Striving for best practice in corporate learning – the EFMD CLIP experience

Hongkong, 4 June 2012Dr. Martin Moehrle

www.efmd.org

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CLIP Value PropositionCLIP = Corporate Learning Improvement Process

• International Quality Assurance Scheme• Self-assessment and Improvement Roadmap and Support• Access to Community of Experienced Peers – including Business

Schools• Outside-in and Inside-out Perspective through External Peer

Reviewers and Participation in Review Teams respectively• Benchmarking/Positioning• Internal Value : Stakeholder Analysis & Validated SWOT Assessment• External Value : Learning Function Branding & Employer Branding• Ever increasing Knowledge Base and growing Maturity of Corporate

Learning Organizations

www.efmd.org

CLIP Quality Framework : 9 chapters

• External Suppliers• Corporate Learning

Team• Physical Resources &

Administration

• Innovation & Development

• International Issues

• Programmes, Services & Activities

• Participants

• Strategic Positioning

• Target Markets

Positioning, Alignment

& Key Interfaces

Programmes, Services & Activities

Resources, Processes

and Suppliers

Innovation,Development

& Interna-tionalisation

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www.efmd.org

Positioning, Alignment & Key Interfaces

• Governance system (Strategic orientation, Financial oversight, Stakeholders input)

• Alignment with Company Strategy• Mission, Mandate, Founding purpose• Scope of the CU’s Activities (Markets,

Target Audiences, …)• Interface with Business Units• Management of the CU’s client base

(Learning Partner function, …)• Positioning in the organisation chart,

Reporting Lines• Interface with HR structures and

processes

Innovation, Development & Internationalisation

• Capacity for Innovation, role as standard setter for creativity in the company

• Interface with the Academic world, environmental scanning capacity to anticipate future needs and trends

• International Perspective, support to the company’s positioning in a globalised business context

• Linkage to knowledge management, integration of new technologies and e-learning techniques

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www.efmd.org

Programmes, Services & Activities

• Internal Structure (departments, schools, sub-units, etc)

• Structure of the CU’s portfolio of activities (Programmes, Consulting, Coaching, etc)

• Alignment of the service portfolio with :– The mission– The target markets– The target audiences

• Coherence of the portfolio• Programme Value Chain (Needs

Analysis, Design, Delivery, Evaluation, Follow-up, Transfer)

• Pedagogy (face-to-face, ICT facilitated self-directed, blended learning)

Resources, Processes & Suppliers

• Internal Resources– Deployment of CU staff in

programme facilitation– Mobilisation of line managers and

experts from within the business• Staffing (CLO, Programme Designers,

Programme Managers, etc.)• External Resoures

– Criteria for outsourcing– Criteria for selection of external

providers– Management of external providers

• Management Systems within the CU• Funding model (profit centre, cost

centre,…)• Physical & On-line Facilities

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www.efmd.org

Apply

• Eligibility Visit• Complete Application• Briefing Visit Briefing Visit

Report

Assess

• Define Approach• Self-Assessment Self-Assessment Report

Review

• Prepare Schedule• Peer Review Peer Review

Report

Maintain

• Build Improvement Plan• Continuous Development Mid-Term Report

CLIP Flow Chart

EligibilityEligibility

AccreditationAccreditation

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New cycle for re-accrediation 3-5 yearsRe-

AccreditationRe-

Accreditation

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formal/high control

informal/low control

Five roles of corporate learning functions

Shared perspective among leadership cadre

Structured and acce-lerated learning for leadership pipeline

and prof. development

Enterprise change agent

Knowledge mana-gement/ learning

organization/ business development/ innovation

Governance of enterprise learning

space

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A look into the crystal ball: 10 trends for corporate learning

1. Human capital planning is becoming an integral part of business development: this is where the organizational learning agenda is defined

2. Learning will be better integrated with talent and performance management processes, so that L&D gets into the performance improvement business

3. The transition to knowledge-based economies requires a broader remit of the learning function to become an architect or enabler of learning, which calls for a totally new set of performance metrics

4. L&D has to cope successfully with the duality of a mature learning context in established markets and an immature context in emerging markets

5. One brand strategies raise market expectations on global consistency of brand experience and the underlying culture and people profiles: a clear mandate for global learning

6. L&D will include informal learning in its provision and transition from learning programs to learning environments that combine, e.g., formal training with e-learning, knowledge portals, web 2.0 features, coaching and job aids

7. The use of an increasing variety of delivery channels will be driven by availability, technological progress, globalization, cost considerations and the preferences of a multi-generational workforce

8. There will be a pronounced accountability for managers to facilitate on-the-job learning and to create a culture of learning, curiosity and mutual coaching within and across their teams, accompanied by a responsibility shift for development from the organization to the individual

9. L&D functions will be subject to the ongoing industrialization of internal support processes which will command more governance, collaboration and sharing across often dispersed L&D teams, and more technology

10. The number one challenge in global learning transformation initiatives is being lean, transparent and cost-effective – and at the same time impactful, agile, business aligned and innovative

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The three stages of L&D value creation

adapted from Doug Ready: Building the High Flex/ High Value HR Team, ICEDR 2009

valu

e cr

eatio

n

Stage 1:service delivery

Stage 2:strategy enablement

Stage 3:transformational impact

incremental effort

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Launch of UBS Business University in 2010: managing all learning in UBS

As part of current HR Transformation, integration of BU into Talent CoE to enable an end-to-end talent framework

Broaden Global Learning Delivery to become Global Talent Delivery

And further out: merger of Talent Acquisition CoE with Talent CoE

Talent CoE

Where do we stand at UBS?

7 Talent Partner Teams

8 Competence Centers (4 of former BU)

Global Learning Delivery

Learning Delivery teams in all regions

Learning operations

Integration of talent management practices across the employee life cycle

employer brand

learning and develpment

onboarding

employee tenure

employeevalue con-tribution

acquisition

feed-back/transpa-rency

competency model

talent reviews, succession, reward & retention

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performancemanagement

one integrated HR technology platform supporting all TM processes