Week 1 - Part 1 - 1.1. (a): Distinctions between reflection critical reflection

 The salient distinctions Gray draws between reflection and critical reflection are outlined in Table 1.1(a) below:

Table 1.1 (a): Gay’s distinctions between reflection and critical reflection
	Reflection	Critical reflection
1	Reflection is described as an active and purposeful process of exploration and discovery, often leading to unexpected outcomes. It is the bridge between experience and learning, involving both cognition and feelings (Boud et al., 1985), aiding managers in achieving emancipation from ‘perspective-limiting assumptions’ (Kayes, 2002: 138).	Conversely, critical reflectivity is described as the surfacing and critiquing of tacit or taken-for-granted assumptions and beliefs. This takes place through the dialectical relationship between reflection and action in which reflection is a precursor to action, but the process of action leads to further thinking and reflective processes (Hoyrup, 2004).
2	Reflection is important because it allows us to critique our taken for-granted assumptions, so that we can become receptive to alternative ways of reasoning and behaving (Raelin, 2001).	On-the-other-hand, critical reflection (making an assessment of the validity of one’s assumptions, examining both sources and consequences) and critical self-reflection (reassessing the way one has posed problems and one’s orientation to perceiving, believing and acting).
3	Reflection involves the absorption of a concept into personal knowledge structures, relating the concept to the person’s other forms of knowledge and experience (Leung and Kember, 2003).	Moreover, by critiquing the presuppositions on which beliefs are built, critical reflection encourages learning at a deeper, transformative level (Mezirow, 1990).
4	Reflection has been described as the practice of ‘periodically stepping back to ponder the meaning of what has recently transpired to ourselves and to others in our immediate environment’ (Raelin, 2002: 66).	Similarly, adopting a critical perspective means making ‘a ruthless and courageous examination and deconstruction of assumptions, norms, expectations, limitations, language, results and applications of one’s work’ (Boyce, 1996: 9).
5	Reflection can also be seen as a form of response to experience–the total response of a person to a situation or event (Boud et al., 1985). Reflective learning may also involve disbelieving what was previously held to be true (Weick, 2002).	On-the-other-hand, critical reflection, promotes consciousness and hence the potential for autonomy, allowing human beings to make informed judgements that are not impeded by ‘socially unnecessary dependencies associated with subordination to inequalities of wealth, power and knowledge’ (Alvesson and Willmott, 1996: 13).
6	Reflection, is not restricted to being a process of quiet self-fulfilment, but is a political process directed against irrationality and injustice (Kemmis, 1985).	Conversely, critical reflection must be a social act of collective empowerment if it is to move beyond personal to social transformation (McLaren and da Silva, 1993).
7	Reflection requires some facilitation ‘to help learners reframe their knowledge base’ (Raelin, 2005: 135).	Whereas, critical reflection needs to be shifted from individual to organizational learning and from a focus on individual to collective action if it is to be a component in the politics of organizational learning and change (Vince, 2002).
8	A direct, primary experience may also lead to non-learning if the reaction to the experience is one of mental or physical discomfort–a personal crisis, for example, may serve to absorb attention rather than facilitate calm reflection. Anxiety and avoidance strategies may also serve to hinder learning (Vince, 1996).	However, critical management pedagogy needs to embrace both content (organizational procedures and relations) and processes (participative values) (Reynolds, 1999a).
Adapted from B867 Reading 1, (2016)

Week 1 - Part 1 - 1.1. (b): Examples of the value, in encouraging critical reflection

 Outlined below are illustrations – with appropriate caveats - of how there would be value, in encouraging critical reflection, to two of the learning organisations I have work with:

The following pictorial scenario - moving from a taught “passive” culture to an action-learning “dynamic” culture.  Ref.: Dealtry (2004), P.105: The savvy learner. Has been utilised as a mechanism and back-drop to show how reflection is part of the progression of students, for both organisations. E.g.: Higher Education and Employers require reflective “Dynamic Self-directed leaners / Independent problem solvers. Example 1: Further Education (FE) Centre - Ealing, Hammersmith and West London College (Hammersmith Campus) Worked here: (2008 - 2017). BTEC L3: Extended National Diploma in Business The hyperlinked programme is a two-year course – utilised to enter Higher Education - and is equivalent to 3 A Levels and covers the fundamentals of business, consists of 7 mandatory units plus optional units. Those students who are encouraged to adopt a critical perspective and make a concerted examination and

deconstruction of assumptions, norms, expectations, limitations, language, results and applications of the course’s material invariable achieve the highest  Grades: Pass (descriptive), Merit (Analytical) and Distinction (Evaluative). grade. The reflective elements is supported with coursework, tutorial and student review feedback – hyperlinked example of Level 3 programme’s specification. Example 2: Higher Education Centre (Since 2018). Pearson BTEC HND Diploma Level 5 Business (example college). On successful completion of the Level 5 Higher National Diploma, students can develop their careers in the business sector through: Entering employment in job roles such as: Business Manager Business Development Manager Business Advisor Office Manager Continuing existing employment Linking with the appropriate Professional Body Committing to Continuing Professional Development Progressing to university. The value of critical reflection – for the Higher National Diploma - is that it promotes consciousness and hence the potential for autonomy, (Independent problem solving), allowing human beings to make informed judgements that are not impeded by ‘socially unnecessary dependencies associated with subordination to inequalities of wealth, power and knowledge’ (Alvesson and Willmott, 1996: 13). The reflective elements is supported with coursework and formative / summative feedback – hyperlinked example of Levels 4 and 5 Pearson: BTEC Higher Nationals in Business

Week 1 - Part 1 - 1.1. (c): Ways to improve my own reflective practice.

 The reading of article - B867 Reading 1, (2016) - has suggested the following ways in which I could improve:

Click on image - to enlarge - Ref.: Hilton, D (2011) The advent of commodification of education Shukr, M  (2017) and the increased application of Virtual Learning Environments (VLE) - due to Covid 19 – has necessitated a step-change in how to deliver effective reflective practices. Notwithstanding, as a Business Lecturer and Learning Technologist I have been applying  Blended Learning Programmes to accommodate the every changing teaching environment for some-time and suggest the following improvements to my own reflective practice. Click on image of - Online Components - to enlarge - Ref.: Hilton, D (2011)

In particular, I would employ aspects of the linked truncated version of Reading 1: Table 1: Reflective processes and tools framework.  For example, “Online components”  Reflective and reflexive conversations:  The advantage of applying this process would be to aid reflection-in-action, and the search for new meanings, options and perspective, particularly to “Collaborative methods” Critical incident analysis:  E-learning could be utilised to record events/incidents. Classified as critical, or not, through reflective discussion/analysis with facilitator, coach or mentor. High-lights key turning points and catalysts for personal and organizational change. For example, “Offline components”  Click on image of - Offline Components - to enlarge - Ref.: Hilton, D (2011) Reflective dialogue:  Promotes shared critical reflection. Mental models are made explicit for group critique and evaluation. Encourages turn taking, and encourages the group to challenge taken-for-granted perspectives and assumptions. Welcomes disagreements.  Reflective journal:  Aids reflective and critical thinking and developing self-awareness. All or some elements may be kept confidential, or shared with a facilitator to explore thoughts, ideas and analysis. Facilitator provides support and/or challenge.

Week 1 - Part 2 - 1.1. (d): Views from expert learning, development practitioners, consultants and coaches

Value of practice-based learning Example 1: Change workshops (MF) Using practice-based learning in change leadership. Participants come with a real change situation they're facing, think about that change situation throughout a series of activities, and then report out to each other the results of that reflection, that group work. Example 2: Translating theory into practice. (EL) Giving the learners the opportunity to actually experiment with what they've actually learned in a safe environment. Exposure to receiving feedback from your peers, and also from, for example, your managers or other colleagues. Distinctions between practice-based and                  experiential learning Example A: Transfer of learning (MF) What you're focusing on the most isn't transfer of learning. Based on experiences rather than a lot of theory and some reflection. Because you want the participant to experience what they would really do back in the workplace in the session.

Example B: Kolb (EL) Having a concrete experience, and then having that experience, and then reflecting on that experience, and then evaluating the experience. In reality the cycle doesn't necessarily happen in sequence. Example C: Learning through doing (TH) Rather deliver a presentation skills session …… sit on a presentation - which they're doing and - provide feedback to them afterwards, and then sit in on another presentation-- say, in a month's time-- and see how they've progressed Example D: Different: meanings and interpretations. (LH) Be clear exactly what we're asking our students or our participants to do – when working with experiential learning. But equally, you could be asking them to think about what's happening in the here and now, as more practice-based approach to learning. Example E: Design / creation of programmes. (JH) Using your experience is really, really key and also that of your participants.

Video Participants: Mariano Tufro (MF), Erica Levy (EL), Tim Haggett (TH), DR. Leah Tomkins (LH), Jeremy Howell (JH) Ref.: Video 1.1 - Transcript - Reflection and practice-based learning

Week 1 - 1.2: Managing your reflective learning - Part 1 - Tutor Group Forum (TGF)

 1.2. (a): Help with reflections (example/s).

The hyperlinked Continuous Professional Development (CPD) outlines my experiences - of using reflection to support my learning from practice. These activities occurred as a condition of my membership of the Institute for Learning (IFL) i.e., required to submit at least 30 hrs of reflective CPD content annually. IFL: Video on membership.

Example: Qualified Teacher Learning & Skills (QTLS) status is the badge of professionalism for post-16 education and training, helping practitioners advance in their careers and demonstrate their expertise and experience to colleagues, employers and learners. This 6-month programme was sign-off my line manage and IFL.

1.2. (b): Use of theoretical models to assist reflect reflections - Kolb's experiential learning cycle.

Kolb’s Learning Style Questionnaire identified me as primary having an Active/Reflective Learning Style; the consequence of this analysis has been that I  been able to motive my reflective learning via the construction of learning technologies, such as - see hyperlinked Reflective online journal: Module B867. Ref.: Hilton (2021).

1.2. (c): Record of reflections.

The main record of my stated CPD activities where stored on the Institute for Learning (IFL) “Reflective” storage system and my employees HR department - utilised for annual review of competencies.

1.2. (d): Identification of consequential action resulting from reflections enable me to conduct various training “gap-analysis” for my role as - Business Lecturer / Grade 1: Maths Lecturer and Learning Technologist  - resulting in the following CPD activities: Continuous Professional Development (CPD) activities.

Week 1 - 1.2: Managing your reflective learning - Part 2 - Tutor Group Forum (TGF)

 1.2. (e): Three practices which shall support my B867 reflective practice. 

• The absorption of a concept into personal knowledge structures, relating the concept to the person’s other forms of knowledge and experience (Leung and Kember, 2003).
• Adopting a critical perspective by making ‘a ruthless and courageous examination and deconstruction of assumptions, norms, expectations, limitations, language, results and applications of one’s work’ (Boyce, 1996: 9).
• Critical reflection as a social act of collective empowerment if it is to move beyond personal to social transformation (McLaren and da Silva, 1993).

1.2. (f): Suggestions for effective reflective practice. 

Mind-map of Units 1-3

The following hyperlinked: Reflective online journal (Module B867) can effectively accommodate the 3 practices stated in 1.3 (b). This is because of its multi-platform capability (Video, Audio, Text etc) and its navigation ability to link to other online resources. In addition, the weblog also has multi-user functionality, which afford sharing and auditing facilities. Moreover, the: "Tutorial- recording", "Bibliography", "Additional resources" and "Acknowledgement" sections, support and inform all the reflective elements below: 

Activity 1.1: Reflection and practice-based learning (120 minutes)

Week 1: Reflection 1.1: Part 1: 

1.1. (a): Distinctions between reflection and critical reflection. 

1.1. (b): Examples of the value, in encouraging critical reflection. 

1.1. (c): Ways to improve my own reflective practice.

Week 1: Reflection 1.1: Part 2: 

1.1. (d): Views from expert learning and development practitioners, consultants and coaches.

Activity 1.2: Managing your reflective learning (90 minutes)

Week 1: Reflection 1.2: Part 1: Tutor Group Forum (TGF)

Hyperlink to the 1.2: Part 1

Week 1: Reflection 1.2: Part 2: Tutor Group Forum (TGF)

Hyperlink to the 1.2: Part 2

1.2. (g): Respond to Post 2: Matthew Powell 30 Apr 2021, 14:53 - on (TGF)

Matthew stated that: "Within my organisation reflection often comes after a critical incident, usually either an offence being challenged in court or a complaint. In both instances our assumptions are being challenged by an outsider. When this happens we tend to come together to informally discus the matter as a team, often at the beginning or end of a shift. We have to re-evaluate things from a new perspective. Do they have a valid point? Often the answer is no, but if the answer is yes we may alter our working practices to compensate."

"As an instructor and mentor to the new members of the team, I tend to use the example in future training to demonstrate how prior experiences have lead us to do things the way we do and what the consequences were when we used to do things differently."

Successfully illustration of (Mezirow, 1990) point on critical reflection.

Matthew, you have successfully illustrated (Mezirow, 1990) point on critical reflection.

Critical reflection (making an assessment of the validity of one’s assumptions, examining both sources and consequences) and critical self-reflection (reassessing the way one has posed problems and one’s orientation to perceiving, believing and acting).

By critiquing the presuppositions on which beliefs are built, critical reflection encourages learning at a deeper, transformative level.

Good point.

Regards

David 

Week 2 - 2.1: What is HRD? - Part 1

Part 1

Based on the follow section of: ‘What is HRD? A definitional review and synthesis of the HRD domain’  by Hamlin and Stewart (2011): 

• The authors think it is important to answer the question ‘what is HRD?’ because:

• It introduces greater clarity, or at least a greater awareness as to what appears to be commonly understood by the term HRD, by reviewing a selected range of definitions offered by various writers.

• Moreover, it identifies the similarities and differences existing between a synthesis of the varied “intended purposes” and “processes” of HRD, and those of other professional domains concerned with the development of people and organisations.

• In addition, it highlights what we perceive to be dilemmas and challenges for HRD scholars and practitioners, arising from where the boundaries of “HRD” appear to lie relative to the boundaries of these other closely related domains of study and practice. 

• Moreover, the article identified the following difficulties in answering the question:

• Uncertainty as to whether HRD will continue to exist as a separate and unique field of study and practice, particularly bearing in mind the current comparative lack of external recognition by people from other “professional” fields.

• McGoldrick et al. (2001) observe, the process of defining HRD by academics, researchers and practitioners is proving to be frustrating due to the lack of clear boundaries and parameters, elusive due to a lack of depth of empirical evidence for some conceptual aspects, and confusing due to confusion over the philosophy, purpose, location and language of HRD. 

• As an academic field, HRD remains segmented, incomplete, lacking comprehensiveness and coherence, with diverse theories and models offering competing explanations” (Garavan et al., 2007, p. 3). 

• It appears to be open to differing and ambiguous interpretations. 

• Lee (2001) argues there is a strong case on philosophical, grounds for not defining HRD, because the proffering of definitions tends to represent HRD as a thing of being, rather than a process of becoming. She contends this necessarily misrepresents the continuing changing reality of what HRD actually is. 

• The defining of HRD is problematic - on theoretical grounds - because of the different understandings, meanings and usages of the word “development” and of “human resource”. For example, from her research Lee (1997, 2001) found the concept of “development” being used by HRD professionals in four different ways:

• (1) Development as maturation: whereby individuals, groups and organisations are perceived as capable of being completely understood and developed through a pre-determined, stage-like and inevitable progression of learning based on the findings of sufficient expert “social deterministic” analysis; 

• (2) Development as shaping: wherein people are seen as tools that can be shaped to fit the organisation.

• (3) Development as a voyage: wherein people perceive development as a lifelong personal journey upon uncharted internal paths in which the individual constructs their own version of reality (within and beyond their organisational context), and each person is the sole owner and clear driving force behind the identification and implementation of the development process. 

• (4) Development as emergent: whereby the development of group-as-organisation is seen as no different from that of any social system in which development tends to emerge in a messy and discontinuous way, with no single sub-system or actor consistently triggering and driving the process. 

• Lee suggests that when individuals talk about their own development, they normally think of it as a voyage of learning and discovery, whereas when senior managers talk of organisational development, they normally think of it as a shaping process. In contrast, social theorists and many HRD academic researchers normally adopt a maturational or emergent perspective, depending on their preferred methodological paradigm. In light of these very different interpretations of the meaning of “development” and “human resource”, Lee suggests neither of these two terms can be talked about as “unitary” concepts.

• Lee’s practical reason for refusing to define HRD is based on the perceived degree of variation in practice across the globe, which in her view makes the notion of producing a generally acceptable (generic/universalistic) definition of HRD an unrealistic idea and an unrealisable goal. 

• Bing et al. (2003, p. 348) observe from a US perspective, HRD faces a major challenge because “as yet few outside of HRD may consider HRD to be a profession”. Typically, professional status is defined by several key criteria such as: 

• significant barriers to entry; 

• a shared common body of knowledge rather than proprietary systems; formal qualifications at university level; 

• regulatory bodies with the power to admit, discipline and meaningfully sanction members; 

• an enforceable code of ethics; and 

• some form of state-sanctioned licensing or regulation for certain professions, or parts of professions (see Bullock and Trombley, 1999; Perks, 1993; Roberts and Dietrich, 1999).

• Lee (2001) observes, in general the HRD-related definitions and occupational standards produced by such bodies have been based predominately on what is seen as “best practice” rather than having been theoretically derived (from “best evidence”). 

• In the UK, the respective “definitions” and “occupational standards” produced by the CIPD and ITOL are UK ethnocentric, and do not fully embrace or encapsulate the complete field of knowledge and professional activity that is HRD in the UK, or as taught on a wide range of HRD-related postgraduate degree programmes at various universities. Nor do they embrace much of what is understood to be HRD in other countries. Those engaged in practice can have no valid claim to full professional status or regard themselves as part of a genuine profession. 

• Ruona and Lynham (2004) provide a useful “philosophical framework” into which HRD knowledge generation, conceptualising, and theory building, can be placed for a better understanding of the various “contradictions” and “confusions” about the identity of HRD, and their “connectedness”. Additionally, Swanson (2007a) provides an equally useful “holistic theory framework” to help scholars and practitioners create and critique emergent theory in the field of HRD

Week 2 - 2.1: What is HRD? - Part 2

Reviewing the hyperlinked Table 1:Overview of the selected HRD conceptualisations and definitions the following best describe the learning and development of the HRD function in an organisation I know well.

Week 2 - 2.2: HRD in practice

From watch the comments made in Video 2.1: HRD in practice, 

• I believe the primary purpose of HRD? 

EL: Is to establish what the business's strategic plans is and, in particular, what drive the business and who makes the contribution promoting that business?

• How can HRD make a real difference?

EL: Well, in my own personal experience, nothing speaks louder than actually running a successful intervention. And I would be quite honest and say that the first time you run an intervention, you will be faced with lots of cynicism, lots of setbacks, lots of often, to be quite frank, negativity from other functions. But if your intervention is successful, then it will form its own PR and that will actually promote your intervention. And generally speaking, if you've put a lot of research and preparation into your intervention, you've actually managed to harness support from those participants, they will then go out and spread the message that actually HRD know what they're talking about. They're supporting us. They know how to actually provide the right skills, training for employees. It's making a bottom-line difference to the business. If you can make that bottom line difference to the business, then you've got them. And then you're literally motoring, and then you can literally put forward suggestions that might previously have been put on the back burner. It will depend on the organisation. Because in many organisations that I've worked with, there isn't necessarily a separate HRD function. So, if we take it from the perspective that there is a separate HRD function in an ideal world-- a lovely scenario, I might add-- then you would be first and foremost interrelating with the HR function, with your colleagues in human resources. You would then be interrelating with all the other business support functions, so that could be marketing, PR, anything that's involved in the business in terms of the functions that would go right across the organisational charts. So, it would mean that if you're in HRD, you are having to relate to people at the top of the organisation. So that could be the chairman, the board, downwards, if it's that type of company. And that would include the people that even come into clean on a Saturday morning. If you're in, say, for example, a public sector organisation, say like a council, it may be more defined as to how you actually interrelate with other functions. But it should still follow the same principles, that you actually, in HRD, talk to all people at all levels of the organisation.

• What would you say are the key interfaces for HRD, in terms of people and business areas?

JH: I think what's really key is to understand the strategy of an organisation. So in terms of partnering with people, I think it's great to understand how operations, finance, and marketing functions work, because they're kind of core parts of an organisation. So, the enabling functions of an organisation, to really understand that, I think will help build credibility for you.

MT: In a smaller organisation, it think the HRD has to stay very connected with the owner of that organisation, if it's a privately owned company, or at least with the directors of that organisation. Because they are the ones who know what the strategy is all about. And in that case, you can connect learning, development, and challenge strongly with that organisation's strategy. And in that case, you need to be even more agile. Because in a smaller organisation, the strategy might change even more often. And I think that's an important thing to think about.

TK: In terms of key partners, recruitment's usually a key partner because anybody we recruit, obviously, we never recruit in a finished article. Nobody's ever the finished article; they always need to be developed. So, when people are coming in through assessment centres or undergoing psychometric evaluation, getting that information off recruitment so we can hit the ground running in terms of, OK, you've talked to the director, which is quite a senior position. But as soon as you've joined, we're going to have these development interventions in place so that you can get up to speed as quickly as possible and fit the role profile we brought you in for. So, recruitments always very important. And we also spend a lot of time talking to line managers. And so, our line managers might typically have between 5 and 10 people in their team. And so, we only have to talk to about 20% of our entire employee population. And we can talk about everybody in that population's development needs. So, talking to line manager, getting their feedback in terms of actually on the ground-- what do they need? What kind of results are they seeing from the development programmes? Programmes And what would they like to see next?

JEREMY HOWELL

ERICA LEVY

MARIANO TUFRO

TIM HAGGETT

Week 2 - 2.3: Exploring talent development in practice - Part 1

Week 2 - 2.3: Exploring talent development in practice - Part 2 - (TGF)

2.3: Exploring talent development in practice - Part 1

For the past decade, I have be working in (Private universities/colleges), which do not particularly support comprehensive talent development. Consequently, the files below are - examples of direct/indirect - evidence of talent development initiatives (TDL), in an Further Education (FE) establishment - I work for approximately 8 years: between February 2008 and January 2017. (Click on) Table 1. to enlarge: 

(1): Organisation: 

West London College - formally known as EHWLC: (Ealing, Hammersmith and West London College) - is a further and higher education college based across four campuses located in Park Royal, Ealing, Hammersmith and Southall.

The College provides training and development for over 10,000 students from entry level to postgraduate. West London College (WLC) is a member of the Collab Group, which represents 35 of the largest and most innovative colleges in the UK.

"WLC's Vision is to be the leading college in West London for technical and vocational education and skills training. Moreover, their mission and vision are backed up by our the following core values:

• Ambition: To strive to be the best in all areas of strategic importance to the College, enabling their learners, employers and staff to achieve high expectations and ambitious goals.

• Innovation: To be innovative in their thinking, striving to embed new and original practises that will underpin everything they do.

• Accountability: To take personal responsibility for driving success, overcoming barriers and finding solutions. To be constantly learning and developing.

• Inclusion: To be welcoming, supportive and our commitment to equality and diversity which will underpin everything they do." WLC (2021)

As a Business/Maths Lecturer and Tutor, I was primarily involved with: BTEC L3 Extended National Diploma in Business. WLC (2021, E)

(2): Examples of WLC's talent development initiatives

The tools required for successful talent management include workforce planning, recruiting, strategic plan and goal alignment, executive coaching, leadership development, recognition programs, diversity and inclusion, and engagement, as well as retention. Some of WLC's: Direct sources of evidence (DSE) and Indirect sources of evidence (ISE) are illustrated below:

Files: 17-24 - Table 1 - accommodated WLC's: workforce planning, recruiting, strategic plan and goal alignment, DSC and ISE talent development (TL) requirements. In particular, by including the (then) government's educational investment/expansion programme and securing Business Lecturers which had extensive work-experience as well as the necessary academic background - see File 23: Original job application document.

Files: 1-16 - Table 1 - are examples of how WLC enlisted probationary, appraisals, pay and pension rewards to meet their organisational: goals alignment, recognition programs, diversity and inclusion, and engagement, as well as retention - see File 5: Appraisal (2011) document.

Personal - Continuous Professional Development (CPD). Note: Funding for CPD and IFL membership stopped post 2010

(3): WCL's Talent development strategy

WCL's talent development strategy is not "inclusive", because it is not based on the assumption that anyone has talent; this is born-out by the fact that WCL has made most of its admin-staff redundant and encouraged teaching-staff to take-on these functions. Conversely, WCL's has demonstrated that it has an "exclusive" view that talent is only present in a minority of individuals, because it has laid-off most of its over 50s employees. Notwithstanding, a key-driver behind this action was to reduce the pension commitment to make FE more attractive to the private sector.

WCL's talent development strategy does contain a "broad" view because it considers:  workforce and succession planning, recruitment and selection, learning and development, and diversity, which includes flexible working and work–life balance (Taylor, 2014). However, at variance with this, is WLC's "narrow" view, because they are relinquishing their obligation to meet their future skill needs by outsources to recruitment agencies. 

WLC talent development strategy does have a blended approach to senior-management roles, but it is less transparent than its overall talent management initiatives. Note: "A ‘blended’ approach is often adopted with regard to the methods, scope and beneficiaries of talent management initiatives. This means that while organisations support all members of the workforce in achieving their full potential, they also have more structured talent management initiatives such as graduate schemes and leadership programmes that are directed specifically at a group of high calibre employees." (Taylor, 2014).

(4): The main strengths and weaknesses of WLC’s approach to talent development.

HRD “encompasses planned activities and processes designed to enhance organisational and individual learning, develop human potential, maximise organisational effectiveness and performance, and help bring about effective and beneficial change within and beyond the boundaries of organisations”  B867 Reading 2, (2010, P.206) - Table 1: Hamlin (2004)

Within the wider context of WCL's talent management, talent development has the following aims:

• to complement workforce planning by identifying knowledge, skills and abilities required to meet current and future business needs

• to engage and retain staff (based on the assumption that investment in employee development shows that employees are valued)

However, although WCL's stated "Vision" and "Core-values" - are seen as a strength - by support these aims. WLC's drive to commodify their education provision through outsourcing and rationalisation of age profile of staff - are seen as a short-term weakness - undermine these aims.

WLC's aims to develop learning interventions that are:

• linked to business objectives (to support flexibility in a fast-changing environment)

• smart and efficient (making good use of internal expertise and resources)

• dynamic and constantly reviewed.

Are uncertain, because the commodify of FE provision has yet to reach market-maturity and consequently, results in strategic gaps. The reasons lock-down and invariable unplanned conversion to the VLE (virtual learning environment) illustrated major weaknesses (IT equipment provision and quality control).