ASSIGNMENT 2 FRONT SHEET

Qualification BTEC Level 5 HND Diploma in Business

Unit number and title Unit 11: Research Project

Submission date Ha Dinh Nghia Date Received 1st submission

Re-submission Date Date Received 2nd submission

Student Name 21/06/2021 Student ID Gbh 190340

Class Gbh 0808 Assessor name Ngo Tran Thai Duong

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I certify that the assignment submission is entirely my own work and I fully understand the consequences of plagiarism. I understand that
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HOW ON-JOB LEARNING AFFECT TALENT
DEVELOPMENT

Student name: Ha Dinh Nghia

Student ID: GBH 190340

Class ID: 0808

Advisor: Ngo Tran Thai Duong

June 21, 2021

Executive sumary
The research focus on the topic of how on-job learning affect talent development. The author implemented
a survey to analyze how on-job learning affect talent development. The number of respondents who are 35
samples through an online survey by Google form, the author collects data by sending it email and
Facebook. People who take part in the survey will express their opinion (agree or disagree) on each element
of on-job learning and talent development. The result of the collected data showed how on-job training
affect the process of talent development. In specific, how different aspect of on-job training affect talent
development process: training program, goals, feedback, stress, etc. Through SPSS software, all data are
calculated, analyzed, and giving recommendations to how on-job training can help talent developmnet.
TABLE OF CONTENT
Executive sumary .......................................................................................................................................................... 4
Acknowledgements ....................................................................................................................................................... 6
I. INTRODUCTION ..................................................................................................................................................... 7
II. LITERATURE REVIEW .............................................................................................................................................. 7
Talent Development .................................................................................................................................................. 7
On-job learning/development ................................................................................................................................... 8
Hypothesis............................................................................................................................................................... 10
III. METHODOLOGY ............................................................................................................................................... 11
IV. DATA ANALYSIS................................................................................................................................................ 12
Demographic ........................................................................................................................................................... 12
Descriptive statistics ................................................................................................................................................ 14
Hypothesis testing ................................................................................................................................................... 14
V. DISCUSSION ......................................................................................................................................................... 15
On-job training affect talent development positively ............................................................................................... 15
On-job training can affect talent dvelopment positively and negatively ................................................................... 16
Reccomendations .................................................................................................................................................... 16
Limitations............................................................................................................................................................... 16
VI. CONCLUSION ................................................................................................................................................... 17
REFERENCES ................................................................................................................................................................ 18
Acknowledgements
I want to thank my advisor – Ngo Tran Thai Duong - for leading me to step by step to complete this research
project in order to be able to complete it. She led me to select subjects for my project, develop an
acceptable form of research ethics, and ask appropriate questions for the survey in order to help us manage
the data collected. She has followed me closely in times of trouble over the past four months. Thanks to her
dedicated advice, which helped to finish the study in due course. I aslo want to thanks all of the participants
for their corporation and support toward the survey, research during the data collecting process.
 I. INTRODUCTION
On-job training has always one of the best way to get comfortable with the job, it also help to learn,
improve, and change. However, there are questions of on-job training affect talent development
positively or negatively. The purpose of this project is to see how specifically on-job training affect
talent development and to see if its positively or negatively affected. The survey was sent to 35
participants in different companies. This report gives a summary of the project and describes the
study work.

II. LITERATURE REVIEW

Talent Development
Definition: Talent development concentreate on the planning, selection and implementation of
development strategies for the entire talent team to ensure that the organisation has both the
current and future supply of talent to meet strategic objectives and that development activities are
aligned with organisational talent management processes. (Carbery, 2012)
Defining talent for development purposes: A reading of the talent management literature suggests
that, at an individual level, talent is something exemplary that certain people possess. Gladwell
proposed that “talent is equal to ten years or 10,000 hours invested in a specific field”. (Gladwell,
2010). However, when one considers organisational level definitions, a narrower view of talent
emerges. Michaels et al argues that, in the context of management positions, talent is conceptualised
as A code for the most effective leaders and managers at all levels, who can help a company fulfil its
aspirations and drive its performance. Managerial talent is some combination of a sharp strategic
mind, leadership ability, emotional maturity, communications skills, the ability to attract and inspire
other talented people, entrepreneurial instincts, fundamental skills and the ability to deliver results.
(Michaels, 2001).
The architecture of talent development: Gandz suggests the notion of a talent development pipeline
architecture. This architecture consists of a clear statement of talent development needs,
developmental pathways, effective HR systems to support identification, assessment and
development of talent and a blend of developmental strategies. (Gandz, 2006). The notion of an
architecture is central to the arguments made by Lepak and Snell who suggested different
approaches according to the different contributions employees make to the business. Therefore, the
talent development architecture is not a one size fits all approach but should be differentiated.
(Lepak & Snell, 1999). It is argued that it is necessary to understand the processes that support talent
development in order to understand its contribution to achieving competitive advantage. Consistent
with the dynamic capabilities perspective, it is important to consider how those responsible for
managing talent development manage the architecture. In particular, it focuses on issues of
stakeholder engagement, communication activities and decisions concerning the target groups for
talent development activities and the extent of standardisation of talent development processes and
systems across the organisation. (Festing & Eidems, 2011).

On-job learning/development
Deffinition: Learning and development in organizational concept can be defined as the process
guidelines that the organization has the knowledgeable, skilled, and engaged workforce it needs. It
facilitates the acquisition of individuals and groups of knowledge and skills through testing, events
and learning programs offered by organization, guidance and training provided by line managers and
others, and self-directed learning activities performed by individuals. (Harrison, 2009)
The main purpose of learning and development in an organizational concept is to aid collective
progress through the collaborative, expert and ethical stimulation and facilitation of learning and
knowledge that support business goals, develop individual potential, and respect and build on
diversity.
There are five components to Learning and Development: Learning, Development, Training and
Education. Learning should be distinguished from training. Learning is the process by which a person
constructs new knowledge, skills and capabilities, whereas training is one of several responses an
organization can undertake to promote learning. (Reynolds , et al., 2002)
Learning and development theory: Learning and development activities make a major contribution
to the successful achievement of the organization’s objectives and investment in it benefits all the
stakeholders of the organization. Learning and development plans and programmes can be
integrated with and support the achievement of business and human resource strategies. The
organization needs to invest in learning and development by providing appropriate learning
opportunities and facilities, but the prime responsibility for learning and development rests with
individuals, who will be given the guidance and support of their managers and, as necessary,
members of the HR department. Learning and development can be performance-related – designed
to achieve specified improvements in corporate, functional, team and individual performance and
make a major contribution to bottom-line results.
The process of organizational learning: Organizational learning can be characterized as an intricate
three-stage process consisting of knowledge acquisition, dissemination and shared implementation.
As such it is closely related to knowledge management. Knowledge may be acquired from direct
experience, the experience of others or organizational memory. (Armstrong & Taylor, 2014)
Argyris suggested that organizational learning occurs under two conditions: first, when an
organization achieves what is intended and, second, when a mismatch between intentions and
outcomes is identified and corrected. He distinguished between single-loop and double-loop
learning. These two types of learning have been described as adaptive or generative learning.
(Argyris, 1992)
Study case for learning and development: The business case for learning and development should
demonstrate how L&D programmes will meet business needs. Kearns and Miller go as far as to claim
that if a business objective cannot be cited as a basis for designing training and development, then no
training and development should be offered. A cost/benefit analysis is required to compare the
benefits expressed in quantified terms as far as possible that will result from the learning activity.
The business case has to convince management that there will be an acceptable return on the
investment (RoI) in learning and training programmes and events. It can be difficult to produce
realistic figures, although the attempt is worth making with the help of finance specialists. The case
for investing in L&D can refer to all or any of the following potential benefits: (Kearns & Miller, 1997)
Improve individual, team and corporate performance.
Attract high-quality employees by offering them learning and development opportunities, increasing
their levels of competency and enhancing their skills, thus enabling them to obtain more job
satisfaction, to gain higher rewards and to progress within the organization.
Improve operational flexibility by extending the range of skills possessed by employees (multiskilling).
Increase the commitment of employees by encouraging them to identify with the mission and
objectives of the organization.
Help to manage change by increasing understanding of the reasons for it and providing people with
the knowledge and skills they need to adjust to new situations.
Provide line managers with the skills required to lead, manage and develop their people. (Kearns &
Miller, 1997)

Hypothesis
On-job learning affect talent development positively or negatively: Its important for every company
to have a training program for their new employees or their internship. However, on-job training can
have a negative impact on talent development, it could stall the process of talent development or the
inefficiency of the development process. On the other hand, on-job training and the training program
can help employees and internship improve their talent so that they can help the company to strife
forward, help some employees to find their own talent. The hypothesis of on-job training have
positive impact or negative impact on talent development is still unclear.
Approaches to learning needs analysis: Learning needs are often established on the basis of general
assumptions about what people in particular occupations need to know and be able to do, for
example managers need to learn about leadership. This is an easy approach but it can be facile. The
assumptions could be so generalized that the resulting learning event will be all things to everybody
and nothing for anyone in particular. (Armstrong & Taylor, 2014)
Gap analysis: Learning needs analysis is often described as the process of identifying the learning gap
– the gap between what is and what should be. Gap analysis involves identifying the gap between
what people know and can do and what they should know and be able to do, so that the learning
needed to fill the gap can be specified. It should be concerned with identifying and satisfying
development needs – fitting people to take on extra responsibilities, acquire new skills to deal with
changing work demands, or develop a range of skills to facilitate multitasking. (Armstrong & Taylor,
2014).
Analysis of business and workforce plans: Business and workforce plans should indicate in general
terms the types of skills and competencies that may be required in the future and the numbers of
people with those skills and competencies who will be needed. An analysis should also be made of
any areas where future changes in work processes, methods or job responsibilities are planned and
any additional knowledge or skills that may be required. These broad indicators have to be translated
 into more specific plans that cover, for example, the outputs from training programmes of people
with particular skills or a combination of skills. (Armstrong & Taylor, 2014).
Role analysis: Role analysis is the basis for preparing role profiles that provide a framework for
analysing and identifying learning needs. Role profiles set out the key result areas of the role but,
importantly, also define the competencies required to perform it. Performance management should
ensure that role profiles are updated regularly, and the review can be built on an analysis of the
results achieved by reference to the key result areas and agreed objectives. (Armstrong & Taylor,
2014)
Skills Analysis: Skills analysis, its determines the skills required to achieve an acceptable standard of
performance. It is mainly used for technical, craft, manual and office jobs to provide the basis for
devising learning and training programmes. (Armstrong & Taylor, 2014)

III. METHODOLOGY
The method used in this report is a quantitative research strategy. Quantitative methods emphasize
objective measurements and the statistical, mathematical, or numerical analysis of data collected
through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using
computational techniques. Quantitative research focuses on gathering numerical data and
generalizing it across groups of people or to explain a particular phenomenon. (Babbie, 2010)
The quantitative method has many advantages for analysis with digital data in particular. It lets
researchers easily monitor, target tests, and final tests to support or exclude hypotheses. The use of
analytical tools also helps and standardize data to minimize errors in data collection and analysis.
This approach offers a consistent outcome and can be used in large samples. (Dowd, 2018)
This quantitative study was conducted through a detailed questionnaire aimed at measuring scales
and revising the theoretical model. This study was conducted through a survey questionnaire
delivered to over 40 participants by email and Facebook, however only 35 respondents. The
questionnaire was put togeter with the help from the advisor and various of sources related to the
topic. Data sources used in this study include both primary data and secondary data. Primary data is
collected in the course of doing experimental or descriptive research doing experiments, performing
survey of observation, direct communication with respondents. In this study, Primary data collected
in quantitative way. Online survey is used to 35 respondents. It fetches quality survey, responsibility
 and adaptability. Secondary data means the data is already available and analyzed by someone else.
Secondary data include various published and unpublished data, books, magazines, newspaper and
trade journals, etc. In this study, the authors use secondary data on the literature review through the
use of textbooks, academic research articles, marketing journals, magazines, and media.

IV. DATA ANALYSIS

Demographic

From the survey, there are total of 35 respondents, 19 male and 16 female.
The majority of the respondents are students 29 out of 35 total. There are 4 respondents that
profession is business. The other 2 respondents are teacher, lecturer and others profession

The majority of respondents are range from the age of 18 to 25. 2 of the respondents are from 25 to
30. And the rest of the respondents is above 40.
Descriptive statistics
The affect of On-job training on talent development will analyze and then evaluating based on the
descriptive statistic below. The descriptive statistic show both variable of on-job training (OJT) and
talent development (TD).

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

OJT 35 3.2000 5.0000 4.400000 .5133512

TD 35 3.1000 5.0000 4.440000 .4760129

Valid N (listwise) 35

Table 1: Descriptive statistic

Based on the descriptive statistic table, both variable OJT and TD exceeds the normal amount of the
average index (mean > 3). And the Std. deviation of both OJT and TD values are less than 1 which
indicates that every participants think that on job training have positive impact on talent dvelopment
have the same opinion.

Hypothesis testing
Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .508a .258 .236 .4162042

a. Predictors: (Constant), OJT

Table 2: Model summary

 Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 2.368 .616 3.845 .001

1
OJT .471 .139 .508 3.387 .002

a. Dependent Variable: TD

Table 3: Coefficients
Based on the table 3: Coefficients, the independent variable here is OJT and the dependent variable
is TD. The significance (sig) value of OJT (0.002) less than 0.05 which means there is a significant
positive realationship between OJT and TD.
In the table 2: Model summary, the adjusted R square. 23.6% of percent variation of dependent
variable TD depend on the model. Adjusted R square equal to 0.236 which means 23.6% in the
fluctuation of the dependent variable is explained by the independent variables in the model. The
fluctuation of the dependent variable can aslo be affected by other elements such as work
eviroment, colleagues, employer, training program.
Based on the findings, on-job training seem more likely to affect talent development positively than
negatively. The relationship between two variable on-job training and talent development in the
hypothesis are unclear on whether on-job training affect talent development positively or not. But its
concluded that on-job training can affect talent development positively and negatively depend on
the employees and their work enviroment.

V. DISCUSSION
On-job training affect talent development positively
Based on the findings, its show that most of the employees think that on-job training have a positive
effect on talent development. Its improve them during the development process, help the employees
to adapt quicker, learn more about the job, change their old lifestyle into better lifestyle, it help
employees to develop their talent and help them find their talent. Its also show that how
encouragement can improve ones development process.
On-job training can affect talent dvelopment positively and negatively
Despite the majority of respodents agree that on-job training have positive impact on talent
dvelopment. However, there are some factors that can affect talent development negatively. For
example, if the employees lack focus and does not take the training program seriously then their
development process is going to be affected negatively, this is the employees factor that can
decrease the effectiveness of the development process. The other factor that could affect talent
development negatively is the work enviroment, if its not safe or uncomfortabel to work then it will
not help the employees to progress in their development. Stress is in the work enviroment factor but
its one of the most important factor that could make on-job training affect talent development
negatively. Ultimately, most of the time on-job training affect talent development positively, but
there are some factors of on-job training that could have negative impact on talent development. Its
all depend on some major factors that could affect talent development positively or negatively.

Reccomendations
To asure that on-job training have positive impact on talent development for most of the time, I
recommend that the training program needs to fit each individual employees so that all employees
can fully embrace their creativity, be more confident at work, and does not make the employees feel
like they are trap with the training progams. Another reccommedation is the company should
interview their new intership about their profession and what they do best, this will avoid the
question “what is your talent?” because most of the time people does not know what their talent is
or are unaware what their talent is, but they will know what they do best and what their profession
are.

Limitations
The limitations on this research are the lack of respondents for the survey, with only 35 respondents
which make the statistic a little weaker than others research. There also the lack of sources that are
related to how on-job learning affect talent development in business, most of the sources that was
found for this research are related to talent development in sports. And the limitation of ballancing
out the schedule for the research.
VI. CONCLUSION
On-job training affect talent development through training programs, it help employees improve and
found their talent, and its impotant to create a development road for yourself. Its also affect through
other means like learning, hard work and through colleages/superiors. Talent dvelopment process is
not a “one day process”, the process take time and hard work. The majority of time on-job training
have a positive impact on talent development but its could still have negative impact through
different factors like employees, work enviroment and stress. In a way, this research still manage to
achieve its initial goal – does on-job training help talent development, it does help through training
programs.
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Michaels, E., 2001. The War for Talent. Boston: Harvard Business School Press.

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