Learning and Development

1.0 INTRODUCTION

Learning is at the heart of every organisation and as stated by Sadler-Smith (2006) “Learning has the power to enable individuals and organisations to fulfil their personal and collective goals and ambitions”.

Learning and Development (L&D) has been formerly identified by several names including, employee development, human resource development and commonly, ‘Training and Development.’ Previously and typically this was instructor led and classroom based training, with focus designed around the trainer (input). This however was revisited and endlessly debated as stated by Harrison (2005) during 1999 and 2000 when the Chartered Institute of Personnel and Development (CIPD) conducted a country-wide consultation process to review the professional standards it had first introduced in 1996. Harrison further indicated that many titles were rejected until only one was left, that is, Learning and Development.

Similarly Clifford and Thorpe (2007) states that L&D is a term that is now widely used because the focus has shifted from the person delivering the training, to the learner and the impact of learning upon their performance. No longer placing great prominence on the trainer, however this learner-centered design places great emphasis on the learner (output/outcome).

Therefore, Learning and Development can be described as an organisational process to aid the development of knowledge and the achievement of organisational and individual goals. It involves the collaborative stimulation and facilitation of learning and developmental processes, initiatives and relationships in ways that respect and build on human diversity in the workplace (Harrison, 2005).

Equally, as defined by Sadler-Smith (2006) “Learning and Development is concerned with how individuals (either singly or as groups) acquire (in the sense of getting something that

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