Edinburgh Napier University

School of Management
Business School

Effective Learning & Leadership with Management Development

&
Evaluating organizational development by leadership learning and
development LLD
Critical Evaluation Essay

By: Fekri Saleh Mohammed Al-Muafa

Student ID: 40186080
Supervised by: Mr. Ron Broatch

Part 1 (2,124)
Part 2 (1,847)
Total number of words (3,971)

April 2016

Part 1: Effective Learning & Leadership with Management Development

Introduction
Management development is the structured process which managers use it to
empower their skills, competencies, and/or knowledge, via many learning tools,
enhance individuals which lead to effective organisational performance (CIPD, 2014).
Learning is considered as an effective tool that organizations use to empower the
skills of their leaders and manager.
Previous research ( (Sogunro, 1997)

indicated organizations spend a little time

developing the leadership, interpersonal, and people skills of their future leaders. The
main challenge for many organizations is how to enhance leaders effectively with the
needed and enough skills that will empower them to deal with organizations
challenges.
Initially, this essay will address the leadership and management development
concepts and critically discuss the learning techniques with explaining the utility and
differences of each technique. Then a critical evaluation of arguments, approaches
and theories of learning effectiveness towards leadership and management
development focusing on each tool utility.

Leadership And Management Development

The overlapping between the two concepts leadership and management is still an
argument issue between the management scholars. To identify the differences
between these two concepts the functions of the leader and the manager should be
elaborated. Always the concept leadership is used interchangeably with
management but, leadership has some roles of the managers. On the other hand to
determine the leadership qualities for top managements and superiors the activities
should be recognised by those managers. (CIPD, 2014).
It is a major concern for many researchers to define managers but to have a clear
vision about this issue it is better to define managers vs. leaders. Managers are a
task ordinated people and the keen use functions to achieve the organization goals
such as planning, organizing, staffing, budgeting, controlling and solving problems.
While leaders direct, align, inspire and motivate people.(Kotter, 2001). Other

management researchers find the leader has a soul while a manager has the mind.
Another characteristic of leaders which are independent, inspiring, innovative,
courageous where the manager is with authorities, analytical, consulting and
deliberate.(Capowski, 1994).Here both kotter and Capowski elaborate the functions
of the managers and leaders and how they are different from each other where
leaders are emotional and inspiring other while managers are systematic and logical
people. Nevertheless the contrasts still an issue among scholars and the
development process as well.
A definition of management development addressed as a structured process of
enhancing knowledge, skills, and competencies for managers, through the learning
methods either formal or informal to ensure better individuals benefits which
naturally will be reflected on the organizations benefits. This means the best element
of any organizational learning strategies should be through sustaining the
performance of managers in all high levels.(CIPD, 2012)
Leadership development also was clarified by CIPD (2015) as selecting individuals
with leadership capability and the potential to develop such capability comes under
the umbrella of succession planning. Organisations have a range of methods to
define and measure the leadership capability of individuals which is needed by the
organisation in the short- and long-term, although reports on leadership capability
consistently highlight skills gaps, and in particular the leadership skills required in the
future.
Both concepts of management development and leadership development are linked
to each other for the sake of the organisation development process successions. In
this essay, the management development process will be addressed with its
techniques.

Learning and Management Development

Learning and Development strategy was defined as the strategy that ensures
sustainable, organization success and effectiveness through identifying the individual
staff skills, capabilities, and competencies. CIPD (2015). According to Sloman (2005:
2), learning is described as a self-directed, work-based process leading to increased
adaptive capacity. This definition is limited for learning concept where `the
experiential learning theory which is one type of learning theories indicate learning as
it is the process where the transformation of experiences creates knowledge.(Kolb

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1984, p. 41). Also, Kolb in his research has shown that learning styles are influenced
by job tasks, education, career and individual personality (Kolb, 1984).
By observing the experiential learning theories, it is very noticeable that this
approach is more practical to the development management process and even
leadership development process among the other learning theories which is very
relevant to the action-based methods of management or on-the-job experience
techniques. According to Conger (1999), leadership development can be grouped
into four categories: (a) leadership training through personal growth; (b) leadership
development through conceptual understanding; (c) leadership development through
feedback; and (d) leadership development through skill building and teaching key
leadership competencies, at the same time Sadler-smith (2011) mentioned almost
the same functions of the L&D in different phrasing as the systematic activities for
learning and development functions include: i) analysing and auditing present and
future L&D needs for organization, ii) assessment of existing and potential
competencies required, iii) implementing L&D plan and conducting learning activities.

Identifying learning and development needs are depends on assessments wither it is

formal or informal of the main levels of the knowledge, attitudes and skills with any
etimated gaps. (CIPD, 2015). As the first practical step towards development
management process is by identifying the needs of the organizations and the
individuals. Usually such needs sets by the human resources management and the
managers. The clear and systematic identification of learning and development
requires is a major element of the learning effectiveness of the organization.
However, this process can be solid only when it is aligned with the organisational
requirements (CIPD,2015). There are three tools of learning needs assessment
which are the 360 feedback, management competency, and development centres.
360 feedback need assessment tool has an argument among scholars, but most of
them consider it as a practical tool that gives the management wider understanding
about the individuals through a performance evaluation by managers, co-workers,
peers and subordinates. The rationale for gathering 360-degree feedback is
managers are sometimes not aware of the contribution value by their subordinates
when they are with many teams where they engage in autonomous relationships.
(CIPD, 2015). A study conducted by H.John Bernardin and his colleagues for three
groups of supervisors in a large federal agency, group 1 received feedback from both
managers and subordinates, group 2 received feedback only from managers; group
3 received feedback only from subordinates. The focus on attitudes towards

appraisals led to 4 hypotheses: (1) group 1 found the feedback is more useful for
improving performance. (2) Group 1 will be more positive more than group 2 who
received only from their managers. (3) Group 3 will be more concern about the use
and impact of subordinate feedback than group 1.(4) attitude of those receiving
subordinates appraisal will be more positive than supervisors who do not receive
subordinates appraisal. The results support a more comprehensive 360- degree
approach. A competency framework is a tool that identifies competency needed by
any working individuals such as management or solving problems in any organisation
or part of an organisation.(CIPD,2015). This approach depends on performance. For
the development centres, it has an arguments that it is a time consuming and costly
more than the other two but on the other hand it ensure better results when a
professional team is hired for such need assessment.In the end, every organization
should do a need assessment using the appropriate tool depends on the organization
development strategy.
Management Development Process
The management development techniques are two methods formal and informal; the
formal one is including education and training, and the informal is including the workbased methods or called on-the-job technique, according to CIPD (2014), such as
coaching, mentoring shadowing and secondment. Training, education, and learning
have many arguments among the management scholars, but one definition of
learning was illustrated and contains the training and the education as a learningoriented approach by Garavan (1997), who noticed that education is learning by
thinking

where training is learning by doing, development in general includes

learning to think, doing and feelingabsolutist definitions are not helpful in

understanding the role of training, development, education and learning in the
context of human resource management/development but in practice, such
distinctions have occurred and still do occur. Choi & Lee( 2008) mentioned that one
important goal of high education is support students to be ready to face the realworld and deal with its problems professionaly, that is, to know how to put theory into
practice. This theory confirms that the education is a good technique of learning
process but should be followed by on-the-job learning. Therefore, managers with a
good education should not be considered as good or effective managers for this
reason only; it is essential to be followed with other techniques especially the on-thejob learning techniques. Mintzberg (2004) argues persuasively for waiting to educate
managers until they are in the midst of managing when they can integrate their
education with their job demands. However, Bush(2011) in his theory of educational
Page | 5

leadership and management sees that there should be the fundamental process to
set the organization goals of education management is by linking between actions of
educational management with the education goals of the organization.(Bush, 2011,
pp. 1-3). Many companies spend millions of dollars investment in training courses for
their staff to ensure better performance, especially in the qualitative training courses.
The training aims to improve current work skills and behaviour, whereas
development aims to increase abilities about some future position or job, usually a
managerial one (Dowling et al., 1999, p. 155). Delivering the right, planned and welldesigned training will empower the team skills especially the managers and leader if
the training comes with some experience in the field, the training will enhance the
skills and personality. Moreover, when the training comes in a package with on-thejob techniques, the impact will be stunning and naturally will be reflected on the
organizational performance.

Action Based Methods of Management or on-The-Job

People get confused in understanding and using the two concepts coaching and
mentoring both are one-to-one advisory development tool to empower individuals
performance, Knowledge, and skills. (CIPD, 2015). Research by CIMA Global in the
development and promoting strategy in mentoring and coaching identified both
concepts as coaching is concerned primarily with performance and the development
of definable skills, it usually starts with the learning goal already identified, sharing
with mentoring the critical friend role whereas mentoring is a long-term relationship
focusing on setting goals, also mentor build trusted abilities to apply the gained
knowledge, experiences and skills to any critical situations.
A survey by CIPD conducted for 500 applicants that show organizations are moving
away from classroom-based training to other forms of learning and development like
coaching. The survey resulted in i) 51% increased the coaching technique during the
past few years ii) 47% increased the e-learning use iii) 42% increased the use of
mentoring technique iv) 96%

responded that they agreed that individuals need

advice learning techniques. The importance of coaching is increasing over the years
where organizations could sense the change among their staff and managers.
Mentoring has been defined as a relationship between an older, more experienced
mentor and a younger, less experienced protg for the purpose of helping and
developing the protgs career (Kram, 1985; Levinson, 1978). CIPD (2015) sees
that mentoring is more effective when it ignores the senior directive orientation to the

exchanging learning with each other, as for both of them it is a good learning
opportunity. A traditional mentoring theory by Levinson et al. (1978) described the
mentors function as a sponsor, counsellor, and guide. The main concern of the
mentor is that the mentor has a control on the protgs, this will be ineffective as the
protgs will not be guided right and will not respond to the mentor advises
eventually.

Conclusion
Management development is an important approach to empower organizations
effectiveness that should start with well-designed need assessment to identify the
skills and needs gaps for individuals either managers or leaders and to the
organisation as a whole entity.
The verity development techniques are strengthening any organizations for
enhancing their staff. Education is a base tool that gives the managements the
essential academic knowledge while training is a qualitative concept of learning and
development that sharp the organization management team skills. On-the-job
techniques are very efficient for the organization performance through coaching and
mentoring where experiences can be transformed to the management teams through
experts who can support the organization to ensure better alignment among the
superiors and subordinates.
In conclusion, any organization looking for effectiveness should be smart in using
and selecting the management process techniques after having a practical need
assessment which will be the roadmap of the organization development process.
Using education and training will be very useful, however, the on-the-job techniques
such as coaching and mentoring still more effective especially among individuals
which naturally will be reflected on the organization performance.

Page | 7

Part 2: Evaluating organizational development by leadership learning and

development LLD

Introduction:
Organizational development is not a new concept and shcolars give it a focus but
recently it becomes as a mainstream approache by human resource people.
Supporters of organizational development argued the any organization strength is by
being aware of of the organization inhibiting roots in the HR.However, The human
resource practitioners should be selective for the investment of the leadership
learning and development programs, and the outcomes of such capacity buildings
should be aligned with the organizational goals and adapted to the market demands.
New knowledge and skills could be a good source of compitive advantage for the
approche of learning and development. (Towler and Dipboye, 2009).
Evaluation is a systematic process that aims to collect and analyse the results of
learning and development activities to measure the impact and effectiveness of such
activities in the organizational development. Mann (1996:14) addressed With the
huge investment in developing training strategies, the question is no longer should
we train but rather is the training worthwhile and effective?. How and what is the
mechanism to measure the impact of L&D with the strategic human resource
development alignment is an argument among the scholars.
This essay will critically address the role of evaluation within the LLD to enhance the
organizational development supported by the scholars theories. Also, the evaluation
definition and rationale will be emphasized to address the know-how of this concept
towards the organizational effectiveness.

What is evaluation?
James and Roffe (2000:12) illustrated a simple definition of evaluation that it is
comparing the actual and real with the predicted or promised. Another definition of
evaluation by Pattion (1978) addressed the evaluation as a process that critically
examines a program containing the collection and analyses of programs activities
information, characteristics, and outcomes, and it aims to give the decision makers
good judgments on how to improve program effectiveness. On the other hand,
evaluation should be considered as an ongoing process initiated earlier started from

planning phase, during the learning and implementation and continued until
completion (Cook & Fine, 1997). CIPD (2015) defined the evaluation in a different
angle which is a quality and effectiveness assessment wither it is a formal one or
informal for the organization learning and development. It is obvious that evaluation
is an essential component in the learning and development process which ensure
better outcomes and impact for organizational development aligned with the
organization goals.

The purpose of LLD evaluation

APSC(2005) defined the purpose of evaluation and addressed four main functions i)
Assess the objectives of learning and developments achieved and matched the
designed plan ii) continuous learning and development improvement iii) assessed the
best uses of the resources vi) identify the learning and development value of money.
For the last function, Critten (1993) supported this point as the evaluation is getting a
feedback of the learning and development financial value. Nevertheless, Critten
(1974) theory still very limited who just highlight the financial function only of the
evaluation. While for the first three functions Hamblin defined them as a control which
refers better for the evaluation purpose regarding data collection, analyses and
information evaluation which should lead the decision makers to have more effective
actions. Bramley also supported Hamblin theory as the evaluation is a quality control
effective tool for the learning and development process. Easterby Smith (1986) who
identified the evaluation between formative and summative.' Formative evaluation is
revealing of what has been learned, but summatively is how it has been applied.
Michalski and Cousins (2001) had a formative and summative distinction, whether
evaluation function is to prove or improve. Obviously it is noticed that evaluation is an
effective controlling approach when decision makers have goal clarity that leads to
better organizational learning and development results and impact.

Models of evaluation
How to implement evaluation is considered as one of the most important issues for
management and HR practitioners. In the 1960s Donald Kirkpatrick had many
evaluation articles where he identified four evaluation stages reaction, learning,
behaviour and results, which was the breakthrough in the evaluation process in
learning programs. Despite its age, Kirkpatricks evaluation model is still used in
modern researches until now (Schmidt et al, 2009 and Elliott et al, 2009). The
reaction stage is concerned in how well the training programs delivered to the
Page | 9

trainees and the evaluation of this level is highly recommended to be subjective;

moreover, the reaction evaluation could be summative as the views of the trainees is
gathered at the end where the formative is gathered during the training, The second
stage is the learning Which is concerned into what extend the goals are achieved,
the learning stage is more summative, but in many cases could be formative to get
the learners aware more towards the goals and the learning process is an effective
approached or not for the L&D practitioners, the third stage is the behaviour which
focus in the reflection of learners behaviour and performance in the workplaces, the
last stage assesses the effect of the learning and training to the organizational level
and at this stage has a difficulity to conduct quantities analyses result than the other
four stages. (Sadler-Smith, 2011).
Warr et al (1970) introduced other three stages built upon Kirkpatrick four stages
include context, input, reaction, and outcomes (CIRO), for the outcomes Warr
represented as ultimate, intermediate and immediate. This model of Warr enhanced
Kirkpatrick model and made it more integrated. Then Hamblin (1974) merged these
evaluation levels into a cause and effect chain concept and added the ultimate value
as the fifth level; he argued that starting with training leads to the reaction which
should lead to learning then cause a change in the organization that changes the
ultimate goal achievements. Kirkpatricks model almost has experienced many
criticisms by many scholars. One of the criticisms is that the model is not well
designed for researchers but prescriptive (Holton and Naquin 2005).Holton (1996)
summarized all the limitations and arguments of Kirkpatricks model as it is mainly
incomplete where it does not consider many contextual factors the leads negatively
to i) learning transfer ii) trainees motivations and abilities iii) trainees and organization
needs relevance and the openness of the organization to the learning transfer.
Eventually, a key concept should be considered as there is no single particular
successful model of LLD evaluation (Sadler-Smith, 2012).I will critically address the
evaluation best design for LLD to ensure better organizational effectiveness showing
the differences of each method and how it will lead to sustainable organization
effectiveness for learning and leadership development.

Evaluation design for LLD to sustain organisational effectiveness

To address the evaluation design process for LLD, the role of evaluation should be
identified as APS (2014) clarify the role of evaluation as the method determining the
work value relation with the individual job by assessing the accountability, impact,

and nature of this role. The process and measurement should be systematic and
structures for better evidence results.
As mentioned before by Sadler-Smith that there no single LLD evaluation model is
successful 100% and here in this part some views of scholars will be argued to
address the best evaluation design for the LLD. Kearns (2005: 37:38) argued with a
good practical view as none of the traditional models of LLD evaluation are
completely right because most of the theories are academic and are not based on
reality practices. His argue is not about wether training is working or not, but what the
organizations and individuals get improved by the training. Kearns has a model
called baseline model which distinguish between the evaluation from the validation.
This model has four steps for practical evaluation i) starting with identifying the
added value of any proposed training and how it will match the needs of the
organization, in this step the organization should start identifying its business needs
priorities and design the learning solutions for the knowledge gap of the trainees
skills or competencies ii) delivering the training with assessing that individuals learnt
what they proposed to reinforce the training through superiors managers/leaders iii)
ensure the transfer of the learning and evaluation not only for the knowledge and its
effect through the organizations management levels vi) The final step is by using s
simple formula to evaluate the effect and validate the learning transfer as the
following :

Net ROI = gross benefit from training- cost of training X 100

Cost of training
The good point about Kearnss model is that he put the evaluation as a process even
before the LLD during and after, where the common concept of evaluation that it is at
the end of the LLD process.
Surveys are most common tool for collecting data before learning programme, in the
program and immediate post-programme feedback for participants (Tannenbaum
and Woods, 1992) which support the first stage of Kirkpatrick The reaction where
Sadler-Smith (2012) `state that the reaction stage could be implemented at the
ongoing process. Also, questioners, interviews, focus groups, 360 feedback and field
visits are other tools of LLD feedback that support the evaluation process of LLD,
evaluation tools are efficient when they are easy to understand and in well-designed

Page | 11

format which leads to maximise returns quickly, at the same time comprehensive
enough including all needed information (Green and Skinner, 2005).
Assessing outcomes is an important element in the evaluation. Learning outcomes is
a direct tool which explains the main and enduring each specific knowledge and
abilities of learner should have, really expected objective of the learning upon the
training/learning completion. (Anderson et al., 2001; Harden, 2002). Here the focus is
om the skills, behaviours and knowledge transfer which is addressed and assessed
on the disciplinary contexts. As it could be noticed that the subjective outcomes are
more assessed than the objective outcomes. Such outcome evaluation results are
good in measuring the Return on Learning

ROL concept where the values of

knowledge and learning are considered. On the other hand, it is much easier to
measure Return On Investment ROI as mentioned before by Kearns as the results of
this

tool

are

pretty

much

tangible

more

than

ROL

especially

for

the

sponsors/stockholders.

Conclusion
Evaluation is considered as the best tool towards leadership learning and
development effectiveness as it has many methods of collecting the data identifying
which best method for which situation, also addressing if the learning is matching the
organizational goals. The knowledge transfer of any learning should be evaluated at
all levels and has practical measurements specially aligned with the objective
outcomes.
Using the right models of evaluation will lead to better impact and less cost for the
organizations which will convince the decision makers to invest more in the learning
development of the organization. Choosing the right leadership and learning
programs for any organizations based on a comprehensive evaluation design and
results will definitely enhance the organizational development and effectiveness.
All in all, the top management (stockholders, sponsors, leaders, and managers)
should invest more in evaluation for leadership and learn development as this
investment will achieve the organization goals, will be ensure better sustainability and
effectiveness and more growth for the organization.

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