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Learning Development 2015 Tcm18 11298
Learning Development 2015 Tcm18 11298
Learning and
Development
2015
Contents
Foreword 2
3 Learning technologies 15
4 Leadership development 18
5 Talent management 20
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
For 17 years our annual Learning This applies across the board.
and Development survey has As might be expected, the
highlighted trends in L&D public sector is facing significant
practice and the broader learning budgetary cuts, while the private
landscape. Each year we evolve sector is anticipating more growth.
the survey to reflect the key issues In this context it’s even more
facing the L&D community. This important to ensure that the L&D
year we’ve introduced a new investments we make are the
section to explore the role and right ones and activity is directed
purpose of the L&D function and towards improving organisational
focused our attention on the future performance – whether you’re
of L&D practice. experiencing growth or not. We’ve
seen before that tough times can
Our findings highlight that L&D actually be the spark that fosters
professionals are increasingly innovation. Therefore, it’s possible
recognising the importance of that in future years the most
understanding business needs interesting L&D developments
and commercial awareness. Many may emerge from the sectors
report that they are aligned currently experiencing the
to business strategy, though greatest challenges.
recognise that there are significant
barriers in achieving this. Despite As the world of work continues to
this recognition, it’s also clear evolve at a rapid pace, we have a
that many are still struggling to fantastic opportunity to encourage
evaluate the impact of L&D activity long-term sustainable growth in
on the business. organisations through effective
L&D practice. The findings we
The survey also highlights a number share in this report are designed
of L&D capability gaps (such as to help you reflect on your current
analytical and technological skills), practice and identify key areas
which as a profession we need to for change. We would encourage
address. We’ve also seen these you to share your takeaways with
findings reflected in other CIPD your colleagues, to prompt debate
research published this year (L&D: and identify the steps you need to
Evolving roles, enhancing skills). take to evolve your L&D practice.
Many report a lack of confidence in I would also love to hear your
using learning technology and yet thoughts on our findings – you can
also predict growth in areas such as get in touch at r.stuart@cipd.co.uk
e-learning, virtual classrooms and
social learning. It’s clear that if we Ruth Stuart
are to maximise the value of our Research Adviser – Learning and
investments, we need to make sure Development, CIPD
we have the right skills in place first.
The importance of ‘L&D for L&D’
should not be underestimated.
3 cipd.co.uk/learninganddevelopmentsurvey
5 cipd.co.uk/learninganddevelopmentsurvey
10–49 (n=47) 1 3 8
50–249 (n=95) 2 4 14
250–999 (n=98) 3 5 5
1,000–4,999 (n=120) 6 11 10
5,000–19,999 (n=62) 18 29 42
All respondents 44 20 20 16
(base: 470)
250+employees 53 9 22 15
(base: 325)
7 cipd.co.uk/learninganddevelopmentsurvey
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 27 6
All L&D activities are separate from the HR function and have a 27 41 25 7
different reporting line
Extremely aligned, the L&D and business strategy are fully integrated
Broadly aligned, with some discrepancies
Somewhat aligned
Not at all aligned
Base: 528
Figure 3: Which three learning and development practices do you most commonly use and which three are the most effective?
(% of respondents)
48
On-the-job training
47
46
In-house development programmes
34
32
Coaching by line managers or peers
40
E-learning courses 29
12
27
External conferences, workshops and events
15
17
Formal education courses
12
egrated
12
Coaching by external practitioners
16
0 10 20 30 40 50
9 cipd.co.uk/learninganddevelopmentsurvey
E-learning courses 7 59
On-the-job training 5 48
Gamified learning 11 11
-40 -20 0 20 40 60 80
Percentage
Base: 529 Decline in use Grow in use
Formal programmes and courses the need for agility and flexibility in are being embraced. Organisations
will continue to play a key role in meeting bespoke individual needs. are split on whether their use
L&D. The findings also suggest a of MOOCs (massive open online
growing shift towards creating a Increased use of technology is also courses) and gamified learning will
learning culture, with increased anticipated. Three-fifths expect increase or decrease.
use of internal knowledge-sharing their use of e-learning courses to
events, job rotation, secondment grow, over a third see their use of Learning technologies are more
and shadowing, action learning sets virtual classrooms and webinars common in larger organisations
and collaborative and social learning. rising, and a quarter anticipate an Larger organisations are more
A quarter anticipate greater use of increase in mobile device-based likely to include e-learning courses
user-generated content, reflecting learning. But not all technologies and blended learning among their
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.
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.
most common L&D practices.8 They public services organisations External activities are more
are also more likely to anticipate are more likely than production common in smaller than larger
that blended learning, mobile and manufacturing and non- organisations
device-based learning, gamified profit organisations to predict an While the overall trend is for
learning, virtual classrooms and increase in their use of mobile greater use of internal over external
webinars will grow in use in their device-based learning, virtual activities, very small organisations
organisations in the next two years9. classrooms and webinars.10 (fewer than 50 employees)
are more likely to use external
Private and public services They are also more likely to conferences, workshops and events
organisations anticipate greater use anticipate that user-generated (37%) than in-house development
of new learning methods content and collaborative and programmes (23%). They are
Regardless of size, private and social learning will increase.11 also more likely to report they
Figure 5: Expected growth or decline in use of external conferences, workshops and events, by size of organisation (%)
20,000+ 40 6
5,000-19,999 39 8
Number of employees
1,000-4,999 26 16
250-999 27 22
50-249 15 32
Fewer than 50 16 37
11 cipd.co.uk/learninganddevelopmentsurvey
58
26 31
33
24
Students (school-age/university) 50
39
35
31
39
Clients 21
23
28
22
9
Volunteers 6
34
61
22
20
Contractors/consultants 40
19
18
10
12
Suppliers 10
8
4
6
8
Resellers/distributors 12
1
0
7
4
Other 9
9
13
33
36
None of the above 26
36
21
0 10 20 30 40 50 60 70
All respondents Private services Manufacturing and production Public sector Non-profits
Base: 515
Very large organisations (more Why organisations train non- their employability and engaging
than 20,000 employees) are the employee groups with schools to address skills gaps.
least likely to offer training to non- Training is commonly offered to
employee groups (57%), but there students for future recruitment Training volunteers is generally
is little variation in organisations of purposes, through promoting performance-driven: to increase
other sizes. careers in their industry/ their skills and understanding of
organisation, identifying talent, organisational goals – because
Overall, one-third provide training giving them ‘an idea of what ‘they are essential to our service
to students (2014: 37%), although to expect in the workplace’ and delivery’ – and also to enable them
this rises to half of manufacturing assisting students in their career to ‘work safely’.
and production organisations, up choices. A few also said it helped
from 41% last year. At the same to raise the company profile and Where training is offered to
time, however, the proportion attract potential future customers. clients, it is commonly to meet
of private services organisations Several, however, emphasised core organisational objectives
offering training to students has genuine intentions to promote (for example in public health,
fallen (2015: 24%; 2014: 34%), a social responsibility through charitable, education and training
concerning trend given the high supporting the local community, organisations). It is used to provide
rates of youth unemployment. developing students’ skills, aiding added value (that is, training on
13 cipd.co.uk/learninganddevelopmentsurvey
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: 2011–15)
45
40 40
40
37
38 35
35 36 33
32 36
32
30 32 29 33
31
25
26
20
15
10
0
2011 2012 2013 2014 2015
Base: 535 (2015); 1,073 (2014); 1,001 (2013); 763 (2012); 589 (2011)
Figure 9: Proportion of L&D activity delivered face to face, through learning technologies and a combination of both, now and in
a year’s time (% of respondents who use learning technologies)
technologies (such delivery and learning
learning techniques
(such as combining
Now
Using blended
38 29 18 9 6
technologies)
face-to-face
In a year's time 16 26 27 16 14
as online learning)
Completely via
Now 37 33 15 11 4
learning
In a year's time 13 34 25 17 10
experiences (such
as instructor-led
Now 7 11 17 31 34
face-to-face
Completely
training)
through
In a year's time 10 12 27 35 16
15 cipd.co.uk/learninganddevelopmentsurvey
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
Social media 30
Webinars 25
0 10 20 30 40 50 60
Base: 517
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 19 44 28 4
Base: 541 Extremely confident Very confident Somewhat confident Not very confident Not at all confident
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
Virtual classrooms and webinars
10
Blended learning (such as combining
instructor-led training with online
learning)
0
Extremely Very confident Somewhat Not very Not at all User-generated content (learners
confident confident confident confident creating and sharing their own learning
materials or content)
How confident do you feel in your ability to harness technology to increase
the effectiveness of your L&D interventions?
Base: 529
17 cipd.co.uk/learninganddevelopmentsurvey
Figure 13: To what extent do the following people management practices support effective leadership in your organisation?
(% of respondents)
Performance management 26 43 23 8
Employee relations 24 44 24 7
Recruitment practices 23 49 21 6
Clarity of role 22 46 26 7
Organisational design 17 41 29 13
19 cipd.co.uk/learninganddevelopmentsurvey
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
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)
Base: 276
activities, echoing the findings for Talent management activities Very small organisations, with
general learning and development are ‘fairly’ effective fewer than 50 employees, are
activities (Figure 16).33 Larger In similar findings to last year, three- most likely to report their activities
organisations are particularly fifths of organisations with talent are effective (88%).36 In addition,
likely to favour high-potential management activities believe they talent management activities are
in-house development schemes, are at least fairly effective, although considered to be more effective in
while developing communities just 5% say they are very effective. organisations that are more active
of practice, using learning High-potential in-house development in encouraging the development of
technologies to bring talented schemes are linked with increased L&D capability (see Section 6).37
groups together and courses at effectiveness, while those who use
external institutions are more courses at external institutions gave
common in smaller organisations.34 lower ratings of effectiveness.35
21 cipd.co.uk/learninganddevelopmentsurvey
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 16 6
External consultant 54 22 14 11
HR director 45 43 13
HR manager/business partner 28 46 19 7
Other: HR 20 54 20 7
academic partners and working Some report they are encouraged ‘...business and
with external experts or coaches. to direct their own development,
Within organisations, development they are ‘empowered to source commercial
is not only encouraged through
formal training opportunities but
their own learning opportunities’,
have the ‘autonomy to create
awareness is
also through the provision of a what is needed’ and the ‘freedom considered to
diverse range of opportunities to experiment and discover new
and responsibilities, secondments, methods and try them out – and be the area of
coaching, mentoring and knowledge- then reflect upon the results’.
sharing (for example through cross- knowledge and
team working or sharing ideas within
teams or with peers).
Business and commercial
awareness and the ability to
experience that
work collaboratively are key most contributes
Performance management to success in L&D
systems are seen to play a useful Regardless of role level, business to the success of an
role through regular appraisals, and commercial awareness is
encouraging self-reflection, considered to be the area of L&D professional.’
personal development plans knowledge and experience that
and targets linked with business most contributes to the success of
objectives. Several respondents an L&D professional (Figure 18).39
report that their organisation is Knowledge and experience of
keen to support their proposed enhancing learning engagement,
development activities if they training and coaching techniques
provide a business case. are generally considered more
important than keeping up to date
Others assert that development with new L&D trends, learning
is ‘in the culture’. It is ‘clearly theories and technologies. This
stated in the mission and vision does not, however, imply that
statement’, ‘an integral part of … emerging fields aren’t important.
strategic planning’, encouraged by Insights from neuroscience,
leaders or managers through active psychology and other disciplines
support, ‘appreciation of the L&D may be embedded in techniques
function being related closely to for enhancing learner engagement
the OD and business strategy’ and and coaching/mentoring, for
‘rewarding achievement’. example.
23 cipd.co.uk/learninganddevelopmentsurvey
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)
Other 1
Base: 468 0 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 31 36 5 2
Cognitive psychology 19 34 40 5 2
Behavioural economics 10 21 35 31 3
Figure 21: How the majority of L&D initiatives are evaluated, by sector (%)
All respondents
Manufacturing and
Private services Public services Non-profits
production
1 7 4 3
7 10
16 18
20
18 26
27 24
29 50
21 32
44 22
21
Base: 541
25 cipd.co.uk/learninganddevelopmentsurvey
Figure 22: Proportion who always or frequently use the following measures to assess the effectiveness of L&D interventions
(% of respondents who conduct evaluations)
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
37
engagement, individual or team performance ratings)
Use strategic measures connected to business strategy (for example activity defined against
35
business behaviours, such as ‘living the values’)
Use a measure such as return on investment (ROI) after you have delivered an intervention 22
Use a set of standard external measures to benchmark the impact of L&D initiatives with other
organisations (for example organisational performance, productivity, diversity) 19
Base: 454
and vision’) while others use clients and customer service Evaluation data is most
‘departmental metrics’. Several satisfaction measures. often used to update L&D
incorporate the cost and time interventions
of training in benefits analyses A minority said they quantify Evaluations are most commonly
and some specify that measures impact through measuring used to update the L&D
are taken before and after voluntary turnover and the intervention and review the
development interventions. proportion of internal promotions delivery method (Figure 23). More
versus external recruitment. than half always or frequently
Some also assess the impact of share the results of evaluations
L&D on behaviours and culture (for Organisations that quantify internally, while just under a fifth
example, individuals’ contribution the impact of L&D activity on do so externally (falling to 9% of
to teamwork) by agreeing productivity are more likely to use manufacturing and production
key performance indicators or a range of methods to evaluate organisations).52
expectations with key stakeholders their activities compared with
pre- and post-intervention and those who don’t quantify impact. Larger organisations are somewhat
assessing if those indicators or In particular, they are more likely more likely to report that they
expectations are met. Many use to always or frequently use a set of ‘produce a report or summary of
appraisals to agree and review standard external measures (31% the findings but rarely act on the
specific measurable learning compared with 11%), return on data’ or that they do not use the
objectives. Organisations also investment measures (37% versus metrics and evaluation intelligence
gather feedback to assess impact 14%) and business metrics (50% they gather.53
through surveys, stakeholders, versus 23%).
27 cipd.co.uk/learninganddevelopmentsurvey
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
We share the results of our evaluations internally with business leaders, specifically to inform 29
business strategy and organisational development 71
36
We use data to review the L&D delivery method or blend
71
24
We use data to forecast future L&D needs 61
24
We use data to review the learning needs of the L&D team
50
We share the results of our evaluations externally with our peers (for example at events or in 12
benchmarking studies) 26
We produce a report or summary of the findings but rarely act on the data 27
18
25
The metrics we gather and our evaluation intelligence is not used
15
Base: extremely aligned: 124; somewhat or not at all aligned: 108 Somewhat or not at all aligned Extremely aligned
Figure 25: Are any of the following barriers to evaluating your L&D initiatives? (% of respondents)
IT systems 39
Funding 28
Other 9
No barriers 6
Base: 534 0 10 20 30 40 50
Evaluation data is more widely Most encounter barriers also report barriers within L&D/
used in organisations where L&D The vast majority experience HR, in particular the quality of L&D
and business strategy are aligned barriers in evaluating their L&D data collected (32% overall, rising to
(Figure 24). The extent to which initiatives (Figure 25). Other 45% of the public sector56), L&D/HR
organisations encourage L&D business priorities are the most capability to conduct the evaluation
development is also associated common obstacles, followed by IT and other L&D/HR priorities.
with more widespread use of systems, although this is more of an
findings from L&D evaluations.54 issue in larger organisations.55 Many
51
We update the L&D intervention with the findings from the evaluation
70
38
We use data to review the L&D delivery method or blend
58
38
We share the results of our evaluations internally with the business, beyond L&D/HR
57
We share the results of our evaluations internally with business leaders, specifically to inform 29
business strategy and organisational development 56
26
We use data to forecast future L&D needs
47
We share the results of our evaluations externally with our peers (for example at events or in 10
benchmarking studies) 22
29 cipd.co.uk/learninganddevelopmentsurvey
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 34 17
Private sector 23 23
Public sector 57 5
Not-for-profits 42 8
All respondents 33 20
Private sector
Budget
24 25
Public sector 54 8
Non-profit sector 29 19
All respondents 23 26
Headcount
Private sector 15 30
Public sector 45 18
Non-profit sector 20 24
All respondents 24 24
Use of external
associates
Private sector 17 27
Public sector 38 17
Non-profit sector 25 24
All respondents 3 74
Overall team
workload
Private sector 3 71
Public sector 1 82
Non-profit sector 4 74
All respondents 11 32
Investment in
technologies
learning
Private sector 10 33
Public sector 12 33
Non-profit sector 9 28
Decreased Increased
Base: 502
of external associates has increased in organisations that have seen an associates (presumably to meet
than decreased. Decreases in increase in their L&D budgets63 and growing demand/increase activity)
budget, headcount and the use where L&D professionals are more and in those where resources have
of external associates are more confident in their ability to harness reduced, presumably as many are
common in larger organisations, the benefits of technology.64 seeking to ‘do more with less’.66
across all sectors.61
Three-quarters of organisations Considerable variation in L&D
A third of organisations across across all sectors report that budgets
all sectors have increased their their overall team workload has Most organisations with more than
investment in learning technologies increased over the last year, but 250 employees have a learning
in the past 12 months, although this was less common in smaller and development budget (85%).
this is less common in smaller organisations (61% versus 82% of Smaller organisations are less likely
organisations with fewer than 250 larger organisations).65 Workloads to have a specific budget (43%
employees (21% versus 39% of have increased in organisations that of organisations with fewer than
larger organisations).62 Investment have expanded their L&D budget, 50 employees; 66% of those with
in learning technologies is greater headcount and use of external 50–249 employees).67
31 cipd.co.uk/learninganddevelopmentsurvey
Figure 29: Annual training budget per employee (% of respondents who have a
specific L&D budget)
15 £1-100
2 £101-200
27
6 £201-300
£301-400
6
£401-500
8
19 £501-600
17 £601-700
£701+
Base: 266
Figure 30: What proportion of your organisation’s overall L&D budget is aimed at…? (% of respondents)
23 21
1-10
11-20
21-30
15 22 31-40
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 15 27
Non-profits 27 12
33 cipd.co.uk/learninganddevelopmentsurvey
35 cipd.co.uk/learninganddevelopmentsurvey
This year we conducted four interviews with HR and L&D professionals to reflect on the survey findings.75
The interviewees raise a number of points for other practitioners to consider:
• G
etting senior sponsors and line managers to think differently about the purpose of L&D is critical in
ensuring there is clear business alignment – but L&D also needs to speak the language of the business
and demonstrate commerciality.
• T
he application of learning to business objectives is still a big gap – the challenge is that we continue to
invest in learning initiatives without always knowing how they connect back to people’s everyday roles.
• R
OI can be difficult to establish, but return on expectation (ROE) is essential and can be very simple to
evaluate by setting clear goals and putting in place robust follow-up assessment.
• Workloads are increasing across the board, meaning that it’s more important than ever to prioritise L&D
initiatives on the basis of business need and curate, rather than create, resources where we can.
• In moving to a 70:20:10 model we need to utilise blended methods and a range of delivery channels,
including learning technologies such as virtual classrooms and webinars.
• S
ystems are getting increasingly smart, and learning analytics are expected to play an even greater role
in future – L&D must be prepared for this change and embrace new tools and techniques.
• We need to have an eye on the future and consider what new generations in the workforce expect from L&D
and their careers – typically learning which is accessible anywhere, anytime through a variety of channels.
• N
etworking can be one of the best ways of developing L&D capability – there is great value in building
connections with those who can both share insight and challenge your thinking.
This is the seventeenth annual The survey was sent out to Four-fifths (79%) had their
CIPD Learning and Development learning and development organisation headquarters in the UK
survey. It examines current specialists in the UK in January (2014: 67%; 2013: 88%; 2012: 86%).
practices and trends within 2015. In total, 541 people Nine per cent had headquarters in
learning and development (L&D). responded to the survey. other European countries, 6% in
The survey consists of 35 questions North America, 3% in the Middle
completed through an online self- Sample profile East and smaller proportions in
completion questionnaire. Respondents work for other parts of the world.
organisations of all sizes (Table 2).
Some questions are asked each As in previous years, nearly half The survey was targeted at people in
year or bi-annually to provide work in the private services sector, HR/learning and development or in
useful benchmarking data on a quarter in the public sector and senior roles as the questions require
topics including current and future the rest are evenly split between specific knowledge on learning
trends in learning and development, manufacturing and production and and development practices and
leadership development, talent non-profit organisations (Table 3). policy. Over three-quarters (79%)
management and the impact of the report they are responsible for, or
economy on L&D resources and Just under two-fifths of respondents involved in, determining the learning
training spend. Some topic areas (38%) work for organisations that and development needs of their
have been amended or added to have offices in more than one organisation. Table 4 confirms that
reflect current and developing areas country (similar to previous years). the vast majority of respondents
of the field. Additional questions this The majority (85%) are referring work in HR, talent management or
year explore the role and purpose of to the UK in their responses to the learning and development, while 6%
L&D in organisations, its alignment survey (2014: 72%; 2013: 94%; 2012: are non-L&D or HR senior managers,
with business needs, how impact is 92%), 7% are referring to other parts directors or CEOs.
assessed, how organisations support of Europe, 4% to the Middle East,
the development of L&D capability and smaller proportions to Africa
and L&D’s confidence in using (1%), Asia (2%), North America (1%)
learning technologies. and Australia and Oceania (1%).
Fewer than 10 12 14 6 7
10–49 9 10 8 6
50–249 18 20 23 19
250–999 18 17 22 21
1,000–4,999 22 15 19 22
5,000–19,999 11 12
22 24
More than 20,000 10 12
Base: 541 (2015); 1,077 (2014); 1,000 (2013); 764 (2012)
37 cipd.co.uk/learninganddevelopmentsurvey
Number of
respondents %
Chemicals 8 11
Construction 8 11
General manufacturing 3 4
Textiles 1 1
Other manufacturing/production 24 34
IT services 10 4
Call centres 3 1
Communications 4 2
Central government 25 18
Education 38 28
Health 18 13
Local government 27 20
Care services 18 24
Charity services 16 22
Housing association 14 19
Other voluntary 26 35
Base: 541
Position
HR director 7
HR manager/business partner 18
External consultant 7
Other: HR 8
Other: non-HR 4
Base: 541
39 cipd.co.uk/learninganddevelopmentsurvey
1 ρ = 0.71, p < 0.001, n = 426. It is not significantly different harness technology to increase the effectiveness of your L&D
across sectors once organisation size differences are taken interventions and use of blended learning techniques now:
into account. ρ = 0.14, p = 0.001, n = 345; how confident do you feel in your
2 χ2 = 92.3, df = 3, p < 0.001, n = 470. ability to harness technology to increase the effectiveness of
3 2% don’t know. They are excluded from Figure 2 to improve your L&D interventions and use of blended learning techniques
comparability. in one year’s time: ρ = 0.11, p = 0.05, n = 317.
4 Fisher’s Exact test = 27.4, Monte Carlo Sig. (2-sided) < 0.01 19 χ2 = 13.0, df = 3, p < 0.01, n = 517.
(based on 10,000 sampled tables), n = 528 (‘don’t know’ 20 χ2 = 12.9, df = 6, p < 0.05, n = 541.
responses were removed from the sector comparison to 21 ρ = 0.20, p = 0.001, n = 535.
improve comparability). 22 χ2 = 16.5, df = 6, p < 0.05, n = 470.
5 Fisher’s Exact test = 24.3, Monte Carlo Sig. (2-sided) < 0.01 23 Eta = 0.26, n = 485 (‘don’t know’ responses were moved for
(based on 10,000 sampled tables), n = 463 (‘don’t know’ comparability).
responses removed to improve comparability). 24 Eta = 0.13, n = 467 (‘don’t know’ responses were moved for
6 ρ = 0.13, p < 0.01, n = 431. comparability).
7 Size and external conferences, workshops and events: 25 Changing/enhancing the organisational culture: manufacturing
ρ = –0.18, p < 0.001, n = 482; size and use of in-house and production 33%, private services 40%, public sector
development programmes: ρ = –0.20, p < 0.001, n = 482; size 53%, non-profits 59%, χ2 = 12.5, df = 3, p < 0.01, n = 425;
and coaching by external practitioners: ρ = –0.14, p < 0.01, n = developing international/cross-cultural leaders: manufacturing
482. and production 12%, private services 7%, public sector 3%,
8 E-learning: ρ = 0.24, p < 0.001, n = 482; blended learning: ρ = non-profits 0%, χ2 = 10.4, df = 3, p < 0.05, n = 425.
0.10, p < 0.05, n = 482. 26 χ2 = 30.9, df = 9, p < 0.001, n = 513.
9 Blended learning: χ = 28.8, df = 10, p < 0.001, n = 529; mobile
2
27 Role clarity: ρ = –0.11, p < 0.05, n = 520; organisational
device-based learning: χ2 = 30.6, df = 10, p < 0.01, n = 529; design: ρ = 0.13, p < 0.01, n = 513; employee relations: ρ =
gamified learning: χ2 = 26.1, df = 10, p < 0.01, n = 529; virtual –0.10, p < 0.05, n = 515; senior leadership: ρ = –0.13, p < 0.01,
classrooms and webinars: χ2 = 19.8, df = 10, p < 0.05, n = 529. n = 514.
10 Mobile device-based learning: χ = 17.9, df = 6, p < 0.01, n
2
28 Recruitment practices: ρ = 0.23, p = 0.001, n = 492;
= 529; virtual classrooms and webinars: χ2 = 12.7, df = 6, p < performance management: ρ = 0.28, p = 0.001, n = 510; reward
0.05, n = 529. and recognition: ρ = 0.26, p = 0.001, n = 506; clarity of role: ρ =
11 User-generated content: χ2 = 19.1, df = 6, p < 0.01, n = 529; 0.32, p = 0.001, n = 512; clarity of strategy and vision: ρ = 0.37,
collaborative and social learning: χ2 = 24.0, df = 6, p < 0.01, p = 0.001, n = 503; organisational design: ρ = 0.34, p = 0.001, n
n = 529. = 504; employee relations: ρ = 0.29, p = 0.001, n = 507; senior
12 Coaching by external practitioners: ρ = –0.14, p < 0.01, n = leadership: ρ = 0.29, p = 0.001, n = 507.
482. 29 Eta = 0.22, n = 500.
13 Use of coaching/mentoring and size of organisation: Kendall’s 30 χ2 = 12.1, df = 3, p < 0.01, n = 500.
tau-c = –0.12, p < 0.01, n = 530. 31 Eta = 0.22, n = 493.
14 Nineteen per cent of those with fewer than ten employees had 32 χ2 = 22.7, df = 5, p < 0.001, n = 287.
no plans to offer coaching or mentoring in the next 12 months 33 The three most used talent management activities is a new
compared with 17% of those with 10–49 employees, 11% of question this year. Previous years have focused on most
those with 50–249 employees and 6% of those with 250+ effective talent management activities and show little change.
employees. 34 Use of high-potential in-house development schemes and size:
15 ρ = 0.13, p = 0.01, n = 525. eta = 0.25, n = 276; effectiveness of high-potential in-house
16 ρ = –0.11, p = 0.01, n = 523. development schemes and size: eta = 0.21, n = 246; use of
17 Eta = 0.24 n = 513. developing communities of practice and size: eta = 0.23,
18 Size of the L&D team and use of blended learning techniques n = 276 (no sig relationship with effectiveness); use of learning
now: ρ = 0.14, p = 0.05, n = 273; Size of the L&D team and use technologies to bring talented groups together and size:
of blended learning techniques in one year’s time: ρ = 0.18, eta = 0.17, n = 506; Courses at external institutions and size:
p = 0.001, n = 249; how confident do you feel in your ability to eta = 0.19, n = 276 (no sig relationship with effectiveness).
41 cipd.co.uk/learninganddevelopmentsurvey