It is now widely accepted that organizational maturity is dependent on being able to reorganize on a continuous basis and learn faster and more effectively than your competitors. Organizations that want to be sure they are competing at the highest level need clear indicators that their organizational learning and development capability is fully functional.
This new book by Paul Kearns focuses on the need for an evidence-based approach to learning and development, bringing together the author’s extensive knowledge of HRM and organizational learning with new developments in the field. The book demonstrates how evidence evaluation can improve professionalism in organizational design and development, showing that this approach can create value not just for shareholders, but for employees and society as a whole.
Organizational Learning and Development: From an Evidence Base is the perfect book for postgraduate students studying on evidence-based HRM courses and for the reflective learning and development practitioner.

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Kearns, Paul.

Ashgate Publishing Limited

Taylor & Francis Ltd

Gower Publishing Ltd

Taylor & Francis (Unlimited), London, 2015

United Kingdom and Ireland, United Kingdom

First Edition, London ; New York, 2015

London, 2014

0

lg1370397

producers:
Acrobat Distiller 9.0.0 (Windows)

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Cover 1
Half Title 2
Title Page 4
Copyright Page 5
Table of Contents 6
List of illustrations 10
About the author 12
Foreword 14
List of abbreviations 17
Introduction 20
1 Developing mature organizations for societal value 22
Developing organizations to create value 22
Developing a global value system 24
Value as purpose 25
Redefining OL&D as an evidence-based profession 27
Value and ethics 28
Only mature organizations become virtuous circles of value creation 30
The Six Stages of the Maturity Scale 33
Saying no to training demands 33
Anticipating learning needs 35
Anticipating learning needs moves the organization to Stage 4 36
Re-educating senior managers about learning 38
2 The evaluation challenge: theory and practice 52
Let’s face it – evaluation is never going to be a popular subject 52
Dealing with the top 10 objections to measurement, evaluation and ROI 53
What is the purpose of learning? 56
The purpose of evaluation – learning 59
The Classical Training Cycle 62
Only two types of training gap 64
Teaching managers how to analyse learning needs – seven key questions 66
Learning needs in the context of organizational culture 67
If evaluation is so simple why do so few organizations do it? 69
Kick-starting the evaluation process by building a model 70
Plan, Do, Evaluate, Act 71
The Kearns Baseline Evaluation ModelTM and system 73
Shifting the evaluation emphasis to pre-learning 75
Understanding the difference between $ evaluation and validation 76
Distinguishing between ‘basic’ and ‘added’ value 77
Evaluating poorly designed training 82
Evaluating value in a not-for-profit context 83
The neoclassical learning cycle 84
Learning to cycle 90
Prioritizing learning budgets 94
3 Making a convincing case for the strategic value of OL&D 96
What value is the organization seeking to create? 96
Resistance to evaluation, learning and change 98
ROI is only as useful as the maturity of its users 100
ROI can be a window to the soul of the organization 104
Making the ROI of learning more scientific 110
Using ROI to explain the key difference between Boxes 1 and 2 112
4 Learning design 115
Trainers are probably guilty until proven innocent 115
OL&DPs are the most professional performance managers 118
Performance appraisals, personal reviews and development plans 119
The right measures – activity, performance or added value? 121
How to construct a performance curve 122
The individual performance curve 125
Whole system performance management 128
Mature learning isn’t an intervention 130
There is nothing new in talent management 131
Coaching as a business intervention 134
So does coaching work? 135
So how much of the improvement was due to coaching? 137
Some general lessons and conclusions regarding the efficacy of coaching 138
Where does conventional management development fit? 139
Design principles – deconstruction versus results 140
Where does learning technology fit in? 141
5 Strategic OL&D is integral to business strategy 144
OL&DPs have a vocation to create value through people 144
Establishing the principles of evidence-based OL&D 145
What does ‘being strategic’ really mean? 148
Developing strategic thinking as an OL&DP 150
OL&DPs are consummate business analysts 153
The strategic framework for whole system analysis 154
The vision thing 155
Learning strategy 157
Turning a burger vision into reality 160
Operational learning – minimum information 163
Measuring whole system effectiveness 164
Developing ‘soft’ management skills 165
6 The role of OL&D in a mature organization 169
A completely new role 169
The OL&DP’s role as wise counsel 171
The internal customer isn’t always right 174
A positive and constructive relationship for the OL&DP 176
An evaluation feedback algorithm – follow the simple steps 177
The learning contract 177
7 Designing and developing the whole system 185
Designing the whole system means the whole system 185
Can an organization learn? 188
That used to be the HP way 189
Specifying the learning organization 190
Brain transplants for non-learning organizations 192
The necessary conditions for a learning organization 194
Offering new insights into organizational management 195
The concept of balanced measures and scorecards 196
EFQM – The European Foundation for Quality Management Model 198
Whole system development 200
Human systems analysis 201
Organization design always comes before organization development 203
IHRM’s Ten Pillars 205
Process improvement is a good place to start 208
Designing the honest organization 210
Designing and developing individual roles, strategically 212
Process analysis: the nuts and bolts of role definition 213
The human interconnectivity of processes 216
Learning loops 218
Rating organizational maturity 220
Bibliography 226
Index 227

2015-07-07