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Best Practices to Improve Employee Retention at XY University through the use of Online
Learning, Training and Career Development Opportunities.
Sherma Lawrie
Master of Distance Education- Capstone Project
OMDE 670-9040
University of Maryland University College
Abstract
The learning and development (L&D) project explores and analyzes theoretical and
qualitative data of how successful and existing online learning, training, and career development
programs can help retain employees in the distance education (DE) sector. These strategies can
also support employee retention at my place of employment, XY University. The case study will
focus on an employee engagement survey that twenty-seven past and present employees within
the Student Recruitment (SR) Department participated in to get feedback. This study is intended
to examine the efficacy and the importance of providing training and development programs in a
DE workplace setting. These types of programs can impact the retention of employees within
SR. Also, the best practices needed to improve the L& D needs in the DE working environment
by maximizing employees skills and full potential. After conducting this study, the employee
feedback, and its findings, there is a need to improve L&D at XY University. The
implementation of the online L&D programs, and computer assisted training modules align well
with employees needs to assist them in the workplace. The trainings consist of career
development and professional skill building such as leadership skills, management, and
interpersonal skills. Once these trainings are fully implemented they will be proven successful,
and start meeting either the employee short term or long term goals. To help maintain employee
retention within the SR department this initiative can potentially be exposed to all departments
within XY University.
Introduction
Online learning, training and career development in the workplace is becoming
increasingly important in todays society because of the technological and knowledge age we
live in. Online learning provides learners with the benefits of acquiring knowledge and skills
through experience, study, and by being taught in a classroom. This learning method is controlled
by a computer network, Internet, and the World Wide Web (Oxford University Press, 2016b).
The training is the action of teaching a person a new skill (Oxford University Press, 2016a, b,
and c). Career development refers to a lifelong learning and is a self-initiated procedure with
support from, and resources provided by the organization. The supervisors and managers should
help employees transition and move toward to a personally determined and evolving preferred
future (About careers, 2016; Berkeley University, 2016). In order for online programs to become
effective in the workplace it must add value to an individual and its organization. By adding both
individual and organizational value in the workplace this helps with eliminating issues such as
globalization, consistency, employee weaknesses, skills, and performance. Online learning
encourages continuous learning via e-learning methods, professional development, and skill
enhancement for employees. Online L&D also develops and promotes a global community for
collaboration and enterprise learning. It also encourages employee engagement, promotion,
motivation, and empowerment. In addition to help retain and utilize employees and to minimize
short-term turnover.
The Association for Talent Developments (ATD) 2014 State of the Industry report
stated, employee training and spending effectively on training must remain a priority (Miller,
2014, para.1). Based on Millers insight employee training is a must and both time and money
should be spent on successfully training employees. According to Wentworth (2014), the Senior
Learning Analyst, and Mobile Lombardi, VP and Workforce Management Practice at the
Brandon Hall Group also stated that, organizations that do not adjust their learning management
practices and solutions will struggle with growth and productivity (para.1). Wentworth
finds if employers do not enhance training and learning solutions then employees will not
perform to their fullest potential. Based on these findings from Brandon Hall Group (2014),
L&D Benchmarking Study, one-third of the existing businesses are expanding their budgets to
improve L&D, ten percent are investing in mobile learning and its solutions, fifty- nine percent
are investing in social learning activities, and forty-one percent describe their culture as
Controlling (para.3). According to the statistics, companies are investing more time and
money on the development of their employees. However, in the United States organizations
spent $164.2 billion in L&D (ATD Staff, 2013), and in 2013, organizations spent at least
$1208 per employee on training and development (Miller, 2014, para. 2). According to Bersin
(2014), the article title spending on corporate training soars employee capabilities this is now a
major priority and this growth is illustrated in figure 1 in the appendix section (para.1).
XY Universitys mission is to help develop adult learners skills and their lives while
functioning as a renowned leader in the field of a career and relevant education and accepting
change and innovation (XY University, 2016). However, XY Universitys human resource (HR)
business model lacks these similar benefits for its staff and administrative employees in specific
areas related to online learning, training, and career development within the organization at large.
The case study will be used to enhance practice and performance in DE and training. It will also
provide employees with a rigorous and standardized performance coaching, mentoring,
onboarding, and development opportunities. Today, the SR department which includes its leaders
and upper management are focusing on a HR model initiative and new business model that will
impact the lives and career growth of the admissions counselors, lead admissions counselors,
admissions processors and or academic program specialists, assistant directors, directors,
assistant vice president, vice president and the organization as a whole.
During this new initiative some aspects such as HR performance management, employee
engagement, recognition and reward and training and development are the primary focus
according to discussions and presentations made at the SR All Hands Staff Meeting on March 1st,
2016 and more information can be found in figure 2 in the appendix section. This initiative
proves that XY University and its leaders in the SR department realized the need to improve
people management. Based on the Stages of L&D Capability and Maturity (2013) and the people
management illustration found in figure 3 and explanation found in figures 4 and 5 in the
appendix section, this department is in between stages 1 & 2. However, as part of the
departments short-term and long term goals, employee input, HR policies, and the qualitative
data and findings from this research will help align the new business model with benchmarking
HR practices at Best in Class Organizations vs. XY University.
Research Topic
The research topic focuses on online learning, training and career development support
programs. How can these strategies help retain employees in distance education?
Research Question(s)
Two of the major research questions that will be examined include the following: how
can online learning and training be used to improve career development programs within the DE
sector? How can online career development programs support employee retention at my place of
employment (XY University)?
Audience
The goal is to add value and knowledge in the field of distance education. Therefore, my
institution, leaders and managers at similar institutions and other researchers will benefit from
my findings.
Literature Review
History, Background & New Era
Universities, such as XY University, have a primary function to deliver both
undergraduate and post-graduate programs. They also have a role to generate new knowledge via
research and to also serve as a safe environment for academic staff and other employees who
function within this workspace (Jamieson, 2004). According to Peter Jamiesons article,
historically, universities, in their role as employer, have a poor record in providing professional
development programs for their employees and, especially academics, many of whom have no
formal qualification in education (Jamieson, 2004, p.21). The author states universities must do
a better job in promoting professional development programs. With the massive shift and
competitive changes in education, DE institutions are becoming more relevant and are one of the
preferred teaching and learning methods because of its convenience and flexibility (ClevelandInnes & Garrison, 2010). Despite the many benefits of DE institutions, these organizations must
constantly lead through effective and constant changes, increasing support and communication,
learning and teaching theories and online technologies to be successful and to also survive
(Kotter, 2012).
As part of the twenty-first century approach, according to Harasim (2012) many DE
institutions are relying on a number of learning theories. The theories consist of connectivism,
constructivism, community of inquiry and career development. The other teaching and learning
methods and practices include asynchronous and synchronous, competency model, competency
based learning approach, community driven approach, community of practices, formal and
informal learning and stages of L&D capability and maturity. These systemic approaches and
strategies are needed to help evolve lifelong learning opportunities for twenty-first century
success. Each of these areas of social science will help to bridge the gap of online learning,
training, and career development in the workplace; especially DE institutions and universities
such as XY University.
Retaining and Utilizing Skilled Employees
The influences of rapid technological change, globalization, and having to find new
production methods within the late twentieth to the twenty-first century, have led to constant
changes. These new demands encourage employers to provide the necessary tools for employees
to revise and reshape their skills and to become lifelong learners (Bain & Bond, 2000; Russell,
Menassa, & McCloskey, 2014). According to Smith, Oczkowski & Smith (2008), being unable to
hire individuals who have the appropriate skillsets wastes time and money within the institution.
Investing money on employees L&D significantly impacts the production of the company,
hindering the country and global economy. Another major concern employers face is managing
and stabilizing employees talents. While this study analyzes the retention of staff and the
utilization its focus on the HR role and management practices such as training and work
performances that promotes an effective and high end results and work systems philosophies is
also discussed. It is used to allow employers to retain and utilize the skills of their staff. The
report finds the presence of an active learning orientation in an organization can help maximize
utilization of skills and long-term retention and reducing short-term turnover (Smith, Oczkowski
& Smith, 2008).
People tend to remain with an organization as long as they feel as though they are
learning and advancing within the organization and in their careers. Retaining and utilizing
skilled employees are not necessarily improved through strategies such as increasing wages,
adopting family-friendly working policies, and the use of non-monetary rewards (Smith,
Oczkowski & Smith, 2008, p.5). According to the researchers, incentives are not the best
practice to retain employees in the workplace. According to Smith, Oczkowski & Smith (2008)
these things help make people feel satisfied, but they are not sufficient to retain skilled people in
a competitive job market (p.5). The researches indicates, though incentives are great in the
moment, it may not satisfy long-term needs; the need to improve productivity which increases
wealth within the corporation. What really enables the retention of employees is the application
of high-performance work practices such as a commitment to learning, open-mindedness and
shared vision" and the prioritization of human resource development to enable a competitive
advantage and effort that attract develop and retain talent via recruitment and selection
opportunities (Smith, Oczkowski & Smith, 2008, p.5; Holland, Sheehan, & De Cieri, 2007). The
researchers suggest allowing employees input in the decision making process helps retain
employees and improves productivity. Adopting a more widespread of these practices would
benefit both the employers and workers (Smith, Oczkowski & Smith, 2008, p.5). Also, having
training as part of an overall learning culture, particularly nationally recognized training is also
important in retaining skilled people and making better use of their skills (Smith, Oczkowski &
Smith, 2008, p.5). The researchers state companies who adopt effective training that can be used
globally will help with the longevity of employees staying with the company. If employees are
provided with a training that allows them to utilize their skills inside and outside of the company
they will become more marketable and learn to value their experience as an employee.
Employee turnover
High employee turnover is a major issue employers face on a daily basis. It is quite
expensive to recruit, interview and train new employees, not to mention that these employees
may be less adept at their jobs than the experienced workers they are replacing (Gomez, 2014,
para.1). With the constant growth of the economy, globalization and the increase in the job
market and career opportunities, employees are open to more options and employee retention is
becoming more challenging. However, organizations today must examine new methods to help
with the people management through the use of career development programs; to help address
these concerns and to help reduce employee turnover especially within the DE sector. Online
learning, training and career development in the workplace is very important in any DE
institution and it helps with achieving business missions, goals, and objectives and adds value to
employee and organizational performance (Rosenberg, 2006). According to Kennett (2013), the
three training and development that had positive consequences towards employee turnover were
labeled as individual, team and organizational development (p. 112). Therefore, it is important
to examine how the L&D Capability and Maturity can be moved from its current stage of in
between stages 1 & 2, by filling the gap and meeting the departmental needs required for stage 4.
Needs Analysis of SR Department
The SR department and the leadership team, currently offers tuition remission for its
employees. Employees are afforded an application fee waiver and completing a maximum of
eight semester credit hours towards any undergraduate and post-graduate programs of their
choice, as long as they are employed with the organization. Contracted employees however, are
limited to taking these eight semester credit hours only at XY University while other regular
employees have the choice of attending one of the alliance schools of choice within the agreed
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schools. In the past two years onboarding training was created and developed and is a process by
which new employees acquire skills, knowledge, and behaviors that is necessary to become
effective contributors to the SR department as well as the organization.
While new hires go through the onboarding training process, which is extended for
approximately a two week period, at the end of this training they receive a certificate of
completion and is paired with a mentor during this new hire phase to be able to obtain additional
information, feedback and coaching from their mentors. As for the existing employees, who have
never had mentoring or onboarding experiences as new hires, these employees in addition to new
employees go through a series of continuous learning and training predominantly provided via
face- to-face communication which include sales, prior learning, financial aid, personally
identifiable information, corporate alliance and partnership, program changes, and new
implementations. Employees are often provided with feedback and performance coaching on a
daily, weekly, and monthly basis. Although, these types of L&D training and opportunities are
beneficial to the average employee towards their short-term goals it may not be as beneficial
towards their long-term goals and aspirations. Therefore, some of these existing L&D programs
can be provided via an online component, in addition to the other employee needs and
development opportunities listed below:
Management
Leadership development
Supervisory development
Professional development
Career development
Staff
Career development
Professional development
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development
American University- http://www.american.edu/training/Profdev/
University of Georgia- http://www.hr.uga.edu/training
Duke University- https://www.hr.duke.edu/training/workshops/
After examining each of these institutions and the types of L&D opportunities offered to
their employees, the University of Georgia, Harvard University, Cordell University, and Duke
University were the most appealing and the websites were relatively easy to navigate. Each
institution promoted career knowledge and enhancement for their employees. However, the
University of Georgias training and development is the type of online learning programs XY
University needs. It offers leadership development, certificate programs, and e-learning
opportunities. Organizational development, new employee onboarding, performance excellence,
business processes, flexible work, compensation, and other employee benefits listed on the other
websites are ideas XY University should consider when constructing their own website.
Theoretical Suggestions and Important Terms
Career Motivation
Van Rijn, Yang & Sanders (2013) suggests that for employee career motivation and their
self- construal on their engagement to occur, three informal workplace learning activities
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must be in effect which include: keeping up-to-date, asking supervisors for feedback and
knowledge sharing opportunities (p.610).
Course Development
Booth, Carroll, Papaioannaou, Sutton, & Wong (2009), in their findings and results from
a systemic review of twenty nine references believed that peer communication, flexibility,
support, knowledge validation and course presentation and design are key for a DE and online
learning course to be successful (p.4). These authors also discussed other valuable frameworks
needed for ongoing course development.
Community of Practice (COP)
Land, Draper, Ma Z, Hsieh, Smith & Jordan (2009), in their article stated that current
approaches to workplace learning, emphasizes the importance of designing a knowledge-based
COP to achieve both formal and informal learning and knowledge acquisition (p.23). Land,
Draper, Ma Z, Hsieh, Smith & Jordan also argues that the online community showed evidence
of both individual and collective knowledge building within areas such as interaction and
improvement of ideas, connectivity towards workplace knowledge and practices and
adopting and building on ideas from peers (Land, Draper, Ma Z, Hsieh, Smith & Jordan, 2009,
p.23) There was also a significant growth in scores and assessment of workplace customer
service of those individuals who participated in the online community of practice (Land, Draper,
Ma Z, Hsieh, Smith & Jordan, 2009).
Constructivism and Constructionism
Based on an educational research and employer survey the results revealed, that the
skills gap in the United States spans across the areas such as academic foundation, industry
qualifications. technological competencies higher-order cognitive skills, and behavioral skills
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and values (Mays, 2015, p.4). Constructivist and constructionist learning theory often
strengthen a learners analytic skills, creativity, perseverance, ethics, and behavioral workplace
competencies and to accomplish this goal, the whole person, knowledge structures,
strategically prepared learning environments, the L&D instructor or facilitator serves as the
expert and provides experiential learning, social interaction, collaborative learning and
reflection (Mays, 2015, p.4).
Learner Support
Authors and theorists such as Smith & Drago (2004); MacDonald, Bullen, & Kozak
(2010); Joo, Lim, & Park (2011) discusses the importance of learner support for DE learners and
conclude these findings through qualitative research project, online surveys and research.
Learning and Career Development: MOOCs, Competency-Based learning Approach &
Social Media
Professional development helps people with increasing their skills and competence.
According to Olsson (2016), open courses such as massive open online courses (MOOCS) can
serve as a professional development and because of the openness it does bring individuals
together from various organizations and it promotes collaboration, flexibility and networking.
However, as part of career development with e-learning teaching and learning strategy, there is a
need for a competency based learning approach whenever the goal is to train these individuals in
relation to the careers (Bastiaens & Stijnen, 2008). Whenever employees learn in the workplace,
this has to be transferred to the future jobs; therefore learners must be tested and graded to obtain
industry certifications.
According to Leino, Tanhua-Piiroinen & Sommers- Piiroinen (2012), these authors used
an ethnography-based approach to examine five continuous professional development pilot
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trainings and learning programs which occurred at the workplace through the use of wikis, blogs,
forums, chats, and video conferencing. The article stated that learners benefited from interaction,
peer support, abundant and instant feedback offered by synchronous communication (Leino,
Tanhua-Piiroinen & Sommers- Piiroinen, 2012). Asynchronous features became tedious and
were deemed as chores and the interactive learning culture failed to grow (Leino, TanhuaPiiroinen & Sommers- Piiroinen, 2012, p. 18). The social media approach is important. The
teacher-centered learning and conventional learning culture was the preferred method in leading
and teaching leaners (Leino, Tanhua-Piiroinen & Sommers- Piiroinen, 2012).
Interpersonal Interaction and Social Presence
Based on a qualitative case study performed to examine how an interpersonal interaction
may or may not have benefited its participants in an online development course, the findings
promoted the participants:
Valued sharing specific case-based knowledge and professional socialization with others
in similar fields
Learners seek online courses for the purpose of intellectual and interpersonal
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learning environment.
Training materials should be accessible to all media outlets.
The ADDIE model (analysis, design, development or production, implementation and
evaluation) is highly recommended in the training environment.
Workplace Training
Professional training and development may be relevant to employees needs for career
development and life-long learning, but the findings suggest that these programs will fail if the
organizations do not tackle specific problems to help improve their learners needs (Dirani, 2004).
The organization should not use generic ideas into a specific workplace setting or environment
(Dirani, 2004).
Partnerships
Lynch & James (2012) outlines the success of online learning in the workplace and the
importance of corporate partners through Open Universities Australia. Their findings and
experimentation can help XY University develop the best practice of online workplace learning.
Through the HR initiatives partnering with a corporate program to help employees develop their
skills and pursue relevant interests through tertiary studies. However, companies must consider
working with the right training and learning providers that best fits the organizational and
individual needs (Wentworth, 2014).
Mobile and Adaptive Learning
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Wentworth (2014) suggest, that organizations must consider going mobile, consider adaptive
learning, use of social media tools, and align with business objectives and to measure
effectiveness.
Methodology
Data gathering and feedback were primarily conducted anonymously. An employee
engagement survey was performed via an online method created by Google Docs in hopes of
protecting employee privacy. In addition, online reviews and feedback were collected from the
website Glassdoor, which is used as a job and recruiting site. The importance was to effectively
understand the employees needs in the SR department at XY University and how best these
needs could be satisfied for the existing L&D methods to be improved. In addition to also answer
the following research questions:
How can online learning and training be used to improve career development
An extensive research and literature review in both personal and professional interviews were
conducted to solidify the study. In hopes of addressing the research questions and current issues
within the SR department at XY University in relation to online learning, training and career
development opportunities, and employee needs. Based on the personal experience of working
within this department since March 25th, 2013, a phenomenology approach, employee feedback
and the use of applied research was used as the primary method of the data collecting process.
These included the following processes:
Pre-task questionnaire: prior knowledge, personal motivation and experience in the field.
Self, peer, group and workplace observation/discussion: facial expression and body
language.
Interview sample: feedback from upper management and staff.
Analysis, review and utilization of existing data, statistics and scholarly articles.
Survey: use of survey via Google Docs to help with privacy of present and past
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employees. Below in the appendix section in figures 6, 7 and 8 are illustrations and three
employee survey samples of questions and responses from management, current
employees and those who no longer work within the SR department was addressed.
Analysis, Suggestions and Recommendations for the SR department at XY University
Challenges & Issues Analysis
Many theories or theorists support L&D. One of the major challenges and issues to
consider for this research paper is creating a training and career development plan which will
meet the employees needs at XY University; and an appropriate budget that the stakeholders
will agree upon. However, this is a work in progress and needs to be included and addressed in
the later stages of the HR Business Model and New Initiative since this is not a part of the
current research process. Another challenge that was encountered while conducting this actual
research occurred during the methodology stage. Although current employees with the SR
department were advised that the survey was anonymous, many were still very hesitant to
participate because they were fearful of being reprimanded. Employees were constantly assured
during the process that their honest opinion was necessary and that the survey acted as a course
and potentially a correction mechanism for improving the department.
Survey Analysis
While observing and conducting interviews it was mentioned that there were two cliques
of individuals in the department based on employee status and titles that included the staff
employee as one clique and management as the other clique. It is suggested by staff employees
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that management showed favoritism by delegating the same employees to complete assigned
projects and these favored employees were very reluctant to participant in the survey and to
provide their honest feedback. Regardless of this issue and based on the three categories
examined, their responses were as follows and the similarities and differences are illustrated:
Sample 1: Current staff employees: Admissions processors, Admissions Counselors and Lead
Admissions Counselors (17 responses).
Sample 2: Management: Assistant Director, Director (3 responses).
Sample 3: Employees who work outside of the SR department (7 responses).
Data illustration 1:
Sample 1
Duration of time worked
within the SR department?
The majority, consisting of 7
out of 17 employees (41.2%)
worked 6 months to a year.
17.6% (3 out of 17)
employees worked less
than 3 months.
17.6% (2 out of 17)
employees worked 2 to
3 years.
Sample 2
Sample 3
Data illustration 2:
Sample 1
Sample 2
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Somewhat dissatisfied
Somewhat satisfied
Neither satisfied nor
dissatisfied
Very well
Somewhat well
Not so well
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21
22
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tenured employees
Data illustration 3:
Sample 3
Reasons for leaving?
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Glassdoor Analysis
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According to Glassdoor (2016), some of the important reviews listed online mentioned
that the working environment is set up as call center and that upper management showed
favoritism amongst employees. Other cons mentioned were:
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According to the University of North Carolina (UNC) (2016), employees and the
leadership team within SR department at XY University should be encouraged to pursue
opportunities for learning and professional growth and to draw on the institutions own
intellectual resources as well as external sources in seeking those opportunities (para.2).
This type of working atmosphere and setting is important to employee morale and
Managers must familiarize themselves with the opportunities that exist and to be
knowledgeable about what the university and the HR department have to offer its
employees.
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Employees must have access to training and L&D. These training and activities must be
publicized.
Job specific training is to be supported, so that employees are equipped to do better and
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Involvement from employees in the decision making process when determining abilities,
assignments.
Employee respect and the promotion of positive self-esteem.
It is suggested that the multiple ways to enhance employee development increases the
productivity of the employee and the institution. For example: On the job training and
experience via committees, conferences and forum, critical incident notes, field trips,
job aids, job expansion, job rotation, job shadowing, learning alerts, peer assisting
learning, stretch assignments and special projects (Community Foundation of Canada,
2016, para.4).
Classroom Training
Learning designs and class structures has a major impact on the success of the program and
learner interaction. If students are not comfortable in the learning environment as well as the
learning material then students will not be as successful. The class and groups sizes must be
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moderate and differing skill sets of learners must be evened out. It will encourage a diverse
outcome and experience.
Conclusion
The SR department at XY University, its leaders, stakeholders and individuals on the
board of committees who are working on the new HR Business model and initiative has an
intense amount of work to be completed. If they hope to meet the employees needs and full skill
or potential in the near future. Also, there is much work to be done to help maximize the Stages
of L&D Capability and Maturity from in between stages 1 & 2 to stage 4 and to help retain their
existing employees. This department must realize that by providing training in areas related to
technical, business, leadership, supervisory, professional and career development skills. This will
help retain employees and these practices can eventually progress to other departments
holistically across the university and then this organization has a greater chance of becoming the
employer of choice.
By developing a standardized online training program, this will be most beneficial since
employees can access the forum and learn from anywhere in the world. Finding new ways to
educate employees are proven to be somewhat challenging, however by utilizing research,
theoretical data and employee feedback, the SR department can learn how to better prepare
employees in meeting their goals. In addition, to build an open experience that will enhance their
capability while working on real world projects. The new HR and Business Model must
maximize if not all but some of the findings, feedback, suggestions and recommendations used in
this research paper. To help promote a high quality, but low cost training that will allow learners
to learn in different ways. One that will promote an online learning platform and community that
is clear and precise. In addition to a fair working environment that eliminates favoritism and
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employees are promoted based on work experience, academia and knowledge. An environment
that encourages empowerment and professional identity amongst employees, supervisors and
managers should be the main priority.
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XY University. (2016). XY University mission and core value. XY University. Retrieved from
http://www.umuc.edu/visitors/about/mission.cfm
Appendix
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Bersin, J. (2014). Spending on corporate training soars: employee capabilities now a priority.
Forbes. (Online Image). Retrieved from
http://www.forbes.com/sites/joshbersin/2014/02/04/the-recovery-arrives-corporatetraining-spend-skyrockets/#2d027b324ab7
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Gomez, M. (2014). How career development programs support employee retention. The ATD
competency model (Online image). Retrieved from
https://www.td.org/Publications/Blogs/Career-Development-Blog/2014/10/How-CareerDevelopment-Programs-Support-Employee-Retention
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Stage 4:
Stage 3:
Stage
0:
No
Formal
Training
Stage 1:
Ad hoc,
Sporadic
Training
Stage 2:
Consistent
L&D
Events
Institutionalized L&D
Enterprise
Learning
Stage 0: The organization has no formal, consistent learning and development activities.
Stage 1: Separate or sporadic learning and development activities have occurred.
Stage 2: The organization's technological capability and people can support learning and
development activities. When learning and development activities occur, they are
replicated through a team which responds to staff and management inquiries and
recommendations regarding learning and development.
Stage 3. The organization has established learning and development policy and planning. This
means a stable and predictable process is in place to facilitate the identification and
selection of technology to deliver learning and development activities. Learning and
development has been institutionalized with policy, communication, and practice aligned
so that business objectives are being addressed. The organization has established a
learning and development identity and conduct systematic assessment of learning and
development with an organizational perspective.
Stage 4: Learning and development is part of the organizations DNA. Enterprise learning is the
philosophy used by C-level management to determine the learning and training needs of
the organization. It is aligned to the business goals and mission of the organization and
focuses on business management, project management and L&D management processes.
Learners use innovation and resourcefulness in the way they learn and solve problems.
The organizations culture is one where learners can get what they want when and where
they want it regarding learning. Additionally, metrics processes, and systems are put into
place as needed that track and measure learning initiatives and align them with business
goals.
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Stage 1
Ad Hoc
Stage 2
Consistent
Events
Organization
LMS
eLearning
Competency
model
T&D
Excellence
Main Tools/Technology
Department
LMS
Jobs/Roles/Competencie
s
Incidental
Training
Primary Analytics
Predictable
costs
Primary Drivers
Reduce
Risks
Quantitative
&
Qualitative
Change
Readiness
Learning Process
Reactive
Planned
Business Structure
Focus
Department
s
Decision Support
Data
Consolidatio
n of
Operations
Information
Stage 3
Institutionalize
d L&D
Performance &
Knowledge
Management
Stage 4
Enterprise
Learning
Enterprise
Learning Model
& Performance
Support
Talent and
Performance
Improvement
ROI, ROE
Competencybased Talent
Management
Net Worth
Rapid
Reconfiguration
Knowledge
Wisdom
Stages of Learning and Development Capability/Maturity. (2013). DETT 621 9040 Online
Learning and Development in the Workplace (2158). Retrieved from
https://learn.umuc.edu/d2l/le/content/110918/viewContent/4442728/View
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Lawrie, S. (2016a). Online learning, training and career development in the workplace. Google
Document Survey. (Online file) Retrieved from
https://docs.google.com/forms/d/1PB1Sd81Qt0pRZ3C7KJ0AbxwAbtncN2bMTxxuL4kV
hL4/viewform
Figure 7- Online Learning, Training and Career Development in the Workplace (Survey
Sample 2)
The survey below was conducted and the participants included responses from two
assistant directors and one of the two directors. The questions and answers are as follows:
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Lawrie, S. (2016). Online learning, training and career development in the workplace. Google
Document Survey. (Online file) Retrieved from
https://docs.google.com/forms/d/1tmgmlyRFZCkQSBCnwwb_hoPzEBxvGOiCODaLM
EHeCPI/viewform
Figure 8- Online Learning, Training and Career Development in the Workplace (Survey
Sample 3)
The survey below was conducted and the participants included responses from seven past
employees from the SR department at XY University. The questions and answers are as follows:
69
training and career development opportunities. Your honest opinion, feedback and responses will
be greatly appreciated. Thank you for your time and consideration!!
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Lawrie, S. (2016c). Online learning, training and career development in the workplace. Google
Document Survey. (Online file) Retrieved from
https://docs.google.com/forms/d/1shCFrLtlfXBndM9oyv18d9Dm8AC3XtdyNgRAW_E
wLz0/viewform