Jane Stubberfield Organisational Implications of Coaching

By the end of this session you will be able:  Identify the factors involved in a learning and development strategy  Discuss methods for ensuring strategic alignment  Evaluate models for creating a learning and development strategy

“So we have to ask ourselves are we being driven seriously by identified business needs, or are we making our own interpretation of what we think the organisation needs?” Mayo, A., (2004), Creating a Learning and Development Strategy: The HR Business Partner’s Guide to Developing People, CIPD Learning and Development Strategy

1 In what ways does learning and development impact on business performance? 2 How should HRD departments be involved in developing business strategy? Impact of L & D on Business Performance Exercise

Effective learning and development Employee performance Ability Motivation Opportunity Organis- ational performance Cost effective HR investment Labour productivity Product / service quality Business performance outcomes improves drives Jarvis, J., Lane, D., and Fillery-Travis, A., (2006), The Case for Coaching, CIPD

Vertical alignmentHorizontal alignment

 How much does the learning and development strategy of an organisation align with the overall human resources strategy?  How much does the learning and development strategy of an organisation align with the overall business strategy?

 How much is the learning and development strategy aligned with the other human resources practices and policies?  When adjustments are made in one area are they also made throughout the human resources function?

Agree on the strategy-making teamClarify organisational missionExplore core valuesCarry out SWOT or PESTLE analysisAgree L & D strategy and strategic plan Harrison, R., (2005), Learning and Development, CIPD

Strategic Analysis SWOT Core competencies Environmental studies Market projections Strategic Goal Setting Growth Customer satisfaction Profitability Market share Chosen Routes to the Goals Resources Systems and processes Capability Partnership Implementation Leveraging resources Progress measurement Conflict resolution Change management Mayo, A., (2004), Creating a Learning and Development Strategy, CIPD

1 What are the advantages of having a fully integrated learning and development strategy? 2 What are the key factors to consider in creating a fully integrated learning and development strategy?

Mayo, A., (2004), Creating a Learning and Development Strategy: The HR Business Partner’s Guide to Developing People, CIPD Jarvis, J., Lane, D., and Fillery-Travis, A., (2006), The Case for Coaching, CIPD Harrison, R., (2005), Learning and Development, CIPD References

This resource was created by the University of Plymouth, Learning from WOeRk project. This project is funded by HEFCE as part of the HEA/JISC OER release programme.Learning from WOeRk This resource is licensed under the terms of the Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales license ( The resource, where specified below, contains other 3 rd party materials under their own licenses. The licenses and attributions are outlined below: 1.The name of the University of Plymouth and its logos are unregistered trade marks of the University. The University reserves all rights to these items beyond their inclusion in these CC resources. 2.The JISC logo, the and the logo of the Higher Education Academy are licensed under the terms of the Creative Commons Attribution -non-commercial-No Derivative Works 2.0 UK England & Wales license. All reproductions must comply with the terms of that license. Author Jane Stubberfield InstituteUniversity of Plymouth Title Learning and Development Strategy Description Creating a fully integrated learning and development strategy Date Created Educational Level 7 Keywords UKOER, LFWOER, Learning from WOeRK, UOPCPDLM, Continuous Professional Development, CPD, Work-based Learning, WBL, Learning, development, strategy, alignment, business performance Back page originally developed by the OER phase 1 C-Change project ©University of Plymouth, 2010, some rights reserved