Training to Learning

TRAINING TO LEARNING

Chartered Institute of Personnel and

DevelopmentChange agenda

Training to learning 1

Introduction

‘How can learning be supported, accelerated and

directed to deliver the business strategy?’ This question

has become one of the most important challenges

facing today’s organisation. In this Change Agenda

we discuss what can be done, and what is being

done, to promote individual, team and organisational

learning. What can be done to manage the progressive

movement from the delivery of training content to the

strategic development of learning? The CIPD believes

that this shift from training to learning will be an

important factor in determining the future profitability

and the delivery of services, and the future role and

status of people management and development

professionals.

Extensive CIPD research (Sloman 2003) has

demonstrated that, in our rapidly changing and

increasingly knowledge-based economy, competitive

advantage is built where individuals actively seek to

acquire the knowledge and skills that promote the

organisation’s objectives. It is built where employees

‘learn to learn’ and possess the capabilities that enable

them to do so. The limitations of the traditional training

course are becoming increasingly apparent in this context.

To quote from our most recent research: ‘Training has

a tendency to react to present needs, rather than build

capabilities for the future; to transfer large amounts

of information rather than build on the knowledge of

participants; to remain detached from the context in

which work is produced; and to lack the supporting

processes needed to put new ideas into practice’

(Reynolds 2004).

A key word in the quotation is ‘tendency’. A

competent training and learning professional will

ensure that the training event is an effective learning

experience. Beyond question, training has an important

complementary role to play in accelerating individual

and organisational learning alongside other, less

directive, activities like coaching, mentoring and peer-

group learning.

It is these other less directive activities, however, that are

becoming increasingly important to support individual

and organisational learning. A strategic approach

to people development that centres on promoting

learning has been the focus of much of our recent CIPD

research. Following the publication, of How do people

learn? (Caley et al 2002), we commissioned Cambridge

Programme for Industry (CPI) to produce a detailed

report on strategies for promoting learning: Helping

people learn. The report is summarised on page 2.

2 Training to learning

In the report we argue that the capacity to adapt is the greatest gift of learning. It allows the learner

and the organisation to remain agile in the face of uncertain future conditions, whereas other outcomes

of learning, like new knowledge and skills, tend to have specific applications and a shorter shelf-life. The

challenge, therefore, is to move from a strategy based on the delivery of training towards one based on

support for learning.

Training is characterised as an instructor-led, content-based intervention leading to desired changes in

behaviour, and learning as a self-directed, work-based process leading to increased adaptive capacity.

Using the above terminology, the shift from training to learning may be characterised as ‘the progressive

movement from the delivery of content to the development of learning capabilities as a people

development strategy’.

Many factors are influential in making this shift, ranging from broad features like the vision and values

of the organisation to specific features like the degree of support for learning provided by managers.

Critically, learning can be cultivated by management practices that raise commitment among employees,

creating what might be described as an organisational ‘growth medium’. The logic of the growth

medium is simple: in the right climate, employees will commit to learning. Following a review of the

literature, the CPI researchers identified three conditions that organisations need to meet in order to

build a growth medium. First, create a sense of purpose in the workplace; second, give employees

the opportunity to act on their commitment; third, provide employees with a supportive learning

environment.

Because so much learning occurs directly through work, managers should aim to include these

responsibilities within their normal repertoire of behaviours, rather than view them as separate learning

activities. For that reason, they may be viewed as leadership practices that promote learning rather than

learning practices that enhance specific knowledge and skills.

Trainingan instructor-led, content-based intervention, leading to desired changes in behaviour

Learninga self-directed, work-based process, leading to increasedadaptive potential

Summary of Research Report


Any strategy based on a shift in emphasis from training

to learning will require engagement and commitment

at all levels in the organisation. Effective learning is

not something that will just happen; it’s certainly not

something that can be left to training courses or to a

training department. It is a diverse, less structured, and

more challenging process. But there’s a range of actions

and interventions that can and should be taken to

promote learning. The need for professional input and

expertise has become greater, not less.

To assist practitioners frame their plans and initiatives,

we’ve prepared a series of case illustrations from

organisations that are undertaking such interventions.

As you’ll see, this is a significant item on the agenda

of many people management and development

professionals and they are making considerable progress.

The full versions of the cases are available at the CIPD

website www.cipd.co.uk/helpingpeoplelearn. We are

very grateful to all the organisations who agreed to

share their experiences so openly and honestly.

The processes that are required to support, accelerate

and direct learning are not something that can be

copied or imported from outside. They must be tailored

round the objectives, culture, and situation of each

organisation. By reflecting on the case illustrations,

we are able to put forward at the end of this Change

Agenda some general guidance and practical

recommendations for those who are considering or

progressing a planned move from training to learning.


Seek alignment with business priorities

The rapid rate and scale of organisational change

experienced by many of our case organisations create

considerable challenges. But such changes also produce

a fertile climate for the development of individual

and team learning. If well constructed, and properly

presented, an intervention designed to encourage

learning will be seen as contributing to the solution of

problems that matter – and to the effective delivery of

the strategic changes required. This is well illustrated

in two contrasting cases: National Grid Transco and

Scottish Fire and Rescue Services.

Merging operations

NGT was formed in October 2002 by a merger of National Grid, which owns and operates the high-

voltage electricity transmission network in England and Wales, and Transco, the transporter of gas in

Great Britain. The merged organisation is the largest investor-owned utility in the UK, where it currently

employs some 15,000 people. It is predominantly an engineering company, with a large operational

workforce which is responsible for maintaining supplies. In addition, there are significant numbers

of support staff, including, for example, those working at call centres dealing with emergencies and

customer enquiries.

Both the merged organisations were energy utilities operating in heavily regulated environments.

However, there were considerable differences in business processes and also in culture. There was

a major task of integration to be achieved, and one area where this applied was NGT Transmission

Finance, which is responsible for financial planning, controlling, reporting and decision support. This

merged function now employs 70 staff, most of whom are qualified accountants.

There were differences in IT and financial systems at the time of the merger, but, more fundamentally,

product differences between gas and electricity meant that the financial processes diverged. There was

a need for both consolidation and integration and, urgently, for knowledge-sharing.

Utilising shared learning

The approach used was based on the sharing of information through shared learning. It began during

the summer of 2003 with the preparation of a detailed matrix listing the areas of technical knowledge

and skills that applied to all parts of the merged finance function. This matrix went into considerable

detail (for example, various types of management, financial and regulatory accounting, together with

specific management capabilities, IT and system skill areas). A ‘Top 12’ of these technical training

priorities and needs were identified. For each of these 12 categories the number of staff requiring

training was identified and the importance to the business listed.

Sharing knowledge in a merged function: NGT


The matrix produced could have provided the basis for a useful, but traditional, training plan. However,

it was to become the foundation of an exercise that emphasised the importance of learning through

shared information.

In part, this decision was one of necessity. Taught courses were simply not available to remedy

deficiencies in knowledge in activities that were intimately connected with NGT’s business processes.

However, the necessity of sharing this information was seen as an opportunity to build a new culture

and develop teamwork, and to emphasise the importance of learning. The heading to the matrix set out

the philosophy of NGT Transmission Finance in the following terms:

‘Real learning – becoming able to do something you couldn’t do before – requires real

experiences and reflection. 70% of learning comes from experience, 20% from coaching

and feedback and 10% from workshops, books and e-learning. Our staff have systematically

identified their technical needs and we need to meet them.’

Importantly, a subject-matter expert, who was a current member of Transmission Finance staff, was

designated for each of the technical training priorities and needs. These subject-matter experts were

charged with delivering learning lunches for the more urgent of those needs. They were required to

prepare an outline, communicate and co-ordinate a one-hour training session, follow up, evaluate and

feed back information to allow the matrix to be updated. All those involved were offered train-the-

trainer support.

The process continues to flourish and evolve. When a business process is changed, the question now

asked is what learning goes with the change – should a workshop be arranged? Learning sessions are

‘swapped’ with other directorates. The finance directorate runs learning sessions for the legal team

about business finances and they, in turn, reciprocate with sessions on licence requirements, codes,

statutory acts etc.

Continuing commitment to learning

According to Sue Lomas, the NGT Learning and Development Advisor who worked with Transmission

Finance on the integration process, the important thing was that an opportunity was created to build

the sharing of experience into normal business activity. This was critical at the time of the merger

but will be retained because of its continuing benefits. There is strong ongoing support for individual

learning in the company. There are ‘learning curves’, quiet areas with access to PCs, available at

different locations at the Warwick Headquarters. There is a company commitment to e-learning, and

the amount of internally produced material is increasing. However, the process must be driven by the

relationship between line managers and individual employees. Transmission Finance has just designated

a member of staff in each department to act as a learning co-ordinator to encourage the process of

sharing, but it is recognised that this must not diminish the responsibility of the key immediate parties

to the learning process.

Sharing knowledge in a merged function: NGT (continued)


Context: building on change

Building on a national system of standards and using new channels created by technology, the Scottish

Fire and Rescue Service has developed an innovative approach to determining and meeting the needs

of the individual learner. It has moved away from a traditional top-down training model and used instead

a competency framework to encourage firefighters to take responsibility for their own learning.

Requirements and opportunities are made explicit through the need to produce a personal development plan.

This shift in focus has been given impetus by a significant cultural change process that is taking place

throughout the UK Fire and Rescue Service. A climate for change was created by a wide-ranging

modernisation agenda which coincided with a period of industrial action, culminating in a review of

pay structures. In England the Bain Report (2002) proposed that pay should be linked to demonstrated

competence. Likewise, in Scotland, the Scottish Executive produced two important reports outlining their

modernisation objectives. One of these reports, The Scottish Fire Service of the Future, emphasised the

importance of firefighters taking responsibility for their own personal performance and development. It

wholeheartedly endorsed the new national occupational standards (NOS), which had been produced for

the fire service in the UK.

An integrated system

These standards, which were linked to the framework of National Vocational Qualifications (NVQs) and

Scottish Vocational Qualifications (SVQs) have formed the basis of a fire-service Integrated Personnel

Development System (IPDS). This system is designed to encompass the development needs of all fire-

service employees from entry level to the most senior positions. The IPDS allows for a more flexible,

tailored approach to the delivery of development opportunities – supporting a move away from training as

courses towards developmental learning, based on demonstrating and maintaining competence. This is a

far cry from the very traditional ‘train me’ culture that has been prevalent in the UK Fire Service for more

than 50 years. This new approach has afforded the Scottish Fire and Rescue Service the opportunity to

research alternative delivery methods, including the use of electronic media.

In his guidance circular, Bob Virtue, Director of Fire Service Training for Scotland, expressed the

possibilities in the following terms: ‘Records must indicate where and how competence has been

achieved, identify role-related development needs and describe how these have been or will be satisfied.

Recording systems that are non-bureaucratic save management time and encourage people to feel they

”own” their development.’

The IPDS sets out clearly the development features applicable to each of the key roles that form the

career progression in the Scottish Fire and Rescue Service: starting at firefighter, this progresses through

crew management on to the other management roles, ending at brigade management. At each level

the competences that must be demonstrated for the role are made evident, providing a framework

for personal development planning and review, access to associated development programmes, and

workplace assessment systems. The IPDS process indicates what is involved in progressing from one

level to another, so that a career path is made explicit. The achievement of accredited vocational

qualifications as an element of the process of career progression is stressed throughout.

Using technology enablers to develop individual responsibility for learning: the Scottish Fire and Rescue Service


At present this electronic mapping of competencies, development opportunities and the link with

qualifications is set out only for the main firefighter career structure (which affects some 9,000 of the

10,000 Scottish Fire Service employees), but there are plans to create similar frameworks for the other

job roles in the Service. All eight Fire and Rescue Services in Scotland are fully committed to the system

and it is being developed as a joint activity.

A learner-centred approach

The IPDS is, however, far more than a way of transmitting requirements and opportunities. The use

of electronic technology allows the individual firefighter to assess and benchmark his or her current

competences against the requirements of the job. In this way an individual personal development plan

is created and shared with the firefighter’s manager and other managers in the fire station. A new

firefighter will use a browser to access the system and create an initial Personal Development Record

(PDR). This allows the individual to submit evidence of prior learning and thus identify the areas where

development is needed and those where competence can be demonstrated (thus making progress

towards an accredited vocational qualification). Many new entrants to the Fire Service have relevant

prior experience (in the Armed Forces or in voluntary service, for example). Once this approach has

been thoroughly embedded and understood in the organisation, considerable cost savings can result by

avoiding wasteful generic training. It marks an important step towards a learner-centred approach. The

system also allows individual training to reflect more closely the particular risks associated with the area

covered by the fire station where the firefighter works.

It is not just at the induction stage where there will be benefits for the individual and the organisation.

Each station must undertake an incident review after it is called into service. After each significant

incident those involved will be encouraged to reflect on their performance against the relevant

competencies, using the IPDS. This will form a key part of the individual’s requirements to maintain their

skills and knowledge to the appropriate level of competence throughout their service.

Criteria for success

The IPDS is an ambitious initiative, and a number of elements will determine its success. First, it is

essential that the technology is seen as user-friendly. As Diane Lauder, the project leader for IPDS puts

it, competencies must be self-assessed through a simple process of ‘tick and click’. There are significant

access issues to be resolved at station level – for example, in remote areas firefighters, as members

of the part-time service, may respond from home and not from a station base. Of critical importance,

however, is the need for the firefighter’s line manager to be supportive of the individual’s development

efforts and career ambitions. Here there is a recognition that improved coaching skills are required in the

service, and indeed a greater awareness of the importance of coaching as an essential management role.

Other activities to shift the emphasis from training to learning will proceed at the same time. At present the

development opportunities set out in the IPDS are predominantly course-based. A major e-learning initiative

is underway, modular content being created especially for the service. Links with local further education

colleges are also being developed. There is likely to be greater emphasis on learning through participation in

simulated incidents followed by reflection – this has always been part of fire-service training. In the longer

term there is a desire to build more peer networks to share and learn through experience.

Using technology enablers to develop individual responsibility for learning: the Scottish Fire and Rescue Service (continued)


It may seem self-evident that interventions should be

aligned with business needs. Certainly no one would

advocate the opposite! The point made here, and

one that is a feature of both the above cases, is that

circumstances can arise where business necessity creates

a particular opportunity. In NGT the merger required a

sharing of information, which could only be achieved

through shared learning. Taught courses were neither

practicable nor feasible. In the Scottish Fire and Rescue

Service, the broader change process demanded by

the Government’s modernisation agenda created the

circumstances in which firefighters were encouraged to

take responsibility for their own learning.

In both cases, the opportunity arose and a well-

constructed solution was offered – a training matrix at

NGT, and the Integrated Personnel Development System

at the Scottish Fire and Rescue Service. Such solutions,

however ingenious, only succeed if they engage wide

support within the organisations. But if they are seen

to be important and relevant to the wider business

and change agenda, rather than learning for its own

sake, such support will be forthcoming. Implementing

effective learning practices to support the delivery

of strategy and business change will be seen as an

essential element of the process.


Create a supportive environment

For some organisations the shift from training to

learning may involve a significant cultural change.

To quote from the Scottish Fire and Rescue Service

illustration: ‘This is a far cry from the very traditional

“train me” culture that has been prevalent .... for more

than 50 years.’ Learning interventions that are explicitly

linked to immediate business requirements evidently

stand the best prospect of gaining acceptance and

support. However, learning must be firmly embedded

in day-to-day activity if it is to make a long-term

difference. This is especially true of learning that

involves a whole team.

The ‘learning through team reviews’ initiative at Rolls-

Royce, East Kilbride, has some similarities with the

previous case illustrations. The team reviews were

introduced as part of an essential change process

and hence were driven by a clear business imperative.

Change management

East Kilbride in Scotland is one of 17 worldwide locations that form Rolls-Royce Aero Repair and

Overhaul Business. Some 1,100 people are employed at East Kilbride, the majority of whom are skilled

engineering craftsmen servicing a range of civil and military engines for over 90 contracted customers.

It is a demanding, high-technology engineering business.

The team review forms an integral part of a change management process that has transformed the

business. At the start of the change process in 1998 the business was facing serious problems in an

increasingly competitive market. Customers were dissatisfied, and turnaround times for repairs were

unacceptable. The turnaround delivery time for the Pegasus (a military engine) in 1996 was 260 days; to

put this figure in context, by 2001 this had been reduced to 58 days. The firm’s reputation was suffering

and staff morale was poor. A particularly high-profile example of this occurred in 1997, when an aircraft

carrier was ready to sail to Hong Kong at the handover of the territory to China. Sailing was delayed

because a Harrier jet engine had not returned in time from East Kilbride to be refitted to the plane.

The overall change strategy focused on two main themes: processes and people. There were a number

of elements to both these themes, including re-engineered processes, the implementation of an

enterprise resource-planning system, team-based working, a management reorganisation and the use

of the balanced scorecard. These were seen as an integrated whole, and a key aspect was engaging

employees in the organisation. According to John MacInnes, the Organisation Development Executive

involved at the time of the change, ‘Traditionally we paid our workforce for their skills, but we didn’t

have the processes in place to tap into their knowledge.’

Learning through team reviews at Rolls-Royce


Team-based learning

Team-based working was an essential part of the change process. This was seen as a move from a

command-and-control style of management to a leading and coaching style. There was a sustained

effort to allow teams to own and resolve their own problems through knowledge-sharing within a

supportive environment. Team-based working began in 1998, and the change could be said to have

been firmly embedded six years later. However, the devolution of responsibility through increased

empowerment is a continuing activity.

The formal elements of team-based working are a regular team review, an allocation of and acceptance

of team roles and responsibilities, and senior management sponsorship. A team of between 15 and 25

members is committed to hold a team review every four weeks; this is the formal means of allowing the

team to review performance against agreed objectives. A team review session will last about one and a

half hours and is run by the team members. There is a pre-set agenda which includes turnaround times,

work in progress, quality, cost performance and production-scheduling; process improvement may be

discussed; and the ‘softer’ human resources and teamworking issues are also dealt with. All members

of the team are encouraged to take on a specific role to support this teamworking. These roles would

involve responsibility for co-ordinating capacity-planning, finance and budgeting, risk assessment,

and the control of consumable items (those used up in the repair and overhaul process), through to a

holiday champion.

The team coach

A critical team role at the time of the change initiative was that of team coach. This was an individual

selected from within the organisation, against specific criteria, who was provided with 14 days’ off-

the-job training and development, and charged with facilitating the team-based working process from

within ‘to create a vision that team members find inspiring’. This role was designed to facilitate effective

team-based working. Initially the team coaches were expected to play a central influencing role with the

team; they were then expected to operate as part of the team, supporting where appropriate; in a third

and final stage, when the team had demonstrated their ability to operate on their own, the coaches

would disengage from the team and move on to other activities. A number have become production

managers. In addition, each team has a senior management sponsor whose role is to assist the team

overcome any issues that prevent the team from making progress.

The results of this change strategy have been, by any standards, impressive. As has been noted,

turnaround times for repair and overhaul have improved dramatically. Profitability has increased: the

business has expanded. The team review plays a pivotal role in the improvement process through

empowering the workforce and thus improving morale and commitment. It is fair to ask, however, to

what extent this is a learning initiative. Like many change initiatives it involves a team-learning element

linked with knowledge-sharing and performance improvement. In addition, an inevitable by-product

of a process of devolved management is the individual development of those who are shouldering

additional responsibilities. Presenting at team reviews can be a challenging experience. This is particularly

true if the business director is present: these more senior managers attend one or two team reviews

each week.

Learning through team reviews at Rolls-Royce (continued)


What is particularly interesting is that the structures have

been put in place so that ongoing learning is managed

within the team, but there is formal monitoring to

ensure that the process is sustained. Another point

to note is that the distinction between performance

improvement, learning and knowledge-sharing has

become blurred: the Rolls-Royce initiative does not drop

neatly into any of these descriptive categories. Team

learning is one integral element in a comprehensive

activity designed to address a business problem.

Intervening to create an environment where effective

learning is possible can be equally important when

individual learning is concerned. One critical issue here

has been identified in repeated surveys. In 2002 the

CIPD published the results of a survey of 750 people

who had received training at work in the previous

twelve months (CIPD 2002). If they had turned down

training opportunities offered by their employer, the

main reason given was that respondents were too busy

at work. We are currently repeating this survey and will

be publishing the results in spring 2005.

Any systematic attempt to encourage and support

individual and team learning must recognise the need to

ensure that quality time is made available for learning.

Enfield Primary Care NHS Trust offers an example of

one way of doing this. Their approach illustrates that a

‘training event’ is simply a period of dedicated learning

time that may be used in whatever way necessary to

promote the development of participants.

Skills matrix

What links the process firmly to individual learning, however, is the skills matrix. This is a chart that

maps the current capabilities of all team members against business requirements. These capabilities

embrace both essential engineering skills and the softer skills and competencies involved in team-based

working. Thus, the current capabilities of any team member are made evident to all the team, and

the team is encouraged to work to find a solution. One of the roles is that of training co-ordinator,

and a solution based on on-the-job learning within the team will be sought. One essential factor to

be considered is the immediate importance of the current business competence requirements; another

is the overall level of competence within the team. If a need is recognised as important, and is best

met through off-the-job training, a solution will be found, possibly using the facilities of the company

learning and development centre located at the East Kilbride site. Generally, however, with team-based

working and learning, the amount of off-the-job courses has declined and ‘menu-based’ training has

become less important.

With this method of working, roles and responsibilities have changed. The role of the line manager has

become more strategic, although there is still a need for the performance management role, driving

process improvement and dealing with sub-standard performance. The heart of the process, however,

is self-management within teams, leading to the delivery of business excellence.

Learning through team reviews at Rolls-Royce (continued)


Background

Enfield Primary Care NHS Trust is responsible for the health care provision for the population of a large

London borough. In addition to taking responsibility for the Trust’s 900 direct employees, it provides

support for General Practitioners (GPs) and their staff. There are just over 60 practices in Enfield, which

range in size from those employing no more than three or four staff to larger group practices that

employ as many as 20.

Encouraging HR best practice for such a diverse group is not easy. Some GPs are committed to effective

knowledge- and information-sharing at a professional level and carry this ethos into their practice by

encouraging all of their staff to learn and develop. Others question any time spent on staff development.

Promoting HR best practice

Gillian Morris, the HR Manager at the Trust who carries responsibility for promoting HR best practice

among this group, stresses that she must proceed through influence, ‘pointing out the benefits and

highlighting the risks’. There are, however, some opportunities to advance effective learning, and one

of these is the review of critical incidents. All incidents, clinical or non-clinical, that could have patient or

organisational implications must be reported to the Trust. GPs and their staff are encouraged to review

and learn from such incidents.

To assist the process, and promote learning more generally, in 2002 the Trust introduced a protected

learning time (PLT) initiative. Each of the three localities in Enfield (Enfield North, Southgate and

Edmonton) holds an event once a month. Attendance is mandatory for GPs and their staff, although

enforcement is difficult and procedures are currently under review. The Trust supports the initiative by

paying for an out-of-hours locum service to provide ‘backfill cover’. This ensures that, while the practice

is participating in training, patients will still be able to receive medical attention.

Learning through shared knowledge and experience

These PLT events, which last half a day, are organised by a member of the Trust’s staff who has specific

responsibility for this activity. GPs and practice staff are asked to contribute items for consideration

on future agendas. Each of the three localities, however, has a designated lead GP who will carry

responsibility for determining at least part of the agenda. Often, this will take the form of a facilitated

discussion on an important recent critical incident. In this way, as well as protected time, there is a

strong emphasis on learning through shared knowledge and experience.

Protected learning time for general practitioners within Enfield Primary Care NHS Trust


Develop appropriate processes

Putting arrangements in place to ensure that there is a

time and space for the individual to learn is an example

of what can be described as a learning intervention.

Ultimately, of course, only the learner can learn.

However, the training and learning professional can

initiate or support a range of interventions designed

to give the learner opportunities to acquire relevant

knowledge and skills.

Our research and surveys suggest that three sorts

of intervention are the focus of particular interest:

enhancing the role of line managers; developing a

coaching capability; and encouraging peer-group

learning.

The growing importance of the role of line managers

features in much of the research on modern HR practice.

A publication from the CIPD People and Performance

research (Hutchinson et al 2004), undertaken by the

University of Bath, puts the point in the following terms:

‘The role of front-line managers (FLMs) in

bringing policies to life and in leading was

among the most important of all factors in

explaining the differences between success

and mediocrity in people management’.

In some circumstances the developmental responsibilities

of line managers are so crucial to the achievement of

the business objectives that their job description, or

even their job title, will change. The Manchester Evening

News offers a good illustration. Here the responsibilities

of the front-line manager were restructured so that

they could spend 80 per cent of their time on people

management and development.

Background

Manchester Evening News Limited is a media organisation with activities that include daily newspapers,

Internet sites, magazines and guide books. It is a high-profile organisation in the north-west of England.

A 200-strong sales force is responsible for promoting an array of products to satisfy the complex

demands of its advertising customers.

Although the Manchester Evening News has always been regarded as an attractive employer, historically,

local career opportunities have been limited because the movement of staff between other companies

in the group (eg the Guardian Media Group) was not easy.

From sales manager to performance coach at the Manchester Evening News


Organisational restructuring

However, in 1999 the appointment of new senior managers in the north-west, and a subsequent

organisational restructuring, created new opportunities for individual development and job

advancement. At the same time the training department responsible for sales staff at the Manchester

Evening News was given an enhanced role within the group’s northern publications and redesignated

‘The Media Academy’. At this time the front-line managers in the sales function, who had always been

receptive to management training, were encouraged to increase their coaching and mentoring skills.

This renewed emphasis on staff development ensured that progress was made and individual sales staff

were responsive to the opportunities. Indeed one challenge was the need to avoid raising expectations

that could not be met. A typical employee of the advertising and sales department, which by early

2000 comprised some 150 staff, would be a confident, energetic young man or woman who was

comfortable with modern call-centre technology. Many were eager for personal development and

advancement.

From 2003 there was recognition that a change in the approach to management was needed in the

advertising and sales department. The nature of the sales job had changed with the arrival of new

technology, competition was increasing as new forms of media offered new advertising opportunities,

and the organisational distinction between the classified and display advertisement departments could

be a barrier to effective sales and marketing. Most importantly, it was recognised that the front-line

managers were not spending sufficient time on people issues. Their role had become increasingly

administrative, with an over-emphasis on administration and on reporting on targets. There was an

intention to develop staff; the culture was sympathetic, but job processes were getting in the way.

Performance coaches

The solution, implemented in March 2004, was to redesign the role and responsibilities of front-line

managers so that they could spend 80 per cent of their time on people management and development.

Most importantly, the seven front-line managers (in a department of 150) had their job titles changed to

that of ‘performance coach’. New job descriptions were issued to reflect their new accountabilities.

The all-staff announcement issued in March 2004 stated that line management roles as currently

understood would cease to exist. Each manager would become a performance coach. Their time would

be dedicated to dual calling (calling with field sales executives or monitoring with telephone sales

executives). The commitment to these sales staff was explicit:

‘You can expect one-to-one attention. You can expect at least one day a week field

accompaniment (field sales) or half a day a week side-by-side monitoring (telesales).

You can expect to benefit from the experience of your coach in key areas such as sales skills

and territory planning, lead management, personal management and client development.’

From sales manager to performance coach at the Manchester Evening News (continued)


Increasingly, line managers are expected to act as

coaches, almost irrespective of the organisation. The

2004 CIPD Training and Development Survey asked

respondents to comment on trends in delivery practice.

The results revealed that coaching showed the overall

largest net increase (51 per cent), followed by e-learning

(47 per cent) and mentoring and buddy systems (42 per

cent). Respondents reported an increase in all types of

delivery, but formal, classroom-based training showed

the lowest percentage increase, at 8 per cent. And over

three-quarters of all respondents (78 per cent) reported

that coaching took place in their organisation.

The survey contained a further important finding.

Line managers are most likely to deliver coaching,

with one-third of respondents reporting that this

group delivers ‘a majority’ of coaching, and a further

quarter saying that line managers are responsible for

delivering ‘half’ of the coaching activities. Only 5 per

cent of respondents said that line managers deliver no

coaching at all.

Many larger organisations, therefore, appear to be

consciously developing a coaching capacity. However,

smaller organisations are also demonstrating innovative

approaches based on coaching, as the example of the

Firebird Trust illustrates.

The performance coaches, who continue to report to the head of either the field or telesales functions,

carry the main responsibility for their one-to-one development of staff. They can also call on the

live support of training and learning professionals in the Academy. In this respect the Academy staff

were expected to act as coaches for the performance coaches. After discussion with the Academy,

the performance coaches were expected to identify and implement opportunities for performance

improvement for their staff.

These could include work-shadowing or a sales project. Formal off-the-job courses are available in a

range of areas from ‘structuring the sales call’ to ‘product knowledge’. In addition, short master-class

sessions are held on a weekly basis. At these forums the performance coaches are tasked to present a

skills and knowledge workshop for groups of up to half a dozen staff on a rolling basis.

After three months the new structure has been well received, not least by the sales force who benefit

directly, but also by the advertising customers, who have commented on the increased levels of

professional representation. Most importantly, there is a positive effect on the bottom line.

From sales manager to performance coach at the Manchester Evening News (continued)


Another sort of intervention is the promotion of peer-

group learning by creating learning sets. A programme

developed at West Sussex County Council for advanced

management development offers a good example.

In this illustration, individual learning objectives are set

out in a personal development plan – an approach that

was also implemented in the Scottish Fire and Rescue

Service. However, in the West Sussex case a structure

has been established to develop learning in a peer

group. This approach also creates protected time for

learning.

Background

The Firebird Trust is a developmental music organisation which was founded in 1984 and has charitable

status. Much of its current activity is focused not on formal performance but on work in the community.

Professional musicians, across a wide spectrum of styles, work with communities, schools, or groups in

prison in a collaborative way on an ongoing basis. There is an increasing demand for such services in

the community but a shortage of musicians with the necessary facilitation/workshop skills. At present

some 20 freelance musicians are linked with Firebird and earn at least part of their living in this way.

In 2003 the Firebird Trust received a Regional Arts Lottery Programme grant to set up a continuing

professional programme for musicians who live in the East Midlands. The aim was to assist musicians with

high-quality technical proficiency and to develop the necessary workshop and facilitation skills. It is a pilot

scheme that is being monitored and evaluated and, subject to funding, may be expanded in the future.

Supporting individual personal development

A number of coach-mentors were recruited through public advertisement. Their role is to operate as

enablers and facilitators of learning rather than instructors or imparters of knowledge. A two-hour,

one-to-one session between coach and musician is held every month; the format is principally face-to-

face, backed up by telephone or email, depending on the learner’s preferences. These sessions provide

an opportunity for the musicians to reflect on their practice, explore new ideas, and develop not only

their skills in workshop facilitation but also their skills in learning. Above all, as Sibyl Burgess, the Trust’s

Director, puts it, ‘It’s a chance for artists to have some individual attention.’ Many of the musicians work

from home and are isolated from peer-group support; some are undergoing career changes and for

them the workshop is a new way of working.

A quarterly meeting of all coaches and participating musicians is held to give all involved an opportunity

to share experiences and generate ideas. Formal training opportunities are available should participating

musicians request them. However, the nature of the learning needs means that a structured programme

based on individual coach-mentoring is the most appropriate way of supporting individual personal

development.

A coach-mentoring programme for professional musicians at the Firebird Trust


Background

West Sussex County Council employs some 24,000 people (including part-time staff) to deliver local

authority services on the south coast of England. Major business units include: Education and the

Arts; Social and Caring Services; Environment and Development; Resources; and a County Secretariat,

together with supporting functions to the chief executive.

In 2000 the Council launched a new Advanced Management Development Programme (AMDP). This

was introduced as a Council-wide programme – staff from all the above business units were (and

are) eligible. Previously, the Council was buying a range of management development programmes

from many different suppliers. The then chief executive wanted a different approach which developed

integrative working and sharing of ideas within the Council and which, in his own words, was in

keeping with ‘the rhythm of the organisation’.

Selection

Participants on the AMDP are selected through nominations by the business units. Those nominated

are invited to a briefing/selection meeting. However, Tony Droar, the director of the AMDP and an

internal consultant employed by the Council, stressed that by this stage there is a strong element of

self-selection by participants. The style of the programme would not suit everybody. Participants could

have had a wide range of years of service with the Council (from 5 to 30 years). All must have some

level of strategic responsibility in their current role; all must be capable of further development. Equally

importantly, all must be capable of responding to the mixture of self-managed learning, activity in

learning sets and coaching support that forms the basic elements of the programme.

The programme lasts for 18 months, and participants are part of a cohort of some 15–20 managers. Six

AMDPs have been run over the three-year period; the last two of these are still in progress. A seventh is

at the selection stage and will start in January 2005. Recently, another local authority, Slough Borough

Council, has sent a small group of participants on the programme, and West Sussex is looking to extend

the opportunity to other organisations – particularly those with whom it has close business connections.

Once a participant has been selected, he or she will meet with their line manager and one of the programme

coaches. The aim at this first meeting is to consider the participant’s learning objectives. These will be

linked with their development needs identified at the annual performance review, and must also be

firmly embedded in the strategic objectives of the business unit and the County Council as a whole.

At this preliminary meeting every effort is taken to ensure that the participants will have the necessary

support to complete the programme – especially time to learn.

Phase 1

The participant then embarks on Phase 1 of the programme, which lasts for six months. Here the cohort

is divided into learning sets of some five or six people. A coach, either from staff employed by West

Sussex or an outside consultant, supports each set. After an introduction to the AMDP, the learning

sets will consider the methods of working. An external consultant presents a session on approaches to

individual learning – for many involved, this is the first time they will have encountered ideas on the

management of learning. The main task in this first phase is for each participant to prepare a personal

development plan (PDP). In this document, which can be presented in any appropriate format, the

participant must address five questions:

Learning sets for management development at West Sussex County Council


• Where have I been?

• Where am I now?

• Where do I want to be?

• How will I get there?

• How will I know when I am there?

With the help of the learning set, which continues to meet with the coach in support every month,

the participant is expected to produce a PDP which is assessed at the end of Phase 1. Tony Droar

emphasises that a lot of informal support is available to ensure that a robust and realistic plan is

produced.

Phase 2

Phase 2 of the programme, which lasts a year, uses a similar approach. In this phase the participants are

expected to have implemented their PDP. In addition to the PDP, participants will also have agreed their

strategic project. This must involve objectives and activities that cross the functional boundaries of the

Council. Past projects, for example, have involved the participation of elected members in a business

excellence initiative, the landscaping of a village centre, and an e-government approach to schools

admissions. These projects must be of strategic value to the Council and must encourage the participant

to learn from and with others – particularly those in the same learning set.

In Phase 2, as in Phase 1, participants will meet in their learning sets with their coach. In addition,

each participant can take advantage of a £250 personal learning account. This can be spent on any

legitimate activity designed to progress the PDP – in the past, participants have used this sum to receive

soft skills training or to attend conferences and exhibitions.

There is no taught element to the programme. However, the locally based University College Chichester

provides accreditation. The participant’s PDP is assessed at the end of Phase 1 and the implementation

thereof at the end of Phase 2. Their strategic project is also assessed when completed at the end of

Phase 2. On completion, a Postgraduate Diploma in Strategic Management is awarded to successful

participants.

Looking ahead

The Council’s main purpose in introducing the AMDP was the need to develop managerial talent below

the level of the chief executive’s board and those managers who report directly to board members. In

addition, the strategic projects produced in the course of the programme are of considerable value. This

has led to a desire on the part of the Council to use members of past AMDP cohorts as a resource in

considering future strategy. Tony Droar is currently developing an AMDP alumni network and is planning

activities in which they will share knowledge in considering a number of important issues on the delivery

of County Council services.

Learning sets for management development at West Sussex County Council (continued)


Interventions need not be so structured and formal as

the establishment of learning sets. What is important

is that they are designed to meet a clear need that is

firmly embedded in the business objectives and will

work in the context in which they are delivered. A

learning intervention based on immediate feedback

delivered on the shop floor at Harvey Nichols offers a

good illustration.

Background

Background

Harvey Nichols is a well-known retailer of luxury brand goods with a flagship store in Knightsbridge,

London, and store outlets in Edinburgh, Leeds, Manchester and Birmingham. It also owns two up-

market restaurants.

A major project began early in 2003 to embed a set of brand values that had been identified as defining

business success. The three brand values were:

• We provide a feel-good experience.

• We are exclusive but accessible.

• We provide fashion leadership.

These values reflected the company’s approach to customer service. The challenge was to decide how

they could be expressed in terms of visible behaviour: the critical question was ‘What does it look like

when it happens on the shop floor?’ Once this had been determined the development of individual

skills could be progressed.

A project team was established to translate these three values into something that would be tangible

and of practical value. The project team was made up of the following: staff representatives from each

of the individual sites who were considered active customer service champions within the business, a

director who acted as the project sponsor, and members of the HR team whose role was to steer the

project and manage the project plan. The project team members in turn created their own teams within

each of their respective sites. In this way, using a mixture of the top-down and bottom-up processes, a

set of people values and behaviours were developed. Those associated with the first brand value – we

provide a feel-good experience – are set out in the list below.

People values

• eager to engage with customers in

order to deliver a great experience

• willing to go the extra mile

• enthusiastic and positive

• people who like people!

• strong, clear communicators.

Behaviours

• being welcoming – using eye

contact and positive body language

• actively helping customers and

colleagues

• listening to customers and colleagues

• looking for how to say yes

• encouraging colleagues to work

as a team.

Retail learning, vision and values at Harvey Nichols


In addition to the people values and behaviours, a number of illustrative ‘customer journeys’ were

prepared to provide specific examples of expectations, barriers and opportunities.

Rolling out the system

In the summer of 2003, launch events were held at every site to present the values and the associated

behaviours. Directors led these events, and actors presented role-plays of desirable (and undesirable)

behaviours. Subsequently the department managers (who could be responsible for anything between

6 and 24 staff) were charged with ensuring that the values were embedded in the company. All

department managers attended a one-day ‘train the trainer’ course and were provided with the

necessary tools for team discussions and exercises. Currently the competencies that underpin the

performance review system, and the system itself, are being updated to reflect the desirable behaviours

identified from the brand values exercise.

The ongoing task facing the HR department at Harvey Nichols is to ensure that such behaviours are

recognised and reinforced in the context and culture of an up-market retail organisation.

Karen McKibbin, the Training and Development Manager, has explicitly rejected the idea of a generic

training course for all sales assistants. A traditional training solution is not considered appropriate. In

her view sales assistants will learn best through immediate feedback and personal reinforcement, with

support from their managers and peers. Input from the small group of Harvey Nichols specialist advisers

(the elite sales people who receive additional recognition for their exceptional capabilities) emphasised

that it would be wrong to be over-prescriptive on what makes for good customer service, since it

involves an elusive ability to ‘read the customer’. This can be learned, but may not be trainable.

Against this background, in late autumn 2003 Harvey Nichols introduced the Brand Champion Scheme.

This was based on immediate recognition and potential reward for people who demonstrate the values.

Importantly, it was the sales assistants’ peer group who were given the responsibility for identifying such

examples. All staff were issued with voucher cards, which they could complete when they observed

exceptional action in accordance with the values. They would hand these vouchers to the person who

had demonstrated this behaviour, who would then forward them to HR as evidence of eligibility for

designation as a Brand Champion. Such a designation earned one-off rewards.

Linking learning with performance

The challenge now is to create learning opportunities for the less proficient. According to Karen

McKibbin, these too must be based on immediate peer feedback and manager support. Developing

such options is a major current concern for her. Buddying-up staff with a suitable peer is one evident

possibility; this is already used in inducting new staff. Harvey Nichols is currently seeking to extend the

number of staff who can act as buddies. Another major thrust is to develop the department manager’s

ability to question in a non-threatening fashion. It is Karen McKibbin’s firm view that staff learn on the

job and that such learning is inextricably linked with performance.

Retail learning, vision and values at Harvey Nichols (continued)


Advocate and communicate

In this Change Agenda so far we have identified three

different strands in moving from training to learning:

seek alignment with immediate business priorities;

take steps to create an environment that supports

relevant learning; design and implement appropriate

process interventions. Taken together, do these amount

to a learning strategy and, if so, should they be

communicated formally as such?

This question can only be answered in the context

of the organisation concerned. Some of the more

effective interventions encountered in the CIPD research

have been a consequence of implementing a clearly

articulated plan (for example, the Scottish Fire and

Rescue Service IPDS); others have been a consequence

of a more general, but well-articulated, business

initiative (for example, Harvey Nichols); still others have

been local initiatives driven by committed managers in

co-operation with a training and learning professional

(for example, NGT). A formal, articulated strategy does

not seem to be essential, therefore, although in some

circumstances it may assist.

An interesting insight into this question is offered

by another case illustration, that of Remploy. Here a

strategy is in place but was developed on a bottom-up

rather than top-down basis.

Employment and development for disabled people

Remploy is a government-funded organisation that provides employment and development

opportunities for disabled people. It operates 83 factories and can be described as a mini-conglomerate

with 12 distinct product lines. Remploy is a direct supplier to over 50 per cent of the FTSE-100

companies; it is particularly strong in automotive products, educational furniture (where it is the UK’s

largest supplier) and textiles. Some 5,500 people are directly employed at the factories, with a similar

number of disabled people receiving support from Remploy at other workplaces. Once turnover is taken

into account, over 13,000 disabled workers have some contact with Remploy in the course of a year.

The company’s strategy for learning is explicit, and well understood in the organisation, and was

developed from the bottom-up rather than top-down. Its starting point was a recognition that a number

of local initiatives in the factory were proving successful and could be developed on a national basis.

Remploy Coventry, for example, which is one of the largest (with 60 employees), provided opportunities

for a group of some 40 workers on short-term contracts. In the course of their year with Remploy they

were given training, and a learning centre was established at the site for that purpose. Arrangements were

made for staff from Coventry City College to visit this centre and offer training in subjects ranging from PC

skills to communication. The evident success of this initiative led to demands from the existing Coventry

staff to have access to this facility to update their own skills.

Developing a learning strategy for Remploy


In some cases, therefore, it may be sensible to allow a

strategy to evolve, rather than try to create one as the

starting-point for the efforts to promote learning.

Whether a formal strategy is considered an appropriate

option or not, effective and relevant learning demands

that all parties have a clear sense of what is required of

them, and what opportunities are available. These need

to be communicated in a way that will be understood

and gain support in the organisation, and in a format

that will give all those involved ready access.

Many organisations are using the corporate intranet

for those purposes. Equally, in some cases, there is

value in a clearly expressed, prominently displayed,

hard-copy format. The last case illustration, the TNT

People Development Charter, offers a good example of

this second approach.

Developing a national strategy

At the Hartlepool site, at about the same time, the trade unions strongly advocated enhanced

opportunities for skill development in the basic skills areas. As a result a national strategy was developed,

with learning centres as a major element. Currently all 83 sites (which can range in size from 150

employees down to 25) have learning centres. Gareth Parry, Remploy’s Learning Resources Manager, is

keen to emphasise that the establishment of these centres is demand-driven. It is not an imposed strategy.

He attributes the high level of involvement and usage to an underlying desire to improve basic skills.

Throughout the initiative much emphasis has been placed on skills for life: numeracy, literacy, IT skills and

basic communications. There is a noticeably high demand from the workforce for improved computer skills

– particularly a recognition that these are now an accepted part of the life of younger family members.

Although the use of each learning centre is locally determined, they all have the following in common:

a physical location (with at least some PCs); a relationship with a local college whose tutors will visit the

site to advise and facilitate; and access to a suite of e-learning programmes, made available from the

learndirect library (the national e-learning initiative).

Reviewing and refining the strategy

Remploy’s learning strategy is regarded as important for the company. As Gareth Parry puts it: ‘In the

medium to long term it will be the business that will benefit – not just the individual.’ The company is

undertaking this initiative for sound business reasons. In early 2002 the Remploy board considered and

agreed the strategy. A sub-committee of the main board was then established to monitor the strategy,

and this body undertakes a review of progress every quarter. The strategy is made available to all on

the company intranet, but it is intended to be communicated, as it is to be implemented, at the local

level. To date, the emphasis has been placed on establishing the necessary infrastructure, but in the next

stage attention will shift to quality of provision and better links with the business.

The provision of adequate time to learn is seen as an important element of the strategy. As an overall

figure, Remploy considers that 5 per cent of the workforce’s time at work should be devoted to learning.

Within this overall commitment, every individual should have a minimum of 50 hours’ development.

Developing a learning strategy for Remploy (continued)


Background

TNT UK Ltd, the express and logistics delivery service, employs over 9,500 staff working throughout

the UK and Ireland. The majority of these employees work at one of over 60 major depots as drivers or

operational loaders, servicing both the UK and international markets. The delivery and logistics industry

is heavily monitored to ensure that the flow of parcels can be tracked, but also for security reasons.

TNT believes in ‘growing your own timber’, promoting staff from within the company: several depot

general managers started out as drivers or indoor sales executives. It is therefore important to TNT that

staff have a meaningful development path. One of the challenges has been to change the attitude of

line managers from ‘My job is getting parcels out’ to ‘My job is to develop my staff to do their jobs

better.’ Unusually for an organisation employing mainly blue-collar staff, all staff, from drivers and

loading bay operators to general managers and directors, have annual appraisals.

Promoting the development culture

TNT is committed to Investors in People (IiP) and has won awards for its training and development. The

company firmly believes that individual learning, rather than directive training, is critical to business success.

To quote one of the managers, Dave Spong, Depot General Manager, Barking: ‘Training, developing and

empowering your people gives you the freedom and the confidence to make changes quickly, affect

your business positively and achieve results.’ The benefits of this culture can be seen in better delegation,

succession-planning, and in reducing staff turnover – crucial when there is a national driver shortage.

This view is articulated and promoted through the production of a people development charter. This one-

page document is displayed prominently throughout all offices and depots, and is highlighted as part of

the induction process. The charter outlines what is expected from senior managers, line managers and

staff in the following terms:

Supporting a training and development culture at TNT

All TNT managers will:

• remain actively committed to the development of TNT people

• work to build a company culture which encourages and supports learning

• lead by example in developing people

• recognise and respect the valuable contribution of our people.

Your line manager will:

• actively encourage your personal and professional development

• provide you with regular feedback on your performance

• help you to continuously improve your skills and knowledge

• ensure your learning is linked to the success of your team and the company.

You should:

• take responsibility for your own development and learning

• apply new skills and knowledge at your workplace

• know that whatever your job, wherever your location, you have the opportunity to develop.


Supporting and auditing training and learning

A team of eight regional training officers, managed by a regional training manager, supports and audits

the systems in place for training and learning. They must ensure that ‘what is promised’ happens. Their

responsibilities include: monitoring and supporting line managers at depots; carrying out IiP internal

audits; checking personnel files and appraisal forms.

Line managers undertake appraisal training as part of their management training and carry immediate

responsibility for ensuring that all their staff have meaningful appraisals. The regional training officers

support line managers but also check that appraisals take place annually and that any training needs

that are identified are met.

One of the key reasons for the success of TNT’s training and learning interventions is its evident

alignment with the culture and practices of the organisation. Regular performance indicators on the

training and learning efforts (for example, appraisal forms completed and training requests met) are

produced and discussed at management meetings. As Ruth James, Head of People Development, says,

‘It‘s imperative that our line managers take their people management responsibilities seriously to enable

them to develop their staff for success. The regional training officer’s role is to support and encourage

line managers in their people management responsibilities, as well as to report and assess how they

perform against target.’

Supporting a training and development culture at TNT (continued)


Some conclusions

This Change Agenda has drawn on a series of

illustrations of innovative practices designed to move

from training to learning. They have ranged across the

public, private and voluntary sectors and have included

small as well as large organisations. Individual and team

learning is by its very nature a dispersed activity; efforts to

support, accelerate and direct such learning will succeed

only if they take full account of the context in which

people learn. We have encountered a whole variety of

impressive and innovative initiatives. Here is a summary of

common elements to help you reflect on what will work

in your organisation:

• The shift from training to learning may require a

significant cultural change.

• Training events, despite their limitations, have an

important complementary role to play alongside less

directive activities.

• Initiatives designed to promote learning require

engagement and commitment at all levels – they

will succeed only if they command wide support.

• Organisational change initiatives can produce a

fertile climate for the development of individual and

team learning.

• Interventions to promote learning that are explicitly

aligned with immediate business requirements will

receive more support.

• Learning must be firmly embedded in day-to-day

activity if it is to make a long-term difference.

• There is a need to ensure that quality time is

available for individual learning.

• In certain instances ‘training events’ could be no

more than a period of dedicated learning time put

aside to promote the development of participants.

• Three sorts of learning intervention are currently

the focus of interest: enhancing the role of line

managers, developing coaching capacity, and

encouraging peer-group learning.

• A formal, articulated strategy for learning may

assist, but it is not essential. In some cases it may

be sensible to allow a strategy to evolve rather than

seek to create one as a starting point.

• All parties should have a clear sense of what is

required of them and what opportunities are

available.

• People management and development professionals

have a critical and evolving role in facilitating

and co-ordinating the support, acceleration and

direction of learning.


References

CALEY, L., MASON, R. and REYNOLDS, J. (2002)

How do people learn? Research Report.

London: CIPD.

CHARTERED INSTITUTE OF PERSONNEL AND

DEVELOPMENT (2002) Who learns at work?

Survey Report. London: CIPD (download from

www.cipd.co.uk/surveys).

CHARTERED INSTITUTE OF PERSONNEL AND

DEVELOPMENT (2004) Training and development.

Survey Report. London: CIPD (download from

www.cipd.co.uk/surveys).

HUTCHINSON, S. and PURCELL, J. (2004)

Bringing policies to life: the vital role of front

line managers in people management. Executive

Briefing. London: CIPD.

REYNOLDS, J. (2004) Helping people learn:

strategies for moving from training to learning.

Research Report. London: CIPD. p.1

SLOMAN, M. (2003) Training in the age of the

learner. London: CIPD.


Notes

© Chartered Institute of Personnel and Development 2005

151 The Broadway London SW19 1JQ Tel: 020 8612 6200 Fax: 020 8612 6201Email: [email protected] Website: www.cipd.co.uk Incorporated by Royal Charter Registered charity no.1079797

Chartered Instituteof Personnel and

Development

We explore leading-edge people management and development issues through our research.

Our aim is to share knowledge, increase learning and understanding, and help our members

make informed decisions about improving practice in their organisations.

We produce many resources on learning, training and development issues including guides,

books, practical tools, surveys and research reports. We also organise a number of conferences,

events and training courses. To find out more please visit www.cipd.co.uk

This Change Agenda was written by Martyn Sloman, CIPD Adviser, Learning, Training and

Development.

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Training to Learning

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