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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

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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

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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

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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

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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

organisational development. This chapter aims to understand the current

needs for training and development at ABCD Bank Plc, against its current

backdrop. The chapter also focuses on the research aims and the need for

research into this specific area.

1.1Overview/ Rationale

Training in all its senses (mentally, physically and socially) encompasses one

of the means through which companies aim to achieve it employees’

productivity, brand value and most importantly; competitive advantage as

subscribed by Olaniyan et al. (2008). Bersin (2014) emphasizes that although

corporate spending for Training and Development has increased almost two-

fold to $130bn by 15%, most companies still view training and development

as an unnecessary waste of time or rather a distraction that would affect

organisational effectiveness given that staff are away from work for sustained

periods of time. Bersin (2014) reaffirms his status quo with reference to one of

the most commonly asked boardroom questions; “What is the return on

investment after running this training?” Suckley (2014) answers the above

said boardroom question by adding that financial return on training is

quantitative and can be measured but what adds value to the equation,

through training and development, is confidence that each individual, team or

teams are able to perform to the best of their knowledge and ability as

Olaniyan and Ojo (2008) confirms that knowledge translates to ability and

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ability translates to understanding the information that helps employees to

perform to their best through training and development which would lead

competitive advantage.

With the rapid advances of technology, organisations herald training to its

employees through many channels while the massive open online courses

(MOOCs) leading the way to challenge the conventional methods of rote

learning as stated by Muoio (2000). Bersin (2014) addresses the need for

reinvigorated and reinforced training as many organisations have failed to

create employee-centered learning and development programmes but rather

having created more organisation-centered learning programmes where the

learners are unable to see where they fit in the chain of organisation or the

application of the learning to their day to tasks.

1.2 Current Situation

In the 150 years of its existence, ABCD Bank Plc is considered a pioneer of

both banking and technology. While being a pioneer of banking, the bank also

uses technology at unprecedented levels to improve services to its

stakeholders. As such, Global Service Centres were set up to combine

technology with banking to provide unparalleled service to customers and the

local centre in Sri Lanka, provides context to the study.

With the recent appointment of the Bank’s new Head of Learning and

Development, the organisation envisions a simple approach to Learning:

“More Learning through Less Learning”. Also, the Bank continues to reaffirm

its commitment for talent development and competitive advantage as “54mn

people invest their trust in ABCD and in turn ABCD invests its trust in you

(employees) to uphold that trust ”.

At ABCD Bank, the Learning and Development vertical is arranged through

the creation of academies for each business and function. Each employee

has a range of courses that are administered through each business academy

or functional academy. In order to manage the learning process, Regional,

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country and site level Academy Leads are appointed to lead and manage the

end-to-end L & D process.

At the Global Service Centre in Sri Lanka, a Site Academy Lead and a

Communication Development Specialist manage the L & D function. As a

team of two, they provide a range of communication development and

personal and professional training to over 2900+ staff in the centre while the

leadership and management training is handled by the ABCD’s outsourced

learning provider GP Strategies and technical training through each business

through their relevant Business Training or Education Teams.

The Centre’s competitors include other Offshored and Outsourced Operations

Businesses like R R Donnelly, WNS Global, Copal AMBA Research etc.

While most of these companies have their relevant training teams, the Global

Service Centre tries to maintain competitive advantage by providing sufficient

learning and development to its employees to retain them and groom them to

aspire growth in their careers. Currently, most employees feel satisfied with

the training offered while some others question the relevance of training and

business performance and ultimately competitive advantage. Against this

backdrop, this report aims to analyse how ABCD Bank employs it’s total

learning strategy to build competitive advantage in their local and global

operational markets.

1.3 Academic Aims/ Objectives

The research aims:

• To understand the need for learning and development in organisations

through the review of relevant literature;

• To understand the factors that drive and define competitive advantage

and learning & development in organisations through the review of

relevant literature;

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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

one’s own career and also, help achieve organisational goals, in order for

successful acquisition of these skills, organisations employ a learning and

development strategy. Armstrong (2009) states that this strategy represents

the adopted organisational approach through which it aims to develop and

build capacities of the employees in order to achieve organisational goals. In

other words, this can be described as strategic human resource development

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which Walton (1999) explains involves the introduction, elimination,

modification and direction of processes and its individuals with knowledge,

skills and competences to undertake and achieve current or future

organisational tasks and goals. As such, Chand (2015) expresses the need

for on the job and off the job trainings such as mentoring and fieldwork

exercises being critical to training and developing staff.

Abiodun (1999) views training as a systematic development of people in an

endeavor to acquire knowledge, skills and abilities to perform their jobs better

and training would often take place within and outside an organisation.

Bohlander (2014) confirms the above stating that training’s place in an

organisational hierarchy is that it should contribute positively to an

organisation’s goals and training in all it’s forms should be created, designed

and delivered through an understanding of its correlation to organisational

performance and profitability through building capabilities in its people which

would ultimately help retain talent through competitive advantage.

Cappelli (2002, p. 102) defines the scope of and the need for learning and

development as developing employees translates to developing the

organisations prime asset, which would result in assuring the people are

ready to move up when vacancies appear. Cappelli (2002, p.102) also states

that in creating such a pool of employees, the organisation essentially creates

a strong pipeline of people who understand the organisation and its way and

help provide real time business solutions through tangible engagement with

the business. This would also mean that employees are developed to use

their independent critical thinking to feel that they are part of the organisation

and business and would ultimately lead to employee retention. Therefore,

Bersin (2013) states that learning and development should be understood and

looked beyond the perspective of creating sound training courses by a training

team.

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Bersin (2013) confirms that given the current economic climate and tough

marketplace that companies compete, it’s a company’s total learning strategy

that matters to give rise to competitive advantage that makes it cut above the

rest. Further, Bersin (2013) elaborates that what most companies envision as

learning and development is “a strategy to drive innovation” to stay ahead of

the game or in other words, competitive advantage and people with capability.

What drives innovation is a domain knowledge and expertise in one’s own

field and the creation of a learning culture where an employee looks beyond

his or her normal call of duty new and improved ways of doing things and the

product excellence through the understanding of “capability” which is

translated to organisational learning. As such, the organisational learning and

its effectiveness adds up to finite elements such as enhancing employee skills

and knowledge and productivity and efficiency increments which leads to

maintaining superiority in the marketplace as shown by Edens and Bell (2003)

resulting in understanding that Learning and Development becoming the most

persistent way of increasing productivity in an employee, employees and

organisation.

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

organisations need learning and development to grow and groom individuals

for their sustenance. Furthermore, Barrow and Loughlin (1998) identifies that

groomed highly capable employees lead to demystified simple structures

within the organisation. In addition, this comment is cemented by Castells

(1996) boldly stated that 21st century organisations need self-programmable

employees who creative competitive advantage. As such, Collins (2001)

clearly lays out the need for learning and development and need for it to have

high impact on critical business applications.

To supplement the above need, Bersin (2013) brings about the need for

companies to have a development high impact learning, which is tricky yet

possible to implement. To implement development high impact learning, a

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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,

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Castells (1996) pointed out that as organisations evolve from working in silos

to networked cultures, learning cultures provide base of organisation growth

and knowledge. In an ultimatum, Collins (2001) argues that in order for

organisations to remain competitive and maintain advantage over

competitors, organisational performance should be improved through

continuous learning.

As Bersin (2013) states, many large organisations are yet to master the level

4 to build employee capabilities to deliver competitive advantage, most

organisations are left with what Cappelli (2002, p.103) states as the

development dilemma.

2.2 Talent Development

The development dilemma is what Capelli (2002, p. 103) describes as the

question the management asks on the return of the investment of developing

talent. Capelli believes most organisations consider training as an investment

yielding great results to the organisation and in turn help employees grow.

Scales (2010, p. 1) states that organisations have the need, now more than

ever, to reconsider and rethink their learning strategies in order to realign

skills and competencies with talent in order to create competitive advantage

as Capelli (2002, p. 103) confirms that training employees make them feel

valued resulting in satisfaction and reassures the notion of empowerment in

the employee’s mind to perform better. On the other hand, Mulholland et al.

(2003, p. 1) affirms that continuous learning or continuous talent development

in organisations should be appraised at organisational and individual levels as

more the organisation strives learn the more it makes itself adaptable to the

changes in the environment in order to survive and thrive and continue to

remain competitive.

Rana (2000) affirmed that continuous strategic development of employees

would become the primary arms for organisations that think global and act

global. This brings about the need for organisations to invest in employee

development as Ulrich and Black (1999) confirm sharing knowledge and

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investing knowledge enhancement are two facets an organisation should

possess. Wisher (1994) compliments the notion by adding that organisational

learning cultures are created by understanding the constant need for higher-

order social skills which provides development to Castells (1996) theory of

self programmed employees.

2.3 Talent Acquisition

Talent acquisition in all its angles should be looked beyond just filling

positions and vacancies in an organisation as stated by Cepin (2014). Cepin

(2014) further explains that acquiring “talented” individuals is about

understanding the correlations between the right job and skills-sets, skill-

matrices and competency mapping to business needs and objectives.

Bohlander and Snell (2014, p.166) elaborated recruitment and talent

acquisition should be looked through as a strategic imperative that will aid the

businesses remain competitive and in turn, allow employees remain

competive. Bohlander and Snell (2014, p.166) points out that if recruitment or

a talent acquisition team works in isolation or silos, the competitiveness of the

organisation reduces as the supply to demand of talent may at times be with

mismatched skill-sets or in other words “wrong candidate for the wrong job”.

Cepin (2014), therefore, asserts that talent acquisition should often and

continuously be looked through an angle of strategic criticality in order to

strive and find the “right candidate for the right job”. Cepin (2014) argues that

while most companies interchangeably use recruitment and acquisition

together as both are distinct entities with recruitment being a part of the

acquisition process and Bohlander and Snell (2014, p. 169) points out that

along with recruitment, there are other waypoints in the acquisition process

like screening, interviewing and onboarding. Cepin (2014) asserts that this

confusion in terminology has led companies put the proverbial “cart before the

horse”.

Most organisations believe that its people are its most important asset.

Cooper (2013) reflects that this statement is by far most accurate when

considering human resources as employees, boardroom and otherwise,

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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).

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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

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markets most relevant to them. Competitive advantage is created through

simplicity in talent management as most talent refrain from being a part of

talent initiatives due to its complexity (Hogg and Uren, 2015) and hence the

needs for paradigm shift in looking at TMS or Talent Management Systems. A

conducive work and organisation culture, leadership development and

employee engagement is key to retaining talent in organisations. Lockwood

(2006) concludes that’s when taking the above said factors as an integrated

approach, talent management offers a pathway to create a sustainable

business model that serves not only the interests of the organisation but also,

of the employees.

2.5 Competitive Advantage

In the sphere of strategic management, competitive advantage can be

identified as exploring core competencies what would differentiate one

(organisation or individual) from another (Daft, 2012, pp. 213 - 215). Bartool

and Bartool (2012) describe competitive advantage as the strategic art of

enhancing and increasing resources in order to get better results over

opponents. As such, as Daft (2012, p.213) explains a core competence is

what gives superiority from one another giving rise to competitive advantage.

Bartool and Bartool (2012) further elaborate that a strategic business unit and

its propositions are measured against it’s competitors in the market and as

such, it’s increasingly challenging to imitate a business’s resources to another

as their markets or propositions might be different. Porter (1985) discusses

that the efficiency of a strategic business unit is determined by the

attractiveness of the industry and it’s competitiveness within the industry. He

reaffirms that what matters at is creating a differentiation point, which can be

identified and defended against rivals at all times. Creating this position

explains the difference of performance within an industry and an organisation.

Thus, Foss (1996) explains that competitive strategy is the art of nurturing,

accumulating and deploying rent yielding resources, rather than a sole focus

on erecting entry barriers or deceiving one’s product competitors.

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Bartool and Bartool (2012) points out that comprehension and a focus on

learning is an incremental ingredient in the success of organisation. They

reason out that a focus on learning improves workforce and facilitates team

synergy and leads to organisational success and continued sustainability. The

level of interests among the workforce may be diverse as the representation

of the workforce itself but it leads to innovation, effectiveness and betterment

should talent be acquired, managed and retained to drive growth, stability,

longevity and growth.

2.6 Conclusion

Chapter 2 concludes with the review of relevant literature, as a secondary

source, for the study. It builds on the theoretical knowledge of learning and

development and it’s variants for the research.

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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).

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The above diagram shows the research onion, which was first ascribed by

Saunders et al (2003), spoke that a research study has six layers, as does an

onion. The first layer speaks of the philosophical stances the researcher can

seek into while the second leads to the approaches of research: inductive and

deductive. The third layer introduces strategies employed by the research to

find the facts while layer four describes the choices available for research.

Conversely, this model was also synonymous with the three stage hierarchical

model by Kagioglou et al (1998) that qualified a nested approach but

Saunders et al (2003) has further developed the model by dissecting the

research process of research into two more segregates.

3.1 Overview of the Research

When areas of business and management are researched, it is considered as

business or management research as defined by Saunders et al (2009, p.4).

Esterby – Smith et al. (2008) pointed out that there are four facets that make

business research conducive. Esterby – Smith et al. (2008) made it clear that

business and management research draw on or extract information from other

disciplines while managers won’t allow access to research until a personal or

productive viability is proven for research. This also means, most managers

have the capacity for research, as do the researchers themselves leading the

way to give rise to a course or plan of action that would result in the research

being employed for better ways of doing things. (Esterby – Smith et al., 2008)

3.2 Research Philosophy and Objectives

Throughout many research studies, the authors have, more than once,

reinforced the consistent need to identify the philosophical stance that the

researcher should take as ignoring the very existence of philosophical

dilemmas, in the nature of research, could affect the final outcome as pointed

out by Easterby-Smith et al (2002). The authors have stated that by

understanding the philosophical stance, the researcher discovers the need for

27

evidence in the research, how to gather them and finally, how to analyse and

present the findings.

Saunders et al (2008) pointed out that there are many research philosophies

or paradigms that many researchers use. Flowers (2009) stated while there

are more than five research paradigms, there are three, which are commonly

used. The researcher has discussed these in the table below and with

justifications of use.

Paradigm Explanation/ Justification

Positivism Flowers (2009) stated that Positivism originated

from natural sciences where a hypothesis is tested

from an existing theory. Flowers (2009) pointed out

that the researcher objectively looks at the research

through the direct data collected by his/her means.

As Hatch and Cunliffe (2006) laid out, this type of

paradigm is used for organisational contexts due to

the analysis of empirical data, the researcher used

this paradigm for his approach.

Interpretivist/

Constructivist

Hatch and Cunliffe (2006) described these as anti-

positivist or post-positivist as the approach here is

the understand that meaning is constructed over

time and deconstructed and re-construction through

acquisition of skills and experience.

Realist Flowers (2009) pointed out that realists are

generally an amalgamation of positivists and

constructivists in that they understand that reality in

terms of structure are present independent of

human intervention and consciousness.

Table 1: Research Paradigms Source: Flowers (2009) and Cunliffe

(2006)

28

Sexton (2003) argued poignantly that some authors take different viewpoints,

or in most cases, extremes over the philosophies that the authors look toward

in researching. These can be further elaborated by the use of three

assumptions tabulated below) that all authors consider during the research

process

Assumption Explanation

Epistemological Bryman and Bell (2013, p. 15) stated that epistemological

issues or considerations question the acceptability of

knowledge in a field of work or science that the researcher

embarks on.

Ontological Crotty (2003) defined ontological assumptions as the study

of the mundane world, it’s reason for being and existence

Axiological Discusses the role of researcher’s values in the research

and how it’s biases are laden with reality as outlined by

Carnaghan (2013)

Table 2: Research Assumptions Source: Bryman and Bell (2013),

Crotty (2003) and Canaghan (2013)

3.3 Research Approaches

Saunders et al. (2008, p. 124) ascribed that research is broadly based on

theory. Furthemore, Saunders et al. (2008, p. 124) stated that the researcher

may either build a research using theory and hypothesis, giving rise to the

deductive approach or use a research strategy to test and validate a

hypothesis as shown in the diagram below. The researcher in this case used

the deductive approach to research.

29

Fig 3: Research Approaches Source: Bryman and Bell (2013)

3.4 Research Strategies

Krishnaswamy (2003) stated that strategies are employed identify parts of the

research and continue to define it. This is further strengthened when

Saunders et al. (2009, p. 141) elaborated that strategies help explain, explore

and describe research with the researcher’s strategy as highlighted in the

tabled below.

Method Purpose Benefit/s Limitation/s

30

Experiment

Determine causal links of

an independant variable and a

dependant variable

Control over the variables leading to

greater accuracy

Not feasible in large

organisations as experiments are

generally conducted in

labs.

Survey

Used to determine what,

where, when, who and how

Helps analyse quantitative data. When used with

appropriate sampling, gives

more control over the research. Cost

effective way of getting a

representative figure of a

population.

Time consuming even with analysis software.

Sometimes, participants may have biases that would affect the research. The representative

population range is minimal when

compared to other methods as there are limits to the population.

Case Study

Gives a context for the

researcher to lead the

research on

Helps analyse the research through

multiple data sources. Less controlled than

experiments as the context is given but versatility reduced. Great agility given

to answer questions of “what,

why and how?”. Unique in nature most of the time. Good to explore

theory.

Increasingly “unscientific” feel to the context as

it is generally moderated in

nature.

Action Research

Bring about change in

specific contexts

Used for improving practice,

collaboration, critical reflection.

Knowledge created through action and is context specific in extreme sense.

Less versatile in many cases as

contexts are unique and

specific. Research

develops as action develops, as such, results

are not

31

conclusive or final.

Grounded Theory

Explain or predict

behaviour

Ecological validity. Parsimony and

novelty.

Constant questioned over the status as a

theory. The notion of ground

could be subjective

Archival Research

Looking for administrative

data

Ability to look into the past and

changes over time

Heavily dependant on

the authenticity and the nature of

the data in the preserved form.

Ethnography

Connections between the

social world and research subjects

Flexible and responsive

Time consuming and takes place over a period of

time

Table 3: Research Strategies Source: Saunders et al. (2009, p. 141)

3.5 Research Methodology

Bryman and Bell (2011, p. 28) stated that distinguishing between the

qualitative and quantitative methodologies help the researcher greatly during

the research while the researchers choice with purpose in highlighted below.

Methodology Purpose

Quantitative Bryman and Bell (2011, p. 26) stated that quantitative

research focuses mainly on appraising numbers and

quantities found in a research study or analysis of data and

time.

Generally this uses a deductive approach as chosen by the

researcher to test relations between theory and research

32

Table 4: Research Methodology Source: Bryman and Bell (2011)

3.6 Time Horizon

Saunders and Tosey (2013) highlighted that time horizon represents the final

layer, before the core of the project, which could be cross-sectional or

longitudinal as explained below, with the researcher’s choice.

Time Horizon Detail

Cross - Sectional Saunders and Tosey (2013) advised this

provided a snapshot of the time and research.

Longitudinal Saunders and Tosey (2013) elaborated this as

the need for collecting data over a period of time

answer a question.

Table 5: Time Horizon Source: Saunders and Tosey (2013)

3.7 Data Collection Method

As explained earlier and by Saunders et al. (2009), research can be

quantitative. Therefore, as the researcher has chosen a quantitative

methodology, the obvious choice of survey through a questionnaire has been

employed to collect primary data with the justification given below. The

researcher used the relevant literature to analyse and draw inferences to

certain hypotheses for secondary data analysis.

using positivism

Qualitative Bryman and Bell (2011, p. 26) elaborated that this

method employs an inductive approach with an emphasis

on generations of theories using intepretivism with a clear

rejection of positivism.

33

Method Pros Cons

Survey

(Questionnaire)

As Bryman and Bell

(2011) pointed out

questionnaires are easy

to administer.

They are cheap with no

interferences or effects

of an interviewer giving

the respondent the

autonomy to answer on

their accord.

Bryman and Bell (2011

mentioned that

questionnaires cannot

prompt or probe the

respondent when answering

making it harder to ask

various questions.

In the meantime, there is a

risk of losing or missing out

data in certain areas given

the limited scope of

questions asked.

Table 6: Data Collection Method Source: Bryman and Bell (2011)

3.8 Populations/ Sampling Technique

Saunders et al (2009) pointed out a sample as a fraction of data taken from a

larger set of data values which are sorted for a categorical analysis. Saunders

et al (2009) claimed that a full set of data is generally considered a population

from which a sample is taken for research. Kothari (2012) identified the need

for sampling as its important for the researcher to test the entire population

while there could be budget and time constraints that would affect the results.

Moreover, Salant (1994) stated that sampling is two-fold; probability and non-

probability sampling. Salant (1994) identified that probability sampling

employed a random selection of sorts. Meanwhile, Salant (1994) explained

that during non-probability sampling probabilities cannot be assigned to the

event.

34

Probability Sampling

As explained by Salant (1994), probability sampling employs random

selection of sorts in the given population. Saunders at al (2009) stated that

probability sampling is highly effective during surveys. Therefore, the

researcher used probability sampling on his research. Furthermore, to

compliment the sampling technique, simple random sampling has been used

as the research uses a survey-based strategy (Saunders et al, pp. 214 - 218).

For a population of 2900, the research looked at a random sample of 80

respondents, which provided the researcher with 2.75% of the population.

3.9 Pilot Survey

A pilot survey was conducted to a convenient sample of 4 respondents, which

correlated to 5% of the sample size. As explained by Sincero (2015), pilot

surveys provide efficiency of time and money when conducting a research as

the pilot looks at the viability of the questionnaire administered. As expected,

all respondents showed positive results towards the pilot survey, which gave

the green light to proceed with the research study.

3.10 Data Analysis

Thorne (2003) explained that data analysis is the most mysterious and the

most complex part of any research cycle or project. Moreover, Bryman and

Bell (2013, p.333) pointed out that quantitative data analysis is generally a

latter but a very important part of a research. As such, the research analysed

his primary data through the use of Microsoft Excel and it’s related macros.

35

3.11 Limitations of the Research Methodology

Aerd (2012) suggested limitations as having the potential to impact the final

outcome of the research. Therefore, the researcher has outlined three key

limitations as tabulated below.

Limitation Detail

Variety of Respondents As a random sample was used to

collect data, the data may not be

representative of all career levels in

the organisation.

Tenure in the organisation As most respondents are likely to be in

the tenure range of 0 – 1years, most of

them might be unable to articulate how

T & D would affect their business with

a return on investment

Personal bias/ inability to

express abstract or complex

ideas

Given limitation 2, some respondents

might have personal biases towards

the organisation and hence would fail

to critically analyse complex ideas that

would need a clearer perspective for

the research to be successful.

Table 8: Research Limitations

36

3.12 Ethical Approach to the Research

Bryman and Bell (2011, p. 128) stated that what worries most researchers are

not the ethical aspects to a research but the transgressions from these ethical

aspects. Accordingly, the research has listed out four common ethical issues

and how to overcome these, in the table below, to set out a clear ethical

approach to the research.

Issue Approach

Harm to participants The researcher, before handing out the

questionnaire, aims to advise the

respondents of the confidential nature

of the research and that the information

at no cost will be divulged to the

organisation, which would physically or

otherwise affect the respondent.

Lack of informed consent The researcher aims to get a sign-

sheet from all respondents over their

consent in the willingness to participate

in the research. (See appendices)

Invasion of privacy A note will be provided on the

questionnaire to iterate the

confidentiality of the information and

how only the researcher will handle it.

37

To maintain anonymity, the

respondents are not required to write

their name.

Involvement of deception No deception will be involved as the

respondents will be clearly outlined of

the need for the research and why is it

is fulfilled.

Table 9: Research Ethics

3.13 Conclusion

Chapter 3 concludes with the understanding of research methodology from

theoretical perspective and with the researchers justifications in using them.

Chapter 4 Findings and Analysis

4. 0 Introduction

This chapter aims to analyse and present the data collected for the research

objectives in chapter 1 of the professional project. There were four

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

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

concept of learning and development as a key determinant in building

organisational competitive advantage. Furthermore, the secondary data

collection substantiates and supports the findings through the research

conducted by other authors. The authors and the researchers sought to

establish a clear link between learning and development and competitive

38

advantage as a key determinant for organisational success.

As stated previously in Chapter 3, the researcher distributed 80

questionnaires to a random sample for the purposes of primary data

collection. 100% coverage was achieved with all respondents answering the

questionnaire in the given timelines.

4.1 Evaluation of the questions

4.1.1 Importance of Learning and Development

Main Aim To understand the importance of Learning and Development

Research Question Literature Rationale

39

At ABCD Bank, I feel that Learning

and Development is given due

recognition

Research has substantiated that

learning and development has a

positive correlation to an

organisation’s performance and

profitability, employee turnover and

retaining talent by creating

competitive advantage as laid out by

Bohlander and Snell (2014, p.274).

Armstrong (2009, p. 651) defines

Learning and Development as

activities arranged in a sequential

logical order to help employees

acquire skills and knowledge to

perform to their best and achieve

organisational goals and objectives.

Discussion

Of the respondents, 24 respondents strongly agreed that Learning and

Development is given due recognition at ABCD Bank while 43 agreed to the

notion with 11 neither agreeing nor disagreeing. 2 respondents expressed

disagreement with 1 disagreeing and 1 strongly disagreeing. An average of

the scales were taken which summed upto 4.1 agreeing that Learning and

Development is given due recognition at ABCD Bank.

13

45

11

83

Strongly Agree

Agree

Neither Agree nor Disagree

Disagree

Strongly Disagree

40

These results further cement what Armstrong (2009, p.651) advises as

Learning and Development being activities that are arranged to help

employees aquire skills. Armstong (2009, p.651) further advises that these

activities need to be given importance to be arranged in a sequential order

to acquire skills in the right order as Bohlander and Snell (2014) confirms

there is a positive correlation between learning and development and

organisational and employee performance.

4.1.2 Frequency of Learning and Development

Main Aim

To understand the frequency of Learning and Development activities

Research Question Literature Rationale

41

At ABCD Bank, I feel staff are

usually/constantly sent for L & D

programmes

Walton (1999) explains involves the

introduction, elimination, modification and

direction of processes and its individuals

with knowledge, skills and competences

to undertake and achieve current or

future organisational tasks and goals.

Abiodun (1999) views training as a

systematic development of people in an

endeavor to acquire knowledge, skills

and abilities to perform their jobs better

and training would often take place within

and outside an organisation.

Discussion

Of the respondents, 26 respondents strongly agreed that staff is usually/

constantly sent for Learning and Development programmes at ABCD Bank

while 42 agreed to the notion with 9 neither agreeing nor disagreeing. 3

respondents expressed disagreement. An average of the scales were taken

which summed up to 4.1 agreeing that staff are usually/ constantly sent for

Learning and Development interventions.

These results confirm Walton’s theory of (1999) Learning and Development as

13

45

11

8

Strongly Agree Agree Neither Agree nor Disagree Disagree

42

a series of processes with individuals directed to acquire knowledge, skills and

competencies for better organisational performance. Abiodun (1999) adds to

the above with training being a systematic development of development of staff

over time (usually/ constantly) to do their jobs better with training taking place

inside and outside the organisation.

4.1.3 Need for on the job and off the job training and its effectiveness

Main Aim To understand the need for on/off the job training and it's effectiveness

43

Research Question Literature Rationale At ABCD Bank, I feel that training

methods are effective: on the job

At ABCD Bank, I feel that training

methods are effective: off the job

Abiodun (1999) views training as a

systematic development of people in an

endeavor to acquire knowledge, skills

and abilities to perform their jobs better

and training would often take place

within and outside an organisation. As

such, Chand (2015) expresses the need

for on the job and off the job trainings

such as mentoring and fieldwork

exercises being critical to training and

developing staff.

Discussion Of the respondents, 49 strongly agreed that ABCD Bank's on the job training

is effective with 27 agreeing to this statement and 4 neither agreeing nor

disagreeing. On the other hand, 13 respondents strongly agreed with off the

job training effectiveness while 45 agreed that off the job training is effective.

11 neither agreed no disagreed with 8 disagreeing and 3 strongly disagreeing

respectively that off the job training is effective. However, no respondents

disagreed that on the job training is effective at ABCD Bank.

The averages in agreement for both on the job and off the job training are 4.4

49

27

40 0

13

45

118

3

0

10

20

30

40

50

60

StronglyAgree

Agree NeitherAgree norDisagree

Disagree StronglyDisagree

On the Job

Off the Job

44

and 3.7 which shows a healthy incline that all staff consider that both these

facets of training are effective in their jobs. The results here are conclusive of

what Abiodun (1999) stated as training systematic development of staff with

on the job and off the job being necessary for development (Chand, 2015).

This also proves that at ABCD Bank, staffs are content about the approach to

learning (on the job and off the job) as it leads to their development and

organisational performance.

4.1.4 Training and Development and its correlation to derive competitive advantage against internal and external peers.

Main Aim

45

Understanding performance and competitive advantage: Internal and

External Peers

Research Question Literature Rationale At ABCD Bank, I feel training helps

me perform better when compared to

my internal peers.

At ABCD Bank, I feel training helps

me perform better when compared to

my external peers.

Bersin (2013) confirms that given

the current economic climate and

tough marketplace that companies

compete, it’s a company’s total

learning strategy that matters to

give rise to competitive advantage

that makes it cut above the rest.

Bersin (2013) further elaborates

that what most companies envision

as learning and development is “a

strategy to drive innovation” to stay

ahead of the game or in other

words, competitive advantage and

people with capability. In the sphere

of strategic management,

competitive advantage can be

identified as exploring core

competencies what would

differentiate one (organisation or

individual) from another (Daft, 2012,

pp. 213 - 215).

46

Discussion Of the respondents, 33 strongly agreed that ABCD Bank's training provides

them competitive advantage against internal peers with 41 agreeing to this

statement and 5 neither agreeing nor disagreeing. On the other hand, 26

respondents strongly agreed that training provides competitive advantage

with external peers while 34 agreed to the statement. 15 neither agreed nor

disagreed with 4 disagreeing and 1 strongly disagreeing respectively that

training does provide competitive advantage. However, no respondents

strongly disagreed regarding competitive advantage with internal peers and

with one disagreeing generally to the statement. The average agreements

for the above questions are 4.3 and 4, which shows a healthy incline

towards the general agreement to the question and confirming that training

and development at ABCD Bank does provide competitive advantage

against internal and external peers for staff members.

The average agreements of the variables confirm that ABCD’s total learning

strategy has gone beyond just training to provide competitive advantage as

stated by Bersin (2013) as a means of giving the cut above rest (internally

and externally). Moreover, the same is confirmed by Daft (2012) as learning

and development at ABCD Bank has provided ways of exploring core

competencies that would differentiate one from another.

33

41

5

1 0

26

34

15

41

0

5

10

15

20

25

30

35

40

45

StronglyAgree

Agree NeitherAgree norDisagree

Disagree StronglyDisagree

Internal Peers

External Peers

47

4.1.5 The relationship between training and it’s organisational benefits.

Main Aim Understanding the relationship between training and it's organisational

benefits

Research Question Literature Rationale

At ABCD Bank, I feel all staff benefit

from training

The organisational learning and its

effectiveness adds up to finite

elements such as enhancing

employee skills and knowledge and

productivity and efficiency

increments which leads to

maintaining superiority in the

marketplace as shown by Edens

and Bell (2003) resulting in

understanding that Learning and

Development becoming the most

persistent way of increasing

productivity in an employee,

employees and organisation. Rana

(2000) affirmed that continuous

strategic development of

employees would become the

primary arms for organisations that

think global and act global.

48

Discussion

Of the respondents, 68 participants generally agreed that all staff benefit

from training with 34 expressing strong agreement and the others

expressing agreement. However, 9 expressed neither agreement nor

disagreement with 2 disagreeing and 1 in strong disagreement. This leads

to an average agreement of 4.2 among the respondents which helps

understand the notion that all staff benefits from training at ABCD Bank.

When analysing the data collected against the literature reviewed, it

confirms what Edens and Bell (2003) confirmed as learning and

development becoming the most persistent way of improving employee

productivity. Further, this is complimented by Rana (2000) with learning and

development as strategic tool for organisations to think global and act

global. In this setting, as ABCD is a global bank, it is right to say that

employees benefit from learning and development to act global in the

current markets.

34

34

92 1 Strongly Agree

Agree

Neither Agree norDisagree

Disagree

Strongly Disagree

49

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

Main Aim Understanding the relationship between training and individual output,

performance, organisational effectiveness and ABCD's output

Research Question Literature Rationale

At ABCD Bank, I feel there is a

direct relationship between

training and the overall output.

At ABCD Bank, I feel there is a

significant relationship between L

& D and my performance. At

At ABCD Bank, I feel there is a

strong influence from training on

organisational effectiveness. At

At ABCD Bank, I feel there is an

impact on overall ABCD

performance through training

Bohlander (2014) confirms that training’s

place in an organisational hierarchy is

that it should contribute positively to an

organisation’s goals and training in all it’s

forms should be created, designed and

delivered through an understanding of its

correlation to organisational performance

and profitability through building

capabilities in its people which would

ultimately help retain talent through

competitive advantage. Armstrong (2009,

p. 651) defines Learning and

Development as activities arranged in a

sequential logical order to help

employees acquire skills and knowledge

to perform to their best and achieve

organisational goals and objectives.

Further, Armstrong (2009) strengthens

his stance by adding that acquisition of

such skills help advance one’s own

career and also, help achieve

organisational goals in order for

successful acquisition of these skills,

organisations employ a learning and

development strategy. Research has

substantiated that learning and

50

development has a positive correlation to

an organisation’s performance and

profitability, employee turnover and

retaining talent by creating competitive

advantage as laid out by Bohlander and

Snell (2014, p.274).

Discussion

Of the respondents, 36, 35, 23 and 43 strongly agree that training has a

direct relationship between Bank's output, individual performance, org.

effectiveness and local organisational output respectively. Further, 35, 38, 42

and 36 agree to the above statements while 9,5, 15 and 1 neither agree nor

disagree to the statements. However, 2 respondents, disagree that training

does have an impact on personal output. The average agreements for the

variables are 4.3, 4.3, 4.1 and 4.5, which again shows a positive correlation

with training and them at ABCD Bank.

Through the analysis of results it can be confirmed that as Bohlander (2014)

stated training and development drives output, performance and profitability

of an organisation. As such, the results reaffirm that when training and

development is arranged in a logical and sequential manner, it helps

employees advance their careers, acquire skills and create competitive

36 35

9

0 0

3538

52

0

23

42

15

0 0

43

36

1 0 00

5

10

15

20

25

30

35

40

45

50

StronglyAgree

Agree NeitherAgree norDisagree

Disagree StronglyDisagree

Bank's Output

My Performance

Org. Effectiveness

ABCD Output

51

advantage (Armstrong, 2009).

52

4.1.7 Considering training as an investment towards individual, departmental and organisational success

Main Aim Understanding the training as an investment towards an individual's, dep.'s

and org. success

Research Question Literature Rationale

At ABCD Bank, I feel investment in

training is one of my key success

points.

At ABCD Bank, I feel investment in

training is one of my dept.'s key

success points.

At ABCD Bank, investment in

training is one of my org.'s key

success points

Lockwood (2006) further states that

as the role of HR leaders evolve into

Business Partners, their strategic

direction to HR Teams in

consultation with businesses,

business heads and markets, should

not only help source and acquire

talent but also, to develop and retain

them becomes a priority. Hogg and

Uren (2015) adds that talent

management is about transparency

and creating an environment that the

acquired talent thrives.

Discussion

Of the respondents, 20, 37 and 4 strongly agreed that training gives rise to

20

48

12

0 0

37 36

7

0 0

40

34

6

0 00

10

20

30

40

50

60

StronglyAgree

Agree NeitherAgree norDisagree

Disagree StronglyDisagree

My Succees

Dept. Success

Org. Success

53

individual success, dept. success and org. success. Moreover, 48, 36 and

34 agreed to the above notion respectively with 12, 7 and 6 neither agreed

nor disagreed. However, no respondents disagreed with the questions.

Therefore, the general average agreement amounts to 4.1, 4.3 and 4.4

respectively confirming the above.

This confirms that as Lockwood (2006) advises when HR strategically

alongs itself as business partners in consultation with business to develop

talent, it leads to individual, departmental and organisational success.

Moreover, this is further cemented by Hogg and Uren (2015) as they

creating an environment that helps talent thrive helps create success at all

organisational levels.

54

4.1.8 Considering appropriateness and adequacy of training received

Main Aim

Understanding the level of appropriateness and adequacy for training

Research Question Literature Rationale At ABCD Bank, I feel the level of

training I receive is appropriate.

At ABCD Bank, I feel the level of

training I receive is adequate.

Mulholland et al. (2003, p. 1) affirms

that continuous learning or

continuous talent development in

organisations should be appraised at

organisational and individual levels

as more the organisation strives

learn the more it makes itself

adaptable to the changes in the

environment in order to survive and

thrive and continue to remain

competitive. Scales (2010, p. 1)

states that organisations have the

need, now more than ever, to

reconsider and rethink their learning

strategies in order to realign skills

and competencies with talent in order

to create competitive advantage.

Discussion

34

44

20 0

3335

9

30

0

5

10

15

20

25

30

35

40

45

50

StronglyAgree

Agree NeitherAgree norDisagree

Disagree StronglyDisagree

Appropriacy

Adequacy

55

From the respondents, 34 and 44 strongly agreed and agreed to the

appropriateness of trianing received respectively while 33 and 35 agreed on

the same for adequacy. 2 and 9 respondents neither agreed nor disagreed

on the appropriateness and adequacy of the training while 3 disagreed that

training recieved is adequate. The average agreements for the variables

are 4.4 and 4.2 respectively giving rise to a healthy incline toward the notion

that the training recieved is appropriate and adequate.

Given the results that are analysed here, it is safe to assume that at ABCD

Bank, the training received is appropriate and adequate. This also

compliments what Mulholland et al (2003) affirms learning and development

to be considered as continuous learning instead of one-off training

interventions. Furthermore, Scales (2010) points out that organisations

should rethink their total HR and Learning Strategies for better business

results, which in this case seems evident.

56

4.1.9 Creating competitive advantage through employee value proposition, commitment and engagement.

Main Aim

Understanding how L & D creates value proposition, commitment and

engagement among staff to create competitive advantage

Research Question Literature Rationale

At ABCD Bank, I feel valued as an

employee due to my knowledge from

training.

At ABCD Bank, I feel I look forward

to each new training programme as it

helps me be ahead of my peers.

At ABCD Bank, I feel connected to

the organisation because of the

training is receive.

Scales (2010, p. 1) states that

organisations have the need, now

more than ever, to reconsider and

rethink their learning strategies in

order to realign skills and

competencies with talent in order to

create competitive advantage as

Capelli (2002, p. 103) confirms that

training employees make them feel

valued resulting in satisfaction and

reassures the notion of empowerment

in the employee’s mind to perform

better. Lockwood (2006) affirms that

with an ever-growing disparity among

the workforce demographics, the age

gaps, global supply chains and global

mobility, there is an increased need

for global companies to rethink their

talent management strategies in order

to harness the best potential from the

talent acquired and keep engagement

and commitment going. Competitive

advantage can be identified as

exploring core competencies what

would differentiate one (organisation

or individual) from another (Daft,

57

2012, pp. 213 - 215). Hogg and Uren

(2015) suggest that talent

management is about recognizing the

context of talent and creating a

shared vision with the businesses to

attract talent rather than to keep them

away.

Discussion The graph illustrates the view of respondents regarding the correlation

between the variables and creating competitive advantage. 43, 40 and 32

respondents (respectively) strongly agree that value proposition, commitment

and engagement among staff members are directly proportional in creating

competitive advantage. Similarly, 33, 24 and 41 respondents agree that there

is a correlation between the variables and creating competitive advantage.

02, 15 and 07 respondents respectively hold a neutral view regarding the

correlation between the variables and creating competitive advantage. 02

respondents disagreed that value proposition creates competitive advantage

while 01 respondent disagreed that Commitment creates competitive

advantage. No respondent disagreed that engagement creates competitive

advantage. Most importantly, none of the respondents strongly disagreed

about the supposed correlation between the variables and creating

competitive advantage.

43

33

2 20

40

24

15

1 0

32

41

7

0 00

5

10

15

20

25

30

35

40

45

50

StronglyAgree

Agree NeitherAgree norDisagree

Disagree StronglyDisagree

Value Proposition

Commitment

Engagement

58

The average agreements for the variables are 4.4, 4.2 and 4.3 respectively

confirming that learning and development creates value proposition,

commitment and engagement at ABCD Bank. In addition, this confirms t

Scale’s (2013) and Capelli’s (2002) statement that through successful

integration of learning into jobs create value proposition and also,

commitment for better performance and organisational loyalty. Moreover, this

reaffirms Lockwood’s (2006) notion that successful learning creates

engagement among employees and also, the organisation.

59

4.1.10 Learning and Development and career growth

Main Aim Understanding the relationship between training and growth

Research Question Literature Rationale At ABCD Bank, I feel that training will

open better growth opportunities for

me.

Capelli (2002, p. 103) describes as the

question the management asks on the

return of the investment of developing

talent. Capelli (2002, p. 103) believes

most organisations consider training

as an investment yielding great results

to the organisation and in turn help

employees grow. Scales (2010, p. 1)

states that organisations have the

need, now more than ever, to

reconsider and rethink their learning

strategies in order to realign skills and

competencies with talent in order to

create competitive advantage as

Capelli (2002, p. 103) confirms that

training employees make them feel

valued resulting in satisfaction and

reassures the notion of empowerment

in the employee’s mind to perform

better.

4525

10Strongly Agree

Agree

Neither Agree norDisagree

60

Discussion Of the respondents, 45 strongly agree that learning and development leads to

career growth with 25 agreeing to the statement. However, 10 neither agree

nor disagree that learning and development as a variable would lead to growth

opportunities. Moreover, the average agreement in among the respondents is

4.4 confirming that more than 75% of the respondents believe that learning and

development would lead to career growth.

The results here confirm and answer the question that Scales (2003) asks

about the return on investment. Most employees believe that learning and

development will help them achieve career and growth aspirations, which

would lead to the return on the investment. Employees who have grown in the

organisation will not only become valuable employees but also, connected who

in turn will give the organisation its returns as highlighted by Cappelli (2002).

4.2 Conclusion

Chapter 4 concludes with the analysis of findings using the questionnaires.

Moreover, it reviews the literature against the rationales they were used for

questioning.

61

Chapter 5 - Conclusion and Recommendations

5.0 Introduction

Saunders et al (2009) discussed the conclusion chapter as not only the

conclusion to results but also, a conclusion to the project. Therefore, the

researcher employs this chapter as a means of conveying the not only the

summation of results, project and also, any further recommendations for the

research.

5.1 Reviews of the research objectives

This study set out to determine the need for learning and development in

organisations. Moreover, the study aimed to understand the definition and

creation of sustainable competitive advantage through learning and

development in organisations. As such, it also provided the context to

understand the effectiveness of learning and development at ABCD Bank

Plc.’s Global Service Centre in Rajagiriya, Sri Lanka. Finally, the study

discussed learning and development as a key determinant to create

competitive advantage.

5.2 Key evidence presented in literature

5.2.1 Importance of Learning and Development

Armstrong (2009, p.651) advises as Learning and Development being

activities that are arranged to help employees aquire skills. Armstong (2009,

p.651) further advises that these activities need to be given importance to be

arranged in a sequential order to acquire skills in the right order as Bohlander

and Snell (2014) confirms there is a positive correlation between learning and

development and organisational and employee performance.

62

5.2.2 Learning and Development as its frequency.

Walton’s theory of (1999) Learning and Development as a series of processes

with individuals directed to acquire knowledge, skills and competencies for

better organisational performance. Abiodun (1999) adds to the above with

training being a systematic development of development of staff over time

(usually/ constantly) to do their jobs better with training taking place inside and

outside the organisation.

5.2.3 Need for on-the-job and off-the-job training.

Abiodun (1999) stated as training systematic development of staff with on the

job and off the job being necessary for development (Chand, 2015).

5.2.4 Training and Development to derive competitive advantage against internal and external peers.

A company’s total learning strategy has to go beyond just training to provide

competitive advantage as stated by Bersin (2013) as a means of giving the

cut above rest (internally and externally). Moreover, the same is confirmed by

Daft (2012) as learning and development provides ways of exploring core

competencies that would differentiate one from another.

5.2.5 Training and Development and Organisation Benefits

Edens and Bell (2003) confirmed that learning and development is becoming

the most persistent way of improving employee productivity. Rana (2000)

complimented with learning and development as a strategic tool for

organisations to think global and act global.

63

5.2.6 Relationship between training, individual output, organisational effectiveness and organisational output

Bohlander (2014) stated training and development drives output, performance

and profitability of an organisation. As such, the results reaffirm that when

training and development is arranged in a logical and sequential manner, it

helps employees advance their careers, acquire skills and create competitive

advantage (Armstrong, 2009).

5.2.7 Considering Training as an investment towards individual, departmental and organisational success.

Lockwood (2006) advises when HR strategically aligns itself as business

partners in consultation with business to develop talent, it leads to individual,

departmental and organisational success. Moreove, this is further cemented

by Hogg and Uren (2015) as they creating an environment that helps talent

thrive helps create success at all organisational levels.

5.2.8 Adequacy and appropriateness of training

Mulholland et al (2003) affirms learning and development to be considered as

continuous learning instead of one-off training interventions. Furthermore,

Scales (2010) points out that organisations should rethink their total HR and

Learning Strategies for better business results, which in this case seems

evident.

64

5.2.9 Creating value proposition, commitment and engagement among staff for competitive advantage.

Scale’s (2013) and Capelli’s (2002) statement that through successful

integration of learning into jobs create value proposition and also, commitment

for better performance and organisational loyalty. Lockwood’s (2006) notion

that successful learning creates engagement among employees and also, the

organisation.

5.2.10 Learning and Development and Career Growth

Scales (2003) asks about the return on investment. Employees who have

grown in the organisation will not only become valuable employees but also,

connected who in turn will give the organisation its returns as highlighted by

Cappelli (2002).

5.3 Key findings of the research

The study identified that at ABCD Bank Plc., the learning and development is

given due recognition. As such, a model of continuous learning is

implemented to bring forth the notion of competitive advantage to all staff.

Moreover, the research has also shown that almost all employees value the

appropriacy and effectiveness of their on-the-job and off-the-job trainings.

One of the major findings of the research was that staff believed that they are

cut above internal and external industry wide peers due to the training they

receive at ABCD Bank. This also strengthened the research finding that

training and development benefits all staff in that it leads to significant greater

individual, departmental and organisational performance and output.

65

Moreover, the research reported that most staff feels engaged with each other

and the organisation due to their learning interventions at ABCD Bank.

Further, this led the researcher to understand generally that commitment and

value proposition is created through learning and development. The

investigation of commitment, value proposition and commitment at ABCD

Bank, through learning and development has led to identify a critical research

aim: learning and development as a key determinant for competitive

advantage. The most obvious research finding which sums up research aim is

that almost all respondents believed that learning and development opened

better career opportunities for all staff comprehensively concluding that

learning and development provides competitive advantage for staff at ABCD

Bank.

5.4 Limitations of the research

Being limited to a huge majority of junior executive level respondents, the

study does not, at most, express the views of many respondents who are at

managerial level or above. This was due to the sample being random

convenient sample that the researcher found at his convenience during his

own training delivery sessions. Furthermore, another major limitation of the

study was the tenure of respondents in the organisation. As most of the

respondents were in the tenure range of 0 – 1 year, most of them were unable

to articulate the need for learning and development as more than just training.

As a result, most of the respondents might not fully comprehend how learning

and development would provide a return on investment in turn driving

competitive advantage in the organisation. Thirdly and finally, the scope of the

study was limited to, more often than not, certain personal biases of the

respondents and the inability to express abstract or concrete ideas given their

organisational tenure or communication challenges. Some of the respondents

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

organisation with an exaggerated level of enthusiasm to glorify the

organisation. Consequently, such biases would affect the quality of the

research when coupled with the fact that some respondents having

66

communication challenges which impeded the expression of abstract and

concrete ideas in the questionnaire.

5.5 Recommendations

Given the limited scope of the sample of respondents being restricted to 80, a

further study could explore the topic with the whole Global Service Centre

being able to respond to the questionnaire. This would give the space

required and solutions to the first two limitations above.

In addition to this, the study could be extended to the ABCD Group at large to

assess how the learning and development affects competitive advantage

along different business lines and other global functions of the group.

Finally, future research could also understand the scope of the study when

extended to the BPO/KPO industry at large locally and probably

internationally, across the South East Asia region where it provides a lucrative

business.

Action plans for the recommendations have been attached in the appendices.

5.6 Conclusion

Chapter 5 concludes with the understanding the learning and development as

a key determinant of the competitive advantage. This has been summarized

in the conclusion with an action plan for further research.

67

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List of Appendices 1. Project Timelines

74

2. High Impact Learning Model by Bersin

Level 1 - Incidental Training – Here training is looked through the eyes of

the management wherein managers take ownership of developing staff

through mentoring and coaching. However, throughout a sustained period of

training through the mentoring, the need for professional training emerges at

this stage once the manager is unable to support the learning needs of an

individual or individuals. While this type of training is very effective, it’s also

heavily dependent on the training skills of senior managers, which sometimes

might provide it own limitations and hence, the expressed need for

professional training.

Level 2 – Training and Development Excellence – Level 2 looks at the

need for professional trainers and their expertise in developing individuals.

Training is done through an initial training needs analysis where the training

department looks into work, the job, its deliverables, job aids and provide the

support and training required for develop individuals. This stage is also known

as the stage through which a corporate university is created.

Level 3 – Talent and Performance Improvement – Once an organisation

understands that learning is much more than simply “training” employees, it

tries to amalgamate all its learning programmes (leadership, functional,

technical etc.) against a set matrix of the organisation’s talent strategy to

make sense of the learning. However, after a period of time, organisations

realise that some softer and richer specialised skills are developed over time

and through experience. Hence at this stage, the learning is collaborated with

the idea of development by aligning learning closely to the talent management

strategy.’

Level 4 – Organizational Capability – Level 4 focuses on bridging formal

and informal tools of learning to one in order to improve capabilities. Here an

organisaion is expected to focus on audiences and their profiles than jobs and

skills, as it’s the audience’s capabilities that are being built and developed.

75

Knowledge sharing is of paramount importance at this stage in order for

capabilities to improve among individuals.

76

3. Action Plan for Recommendation

Area Course of Action Timeline

Centre wide survey Random L & D survey to be carried out

Every 3 -6 months

Group wide survey

Apply survey as a series of question in ABCD Bank's Global People Survey

Annually

Regional Survey across industry

During the SLASSCOM and SHRM Awards

Annually

77

4. Pilot Survey and Questionnaire Forms (Attached overleaf)

78

5. Literature Rationale for Questionnaire

Question I feel L & D is given due recognition

Rationale Understanding the importance of L & D

Literature Review

Research has substantiated that learning and

development has a positive correlation to an

organisation’s performance and profitability, employee

turnover and retaining talent by creating competitive

advantage as laid out by Bohlander and Snell (2014,

p.274). Armstrong (2009, p. 651) defines Learning

and Development as activities arranged in a sequential

logical order to help employees acquire skills and

knowledge to perform to their best and achieve

organisational goals and objectives.

Question

I feel staff are usually/constantly sent for L & D

programmes

Rationale Understanding the frequency of L & D

Literature Review

Walton (1999) explains involves the introduction,

elimination, modification and direction of processes

and its individuals with knowledge, skills and

competences to undertake and achieve current or

future organisational tasks and goals. Abiodun (1999)

views training as a systematic development of people

in an endeavor to acquire knowledge, skills and

abilities to perform their jobs better and training would

often take place within and outside an organisation.

Question I feel that training methods are effective: on the job

Rationale Understanding the need for L & D

Literature Review

Abiodun (1999) views training as a systematic

development of people in an endeavor to acquire

knowledge, skills and abilities to perform their jobs

better and training would often take place within and

outside an organisation. . As such, Chand (2015)

expresses the need for on the job and off the job

79

trainings such as mentoring and fieldwork exercises

being critical to training and developing staff.

Question I feel that training methods are effective: off the job

Rationale Understanding the need for L & D

Literature Review

Abiodun (1999) views training as a systematic

development of people in an endeavor to acquire

knowledge, skills and abilities to perform their jobs

better and training would often take place within and

outside an organisation. . As such, Chand (2015)

expresses the need for on the job and off the job

trainings such as mentoring and fieldwork exercises

being critical to training and developing staff.

Question

I feel training helps me perform better when compared

to my internal peers

Rationale

Understanding the effect of training and internal

competitive advantage

Literature Review

Bersin (2013) confirms that given the current economic

climate and tough marketplace that companies

compete, it’s a company’s total learning strategy that

matters to give rise to competitive advantage that

makes it cut above the rest. Bersin (2013) further

elaborates that what most companies envision as

learning and development is “a strategy to drive

innovation” to stay ahead of the game or in other

words, competitive advantage and people with

capability.

Question

I feel training helps me perform better when compared

to my external peers

Rationale

Understanding the effect of training and external

competitive advantage

80

Literature Review

Bersin (2013) confirms that given the current economic

climate and tough marketplace that companies

compete, it’s a company’s total learning strategy that

matters to give rise to competitive advantage that

makes it cut above the rest. Bersin (2013) further

elaborates that what most companies envision as

learning and development is “a strategy to drive

innovation” to stay ahead of the game or in other

words, competitive advantage and people with

capability.

Question I feel all staff benefit from training

Rationale Connection of training and it's organisation benefit

Literature Review

The organisational learning and its effectiveness adds

up to finite elements such as enhancing employee

skills and knowledge and productivity and efficiency

increments which leads to maintaining superiority in

the marketplace as shown by Edens and Bell (2003)

resulting in understanding that Learning and

Development becoming the most persistent way of

increasing productivity in an employee, employees and

and organisation.

Question I feel the bank’s output is maximized by training

Rationale

Understanding the results of training and the

organisations output

Literature Review

Bohlander (2014) confirms the above stating that

training’s place in an organisational hierarchy is that it

should contribute positively to an organisation’s goals

and training in all it’s forms should be created,

designed and delivered through an understanding of

its correlation to organisational performance and

profitability through building capabilities in its people

which would ultimately help retain talent through

competitive advantage. Further, Armstrong (2009)

81

strengthens his stance by adding that acquisition of

such skills help advance one’s own career and also,

help achieve organisational goals in order for

successful acquisition of these skills, organisations

employ a learning and development strategy.

Research has substantiated that learning and

development has a positive correlation to an

organisation’s performance and profitability, employee

turnover and retaining talent by creating competitive

advantage as laid out by Bohlander and Snell (2014,

p.274).

Question

I feel there is a direct relationship between training and

the overall output

Rationale

Understanding the relationship between training and

overall output

Literature Review

Bohlander (2014) confirms the above stating that

training’s place in an organisational hierarchy is that it

should contribute positively to an organisation’s goals

and training in all it’s forms should be created,

designed and delivered through an understanding of

its correlation to organisational performance and

profitability through building capabilities in its people

which would ultimately help retain talent through

competitive advantage. Further, Armstrong (2009)

strengthens his stance by adding that acquisition of

such skills help advance one’s own career and also,

help achieve organisational goals in order for

successful acquisition of these skills, organisations

employ a learning and development strategy.

Research has substantiated that learning and

development has a positive correlation to an

organisation’s performance and profitability, employee

turnover and retaining talent by creating competitive

82

advantage as laid out by Bohlander and Snell (2014,

p.274).

Question

I feel there is a significant relationship between L & D

and my performance

Rationale

Understanding the relationship between training and

individual performance

Literature Review

Bohlander (2014) confirms the above stating that

training’s place in an organisational hierarchy is that it

should contribute positively to an organisation’s goals

and training in all it’s forms should be created,

designed and delivered through an understanding of

its correlation to organisational performance and

profitability through building capabilities in its people

which would ultimately help retain talent through

competitive advantage. Further, Armstrong (2009)

strengthens his stance by adding that acquisition of

such skills help advance one’s own career and also,

help achieve organisational goals in order for

successful acquisition of these skills, organisations

employ a learning and development strategy.

Research has substantiated that learning and

development has a positive correlation to an

organisation’s performance and profitability, employee

turnover and retaining talent by creating competitive

advantage as laid out by Bohlander and Snell (2014,

p.274).

Question

I feel there is a strong influence from training on

organisational effectiveness

83

Rationale Understanding the need for L & D

Literature Review

Armstrong (2009, p. 651) defines Learning and

Development as activities arranged in a sequential

logical order to help employees acquire skills and

knowledge to perform to their best and achieve

organisational goals and objectives. Further,

Armstrong (2009) strengthens his stance by adding

that acquisition of such skills help advance one’s own

career and also, help achieve organisational goals in

order for successful acquisition of these skills,

organisations employ a learning and development

strategy.

Question

I feel there is an impact on overall ABCD performance

through training

Rationale

Understand effect of L & D on organisational

performnce

Literature Review

Research has substantiated that learning and

development has a positive correlation to an

organisation’s performance and profitability, employee

turnover and retaining talent by creating competitive

advantage as laid out by Bohlander and Snell (2014,

p.274).

Question

I feel investment in training is one of my key success

points

Rationale

Understanding the relationship between L & D and

individual success

Literature Review

Lockwood (2006) further states that as the role of HR

leaders evolve into Business Partners, their strategic

direction to HR Teams in consultation with businesses,

business heads and markets, should not only help

source and acquire talent but also, to develop and

retain them becomes a priority. Hogg and Uren (2015)

adds that talent management is about transparency

84

and creating an environment that the acquired talent

thrives.

Question

I feel investment in training is one of my dept.’s key

success points

Rationale

Understanding the relationship between L & D and

departmental success

Literature Review

Lockwood (2006) further states that as the role of HR

leaders evolve into Business Partners, their strategic

direction to HR Teams in consultation with businesses,

business heads and markets, should not only help

source and acquire talent but also, to develop and

retain them becomes a priority. Hogg and Uren (2015)

adds that talent management is about transparency

and creating an environment that the acquired talent

thrives.

Question

I feel investment in training is one of my organisation’s

key success points

Rationale

Understanding the relationship between L & D and

organisational success

Literature Review

Lockwood (2006) further states that as the role of HR

leaders evolve into Business Partners, their strategic

direction to HR Teams in consultation with businesses,

business heads and markets, should not only help

source and acquire talent but also, to develop and

retain them becomes a priority. Hogg and Uren (2015)

adds that talent management is about transparency

and creating an environment that the acquired talent

thrives.

85

Question I feel the level of training I receive is adequate

Rationale

Understanding the connection between level of training

and engagement

Literature Review

Mulholland et al. (2003, p. 1) affirms that continuous

learning or continuous talent development in

organisations should be appraised at organisational

and individual levels as more the organisation strives

learn the more it makes itself adaptable to the changes

in the environment in order to survive and thrive and

continue to remain competitive. Scales (2010, p. 1)

states that organisations have the need, now more

than ever, to reconsider and rethink their learning

strategies in order to realign skills and competencies

with talent in order to create competitive advantage.

Question I feel the level of training I receive is appropriate

Rationale

Understanding the connection between level of training

and engagement

Literature Review

Mulholland et al. (2003, p. 1) affirms that continuous

learning or continuous talent development in

organisations should be appraised at organisational

and individual levels as more the organisation strives

learn the more it makes itself adaptable to the changes

in the environment in order to survive and thrive and

continue to remain competitive. Scales (2010, p. 1)

states that organisations have the need, now more

than ever, to reconsider and rethink their learning

strategies in order to realign skills and competencies

with talent in order to create competitive advantage.

Question

I feel valued as an employee due to my knowledge

from training

Rationale

Understanding how training create employee value

proposition

86

Literature Review Scales (2010, p. 1) states that organisations have the

need, now more than ever, to reconsider and rethink

their learning strategies in order to realign skills and

competencies with talent in order to create competitive

advantage as Capelli (2002, p. 103) confirms that

training employees make them feel valued resulting in

satisfaction and reassures the notion of empowerment

in the employee’s mind to perform better

Question

I feel I look forward to each new training programme

as it helps me be ahead of my peers

Rationale

Understanding commitment with competitive

advantage

Literature Review

Lockwood (2006) affirms that with an ever-growing

disparity among the workforce demographics, the age

gaps, global supply chains and global mobility, there is

an increased need for global companies to rethink their

talent management strategies in order to harness the

best potential from the talent acquired and keep

engagement and commitment going. Competitive

advantage can be identified as exploring core

competencies what would differentiate one

(organisation or individual) from another (Daft, 2012,

pp. 213 - 215).

Question

I feel connected to the organisation because of the

training is receive

Rationale

Understanding the relationship between L & D and

engagement to the org.

87

Literature Review

Hogg and Uren (2015) suggest that talent

management is about recognizing the context of talent

and creating a shared vision with the businesses to

attract talent rather than to keep them away. Lockwood

(2006) affirms that with an ever-growing disparity

among the workforce demographics, the age gaps,

global supply chains and global mobility, there is an

increased need for global companies to rethink their

talent management strategies in order to harness the

best potential from the talent acquired and keep

engagement and commitment going.

Question

I feel that training will open better growth opportunities

for me

Rationale

Understand the relationship between training and

growth

Literature Review

Capelli (2002, p. 103) describes as the question the

management asks on the return of the investment of

developing talent. Capelli (2002, p. 103) believes most

organisations consider training as an investment

yielding great results to the organisation and in turn

help employees grow. Scales (2010, p. 1) states that

organisations have the need, now more than ever, to

reconsider and rethink their learning strategies in order

to realign skills and competencies with talent in order

to create competitive advantage as Capelli (2002, p.

103) confirms that training employees make them feel

valued resulting in satisfaction and reassures the

notion of empowerment in the employee’s mind to

perform better.