Learnining and development interventions and their challenges to organisation

Developing Human Potential

Introduction:

Learning and Development (L&D) is an organisational process and various terms such as

‘training and development’, ‘employee development’ and ‘human resource development’ had

been established to describe L&D field. Training and development is a popular terminology

with the official publications and it can be applied to all types of organisations. Employee

development highlights the ‘master-servant’ relationship and its use is diminishing as many

organisations are referring their members as associates or partners instead of employees.

Human resource development is term popular with the academics but not with the

practitioners as the term ‘resource’ means to put the people in organisation in par with

money, material and equipment and it creates an impression of ‘development’ as a controlling

and insensitive activity (Harrison, 2009). L&D activity gained popularity in organisation in

the USA during 1970’s and was termed as ‘human resource development’ and its purpose

was short term training, helping acquiring the specific skills and behavioural change. Nadler

(1970) defined it as “series of organisational activities conducted within a specified time and

designed to produce behavioural change”. During 1980’s, the term gained more strategic

perspective and needed identification of important skills and active management for the

leaning the long term future with respect to unambiguous organisational and business

strategies (Hall, 1984).

In 2001, Chartered Institute of Personnel Development (CIPD) had produced a set of revised

professional standards for identifying L&D’s purpose as an organisational process and

emphasising its importance to the business. It also recognises the need to gain the active

commitment of the learner in response to their needs and instead of forcing the learners, the

aim is to encourage and excite the latter to learn. CIPD (2005a: 81) defined L&D as a critical

organisational process of developing people by integrating the L&D processes, operations

and relationships and that leads to enhanced organisational effectiveness and sustainability

for the business and enhanced personal competence, better adaptability and employability for

the individuals.

Rosemary Harrison (2009) has emphasised “the primary purpose of learning and

development, as an organisational process, is to aid the collective progress through the

collaborative, expert and ethical simulation and facilitation of learning and knowledge that

support business goals, develop individual potential and respect and build on diversity”.

Harrison emphasised the partnership and ethical behaviour as the core L&D practice and

Abhishek Meshram (09048790) Page 1


gives importance to make the individual understand the value of learning for them and using

the same to benefit the organisation. The definition highlights knowledge creation which

helps the organisation to rapidly improve and radically innovate its products, service and

processes from time to time (Harrison, 2009).

In the L&D context, the L&D manager should ensure the there should be four kinds of

integration: 1) operational integration i.e. utilizing new technology where possible, 2)

performance integration by understanding the functions of L&D of what is to be achieved,

the number of projects and processes undertaken to meet the goals and the current progress in

each and the measures in establishing the outcomes and performance integration is about co-

ordinated project management and interlocking all the activities focused on organisation

wide learning and developing goals which supports the goals of business, 3) professional

integration, which can be described as the capacity of the entire team to take collective

actions by sharing a bond of friendship and reciprocity and 4) intellectual integration by

sharing a common knowledge base and this kind of integration is about accessing, sharing

and making practices in the L&D inside and outside the organisation.

The essay is separated into four parts discussing the challenges facing the L&D practices in

the organisations in the first part, the interventions to meet the L&D challenges in the second

part, the challenges to evaluate the interventions of L&D in the organisations in the third part

and the opportunities or methods to face the evaluation challenges of the L&D in the

organisation in the final part. There is no particular company chosen in this essay but a more

generalised picture of market is taken in order for the interventions and the opportunities to

be applied to tackle the issue of L&D in the organisation.

Challenges for Learning and Development in organisations in today’s changing

environment:

According to the survey by CIPD in 2003 of more than 800 CEOs, Human Resource directors

and the managers of private and public sector organisations found that that there are broad

and far- reaching challenges of reorganisations today and the survey also indicated that 40 per

cent of these initiatives fail to attain their objectives (CIPD, 2003d). There are many

challenges facing the modern organisations in implementing their L&D practices.



L&D has an ethical dimension which is of great concern to the organisation. The powerful

external forces such as media, globalisation, stakeholders, legislation, talent war and

environmental concerns are putting pressure over the organisations to consider diversity and

equity along with economic accountability and affordability as bottom line for L&D

practices. According to Rana (2002), the organisations need to embrace the diverse value

systems in order to achieve continuous improvement and rapid innovation in the product,

service and processes. In the UK, the mass anti-discrimination legislation is reaching the

organisations and it is causing the organisations to focus more on compliance based rather

than value based diversity training as people can be forced or persuaded to compliance but no

one can be made to value each other as they value themselves. The respect for others is

emerged from internal value and these value based programmes help people understand the

fundamental assumptions about those who are different (Harrison, 2009).

There is a lot of emphasis given on the evidence based L&D practice and many researchers

find it difficult to manage the espoused and the real HR strategy and practice. Many

organisational change programmes have failed to achieve their objectives as failed as they

founded inadequate evidence base and also there was very little monitoring and evaluation of

their outcomes at the crucial stage. Inspite of investing heavily in the management L&D and

leadership, the practice is still insufficient with little apprehension in applying the lessons

from research in order to match the plans with the business objectives and to evaluate the

impact (Harrison, 2009). Hamlin (2002) emphasized that the evidence based approach in

Human Resource Development is unlikely to provide the desired results and it is important to

assess the findings from a good empirical research and should be ‘research informed’ i.e. to

use of research findings and process in order to inform, shape, measure and evaluate the

professional practice. It is important to not be become over- cautious and attempting nothing

as space should be allowed to experiment as there should be a willingness to take risk in

achieving progress in the rapidly changing world. Time and resources should be set aside for

conducting small experiments with little or no evidence base (Harrison, 2009). According to

Gary Hamel (quoted in Roberts 2006), HR professional need to come out of the conventional

pattern of behaviour and act as inventors and innovators. The disadvantage of

experimentation is that it requires sponsors who are capable and willing to invest and the

returns are always unpredictable. The failure has value if the causes are identified and also if

it is treated as a source of learning for improving the quality of future L&D decision making

(Harrison, 2009).



The organisations which have high capability of adapting cope well with the situations

demanding change but for the organisations which have a strong historical background find it

difficult to do the same as embedded structures, routine work and procedures, the identity as

well culture developed over years, organisational myths, stories and symbols and skilled

incompetency can lead to pull away the leaders and their followers in order to understand and

respond to the changed environment. The challenge in context is to change the workplace

culture and help the L&D process to act as catalyst for change and initiate L&D practices

which transforms employees’ competence and confidence to achieve the personal as well as

organisational goals (Harrison, 2009)

The leadership in the organisations is also a challenge for the L&D functions. The failure of

leadership led to the mismanagement of banks in the UK that led to crisis in 2007-08 (The

Times 2008d). The crisis of effective leadership is burdening as when the survival of business

and jobs is at risk, the L&D professional need to give justifications for their actions and

advice instead of relying upon ‘evidence base’. The leaders need to inspire the confidence

and share the purpose among the employees not only by the L&D strategies but also by

showcasing leadership qualities in their respective field.

Learning and Development interventions:

There are various L&D interventions such as appraisal, career management and development,

coaching, mentoring, e- learning, peer group learning and many other methods.

According to Chartered Institute of Personnel Development (CIPD), coaching is the most

popular method of learning and development. In the tenth annual CIPD L&D survey, it was

found out that more than three quarters (71 per cent) of the employers in UK use coaching in

their respective organisation as compared to 63 per cent in the in the year 2007 and also 73

per cent of the respondents agreed to coaching as an effective L&D tool. In the survey, most

organisations implemented coaching for their employees for the purpose of personal

development (79 per cent) and handling the issue of poor performance (74 per cent) and most

organisation offered coaching to their managers as part of leadership development

programme (61 per cent). Coaching is an L&D tool not only for the employees but also for

the directors and senior management and also for the managers and line managers. According

to Dr. John McGurk, the adviser of CIPD learning and development, coaching is a very

popular and powerful tool for ensuring personal development and it has an enormous impact

on the individual as well as the organisation performance and it is helpful in fast paces



knowledge economy in which today’s organisations operate. The CIPD survey also found out

that high responsibility for coaching lies with the line managers (36 per cent) and the rest

with the HR learning, training and specialist (30 per cent). More than half (53 per cent) of the

organisations say that coaching by learning managers is the most efficient L&D practice and

more agree that additional responsibility will fall on the line managers in the coming five

years (Howe 2008b: 34). Coaching is also a technique used to boost the skills of line

managers according to Dr. McGurk. Coaching is technique for developing the entire

workforce in order to reach their potential and also to improve the competitiveness and

productivity of the entire organisation. Dr McGurk also commented that several researches

have been conducted to improve the coaching standards in order to help the HR managers to

make the right decisions for learning and development and to ensure the value for money is

being attained for achieving the strategic objectives of the organisation. If the coaching is not

managed and designed in an effective manner, it will be difficult for the organisation to

achieve results as per the expectations. Coaching by leaders and managers can lead to a very

impact on the employees of the organisation which is useful for the organisational climate,

motivation and also the overall performance (Goleman 2000).

According to CIPD, coaching is a flexible and if delivered optimally, it can be low cost

learning and development intervention for the organisation in difficult times. There is a lack

of understanding the regarding how to use the coaching in the specific situation in order for

coaching to be effective. It is the duty of the HR managers to understand each type of

coaching and make the participants including line managers and coach understand their role

in the coaching process.

It is difficult to distinguish between ‘coaching’ and ‘mentoring’ as many practitioners

interchange both the terms. But mentoring in the workplace can be described as a relationship

of a more experienced colleague, in terms of knowledge and understanding of the work, with

more junior or inexperienced employees. Mentoring is a long standing method of training,

learning and personal development. According to CIPD, mentoring is a long term passing of

help, support and guidance at the workplace to inexperienced staff. Garvey (2004: 8) defined

mentoring as a process in which one individual takes the role of a counsellor and friend to

another and helps the latter to enter the organisation and making familiar with the culture and

processes or when they up new responsibilities in a very unknown level in the organisation

and Garvey also stated that both the mentee and the mentor may have individual as well as

organisational focus. Mentoring is used as tool specifically and separately for the future



tailored development for the individual which will be of benefit for the organisation. In

mentoring the personal issues can be discussed more efficiently whereas in coaching the

emphasis was given more on performance at work. Mentoring focuses on improving the

individual’s career management skills. The relationships in mentoring last for longer duration

whereas in coaching the relationship is for a short duration. In mentoring the meetings

between the mentor and the participant can be held in more informal manner whereas in

coaching the meetings are held in more structured way. Mentoring benefits the organisation

in various ways. Mentoring has significant impact on the recruitment and retention of the

employees, it helps in implementing effecting succession plan and makes the organisation

better capable to adapt to the changes and ultimately leads to improved productivity by

increasing the employee engagement and job satisfaction. Mentoring helps the individual in

better career management, improved skills, technical and behavioural knowledge, wider

network of influence and helps the employees focus in a better way on their goals and

improves their self confidence and awareness level which leads higher performance and

contributions.

E-learning is another popular L&D intervention to overcome the challenges of learning and

development in the organisation. E-learning refers to use of internet or organisational intranet

in order to make the employees participate in the L&D process online. This technique is

useful if the number of employees is large or is separated by geographical boundaries. Taking

example of Wipro, one of the leading IT company in India, out of it 17500 employees, 2500

are on- site while 15000 employees are offshore at their centres in Bangalore, Pune,

Hyderabad, Chennai and Delhi. It is difficult to organize a training program for all these

employees at one place at a time, so e-learning is of great use to train the employees online.

Infosys, another major Indian IT company has 10 per cent of its employee training through e-

learning. E-learning has come a long way in order to train the employees learn the new

languages or learn new technology. E-learning is the strategic solution for the wider business

strategy throughout the organisation. E-learning can be used as a mean to impart basic

functions of improving employee skills and abilities and also its can be used as a

collaborative tool to support the various business problems such as corporate governance and

e-learning is a complete solutions package. E-learning leads to cost reductions as the cost of

classrooms based training, travelling, accommodation, time consumption are reduced by e-

learning. The individuals can set the training mode as per their convenience and thus it can be

customized and personalized rather than ‘one size fits all’ in classroom training methods.



Thus e-learning helps to reduce the gaps of the Richness vs. Reach dilemma of training.

Classroom based training methods are to be scheduled in advance and are not as per

individual convenience. E-learning removes this barrier and helps the organisation in

arranging least disruptive revenue generating activities. Employees are not required to travel

long distances to reach the training areas and they can start their training when its appropriate

for the employees as per their convenience. The employees can attend the session in chunks

rather than spending a scheduled period of time for training as decided by the Human

Resource Department. E-learning is available 27x7 making it possible for the employees in

different time zone attend the training sessions and various important training data can be

made available to any part of the world anytime. Thus the problems or issues can be

addressed in a quicker way in order to beat the rivals. E-learning can be used as mechanism

by the organisation to train the employees to be more efficient and motivate them to achieve

their personal as well as organisational goals. In e-learning it is easy to assess the individual

success and failure on the basis of the attendance of the employees who accessed the e-

learning tools. It is easy to evaluate the post-course assessment by e-learning. The materials

for training are more interactive and can be accessed anytime by the employees and their

queries and suggestions can be easily posted through e-learning. The e-learning techniques

are successful as the cultural changes have taken place on the methods of learning and how it

can be delivered, the needs of the business can be easily aligned with e-learning, the needs for

learning are driven by technology, the e-learning process is marketed throughout the

organisation with the support the senior management and lot many skilled people are

involved in the e-learning process such as expert trainers, champion e-learners, graphics and

web designers. E-learning self –paced and allows consistency and guidance for the user. But

e-learning can also lead to anxiety among the learners who may not be ready or have access

to internet or computers. By using the technique the online learning, a lot many people can

have access as compared to the conventional training situations and e-learners must be

competent enough to work across cultures and also in building on diversity (Harrison, 2009).

Action learning can also be used as an intervention for the challenges facing the organisation

in the L&D processes. In action learning, the managers set real task in their respective

organisations and those tasks must represent a major and intractable problem which is given a

clearance by the organisation’s sponsors which expects the learners to produce a high quality

of outcome in a specified period of time. Action learning is set in real time and can be

facilitated from outsider or any other expert (Harrison, 1996). According to Harrison (1996),



action learning gives emphasis on the ingenuousness, help, trust and challenges as well as

learning by means of reflection and real life experience and it is focused on individual

learning in the organisation to solve the problems which are of importance to the

organisation. The solution of the problems and the high learning capability in the organisation

helps to transform the organisation in the long term period.

The challenges for evaluating the learning and development interventions:

There is an issue of evaluation of the L&D processes due to difficulty in measurement as the

managers believe that the level of literature is of limited help, reluctance by management to

explore new evaluation methods and also because of the practice of the management to make

decisions based on gut feelings and personal informal assessment. There are several issues

related to evaluation of the L&D functions.

Coaching is a popular intervention method used by many organisations but there are issues

related to it as well. The issues include whether to give the responsibility over to the line

managers, who already have an ever increasing responsibility list, or to make organise

individuals dedicated as coaches who will embrace the organisational culture (Howe 2008b:

34). There is also an issue to structure and measure the coaching process in order to ensure it

adds value to the entire organisation and also there is challenge to ensure the ethical as well

as constant coaching standards to be maintained across the organisation. According to

Harrison (2009), investment in the internal coaching is often believed to be cheaper to the

organisation, but internal coaching can involve high cost of training and supervising the

entire process and workloads are freed during the coaching process in order to devote the

time for coaching activity can lead to increment in costs. Cost is the major challenge for any

training and development technique. There is cost involved in sending the employees for

training away from the organisation as associated travel, accommodation and other expenses

will escalate the training cost. There is cost involved in acquiring the specialist trainers and

cost will be identified from the trainer’s fees. The other cost involved in the training process

will be the charges for training rooms, equipments, accommodation and also there is cost

involved in supplying the training materials such as handouts to the trainees and also

catering. The cost increases in making arrangement for the training of the employees and also

expenses towards the delegates. There is issue of cost due to the time lost due to training

programme. Without any regards to the training as formal or informal, the cost increases due



to delegates’ time away from work. It is easy to calculate the cost if the temporary staff is

brought in or overtime payments are given to cover the work lost due to time. But however

cost of losing the productivity is difficult to determine due to time loss. E-learning is

introduces as a technique for the cost saving purposes but it is necessary to measure the initial

cost of purchasing and designing the process and also there are costs involved in maintaining

the e-learning processes. The e-learning interventions will include the cost of provision of

internet and PC’s and also to employ an expert in order to make use of the e-learning

techniques. The pressure is on the training managers to take care of the budget along with the

performance targets and this could lead to cost containment which results in fluctuation of the

training budgets and this could complicate the evaluation and training planning (Aragon-

Sanchez et al, 2003).

Around forty years ago, Kirkpatrick found that the evaluation of training was ‘still in its

infancy’ stage and many organisations were putting minimum efforts in measuring the

trainees immediate reaction to the training received (Catalanello and Kirkpatrick, 1967) and

they suggested that the trainer must know how to evaluate the training experience of the

trainees. There is very little attempt by practitioners to assess the impact of the training

process at the higher corporate and organisational level. Russ- Eft and Preskill (2005:71),

after reviewing the evaluation practices of the training of various organisation around the

world concluded that the evaluation in organisations have become ‘stuck in quagmire’ i.e. in

a difficult and predicament situation. According to Dawn Smith (2006), even though many

employers are recently recognising the importance of informal training and also supporting it

by the means of web- based support systems in creating a network culture, very few have

been able to measure the impact of their efforts and the evaluation of the training strategies

are still in the developing stage. The major challenge of measuring the informal learning is

that there are no specific events which can be formed as the base for the evaluation; it is

difficult to ask the trainers about what they have learned every time after they have used the

resource. Many organisations have concluded that informal learning cannot be measured and

also a survey US magazine Chief Learning Officer (CLO) in May 2006, 49 per cent of the

respondents concluded that it is impossible to measure the outcomes of informal learning

over the business.

L&D professional line managers blame the lack of time if they fail to adequately manage

their task of learning and development. In few cases the outcomes can be fully be seen after

many months after the training and this is called as the ‘sleeper effect’. Therefore it is



difficult to measure the evaluation of ‘when and how’ the outcomes of training and this can

be costly to the organisation (Harrison, 2009). The training and development process can also

be risky as sometimes the desired outcomes may not be observed after training and

organisation and sponsors may not get the desired return on investment which could lead to

heavy losses to the organisation and the outcomes of the L&D processes with respect to the

return on investment is difficult to measure as the outcomes are intangible in nature.

According to the CIPD survey of 2008, only 21 per cent of the respondents identified

monitoring and evaluation as a part of training process and around 46 per cent respondents

spent time in delivering training.

Opportunities for evaluating the learning and development interventions:

There various tools such as balanced score cards, co- creating cycle and value chain methods

which can used as opportunity for evaluating the L&D interventions.

The balance score card method by Robert S. Kaplan and David P. Norton is a strategic

performance management tool that helps the organisation to implement and translate

company’s visions and strategies and includes financial perspective, customer perspective,

business perspective and learning and growth perspective. The learning and growth

perspective involves the employees to be trained for corporate culture and its attitudes and

individual and corporate self improvement. People are the main resources in any knowledge-

worker organisation and in the current environment of changing technology, it is important

for the knowledge workers to adapt continuous learning. Kaplan and Norton said that

learning is more than training and it involves various aspects like mentors and tutors within

the organisational boundaries and also there should be no barriers in communication between

the workers whenever they face any problem and this will help them in finding the solution

for it. Balance scorecard method also includes use of internet and intranet in delivering the

training process. Thus balance score card includes combined factors of e-learning, coaching

and mentoring.

The organisations can take the opportunity by adopting the co- creating value cycle which is

also called as the six stage training cycle. Prahlad and Ramaswamy (2002) emphasized that in

that in the time of advance technology and rapid changing companies, the companies should

learn and adopt the co- create value with the customers. These customers have the ability to



access the information on a global scale and they can easily compare the experiences and thus

influencing the value creation. The six stage model is based on this principle of value creation

(Harrison, 2009). The stage one of the model aims at establishing the partnerships with the

organisation. The partners are the sponsors and stakeholders who will help the organisation in

planning, design and delivery of the training. These partners act as the value adders to the

management project. All the partners are given a clear view of the purpose of the

organisation, the individual outcomes proposed, the resource base like financial, human and

material resources and the evaluation process and the metrics to be used in monitoring and

also to plan and design the event and the deadline to achieve the objectives. Stage two is

aimed at integrating planning and evaluation thus the aim is to link organisational level

outcomes with the particular business metrics and the major performance indicators, to the

core activities of business cycle (Spitzer 2005). This stage also aims at collection of data

which forms as base for evaluation and the data can be related to workplace environment

such as nature of business, business metrics, target learning population and their current

performance level and data on training and learning needs such as cognitive needs

(knowledge related skills, psychomotor needs (motor skills) and affective needs (feelings and

aptitudes). The third stage is to identify the training and learning needs which focus on

analysing the task, job and the role which requires training, identifying the elements of good

and poor performance and to establish and also identify the gaps between the current

performance and the intended performance. The fourth stage is to agree upon the learning

principles and strategies and this stage includes decisions to be made on agreeing upon an

effective and efficient learning principle to form the learning strategy, liking these principles

with the organisational and individual outcomes which the program need to achieve and

finally to give suggestions regarding the new and available business metric which can be

implemented in the training program. Stage five is to deliver the training. The first four

stages aims at preparing for the delivery of training and in stage five the design is set for

training and focus on achieving full value adding value adding potential and to ensure that the

appropriate learning methods are used and also the methods and solutions are innovative in

field. At this stage it is important to note the interim behavioural objectives which are

intermediate which the leaner should portray at each key stage of the learning process and the

final behavioural objectives which are the overall or end objectives of the learning event

(Harrison 2009). All the objectives need to be carefully taken into account taking into

consideration their contextual relevance and these conditions are those which the learner

needs to show as change in behaviour once the training is concluded (Mager, 1984). The



sixth and the final stage is monitoring and evaluating the outcomes of the training process.

The trainer monitors the training process on a regular basis and discusses the problems and

the emerging needs. The evaluation is use to measure the end objectives and the outcomes to

determine the success of training program and it helps in future planning for the organisation.

In this cycle, the evaluation system embedded into the process since the beginning and the

same business metrics, data and the performance indicators are used as tools to measure the

outcomes of the training after its completion. The training outcomes are determined first the

corporate level and after that it goes down to department level, job level and finally at

individual level (Harrison, 2009) and shows that the six stage model aims at the outside- in

approach starting at corporate level.

Michael Porter’s value chain model is a popular model as it makes the complex concept easy

to understand without making losing the core meaning and it is convenient for the operation

of the business. The L&D professionals using this model will be able to ‘add value’ and focus

on the end result and it useful for them in the today’s business world and will be possible for

the value chain to become a potential ‘integrated domain of learning’ (Nevis et al 1995: 74).

The value chain model aims at performing the L&D functions and focus on continuous

adding value instead focusing just on evaluation and other best practice in the market, to

identify the various obstacles and gaps that can be possible for the L&D process for adding

value to the organisation and efficiently working with the organisational leaders, managers as

well as HR partners in order to add value to the organisation and to the individuals

(Holbeche, 2007). The value adding model consists of three processes like 1) align the

people in the right direction in order to help them set in the track of emerging trend of market

and technology, helping them effectively communicate the goals and objectives of the

organisation, enabling them to identify and tackle the barriers which prevent them from

acquiring the skills and helping the people in the organisation to use the technique for

continuous improvement, 2) engaging the people which refers to the employees level of

desire to work towards the attainment of organisation goals and getting themselves

interlocked into performing towards customer service, productivity and financial performance

(Sappal, 2004) and at this stage the L&D professional need to enhance the engagement level

of the employees by developing a systematic level of thinking as well as acting in order to

stimulate the value-adding procedures effectively and 3) the measurement of the data for

determining the impact of value- added activities and the potential value- adders. A pay- back

method in which the return on past investments can be analysed and compared in quantitative



terms. The aim is to add value to the L&D function in order to help the partners and sponsors

determine whether there is benefit in balance for the business as well as its employees (Lee,

1996:31). Some practitioners believe that the value chain model outdated and it is more

relevant to the public sector (Harrison, 2009).

Conclusion:

The management should effectively raise awareness all throughout the organisation to

implement the value of learning and sharing the explicit knowledge between the members of

the organisation. The organisation should work in partnerships in order to efficiently put into

use the processes and developmental activities which will be of beneficial to the organisation

and the individual and help to manage the team leaders and managers to fulfil the gaps of

knowledge in the organisation. The management should foster a well establish learning

culture in the organisation and develop dynamic capabilities and also take care that the ethical

approach is being adapted at the workplace. The L&D processes should ensure to stimulate a

self development attitude among the employees at all level and discover the opportunities of

training in order to achieve the continuous professional and personal development. The

management should ensure that evaluation of the training and development process is taken

care of in order to help them understand the impact of the L&D processes in the organisation

and help them gain a competitive edge in the knowledge market. The organisations should

aim in adopting an effective combination of coaching, mentoring and e-learning as a method

to tackle the problems of L&D in the organisation. Motivation is the key to involve more and

more employees at all level to participate in the L&D activities.

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Learnining and development interventions and their challenges to organisation