Building Competitive Advantage through Successful Training and - - PDF document

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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

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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

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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

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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.

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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

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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

• rganisational 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

• f 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

• rganisational 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

• r 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

• perational 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;

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• 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.

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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

• ne’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

• ther 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

• rganisational 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

• rganisational hierarchy is that it should contribute positively to an
• rganisation’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

• rganisations 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

• rganisation.

In an empirical stance, Barrow and Loughlin (1998, p.198) added that

• rganisations 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

• rganisations

to remain competitive and maintain advantage

• ver

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

• rganisations 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-

• rder 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

• rganisation 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,

• f 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

• pponents. 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

• n 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

• f 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.

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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

• nion. 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

• ut 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

• r 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,

• r 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

• f 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

• rganisations 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

• ther 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

• ver 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

• n 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

• f 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

• utcome 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

• f the research and that the information

at no cost will be divulged to the

• rganisation, which would physically or
• therwise 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

• bjectives in chapter 1 of the professional project. There were four

fundamental goals that drove the collection of data and the resulting analysis

• f data. The primary data collection was driven by the need to understand the

concept of learning and development as a key determinant in building

• rganisational 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

• rganisational

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

• rganisation’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

• rganisational 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 8 3 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

• rganisational 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

• ver 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 4 13 45 11 8 3 10 20 30 40 50 60 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree 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

• n 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

• rganisational 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

• f

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 26 34 15 4 1 5 10 15 20 25 30 35 40 45 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree 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

• f

increasing productivity in an employee, employees and organisation. Rana (2000) affirmed that continuous strategic development

• f

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 9 2 1 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree

49

4.1.6 The relationship between training and the Bank’s output, my performance, organisational effectiveness and local

• rganisational 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

• rganisational effectiveness. At

At ABCD Bank, I feel there is an impact

• n
• verall

ABCD performance through training Bohlander (2014) confirms that training’s place in an organisational hierarchy is that it should contribute positively to an

• rganisation’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

• rder

to help employees acquire skills and knowledge to perform to their best and achieve

• rganisational

goals and

• bjectives.

Further, Armstrong (2009) strengthens his stance by adding that acquisition of such skills help advance one’s own career and also, help achieve

• rganisational

goals in

• rder

for successful acquisition of these skills,

• rganisations employ a learning and

development strategy. Research has substantiated that learning and

50 development has a positive correlation to an

• rganisation’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

• f 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 35 38 5 2 23 42 15 43 36 1 5 10 15 20 25 30 35 40 45 50 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree 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 37 36 7 40 34 6 10 20 30 40 50 60 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree 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

• rganisational 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

• r

continuous talent development in

• rganisations should be appraised at
• rganisational 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 2 33 35 9 3 5 10 15 20 25 30 35 40 45 50 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree 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

• n 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

• rganisations have the need, now

more than ever, to reconsider and rethink their learning strategies in

• rder

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

• r 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 2 40 24 15 1 32 41 7 5 10 15 20 25 30 35 40 45 50 Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree 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

• pen 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.

45 25 10 Strongly Agree Agree Neither Agree nor Disagree

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

• pportunities. 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

• rganisation 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

• rganisations. 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

• utside 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

• rganisations to think global and act global.

63

5.2.6 Relationship between training, individual output,

• rganisational 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

• rganisation.

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

• wn 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

• rganisational tenure or communication challenges. Some of the respondents

were new hires and as such, most tend to have a personal bias to the

• rganisation with an exaggerated level of enthusiasm to glorify the
• rganisation. 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

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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)

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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

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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:

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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

• rganisaion 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

• rganisation’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

• rganisational 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

• ften 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

• utside 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

• utside 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

• rganisations 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

• rganisation’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

• verall 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

• rganisation’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

• rganisation’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

• rganisational 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

• rganisational

goals and

• bjectives.

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

• rder for successful acquisition of these skills,
• rganisations 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

• rganisation’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

• rganisational 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

• r

continuous talent development in

• rganisations 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

• r

continuous talent development in

• rganisations 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

• ne

(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

• rganisations consider training as an investment

yielding great results to the organisation and in turn help employees grow. Scales (2010, p. 1) states that

• rganisations 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.