuestionsStrategic L&D in Action 7Case Study 7.3: Using Blended Learning Methods in Starbucks to Develop Front-line EmployeesFurther ReadingChapter 8: On-the-job L&D MethodsLearning ObjectivesKey Concepts8.1Introduction8.2Key Features of Structured On-the-job Training8.3Different Types of Structured On-the-job L&DCritical Reflection 8.1Case Study 8.1: Flight Attendant Training at JetBlue8.4Using Informal L&D Methods in Organisations8.5Micro Learning in OrganisationsCase Study 8.2: Informal Learning in Small Organisations8.6Blended Learning and the 70:20:10 ModelCritical Reflection 8.28.7When are Structured Off-the-job and On-the-job and Informal L&D Methods Appropriate?Best Available Evidence to Inform Practice 8ConclusionSummaryReview QuestionsStrategic L&D in Action 8Case Study 8.3: Training within Industry and ToyotaFurther ReadingChapter 9: Implementing and Delivering Classroom-based L&D in OrganisationsLearning ObjectivesKey Concepts9.1Introduction9.2Defining Training Implementation and Delivery9.3Instruction versus FacilitationCritical Reflection 9.19.4Applying Learning Theory to the Delivery of Classroom TrainingCase Study 9.1: Using Humour in the Classroom9.5Developing Lesson Plans for Classroom Training9.6Delivering a Classroom Training Session Using Instruction and FacilitationCritical Reflection 9.29.7Creating an Effective Classroom Training Environment9.8Delivering Training in the Classroom: Key ChallengesCase Study 9.2: Using the Classroom to Onboard Employees at Bristol-Myers SquibbBest Available Evidence to Inform Practice 9ConclusionSummaryReview QuestionsStrategic L&D in Action 9Case Study 9.3: Cultural Differences in Reactions to L&D MethodsFurther ReadingChapter 10: Using Technology to Deliver L&D in OrganisationsLearning ObjectivesKey Concepts10.1Introduction10.2Defining Technology-based Learning and Digital Learning10.3The Shift to Technology-based Training and Digital Learning10.4eLearningCritical Reflection 10.110.5Massive Open Online Courses10.6Mobile LearningCase Study 10.1: Mobile Learning at Merrill Lynch10.7Gamification and L&DCase Study 10.2: Using Games in the Deloitte Leadership Academy10.8Computer-based Simulations, Virtual Reality, Augmented Reality and Training10.9Learning Management Systems and L&D10.10Advantages and Disadvantages of Technology-based Training and Digital LearningBest Available Evidence to Inform Practice 10ConclusionSummaryReview QuestionsStrategic L&D in Action 10Case Study 10.3: Virtual Reality and Training of Employees in WalmartFurther ReadingChapter 11 : Social, Collaborative and Collective Learning in OrganisationsLearning ObjectivesKey Concepts11.1Introduction11.2Defining Social, Collaborative and Collective Learning ProcessesCritical Reflection 11.111.3Different Types of Social, Collaborative and Collective LearningCritical Reflection 11.211.4Social Media and the New Social LearningCase Study 11.1: Using Social Media for Training in Marks & Spencer11.5Collective Social Learning Processes and ToolsCase Study 11.2: Social learning: The Sea Salt Learning Approach11.6Contextual Conditions Facilitating Social, Collaborative and Collective LearningBest Available Evidence to Inform Practice 11ConclusionSummaryReview QuestionsStrategic L&D in Action 11Case Study 11.3: Citigroup's Journey to a Culture of Continuous LearningFurther ReadingChapter 12: Transfer of Training in OrganisationsLearning ObjectivesKey Concepts12.1Introduction12.2What is Training Transfer?12.3Why is Training Transfer Important for Organisations?12.4Transfer of Training Theory12.5The Training Transfer Process12.6The Learning Transfer EnvironmentCase Study 12.1: Embedding Training in Wegmans12.7Facilitating Training Transfer: Strategies Before, During and After TrainingCritical Reflection 12.1Case Study 12.2: Using Brain Science to Enhance Training Transfer12.8Training Transfer Interventions12.9Auditing your Organisation's Training Transfer PotentialCritical Reflection 12.2Best Available Evidence to Inform Practice 12ConclusionSummaryReview QuestionsStrategic L&D in Action 12Case Study 12.3: Embedding Compliance in BNP ParibasFurther ReadingChapter 13: Evaluating L&D in OrganisationsLearning ObjectivesKey Concepts13.1Introduction13.2Defining Evaluation and How It Differs from Related Concepts13.3Why Evaluate L&D?Critical Reflection 13.113.4Models of Training EvaluationCase Study 13.1: How Johnson & Johnson Trains Doctors13.5Conducting Evaluations: Process and Outcome EvaluationsCase Study 13.2: What Are Organisations Doing to Evaluate L&D?Critical Reflection 13.213.6Data Collection Designs for Training EvaluationBest Available Evidence to Inform Practice 13ConclusionSummaryReview QuestionsStrategic L&D in Action 13Case Study 13.3: GE's Brilliant Learning ProgrammeFurther ReadingChapter 14: Return on Investment and Learning AnalyticsLearning ObjectivesKey Concepts14.1Introduction14.2Defining Return on Investment, Learning Analytics and Evidence-based L&D14.3Why Organisations Calculate Return on Investment14.4Costing L&D14.5Measuring the Benefits of Training14.6Calculating Return on Investment on TrainingCase Study 14.1: Measuring the Return on Investment in L&D in WiproCritical Reflection 14.114.7Learning Analytics and L&DCase Study 14.2: Why Has Our Training Stopped Working?Critical Reflection 14.214.8Implementing Return on Investment and L&D Data AnalyticsBest Available Evidence to Inform Practice 14ConclusionSummaryReview QuestionsStrategic L&D in Action 14Case Study 14.3: How Are Organisations Using Learning Analytics?Further ReadingSECTION 3: DEVELOPING THE L&D PROFESSIONAL AND THE FUTURE ROLES OF L&DChapter 15: Changing L&D Roles, Competence Development and Professional EthicsLearning ObjectivesKey Concepts15.1Introduction15.2Defining the L&D Professional Role in Organisations15.3The Spectrum of L&D Roles in OrganisationsCase Study 15.1: What Does Research Tell Us about L&D Roles in Organisations?Critical Reflection 15.115.4The Competencies of L&D Professionals15.5Developing the L&D Professional in OrganisationsCritical Reflection 15.215.6Professionalism, Ethics and the L&D PractitionerCase Study 15.2: Manager of a Community Training Project to a Senior L&D Role: A Developmental JourneyBest Available Evidence to Inform Practice 15ConclusionSummaryReview QuestionsStrategic L&D in Action 15Case Study 13.3: Aligning the L&D Role in Service OrganisationsFurther ReadingChapter 16: The Future of L&D in OrganisationsLearning ObjectivesKey Concepts16.1Introduction16.2The Changing Landscape of L&DCritical Reflection 16.116.3Delivering L&D in a Globalised WorldCase Study 16.1: What Is Invisible L&D?16.4Changing Perspectives on L&D in OrganisationsCritical Reflection 16.2Case Study 16.2: Artificial Intelligence and L&D16.5Future Opportunities and Challenges for L&DConclusionSummaryReview QuestionsStrategic L&D in Action 16Case Study 16.3: 21st Century Skills and Digital Skills: Is L&D ready?Further ReadingBibliographyGlossaryAbout the AuthorsIndex