1
Building Competitive Advantage through Successful
Training and Development
Submitted in the partial fulfillment for the award of Graduate Diploma in Management
Dimuthu de Silva
421061422
Professional Project Module GDM 406
6874words 25 July 2015
2
DECLARATION
I declare that this Professional Project is an original work carried out by me
under the supervision of Ms Himashi de Mel, Module Tutor, and submitted in
the partial fulfillment of the requirement for the award of Graduate Diploma in
Management.
Signature:
Date: 25 July 2015
3
Table Of Contents
LIST OF TABLES AND FIGURES 7
ACKNOWLEDGEMENTS 8
ABSTRACT 10
CHAPTER 1 11
1.0 INTRODUCTION 11
1.1OVERVIEW/ RATIONALE 11
1.2 CURRENT SITUATION 12
1.3 ACADEMIC AIMS/ OBJECTIVES 13
1.4 CONCLUSION 14
CHAPTER 2 LITERATURE REVIEW 15
2.0 INTRODUCTION 15
2.1 LEARNING AND DEVELOPMENT 15
2.2 TALENT DEVELOPMENT 19
2.3 TALENT ACQUISITION 20
2.4 TALENT MANAGEMENT 22
2.5 COMPETITIVE ADVANTAGE 23
2.6 CONCLUSION 24
CHAPTER 3 – RESEARCH METHODOLOGY 25
3.0 INTRODUCTION 25
3.1 OVERVIEW OF THE RESEARCH 26
4
3.2 RESEARCH PHILOSOPHY AND OBJECTIVES 26
3.3 RESEARCH APPROACHES 28
3.4 RESEARCH STRATEGIES 29
3.5 RESEARCH METHODOLOGY 31
3.6 TIME HORIZON 32
3.7 DATA COLLECTION METHOD 32
3.8 POPULATIONS/ SAMPLING TECHNIQUE 33
3.9 PILOT SURVEY 34
3.10 DATA ANALYSIS 34
3.11 LIMITATIONS OF THE RESEARCH METHODOLOGY 35
3.12 ETHICAL APPROACH TO THE RESEARCH 36
3.13 CONCLUSION 37
CHAPTER 4 FINDINGS AND ANALYSIS 37
4. 0 INTRODUCTION 37
4.1 EVALUATION OF THE QUESTIONS 38
4.1.1 IMPORTANCE OF LEARNING AND DEVELOPMENT 38
4.1.2 FREQUENCY OF LEARNING AND DEVELOPMENT 40
4.1.3 NEED FOR ON THE JOB AND OFF THE JOB TRAINING AND ITS EFFECTIVENESS 42
4.1.4 TRAINING AND DEVELOPMENT AND ITS CORRELATION TO DERIVE COMPETITIVE ADVANTAGE AGAINST INTERNAL AND EXTERNAL PEERS. 44
4.1.5 THE RELATIONSHIP BETWEEN TRAINING AND IT’S ORGANISATIONAL BENEFITS. 47
5
4.1.6 THE RELATIONSHIP BETWEEN TRAINING AND THE BANK’S OUTPUT, MY PERFORMANCE, ORGANISATIONAL EFFECTIVENESS AND LOCAL ORGANISATIONAL OUTPUT. 49
4.1.7 CONSIDERING TRAINING AS AN INVESTMENT TOWARDS INDIVIDUAL, DEPARTMENTAL AND ORGANISATIONAL SUCCESS 52
4.1.8 CONSIDERING APPROPRIATENESS AND ADEQUACY OF TRAINING RECEIVED 54
4.1.9 CREATING COMPETITIVE ADVANTAGE THROUGH EMPLOYEE VALUE PROPOSITION, COMMITMENT AND ENGAGEMENT. 56
4.1.10 LEARNING AND DEVELOPMENT AND CAREER GROWTH 59
4.2 CONCLUSION 60
CHAPTER 5 - CONCLUSION AND RECOMMENDATIONS 61
5.0 INTRODUCTION 61
5.1 REVIEWS OF THE RESEARCH OBJECTIVES 61
5.2 KEY EVIDENCE PRESENTED IN LITERATURE 61
5.2.1 IMPORTANCE OF LEARNING AND DEVELOPMENT 61
5.2.2 LEARNING AND DEVELOPMENT AS ITS FREQUENCY. 62
5.2.3 NEED FOR ON-THE-JOB AND OFF-THE-JOB TRAINING. 62
5.2.4 TRAINING AND DEVELOPMENT TO DERIVE COMPETITIVE ADVANTAGE AGAINST INTERNAL AND EXTERNAL PEERS. 62
5.2.5 TRAINING AND DEVELOPMENT AND ORGANISATION BENEFITS 62
5.2.6 RELATIONSHIP BETWEEN TRAINING, INDIVIDUAL OUTPUT, ORGANISATIONAL EFFECTIVENESS AND ORGANISATIONAL OUTPUT 63
5.2.7 CONSIDERING TRAINING AS AN INVESTMENT TOWARDS INDIVIDUAL, DEPARTMENTAL AND ORGANISATIONAL SUCCESS. 63
5.2.8 ADEQUACY AND APPROPRIATENESS OF TRAINING 63
6
5.2.9 CREATING VALUE PROPOSITION, COMMITMENT AND ENGAGEMENT AMONG STAFF FOR COMPETITIVE ADVANTAGE. 64
5.2.10 LEARNING AND DEVELOPMENT AND CAREER GROWTH 64
5.3 KEY FINDINGS OF THE RESEARCH 64
5.4 LIMITATIONS OF THE RESEARCH 65
5.5 RECOMMENDATIONS 66
CHAPTER 6 - LIST OF REFERENCES 67
LIST OF APPENDICES 73
7
List of Tables and Figures Tables
1. Research Paradigms 27
2. Research Assumptions 28
3. Research Strategies 29,30, 31
4. Research Methodology 31
5. Time Horizon 32
6. Data Collection Methods 32,33
7. Research Limitations 34
8. Research Ethics 36
Figures
1. High Impact Learning Model 18
2. Research Onion 25
3. Research Approaches 29
8
(Page intentionally left blank due to indenting constraints)
9
Acknowledgements
I acknowledge the following persons who helped me bringing this research
project to life.
Ms Himashi De Mel, for her tireless efforts to provide guidance, as my tutor,
and advice to piece together this research and her invaluable constant
supervision to meticulous detail that brought out the fine details to light.
My parents and my sister, who supported me when I needed most.
My friends, Thushara Vithanage, Amila De Saram-Larssen, Uthpala
Amarasekara and Lasantha Dasanayaka who provided me with much needed
comfort, knowledge and expertise on many perspectives discussed in the
research.
Ms Jayani Mendis and the Student Development Team at BMS. Their efforts
to coordinate my research will always looked with sincerity and for the
patience to our many requests during our GDM lectures.
My trainees and workshop delegates who were absolute sports in taking part
in the questionnaire and my line management for their careful consideration in
letting me take my own space and time to complete the project.
Furthermore, my heartfelt gratitude extends to Ms Deepanie Perera for her
lectures and guidance, which helped me immensely during the project.
I express my sincere gratitude for persons mentioned and not, for all their
continued effort and support, which resulted in the successful culmination of
my project.
10
Abstract
The research takes a look at how training and development is looked at
through a spectrum of strategic investment, its return and how it shapes
building competitive advantage for employees. As such, ABCD Bank Plc’s
Global Service Centre in Rajagiriya, Sri Lanka, provides the context to the
study. The researcher aimed through his research to analyse the strategic
need for learning and development in organisations and other factors that
relate to building competitive advantage. Throughout the research, the
researcher analysed concepts such as talent acquisition, talent management
and talent retention in order to derive at the need for competitive advantage.
Further, the study intended to cement the notion of how learning and
development leads to be a key determinant of competitive advantage at
ABCD Bank Plc and in global organisations.
The study included a primary data collection using a questionnaire to gauge
the need for and the effectiveness of learning and development at ABCD
Bank Plc. The secondary data was collected through the research of relevant
literature. With a quantitative analysis of data, the study concluded that
learning and development is indeed a key determinant in creating competitive
advantage. Moreover, it also summed up that learning and development is
incremental organisations for growth and sustainable prosperity.
Keywords: Learning and development, training, competitive advantage, talent
management, diversity management, talent acquisition, employee value
creation
11
Chapter 1
1.0 Introduction Training and development is misunderstood as a series of workshops or
sessions that employees have to attend in most organisations. However, the
very essence of training and development is not about the number of sessions
that employees attend but rather on their quality. Moreover, most managers
search for the elusive return on investment for most of these sessions given
the massive amounts of money that being utilised for training sessions and
organisational development. This chapter aims to understand the current
needs for training and development at ABCD Bank Plc, against its current
backdrop. The chapter also focuses on the research aims and the need for
research into this specific area.
1.1Overview/ Rationale
Training in all its senses (mentally, physically and socially) encompasses one
of the means through which companies aim to achieve it employees’
productivity, brand value and most importantly; competitive advantage as
subscribed by Olaniyan et al. (2008). Bersin (2014) emphasizes that although
corporate spending for Training and Development has increased almost two-
fold to $130bn by 15%, most companies still view training and development
as an unnecessary waste of time or rather a distraction that would affect
organisational effectiveness given that staff are away from work for sustained
periods of time. Bersin (2014) reaffirms his status quo with reference to one of
the most commonly asked boardroom questions; “What is the return on
investment after running this training?” Suckley (2014) answers the above
said boardroom question by adding that financial return on training is
quantitative and can be measured but what adds value to the equation,
through training and development, is confidence that each individual, team or
teams are able to perform to the best of their knowledge and ability as
Olaniyan and Ojo (2008) confirms that knowledge translates to ability and
12
ability translates to understanding the information that helps employees to
perform to their best through training and development which would lead
competitive advantage.
With the rapid advances of technology, organisations herald training to its
employees through many channels while the massive open online courses
(MOOCs) leading the way to challenge the conventional methods of rote
learning as stated by Muoio (2000). Bersin (2014) addresses the need for
reinvigorated and reinforced training as many organisations have failed to
create employee-centered learning and development programmes but rather
having created more organisation-centered learning programmes where the
learners are unable to see where they fit in the chain of organisation or the
application of the learning to their day to tasks.
1.2 Current Situation
In the 150 years of its existence, ABCD Bank Plc is considered a pioneer of
both banking and technology. While being a pioneer of banking, the bank also
uses technology at unprecedented levels to improve services to its
stakeholders. As such, Global Service Centres were set up to combine
technology with banking to provide unparalleled service to customers and the
local centre in Sri Lanka, provides context to the study.
With the recent appointment of the Bank’s new Head of Learning and
Development, the organisation envisions a simple approach to Learning:
“More Learning through Less Learning”. Also, the Bank continues to reaffirm
its commitment for talent development and competitive advantage as “54mn
people invest their trust in ABCD and in turn ABCD invests its trust in you
(employees) to uphold that trust ”.
At ABCD Bank, the Learning and Development vertical is arranged through
the creation of academies for each business and function. Each employee
has a range of courses that are administered through each business academy
or functional academy. In order to manage the learning process, Regional,
13
country and site level Academy Leads are appointed to lead and manage the
end-to-end L & D process.
At the Global Service Centre in Sri Lanka, a Site Academy Lead and a
Communication Development Specialist manage the L & D function. As a
team of two, they provide a range of communication development and
personal and professional training to over 2900+ staff in the centre while the
leadership and management training is handled by the ABCD’s outsourced
learning provider GP Strategies and technical training through each business
through their relevant Business Training or Education Teams.
The Centre’s competitors include other Offshored and Outsourced Operations
Businesses like R R Donnelly, WNS Global, Copal AMBA Research etc.
While most of these companies have their relevant training teams, the Global
Service Centre tries to maintain competitive advantage by providing sufficient
learning and development to its employees to retain them and groom them to
aspire growth in their careers. Currently, most employees feel satisfied with
the training offered while some others question the relevance of training and
business performance and ultimately competitive advantage. Against this
backdrop, this report aims to analyse how ABCD Bank employs it’s total
learning strategy to build competitive advantage in their local and global
operational markets.
1.3 Academic Aims/ Objectives
The research aims:
• To understand the need for learning and development in organisations
through the review of relevant literature;
• To understand the factors that drive and define competitive advantage
and learning & development in organisations through the review of
relevant literature;
14
• To understand the effectiveness of various Learning and Development
programmes from an employee’s perspective at ABCD Bank through
quantitative research via questionnaires;
• To identify Learning & Development as a key determinant of
competitive advantage and recommend strategies to improve
competitive advantage.
1.4 Conclusion
Chapter 1 concludes with understanding of the current research context and
need for research through the elicitation of research aims. It also, looks at the
current background of the case study in context.
15
Chapter 2 Literature Review
2.0 Introduction
Sharp et al (2002) defined the critical review or literature or in laymen’s terms,
the literature as one the primary elements of research, which helps the
researcher generate ideas for, research. As such, Gill and Johnson (2002)
stated that literature reviews provides the wider context of research through
studies and application.
Saunders et al (2009) informed that literature reviews provide the researcher
with primary, secondary and tertiary sources available to review the subject in
discussion and context. For the purposes of research, the researcher has
reviewed critically journals, textbooks, online articles on websites and e-books
in context to understand the wider criteria needed for the research.
2.1 Learning and Development
Research has substantiated that learning and development has a positive
correlation to an organisation’s performance and profitability, employee
turnover and retaining talent by creating competitive advantage as laid out by
Bohlander and Snell (2014, p.274). Armstrong (2009, p. 651) defines
Learning and Development as activities arranged in a sequential logical order
to help employees acquire skills and knowledge to perform to their best and
achieve organisational goals and objectives. Further, Armstrong (2009)
strengthens his stance by adding that acquisition of such skills help advance
one’s own career and also, help achieve organisational goals, in order for
successful acquisition of these skills, organisations employ a learning and
development strategy. Armstrong (2009) states that this strategy represents
the adopted organisational approach through which it aims to develop and
build capacities of the employees in order to achieve organisational goals. In
other words, this can be described as strategic human resource development
16
which Walton (1999) explains involves the introduction, elimination,
modification and direction of processes and its individuals with knowledge,
skills and competences to undertake and achieve current or future
organisational tasks and goals. As such, Chand (2015) expresses the need
for on the job and off the job trainings such as mentoring and fieldwork
exercises being critical to training and developing staff.
Abiodun (1999) views training as a systematic development of people in an
endeavor to acquire knowledge, skills and abilities to perform their jobs better
and training would often take place within and outside an organisation.
Bohlander (2014) confirms the above stating that training’s place in an
organisational hierarchy is that it should contribute positively to an
organisation’s goals and training in all it’s forms should be created, designed
and delivered through an understanding of its correlation to organisational
performance and profitability through building capabilities in its people which
would ultimately help retain talent through competitive advantage.
Cappelli (2002, p. 102) defines the scope of and the need for learning and
development as developing employees translates to developing the
organisations prime asset, which would result in assuring the people are
ready to move up when vacancies appear. Cappelli (2002, p.102) also states
that in creating such a pool of employees, the organisation essentially creates
a strong pipeline of people who understand the organisation and its way and
help provide real time business solutions through tangible engagement with
the business. This would also mean that employees are developed to use
their independent critical thinking to feel that they are part of the organisation
and business and would ultimately lead to employee retention. Therefore,
Bersin (2013) states that learning and development should be understood and
looked beyond the perspective of creating sound training courses by a training
team.
17
Bersin (2013) confirms that given the current economic climate and tough
marketplace that companies compete, it’s a company’s total learning strategy
that matters to give rise to competitive advantage that makes it cut above the
rest. Further, Bersin (2013) elaborates that what most companies envision as
learning and development is “a strategy to drive innovation” to stay ahead of
the game or in other words, competitive advantage and people with capability.
What drives innovation is a domain knowledge and expertise in one’s own
field and the creation of a learning culture where an employee looks beyond
his or her normal call of duty new and improved ways of doing things and the
product excellence through the understanding of “capability” which is
translated to organisational learning. As such, the organisational learning and
its effectiveness adds up to finite elements such as enhancing employee skills
and knowledge and productivity and efficiency increments which leads to
maintaining superiority in the marketplace as shown by Edens and Bell (2003)
resulting in understanding that Learning and Development becoming the most
persistent way of increasing productivity in an employee, employees and
organisation.
In an empirical stance, Barrow and Loughlin (1998, p.198) added that
organisations need learning and development to grow and groom individuals
for their sustenance. Furthermore, Barrow and Loughlin (1998) identifies that
groomed highly capable employees lead to demystified simple structures
within the organisation. In addition, this comment is cemented by Castells
(1996) boldly stated that 21st century organisations need self-programmable
employees who creative competitive advantage. As such, Collins (2001)
clearly lays out the need for learning and development and need for it to have
high impact on critical business applications.
To supplement the above need, Bersin (2013) brings about the need for
companies to have a development high impact learning, which is tricky yet
possible to implement. To implement development high impact learning, a
18
company’s learning and development infrastructure should be should be
mastered along with its basics, integrate its leadership and career progression
with talent management practices and create a culture of learning, which is
considered an organisation’s most important asset to drive competitive
advantage. Hence, Bersin (2013) emphasises the need for the “High-Impact
Learning Organization Maturity” model comes into play to develop and deliver
the organisations total learning strategy.
Fig1. Adapted from Bersin by Deloitte High-Impact Learning Organization
Maturity Model
Bersin (2013) in the above model talks of organisational learning through four
levels of maturity and are defined as further in the appendices. Moreover,
Honey (1998, p.198) stated that learning will become the central issue for all
21st century organisations and as such, Bersin (2013) proposes the above
model for an organisation whose human resource management practices,
including learning and development, are aligned to organisational objectives
and performance matrices. Refer appendix 2 for explanation.
Collins (2001) informs that learning is a crucial life long journey in an
employee’s, an employer’s and an organisation’s timespace. Moreover,
19
Castells (1996) pointed out that as organisations evolve from working in silos
to networked cultures, learning cultures provide base of organisation growth
and knowledge. In an ultimatum, Collins (2001) argues that in order for
organisations to remain competitive and maintain advantage over
competitors, organisational performance should be improved through
continuous learning.
As Bersin (2013) states, many large organisations are yet to master the level
4 to build employee capabilities to deliver competitive advantage, most
organisations are left with what Cappelli (2002, p.103) states as the
development dilemma.
2.2 Talent Development
The development dilemma is what Capelli (2002, p. 103) describes as the
question the management asks on the return of the investment of developing
talent. Capelli believes most organisations consider training as an investment
yielding great results to the organisation and in turn help employees grow.
Scales (2010, p. 1) states that organisations have the need, now more than
ever, to reconsider and rethink their learning strategies in order to realign
skills and competencies with talent in order to create competitive advantage
as Capelli (2002, p. 103) confirms that training employees make them feel
valued resulting in satisfaction and reassures the notion of empowerment in
the employee’s mind to perform better. On the other hand, Mulholland et al.
(2003, p. 1) affirms that continuous learning or continuous talent development
in organisations should be appraised at organisational and individual levels as
more the organisation strives learn the more it makes itself adaptable to the
changes in the environment in order to survive and thrive and continue to
remain competitive.
Rana (2000) affirmed that continuous strategic development of employees
would become the primary arms for organisations that think global and act
global. This brings about the need for organisations to invest in employee
development as Ulrich and Black (1999) confirm sharing knowledge and
20
investing knowledge enhancement are two facets an organisation should
possess. Wisher (1994) compliments the notion by adding that organisational
learning cultures are created by understanding the constant need for higher-
order social skills which provides development to Castells (1996) theory of
self programmed employees.
2.3 Talent Acquisition
Talent acquisition in all its angles should be looked beyond just filling
positions and vacancies in an organisation as stated by Cepin (2014). Cepin
(2014) further explains that acquiring “talented” individuals is about
understanding the correlations between the right job and skills-sets, skill-
matrices and competency mapping to business needs and objectives.
Bohlander and Snell (2014, p.166) elaborated recruitment and talent
acquisition should be looked through as a strategic imperative that will aid the
businesses remain competitive and in turn, allow employees remain
competive. Bohlander and Snell (2014, p.166) points out that if recruitment or
a talent acquisition team works in isolation or silos, the competitiveness of the
organisation reduces as the supply to demand of talent may at times be with
mismatched skill-sets or in other words “wrong candidate for the wrong job”.
Cepin (2014), therefore, asserts that talent acquisition should often and
continuously be looked through an angle of strategic criticality in order to
strive and find the “right candidate for the right job”. Cepin (2014) argues that
while most companies interchangeably use recruitment and acquisition
together as both are distinct entities with recruitment being a part of the
acquisition process and Bohlander and Snell (2014, p. 169) points out that
along with recruitment, there are other waypoints in the acquisition process
like screening, interviewing and onboarding. Cepin (2014) asserts that this
confusion in terminology has led companies put the proverbial “cart before the
horse”.
Most organisations believe that its people are its most important asset.
Cooper (2013) reflects that this statement is by far most accurate when
considering human resources as employees, boardroom and otherwise,
21
contribute to an organisations success or failure and most importantly to
create competitive advantage. Coupled with push and “pull” factors from
various markets as stated by Capelli (2000) and the need for diversity in the
workforce, most HR teams strive to find the right candidate for the job in order
to be on the edge or have competitive advantage. Cooper (2013) also states
that all organisations should be abreast of technology as it’s another key
factor in driving competitive advantage. More often than not, organisations
nowadays tend to rely more on social recruiting given the masses that social
media sites like LinkedIn reach. Embracing technology has two advantages in
the recruitment and acquisition process as on one hand not only does it
provide faster more efficient ways of recruitment but also, to provide a better
and streamlined new-hire experience that will leave a positive image in the
minds of the hire which would further lead to competitive advantage on an
emotional level.
Recruitment, in the acquisition process, can happen internally or externally
(Bohlander and Snell, 2014, p. 172). Bohlander and Snells (2014, pp. 172 -
174) picks out that there are numerous ways of acquiring talent internally like
Internal Job Postings (IJPs) on company noticeboards or employee
communication channels, through performance appraisals and succession
planning. Smith (2012) states that many candidates approve and approach
internal online job posting given the accessibility of the information on an open
source than relying on information relayed by others providing motivation and
independence for one’s on decision for growth which also leads to competitjve
advantage while Ettridge (2015) states that succession planning shouldn’t be
an activity to fill names in a box but rather an active exercise to have a
strategic look at an organisation’s human capital and its associated risk to
derive at an ultimatum; competitive advantage.
External talent acquisitions happen through walk-in interviews, external
company careers site with unsolicited applications, social media hiring, mass
communication hiring (newspaper adverts etc.), recruiting agencies, campus
hiring, employee referrals and job fairs where the reach is from the mass
market pool of talent is accessible (Bohlander and Snell, 2014, pp. 175 - 178).
22
Smith (2012) identifies that external sources like external company career site
hiring brings twice as much as the candidates. Gigli (2015) reaffirms that
external hiring diversifies the hiring talent pool and chances of hiring the right
candidate making the companies and employees stay competitive.
2.4 Talent Management
Once talent is acquired, companies yet again have a gargantuan task to hold
competitive advantage: Talent Management. CIPD (2015) confirms talent
management has taken a new outlook in the HR industry as this topic which
was once an “HR only” has evolved with a multifaceted organisational need.
Lockwood (2006) states that in an ever changing and challenging business
world, companies should continue to invest in human capital. Lockwood
(2006) further states that as the role of HR leaders evolve into Business
Partners, their strategic direction to HR Teams in consultation with
businesses, business heads and markets, should not only help source and
acquire talent but also, to develop and retain them becomes a priority. Hogg
and Uren (2015) adds that talent management is about transparency and
creating an environment that the acquired talent thrives. Lockwood (2006)
also states that although this is in effect in most multi-national and global
companies, there is still a dearth of skills, knowledge and learning when youth
and the workforces crosses borders.
Hogg and Uren (2015) suggest that talent management is about recognizing
the context of talent and creating a shared vision with the businesses to
attract talent rather than to keep them away. Lockwood (2006) affirms that
with an ever-growing disparity among the workforce demographics, the age
gaps, global supply chains and global mobility, there is an increased need for
global companies to rethink their talent management strategies in order to
harness the best potential from the talent acquired and keep engagement and
commitment going. Lockwood (2006) further suggests that this change is
thinking pattern and approach becomes the recipe for successful talent
management, which leads to competitive advantage for companies in the
23
markets most relevant to them. Competitive advantage is created through
simplicity in talent management as most talent refrain from being a part of
talent initiatives due to its complexity (Hogg and Uren, 2015) and hence the
needs for paradigm shift in looking at TMS or Talent Management Systems. A
conducive work and organisation culture, leadership development and
employee engagement is key to retaining talent in organisations. Lockwood
(2006) concludes that’s when taking the above said factors as an integrated
approach, talent management offers a pathway to create a sustainable
business model that serves not only the interests of the organisation but also,
of the employees.
2.5 Competitive Advantage
In the sphere of strategic management, competitive advantage can be
identified as exploring core competencies what would differentiate one
(organisation or individual) from another (Daft, 2012, pp. 213 - 215). Bartool
and Bartool (2012) describe competitive advantage as the strategic art of
enhancing and increasing resources in order to get better results over
opponents. As such, as Daft (2012, p.213) explains a core competence is
what gives superiority from one another giving rise to competitive advantage.
Bartool and Bartool (2012) further elaborate that a strategic business unit and
its propositions are measured against it’s competitors in the market and as
such, it’s increasingly challenging to imitate a business’s resources to another
as their markets or propositions might be different. Porter (1985) discusses
that the efficiency of a strategic business unit is determined by the
attractiveness of the industry and it’s competitiveness within the industry. He
reaffirms that what matters at is creating a differentiation point, which can be
identified and defended against rivals at all times. Creating this position
explains the difference of performance within an industry and an organisation.
Thus, Foss (1996) explains that competitive strategy is the art of nurturing,
accumulating and deploying rent yielding resources, rather than a sole focus
on erecting entry barriers or deceiving one’s product competitors.
24
Bartool and Bartool (2012) points out that comprehension and a focus on
learning is an incremental ingredient in the success of organisation. They
reason out that a focus on learning improves workforce and facilitates team
synergy and leads to organisational success and continued sustainability. The
level of interests among the workforce may be diverse as the representation
of the workforce itself but it leads to innovation, effectiveness and betterment
should talent be acquired, managed and retained to drive growth, stability,
longevity and growth.
2.6 Conclusion
Chapter 2 concludes with the review of relevant literature, as a secondary
source, for the study. It builds on the theoretical knowledge of learning and
development and it’s variants for the research.
25
Chapter 3 – Research Methodology
3.0 Introduction Kothari (2004, p. 1) defined research as a search or quest for knowledge.
Kothari (2004) also confirmed that research can also be viewed as a scientific
and logical approach to systemically unfolding the truth or what is true through
a search. Therefore, Kothari conveyed the idea that research is like a voyage
and the researcher is on a journey of knowing the unknown from the known.
Redman and Mory (1923, p. 10) elaborated research to be the systemized
endeavor to gain new and unfound knowledge. Rajasekar et al (2013, p. 2)
carefully laid out that research as systemic and logical approach to
uncovering the truth in scientific or social scenarios using objective analysis of
the information presented or searched for.
Figure 2. Research Onion based on Saunders et al (2003).
26
The above diagram shows the research onion, which was first ascribed by
Saunders et al (2003), spoke that a research study has six layers, as does an
onion. The first layer speaks of the philosophical stances the researcher can
seek into while the second leads to the approaches of research: inductive and
deductive. The third layer introduces strategies employed by the research to
find the facts while layer four describes the choices available for research.
Conversely, this model was also synonymous with the three stage hierarchical
model by Kagioglou et al (1998) that qualified a nested approach but
Saunders et al (2003) has further developed the model by dissecting the
research process of research into two more segregates.
3.1 Overview of the Research
When areas of business and management are researched, it is considered as
business or management research as defined by Saunders et al (2009, p.4).
Esterby – Smith et al. (2008) pointed out that there are four facets that make
business research conducive. Esterby – Smith et al. (2008) made it clear that
business and management research draw on or extract information from other
disciplines while managers won’t allow access to research until a personal or
productive viability is proven for research. This also means, most managers
have the capacity for research, as do the researchers themselves leading the
way to give rise to a course or plan of action that would result in the research
being employed for better ways of doing things. (Esterby – Smith et al., 2008)
3.2 Research Philosophy and Objectives
Throughout many research studies, the authors have, more than once,
reinforced the consistent need to identify the philosophical stance that the
researcher should take as ignoring the very existence of philosophical
dilemmas, in the nature of research, could affect the final outcome as pointed
out by Easterby-Smith et al (2002). The authors have stated that by
understanding the philosophical stance, the researcher discovers the need for
27
evidence in the research, how to gather them and finally, how to analyse and
present the findings.
Saunders et al (2008) pointed out that there are many research philosophies
or paradigms that many researchers use. Flowers (2009) stated while there
are more than five research paradigms, there are three, which are commonly
used. The researcher has discussed these in the table below and with
justifications of use.
Paradigm Explanation/ Justification
Positivism Flowers (2009) stated that Positivism originated
from natural sciences where a hypothesis is tested
from an existing theory. Flowers (2009) pointed out
that the researcher objectively looks at the research
through the direct data collected by his/her means.
As Hatch and Cunliffe (2006) laid out, this type of
paradigm is used for organisational contexts due to
the analysis of empirical data, the researcher used
this paradigm for his approach.
Interpretivist/
Constructivist
Hatch and Cunliffe (2006) described these as anti-
positivist or post-positivist as the approach here is
the understand that meaning is constructed over
time and deconstructed and re-construction through
acquisition of skills and experience.
Realist Flowers (2009) pointed out that realists are
generally an amalgamation of positivists and
constructivists in that they understand that reality in
terms of structure are present independent of
human intervention and consciousness.
Table 1: Research Paradigms Source: Flowers (2009) and Cunliffe
(2006)
28
Sexton (2003) argued poignantly that some authors take different viewpoints,
or in most cases, extremes over the philosophies that the authors look toward
in researching. These can be further elaborated by the use of three
assumptions tabulated below) that all authors consider during the research
process
Assumption Explanation
Epistemological Bryman and Bell (2013, p. 15) stated that epistemological
issues or considerations question the acceptability of
knowledge in a field of work or science that the researcher
embarks on.
Ontological Crotty (2003) defined ontological assumptions as the study
of the mundane world, it’s reason for being and existence
Axiological Discusses the role of researcher’s values in the research
and how it’s biases are laden with reality as outlined by
Carnaghan (2013)
Table 2: Research Assumptions Source: Bryman and Bell (2013),
Crotty (2003) and Canaghan (2013)
3.3 Research Approaches
Saunders et al. (2008, p. 124) ascribed that research is broadly based on
theory. Furthemore, Saunders et al. (2008, p. 124) stated that the researcher
may either build a research using theory and hypothesis, giving rise to the
deductive approach or use a research strategy to test and validate a
hypothesis as shown in the diagram below. The researcher in this case used
the deductive approach to research.
29
Fig 3: Research Approaches Source: Bryman and Bell (2013)
3.4 Research Strategies
Krishnaswamy (2003) stated that strategies are employed identify parts of the
research and continue to define it. This is further strengthened when
Saunders et al. (2009, p. 141) elaborated that strategies help explain, explore
and describe research with the researcher’s strategy as highlighted in the
tabled below.
Method Purpose Benefit/s Limitation/s
30
Experiment
Determine causal links of
an independant variable and a
dependant variable
Control over the variables leading to
greater accuracy
Not feasible in large
organisations as experiments are
generally conducted in
labs.
Survey
Used to determine what,
where, when, who and how
Helps analyse quantitative data. When used with
appropriate sampling, gives
more control over the research. Cost
effective way of getting a
representative figure of a
population.
Time consuming even with analysis software.
Sometimes, participants may have biases that would affect the research. The representative
population range is minimal when
compared to other methods as there are limits to the population.
Case Study
Gives a context for the
researcher to lead the
research on
Helps analyse the research through
multiple data sources. Less controlled than
experiments as the context is given but versatility reduced. Great agility given
to answer questions of “what,
why and how?”. Unique in nature most of the time. Good to explore
theory.
Increasingly “unscientific” feel to the context as
it is generally moderated in
nature.
Action Research
Bring about change in
specific contexts
Used for improving practice,
collaboration, critical reflection.
Knowledge created through action and is context specific in extreme sense.
Less versatile in many cases as
contexts are unique and
specific. Research
develops as action develops, as such, results
are not
31
conclusive or final.
Grounded Theory
Explain or predict
behaviour
Ecological validity. Parsimony and
novelty.
Constant questioned over the status as a
theory. The notion of ground
could be subjective
Archival Research
Looking for administrative
data
Ability to look into the past and
changes over time
Heavily dependant on
the authenticity and the nature of
the data in the preserved form.
Ethnography
Connections between the
social world and research subjects
Flexible and responsive
Time consuming and takes place over a period of
time
Table 3: Research Strategies Source: Saunders et al. (2009, p. 141)
3.5 Research Methodology
Bryman and Bell (2011, p. 28) stated that distinguishing between the
qualitative and quantitative methodologies help the researcher greatly during
the research while the researchers choice with purpose in highlighted below.
Methodology Purpose
Quantitative Bryman and Bell (2011, p. 26) stated that quantitative
research focuses mainly on appraising numbers and
quantities found in a research study or analysis of data and
time.
Generally this uses a deductive approach as chosen by the
researcher to test relations between theory and research
32
Table 4: Research Methodology Source: Bryman and Bell (2011)
3.6 Time Horizon
Saunders and Tosey (2013) highlighted that time horizon represents the final
layer, before the core of the project, which could be cross-sectional or
longitudinal as explained below, with the researcher’s choice.
Time Horizon Detail
Cross - Sectional Saunders and Tosey (2013) advised this
provided a snapshot of the time and research.
Longitudinal Saunders and Tosey (2013) elaborated this as
the need for collecting data over a period of time
answer a question.
Table 5: Time Horizon Source: Saunders and Tosey (2013)
3.7 Data Collection Method
As explained earlier and by Saunders et al. (2009), research can be
quantitative. Therefore, as the researcher has chosen a quantitative
methodology, the obvious choice of survey through a questionnaire has been
employed to collect primary data with the justification given below. The
researcher used the relevant literature to analyse and draw inferences to
certain hypotheses for secondary data analysis.
using positivism
Qualitative Bryman and Bell (2011, p. 26) elaborated that this
method employs an inductive approach with an emphasis
on generations of theories using intepretivism with a clear
rejection of positivism.
33
Method Pros Cons
Survey
(Questionnaire)
As Bryman and Bell
(2011) pointed out
questionnaires are easy
to administer.
They are cheap with no
interferences or effects
of an interviewer giving
the respondent the
autonomy to answer on
their accord.
Bryman and Bell (2011
mentioned that
questionnaires cannot
prompt or probe the
respondent when answering
making it harder to ask
various questions.
In the meantime, there is a
risk of losing or missing out
data in certain areas given
the limited scope of
questions asked.
Table 6: Data Collection Method Source: Bryman and Bell (2011)
3.8 Populations/ Sampling Technique
Saunders et al (2009) pointed out a sample as a fraction of data taken from a
larger set of data values which are sorted for a categorical analysis. Saunders
et al (2009) claimed that a full set of data is generally considered a population
from which a sample is taken for research. Kothari (2012) identified the need
for sampling as its important for the researcher to test the entire population
while there could be budget and time constraints that would affect the results.
Moreover, Salant (1994) stated that sampling is two-fold; probability and non-
probability sampling. Salant (1994) identified that probability sampling
employed a random selection of sorts. Meanwhile, Salant (1994) explained
that during non-probability sampling probabilities cannot be assigned to the
event.
34
Probability Sampling
As explained by Salant (1994), probability sampling employs random
selection of sorts in the given population. Saunders at al (2009) stated that
probability sampling is highly effective during surveys. Therefore, the
researcher used probability sampling on his research. Furthermore, to
compliment the sampling technique, simple random sampling has been used
as the research uses a survey-based strategy (Saunders et al, pp. 214 - 218).
For a population of 2900, the research looked at a random sample of 80
respondents, which provided the researcher with 2.75% of the population.
3.9 Pilot Survey
A pilot survey was conducted to a convenient sample of 4 respondents, which
correlated to 5% of the sample size. As explained by Sincero (2015), pilot
surveys provide efficiency of time and money when conducting a research as
the pilot looks at the viability of the questionnaire administered. As expected,
all respondents showed positive results towards the pilot survey, which gave
the green light to proceed with the research study.
3.10 Data Analysis
Thorne (2003) explained that data analysis is the most mysterious and the
most complex part of any research cycle or project. Moreover, Bryman and
Bell (2013, p.333) pointed out that quantitative data analysis is generally a
latter but a very important part of a research. As such, the research analysed
his primary data through the use of Microsoft Excel and it’s related macros.
35
3.11 Limitations of the Research Methodology
Aerd (2012) suggested limitations as having the potential to impact the final
outcome of the research. Therefore, the researcher has outlined three key
limitations as tabulated below.
Limitation Detail
Variety of Respondents As a random sample was used to
collect data, the data may not be
representative of all career levels in
the organisation.
Tenure in the organisation As most respondents are likely to be in
the tenure range of 0 – 1years, most of
them might be unable to articulate how
T & D would affect their business with
a return on investment
Personal bias/ inability to
express abstract or complex
ideas
Given limitation 2, some respondents
might have personal biases towards
the organisation and hence would fail
to critically analyse complex ideas that
would need a clearer perspective for
the research to be successful.
Table 8: Research Limitations
36
3.12 Ethical Approach to the Research
Bryman and Bell (2011, p. 128) stated that what worries most researchers are
not the ethical aspects to a research but the transgressions from these ethical
aspects. Accordingly, the research has listed out four common ethical issues
and how to overcome these, in the table below, to set out a clear ethical
approach to the research.
Issue Approach
Harm to participants The researcher, before handing out the
questionnaire, aims to advise the
respondents of the confidential nature
of the research and that the information
at no cost will be divulged to the
organisation, which would physically or
otherwise affect the respondent.
Lack of informed consent The researcher aims to get a sign-
sheet from all respondents over their
consent in the willingness to participate
in the research. (See appendices)
Invasion of privacy A note will be provided on the
questionnaire to iterate the
confidentiality of the information and
how only the researcher will handle it.
37
To maintain anonymity, the
respondents are not required to write
their name.
Involvement of deception No deception will be involved as the
respondents will be clearly outlined of
the need for the research and why is it
is fulfilled.
Table 9: Research Ethics
3.13 Conclusion
Chapter 3 concludes with the understanding of research methodology from
theoretical perspective and with the researchers justifications in using them.
Chapter 4 Findings and Analysis
4. 0 Introduction
This chapter aims to analyse and present the data collected for the research
objectives in chapter 1 of the professional project. There were four
fundamental goals that drove the collection of data and the resulting analysis
of data. The primary data collection was driven by the need to understand the
concept of learning and development as a key determinant in building
organisational competitive advantage. Furthermore, the secondary data
collection substantiates and supports the findings through the research
conducted by other authors. The authors and the researchers sought to
establish a clear link between learning and development and competitive
38
advantage as a key determinant for organisational success.
As stated previously in Chapter 3, the researcher distributed 80
questionnaires to a random sample for the purposes of primary data
collection. 100% coverage was achieved with all respondents answering the
questionnaire in the given timelines.
4.1 Evaluation of the questions
4.1.1 Importance of Learning and Development
Main Aim To understand the importance of Learning and Development
Research Question Literature Rationale
39
At ABCD Bank, I feel that Learning
and Development is given due
recognition
Research has substantiated that
learning and development has a
positive correlation to an
organisation’s performance and
profitability, employee turnover and
retaining talent by creating
competitive advantage as laid out by
Bohlander and Snell (2014, p.274).
Armstrong (2009, p. 651) defines
Learning and Development as
activities arranged in a sequential
logical order to help employees
acquire skills and knowledge to
perform to their best and achieve
organisational goals and objectives.
Discussion
Of the respondents, 24 respondents strongly agreed that Learning and
Development is given due recognition at ABCD Bank while 43 agreed to the
notion with 11 neither agreeing nor disagreeing. 2 respondents expressed
disagreement with 1 disagreeing and 1 strongly disagreeing. An average of
the scales were taken which summed upto 4.1 agreeing that Learning and
Development is given due recognition at ABCD Bank.
13
45
11
83
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
40
These results further cement what Armstrong (2009, p.651) advises as
Learning and Development being activities that are arranged to help
employees aquire skills. Armstong (2009, p.651) further advises that these
activities need to be given importance to be arranged in a sequential order
to acquire skills in the right order as Bohlander and Snell (2014) confirms
there is a positive correlation between learning and development and
organisational and employee performance.
4.1.2 Frequency of Learning and Development
Main Aim
To understand the frequency of Learning and Development activities
Research Question Literature Rationale
41
At ABCD Bank, I feel staff are
usually/constantly sent for L & D
programmes
Walton (1999) explains involves the
introduction, elimination, modification and
direction of processes and its individuals
with knowledge, skills and competences
to undertake and achieve current or
future organisational tasks and goals.
Abiodun (1999) views training as a
systematic development of people in an
endeavor to acquire knowledge, skills
and abilities to perform their jobs better
and training would often take place within
and outside an organisation.
Discussion
Of the respondents, 26 respondents strongly agreed that staff is usually/
constantly sent for Learning and Development programmes at ABCD Bank
while 42 agreed to the notion with 9 neither agreeing nor disagreeing. 3
respondents expressed disagreement. An average of the scales were taken
which summed up to 4.1 agreeing that staff are usually/ constantly sent for
Learning and Development interventions.
These results confirm Walton’s theory of (1999) Learning and Development as
13
45
11
8
Strongly Agree Agree Neither Agree nor Disagree Disagree
42
a series of processes with individuals directed to acquire knowledge, skills and
competencies for better organisational performance. Abiodun (1999) adds to
the above with training being a systematic development of development of staff
over time (usually/ constantly) to do their jobs better with training taking place
inside and outside the organisation.
4.1.3 Need for on the job and off the job training and its effectiveness
Main Aim To understand the need for on/off the job training and it's effectiveness
43
Research Question Literature Rationale At ABCD Bank, I feel that training
methods are effective: on the job
At ABCD Bank, I feel that training
methods are effective: off the job
Abiodun (1999) views training as a
systematic development of people in an
endeavor to acquire knowledge, skills
and abilities to perform their jobs better
and training would often take place
within and outside an organisation. As
such, Chand (2015) expresses the need
for on the job and off the job trainings
such as mentoring and fieldwork
exercises being critical to training and
developing staff.
Discussion Of the respondents, 49 strongly agreed that ABCD Bank's on the job training
is effective with 27 agreeing to this statement and 4 neither agreeing nor
disagreeing. On the other hand, 13 respondents strongly agreed with off the
job training effectiveness while 45 agreed that off the job training is effective.
11 neither agreed no disagreed with 8 disagreeing and 3 strongly disagreeing
respectively that off the job training is effective. However, no respondents
disagreed that on the job training is effective at ABCD Bank.
The averages in agreement for both on the job and off the job training are 4.4
49
27
40 0
13
45
118
3
0
10
20
30
40
50
60
StronglyAgree
Agree NeitherAgree norDisagree
Disagree StronglyDisagree
On the Job
Off the Job
44
and 3.7 which shows a healthy incline that all staff consider that both these
facets of training are effective in their jobs. The results here are conclusive of
what Abiodun (1999) stated as training systematic development of staff with
on the job and off the job being necessary for development (Chand, 2015).
This also proves that at ABCD Bank, staffs are content about the approach to
learning (on the job and off the job) as it leads to their development and
organisational performance.
4.1.4 Training and Development and its correlation to derive competitive advantage against internal and external peers.
Main Aim
45
Understanding performance and competitive advantage: Internal and
External Peers
Research Question Literature Rationale At ABCD Bank, I feel training helps
me perform better when compared to
my internal peers.
At ABCD Bank, I feel training helps
me perform better when compared to
my external peers.
Bersin (2013) confirms that given
the current economic climate and
tough marketplace that companies
compete, it’s a company’s total
learning strategy that matters to
give rise to competitive advantage
that makes it cut above the rest.
Bersin (2013) further elaborates
that what most companies envision
as learning and development is “a
strategy to drive innovation” to stay
ahead of the game or in other
words, competitive advantage and
people with capability. In the sphere
of strategic management,
competitive advantage can be
identified as exploring core
competencies what would
differentiate one (organisation or
individual) from another (Daft, 2012,
pp. 213 - 215).
46
Discussion Of the respondents, 33 strongly agreed that ABCD Bank's training provides
them competitive advantage against internal peers with 41 agreeing to this
statement and 5 neither agreeing nor disagreeing. On the other hand, 26
respondents strongly agreed that training provides competitive advantage
with external peers while 34 agreed to the statement. 15 neither agreed nor
disagreed with 4 disagreeing and 1 strongly disagreeing respectively that
training does provide competitive advantage. However, no respondents
strongly disagreed regarding competitive advantage with internal peers and
with one disagreeing generally to the statement. The average agreements
for the above questions are 4.3 and 4, which shows a healthy incline
towards the general agreement to the question and confirming that training
and development at ABCD Bank does provide competitive advantage
against internal and external peers for staff members.
The average agreements of the variables confirm that ABCD’s total learning
strategy has gone beyond just training to provide competitive advantage as
stated by Bersin (2013) as a means of giving the cut above rest (internally
and externally). Moreover, the same is confirmed by Daft (2012) as learning
and development at ABCD Bank has provided ways of exploring core
competencies that would differentiate one from another.
33
41
5
1 0
26
34
15
41
0
5
10
15
20
25
30
35
40
45
StronglyAgree
Agree NeitherAgree norDisagree
Disagree StronglyDisagree
Internal Peers
External Peers
47
4.1.5 The relationship between training and it’s organisational benefits.
Main Aim Understanding the relationship between training and it's organisational
benefits
Research Question Literature Rationale
At ABCD Bank, I feel all staff benefit
from training
The organisational learning and its
effectiveness adds up to finite
elements such as enhancing
employee skills and knowledge and
productivity and efficiency
increments which leads to
maintaining superiority in the
marketplace as shown by Edens
and Bell (2003) resulting in
understanding that Learning and
Development becoming the most
persistent way of increasing
productivity in an employee,
employees and organisation. Rana
(2000) affirmed that continuous
strategic development of
employees would become the
primary arms for organisations that
think global and act global.
48
Discussion
Of the respondents, 68 participants generally agreed that all staff benefit
from training with 34 expressing strong agreement and the others
expressing agreement. However, 9 expressed neither agreement nor
disagreement with 2 disagreeing and 1 in strong disagreement. This leads
to an average agreement of 4.2 among the respondents which helps
understand the notion that all staff benefits from training at ABCD Bank.
When analysing the data collected against the literature reviewed, it
confirms what Edens and Bell (2003) confirmed as learning and
development becoming the most persistent way of improving employee
productivity. Further, this is complimented by Rana (2000) with learning and
development as strategic tool for organisations to think global and act
global. In this setting, as ABCD is a global bank, it is right to say that
employees benefit from learning and development to act global in the
current markets.
34
34
92 1 Strongly Agree
Agree
Neither Agree norDisagree
Disagree
Strongly Disagree
49
4.1.6 The relationship between training and the Bank’s output, my performance, organisational effectiveness and local organisational output.
Main Aim Understanding the relationship between training and individual output,
performance, organisational effectiveness and ABCD's output
Research Question Literature Rationale
At ABCD Bank, I feel there is a
direct relationship between
training and the overall output.
At ABCD Bank, I feel there is a
significant relationship between L
& D and my performance. At
At ABCD Bank, I feel there is a
strong influence from training on
organisational effectiveness. At
At ABCD Bank, I feel there is an
impact on overall ABCD
performance through training
Bohlander (2014) confirms that training’s
place in an organisational hierarchy is
that it should contribute positively to an
organisation’s goals and training in all it’s
forms should be created, designed and
delivered through an understanding of its
correlation to organisational performance
and profitability through building
capabilities in its people which would
ultimately help retain talent through
competitive advantage. Armstrong (2009,
p. 651) defines Learning and
Development as activities arranged in a
sequential logical order to help
employees acquire skills and knowledge
to perform to their best and achieve
organisational goals and objectives.
Further, Armstrong (2009) strengthens
his stance by adding that acquisition of
such skills help advance one’s own
career and also, help achieve
organisational goals in order for
successful acquisition of these skills,
organisations employ a learning and
development strategy. Research has
substantiated that learning and
50
development has a positive correlation to
an organisation’s performance and
profitability, employee turnover and
retaining talent by creating competitive
advantage as laid out by Bohlander and
Snell (2014, p.274).
Discussion
Of the respondents, 36, 35, 23 and 43 strongly agree that training has a
direct relationship between Bank's output, individual performance, org.
effectiveness and local organisational output respectively. Further, 35, 38, 42
and 36 agree to the above statements while 9,5, 15 and 1 neither agree nor
disagree to the statements. However, 2 respondents, disagree that training
does have an impact on personal output. The average agreements for the
variables are 4.3, 4.3, 4.1 and 4.5, which again shows a positive correlation
with training and them at ABCD Bank.
Through the analysis of results it can be confirmed that as Bohlander (2014)
stated training and development drives output, performance and profitability
of an organisation. As such, the results reaffirm that when training and
development is arranged in a logical and sequential manner, it helps
employees advance their careers, acquire skills and create competitive
36 35
9
0 0
3538
52
0
23
42
15
0 0
43
36
1 0 00
5
10
15
20
25
30
35
40
45
50
StronglyAgree
Agree NeitherAgree norDisagree
Disagree StronglyDisagree
Bank's Output
My Performance
Org. Effectiveness
ABCD Output
51
advantage (Armstrong, 2009).
52
4.1.7 Considering training as an investment towards individual, departmental and organisational success
Main Aim Understanding the training as an investment towards an individual's, dep.'s
and org. success
Research Question Literature Rationale
At ABCD Bank, I feel investment in
training is one of my key success
points.
At ABCD Bank, I feel investment in
training is one of my dept.'s key
success points.
At ABCD Bank, investment in
training is one of my org.'s key
success points
Lockwood (2006) further states that
as the role of HR leaders evolve into
Business Partners, their strategic
direction to HR Teams in
consultation with businesses,
business heads and markets, should
not only help source and acquire
talent but also, to develop and retain
them becomes a priority. Hogg and
Uren (2015) adds that talent
management is about transparency
and creating an environment that the
acquired talent thrives.
Discussion
Of the respondents, 20, 37 and 4 strongly agreed that training gives rise to
20
48
12
0 0
37 36
7
0 0
40
34
6
0 00
10
20
30
40
50
60
StronglyAgree
Agree NeitherAgree norDisagree
Disagree StronglyDisagree
My Succees
Dept. Success
Org. Success
53
individual success, dept. success and org. success. Moreover, 48, 36 and
34 agreed to the above notion respectively with 12, 7 and 6 neither agreed
nor disagreed. However, no respondents disagreed with the questions.
Therefore, the general average agreement amounts to 4.1, 4.3 and 4.4
respectively confirming the above.
This confirms that as Lockwood (2006) advises when HR strategically
alongs itself as business partners in consultation with business to develop
talent, it leads to individual, departmental and organisational success.
Moreover, this is further cemented by Hogg and Uren (2015) as they
creating an environment that helps talent thrive helps create success at all
organisational levels.
54
4.1.8 Considering appropriateness and adequacy of training received
Main Aim
Understanding the level of appropriateness and adequacy for training
Research Question Literature Rationale At ABCD Bank, I feel the level of
training I receive is appropriate.
At ABCD Bank, I feel the level of
training I receive is adequate.
Mulholland et al. (2003, p. 1) affirms
that continuous learning or
continuous talent development in
organisations should be appraised at
organisational and individual levels
as more the organisation strives
learn the more it makes itself
adaptable to the changes in the
environment in order to survive and
thrive and continue to remain
competitive. Scales (2010, p. 1)
states that organisations have the
need, now more than ever, to
reconsider and rethink their learning
strategies in order to realign skills
and competencies with talent in order
to create competitive advantage.
Discussion
34
44
20 0
3335
9
30
0
5
10
15
20
25
30
35
40
45
50
StronglyAgree
Agree NeitherAgree norDisagree
Disagree StronglyDisagree
Appropriacy
Adequacy
55
From the respondents, 34 and 44 strongly agreed and agreed to the
appropriateness of trianing received respectively while 33 and 35 agreed on
the same for adequacy. 2 and 9 respondents neither agreed nor disagreed
on the appropriateness and adequacy of the training while 3 disagreed that
training recieved is adequate. The average agreements for the variables
are 4.4 and 4.2 respectively giving rise to a healthy incline toward the notion
that the training recieved is appropriate and adequate.
Given the results that are analysed here, it is safe to assume that at ABCD
Bank, the training received is appropriate and adequate. This also
compliments what Mulholland et al (2003) affirms learning and development
to be considered as continuous learning instead of one-off training
interventions. Furthermore, Scales (2010) points out that organisations
should rethink their total HR and Learning Strategies for better business
results, which in this case seems evident.
56
4.1.9 Creating competitive advantage through employee value proposition, commitment and engagement.
Main Aim
Understanding how L & D creates value proposition, commitment and
engagement among staff to create competitive advantage
Research Question Literature Rationale
At ABCD Bank, I feel valued as an
employee due to my knowledge from
training.
At ABCD Bank, I feel I look forward
to each new training programme as it
helps me be ahead of my peers.
At ABCD Bank, I feel connected to
the organisation because of the
training is receive.
Scales (2010, p. 1) states that
organisations have the need, now
more than ever, to reconsider and
rethink their learning strategies in
order to realign skills and
competencies with talent in order to
create competitive advantage as
Capelli (2002, p. 103) confirms that
training employees make them feel
valued resulting in satisfaction and
reassures the notion of empowerment
in the employee’s mind to perform
better. Lockwood (2006) affirms that
with an ever-growing disparity among
the workforce demographics, the age
gaps, global supply chains and global
mobility, there is an increased need
for global companies to rethink their
talent management strategies in order
to harness the best potential from the
talent acquired and keep engagement
and commitment going. Competitive
advantage can be identified as
exploring core competencies what
would differentiate one (organisation
or individual) from another (Daft,
57
2012, pp. 213 - 215). Hogg and Uren
(2015) suggest that talent
management is about recognizing the
context of talent and creating a
shared vision with the businesses to
attract talent rather than to keep them
away.
Discussion The graph illustrates the view of respondents regarding the correlation
between the variables and creating competitive advantage. 43, 40 and 32
respondents (respectively) strongly agree that value proposition, commitment
and engagement among staff members are directly proportional in creating
competitive advantage. Similarly, 33, 24 and 41 respondents agree that there
is a correlation between the variables and creating competitive advantage.
02, 15 and 07 respondents respectively hold a neutral view regarding the
correlation between the variables and creating competitive advantage. 02
respondents disagreed that value proposition creates competitive advantage
while 01 respondent disagreed that Commitment creates competitive
advantage. No respondent disagreed that engagement creates competitive
advantage. Most importantly, none of the respondents strongly disagreed
about the supposed correlation between the variables and creating
competitive advantage.
43
33
2 20
40
24
15
1 0
32
41
7
0 00
5
10
15
20
25
30
35
40
45
50
StronglyAgree
Agree NeitherAgree norDisagree
Disagree StronglyDisagree
Value Proposition
Commitment
Engagement
58
The average agreements for the variables are 4.4, 4.2 and 4.3 respectively
confirming that learning and development creates value proposition,
commitment and engagement at ABCD Bank. In addition, this confirms t
Scale’s (2013) and Capelli’s (2002) statement that through successful
integration of learning into jobs create value proposition and also,
commitment for better performance and organisational loyalty. Moreover, this
reaffirms Lockwood’s (2006) notion that successful learning creates
engagement among employees and also, the organisation.
59
4.1.10 Learning and Development and career growth
Main Aim Understanding the relationship between training and growth
Research Question Literature Rationale At ABCD Bank, I feel that training will
open better growth opportunities for
me.
Capelli (2002, p. 103) describes as the
question the management asks on the
return of the investment of developing
talent. Capelli (2002, p. 103) believes
most organisations consider training
as an investment yielding great results
to the organisation and in turn help
employees grow. Scales (2010, p. 1)
states that organisations have the
need, now more than ever, to
reconsider and rethink their learning
strategies in order to realign skills and
competencies with talent in order to
create competitive advantage as
Capelli (2002, p. 103) confirms that
training employees make them feel
valued resulting in satisfaction and
reassures the notion of empowerment
in the employee’s mind to perform
better.
4525
10Strongly Agree
Agree
Neither Agree norDisagree
60
Discussion Of the respondents, 45 strongly agree that learning and development leads to
career growth with 25 agreeing to the statement. However, 10 neither agree
nor disagree that learning and development as a variable would lead to growth
opportunities. Moreover, the average agreement in among the respondents is
4.4 confirming that more than 75% of the respondents believe that learning and
development would lead to career growth.
The results here confirm and answer the question that Scales (2003) asks
about the return on investment. Most employees believe that learning and
development will help them achieve career and growth aspirations, which
would lead to the return on the investment. Employees who have grown in the
organisation will not only become valuable employees but also, connected who
in turn will give the organisation its returns as highlighted by Cappelli (2002).
4.2 Conclusion
Chapter 4 concludes with the analysis of findings using the questionnaires.
Moreover, it reviews the literature against the rationales they were used for
questioning.
61
Chapter 5 - Conclusion and Recommendations
5.0 Introduction
Saunders et al (2009) discussed the conclusion chapter as not only the
conclusion to results but also, a conclusion to the project. Therefore, the
researcher employs this chapter as a means of conveying the not only the
summation of results, project and also, any further recommendations for the
research.
5.1 Reviews of the research objectives
This study set out to determine the need for learning and development in
organisations. Moreover, the study aimed to understand the definition and
creation of sustainable competitive advantage through learning and
development in organisations. As such, it also provided the context to
understand the effectiveness of learning and development at ABCD Bank
Plc.’s Global Service Centre in Rajagiriya, Sri Lanka. Finally, the study
discussed learning and development as a key determinant to create
competitive advantage.
5.2 Key evidence presented in literature
5.2.1 Importance of Learning and Development
Armstrong (2009, p.651) advises as Learning and Development being
activities that are arranged to help employees aquire skills. Armstong (2009,
p.651) further advises that these activities need to be given importance to be
arranged in a sequential order to acquire skills in the right order as Bohlander
and Snell (2014) confirms there is a positive correlation between learning and
development and organisational and employee performance.
62
5.2.2 Learning and Development as its frequency.
Walton’s theory of (1999) Learning and Development as a series of processes
with individuals directed to acquire knowledge, skills and competencies for
better organisational performance. Abiodun (1999) adds to the above with
training being a systematic development of development of staff over time
(usually/ constantly) to do their jobs better with training taking place inside and
outside the organisation.
5.2.3 Need for on-the-job and off-the-job training.
Abiodun (1999) stated as training systematic development of staff with on the
job and off the job being necessary for development (Chand, 2015).
5.2.4 Training and Development to derive competitive advantage against internal and external peers.
A company’s total learning strategy has to go beyond just training to provide
competitive advantage as stated by Bersin (2013) as a means of giving the
cut above rest (internally and externally). Moreover, the same is confirmed by
Daft (2012) as learning and development provides ways of exploring core
competencies that would differentiate one from another.
5.2.5 Training and Development and Organisation Benefits
Edens and Bell (2003) confirmed that learning and development is becoming
the most persistent way of improving employee productivity. Rana (2000)
complimented with learning and development as a strategic tool for
organisations to think global and act global.
63
5.2.6 Relationship between training, individual output, organisational effectiveness and organisational output
Bohlander (2014) stated training and development drives output, performance
and profitability of an organisation. As such, the results reaffirm that when
training and development is arranged in a logical and sequential manner, it
helps employees advance their careers, acquire skills and create competitive
advantage (Armstrong, 2009).
5.2.7 Considering Training as an investment towards individual, departmental and organisational success.
Lockwood (2006) advises when HR strategically aligns itself as business
partners in consultation with business to develop talent, it leads to individual,
departmental and organisational success. Moreove, this is further cemented
by Hogg and Uren (2015) as they creating an environment that helps talent
thrive helps create success at all organisational levels.
5.2.8 Adequacy and appropriateness of training
Mulholland et al (2003) affirms learning and development to be considered as
continuous learning instead of one-off training interventions. Furthermore,
Scales (2010) points out that organisations should rethink their total HR and
Learning Strategies for better business results, which in this case seems
evident.
64
5.2.9 Creating value proposition, commitment and engagement among staff for competitive advantage.
Scale’s (2013) and Capelli’s (2002) statement that through successful
integration of learning into jobs create value proposition and also, commitment
for better performance and organisational loyalty. Lockwood’s (2006) notion
that successful learning creates engagement among employees and also, the
organisation.
5.2.10 Learning and Development and Career Growth
Scales (2003) asks about the return on investment. Employees who have
grown in the organisation will not only become valuable employees but also,
connected who in turn will give the organisation its returns as highlighted by
Cappelli (2002).
5.3 Key findings of the research
The study identified that at ABCD Bank Plc., the learning and development is
given due recognition. As such, a model of continuous learning is
implemented to bring forth the notion of competitive advantage to all staff.
Moreover, the research has also shown that almost all employees value the
appropriacy and effectiveness of their on-the-job and off-the-job trainings.
One of the major findings of the research was that staff believed that they are
cut above internal and external industry wide peers due to the training they
receive at ABCD Bank. This also strengthened the research finding that
training and development benefits all staff in that it leads to significant greater
individual, departmental and organisational performance and output.
65
Moreover, the research reported that most staff feels engaged with each other
and the organisation due to their learning interventions at ABCD Bank.
Further, this led the researcher to understand generally that commitment and
value proposition is created through learning and development. The
investigation of commitment, value proposition and commitment at ABCD
Bank, through learning and development has led to identify a critical research
aim: learning and development as a key determinant for competitive
advantage. The most obvious research finding which sums up research aim is
that almost all respondents believed that learning and development opened
better career opportunities for all staff comprehensively concluding that
learning and development provides competitive advantage for staff at ABCD
Bank.
5.4 Limitations of the research
Being limited to a huge majority of junior executive level respondents, the
study does not, at most, express the views of many respondents who are at
managerial level or above. This was due to the sample being random
convenient sample that the researcher found at his convenience during his
own training delivery sessions. Furthermore, another major limitation of the
study was the tenure of respondents in the organisation. As most of the
respondents were in the tenure range of 0 – 1 year, most of them were unable
to articulate the need for learning and development as more than just training.
As a result, most of the respondents might not fully comprehend how learning
and development would provide a return on investment in turn driving
competitive advantage in the organisation. Thirdly and finally, the scope of the
study was limited to, more often than not, certain personal biases of the
respondents and the inability to express abstract or concrete ideas given their
organisational tenure or communication challenges. Some of the respondents
were new hires and as such, most tend to have a personal bias to the
organisation with an exaggerated level of enthusiasm to glorify the
organisation. Consequently, such biases would affect the quality of the
research when coupled with the fact that some respondents having
66
communication challenges which impeded the expression of abstract and
concrete ideas in the questionnaire.
5.5 Recommendations
Given the limited scope of the sample of respondents being restricted to 80, a
further study could explore the topic with the whole Global Service Centre
being able to respond to the questionnaire. This would give the space
required and solutions to the first two limitations above.
In addition to this, the study could be extended to the ABCD Group at large to
assess how the learning and development affects competitive advantage
along different business lines and other global functions of the group.
Finally, future research could also understand the scope of the study when
extended to the BPO/KPO industry at large locally and probably
internationally, across the South East Asia region where it provides a lucrative
business.
Action plans for the recommendations have been attached in the appendices.
5.6 Conclusion
Chapter 5 concludes with the understanding the learning and development as
a key determinant of the competitive advantage. This has been summarized
in the conclusion with an action plan for further research.
67
Chapter 6 - List of References
Academia (2013) The Layers of Research Design
Available
at:https://www.academia.edu/4107831/The_Layers_of_Research_Design
(Accessed: 6 July 2015)
Aerd (2012) Structure: How to Structure your Research Limitations Section
Available at: http://dissertation.laerd.com/how-to-structure-the-research-
limitations-section-of-your-dissertation.php
(Accessed: 6 July 2015)
Allegis Global Solutions (2013) Talent Acquisition
Available at:http://www.allegisglobalsolutions.com/blog/2013/november/how-
talent-acquisition-can-establish-a-competitive-advantage
(Accessed: 28 June 2015)
Armstrong Craven (2015) News
Available at:http://www.armstrongcraven.com/resource-hub/news/how-be-
best-class-head-talent-acquisition-2015/
(Accessed: 28 June 2015)
Armstrong, M. (2009) Armstrong’s Handbook of Human Resource
Management Practice. London: Kogan Publishers Ltd.
Berkeley University (2003) Participative Research: Strategies and Tools.
Available at:
http://nature.berkeley.edu/community_forestry/Workshops/powerpoints/tools%
20and%20strategies%20of%20PR.pdf (Accessed: 4 July 2015)
Barrow, M. J. and Loughlin, H.M (1993) “Towards a Learning Organisation in
Grand Metropolitan Foods Europe.” In Wills, G. (ed) Your Enterprise School of
Managament. Bradford: MCB University Press. Pp. 195 -208.
68
Bryman, A. and Bell, E., (2013) Business Research Methods. 3rd Edn.
Oxford: Oxford University Press.
Cappelli, P (2000) A market-driven approach to retaining talent, Harvard
Business Review, January– February, pp 103–11
Castells, M. (1996) The Information Age: Economy, Society and Cultute. Vol1:
The Rise of the Network Society. Oxford: Blackwell
Cepin, G., (2014) “Talent Acquisiton: What it is, why you need it, what is
involved, and where to start.” Kotlin Consulting Group[Online]
CIPD (2015) HR Topics; Talent Management
Available at:
http://www.cipd.co.uk/hr-topics/talent-management.aspx (Accessed: 4 July
2015)
Collin, A. (2000) The Future of Career, Cambridge: CUP.
Crotty, M. (2003) The Foundations of Social Research: Meaning and
Perspectives in the Research Process, London: Sage Publications, 3rd
edition, 10.
Daft, R. L., (2012), ‘New Era of Management’, 10edn. New Delhi: Engage
Learning India Pvt. Ltd.
Easterby-Smith, M., Thorpe, R. Jackson, P. and Lowe, A. (2008) Management Research (3rd edn). London: Sage. Easterby-Smith, M., Thorpe, R., & Lowe, A. (2002), Management Research: An introduction, 2nd, SAGE publications, London Evidence-Based Nursing (2003) Data Analysis Methods
Available at: http://www.http://ebn.bmj.com/content/3/3/68.full (Accessed: 6
July 2015)
69
Explorable (2015) Pilot Survey
Available at: https://explorable.com/pilot-survey
(Accessed: 6 July 2015)
Fast Company (2000) Cisco’s Quick Study
Available at:
http://www.fastcompany.com/41492/ciscos-quick-study (Accessed: 28
February 2015)
Flowers. P., (2009), ‘Research Philosophies - Importance and Relevance’, Issue 1, pp. 1 - 6.
Forbes Online News (2012) Leadership
Available at:
http://www.forbes.com/sites/jacquelynsmith/2012/04/06/new-research-shows-
where-employers-find-their-new-hires/(Accessed: 28 June 2015)
Forbes Online News (2013) Leadership
Available at:http://www.forbes.com/sites/joshbersin/2013/03/20/how-
corporate-learning-drives-competitive-advantage/2/
(Accessed: 28 June 2015)
Forbes Online News (2014) Leadership
Available at:
http://www.forbes.com/sites/joshbersin/2014/02/04/the-recovery-arrives-
corporate-training-spend-skyrockets/(Accessed: 28 February 2015)
Gay, L. R., Mills, G. E., & Airasian, P.W. (2006). Educational Research:
Competencies for analysis and applications (8th ed.). Upper Saddle River, NJ:
Merrill Prentice Hall. Gay, pp29-44.
Gill, J. and Johnson, P. (2002) Research Methods for Managers. (3rd edn).
London: Paul Chapman
70
Hatch, M. J. and Cunliffe, A. L. (2006), Organization Theory, 2nd ed, Oxford
University Press, Oxford.
Honey, P. (1998) ‘The debate starts here’, People Managemmt, Vol. 4, No.
19, 1 October, pp. 28-29.
Ian Carnaghan (2013) Philosophical Assumptions for Qualitative Research
Available at:https://www.carnaghan.com/2013/03/philosophical-assumptions-
for-qualitative-research/ (Accessed: 2 July 2015)
http://www.koltin.com/pdfs/KCG-Talent_Acquisition.pdf(Accessed: 13 March
2015)
http://www.uk.sagepub.com/gray3e/study/chapter18/Book%20chapters/Planni
ng_and_designing_focus_groups.pdf(Accessed: 12 March 2015)
Kagioglou, M. et al (1998), A generic guide to the design and construction process protocol, University of Salford, Salford Kothari, C. R., (2004) Research Methodology: Methods and Techniques. 3 edn. New Delhi. New Age Publishers Ltd. Lockwood, N. R., (2006) “Talent Management: Driver for Organisational
Success”,1, SHRM
Merton, R. K,. Fiske. M., and Kendall, P. L., (1956). The Focussed Interview:
A Manual of Problems and Procedures. New York: Free Press
Morgan, D. L., (1997) “Focus Groups as Qualitative Research: Planning and
Research Design for Focus Groups”[Online]
Available at:
http://www.uk.sagepub.com/gray3e/study/chapter18/Book%20chapters/Planni
ng_and_designing_focus_groups.pdf (Accessed: 12 March 2015)
PAC Consulting (2015) Our Thinking
Available at:
71
http://www.paconsulting.com/our-thinking/realising-performance-advantage-
by-bringing-talent-management-to-life/
(Accessed: 4 July 2015)
Rajasekar, S., Philominathan, P., and Chinnathambi, V., (2013) “Research
Methodology”, 1. arvix [Online]
Available at:http://arxiv.org/pdf/physics/0601009.pdf
(Accessed: 12 March 2015)
Rana, E. (2000) ‘2000 predictions: Enter the people dimension’,People Managemnrnt. Vol.6,No.1,6January,pp.16-I7.
Redman, L.V., and Mory, A.V.H., ‘The Romance of Research’, 1923, p.10. Ross, K. N., (2005) “Quantitative Research Methods in Education Planning:
Sample Design for Educational Survey Research - 3”.Available
at:http://www.unesco.org/iiep/PDF/TR_Mods/Qu_Mod3.pdf(
Accessed: 12 March 2015)
Salant, P. A., and Dillman, D. A. (1994), How To Conduct Your Own Survey. John Wiley & Sons, Inc. New York.
Saunders, M., Lewis, P., & Thornhill, A. (2003), Research methods for business students, 3rd,Pearson Education, England Saunders, M., Lewis, P., & Thornhill, A. (2009), Research methods for business students, 3rd, Pearson Education, England Scales, M J. (2010) “Developing Talent: How Career Opportunities Drive
Business Performance” , 1, pp 1 - 3.
Sharp, J.A., Peters, J. and Howard, K. (2002) The Management of a Student
Research Project (3rd edn). Aldershot: Gower.
72
Walton, J (1999) Strategic Human Resource Development, Financial
Times/Prentice Hall, Harlow.
Yin, R. K. (1984). Case study research: Design and methods. Newbury Park,
CA: Sage.
Your Articles (2015) Training Methods: On the job Training and Off the job
Training
Available at:
http://www.yourarticlelibrary.com/employees/training-methods-on-job-training-
and-off-the-job-training-methods/5421/
(Accessed: 6 July 2015)
73
List of Appendices 1. Project Timelines
74
2. High Impact Learning Model by Bersin
Level 1 - Incidental Training – Here training is looked through the eyes of
the management wherein managers take ownership of developing staff
through mentoring and coaching. However, throughout a sustained period of
training through the mentoring, the need for professional training emerges at
this stage once the manager is unable to support the learning needs of an
individual or individuals. While this type of training is very effective, it’s also
heavily dependent on the training skills of senior managers, which sometimes
might provide it own limitations and hence, the expressed need for
professional training.
Level 2 – Training and Development Excellence – Level 2 looks at the
need for professional trainers and their expertise in developing individuals.
Training is done through an initial training needs analysis where the training
department looks into work, the job, its deliverables, job aids and provide the
support and training required for develop individuals. This stage is also known
as the stage through which a corporate university is created.
Level 3 – Talent and Performance Improvement – Once an organisation
understands that learning is much more than simply “training” employees, it
tries to amalgamate all its learning programmes (leadership, functional,
technical etc.) against a set matrix of the organisation’s talent strategy to
make sense of the learning. However, after a period of time, organisations
realise that some softer and richer specialised skills are developed over time
and through experience. Hence at this stage, the learning is collaborated with
the idea of development by aligning learning closely to the talent management
strategy.’
Level 4 – Organizational Capability – Level 4 focuses on bridging formal
and informal tools of learning to one in order to improve capabilities. Here an
organisaion is expected to focus on audiences and their profiles than jobs and
skills, as it’s the audience’s capabilities that are being built and developed.
75
Knowledge sharing is of paramount importance at this stage in order for
capabilities to improve among individuals.
76
3. Action Plan for Recommendation
Area Course of Action Timeline
Centre wide survey Random L & D survey to be carried out
Every 3 -6 months
Group wide survey
Apply survey as a series of question in ABCD Bank's Global People Survey
Annually
Regional Survey across industry
During the SLASSCOM and SHRM Awards
Annually
77
4. Pilot Survey and Questionnaire Forms (Attached overleaf)
78
5. Literature Rationale for Questionnaire
Question I feel L & D is given due recognition
Rationale Understanding the importance of L & D
Literature Review
Research has substantiated that learning and
development has a positive correlation to an
organisation’s performance and profitability, employee
turnover and retaining talent by creating competitive
advantage as laid out by Bohlander and Snell (2014,
p.274). Armstrong (2009, p. 651) defines Learning
and Development as activities arranged in a sequential
logical order to help employees acquire skills and
knowledge to perform to their best and achieve
organisational goals and objectives.
Question
I feel staff are usually/constantly sent for L & D
programmes
Rationale Understanding the frequency of L & D
Literature Review
Walton (1999) explains involves the introduction,
elimination, modification and direction of processes
and its individuals with knowledge, skills and
competences to undertake and achieve current or
future organisational tasks and goals. Abiodun (1999)
views training as a systematic development of people
in an endeavor to acquire knowledge, skills and
abilities to perform their jobs better and training would
often take place within and outside an organisation.
Question I feel that training methods are effective: on the job
Rationale Understanding the need for L & D
Literature Review
Abiodun (1999) views training as a systematic
development of people in an endeavor to acquire
knowledge, skills and abilities to perform their jobs
better and training would often take place within and
outside an organisation. . As such, Chand (2015)
expresses the need for on the job and off the job
79
trainings such as mentoring and fieldwork exercises
being critical to training and developing staff.
Question I feel that training methods are effective: off the job
Rationale Understanding the need for L & D
Literature Review
Abiodun (1999) views training as a systematic
development of people in an endeavor to acquire
knowledge, skills and abilities to perform their jobs
better and training would often take place within and
outside an organisation. . As such, Chand (2015)
expresses the need for on the job and off the job
trainings such as mentoring and fieldwork exercises
being critical to training and developing staff.
Question
I feel training helps me perform better when compared
to my internal peers
Rationale
Understanding the effect of training and internal
competitive advantage
Literature Review
Bersin (2013) confirms that given the current economic
climate and tough marketplace that companies
compete, it’s a company’s total learning strategy that
matters to give rise to competitive advantage that
makes it cut above the rest. Bersin (2013) further
elaborates that what most companies envision as
learning and development is “a strategy to drive
innovation” to stay ahead of the game or in other
words, competitive advantage and people with
capability.
Question
I feel training helps me perform better when compared
to my external peers
Rationale
Understanding the effect of training and external
competitive advantage
80
Literature Review
Bersin (2013) confirms that given the current economic
climate and tough marketplace that companies
compete, it’s a company’s total learning strategy that
matters to give rise to competitive advantage that
makes it cut above the rest. Bersin (2013) further
elaborates that what most companies envision as
learning and development is “a strategy to drive
innovation” to stay ahead of the game or in other
words, competitive advantage and people with
capability.
Question I feel all staff benefit from training
Rationale Connection of training and it's organisation benefit
Literature Review
The organisational learning and its effectiveness adds
up to finite elements such as enhancing employee
skills and knowledge and productivity and efficiency
increments which leads to maintaining superiority in
the marketplace as shown by Edens and Bell (2003)
resulting in understanding that Learning and
Development becoming the most persistent way of
increasing productivity in an employee, employees and
and organisation.
Question I feel the bank’s output is maximized by training
Rationale
Understanding the results of training and the
organisations output
Literature Review
Bohlander (2014) confirms the above stating that
training’s place in an organisational hierarchy is that it
should contribute positively to an organisation’s goals
and training in all it’s forms should be created,
designed and delivered through an understanding of
its correlation to organisational performance and
profitability through building capabilities in its people
which would ultimately help retain talent through
competitive advantage. Further, Armstrong (2009)
81
strengthens his stance by adding that acquisition of
such skills help advance one’s own career and also,
help achieve organisational goals in order for
successful acquisition of these skills, organisations
employ a learning and development strategy.
Research has substantiated that learning and
development has a positive correlation to an
organisation’s performance and profitability, employee
turnover and retaining talent by creating competitive
advantage as laid out by Bohlander and Snell (2014,
p.274).
Question
I feel there is a direct relationship between training and
the overall output
Rationale
Understanding the relationship between training and
overall output
Literature Review
Bohlander (2014) confirms the above stating that
training’s place in an organisational hierarchy is that it
should contribute positively to an organisation’s goals
and training in all it’s forms should be created,
designed and delivered through an understanding of
its correlation to organisational performance and
profitability through building capabilities in its people
which would ultimately help retain talent through
competitive advantage. Further, Armstrong (2009)
strengthens his stance by adding that acquisition of
such skills help advance one’s own career and also,
help achieve organisational goals in order for
successful acquisition of these skills, organisations
employ a learning and development strategy.
Research has substantiated that learning and
development has a positive correlation to an
organisation’s performance and profitability, employee
turnover and retaining talent by creating competitive
82
advantage as laid out by Bohlander and Snell (2014,
p.274).
Question
I feel there is a significant relationship between L & D
and my performance
Rationale
Understanding the relationship between training and
individual performance
Literature Review
Bohlander (2014) confirms the above stating that
training’s place in an organisational hierarchy is that it
should contribute positively to an organisation’s goals
and training in all it’s forms should be created,
designed and delivered through an understanding of
its correlation to organisational performance and
profitability through building capabilities in its people
which would ultimately help retain talent through
competitive advantage. Further, Armstrong (2009)
strengthens his stance by adding that acquisition of
such skills help advance one’s own career and also,
help achieve organisational goals in order for
successful acquisition of these skills, organisations
employ a learning and development strategy.
Research has substantiated that learning and
development has a positive correlation to an
organisation’s performance and profitability, employee
turnover and retaining talent by creating competitive
advantage as laid out by Bohlander and Snell (2014,
p.274).
Question
I feel there is a strong influence from training on
organisational effectiveness
83
Rationale Understanding the need for L & D
Literature Review
Armstrong (2009, p. 651) defines Learning and
Development as activities arranged in a sequential
logical order to help employees acquire skills and
knowledge to perform to their best and achieve
organisational goals and objectives. Further,
Armstrong (2009) strengthens his stance by adding
that acquisition of such skills help advance one’s own
career and also, help achieve organisational goals in
order for successful acquisition of these skills,
organisations employ a learning and development
strategy.
Question
I feel there is an impact on overall ABCD performance
through training
Rationale
Understand effect of L & D on organisational
performnce
Literature Review
Research has substantiated that learning and
development has a positive correlation to an
organisation’s performance and profitability, employee
turnover and retaining talent by creating competitive
advantage as laid out by Bohlander and Snell (2014,
p.274).
Question
I feel investment in training is one of my key success
points
Rationale
Understanding the relationship between L & D and
individual success
Literature Review
Lockwood (2006) further states that as the role of HR
leaders evolve into Business Partners, their strategic
direction to HR Teams in consultation with businesses,
business heads and markets, should not only help
source and acquire talent but also, to develop and
retain them becomes a priority. Hogg and Uren (2015)
adds that talent management is about transparency
84
and creating an environment that the acquired talent
thrives.
Question
I feel investment in training is one of my dept.’s key
success points
Rationale
Understanding the relationship between L & D and
departmental success
Literature Review
Lockwood (2006) further states that as the role of HR
leaders evolve into Business Partners, their strategic
direction to HR Teams in consultation with businesses,
business heads and markets, should not only help
source and acquire talent but also, to develop and
retain them becomes a priority. Hogg and Uren (2015)
adds that talent management is about transparency
and creating an environment that the acquired talent
thrives.
Question
I feel investment in training is one of my organisation’s
key success points
Rationale
Understanding the relationship between L & D and
organisational success
Literature Review
Lockwood (2006) further states that as the role of HR
leaders evolve into Business Partners, their strategic
direction to HR Teams in consultation with businesses,
business heads and markets, should not only help
source and acquire talent but also, to develop and
retain them becomes a priority. Hogg and Uren (2015)
adds that talent management is about transparency
and creating an environment that the acquired talent
thrives.
85
Question I feel the level of training I receive is adequate
Rationale
Understanding the connection between level of training
and engagement
Literature Review
Mulholland et al. (2003, p. 1) affirms that continuous
learning or continuous talent development in
organisations should be appraised at organisational
and individual levels as more the organisation strives
learn the more it makes itself adaptable to the changes
in the environment in order to survive and thrive and
continue to remain competitive. Scales (2010, p. 1)
states that organisations have the need, now more
than ever, to reconsider and rethink their learning
strategies in order to realign skills and competencies
with talent in order to create competitive advantage.
Question I feel the level of training I receive is appropriate
Rationale
Understanding the connection between level of training
and engagement
Literature Review
Mulholland et al. (2003, p. 1) affirms that continuous
learning or continuous talent development in
organisations should be appraised at organisational
and individual levels as more the organisation strives
learn the more it makes itself adaptable to the changes
in the environment in order to survive and thrive and
continue to remain competitive. Scales (2010, p. 1)
states that organisations have the need, now more
than ever, to reconsider and rethink their learning
strategies in order to realign skills and competencies
with talent in order to create competitive advantage.
Question
I feel valued as an employee due to my knowledge
from training
Rationale
Understanding how training create employee value
proposition
86
Literature Review Scales (2010, p. 1) states that organisations have the
need, now more than ever, to reconsider and rethink
their learning strategies in order to realign skills and
competencies with talent in order to create competitive
advantage as Capelli (2002, p. 103) confirms that
training employees make them feel valued resulting in
satisfaction and reassures the notion of empowerment
in the employee’s mind to perform better
Question
I feel I look forward to each new training programme
as it helps me be ahead of my peers
Rationale
Understanding commitment with competitive
advantage
Literature Review
Lockwood (2006) affirms that with an ever-growing
disparity among the workforce demographics, the age
gaps, global supply chains and global mobility, there is
an increased need for global companies to rethink their
talent management strategies in order to harness the
best potential from the talent acquired and keep
engagement and commitment going. Competitive
advantage can be identified as exploring core
competencies what would differentiate one
(organisation or individual) from another (Daft, 2012,
pp. 213 - 215).
Question
I feel connected to the organisation because of the
training is receive
Rationale
Understanding the relationship between L & D and
engagement to the org.
87
Literature Review
Hogg and Uren (2015) suggest that talent
management is about recognizing the context of talent
and creating a shared vision with the businesses to
attract talent rather than to keep them away. Lockwood
(2006) affirms that with an ever-growing disparity
among the workforce demographics, the age gaps,
global supply chains and global mobility, there is an
increased need for global companies to rethink their
talent management strategies in order to harness the
best potential from the talent acquired and keep
engagement and commitment going.
Question
I feel that training will open better growth opportunities
for me
Rationale
Understand the relationship between training and
growth
Literature Review
Capelli (2002, p. 103) describes as the question the
management asks on the return of the investment of
developing talent. Capelli (2002, p. 103) believes most
organisations consider training as an investment
yielding great results to the organisation and in turn
help employees grow. Scales (2010, p. 1) states that
organisations have the need, now more than ever, to
reconsider and rethink their learning strategies in order
to realign skills and competencies with talent in order
to create competitive advantage as Capelli (2002, p.
103) confirms that training employees make them feel
valued resulting in satisfaction and reassures the
notion of empowerment in the employee’s mind to
perform better.