1 -Learning Story- Creating an Enterprise Learning Organization (a.k.a. Aligning the Planets)

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-Learning Story-

Creating an Enterprise Learning Organization

(a.k.a. Aligning the Planets)

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Project Objective

Objective:

Structure and leverage all learning resources to support all LoBs in ‘non-business specific learning’ with the goal of:

• Eliminating duplication of programs, while establishing customization processes (including facilitator)

• Standardizing process methodology (ADDIE: Assess, Design, Develop, Implement, Evaluate) and technology platforms

Design the ideal learning organization for a $10B company on a blank piece of paper (assume no existing structure or training content)

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Non-Business Specific Learning Defined

Definition:

Any non-technical topic that is relevant to more than one line of business based on similar learning objectives, where up to 20% customization will satisfy differing LoB needs

TOPIC NON-BUSINESS SPECIFIC (Y/N)

Training for enterprisewide HR processes (ex: performance management, succession) yes

Management/supervisory: delegating, managing top performers, associate engagement, coaching/delivering feedback; appraising performance, dealing with performance problems, directing others

yes

Professional skills: Communication (writing, presenting, influence, listening); Conflict Management; Teamwork; Problem Solving; Critical Thinking; Decision Making; Work/Life Balance; Ethics; Professionalism; Time Management; Dealing with Change

yes

Desktop (Microsoft, Captivate, etc) and other generic IT skills yes

Corporate compliance (CBCE, harassment) yes

Leadership Development: business execution, developing strategy/vision, change management, motivating, leading/building teams, SPIRIT values (note: training must recognize different levels of leaders)

yes (foundational)

Continuous Improvement (process mapping, six sigma skills, BPI) yes (foundational)

Customer Service Skills (Note: may need to consider developing foundational branch vs distribution training; FM has 500 customer care associates which likely have different responsibilities/training needs than other LoBs – the Customer Care training in

yes (foundational)

Project Mgmt (Noite: process can change according to tool, such as SAP, which may require advanced courses to be LoB specific)

yes (foundational)

New Manager On-boarding (NMO); current program as it exists today is non-business specific; there are likely business specific processes that would require additional business specific training

yes (foundational)

New Hire Orientation; current program as it exists today is non-business specific; there are likely business specific policies, etc that would require additional business specific training

yes (foundational)

New Associate On-boarding; current program as it exists today is non-business specific; there are likely business specific processes that would require additional business specific training

yes (foundational)

Business skills: Finance (budgeting, cash flow mgmt, financial statements, driving P&L, etc); HR (interviewing, developing talent); Business Analysis

yes (foundational)

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Population Learning needs Sample Topics Make/ Buy

Year

Sr. Level Managers

Middle Level Managers

Beginning and Emerging Managers

Leadership Development, Lvl 3



Will break down into specific topics, such as priorities setting, change management, motivating others, building teams

90% buy

50% buy

90% make

One

Salaried Individual Contributors Performance-Driven Professional Development Skills

Analysis Needed to Determine, could include professionalism, dealing with change, teamwork, decision making

90% make One (after Ldrship Dev)

Sales Leaders and P&L Owners (DMs, RVPs, Branch Ops Mgrs)

Financial Acumen; Lvl 1, 2 and 3 Enhancing Margins, Maximizing EBITDA, Understanding P&L

80% make One

Hiring managers and others involved in the interview process

Hiring/Staffing Interviewing skills, compliance issues 100% make One

All Levels Desktop; other generic IT skills Excel, PPT, Outlook 100% buy One

Inside Sales, Drivers, Customer Service Reps, Acct Mgrs, Office Mgrs

Customer Service Foundational customer service 100% make One

Mid Level and Sr. Managers (Other) Financial Acumen Enhancing Margins, Maximizing EBITDA, Understanding P&L

80% make Two

IT, HR, Finance & Ops (will evaluate project based roles by LoB)

Project Management Specific methodology or basic principles of PM to including planning, tollgate process

100% buy Two

Operations, IT, HR, Finance (evaluate process oriented roles by LoB)

Process Management /CI/BPI Process mapping, six sigma, continuous improvement

100% buy Two

COE will own ongoing maintenance of orientation, on-boarding, compliance and other Enterprise HR training

Make vs. buy recommendations are based on audience level, audience size (for larger population is it typically less expensive to make), quantity of starter materials, specificity of content to company

Enterprise Wide 2 Year Learning Strategy

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Current State Learning Resources

* Note: This represents HR Coordinators and Generalists that are currently performing learning work that would be performed in future state by the centralized learning team or Learning Manager (it does not include delivery of training which would continue to be decentralized if customized)

• Dedicated Learning FTEs in HR: 5

• Additional FTEs: 5.5

• Single HR resources spending 50 – 75% of time on learning: 2.0 FTEs

• Additional HR Coordinator/Generalist FTEs *: 3.5

• Total FTEs: 10.5

• Company is significantly under resourced in Learning for a $10B company, therefore comparison of future state headcount to current state is somewhat misleading

• Median L&D staff from top industry study: 6.2 staff per 1,000 learners in 2009Company learner populations:

exempt associates = 5838nonexempt associates = 9496career level manager and above = 1971

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Future State Org Design Option 1 – Org Chart

Learning COE Leader

Learning Manager(3 LoB’s)

Learning Manager (3 LoB’s + Can)

Learning Manager (3 LoB’s)

Program Mgr (higher level)

Program Mgr (lower level)

Lead Instructional Designer

Instructional Designer


E-Learning Specialist

LMS Administrator

Program Coordinator

(supporting COE)

Program Coordinator

(supporting LMs)

Notes: • This design is based on a heavy ‘make’ vs. ‘buy’ model (need to validate philosophy with HRLT)

• The recommendation is for the Learning Mgr role to be decentralized year 1 (or until business is ready for centralization) with strong dotted line to Learning COE Leader and providing direct support to all assigned LoBs (with emphasis on big 4); If currently responsible for business specific learning, spend year 1 transitioning responsibilities outside of HR

• Trainers are program dependent and could be Learning Mgr, Program Mgr, Instructional Designer, business person, outsourced trainer. We are not currently recommending a full time trainer on staff for year 1.

• # of Program Coordinators will need to be re-evaluated and be scaled as content is ready for rollout

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Alternatives to Scale Back Option 1 Resources

In priority order:• From four to three Instructional Designers• From two to one Program Coordinator (year one)• From four to two Instructional Designers (heavier ‘buy’

model)

Last resort…• From three to two Learning Managers with alternate

grouping of businesses

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Model Summary High Level Supporting Processes

Centralized Learning Center of Excellence (COE); Program Managers own content areas and work with Instructional Designers where a ‘make’ solution is chosen; decentralized Learning Account Managers each support the three groupings of businesses in assessing needs and delivering solutions

Develop annual Learning Plan; plan for x% of time throughout year to be spent on Performance Driven learning needs that arise outside of Plan - utilize prioritization methodology to evaluate these needs; where need is single LoB or cannot be met within LoB timeframe (but non-business specific topic), LM diagnoses and builds solution that can be used across LoB in the future; advanced 201 + level courses to be reviewed by COE prior to LoB specific course development

Benefits Linking Mechanisms

Decentralized LMs ensure customer focus, easier transition (greater buy in and less resistance), accountability for business relevancy, and business specific tasks owned by business; centralized COE ensures consistency of ADDIE quality and no duplication

To link LMs to centralized team: strong dotted line, regular team meetings with full participation, connection through design process (defined check ins and/or sign offs); LM, PM and ISD work closely together on project

Downsides and Risks Outsourcing Considerations

Decentralized LM means potentially competing priorities and less incentive to collaborate (held accountable to meeting needs of LoBs, not best solution for company); model supports customization leading to administration of course offerings by LoB thus org design is in middle of continuum of efficiency; Risk of falling back to current state duplication

Trainers are dependent on program and could include outsourcing

Future State Org Design Option 1 – Details

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Future State Org Design Option 2 – Org Chart

Learning COE Leader

Program Manager (3 LoB’s)

Program Manager (3 LoB’s + Can)

Program Manager (3 LoB’s)

Lead Instructional Designer



E-Learning Specialist

LMS Administrator

Program Coordinator

(supporting COE)

Program Coordinator

(supporting PMs)

Notes: • Program Managers hold dual responsibilities: ownership of multiple content areas across the enterprise (Leadership Development, Financial Acumen)

AND account mgmt. for grouping of businesses (acct mgmt responsibilities include general needs assessment and prioritization, as well as being the single point of contact for mgmt and HR questions re: COE programs); from 1st model, responsibilities of Program Manager and select responsibilities of LM are combined into this Program Mgr role in model 2

• Needs assessment for a particular program is owned by that Program Manager who seeks input on needs for that program from HR generalist point of contact (one per grouping of business); Programs are then developed and delivered in standardized fashion with learners from multiple LoBs in a single offering; Model therefore does not account for customization of content

• Trainers are program dependent and could be Program Mgr, Instructional Designer, business person, outsourced trainer. We are not currently recommending a full time trainer on staff for year 1.

• # of Program Coordinators will not increase as dramatically going forward due to shared offerings

ExternalConsultant *

* Available at a fee where COE can’t accommodate need (not planned in the strategy, not able to be prioritized in the 20% flex, nothing exists already, beyond a quick project by Lead ISD)

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Alternatives to Scale Back Option 1 Resources

In priority order:• From four to three or two Instructional Designers• From two to one Program Coordinator (year one)

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Future State Org Design Option 2 – Details

Model Summary High Level Supporting Processes

All resources are centralized; Program Manager owns learning topics (Leadership Dev., Financial Acumen, Desktop, etc) AND is liaison to a group of LoBs (ideally aligned to HRLT). As liaison, they are the single point of contact for questions on all COE programs so must be knowledgeable of all solutions

Develop annual Learning Plan; plan for x% of time throughout year to be spent on Performance Driven learning needs that arise outside of Plan - utilize prioritization methodology to evaluate these needs; where need is single LoB or cannot be met within LoB timeframe (but non-business specific topic), involve HR or retain external consultant

Benefits Linking Mechanisms

Centralization provides greater control and standardization, less duplication of duties amongst LMs in other model, and increased collaboration (thus quicker to market when needs of various LoBs differ). PMs responsible for understanding needs of their businesses still ensures customer focus. PMs have responsibility to specific lines of business but also have responsibilities across the enterprise. Course offerings shared across LoBs driving efficiency and company wide culture.

PM and ISD work closely together on project ; link to business needs through HR generalists and process; Learning Council governance board of business leaders to ensure business relevancy

Downsides and Risks Outsourcing Considerations

Resistance by lines of business; relationships between ‘corporate’ learning resources and line of business management may be less effective; model does not support customization

Trainers are dependent on program and could include outsourcing

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Questions to Consider when Determining Best Model and Staffing Levels for company

Driving the right model:• Customization vs. efficiency? (Option 1 vs. Option 2)

Driving Staffing Levels:• Make versus buy? (Drives # of instructional designers and vendor

spend for ‘buy’ solutions)• How will learners be enrolled in courses? Purely by choice? By a

nomination process for some courses (ie Leadership)? Mandatory attendance for select training topics? (Drives initial staffing levels)

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Org Design Options – Evaluation of Alternatives

Org Design Criteria Current State

Option 1 Option 2

Strategy Driven: Enterprise (All LoB’s) Business strategy drives the learning strategy which drives org design

2 4 5

Leveraging all learning resources (people, tools, technology) across the entire enterprise 2 4 5

Accountability: Must ensure accountability to our objective of no duplication and limited customization to drive optimization of resources

1 4 5

Allows for flexibility and LoB specific needs 3 4 3

Allow for talent driven and performance driven learning (have a plan but must be able to react JIT to performance based issues throughout the year)

2 5 4

Defines and allows for career development of learning professionals 2 5 4

Scaleable (allows for growth of business and/or additional training needs) 2 4 4

Cost, quality, time focused: Ensure quality, relevant training in a cost effective manner delivered on time with consistent standards across the enterprise

1 4 4

Technology enabling: Must support a move toward technology driven learning 2 5 5

TOTAL 17 39 39

It’s a Tie Game but both options are significantly improved from current state… the decision depends on which criteria are more important

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APPENDIX

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Responsibility Summary

• Responsible for overall enterprise wide Learning Strategy and implementation• Direct learning initiatives across al lines of business with competing priorities; Oversees prioritization of business

needs and makes ultimate decisions• Ensures ADDIE quality• Balances needs for Talent Driven and Performance Driven learning• Manages staff and budget• Manages relationships with GSC leadership; works with Learning Account Managers to build relationships with LoB

Leadership to align learning objectives with business goals• Responsible for learning metrics (departmental and program specific) to ensure improved associate performance• Review COE operations for efficiency and productivity and lead process redesign efforts as required• Drives the strategy and the process for the selection of vendors; Develops and implements metrics to assess

vendor performance and apply continuous improvement with HR Planning & Operations• Establishes and oversees the Learning Council as a form of governance• Assist business in performance consulting, where needed

Job Profiles – Option 1 and 2

Job Title: Learning COE Leader (1)Reports to: TBDRoles: Strategist; Manager; Needs Analyst; Performance Consultant; Instructor

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•Partner with Senior LoB leadership to understand business strategy and learning priorities ; determines learning need commonalities across LoBs, brings needs, trends, gaps to COE as primary interface between LoB leadership and COE (the face of the COE to the business); helps COE in prioritizing projects and recommending appropriate solutions•Performance consulting with field and HR mgmt: diagnosing performance problems and determining appropriate solutions – training, coaching, etc – and referral if needed to alternate resources (to OE, HR, etc)•Work with business and HR partners to proactively identify skill gaps; Leverage proper solutions to close gaps•Conduct needs analysis w/in LoBs for specific COE learning initiatives•Central point of contact for LoB management and HR on COE programs•Drive acceptance/usage of COE products and services within LoBs; Ensure no duplication of programs and services•Be knowledgeable about the learning landscape within LoBs (ex: technology constraints)•Perform 20% customization of content and communications, where necessary•Implements communication strategy for learning solutions using standardized templates•Responsible for delivery of solution within LoBs including identification of target population (jobs), identification of trainers, and working with Program Coordinator to communicate needed program logistics; ensures ongoing delivery of program (new hires, those new to job)•Handles LoB requests that cannot be met by COE by timeframe due to priorities, ensuring that design is aligned with standardized approach •Manage the change as the new structure is implemented •Drive learning culture within LoBs•Interface to business specific learning within LoBs

Job Profiles – Option 1

Notes: LMs are decentralized year one; move to centralized when businesses are ready; If currently responsible for business specific learning, spend year 1 transitioning responsibilities outside of HR

Job Title: Learning Account Manager (3)Reports to: HRLT Roles: Needs Analyst; Performance Consultant; Marketer; Instructor; Transfer Agent

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• Responsible for overall success of learning program and development/management of scope, schedule, budget• Seeks input from LMs and other SMEs on program needs, scope, audience, learning objectives, timing, delivery

method, and resource requirements to ensure course development reflects holistic input, content relevance and effective implementation strategy; analyze needs and determines commonalities; Partners with LM and HR professionals as required to assist in needs analysis process

• Identifies resource needs (Instructional Designer, e-learning specialist, SMEs, trainers); influences the fulfillment of such needs

• Works with Instructional Designer and other resources to ensure timeline milestones are met • If an off the shelf ‘buy’ solution: Leads all vendor RFP, selection and SLA efforts, in conjunction with HR Planning

& Operations; Establishes and manages vendor relationships; Reviews and standardizes current vendor contracts within areas of content responsibility to remove current duplication of vendor content

• Works proactively on implementation plan with Learning Account Managers throughout, to proactively address potential LoB learning style and implementation issues

• Drive program delivery with LMs• Crafts template Program Communications for field• Owns definition, collection and roll-up of Program metrics; works with Learning Account Managers to collect LoB

metrics and reports back out• May deliver training on Program• Ongoing ownership of assigned programs: maintenance of program content (engages ISD as needed), quality,

engagement• May project manage aspects of the transition to the new structure including creation of standards and processes (ex:

the development of new standardized ADDIE processes)


Job Title: Program Manager (2)Reports to: COE LeaderRoles: Needs Analyst; Program Designer; Marketer; Instructor; Evaluator; Transfer Agent

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Account Management Responsibilities:• Partner with Senior LoB leadership to understand business strategy and learning priorities ; brings needs, trends, gaps to

COE • Drive acceptance/usage of COE products and services within LoBs; Ensure no duplication of programs and services• Central point of contact for LoB management and HR on COE programs

Program Management Responsibilities:• Responsible for overall success of learning program Conduct needs analysis w/in LoBs for specific COE learning

initiatives using central HR point of contact for each grouping of businesses• Based on business input, determines scope, audience, learning objectives, timing, delivery method, budget, and resource

requirements • Works with Instructional Designer and other resources to ensure timeline milestones are met • If an off the shelf ‘buy’ solution: Leads all vendor RFP, selection and SLA efforts; Establishes and manages vendor

relationships; Reviews and standardizes current vendor contracts within areas of content responsibility to remove current duplication of vendor content

• Develops and implements communication strategy for learning programs, to be used across the enterprise• Works with Program Coordinators to schedule program delivery and logistics; works with HR generalist point of contact to

identify target population (jobs); identifies trainers; ensures ongoing delivery of program (new hires, those new to job)• Owns definition, collection and roll-up of Program metrics• May deliver training on Program• Ongoing ownership of assigned programs: maintenance of program content (engages ISD as needed), quality, engagement• May project manage aspects of the transition to the new structure including creation of standards and processes (ex: the

development of new standardized ADDIE processes)


Job Title: Program Manager (2)Reports to: COE LeaderRoles: Needs Analyst; Program Designer; Marketer; Instructor; Evaluator; Transfer Agent

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• Performs all duties of Instructional Designers for own content areas (Lead Instructional Designer is a working manager that focuses on learning content delivered to higher level audience ie Leadership Development)

• Additionally:•Manages and guides lower level Instructional Designers•SME in learning evaluation and measurement, consulting with Instructional Designers as needed•SME in development of new standardized ADDIE processes for new learning organization•Handles customer Performance Driven (ad-hoc) training requests that cannot be accommodated with a full COE solution by offering tools, coaching, referrals to appropriate external vendors, etc; plays role of performance consultant in determining appropriate solutions


Job Title: Lead Instructional Designer (1)Reports to: COE LeaderRoles: Manager, Program Designer, Desktop Publisher, Instructional Designer, Instructor

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• Works with Program Managers and LMs to translate business requirements into learning content• Develop an instructional strategy for each learning intervention based upon established learning objectives and the

characteristics of a given target audience • Manage the design and development of learning curricula and/or programs to meet the developmental objectives

of the targeted audiences on schedule• Determine the appropriate media for the instructional concepts/materials and develop (formal: instructor led slides,

web based training, simulations, assessments, job aids, participant guide, instructor guide; informal: blogs, communities of practice, etc)

• Strong preference for blended approach and move toward increased e-learning• Responsible for Train the Trainer• Designs before, during and after learning components• Evaluate existing training content for usability• Conduct content research• Create content outlines and detailed storyboards• Engages e-Learning specialist where needed, based on delivery method


Job Title: Instructional Designer (2)Reports to: Lead Instructional DesignerRoles: Program Designer, Desktop Publisher, Instructional Designer, Instructor

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Job Title: E-Learning Specialist (1)Reports to: Lead Instructional DesignerRoles: Program Designer, Desktop Publisher, Instructional Designer, Instructor, Media/e-Learning Specialist

Responsibility Summary• Works with Instructional Designers on designing, developing, supporting and maintaining e-learning training

components (simulations, graphical media, etc, etc) using various industry standard authoring technologies, design tools and multimedia applications

• Topic research, original content authoring, and user experience design• Understand technology constraints in business and work with LoBs to address• Benchmark, identify, research, pilot and implement new standardized learning technology solutions for the

Learning function (working with business specific resources as well); forecast future needs and develop cost effective strategies aligned with business objectives; train learning resources on technology

• Resolve technical issues of learner with content

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Job Title: LMS Administrator (1)Reports to: COE LeaderRoles: Program Administrator

Responsibility Summary• Configure and manage the LMS based on understanding of business requirements• Sets standards and process for all LMS users• Works with LMS vendor and LMs to determine prioritization and rollout strategy of new functionality to meet customer

requirements (ex: categories, key words, curriculums, notifications)• Leads user’s group across company (field based instructor roles, etc)• Partners with IT to understand and prepare for changes/upgrades• Work with external content providers (ex: Skillsoft, AG) to prepare for integrations, uploads, etc.• Assist with fine tuning system performance and troubleshooting system issues • Understands reporting and creates standard and ad hoc reports• Optimize LMS to support the effective and efficient delivery of a user-friendly LMS to the end user• Manage course catalog and create courses and course components (facilities, keywords, competencies, delivery

methods) in the system; advises Program Coordinators on the entry/management of course offerings• Build standard end of course surveys in LMS that are broadly used for measurement• Modify the user interface and workflow as needed for various programs

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• Collects and aggregates department metrics; prepares presentations• Manage the billing process back to LoBs (LMS, external vendors, outsourced trainers, materials/food, etc)• Day to day vendor management• Track department budget• Administer programs for GSC• Assist with RFP process• Own documentation and ongoing maintenance of SOPs and processes for group• Provide research support for Instructional Designers• Support Instructional Designers and Program Managers as needed• Assist/backup other Program Coordinator in administering offerings as time is available


Job Title: Program Coordinator supporting COE (1)Reports to: COE LeaderRoles: Program Administrator

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• Coordinates and administers offerings, working closely with the LMs and Project Managers to understand course and program requirements

• Establish and manage course offerings in LMS where training is synchronous (produces roster for instructor, manages waitlist, etc)

• Monitors course registration• Coordinates with trainers• Books physical course locations where needed and coordinates with building point of contact for all program

logistics• Coordinates catering and course materials management (collating, shipping, copying, etc.)• Organizes technical support as required• On-site program support as necessary (i.e. classroom setup, assisting with requests during course, managing the

venue setup/cleanup)• Primary point of contact for learner questions about existing programs• Close courses in LMS after completion (credits to students, etc.)• Manage course evaluations• ‘Produces’ virtual events• Tracks training; pulls LoB metrics by program• Assists Learning Account Manager with higher level tasks as needed


Job Title: Program Coordinator supporting Learning Account Managers (1)Reports to: COE LeaderRoles: Program Administrator

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Training Roles

Below are some of the more common roles within a Training Department. Roles get bundled together to form jobs:• Desktop Publisher: puts the instructional concepts/materials into the correct media

(Job Aid, slides, Participant Guide, etc)• Evaluator: designs and determines all levels of program evaluation• Instructional Designer: preparing instructional materials• Instructor: directing structured learning experiences• Manager: planning, organizing, staffing, controlling, linking to other areas• Marketer: selling training and services to target audiences• Media/e-learning specialist: using technology to produce learning content• Needs Analyst: defining gaps between ideal and actual performance and specifying

causes• Performance Consultant: diagnosing business performance issues and from there

identifying management, process and learning problems in order to diagnose whether training or process redesign, etc is the appropriate solution

• Program Administrator: Ensuring facilities, equipment, materials, participants, and other learning components are present and that logistics run smoothly

• Program Designer: Preparing learning objectives, defining content, selecting and sequencing activities for a specific program

• Strategist: develops long range plans for what the training structure, organization, direction, policies, programs, services to accomplish the mission

• Transfer Agent: Helps individuals apply learning after the learning experience

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Pros and Cons of Centralized vs. Decentralized Learning Account Managers

DECENTRALIZED (STRONG DOTTED LINE TO LEADER)

CENTRALIZED

PROS CONS PROS CONS

• Customer focused• Easier transition (less

resistance)• Less change for HRLT• Accountability for

business relevancy• Allows for transition of

business specific learning year one

• Tasks that are business specific are owned by the business (ex: delivery)

• Wear LoB hats• Potentially competing

priorities• Less incentive to

collaborate (held accountable to meetings needs of their LoBs, not best solution for company)

• Risk of falling back to current state

• Control• Standardization• Less duplication of

duties amongst LMs• Increased

collaboration (thus quicker to market when needs of various LoBs differ)

• Less customer centric• More change, more

angst• Less influence with

business leaders• More difficult linkages

to business specific training, owned by business

• Have less knowledge to carry out business specific tasks

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Template’s Scoring Model Guidelines

Organizational Design - Scoring Model Guidelines 1 2 3 4 5 NA

Score Meaning

1 The Organizational Design prevents the fulf illment of this principle/criterion/guideline

2 The Organizational Design allow s only limited fulf illment of this principle/criterion/guideline

3 The Organizational Design w ould only permit fulf illment of this principle/criterion/guideline given certain conditions/operating protocols/policies

4 The Organizational Design partially support fulf illment of this principle/criterion/guideline

5 The Organizational Design fully support fulf illment of this principle/criterion/guideline

The design is compliant w ith the principle, how ever, certain key success factors need to be considered to ensure alignment

The design matches the principle and its implementation automatically leverages all advantages

Implication

The design does not meet requirements and it should either be reconsidered for alternative w ays to accommodate the principles or advantages w ith regards to other criteria are so signif icant that the deviation can be acceptedThe design does meet some requirements and it should either be reconsidered for alternative w ays to accommodate the principles or advantages w ith regards to other criteria are so signif icant that the deviation can be acceptedThe design could potentially meet the requirements if certain processes and policies w ould be established. The process and policy requirements need to be realistic and incorporated in the implementation plan

Prevents Fully Supports

1 -Learning Story- Creating an Enterprise Learning Organization (a.k.a. Aligning the Planets)

Documents

learning managers

learning story

learning work

learning mgr role

year learning strategy

centralized learning

ideal learning organization

similar learning objectives