Running head: LEARNING & TALENT DEVELOPMENT A2 1

Learning & Talent Development

Individual Assessment 2

Dr. Fahdia Khalid

Noor Al-Arrayed

ID 201901270

BU8700, Class 01
 LEARNING & TALENT DEVELOPMENT A2 2

Assessment
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Assessment Title
Assessment 2 - Report
Learning Outcomes: 1,2,3

Programme Title: Bachelor of Business

Course No.: BU8700

Course Title: Learning and Talent Development

Student Name: Noor Al-Arrayed

Student ID: 201901270

Tutor: Dr. Fahdia Khalid

Due Date: 22/05/2022 Date submitted: 22/05/2022

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LEARNING & TALENT DEVELOPMENT A2 3

Table of Contents

.............................................................................................................................................2

Introduction........................................................................................................................4

LnTD Strategy....................................................................................................................5

Organization-job-individual level needs...................................................................................6

Learning styles & theories.........................................................................................................7

Learning approaches.................................................................................................................9

Design L&D program.......................................................................................................11

L&D functions.........................................................................................................................11

Designing/developing the program.........................................................................................12

Standard Charters Staff........................................................................................................................13

Evaluation.........................................................................................................................16

NBB L&D program.................................................................................................................17

Rationale...........................................................................................................................18

Conclusion........................................................................................................................18

Citation..............................................................................................................................19
LEARNING & TALENT DEVELOPMENT A2 4

Introduction

Standard Chartered was the first bank in Bahrain founded in 1920. Although SC has developed a

reputation for excellence the following employees (Centre Manager, Team Managers, Training

and Resource staff and Call Centre Agents) have been underperforming in the 3branches

(Manama, Seef, Isa Town).

In result, this report will outline the learning theories, a new LnTD program and HR strategy

extracted from the web of 10 factors to improve employee’s performances and allow progression

within Standard Chartered.

Learning and development is vital in SC’s growth. Furthermore, employees working together

towards a common goal is crucial in linking individual performance with the company's

objective. (Kaltura, 2022) According to SC’s vision and mission aim is to become a high-performing

bank and help people borrow money and stimulate wealth. (Our Vision, 2007)

LnTD Strategy

Learning and talent

development is the attempt to improve organizational efficiency, profitability, and outcomes via
LEARNING & TALENT DEVELOPMENT A2 5

training, employee engagement, talent management, and employee development. The

organization will be able to retain personnel by establishing LnTD program that provides career

progression. (Learning & Development Strategy and Policy | Factsheets, n.d.). In Standard Charterd’s business

overview, they identified talent management as their strength. (Business Overview: People, n.d.) In 2012

almassar was SC LnTD program, the design has provided Bahraini professionals with the skills

and information needed to do their jobs more effectively. For progression it is necessary for new

learning techniques to be introduced for the staff, which is why a new LnTD program is going to

be implemented to improve the staff in all 3branches. (Standard Chartered Bank Launches Al Massar
Development Programme, 2012)

Causes of Poor LnTD

In order for a training program to be effective it has to avoid the following factors. (Eleven
Reasons Why Training and Development Fails, 2017)

1- Strained Budget: Training and skills Return on Investment (ROI) may not be sufficient to

cover the high expenses of the program. Although a negative ROI is not necessarily an

indication of failure, and intangibles can be useful. However, if a positive ROI is planned,

and a negative ROI is the result then it indicates incompetence.

2- When no relation between the program and the business can be identified, no outcome

will be benefited from.

3- Training is not always the greatest approach for performance concerns, some businesses

fail to notice that the problem cannot be solved through training.

Avoiding poor LnTD

In order for an organization to find use of the training program they both must have the same

objective. SC need to have a technique to identify what each employee lacks and based on that a
LEARNING & TALENT DEVELOPMENT A2 6

training program can be tailored to their needs. Training programs don’t always have solutions

when the origin of the problem is motivation or tangible rewards. SC should apply the learning

methods based on the generations preferred learning technique. Once the issue is clear then the

solution will be too, whether it can be fixed by a training program or if there is no room for

improvement.

Organization-job-individual level needs

Standard Chartered recognize the importance of education and learning, to keep employee’s

performances up to expectations. After identifying the areas (Centre Manager, Team Managers,

Training and Resource staff and Call Centre Agents) lack in, the job level can determine the training

needed and the skills and abilities needed to conduct the job. Furthermore, organizational level

can identify which training programs will assist the corporation in achieving its strategic

business goals. Lastly the individual level compares the employees current performance and the

desired one. (Training Needs Analysis in Corporate Learning: The Big Picture, 2020)

Learning styles & theories

Different Learning theories and styles allow different individuals with different learning

preferences to understand and learn using methods that best suit their needs. L&D assists in

comprehending both the development of information and the learning process.

Learning theories entail the different ways a group of individuals learn using different learning

techniques. The learning theories (Behaviorism, Cognitivism, constructivism, humanism,

connectivism) allow all the generations to be taught the learning program in different ways.
(Boogaard, 2021)
LEARNING & TALENT DEVELOPMENT A2 7

- Behaviorism: Behaviorism focuses on observable stimulus-response (positive and

negative) meaning an individual’s attitude is analyzed and studied.

- Cognitivism: how a person interprets information, assesses it, remembers it, and

learns it to develop a conclusion for the specific problem 

- Constructivism: The learner acquires information by remembering previous life

encounters.

- Humanism: An individual learns through self-actualization, having a moral compass

to guide them.

- Connectivism: the transformation aimed at bridging the traditional learning theories

and automation.

Adult Learning theory

Adult learning theory emphasizes the need of designing training programs with adults in

consideration for success. (Valamis, 2021)

- Self-directed learning known as SLD was created by Dr.Garrison in 1997, SLD is

ideal for self-motivated individuals that benefit from technology-based learning. This

method of learning is best for issues with clear, black-and-white solutions.

- Transformational learning was introduced by Jack Mezirow in 1978, employees that

require personal or professional improvement, learn about complicated data analysis

to teach them to analyze different circumstances that benefit from this form of

learning.

- Experimental learning: David Kolb proposed this idea in 1970. The principle that

individuals learn primarily through experiences, which creates character.

LEARNING & TALENT DEVELOPMENT A2 8

- Reg Revans invented action learning in 1982, and it focuses on addressing issues to

find simple solutions, as a team.

The previous adult learnings are very effective learning tools for Gen-X among other

generations.

Standard Chartered must consider their employees age difference when creating the LnTD

training program. (Boomers, Gen X, Gen Y, Gen Z, and Gen A Explained, 2021) (Wiley Education Services Authors, 2022)

(41-56 years) Gen-X are independent and eager to self-learn, they don’t comply with an

assertive teaching approach.

(25-40 years) Gen-Y/Millennials find technology and social-media as essential tools in learning

and working. They learn better from real-life experiences. They want creative and new learning

approaches.

(9-24 years) Gen-Z are usually extroverts that enjoy debates and public interactions for learning,

and mostly depend on google and YouTube to give answers when lost.

Learning approaches

The VARK model indicates the forms of learning modalities. Training must integrate a variety of

learning approaches, to develop a program that fits all learning preferences.

VARK learning modality provides a chance for the group’s individuals learning needs to be

met whether they are (Team, 2020)

- Visual learner’s, learning though pictures/graphics to process data.

- Audio-based learning through hearing and repeating information.

- Learning by reading and writing information

- Kinesthetic learning; meaning they are hands-on learners.

LEARNING & TALENT DEVELOPMENT A2 9

Different group of learners require different learning modalities to have an effective

learning/training program. If not all the learning modalities are explored and understood the

program will be of no use to employees and no progression will be made.

Learning style

- Activists are self-taught. They enjoy unique and new experiences. They have a

tendency to act first and then think about the implications.

- Reflectors interpret knowledge by observing and reflecting on events. They are

careful, attentive and think about all of the possibilities and repercussions before

making a decision. 

- Theorists are fascinated by the theory that underpins actions. To learn, they require

models, concepts, and facts. They like to analyze and synthesize rather than make

subjective judgments.

- Pragmatists like experimenting with new ideas. They are on the lookout for

innovative methods to the situation. They are realistic, down-to-earth individuals who

prefer to get things done fast. (Learning Styles, 2005)

Kolb’s learning cycle

In 1984, David Kolb released his learning theory, that consists of 4 stages. (Mcleod, 2017)

1- Concrete experience: A realistic experience is faced, that could be a brand-

new experience, or a memory of prior experiences fostering new ideas.

2- Reflective observation: Using one’s prior knowledge to consider during new

experiences.
LEARNING & TALENT DEVELOPMENT A2 10

3- Abstract conceptualization:

Contemplating and re-

analyzing past experiences and

possible new ones.

4- Active experimentation: Desire

for experimentation allows the

application of new ideas to the

world.

Design L&D program

L&D functions

Learning and development (L&D) are about instilling a culture of lifelong improvement and

progress in organizations through programs that allow them to grow and change. L&D is through

developing a framework that managers share responsibility for designing, selecting, planning,

and funding for programs that will enhance the employees job performance. (Brassey et al., 2021b)

Developing the best learning program for Standard Chartered entails following steps such as the

web of 10 factors to cover all bases of the program’s creation.

Web of 10 factors (DESIGNING AND EVALUATING TALENT DEVELOPMENT INTERVENTIONS, 2011) (Brassey et
al., 2021)

1- Objectives: Training requirements must be transformed into relatively accurate and

appropriate learning goals. Standard Chartered’s aim for successful learning and

development programs focus at enhancing skills.

2- Strategic Alignment: The training approach must be intertwined with the businesses

HR strategy.
LEARNING & TALENT DEVELOPMENT A2 11

3- Stakeholder Expectations: Identifying stakeholders internal (SC’s employees,

investors, and board-members) and external (Customers and suppliers).

4- Evaluation: It takes place in the planning level.

5- Learners: The diverse learning techniques for employees.

6- Context: LnTD’s importance in the organizations culture.

7- Resources: Identify the payment plan and the training estimated timeframe.

8- Learning Principles and methods: A link between the employees needs and training

program.

9- Transfer: Where can the employees implement what they learned.

10- Deliverer Capability: Who is conducting the training program and if they are capable

of the task.

Designing/developing the program

Any HR knows using the different learning styles, theories and modalities are vital for the

program to have the right and successful learning foundation to be built on. Moreover, the web

of 10 factors will be used as a step-by-step guide to develop the program.

Standard Chartered will cover the expenses (stage7) with expectations of a rise in ROI. The HR

strategy developed is creating the Knowledge,

Mentoring, and Applying (K.M.A.) program.

Knowledge- is learning, understanding and

becoming aware of things, this stage will entail

the learning styles &VARK learning modality.

This program involves learning raw materials

LEARNING & TALENT DEVELOPMENT A2 12

related to a specific job. VARK is going to be the main learning technique. Line managers'

responsibility is to identify the factors that caused the lack in job performance. Furthermore, the

evaluation of the line manager will determine the needs of the employees and depending on the

employees training the timeframe will differ.

After information and knowledge has been acquired, the mentoring stage begins.

Mentoring- This stage the Kolb’s learning cycle is used. A partnership will be established to

oversee the learner’s weaknesses and re-address the knowledge they learned to fix the issue and

turn the weakness into a strength. The partnership assists the learner into implementing the

information learned. An approximate (1-3months)

Once the learner’s mentorship is over, the learner develops his strengths. The next stage is the application

of acquired skills.

Application- This is stage 9 of the web of 10 factors in which the learner has the knowledge and

the experience to conduct the job without past weaknesses and meet the company’s job

performance expectations. Furthermore, we will know in this stage through performance

appraisals and ROI if the staff learned. In result, the company’s ROI will increase.

Standard Chartered’s Staff

With K.M.A. program application

Objective K.M.A. program Outcome

All staff members in all 3
branches (Manama, Seef, Isa
Town) are expected to meet
their job description and
improve the efficiency and
The knowledge (VARK) & (learning
styles) was taught based on the
employee’s job description
responsibilities. Mentoring, (Kolbs cycle)
used to over-shadow and correct actions
All staff members in all 3
branches improved their
capability and job-
performances. Developed new
knowledge and experiences are
LEARNING & TALENT DEVELOPMENT A2 13

effectiveness of Standard
Chartered. It will be an optional
physical or e-learning program,
although for best results
physical attendance is preferred.
by reminding them of the learned
information.
Applying the information mentored and
learned to the job and meeting the
objective and expectations of SC.
used in their job. SC’s ROI
increased, and they maintained
their reputation for excellence.

- Center manager-(3-6months) (How Long Does Training Take to Become a Manager If Hired in as

“Manager Training Program?” | Enterprise Holdings | Indeed.Com, 2017) Gen-X group are usually in

managerial positions, which means they will need the adult learning style to be used.
(How to Write a Professional Profile, 2022)

K. A center manager usually is a visual &kinesthetic

1 Activist because Gen-X are
st
Self-learners
2nd Reflectors use learning to
identify staff learning theories and
help subordinates evolve.
M.
The mentor analyzes the
leadership skills of the manager.
A.
Long term objective no
timeframe. Transformational
learning (ALT)
learner meaning they will need to work using their
hand and have real-life encounters (self-directed).
Visual they will need to observe things such as how
to be an effective leader. They will become familiar
with the use of learning theories.
Kolbs concrete and reflective experience are used to
overlook the managers work performance and give
constructive feedback on how to improve subordinate
staff, meanwhile having leadership characteristics.
The manager is expected to become an effective
leader by exhibiting problem solving skills and
interpersonal skills to resolve disputes. The manager
uses behaviorism taught in the (knowledge stage) to
identify areas that the subordinates lack in.

- 5 Team managers (6-8weeks) (Team Leader Training and Development, 2022), (What Does a Team
Manager Do?, 2022)

K. Responsible for the team-members and their tasks to

1 Set a team goal and teach the
st
managers how to send the goal
objective to the team-members.
2nd multi-task using audio and
kinesthetic to work with the team.
M.
1st To observe the team-work and
how the information is being
complete the common goal set as a collective team.
An audio learning approach is used here to practice
listing to the team-members. Kinesthetic learning to
work in unison using your hands with a team. The
agents have to be reflectors and theorists following a
specific way of replying to calls and following
procedures.
Through Active-experimentation the team-manager is
coached by the mentor in new ways to provide group
progress. Overlook whether the team manager is
LEARNING & TALENT DEVELOPMENT A2
delivered by the team-manager
2nd To see the results of the team
and if they worked in unison to
achieve the goal set.
A.
Long term objective no
timeframe.
- 15 Training &resource staff (6-months) (Duggan, 2016) (Planit : Job Profiles : Training Officer or
Manager Human Resource Management, n.d.)
K.
1 The design program
st
2nd Learn about learning theories
and application.
3rd Training in material-
production
M.
1st evaluation of implementation
(RO)
2nd if information is missed it will
be covered in the evaluation
period
A.
Long term objective no
timeframe.
- 150 Call center agents (4-10weeks) (Lane, 2021)-usually Gen-Z (Call Center Agent Job
Description, 2017)
K.
Multi-tasking through audio and
R&W to be able to take customer
info and solve the problem.
M.
Monitored calls and tips to recall
problem solving techniques.
A.
Long term objective no timeframe.
14
delivering the task correctly and if the team are
working as a group. The team-manager is using a
reflective approach to avoid group repercussions due
to an individual group-member mistake.
The team manager has helped the group complete the
task with guidance and they have done the work
effectively and efficiently through the team managers
guidance.
They conduct a course in design following a visual
approach because designers use graphics. Program
development through connectivism. Training in
materials production as it’s their job responsibility
which means they have to read and write instructions
for the production.
Reflective-observation (RO) is at play to evaluate the
correct implementation of the design learned, if a
correct program development and training is being
conducted as taught. They are pragmatists because
they have to have an imagination when designing and
creating programs.
The design course is used, an effective program for
L&D is created and staff are taught and trained in
efficient material production
Audio learning to listen to customer calls, handled
politely and informatively. Learning in reading
&writing is just as effective when a customer has a
complaint or is facing an issue the call agent can
record it, to remember.
Incoming calls are answered in an efficient manner
with a mentor instilling the agents (RO) by listening
and suggesting better ways of replying. Agents recall
the learnt information to say during the call by being
a reflector.
Concrete-experience in problem solving skills is
evident, active listening to customers and being
polite meanwhile de-escalating a situation.
LEARNING & TALENT DEVELOPMENT A2 15

Evaluation

Kirkpatrick model is an effective evaluation method used for 60 years to assess talent

investments.  (The Kirkpatrick Model, 2022)

Level 1- (Reaction) The level of involvement and

usefulness the program is to the individual’s job. A

survey form can be conducted to collect the

learner’s feedback about K.M.A.

Level 2- (Learning) The gained information,

abilities, and attributes the individuals obtained

during the program. Standard Chartered can use a

performance evaluator grid to evaluate their employee’s obtained knowledge and performances.

Level 3- (Transfer) Using the individuals learned information into job application. To assess the

employee’s development in the workplace SC can compare employee’s previous performance

appraisals with current ones.

Level 4- (Results) The last level evaluates learning in accordance to the organization's business

outcomes. When determining the effectiveness of the program it could include intangibles such

as traits, attributes and work-ethic. Based on SC’s objective this stage can determine the

program’s success, it can be through an annual report or if the ROI increased.

NBB L&D program

NBB is one of the largest banks in Bahrain, they launched a new learning and development

program, as part of employees yearly training program. EMIC Training has created a
LEARNING & TALENT DEVELOPMENT A2 16

unique Virtual Training Plan in relation to AON-Hewitt, aiming to teach employees

responsibility and aid in progression.

NBB’s HR said that the program was a result of a survey conducted to determine staff

requirements. It will be an e-learning tool to promote digitalization, the program has 19 topics

from software technical training, financial industry related updates, management related skills,

and general wellbeing. (NBB Launches Enhanced Virtual Training Programme for Employees | National Bank of
Bahrain, 2020)

(NBB Introduces First of Its Kind Internal Training Model | National Bank of Bahrain, 2020)

In comparison to K.M.A. the program developed for standard chartered, NBB’s program lacks in

areas such as

- NBB’s program is promoting digitalization but it doesn’t consider that some

individuals prefer a pragmatist learning style or that the Gen-X group prefer real-life

experiences when learning.

- Since NBB has a yearly training program for its employees, some might feel

obligated to attend and join even if they believe there is nothing to benefit from the

program. If an individual is not using their preferred learning style, they won’t feel

motivated enough to learn the concepts. For K.M.A. it provides an opportunity for

progression depending on areas an individual specifically lacks in their job.

- NBB has limited their program to only the use of AON-Hewitt’s model, rather than

exploring more than one learning approach to cover all areas of the subject that can

best deliver information to learners. Meanwhile, K.M.A. explored the age-group and

applied adult-learning styles to help the Gen-X group. Then covered the different

learning theories, styles and modalities to cover all areas in which a learner can

receive an optimal number of information and transform it into a day-to-day use.

LEARNING & TALENT DEVELOPMENT A2 17

- NBB has about 761 employees (About NBB | National Bank of Bahrain, 2022) and the program

covers 19topics, which is not bad but K.M.A. is tailored to the areas the employee

lacks in, further developing their job position in reaching the organizations goals and

ensuring individual and organizational development.

Rationale

It is vital for the programs design and implementation to use the correct training method for

success. Various learning methods are the key for organizational and individual level progress, to

ensure the organizational goal and staff goals are met by the program, they have to be aligned.

Conclusion

In conclusion, K.M.A. is tailored (following the web of 10 factors), for staff members in

Standard Chartered to maximize their potential, and use their skills to their advantage by learning

from the SC’s paid program. K.M.A. included recommendations for different age groups, to

various learning approaches such as the learning theories, styles, and modalities. Meanwhile, SC

are up-to-date with their vision &mission of a high-performing bank that has satisfied internal

and external stakeholders with a rise in ROI. SC has gained more self-aware employees, that

have all the knowledge and mentorship/coaching to apply and transform to their job-position,

K.M.A. covers all areas needed in the job-description and person-specification of the job.
LEARNING & TALENT DEVELOPMENT A2 18

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LEARNING & TALENT DEVELOPMENT A2 20

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