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The purpose of this paper is to identify whether HR leaders could prepare and train their workforce for tomorrow's skills demand.

A survey was commissioned by Lumesse contact database and third party research house, Survey Shack, which ran from 6‐17 August 2012. Respondents were sourced from 24 different countries and worked in SMEs of less than 1,000 employees to enterprise‐sized organisations with more than 50,000 employees.

Over a third of HR leaders believe they cannot sufficiently prepare their workforce for tomorrow's skills demand, leaving one in three employees feeling insecure in their job as a result. Only 10 per cent worldwide believe HR is seen as an “extremely useful partner” by employees for skills development; over 70 per cent of HR leaders believe that employees see HR as providing little or no learning, or just the minimum skills for them to succeed; and 40 per cent of HR leaders believe that employees would not seek help from HR if they needed to develop new knowledge or skills quickly. The majority of employees see their colleagues as a more valuable resource for acquiring new skills or knowledge than their internal Learning Management Systems.

The paper will help HR leaders understand the benefits of adopting more agile tools and approaches to learning and development programmes in organisations

This paper is valuable to HR leaders and learning professionals needing to understand how best to implement valuable learning and skills for employees, to keep up with the speed of change.

With the purpose of promoting cross-field dialogue, this paper aims to review workplace learning (WPL) and human resource (HR) literature. The authors endeavour a conceptual examination and discussion of the bridges that link both research fields in relation to learning, in an effort to establish an integrated understanding of learning in workplaces.

This paper uses a scoping review focused on how learning is approached in WPL and HR studies. An analysis of the selected literature reveals fundamental themes and dimensions that further our understanding of learning in the context of work.

Overall, there are three learning dimensions where WPL and HR conceptually interrelate, namely, skills, incentives and work design. The scoping review also shows that HR is output-oriented and looks to learning as capital for enterprises, especially in light of enterprise performance for competence development. WPL centres more upon socio-cultural and practice-based configurations and the individual. It encompasses the human dimension of learning as something enriching the whole of life, including work life.

This paper contributes with a unique inquiry into the interrelations between WPL and HR approaches to learning, highlighting the complementarity between WPL theoretical features and HR practices. At the core of our findings is that WPL becomes analytically visible through how HR learning strategies are designed and deployed in the forms of skill development, incentive structures and work design, referring to both workplace structure and cultural features.

The purpose of this paper is to present and discuss two different learning approaches to lean through a sensemaking lens.

This is comparative case study within one organisation, and a qualitative analysis of interview data, participative observations and documents.

Although this study found that both practices promoted lean thinking in the organisation, the “calculating lean approach” has an approach oriented towards one profession, namely, medical doctors, whereas “doing lean” has a more multi-professional-oriented approach.

This research enriches the literature on workplace learning in relation to lean, seen from a practice-based perspective. The authors argue that “The calculating lean approach” and its use of data presentations is best suited to persuade the powerful doctors to join, when working with small improvements. “The doing lean approach,” on the contrary, is more suited to promote more comprehensive changes from the bottom up that require a deeper understanding of lean among all the professions involved.

Personnel costs typically account for 60% or more of total operating expenses in health systems, and as such beome a necessary focus in most if not all substantive health reform adaptations. This study sought to assess whether strategic alignment of the human resource (HR) and learning functions was associated with greater adaptive capacity in U.S. health systems.

Data were gathered using a survey that was distributed electronically to chief human resource officers from two U.S.-based associations. The survey included questions about organizational structure, strategic human resource management, strategic learning, and organizational response to health reform.

Significant correlations were found between strategic alignment of HR and HR’s involvement in responses related to cost control (r=0.46, p<0.01); quality improvement (r=0.45, p<0.01), and patient access (r=0.39, p<0.01). However, no significant relationships were found between strategic alignment of organizational learning and HR involvement with these responses.

Results suggest that HR structure may affect an organization’s capacity for adaptive response. Top-management teams in health systems should consider positioning HR as part of the core leadership team, with a reporting relationship that allows HR to maximally participate in formulating and implementing organizational adaptation.

The digital learning and learning & development (L&D) at workplaces in corporates is having a significant challenge, where only about 1% of the week is spent on L&D by the employees. There are an array of recent L&D reports–by Deloitte, 2019; Skillsoft's, 2019; LinkedIn Workplace Learning Report-2019; UK L&D Report-2019; FICCI-NASSCOM and EY “Future of Jobs” Report-2017–which have clearly been indicating that the digital learning is fast-emerging as one of the realistic option. The employees invest their time and energy for skilling/up-skilling/re-skilling for remaining relevant to the emerging business context under volatility, uncertainty, complexity and ambiguity (VUCA) world and also coronavirus disease 2019 (COVID-19) is being researched.

The L&D interventions have primary objective of enhancing skills, competencies and career growth among employees, and the learning engagement styles/ systems are undergoing dramatic paradigm shifts. There is dire need to understand the impact of sweeping changes with Industry 4.0 and HR 4.0; however, there are only a few industry-centric studies that are available to assess the impact of technology on L&D with digital learning. Hence, there is a need to study the factors influencing various segments of workforce in large corporates, where the learning engagement with digital learning is fast-emerging among corporates.

Given the digital learning / L&D context in corporates, this research paper has attempted to review and analyse the opportunities, challenges and emerging trends with respect to leveraging technology and innovation to enhance L&D to deliver the business goals, under the 70:20:10 framework, with case analysis of ten different corporates (across different industry sectors) viz., Genpact, Nexval, Airbus, Siemens, AstraZeneca Pharma, HPCL, HGS (BPM), HP, Flipkart and IBM. The A-to-Z of Talent Management and Leadership Development (adopted version from India Leadership Academy, Publicis Sapient, 2019) best practices are analysed, summarized and presented to indicate emerging trends in Industry 4.0 era.

This study has been carried out for just ten major corporates/ multinational companies (MNCs) operating in various sectors. The sample size used is relatively less; therefore, the study can be carried out with a larger sample size and deeper data analysis and insights across countries/continents. At present, this can be considered as a base-research for undertaking deep-dive analysis. The sectoral analysis and cross-industry perspectives require consideration in next studies. To address the sector-specific issues, the research can be undertaken for either a particular sector such as manufacturing, automotive, IT/ITeS, telecom, aviation, agri-tech and pharmaceutical, knowledge-based industries, etc. or comparative analysis across few related sectors required.

This research has provided/shall provide a basis to understand the various factors that influence the L&D and digital learning ecosystem in large corporates. It is expected to provide a practical and also strategic perspective towards effective usage of digital learning systems (both in-house and open systems) for enhancing the effectiveness of L&D in the context of VUCA World and HR 4.0 around us. The proposed hypothesis of “The Digital Learning is the “Future of HR”, especially for the L&D in large Corporate Academies (in the context of Industry 4.0)” stands justified.

The clear shift from training culture to “Learning Culture” is possible and feasible with strategically planned digital learning/ L&D interventions, which benefits the corporates, employees, customers and the society at large.

To the best of our knowledge, probably this is one of the first paper in the analysing the industry best L&D/Digital learning practices from an practitioners and academic perspective, as we live in the era of bit-sized and byte sized micro-learning. This study contributes to the academics by providing insights on possible digital learning policies that can be practiced by large corporates, where the “ownership of learning and career growth” is transferred onto the employees. The result of this study complements the evolving digital learning trends, in line with science of self-driven and lifelong learning principle.

Studies of inter-organizational relationships have traditionally overlooked the human resource management (HRM) field, with most research focusing on collaborations in the technical domain. This study endeavors to explore the impact of organizational human resources (HR) collaborations on HR innovativeness, drawing on theories about organizational learning capabilities to explain this connection. By analyzing the synergies arising from inter-organizational HR collaborations, this study aims to seek to shed light on the potential for HRM to contribute to organizational performance and foster innovation.

The study is based on a quantitative survey conducted among 326 Dutch companies. The survey aims to find out whether these companies collaborate with other organizations on HR-related issues, the extent to which they renew their HRM function, and whether they apply organizational learning practices. The data collected for the survey are analyzed using Hayes PROCESS macro to investigate mediation effects.

As per the study, HR collaboration results in innovation. The research suggests that collaborating with HR across different organizations significantly contributes to HR innovation. This relationship can be explained by the inter-organizational learning practices that organizations adopt. Therefore, when organizations collaborate with each other, they learn from each other, which enhances their learning capabilities and ultimately leads to HR innovation.

This study delves into the extent to which organizations collaborate on HR-related issues, which is a relatively new field. Moreover, it contributes to the research on the connection between inter-organizational relationships and innovation by showing how much of it is explained by organizational learning.

This research proposes a framework, which identifies the underlying factors that shape learning behavior in the workplace. It takes organizational members' perspectives into consideration to gain better understanding on managing people and their behavior in the organizational learning process.

Primary data were obtained through a questionnaire survey of 162 respondents from three organizations that had recently experienced an array of changes.

It is found that psychological discomfort is a condition that blocks people from acquiring and learning new knowledge during the transformation period. However, effective HR practices are likely to moderate individuals' inconsistent attitudes and unpleasant psychological states as well as enable their learning work behavior.

The results support the notion that building and managing organizational learning requires basic shifts in how people think, behave, and interact in the process. Effective HR practices can help avoid dissonance and induce learning behavior in the workplace.

The contribution to the literature and business management is its empirical investigation and survey instrument developed to measure the impact of employees' cognitive dissonance as well as that of the HR practices on organizational learning during the change process. These perspectives were taken into consideration since people are regarded as key players in the learning process. The results also confirm the “normative perspective” of organizational learning that the effective learning process can be driven by some underlying factors including cognitive dissonance and HR practices.

With knowledge management as the strategic intent and learning to learn as the strategic weapon, the current management focus is on how to leverage knowledge faster and better than competitors. Research demonstrates that it is the cultural mindset of the people in the organisation that primarily defines success in knowledge intensive organisations. This article highlights the importance of people management in the knowledge economy, explores major challenges to human resource management (HRM) in managing knowledge workers, and identifies some key HR strategies for effective people‐centric partnership in knowledge management, namely, trusting HR philosophy, institutionalising learning to learn, and fine tuning HR systems in recruitment, retainment, performance and reward management of intellectual capital in a multi‐national context. This article reflects the key themes from the author's recent book, Managing People in the New Economy, published by Sage.

The purpose of this paper is to explore the relevance of human resource development (HRD) for law firms in the UK. It examines how the characteristics of legal professional practice in the UK, including the partnership structure, long established methods of targeting solicitors and the law society, may act as barriers to the implementation of HRD.

The paper uses an exploratory case study research approach to investigate characteristics and issues influencing the adoption of HRD in a Scottish legal firm. Primary data are collected via semi‐structured interviews with a cross‐section of representatives.

Despite recognition of the importance of learning, the characteristic elements of law firms, including the partnership structure; the pervasiveness of time‐billed targets in the solicitor community; and HR's profile and acceptance among the solicitor community, remain as barriers to the applicability of HRD. The research also exposes variability on the level and scope of development opportunities, an emphasis on technical skills development, and a lack of solicitors' self‐managed learning ability.

While the research findings provide a useful insight into the barriers to HRD in one legal firm, this does not allow for any generalisations being drawn from the study.

The paper explores the suitability of workplace learning to support legal professional development.

There is a dearth of research into HRD in legal practices in the UK. The paper contributes to the contextual influences that limit the applicability of HRD to legal professional practices.

This paper attempts to examine the issue concerning human resource (HR) structures and the transfer of HR knowledge to discover whether and how HR structure facilitates the transfer of HR knowledge between subsidiaries of an MNC in China.

The investigation, being of an exploratory nature, follows the tradition of a grounded approach. The paper is based on an empirical study of 22 individual HR professionals from 21 Chinese subsidiaries of MNCs. Data were collected through semi‐structured interviews conducted between January and April 2004 and a grounded analysis was carried out with the assistance of Nvivo software.

The forms of HR structures, especially China centre‐led HR structures, have created an opportunity for developing HR learning networks for sharing HR knowledge amongst sister‐subsidiaries and between the subsidiary and the China centre. These forms of HR structure have also provided an essential foundation for wide collaboration between subsidiaries, and further for creating a knowledge‐sharing culture to facilitate HR knowledge transfer.

The findings on HR structure and the transfer of HR knowledge have implications for understanding the organisational structure and inter‐subsidiary knowledge transfer.

There is little previous research on HR structure, the transfer of HR knowledge in China, and the link between them. This paper addresses this gap and seeks to contribute to the literature.