ASSIGNMENT 1 FRONT SHEET

Qualification BTEC Level 5 HND Diploma in Business

Unit number and title Unit 11: Research Project

Submission date 31/05/2021 Date Received 1st submission

Re-submission Date Date Received 2nd submission

Student Name Ha Dinh Nghia Student ID GBH 190340

Class GBH 0808 Assessor name Ngo Tran Thai Duong

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I certify that the assignment submission is entirely my own work and I fully understand the consequences of plagiarism. I understand that
making a false declaration is a form of malpractice.

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 Research Proposal Form
I. SECTION ONE: TITLE, OBJECTIVES, RESPONSIBILITIES
Title: How on-job learning affect talent development
Objectives: The main goal of this research is to study how while on-job learning affect how each
individuals talent develop. Whether learning help in talent development or not, and if its does
help, how does learning help talent development.
Responsibilities: This project ensures the collected data is accurate and ensures compliance with
ethical regulations. The collected information is done fully, voluntarily cooperating among the
surveyed people without any pressure. The choice of topic and format has been agreed upon by
the instructor. This project is based on the guidance of the instructor and will follow.
II. SECTION TWO: REASON FOR CHOOSING THIS RESEARCH PROJECT
In some organization, many new employees or trainee that are very talented. But when working
in the organization some people can not fully utilize their talent and some can utilize their talent
and even developed their own talent. I choose this research project its to learn why some
talented employees can utilize it and why some can not. And also its to learn how organization
train, coach their employees.
III. SECTION THREE: LITERATURE SOURCES SEARCHED
Talent Development
Definition: Talent development concentreate on the planning, selection and implementation of
development strategies for the entire talent team to ensure that the organisation has both the
current and future supply of talent to meet strategic objectives and that development activities
are aligned with organisational talent management processes. (Carbery, 2012)
Defining talent for development purposes: A reading of the talent management literature
suggests that, at an individual level, talent is something exemplary that certain people possess.
Gladwell proposed that “talent is equal to ten years or 10,000 hours invested in a specific field”.
(Gladwell, 2010). However, when one considers organisational level definitions, a narrower view
of talent emerges. Michaels et al argues that, in the context of management positions, talent is
conceptualised as A code for the most effective leaders and managers at all levels, who can help
a company fulfil its aspirations and drive its performance. Managerial talent is some combination
of a sharp strategic mind, leadership ability, emotional maturity, communications skills, the
ability to attract and inspire other talented people, entrepreneurial instincts, fundamental skills
and the ability to deliver results. (Michaels, 2001).
The architecture of talent development: Gandz suggests the notion of a talent development
pipeline architecture. This architecture consists of a clear statement of talent development
needs, developmental pathways, effective HR systems to support identification, assessment and
development of talent and a blend of developmental strategies. (Gandz, 2006). The notion of an
architecture is central to the arguments made by Lepak and Snell who suggested different
approaches according to the different contributions employees make to the business. Therefore,
the talent development architecture is not a one size fits all approach but should be
differentiated. (Lepak & Snell, 1999). It is argued that it is necessary to understand the processes
that support talent development in order to understand its contribution to achieving competitive
advantage. Consistent with the dynamic capabilities perspective, it is important to consider how
those responsible for managing talent development manage the architecture. In particular, it
focuses on issues of stakeholder engagement, communication activities and decisions concerning
the target groups for talent development activities and the extent of standardisation of talent
development processes and systems across the organisation. (Festing & Eidems, 2011).
On-job learning/development
Deffinition: Learning and development in organizational concept can be defined as the process
guidelines that the organization has the knowledgeable, skilled, and engaged workforce it needs.
It facilitates the acquisition of individuals and groups of knowledge and skills through testing,
events and learning programs offered by organization, guidance and training provided by line
managers and others, and self-directed learning activities performed by individuals. (Harrison,
2009)
The main purpose of learning and development in an organizational concept is to aid collective
progress through the collaborative, expert and ethical stimulation and facilitation of learning and
knowledge that support business goals, develop individual potential, and respect and build on
diversity.
There are five components to Learning and Development: Learning, Development, Training and
Education. Learning should be distinguished from training. Learning is the process by which a
person constructs new knowledge, skills and capabilities, whereas training is one of several
responses an organization can undertake to promote learning. (Reynolds , et al., 2002)
Learning and development theory: Learning and development activities make a major
contribution to the successful achievement of the organization’s objectives and investment in it
benefits all the stakeholders of the organization. Learning and development plans and
programmes can be integrated with and support the achievement of business and human
resource strategies. The organization needs to invest in learning and development by providing
appropriate learning opportunities and facilities, but the prime responsibility for learning and
development rests with individuals, who will be given the guidance and support of their
managers and, as necessary, members of the HR department. Learning and development can be
performance-related – designed to achieve specified improvements in corporate, functional,
team and individual performance and make a major contribution to bottom-line results.
The process of organizational learning: Organizational learning can be characterized as an
intricate three-stage process consisting of knowledge acquisition, dissemination and shared
implementation. As such it is closely related to knowledge management. Knowledge may be
acquired from direct experience, the experience of others or organizational memory.
(Armstrong & Taylor, 2014)
Argyris suggested that organizational learning occurs under two conditions: first, when an
organization achieves what is intended and, second, when a mismatch between intentions and
outcomes is identified and corrected. He distinguished between single-loop and double-loop
learning. These two types of learning have been described as adaptive or generative learning.
(Argyris, 1992)
Study case for learning and development: The business case for learning and development
should demonstrate how L&D programmes will meet business needs. Kearns and Miller go as far
as to claim that if a business objective cannot be cited as a basis for designing training and
development, then no training and development should be offered. A cost/benefit analysis is
required to compare the benefits expressed in quantified terms as far as possible that will result
from the learning activity. The business case has to convince management that there will be an
acceptable return on the investment (RoI) in learning and training programmes and events. It can
be difficult to produce realistic figures, although the attempt is worth making with the help of
finance specialists. The case for investing in L&D can refer to all or any of the following potentia l
benefits: (Kearns & Miller, 1997)
Improve individual, team and corporate performance.
Attract high-quality employees by offering them learning and development opportunities,
increasing their levels of competency and enhancing their skills, thus enabling them to obtain
more job satisfaction, to gain higher rewards and to progress within the organization.
Improve operational flexibility by extending the range of skills possessed by employees
(multiskilling).
Increase the commitment of employees by encouraging them to identify with the mission and
objectives of the organization.
Help to manage change by increasing understanding of the reasons for it and providing people
with the knowledge and skills they need to adjust to new situations.
Provide line managers with the skills required to lead, manage and develop their people. (Kearns
& Miller, 1997)
Hypotheses
Approaches to learning needs analysis: Learning needs are often established on the basis of
general assumptions about what people in particular occupations need to know and be able to
do, for example managers need to learn about leadership. This is an easy approach but it can be
facile. The assumptions could be so generalized that the resulting learning event will be all things
to everybody and nothing for anyone in particular. (Armstrong & Taylor, 2014)
Gap analysis: Learning needs analysis is often described as the process of identifying the learning
gap – the gap between what is and what should be. Gap analysis involves identifying the gap
between what people know and can do and what they should know and be able to do, so that the
learning needed to fill the gap can be specified. It should be concerned with identifying and
satisfying development needs – fitting people to take on extra responsibilities, acquire new skills
 to deal with changing work demands, or develop a range of skills to facilitate multitasking.
(Armstrong & Taylor, 2014).
Analysis of business and workforce plans: Business and workforce plans should indicate in
general terms the types of skills and competencies that may be required in the future and the
numbers of people with those skills and competencies who will be needed. An analysis should
also be made of any areas where future changes in work processes, methods or job
responsibilities are planned and any additional knowledge or skills that may be required. These
broad indicators have to be translated into more specific plans that cover, for example, the
outputs from training programmes of people with particular skills or a combination of skills.
(Armstrong & Taylor, 2014).
Role analysis: Role analysis is the basis for preparing role profiles that provide a framework for
analysing and identifying learning needs. Role profiles set out the key result areas of the role but,
importantly, also define the competencies required to perform it. Performance management
should ensure that role profiles are updated regularly, and the review can be built on an analysis
of the results achieved by reference to the key result areas and agreed objectives. (Armstrong &
Taylor, 2014)
Skills Analysis: Skills analysis, its determines the skills required to achieve an acceptable standard
of performance. It is mainly used for technical, craft, manual and office jobs to provide the basis
for devising learning and training programmes. (Armstrong & Taylor, 2014)
IV. SECTION FOUR: ACTIVITIES AND TIMESCALE
Milestone one: Questionnaire Finalization
Target date (set by tutor): Jun 01, 2021
Milestone two: Finish the data collection
Target date (set by tutor): Jun 09, 2021
Milestone three: Numerical analysis
Target date (set by tutor): Jun 18, 2021
Milestone four: Production of final outcome (Draft)
Target date (set by tutor): Jun 30, 2021
Milestone five: Production of final outcome (Official)
 Target date (set by tutor): Jul 2, 2021
V. SECTION FIVE: RESEARCH APPORACH AND METHODOLOGIES
The method used in this project is qualitative strategy. Qualitative research is a type of social
science research that collects and works with non-numerical data and that seeks to interpret
meaning from these data that help understand social life through the study of targeted
populations or places. (Crossman, 2020). To be specific, the method of structured interview will
be implimented into this project. Question related to the topic will be prepared to inteview 5
interviewee. These interviewees are from two different company. The primary data are the
answers of the interviewees and Secondary data includes definition data, research from articles,
or other academic sources on the internet.

Comments and agreement from the tutor

Comments (optional):
I confirm that the project does not work which has been or will be submitted for another
qualification
and is appropriate.
Agreed: Ha Dinh Nghia date: May 31, 2021
Comments and agreement from project proposal checker (if applicable)
Comments (optional):
I confirm that the project is appropriate.
Agreed: .................................................................................... (name)
.................................................................................... (date)

Research Ethics Approval Form

All students conducting research activity that involves human participants or the use of data collected
from human participants are required to gain ethical approval before commencing their research. Please
answer all relevant questions and note that your form may be returned if incomplete.
For further support and guidance please see your respective Unit Tutor.
Before completing this form, we advise that you discuss your proposed research fully with your Unit
Tutor. Please complete this form in good time before your research project is due to commence.

Section 1: Basic Details

Project title: How on-job learning affect talent development
Student name ( group representative): Ha Dinh Nghia
Programme: Research Project
School: FPT Greenwich University
Intended research start date: Jun, 02, 2021
Intended research end date: Jul, 01, 2021

Section 2: Project Summary

Please select all research methods that you plan to use as part of your project:
• Interviews: 
• Questionnaires: 
• Observations: 
• Use of Personal Records: 
• Data Analysis: 
• Action Research: 
• Focus Groups: 
• Other (please specify):

Section 3: Participants
Please answer the following questions, giving full details where necessary.
Will your research involve human participants?

Who are the participants? Tick all that apply:

Ages 12-16:  Young People aged 17–18:  Adults: 

How will participants be recruited (identified and approached)?

Describe the processes you will use to inform participants about what you are doing:
How will you obtain consent from participants? Will this be written? How will it be made clear to
participants that they may withdraw consent to participate at any time?
Studies involving questionnaires: Will participants be given the option of omitting questions they do
not wish to answer?
Yes:  No: 
If No please explain why below and ensure that you cover any ethical issues arising from this

Studies involving observation: Confirm whether participants will be asked for their informed consent
to be observed.
Yes:  No: 

Will you debrief participants at the end of their participation (i.e. give them a brief explanation of the
study)?
Yes:  No: 

Will participants be given information about the findings of your study? (This could be a brief
summary of your findings in general)
Yes:  No: 

Section 4: Data Storage and Security

Confirm that all personal data will be stored and processed in compliance with the Data Protection Act
(1998) Yes:  No: 
Who will have access to the data and personal information?

During the research:

Where will the data be stored? Yes:  No: 

Will mobile devices such as USB storage and laptops be used? Yes:  No: 

If yes, please provide further details:

After the research:

Where will the data be stored?
How long will the data and records be kept for and in what format? Will data be kept for use by other
researchers?
Yes:  No: 
If yes, please provide further details:

Section 5: Ethical Issues

Are there any particular features of your proposed work which may raise ethical concerns? If so, please
outline how you will deal with these:
It is important that you demonstrate your awareness of potential risks that may arise as a result of your
research. Please consider/address all issues that may apply. Ethical concerns may include, but are not
limited to the following:
• Informed consent.
• Potentially vulnerable participants.
• Sensitive topics.
• Risks to participants and/or researchers.
• Confidentiality/anonymity.
• Disclosures/limits to confidentiality.
• Data storage and security, both during and after the research (including transfer, sharing,
encryption, protection).
• Reporting.
• Dissemination and use of your findings.

Section 6: Declaration
I have read, understood and will abide by the institution’s Research and Ethics Policy:
Yes:  No: 

I have discussed the ethical issues relating to my research with my Unit Tutor:
Yes:  No: 

I confirm that to the best of my knowledge:

The above information is correct and that this is a full description of the ethics issues that may arise
in the course of my research.
Name: Ha Dinh Nghia
Date:
Please submit your completed form to
REFERENCES
Argyris, C., 1992. On Organizational Learning. Blackwell: Cambridge.

Armstrong, M. & Taylor, S., 2014. ARMSTRONG’S HANDBOOK OF HUMAN RESOURCES MANAGEMENT PRACTICE.
13 edn ed. Philadelphia: Ashford Colour press Ltd.

Carbery, R., 2012. Mapping talent development: Definition, scope and architecture. [Online]
Available at: https://www.researchgate.net/
[Accessed 2021].

Crossman, A., 2020. An Overview of Qualitative Research Methods. [Online]

Available at: https://www.thoughtco.com/
[Accessed 2021].

Festing, M. & Eidems, J., 2011. A process perspective on transnational HRM systems — A dynamic capability-based
analysis. s.l.:Human Resource Management Review.

Gandz, J., 2006. Talent development: The architecture of a talent pipeline that works. s.l.:Ivey Business Journal
Online.

Gladwell, M., 2010. Outliers: The Story of Success. Boston: Little, Brown & Company.

Harrison, R., 2009. Learning and Development. 5th edn ed. London: CIPD.

Kearns, P. & Miller, T., 1997. Measuring the impact of training and development on the bottom line. London: FT
Management Briefings.

Lepak, D. & Snell, S., 1999. The human resource architecture: toward a theory of human. s.l.:The Academy of
Management Review.

Michaels, E., 2001. The War for Talent. Boston: Harvard Business School Press.

Reynolds , J., Caley, L. & Mason, R., 2002. How do people learn?. London: CIPD.