Transforming Training: A Guide to Creating a Flexible Learning Environment - The Rise of the Learning Architects

Citation

Mackey, D. (2007), "Transforming Training: A Guide to Creating a Flexible Learning Environment - The Rise of the Learning Architects", Development and Learning in Organizations, Vol. 21 No. 1. https://doi.org/10.1108/dlo.2007.08121aae.001

Transforming Training: A Guide to Creating a Flexible Learning Environment - The Rise of the Learning Architects

Transforming Training: A Guide to Creating a Flexible Learning Environment - The Rise of the Learning Architects

David Mackey, Siân Livsey,Kogan Page, London, 2006

Formerly a training director for Unisys in Europe and Africa, David Mackey is a trainer and coach and Siân Livsey is a management trainer and coach. They have written this highly practical book for those “seeking to harness the benefits of learning in today’s fast-moving world”, whether they be learning professionals or those less familiar with the training/HR world.

The book aims to provide a methodology/toolbox of processes for identifying and managing the journey towards learning excellence. To cope with the accelerating rate of change faced by many organisations, it promotes a move from a reactive to a proactive learning approach, introduces the concept of a learning architecture and identifies four types of learning architect: corporate, tactical, functional, and individual.

Part 1 of the book looks at the processes of creating a learning environment and considers organisations, learning and change, establishing the learning function, a journey to learning excellence, managing learning without a team and the business of learning. Part 2 looks at the rise of the learning architect and investigates the required skills and qualities before going on to consider methods of delivering learning and current learning issues.

Each chapter is clearly introduced and summarised with relevant case studies set on a shaded background. Tables and figures are clearly presented and provide useful illustrations of the methodologies discussed.

Having set out to build an essentially practical book based on practical experience and research, there are few references to theory. Regrettably, the few mentioned do not give details of page numbers and some are not detailed in the list of references. References are, therefore, fairly limited, although supplemented by a list of further reading. Both include relevant and reasonably up-to-date titles, although there are other recent titles equally appropriate for further reading.

After being potentially inspired by the concept of a learning architecture and the developing role of learning architects given in the introduction, part 1 may fail to meet the reader’s expectations, although the authors do warn that this section is designed primarily as a “dip in” for learning and development professionals. Part 2 offers useful examples of the skills and qualities required by the four types of learning architect, plus providing a context for these roles. The book certainly provides a valuable resource for those with responsibilities for learning, e.g. line managers, who have a limited learning and development background, and is bound to stimulate those with more experience to consider where their learning function is on the continuum and to reassess their role.

This review by Ruth Whitfield was published in Industrial and Commercial Training, Volume 38 Number 6, 2006.