Learning and Talent Development

Citation

Wilson, J.P. (2011), "Learning and Talent Development", Industrial and Commercial Training, Vol. 43 No. 4. https://doi.org/10.1108/ict.2011.03743daa.002

Learning and Talent Development

Learning and Talent Development

Article Type: Bookshelf From: Industrial and Commercial Training, Volume 43, Issue 4

John P. WilsonUniversity of Sheffield, Sheffield, UKJim Stewart and Clare RiggCIPDLondon2011378 pp.ISBN: 9781843982500£42.99

This is definitely a very useful book for all those involved with learning, training and development. The authors, Jim Stewart and Clare Rigg, have much experience in these areas, which has developed over many years of experience and research into the subjects. Stewart is the Chief Examiner at the CIPD for Learning and Development, and Rigg lectures at the Institute of Technology, Tralee, Ireland.

Stewart and Rigg state that there are three main reasons for writing the book. The first is to support people studying the subject of learning and talent development and also those studying for the Chartered Institute of Personnel and Development module with the same title. The second reason is to describe and share the research and thinking of both the authors.

The third reason for the production of the book is that both authors believe that the subject of learning and talent development should be influenced to shape and improve professional practice. In particular, they believe there should be a critical approach to the subject and want students and practitioners to develop insightful skills and professional examination. The authors also express the view that they see education as a means of developing this critical practice, which will support the development of rigorous professional practice.

In the introduction the authors briefly discuss the fact that most of their previous writing has been within the area of human resource development, a title which is more frequently used by academics than practitioners who, generally, prefer the terms learning and training. The CIPD prefers the term “learning and talent development”, which represents one of the ten professional areas of their new framework. The other nine areas are: strategy insights; leading and managing the human resources function; organisation design; organisation development; resourcing and talent planning; performance and reward; employee engagement; employee relations; and, service delivery and information.

The title “learning and talent development” expands learning and development into the area of talent, although the term “talent”, while being popular a few years ago, would now appear to be less so. Also, including the word “talent” is helpful but it is insufficient to incorporate the broadening and maximising all the areas of development within an organisation. One of the closest terms is “human capital development/management”; however, even this does not include an examination of how systems and knowledge management also contribute to raising the knowledge, skills and attitudes of people within the organisation, and even beyond. The debate about terminology and the accuracy of titles in this confusing area do not look like being resolved and will, most probably, continue for some time into the future.

The aims of the book are:

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  to introduce and explore the concepts related to the CIPD module;

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  to describe the key theories;

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  to provide a resource for teaching and learning the subject; and

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  to facilitate a critically informed examination of the area of learning and talent development.

The target audience for the book also includes those studying on other postgraduate courses such as MBAs, which include learning and development.

At the front of the book there is a table showing how the CIPD learning outcomes for “learning and talent development” map against the chapter contents. This is useful, but because the book is linked to this module it does not cover areas related to other aspects of the CIPD syllabus, for example contemporary developments in the national system of vocational training and development, which are better covered in Rosemary Harrison’s Learning and Development.

There are 13 chapters divided among three sections: the nature, purpose and context of learning and talent development; the process of learning and talent development; and, the management of learning and talent development. There is also a chapter by another author, Victoria Harte, on “Doing a student research project”, which will be beneficial to students and also practitioners who wish to conduct more rigorous operations. The chapters contain case studies that encourage the learner to relate and apply the theoretical discussion to real situations.

The encouragement of a critical and analytical approach is illustrated by the short and interesting consideration of the future of learning styles, which draws upon the valuable research of Coffield. Unfortunately, the internet reference for the source in the bibliography is no longer available. In reality, maintaining accurate internet references is a challenge that is unlikely to be fully resolved for those writing books given the rapid changes which occur.

In conclusion, this is a good book, which will be very useful for both students and practitioners.