Professional Documents
Culture Documents
Learning and
Development
2015
24/04/2015 13:20:15
24/04/2015 13:20:15
Contents
Foreword 2
Summary of key findings
3 Learning technologies
15
4 Leadership development
18
5 Talent management
20
22
25
30
34
37
Acknowledgements
We would like to thank the learning and development community for taking the time to share their views and
complete the survey, and in particular the four L&D and HR interviewees for their reflections on the survey
findings. This participation is critical in ensuring that the survey reflects the key issues facing L&D professionals
today. A special thank you also goes to our survey contractor, Annette Hogarth, for her ongoing involvement in
the survey.
1 cipd.co.uk/learninganddevelopmentsurvey
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Foreword
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L&D strategy is
extremely aligned
with the needs
of the business
in a quarter of
organisations.
3 cipd.co.uk/learninganddevelopmentsurvey
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Business and
commercial
awareness and
the ability to work
collaboratively are
key to success in
L&D.
24/04/2015 13:20:15
Other business
priorities is the
most common
barrier to
evaluating L&D.
5 cipd.co.uk/learninganddevelopmentsurvey
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1T
he role and purpose of learning and
development (L&D)
L&D is usually incorporated within the HR function. In most organisations L&D
strategy is broadly aligned with business needs, although many experience
challenges in achieving alignment.
Median
Mean
Standard deviation 1
1049 (n=47)
50249 (n=95)
14
250999 (n=98)
1,0004,999 (n=120)
11
10
5,00019,999 (n=62)
18
29
42
53
232
377
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Figure 1: Is learning and development considered part of the HR function in your organisation? (% of respondents)
All respondents
(base: 470)
44
250+employees
(base: 325)
20
53
23
46
20
16
22
15
14
17
7 cipd.co.uk/learninganddevelopmentsurvey
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Figure 2: How aligned is L&D strategy to the needs of the business, by whether L&D is part of the HR function (% of respondents)
All respondents
25
42
29
15
27
48
40
26
All L&D activities are separate from the HR function and have a
different reporting line
27
20
34
37
41
12
33
25
Extremely aligned, the L&D and business strategy are fully integrated
Broadly aligned, with some discrepancies
Somewhat aligned
Not at all aligned
Base: 528
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Figure 3: Which three learning and development practices do you most commonly use and which three are the most effective?
(% of respondents)
48
47
On-the-job training
46
34
32
29
12
27
15
20
27
19
19
17
12
egrated
12
16
0
Base: 485
40
10
Most used
20
30
40
50
Most effective
9 cipd.co.uk/learninganddevelopmentsurvey
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Figure 4: Which of the following methods will grow or decline in use in your organisation over the next two years?
(% of respondents)
Coaching by line managers or peers
E-learning courses
65
59
10
53
On-the-job training
48
46
40
37
36
29
29
25
26
25
25
25
22
28
19
30
19
12
Gamified learning
13
11
-40
-20
11
0
20
40
60
80
Percentage
Base: 529
Decline in use
Grow in use
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Employee views
In the CIPD spring 2015 Employee Outlook survey (forthcoming), conducted in partnership with Halogen, we asked
employees which three L&D practices were most frequently used in their organisation and which three they considered
to be most effective. The survey was carried out by YouGov in March 2015, and the findings below refer to responses
from 1,993 individuals.
The top five most used methods were reported to be:
on-the-job training (selected by 50%)
online learning (29%)
in-house development programmes (25%)
learning from peers (through face-to-face interactions or online networks) (25%)
external conferences, workshops and events (15%).
Aside from online learning and external conferences, these methods were also among the top five most effective, with the
addition of coaching, and job rotation, secondment and shadowing. On-the-job training was considered to be the most
effective learning practice, while online learning, mobile learning, external events and instructor-led training off the job
were among the least effective.
The findings indicate that there is common agreement on the use and effectiveness of on-the-job training and in-house
development, while both groups challenge the effectiveness of current forms of online learning. L&D professionals
consider coaching to be more ubiquitous than employees, though both agree on its effectiveness. This perhaps suggests
more focus is needed on embedding coaching in organisations.
Figure 5: Expected growth or decline in use of external conferences, workshops and events, by size of organisation (%)
Number of employees
20,000+
5,000-19,999
40
39
1,000-4,999
8
26
250-999
16
27
22
50-249
15
Fewer than 50
16
-40
Base: 529
32
Grow in use
-30
-20
37
-10
10
20
30
40
Decline in use
11 cipd.co.uk/learninganddevelopmentsurvey
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...half of learning
and development
content is
developed
from scratch by
internal/external
L&D practitioners.
10
16
33
18
33
37
22
26
58
31
Proportion of content
1-33
34-50
51-74
75+
Base: 400
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Figure 7: Does your organisation offer training for any of the following groups? (% of respondents)
33
24
Students (school-age/university)
35
31
Clients
21
Volunteers
39
28
34
20
Contractors/consultants
61
22
40
19
18
10
Suppliers
6
Resellers/distributors
0
10
1
4
Other
12
12
7
9
9
13
33
26
10
All respondents
Private services
20
36
36
21
0
50
22
23
39
30
40
50
Public sector
Non-profits
60
70
Base: 515
13 cipd.co.uk/learninganddevelopmentsurvey
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Figure 8: The most common major organisational changes expected to affect L&D over the next two years
(% of respondents who included each item in their top 3: 201115)
45
40
40
40
35
38
36
30
32
37
33
32
29
31
25
35
36
32
33
26
20
15
10
5
0
2011
2012
2013
2014
2015
Base: 535 (2015); 1,073 (2014); 1,001 (2013); 763 (2012); 589 (2011)
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3 Learning technologies
Three-quarters of organisations use learning technologies and their use is
expected to increase; however, face-to-face delivery methods will remain
dominant. Many L&D professionals lack confidence in their ability to harness
the benefits of learning technologies.
Face-to-face delivery is
dominant and expected to
remain so
The extent to which learning
technologies are used varies
considerably (Figure 9). Face-toface delivery is still clearly popular.
One in three of those who use
learning technologies currently
deliver more than three-quarters
of their L&D activities completely
through face-to-face experiences
and more than two-thirds report
that less than a quarter of activities
are delivered through learning
technologies or blended learning.
Having the
resources and skills
are instrumental
in harnessing
the benefits of
technology.
Completely
through
face-to-face
experiences (such
as instructor-led
training)
Using blended
learning techniques
(such as combining
Completely via
face-to-face
learning
technologies (such delivery and learning
technologies)
as online learning)
Figure 9: Proportion of L&D activity delivered face to face, through learning technologies and a combination of both, now and in
a years time (% of respondents who use learning technologies)
Now
In a year's time
Now
In a year's time
Now
In a year's time
10
35
27
12
0-10
34
31
17
11
11-25
26-50
51-75
10
17
25
34
13
11
15
33
37
14
16
27
26
16
18
29
38
16
76+
Base: 336
15 cipd.co.uk/learninganddevelopmentsurvey
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Figure 10: Which three developments in learning technologies will have the greatest impact on the L&D profession in the next
five years? (% of respondents)
Mobile learning
57
Virtual classrooms
40
30
Social media
25
Webinars
Base: 517
10
20
30
40
50
60
Figure 11: Confidence in ability to harness technology to increase the effectiveness of L&D interventions according to the extent
to which organisations encourage development (% of respondents)
All respondents 5
Base: 541
Extremely confident
Very confident
19
44
25
Somewhat confident
28
42
23
39
39
10
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Figure 12: Expectation that methods will increase in use over the next two years compared with confidence in harnessing
learning technologies (% of respondents)
70
E-learning courses
60
Collaborative and social learning
50
Massive open online courses (MOOCs)
40
Mobile device-based learning
30
Gamified learning
20
10
0
Extremely
confident
Very confident
Somewhat
confident
Not very
confident
Not at all
confident
Base: 529
17 cipd.co.uk/learninganddevelopmentsurvey
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4 Leadership development
Here we turn to look at leadership development within organisations, as
this represents a core focus for many L&D professionals. Most organisations
conduct leadership development activities. They are commonly focused on
equipping line managers to improve performance, changing organisational
culture and encouraging strategic thinking.
Figure 13: To what extent do the following people management practices support effective leadership in your organisation?
(% of respondents)
34
31
Performance management
24
Recruitment practices
23
Clarity of role
22
23
44
24
21
46
26
41
To some extent
43
29
32
To a great extent
23
49
17
13
23
39
26
Employee relations
Organisational design
37
36
To little extent
13
19
To no extent
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Most believe
that their people
management
practices
support effective
leadership in
their organisation
at least to some
extent.
19 cipd.co.uk/learninganddevelopmentsurvey
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5 Talent management
Talent management is the systematic attraction, identification, development,
engagement, retention and deployment of those individuals who are of
particular value to an organisation, either in view of their high potential for
the future or because they are fulfilling business-/operation-critical roles.
Three-fifths undertake talent management activities and most believe they are
at least fairly effective.
Talent management activities
are more common in larger
organisations
In findings similar to previous
years, nearly three-fifths of
organisations report they
undertake talent management
activities, although they are more
common in larger organisations29
and least common in the nonprofit sector (40%).30 In addition,
talent management activities are
more common in organisations
where L&D strategy is aligned to
the needs of the business.31
Half include all staff in talent
management activities
Just over half of organisations
cover all staff in their activities,
rising to two-thirds of
organisations with fewer than
1,000 employees.32 Those that
target specific groups of staff
usually focus on high-potential
employees (Figure 14).
Figure 14: Which of the following groups of employees are covered by talent management activities? (% of those with talent
management activities)
All staff
54
High-potential employees
35
Senior managers
23
Graduates/apprentices
17
Middle managers
16
Technical specialists
14
Junior managers
10
0
10
20
30
40
50
60
Base: 287
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Figure 15: Which three of the following best represent the main objectives of your organisations talent management activities?
(% of respondents with talent management activities)
56
52
38
36
27
27
0
10
20
30
40
50
60
Base: 289
Figure 16: Which three of the following talent management activities are most used and most effective in your organisation?
(% of respondents with talent management activities)
In top 3 most
used
In top 3 most
effective
42
40
45
33
30
29
23
22
21
18
17
Assessment centres
17
14
11
24
10
16
14
17
12
15
Using learning technologies (such as social media) to bring talented groups together
35
11
5
11
Base: 276
21 cipd.co.uk/learninganddevelopmentsurvey
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Figure 17: Extent to which organisations actively encourage and enable the development of L&D capability, by role
(% of respondents with L&D/HR/OD roles)
All respondents
36
42
External consultant
54
22
HR director
45
43
44
42
41
41
HR manager/business partner
Other: talent, training, learning or development
Other: HR
To a great extent
To some extent
25
20
11
13
5
46
49
9
5
14
38
54
To little extent
14
40
28
16
19
19
7
2
25
20
To no extent
Base: 469
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Figure 18: Which three of the following areas of knowledge and experience most contribute to the success of an L&D/OD
professional? (% of respondents with L&D/HR/OD roles)
Business and commercial awareness
66
50
44
43
28
27
18
12
2
Other
0
10
20
30
40
50
60
70
Base: 469
...business and
commercial
awareness is
considered to
be the area of
knowledge and
experience that
most contributes
to the success of an
L&D professional.
23 cipd.co.uk/learninganddevelopmentsurvey
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Organisational development
managers/advisers and external
consultants are most likely to
integrate the knowledge from
these disciplines into practice.40
In addition, awareness and use
of such knowledge is greater
the more organisations actively
encourage the development of L&D
capability.41
Figure 19: Which three of the following behavioural attributes most contribute to the success of an L&D/OD professional? (% of
respondents with L&D/HR/OD roles)
Working collaboratively across an organisation
64
55
46
27
25
25
22
18
12
Other
1
0
Base: 468
10
20
30
40
50
60
70
Figure 20: How aware are you of the following disciplines? (% of respondents with L&D/HR/OD roles)
Social/behavioural neuroscience
25
Cognitive psychology
Behavioural economics
31
19
10
36
34
21
40
35
31
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Evaluations are
considerably more
common and
more in depth
in organisations
where L&D is
aligned with
business strategy.
Figure 21: How the majority of L&D initiatives are evaluated, by sector (%)
All respondents
7
14
21
We evaluate the change in knowledge and skills of participants who participate in our L&D initiatives
37
22
We evaluate the behaviour change of participants, by assessing the transfer of learning into the workplace
We evaluate the wider impact on business and/or society of our L&D initiatives
Manufacturing and
production
7
Private services
10
20
16
Public services
Non-profits
7 4
3
18
18
26
24
27
29
44
21
50
21
22
32
Base: 541
25 cipd.co.uk/learninganddevelopmentsurvey
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Figure 22: Proportion who always or frequently use the following measures to assess the effectiveness of L&D interventions
(% of respondents who conduct evaluations)
Learner reflection and feedback
80
52
Use general HR metrics (for example absence, sickness, retention, engagement and performance) to
develop, plan and evaluate
39
Use a set of standard internal measures to compare the impact of L&D initiatives (for example
engagement, individual or team performance ratings)
37
Use strategic measures connected to business strategy (for example activity defined against
business behaviours, such as living the values)
35
35
32
22
19
Base: 454
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Figure 23: How do you use the findings of your L&D evaluations? (% of respondents who conduct evaluations)
19
17
10
Base: 434
Always
Frequently
30
28
13
12
Occasionally
25
25
Seldom
31
Never
32
42
21
20
15
15
25
24
13
14
14
17
30
28
13
14
25
32
10
28
34
15
25
31
21
23
41
25
27 cipd.co.uk/learninganddevelopmentsurvey
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Figure 24: How the findings of L&D evaluations are used, by how aligned L&D is with business strategy (% of respondents who
conduct evaluations)
48
We update the L&D intervention with the findings from the evaluation
84
33
We share the results of our evaluations internally with the business, beyond L&D/HR
75
29
We share the results of our evaluations internally with business leaders, specifically to inform
business strategy and organisational development
71
36
61
24
50
We share the results of our evaluations externally with our peers (for example at events or in
benchmarking studies)
12
26
27
We produce a report or summary of the findings but rarely act on the data
18
25
71
15
Extremely aligned
Figure 25: Are any of the following barriers to evaluating your L&D initiatives? (% of respondents)
Other business priorities
45
IT systems
39
32
Funding
28
25
21
15
13
Other
No barriers
Base: 534
6
0
10
20
30
40
50
24/04/2015 13:20:18
Figure 26: Proportion always or frequently using the findings of their L&D evaluations, by whether or not L&D/HR capability to
conduct evaluations is a barrier (% of respondents)
51
We update the L&D intervention with the findings from the evaluation
38
58
38
We share the results of our evaluations internally with the business, beyond L&D/HR
57
29
We share the results of our evaluations internally with business leaders, specifically to inform
business strategy and organisational development
56
26
47
26
70
42
10
22
29 cipd.co.uk/learninganddevelopmentsurvey
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Figure 27: How would you describe the economic/funding circumstance facing your organisation in general now, in comparison
with the past 12 months? (% of respondents)
All respondents
17
34
Private sector
Public sector
57
Not-for-profits
-70
Base: 488
23
23
42
-60
-50
-40
-30
-20
-10
10
20
30
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Figure 28: Changes to L&D department budget, headcount and workload over the past 12 months (% of respondents)
Budget
All respondents
33
Private sector
Public sector
24
8
29
All respondents
19
23
Use of external
associates
Overall team
workload
26
Private sector
15
Public sector
30
45
18
Non-profit sector
Investment in
learning
technologies
25
54
Non-profit sector
Headcount
20
20
All respondents
24
24
Private sector
24
17
Public sector
27
38
Non-profit sector
17
25
24
All respondents
Private sector
Public sector
71
1
Non-profit sector
82
All respondents
11
Private sector
10
Public sector
74
32
33
12
Non-profit sector
-80
74
33
9
-60
-40
-20
Decreased
28
0
20
40
60
80
100
Increased
Base: 502
Three-quarters of organisations
across all sectors report that
their overall team workload has
increased over the last year, but
this was less common in smaller
organisations (61% versus 82% of
larger organisations).65 Workloads
have increased in organisations that
have expanded their L&D budget,
headcount and use of external
31 cipd.co.uk/learninganddevelopmentsurvey
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There is
considerable
variation in L&D
budgets.
Figure 29: Annual training budget per employee (% of respondents who have a
specific L&D budget)
15
1-100
101-200
27
201-300
301-400
401-500
8
501-600
19
17
601-700
701+
Base: 266
Figure 30: What proportion of your organisations overall L&D budget is aimed at? (% of respondents)
10
14
27
21
38
20
45
Base: 298
29
14
22
18
63
0-10
11-20
21-30
18
31-50
18
10
5 3
51-100
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21
23
1-10
11-20
21-30
15
31-40
22
40+
18
Base: 272
Figure 32: How do you expect the funding of learning and development to change in
the next 12 months? (% of respondents)
Private sector
Public sector
27
15
Increase
11
51
Decrease
Non-profits
-60
12
27
-40
-20
20
40
Base: 541
33 cipd.co.uk/learninganddevelopmentsurvey
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L&D needs to
actively promote its
value and develop
its credibility.
24/04/2015 13:20:19
...we need to
be sure were
focusing on the
right activities,
that were not
working harder,
but smarter...
35 cipd.co.uk/learninganddevelopmentsurvey
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Number of employees
2015
2014
2013
2012
Fewer than 10
12
14
1049
10
50249
18
20
23
19
250999
18
17
22
21
1,0004,999
22
15
19
22
5,00019,999
11
12
10
12
22
24
37 cipd.co.uk/learninganddevelopmentsurvey
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Number of
respondents
70
13
Chemicals
11
Construction
11
15
21
General manufacturing
Textiles
24
34
261
48
93
36
37
14
15
IT services
10
Call centres
14
16
63
24
136
25
Central government
25
18
Education
38
28
Health
18
13
Local government
27
20
28
21
74
14
Care services
18
24
Charity services
16
22
Housing association
14
19
Other voluntary
26
35
Other manufacturing/production
Private services
Communications
Other private services
Public sector
Base: 541
24/04/2015 13:20:19
Position
Head of learning and development
11
21
HR director
HR manager/business partner
18
External consultant
10
Other: HR
Other: non-HR
Base: 541
39 cipd.co.uk/learninganddevelopmentsurvey
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Endnotes
into account.
comparability.
4 Fishers Exact test = 27.4, Monte Carlo Sig. (2-sided) < 0.01
improve comparability).
5 Fishers Exact test = 24.3, Monte Carlo Sig. (2-sided) < 0.01
(based on 10,000 sampled tables), n = 463 (dont know
responses removed to improve comparability).
6 = 0.13, p < 0.01, n = 431.
482.
n = 514.
0.05, n = 529.
n = 529.
482.
13 Use of coaching/mentoring and size of organisation: Kendalls
tau-c = 0.12, p < 0.01, n = 530.
14 Nineteen per cent of those with fewer than ten employees had
no plans to offer coaching or mentoring in the next 12 months
compared with 17% of those with 1049 employees, 11% of
those with 50249 employees and 6% of those with 250+
employees.
now: = 0.14, p = 0.05, n = 273; Size of the L&D team and use
24/04/2015 13:20:19
n = 256.
44 Sixty per cent of those who are not at all aligned do not
conduct evaluations of the majority of their L&D initiatives,
rarely act on the data: = 0.24, p < 0.001, n = 414; size and the
41 cipd.co.uk/learninganddevelopmentsurvey
24/04/2015 13:20:19
decreased and 66% of those where their use had remained the
59 Use data to review the L&D delivery method or blend and other
same.
429; Use data to forecast future L&D needs and other business
than where budget has remained the same (58%). The findings
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