Driving Business Impact of L&D Staff

CLC Learning and Development
CORPORATE
LEADERSHIP
COUNCIL
CORPORATE EXECUTIVE BOARD
Driving the Business

Impact of L&D Staff
Research Summary
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Executive Summary
Key Findings
In spite of directional signs of improving organizational stability, L&D functions and line leaders alike face substantial uncertainty regarding the
business’s L&D priorities. Despite this uncertainty, L&D functions have received a clear mandate from the line for business impact. Unfortunately,
75% of line leaders report that their L&D functions are woefully short of achieving this mandate.
The best L&D functions recognize that boosting the capabilities of their L&D staff is their most powerful lever for delivering significant business
impact. Now more than ever, they are squarely focused on developing Learning Advisors. Learning Advisors combine traditional L&D expertise
with business expertise and strong advisory skills to proactively influence talent and business decisions, not just build employee capabilities.
The bad news is that just 24% of L&D staff today are proficient as Learning Advisors. The good news is that most L&D staff are highly motivated
to develop their advisory skills and drive business outcomes.
Key Recommendations
To boost the L&D staff’s business impact, the best L&D functions:
■■ Focus L&D staff on “influencing” rather than “informing” line decisions;
■■ Transform day-to-day L&D activities into opportunities for influence;
■■ Develop well-defined, transparent L&D–HRBP relationships;
■■ Equip Learning Advisors for action with confidence, credibility, and accountability; and
■■ Get serious about business-relevant, on-the-job learning for L&D staff.
From CLC Learning and Development

of the Corporate Leadership Council®
www.ldr.executiveboard.com
© 2012 The Corporate Executive Board Company.

All Rights Reserved. LDR2907512PRO
3
The line sees employee
development as
INCREASING PRESSURE FOR BUSINESS IMPACT
critical for driving
business outcomes Employee Development Critical for Business
and increasingly expects Outcomes
L&D to deliver. Percentage of Line Leaders Who Identify Employee
Development as Critical to Achieving Business Outcomes1
■■ Two-thirds of L&D managers

are responding to the line’s
66%
mandate by focusing on of CEOs say that a lack of the right
driving business outcomes.
skills is their biggest talent challenge. 86%
Agree or
Strongly Agree
PwC, 2011 Annual CEO Survey.
The Line Increasingly Expects L&D to L&D Is Responding with a Focus on Driving
Demonstrate Business Impact Business Outcomes
Percentage of Heads of L&D Who Report Growing Percentage of L&D Managers Who Prioritize Their
Expectations from the Line for Business Impact2 Attention on Driving Business Impact3
57% 66%
Agree or Agree or
Strongly Agree Strongly Agree
1 Line leaders answering question as Agree or Strongly Agree on a 7-point agreement scale.
2 Heads of L&D answering question as Agree or Strongly Agree on a 7-point agreement scale.
www.ldr.executiveboard.com 3 L&D managers answering question as Agree or Strongly Agree on a 7-point agreement scale.
All Rights Reserved. LDR2907512PRO Source: CLC Learning and Development, L&D Team Capabilities Survey, 2011.
4
Line satisfaction with
individual learning
POSITIVE FEEDBACK ≠ BUSINESS IMPACT
interventions is not
translating into business Learner Satisfaction with Individual Positive Line Leader Feedback on Individual
impact. Learning Interventions Learning Interventions
Percentage of Learners Satisfied Percentage of Heads of L&D Reporting Positive Line
with the Learning Intervention1 Feedback for Individual Learning Interventions2
■■ The vast majority of heads
of L&D report positive
feedback on individual
learning interventions, but
that does not translate into a
high level of line satisfaction
with the function as a whole. 84% 79%
Agree or Agree or
Little Line Satisfaction with the Function Few Line Leaders Rate L&D Function as Critical
as a Whole to Achieving Business Outcomes
Percentage of Line Leaders Reporting Satisfaction Percentage of Line Leaders Reporting the L&D
with the Overall Effectiveness of the L&D Function3 Function Is Critical to Business Outcomes3
23%
24%
Agree or
Agree or
Strongly Agree
Strongly Agree
1 Learners who have attended a training program assessed by the Training Effectiveness Dashboard in 2011 answering
From CLC Learning and Development question as Agree or Strongly Agree on a 7-point agreement scale.
of the Corporate Leadership Council® 2 Heads of L&D answering question as Agree or Strongly Agree on a 7-point agreement scale.
All Rights Reserved. LDR2907512PRO Source: CLC Learning and Development, 2011 Training Effectiveness Dashboard Benchmark; CLC Learning and Development, L&D Team Capabilities Survey, 2011.
5
L&D strategy and staff
capabilities drive most of
L&D STAFF CAPABILITIES matter most
the variation in the L&D
organization’s impact on Relative Impact of L&D Function Enablers on Line Leader Achievement of Business Goals
business outcomes. Percentage of Impact Explained1
■■ More than one-half of

this variation is driven by
differences in individual L&D 1%
staff capabilities.
5%
■■ An additional 43% of
this variation is driven by
differences in L&D strategy.
43%
99%
94%
51% 51%
L&DL&D Staff
Staff Profile L&D Strategy L&D Structure L&D
L&D Tools
Resources
Capabilities and Processes and Resources
1 The percentage of variation explained is the proportion of the total variation in L&D’s impact on line leaders achieving their business
and talent goals that is attributable to L&D staff capabilities versus L&D strategy, L&D structure and processes, and L&D resources.
© 2012 The Corporate Executive Board Company. Source: CLC Learning and Development, L&D Team Capabilities Survey, 2011.
6
L&D staff performance is
driven disproportionally
BEYOND L&D EXPERTISE TO BUSINESS INFLUENCE
by two capabilities:
advisory capability and Relative Impact of Capabilities on L&D Staff Performance
business expertise. Percentage of Impact Explained1
■■ Business expertise has

significantly more relative
impact on L&D staff
performance than L&D
expertise.
40%
■■ Advisory capability
accounts for 40% of the
relative impact on L&D staff
performance.
39%
60%
21% 21%
L&D Expertise Business Expertise Advisory Capability
Most Critical Capabilities
1 The percentage of variation explained is the proportion of the total variation in L&D staff performance that is attributable to L&D
expertise versus business expertise and advisory capability.
7
A DEFINITION OF LEARNING ADVISORS
Integrated View of Learning Advisor Capabilities
Learning Advisor Defined

(ler-ning ad-vīzar) noun: Learning Advisors impact business outcomes by using their L&D and business expertise
to proactively influence talent and business decisions.
“Traditional” “Emerging”
L&D Expertise Business Expertise
Current State Desired State
L&D Terrain Analysis “Influencing the

“Building Capabilities” Knowledge Skills Business”
■■ Informing decision ■■ Challenging decision
making
making
Advisory
■■ Executing L&D Capability ■■ Using day-to-day
processes effectively
activities for influence
■■ Driving for line ■■ Driving for business
satisfaction L&D Client-Specific
impact
Process Skills Business
Acumen
A Scarce Resource
Just 24% of L&D staff qualify as Learning Advisors.


8
THREE CHALLENGES TO boosting LEARNING ADVISOR
IMPACT On THE BUSINESS
Boost Learning Advisor

Impact on the Business
Challenge 1 Challenge 2 Challenge 3

Focusing L&D Staff on High- Building Confidence and Driving High-Impact L&D
Impact Activities and Interactions Credibility to Extend Influence Staff Development Interventions
Most L&D Staff Have More Than L&D Staff Lack the Credibility A Lower Quality Bar for L&D
One Role to Impact the Business Staff Development
Percentage of L&D Staff Percentage of Line Leaders Reporting Percentage of L&D Staff Reporting
That the L&D Team Is Effective2 the Same High Quality Bar in
Learning Interventions for L&D Staff
as for Line Staff3
17% 21%
One Role1 Agree or
Strongly 40%
Agree Agree or
83%
Strongly
More Than
Agree
One Role
From CLC Learning and Development 1 L&D staff for whom one role accounts for more than 70% of their responsibilities.
3 L&D staff answering question as Agree or Strongly Agree on a 7-point agreement scale.
9
FROM BUILDING CAPABILITIES TO INFLUENCING THE BUSINESS
Comparing L&D Functions with Traditional L&D Staff Versus Effective Learning Advisors
L&D Functions with Traditional L&D Staff L&D Functions with Effective Learning Advisors
Actions Actions
Challenging Decision Making

Informing Decision Making 97% more likely to defend a point of view
in a decision-making interaction1
22% increase in the

Using Day-to-Day Activities for Influence number of line leaders
Executing L&D Processes Effectively 87% more likely to influence who achieve their
a line leader’s talent strategy1 business goals2
Driving for Business Impact

Driving for Line Satisfaction
80% more likely to discuss business
priorities with the line1
1 Calculated by measuring the difference in likelihood of line leaders reporting that the L&D function does the said activity by comparing L&D functions with the bottom 20% Learning Advisor
capability to L&D functions with the top 20% Learning Advisor capability.
2 “Business goals” is defined as the performance of line leader’s unit or group on revenue and talent goals. The 22% increase in the number of line leaders who achieve their business goals
represents a statistical estimate of the maximum impact an L&D function with effective Learning Advisors can have on the number of line leaders who achieve their business goals.
Source: CLC Learning and Development, L&D Team Capabilities Survey, 2011.


10
DriviNG tHE BuSiNESS imPact OF L&D StaFF
1 2 3
target High-impact activate Learning advisor Develop Learning advisor
activities and interactions capabilities to Extend impact capabilities on the Job
define and Map high-Impact Build L&d Staff Confidence to have Target on-the-Job development
Capabilities to day-to-day L&d Activities Challenging Conversations with the Line Activities to Individual Needs
Build and Sustain high-Impact Collect and use Intelligence use Peer Learning to Accelerate
L&d and hRBP Partnerships to drive Business decisions and Broaden development


11
tarGEt HiGH-imPact activitiES aND iNtEractiONS
target High-impact
activities and interactions
How Do We make Learning How Should Learning

Key Question advisor capabilities come advisors interact with Hr
to Life for L&D Staff ? Business Partners?
Define and map High-impact

What you Build and Sustain High-impact
capabilities to Day-to-Day
Should Do L&D and HrBP Partnerships
L&D activities
Cisco’s L&D Business MetLife’s L&D and HRBP

Engagement Model Guiding Relationship Principles


12
L&D staff have the
greatest opportunity to
ROOM TO RUN ON KEY LEARNING ADVISOR
impact their performance
by improving their
CAPABILITIES
business expertise and
advisory capability. Relative Impact on L&D Performance
By Captured and Uncaptured Benefit Based on L&D Proficiency
How to Read the Chart
■■ Significant improvement
Total Relative Impact
opportunity exists for 40%
The total relative impact of moving
L&D staff across all three L&D employees from low to
core parts of the Learning advanced proficiency
Advisor role.
32% Uncaptured Impact
■■ However, most of the Impact not captured by the average
uncaptured impact on L&D L&D employee
employee performance
is focused on business Captured Impact
expertise and advisory 39% 8%
Impact already captured by the
capability. average L&D employee
31%
60%
21% 8%
10%
21%
11%
L&D Expertise Business Expertise Advisory Capability
Most Critical Learning Advisor Capabilities

13
Advisory capability,
business expertise, and
HIGH-IMPACT LEARNING ADVISOR CAPABILITIES
L&D expertise are all
important drivers of L&D Impact of Learning Advisor Capabilities on L&D Staff Performance1
staff performance.
■■ The top three Learning

The top three most important L&D staff Some traditional L&D staff capabilities, such as
Advisor capabilities are
capabilities centered on understanding facilitating training, have a relatively low impact
negotiation, communication, the business and advisory capability. on L&D staff performance.
and client-specific business
acumen. Advisory Capability
Business Expertise
29% 29%
28% 28% 28% L&D Expertise
26%
25%
24% 24%
23% 23%
22%
21%
20%
14% 14%
13% 13%
11%
9%
Negotiation
Communication
Client-Specific
Business Acumen
L&D Process Skills
Project Management
Innovation
Expectation Management
Organization-Specific
Business Acumen
Relationship Building
Intervention Selection
Prioritization
General Business Acumen
Analysis Skills
L&D Terrain Knowledge
Firmwide Talent
Strategy Knowledge
Facilitation
Use of Data and Metrics
Instructional Design
Social Learning
Technology Skills
LMS Management
1 Each bar represents a statistical estimate of the maximum impact each capability can have on L&D staff performance. The maximum
From CLC Learning and Development impact is calculated by measuring the predicted difference in L&D staff performance between the lowest and highest effectiveness at
of the Corporate Leadership Council® each capability. The impact of each capability is modeled separately.
14
Learning Advisor Capabilities
Sets of L&D L&D Staff
Definition
Capabilities Capability Name
Facilitation Ability to deliver and facilitate L&D interventions
Instructional Design Ability to use instructional design tools (technology or non-technology related) to develop L&D interventions
LMS Management Ability to manage Learning Management System(s)
L&D Expertise L&D Process Skills Knowledge of and skills for executing L&D processes
L&D Terrain Knowledge Knowledge of L&D theories, frameworks, and latest trends
Social Learning Ability to manage Web 2.0/social learning technologies to deliver L&D interventions, sustain learning, and foster
Technology Skills knowledge sharing
Project Management Ability to plan, organize, coordinate, execute, track, and evaluate projects
Analysis Skills Ability to identify the underlying causes behind employee or business performance issues
Client-Specific Knowledge of the business and operations for business units or functions the L&D professional serves
Business Acumen
Firmwide Talent Awareness and understanding of the organization’s talent strategy
Business Strategy Knowledge
Expertise General Business Knowledge of general business fundamentals and models, finance, and management principles
Acumen
Organization-Specific Knowledge of the organization’s business model, operations, financial goals, and competitive position
Business Acumen
Use of Data and Metrics Ability to use data and metrics to analyze line needs and demonstrate the impact of L&D interventions
Communication Ability to communicate effectively with key stakeholders
Expectation Ability to manage the expectations of line leaders

Management
Advisory Innovation Ability to come up with innovative solutions
Capability
Intervention Selection Ability to advise line leaders on the most appropriate learning interventions for their needs
Negotiation Ability to negotiate and persuade line leaders
Prioritization Ability to prioritize L&D interventions
Relationship Building Ability to build relationships with key stakeholders


15
The most critical
Learning Advisor
THREE KEY THEMES OF HIGH-IMPACT LEARNING
capabilities focus
on three themes.
ADVISORS
1. From informing decision
making to challenging
decision making Representative
Themes Representative Behaviors
Capabilities
2. From executing L&D
processes efficiently From Informing Decision Making ■■ Expectation ■■ Work with line leaders to understand cause
to using day-to-day to Challenging Decision Making Management of problems, not fulfill training requests.
activities for influence
■■ Negotiation ■■ Challenge line leaders’ assumptions and
3. From solely driving for negotiate with them on L&D’s approach.
■■ Relationship Building
satisfaction to driving for
■■ Interact regularly with line leaders to understand
business impact ■■ Intervention Selection
upcoming shifts in priorities.
From Executing L&D Processes ■■ Analysis Skills ■■ Help line leaders understand how L&D
Efficiently to Using Day-to-Day interventions will address their business
■■ Communication
Activities for Influence problems.
■■ Firmwide Talent
Strategy Knowledge
■■ Continuously communicate the potential impact
of available L&D interventions to line leaders.
■■ Surface opportunities to improve the performance
of employees to drive business impact.
From Solely Driving for ■■ Prioritization ■■ Use business knowledge to prioritize L&D
Satisfaction to Driving for interventions.
■■ Client-Specific Business
Business Impact
Acumen ■■ Measure progress of L&D initiatives against
driving desired business outcomes.
■■ Organization-Specific
Business Acumen ■■ Use L&D expertise to propose solutions that
best fit the desired business outcomes.


16
Cisco creates a path to
successfully executing
Demonstrate How L&D Employees
against the L&D Business
Engagement Model by
Achieve Excellence
creating a competency Cisco’s L&D Competencies and Skills Framework
model that demonstrates
the skills needed. Competencies Skills and Knowledge
Cisco
Business Acumen Financial Organizational recognizes
that knowing
Based on feedback from Industry Specialized (geo, technology, etc.)
■■
the business
HR, L&D, and line managers, Cisco and the client’s
Cisco identifies eight key context is
Building rapport Earning trust and credibility critical to L&D
competencies, four of which Executive Engagement
success.
are prioritized as most Strategic positioning Handling objections
critical to driving business
Managing expectations Negotiating and influencing
outcomes.
Evaluating solution alternatives Positioning portfolio Cisco identifies
Solutioning/Positioning
Selecting and recommending solutions Understanding and explaining ROI that L&D should
use their L&D
Learning requirements Audience knowledge to
Analysis
advise the line
Job skills and tasks Impacts and propose on-
target solutions.
Work environment Obtain, synthesize, and report data
Performance gaps
Presenting Facilitating meetings

Communication
Observing Questioning and interviewing
Listening Clear and concise writing

“It’s not enough to just Cisco notes
create a competency Surveying that while
communication
model, you need to Critical thinking Ability to synthesize and other soft
Driving Execution
breathe life into the model skills may be
though examples of demonstrable Problem solving Deductive thinking less important
behavior.” Systematic thinking Strategic thinking for directly
impacting the
Michelle Marquard
Managing project scope, deliverables, Project sourcing business, they
Director of Employee Project Planning
Learning Solutions budgeting, timelines, and resources are still critical
Cisco to enabling
Implementation planning Assessing and reporting effective project
Soft Skills management.
From CLC Learning and Development success metrics
of the Corporate Leadership Council® Monitor deliverables

17
Cisco teaches L&D
employees when to
EMBED CRITICAL SKILLS INTO DAY-TO-DAY
demonstrate critical skills
by mapping them to the
ACTIVITIES
day-to-day L&D activities
that most drive business Connect Skills to Day-to-Day Activities in L&D Block Consulting Model
impact.
Discover Feedback Engagement Extension,

Entry and
■■ Cisco developed a and and Decision and Recycle, or
Contracting
consultancy model that Dialogue to Act Implementation Termination
maps the associated skills
and activities to each step ■■ Listening ■■ Selecting and ■■ Building ■■ Handling ■■ Monitoring
Identify When L&D
in the L&D consultancy Should Demonstrate
Recommending Rapport Objections Deliverables
process. Critical Skills ■■ Negotiating Skills
■■ Evaluating ■■ Questioning ■■ Negotiating ■■ Assessing and Map critical L&D skills
■■ Managing Solution Reporting Success to L&D workflows
■■ L&D has monthly training Expectations Alternatives ■■ Handling ■■ Managing Metrics to clarify when
sessions on different phases Objections Timelines and employees should
of the process to increase ■■ Understanding Resources demonstrate the skills
and Explaining that matter most.
L&D employees’ familiarity
ROI
with the process.
Translate the Vision

■■ Develop ■■ Build trusting ■■ Confront the ■■ Create a ■■ Evaluate what into Day-to-Day
“Instead of just commitment relationships. client with all balance happened during Activities
emphasizing the use of from internal relevant data. between engagement and Create consistency
the Block Consulting clients. ■■ Conduct presentation implementation. in L&D activities by
interviews to ■■ Give and outlining the activities
Model, we found it was equally ■■ Work in understand descriptive participation. ■■ Share learning that most drive
important to remind our L&D
Activities
partnership business issue. not evaluative experience with business impact.

employees during which phase of role with feedback. ■■ Develop stakeholders for
the model key activities should stakeholders. ■■ Deal with authentic future projects.
occur and which critical skills resistance. dialogue with
■■ Assertively stakeholders.
were associated with those
express
activities.” needs for
Susan Barban successful
Senior L&D Manager partnership
Cisco with the
stakeholder.

18
tarGEt HiGH-imPact activitiES aND iNtEractiONS
target High-impact
activities and interactions
How Do We make Learning How Should Learning

Key Question advisor capabilities come advisors interact with Hr
to Life for L&D Staff ? Business Partners?
Define and map High-impact

What you Build and Sustain High-impact
capabilities to Day-to-Day
Should Do L&D and HrBP Partnerships
L&D activities
Cisco’s L&D Business MetLife’s L&D and HRBP

Engagement Model Guiding Relationship Principles


19
All parts of HR have
received a mandate to
Everyone Trying to be The HR Strategic Partner
be a strategic partner to
line leaders, which makes Too Many Players at the “Strategic” Table
it unclear to L&D staff
where they fit in.
“I have a problem that I

think HR can support…
who is the best
CLC Benefits and CLC person to help me?” CLC Recruiting says
Compensation say I should I should move from
think strategically about the being an order taker
portfolio versus programs.1 to be a decision
influencer.2
Line
Leader
Compensation and Recruiting

Benefits Manager Manager
L&D HR Business
Manager Partner
CLC Human Resources

How can I help says I should transition
the line leader? from being transactional to
be a strategic partner.3
1 CLC Compensation, Functional Management Topic Center; CLC Benefits, Functional Management Topic Center.
of the Corporate Leadership Council® 2 CLC Recruiting, Building Next-Generation Recruiter Capabilities, Arlington, VA: Corporate Executive Board, August 2010.
www.ldr.executiveboard.com 3 CLC Human Resources, Building Next-Generation HR-Line Partnerships, Arlington, VA: Corporate Executive Board, September 2007.
20
Lack of clarity between
L&D and HR business
LINE LeaderS RECEIVE MIXED SIGNALS
partners (HRBPs)
creates confusion for Line Leaders Unsure Who Does What Line Leaders Getting Mixed Messages
line partners. Percentage of Line Leaders1 Percentage of Line Leaders1
“I am clear on the difference in roles between “HR delivers consistent messages to me

L&D and HRBPs.” whether they come from L&D staff or other
HR staff.”
30%
Agree or
Strongly Agree
43%
Agree or
Strongly Agree
21
L&D lacks clarity on how
their role is differentiated
Lack of Role Clarity and Support
from HRBPs.
L&D Function Fails to Clarify L&D Roles L&D Staff Do Little to Help HRBPs
and Responsibilities Percentage of L&D Staff1
■■ Only about one-quarter of Percentage of L&D Staff1
L&D staff agree that they
are given guidance on
differentiating L&D’s from
HRBPs’ roles. “My organization provides me with effective “I help the HRBPs I work with hold informed
guidelines differentiating my role and the role conversations with line leaders.”
■■ Less than one-half of of HRBPs.”
L&D employees support
HRBPs in having informed
conversations.
27% 47%
Agree or Agree or
“It’s hard for me to

know when I’m
supposed to be
proactive and influence the line
versus when HRBPs should be
fulfilling that role.”
L&D Manager
Pharmaceuticals Industry

www.ldr.executiveboard.com 1 L&D staff answering question as Agree or Strongly Agree on a 7-point agreement scale.
22
MetLife clearly maps
out the roles and
Create Role Clarity to Improve
responsibilities of L&D
and HR for common types
Efficiency
of projects to enable
efficient use of resources MetLife’s HRBP-L&D RACI Models
and capitalize on each HRBP/L&D Engagement Model Responsibility Mapping Four Decision Principles
group’s unique strengths. for Giving Responsibility to
Task/Work Process HRBP Learning L&D Business Central Other
Partner Client Reporting Centers of L&D or HR
(L&D Excellence
Who has unique expertise?
■■ MetLife built RACI models Consultant)
Who has the ability to
for common projects to Management/Leadership Development
do the task the most
identify what types of –– New Leader Assimilation R C I A N/A efficiently?
projects L&D should lead –– Middle Management A R R C N/A Who has the most at stake
and when they should play Development Strategy in the outcome?
a supporting role. –– New Supervisor Training A R R C N/A Who has responsibility
OD/OE for the related tasks?
■■ The new model makes clear –– Organizational Design A/R C I C C
that the HRBP leads the
–– Org Development/ A/R R I C N/A C
diagnostic, which reduces Effectiveness
the problem of defining –– Change Management A R R C N/A C/R
complex business issues,
–– Team Building A R R C N/A
such as of who speaks to
Learning Life Cycles
the client first, resulting in a
–– Performance Gap C A R C N/A N/A
more holistic assessment.
and Needs Analysis
–– Performance Support C A R C N/A N/A
Tools
Tips for Building RACI Models –– L&D Evaluation C A R C N/A N/A
■■ Place accountability and –– Resources, Tools, C A R C N/A N/A
responsibility closest to the Books 24/7
action or knowledge. –– Product and Process C A R R N/A N/A
■■ Allow only one accountable Knowledge Education
per activity.
■■ Minimize the number of
consulted and informed. R = Responsible—Role of working on activity; responsibility can be shared.

■■ Document and communicate
A = Accountable—Role of yes/no authority and veto power; only one “A” can be assigned.
all roles and responsibilities. C = Consulted—Role involved prior to decision or action; implies two-way communication.
From CLC Learning and Development I = Informed—Role that needs to know the direction or action; implies one-way communication.

23
1 2 3


24
ACTIVATe LEARNING ADVISOR CAPABILITIES TO EXTEND IMPACT
Activate Learning Advisor

Capabilities to Extend Impact
How Do We Get L&D How Do We Get the

Key Question Staff to Apply Their Learning Line to View L&D as a
Advisor Capabilities? Credible Strategic Partner?
Build L&D Staff Confidence

What You Collect and Use Intelligence
to Have Challenging
Should Do to Drive Business Decisions
Conversations with the Line
Cargill’s Confidence- SRA’s Collective,

Enhancing Line Interactions Inquiry-Based Consulting


25
Line leaders value L&D
staff that challenge them
FAILING TO STEP UP TO THE CHALLENGE
on their most critical
decisions. Line Leaders Value L&D Staff Who Challenge Them on Talent-Relevant Business Decisions
Percentage of Line Leaders1
72%
■■ Ninety percent of line
leaders are open to being
challenged by L&D, yet only
12% of L&D staff do so.
18%
10%
Somewhat Disagree Neither Agree Somewhat Agree to

to Strongly Disagree nor Disagree Strongly Agree
Very Few L&D Staff Challenge Line Managers Line Leaders Find Few L&D Staff Challenge
Percentage of L&D Staff2 Them on Talent-Relevant Business Decisions
Percentage of Line Leaders2
“I challenge line managers about their talent “L&D staff challenge me on the most critical
assumptions, when appropriate.” decisions.”
12%
Agree or
Strongly Agree
40%
Agree or
Strongly Agree
From CLC Learning and Development 1 Line leaders answering question on a 7-point agreement scale.
www.ldr.executiveboard.com 2 Line leaders answering question as Agree or Strongly Agree on a 7-point agreement
scale.
26
To increase confidence
before the needs
Increase CONFIDENCE WITH CHALLENGING
assessment meeting, L&D
staff review the business
PREPARATION
plan and then hold a
challenging premeeting Step 1: L&D Employee Reviews Step 2: L&D Employee Holds a Challenging Premeeting Call
the Business Unit’s Business Plan with an HRBP
call with the HRBP.
The L&D employee is responsible L&D’s Role in the Premeeting HRBP’s Role in the PreMeeting
■■ During the call, the HRBP
for identifying questions to ask Call Call
acts as a pseudo line
during the premeeting call.
leader, testing the L&D staff ■■ Ask questions identified ■■ Provide detailed information
member’s knowledge of the during business plan review. on the business unit.
Key Questions for Reviewing the
business and his/her ability
Business Plan ■■ Challenge L&D staff questions
to ask relevant questions.
■■ Ask follow-up and clarifying
and assumptions.
■■ How does the business unit make questions as needed.
■■ The premeeting call creates money? ■■ Test L&D staff knowledge of
■■ Absorb information regarding the business plan.
two-way value, as the HRBP
■■ Who are the customers? the industry and business unit.
leaves the conversation ■■ Provide feedback on areas
confident that the L&D staff ■■ What is going on in the industry? ■■ Challenge the business in which the L&D staff
member will have the right partner to think critically or member should gather more
conversation with the line ■■ What are the business unit’s see a problem in a new light. information.
partner and act in corporate long-term priorities? ■■ Provide coaching and
HR’s interest. ■■ Display your knowledge of the
feedback on L&D staff
■■ What are the key issues and business plan.
effectiveness during the
risks?
“I quickly discovered ■■ Use business language to discussion.
how critical the ■■ How do macro, micro, internal, convey your ideas and avoid
premeeting call was to and external trends affect the L&D language.
the process. It established a talent strategy?
strong partnership with the HRBP
■■ Discuss and agree on the
and demonstrated to them that I roles L&D will play in the line
understood the industry, the interaction.
business, and the impact to
capability needs in the business.”
Amanda Harvey
Learning Leader
Cargill


27
Activate LEARNING ADVISOR CAPABILITIES TO EXTEND IMPACT
Activate Learning Advisor

Capabilities to Extend Impact
How Do We Get L&D How Do We Get the

Key Question Staff to Apply Their Learning Line to View L&D as a
Advisor Capabilities? Credible Strategic Partner?
Build L&D Staff Confidence

What You Collect and Use Intelligence
to Have Challenging
Should Do to Drive Business Decisions
Conversations with the Line
Cargill’s Confidence- SRA’s Collective,

Enhancing Line Interactions Inquiry-Based Consulting


28
The line does not view
L&D as a strategic
A (STARTLING) LACK OF INFLUENCE
partner, and thus does
not seek their input when Few L&D Staff Are Effective at Influencing the Line’s Talent Strategy Decision Making
making decisions. Percentage of Line Leaders1
“L&D is effective at influencing my talent strategy “L&D is effective at influencing my talent strategy
decision making through relevant insights.” decision making through relevant arguments.”
■■ Few L&D staff are effective
at influencing the line’s
talent strategy decisions
15% 15%
through relevant insights Effective or Effective or
or arguments. Very Effective Very Effective
■■ As a result, the line does not

give L&D the opportunity to
influence their decisions.
Most Line Leaders Do Not Approach L&D for …Or Even Development Needs
Talent Advice… Percentage of Line Leaders Who Approach the
Percentage of Line Leaders Who Actively Seek L&D Team First When Facing Staff Capability
Input from L&D for Talent Decisions2 or Performance Challenges2
21% 14%
Agree or Agree or

of the Corporate Leadership Council® 1 Line leaders answering question as Effective or Very Effective on a 7-point effectiveness scale.
29
L&D staff establish
themselves as consultants
SET EXPECTATIONS FOR SUCCESS EARLY
rather than order takers
by explaining their
IN THE PROCESS
methodology to the line
up front. Initial L&D–Line Meeting
■■ By outlining process steps

and roles at the start of all Line L&D
development initiatives, SRA: Leader Consultant
–– Establishes L&D as a mini-

business, rather than an
SRA’s Learning and Development Consulting Process L&D’s Key Talking Points
order taker;
–– Obtains the line’s buy-in ■■ Establish L&D as a Business
Capture Analyze Select Implement Partner: Just as the line has a
of the L&D process; and
project management methodology
–– Clarifies expectations for Expectation for Expectation for Expectation for Expectation for for their business projects, L&D has
L&D’s and the line’s roles L&D L&D L&D L&D its own methodology to ensure
in each step. Understand the As a group, Propose solution Monitor solution’s delivery of high-quality solutions.
real business identify nature and show how success. ■■ Focus on the Up Front: Activities
challenge; do not of the needs, it will impact
that have the highest impact on the
jump to a solution. consider potential business
success of a solution occur in the
solutions, and outcomes.
steps prior to identifying a solution.
determine if
“We in L&D are often investment should
hesitant to make the
■■ L&D’s Role: The emphasis of L&D’s
be prioritized.
role is on listening, analyzing, and
line adhere to our Expectation for Expectation for Expectation for Expectation for collaborating to enable the creation
processes, but the line is used to Line Line Line Line of a business-oriented solution.
adjusting to other functions’ Help L&D Be available for Ask questions Provide feedback
processes. They want L&D to take understand any follow-up when unsure of to L&D as to the
■■ Line’s Role: The line leader must
the root cause questions. how the proposed solution’s success. help L&D understand his or her
control over the process—we’re
of challenge. solution will solve challenge and any unique factors
the experts after all. We actually of the team that L&D needs to
the articulated
lose credibility by not presenting challenge. consider in identifying a solution.
ourselves as the mini-business we
are.” Seventy-five percent of the L&D–line interaction
Matt Swayhoover occurs early in the process because the activities
Director of Learning and Development with the greatest business impact take place prior to
SRA solution identification.


30
SRA’s L&D team builds
credibility with the
Build credibility THROUGH ASKING,
line by asking the right
questions, rather than
NOT TELLING
jumping to solutions
immediately.
SRA’s L&D Initiation Form
Complete as much information as possible during your initial meeting
■■ While L&D staff may be with the line.
tempted to provide a Meeting Participants Date:
solution in the moment, Questions Only: L&D may
using this form reminds Remember: Our instinct is to solve the challenge right away and show how only ask questions (they
them that it is more may not provide solutions
Solution well we know our stuff, but that’s not the purpose of this first meeting.
important to ask the right at this time).
The purpose of this meeting is to capture the true needs of the line.
questions than provide
answers during the initial
meeting. Business Challenge
1. Describe the business issue as it currently exists.
■■ Beyond asking common 2. How do you know that an L&D solution will solve this issue?
needs analysis questions,
L&D uses clarifying
questions in the line’s
language to get to the true Constraints
root cause of the challenge. 8. What constraints exist related to the solution that should be noted (e.g.,
budget, timing, number of participants, learning environment, technology)?
9. Is the content stable? If the content requires updates, how frequently? What
■■ Asking the right questions
events trigger updates? How extensive will those updates need to be?
builds L&D staff’s credibility
with the line, as well as their Objective Line’s Language: L&D must
own business expertise. 10. What do the participants need to be able to do, know, or “be” (e.g., attitude) ask the questions in the
as a result of this learning initiative? (These represent the performance line’s language.
outcomes and should be expressed as verb statements.)
11. How will you know that this initiative is successful and on target?
Discussion of Challenge
Remind the line customer that this may be an iterative process. After we have and Outcome, Not
Solution: L&D and the line
a team discussion of the information you collect during this meeting, you may only discuss the challenge
need to go back to the line to further discuss what the correct challenge is. and desired business
outcomes during the initial
meeting.


31
L&D capitalizes on the
group’s expertise by
TAP INTO L&D’S COLLECTIVE KNOWLEDGE
holding a team discussion
with the explicit purpose Pre-Solution Identification Team Brainstorming Session
of L&D challenging one
another’s thinking prior Information Shared by L&D Consultant Pressure-Testing
to offering a solution to Challenge: Line’s challenge as articulated during L&D Manager
the line. line-L&D meeting “Could this be an engagement
Constraints: Line’s timeline, number of participants, etc. issue? What made you determine
Outcomes: Business outcomes solution should achieve that this challenge can be solved
■■ The L&D team holds a as agreed on at end of line–L&D meeting. through development?”
brainstorming session Proposed Solutions: Potential solutions identified by L&D
whenever they are presented consultant following line–L&D meeting
with a challenge for which
the organization does not Best Practice Sharing
have an existing solution. Peer L&D Consultant
L&D Consultant
“When I was working with the
■■ Following similar principles IT team on a similar challenge, I
to their line interactions, the provided the manager with a list of
potential on-the-job development
L&D team uses the inquiry
opportunities, such as...”
approach with one another
to pressure-test the line’s
challenge, identify potential
solutions, and prepare the
L&D staff member to present Preparing for Line Presentation
the possible solutions L&D Director
to the line. “I could see the line manager being
concerned about the amount of
Outputs of Team Brainstorming Session time this solution would take. How
■■ In addition, applying the
Additional Information Needed: The L&D team identifies any additional will you respond to him?”
inquiry approach internally information the L&D consultant needs to get from the line before they are
to L&D builds staff’s ready to provide recommended solutions (if applicable).
confidence to use it when Recommended Solutions: Through this discussion, the L&D team establishes
interacting with the line. a list of recommended solutions for the L&D consultant to propose to the
line. In addition, they identify the business justification behind each proposed
solution, as well as any drawbacks a solution may have.
Prioritization of Request: After a team discussion of time, cost, and impact
considerations, the L&D director defines the business impact of the proposed
solutions and how they fit in with the organization’s overall objectives.

32
1 2 3


33
DEVELOP LEARNING ADVISOR CAPABILITIES ON THE JOB
Develop Learning Advisor

Capabilities on the Job
How Do We Identify the Right How Can We Improve the

Key Question On-the-Job Activities for the Quality of L&D’s On-the-Job
Right People? Development Activities?
Use Peer Learning

What You Target On-the-Job Development
to Accelerate and Broaden
Should Do Activities to Individual Needs
Development
Shell’s L&D On-the-Job Vanguard’s Flexible

Development Framework L&D Staffing Model


34
On-the-job learning is
especially critical to
ON-THE-JOB DEVELOPMENT CRITICAL TO BUILD
developing Learning
Advisor capabilities.
EXPERTISE IN LEARNING ADVISOR SKILLS
On-the-Job Development Has Greater Impact Than Formal Training
■■ Previous CLC HR research Impact of Learning Methods on Employee Performance (as Reported by the Managers, Indexed to 100 Points)
shows that on-the-job
development is a much more ∆ = 3x 300
effective learning method
Impact on Employee
than formal training.
Performance
■■ In particular, this applies
to developing strategic
skills for HR staff, such as 100
those needed by Learning
Advisors.
Formal Training On-the-Job Experiences
On-the-Job Development Drives HR Strategic Effectiveness

Contribution of Development Experiences to HR Strategic Role Effectiveness
Percentage of Variation in HR Strategic
21% 3%
Role Effectiveness Explained by
Development Experiences
10%
66%
From CLC Learning and Development On-the-Job Rotation Formal Coaching and
of the Corporate Leadership Council® Experiences Experiences Training Mentoring
Development Strategies
All Rights Reserved. LDR2907512PRO Source: CLC Learning and Development, Unlocking the Value of On-the-Job Learning, Arlington, VA: Corporate Executive Board, 2009; CLC Human Resources,
Building Next-Generation HR-Line Parnterships, Washington, DC: Corporate Executive Board, 2007.
35
Shell develops L&D staff
competencies at the skill
TARGET ON-THE-JOB DEVELOPMENT
level and above through
experience maps that
TO DESIRED PROFICIENCY LEVELS
identify high-quality
on-the-job development Experience Map for Shell’s Business Partnering and HR Strategy Competence
opportunities.
Business Knowledge Personal Credibility Strategic Contribution
■■ Member of cross-functional ■■ Manage people ■■ Member of L&D functional
■■ Though formal training project team ■■ Member of diverse improvement team
and reference materials ■■ Interview line leaders to identify project team ■■ Create and present a plan of how
Skill critical business priorities for Exposure to external L&D will deliver services
effectively build awareness
■■
development planning L&D practices to new line partners

and knowledge, Shell found ■■ Experience in an ■■ Develop and present business
that on-the-job development operational environment case for a new L&D project
experiences are needed to
build proficiency at the skill
level and above. Business Knowledge Personal Credibility Strategic Contribution
■■ Experience of financial ■■ Represent Shell externally ■■ Member of local
■■ Shell’s experience maps will management ■■ Project management experience management team
Mastery
■■ Experience of process ■■ Key member of professional ■■ L&D responsibility for business
continue to evolve to include
simplification network with strategic change
additional development ■■ Manage a project across ■■ L&D responsibility for
experiences as function and organizational boundaries regional business
line needs change.
Business Knowledge Personal Credibility Strategic Contribution

“At the skill, mastery, ■■ Leadership responsibility ■■ Manage managers ■■ Member of HR leadership team
and develop new ■■ Responsibility for financial ■■ Represent L&D in business ■■ Contribute to enterprise
approaches levels, you Develop New management unit governing body talent management strategy
need to actually perform the Approaches ■■ External stakeholder development
activities associated with the management ■■ Responsibility for making
significant decisions about L&D
competency. To develop your
services and capabilities
ability to carry out these activities,
you need to learn by doing
through different on-the-job Shell’s Tips for Creating L&D Experience Maps
development opportunities.”
■■ Experience maps should focus on building proficiency at the skill, mastery, and develop new approaches levels.
■■ To determine which on-the-job experiences to include in the experience map, interview successful L&D staff members to surface
Shanna Broussard the experiences critical to building skill in L&D competencies.
Manager Learning HR Corporate ■■ Encourage staff members to share critical experiences that helped them develop both during their time at your organization
Royal Dutch Shell plc
and in previous positions with other organizations.

36
DEVELOP LEARNING ADVISOR CAPABILITIES ON THE JOB
Develop Learning Advisor

Capabilities on the Job
How Do We Identify How Can We Improve the

Key Question the Right On-the-Job Activities Quality of L&D’s On-the-Job
for the Right People? Development Activities?
Use Peer Learning

What You Target On-the-Job Development
to Accelerate and Broaden
Should Do Activities to Individual Needs
Development
Shell’s L&D On-the-Job Vanguard’s Flexible

Development Framework L&D Staffing Model


37
Peers impact the
effectiveness of on-
ACCELERATE DEVELOPMENT WITH PEER LEARNING
the-job development
activities, but few L&D Attributes of High-Quality On-the-Job Development Activities Sample Activities Involving Peers
staff receive support
from their peers.
1. Access to Best Practice: Employees should engage in activities that Shadow a coworker.
clearly illustrate the right approach to a problem. Work with a recognized expert.
■■ CLC Learning and 2. Scope Expansion: Employees should engage in activities that increase
Development’s research the scope of their responsibilities for more than a brief period. Participate in a group to solve a real
shows that some of the business problem.
3. Change and Adversity: Employees should be involved in turbulent
most effective on-the-job
situations that build the flexibility to adapt to new situations.
development experiences
Work with people from other business
involve peers and other 4. Challenging Relationships: Employees should be involved in situations
units, functions, or locations.
colleagues. that develop widely useful relationship building skills.
Work with multiple people with
5. Persuading and Teaching: Employees should engage in activities where contradictory and competing views.
■■ Few L&D staff report that active preparation is needed to successfully communicate their ideas.
their peers provide them
6. Making Difficult Decisions: Employees should engage in decision-making Teach coworkers how to do
with the support they need.
activities where the cost of making mistakes forces deliberate reflection. a component of their job.
L&D Staff Not Receiving the Right Support from Their Peers
Percentage of L&D Staff Rating Their Peers as Effective or Very Effective1
47%
44%
35% 35%
17%
Teaching a New Helping Use Helping Regularly Providing Giving Early

Skill, Concept, New Skills or Understand the Constructive Guidance on
Process, or Knowledge in Best Informal Ways Informal Feedback How to Address
Procedure Work of Getting Things Performance Issues
Done
of the Corporate Leadership Council® 1 L&D staff rating their peers as Effective or Very Effective on a 7-point effectiveness scale.

All Rights Reserved. LDR2907512PRO Source: CLC Learning and Development, Unlocking the Value of On-the-Job Learning, Arlington, VA: Corporate Executive Board, 2009; CLC Learning and Development,
On-the-Job Learning Survey, 2011.
38
Deploy flexible,
impermanent L&D
SCRUM teamS TARGET Speed-to-Market
teams to the areas in
the business line with
NEEDS
greatest development
needs. Vanguard’s Scrum Team Approach to L&D Resourcing
Five Key Principles of Scrum Teams

■■ Scrum teams are agile
Based on the principles of agile IT organizations,
project teams that allow
scrum teams differ from typical L&D project
L&D to move resources to
teams in the following ways:
the most critical areas of
the business quickly and 1. Small, tightly integrated L&D teams
effectively.
2. Collaborative L&D work processes
■■ The L&D manager deploys
six to eight L&D staff with
3. Ongoing business line involvement
diverse backgrounds,
strengths, and development
L&D Staff 4. Alignment with business needs
areas (from across all levels)
to scrum teams based on Scrum Team
the type and scale of the 5. Balanced resourcing between business
business line’s needs. and L&D developmental needs
Scrum Team Defined
■■ Vanguard is piloting the “In rugby, the goal of the scrum is to incrementally and
scrum team structure in steadily move the ball down the field. The tighter they
areas of the business with bond together, the stronger the team, and the more
the greatest development
effectively they can achieve their goal.
needs.
The same is true for us. It’s about getting all the players
working arm-to-arm, hip-to-hip, shoulder-to-shoulder,
in a tightly formed bond to work together toward one
single goal.”
Diane Tiger
Senior Manager, Learning and Development,
Vanguard


39
Vanguard takes a
portfolio approach to
CREATE SCRUM teamS THAT BALANCE
resourcing scrum teams
to create collaborative
BUSINESS NEEDS AND L&D STAFF DEVELOPMENT
teams by pairing staff
with opposing strengths Skill and Experience Matrix Scrum Team Resourcing Decision Rules
and development areas. Retail Project C Scrum Team
1
Skill Levels: Make Resourcing Decisions Based on Project Size and
■■ Vanguard compiles matrices Green (G)—Has this skill Scope
completed by L&D staff and Yellow (Y)—Needs more Vanguard identifies scrum team members by considering
their managers regarding experience with this skill Adam Deepti Sam the amount and types of resources needed.
the skills they have and
Client Consulting
those they need to develop.
Advisory Y G Y
2
Evaluate the Full Range of Capabilities Needed
■■ By creating teams aligned to Business Acumen G Y Y for the Project
business challenges rather Persuasion G G Y Vanguard considers a comprehensive set of capabilities,
than assigning specific tasks including both consulting and L&D process skills, when
Relationship Building Y Y G
to individuals, Vanguard resourcing scrum teams.
eliminates costly and Needs Assessment
time-consuming handoffs Curriculum Analysis G G Y 3
between each process step. Job/Skill Analysis Y G Y Create Scrum Teams That Fulfill Business Needs
Solution Design The scrum team has at least one person who has each skill
(e.g., business acumen) needed to complete this project.
E-Learning Y G Y
Web/Portal Page G Y Y 4
Evaluation and Measurement Consider Peer Development Opportunities
Assessment Creation G Y Y Adam and Deepti will be able to develop their
relationship-building skills through Sam.
Data Analysis G G Y
Business Area Experience 5
Corporate Strategy Y G Y Deploy Scarce, Critical Skills Selectively
Retail Operations Y Y G Sam is resourced to this scrum team given the project’s
high business priority and his rare experience working
with Retail Operations.


40
Driving The Business Impact of L&D Staff
Current State: 1 2 3 Desired State:

“Building Target High-Impact Activate Learning Advisor Develop Learning Advisor “Influencing the
Capabilities” Activities and Interactions Capabilities to Extend Impact Capabilities on the Job Business”
■■ L&D staff focus ■■ L&D staff focus

on executing on excelling at
L&D processes the activities with
effectively. highest business
impact.
■■ Interactions
with the line are Define and Map Build L&D Staff Confidence Target On-the-Job ■■ Interactions with the
passive and focus High-Impact Capabilities to Have Challenging Development Activities line are active; L&D
on effectively to Day-to-Day L&D Activities Conversations with the Line to Individual Needs staff challenge (when
informing talent appropriate) and
decisions. influence talent and
business decisions.
■■ Development
of L&D staff is ■■ Development of
inferior to learning Build and Sustain Collect and Use Use Peer Learning L&D staff on the job
interventions in High-Impact L&D Intelligence to to Accelerate is relevant for the
the line, being and HRBP Partnerships Drive Business Decisions and Broaden Development individual, team, and
overly formal and business outcomes.
not tied to high
business impacting
activities.


41
CLC Learning and Development
CORPORATE
LEADERSHIP
COUNCIL
CORPORATE EXECUTIVE BOARD


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CLC Learning and Development

CORPORATE EXECUTIVE BOARD

Driving the Business

■■ Focus L&D staff on “influencing” rather than “informing” line decisions;

■■ Transform day-to-day L&D activities into opportunities for influence;

■■ Develop well-defined, transparent L&D–HRBP relationships;

■■ Get serious about business-relevant, on-the-job learning for L&D staff.

From CLC Learning and Development

© 2012 The Corporate Executive Board Company.

■■ Two-thirds of L&D managers

■■ More than one-half of

■■ Business expertise has

L&D Expertise Business Expertise Advisory Capability

Most Critical Capabilities

Learning Advisor Defined

Current State Desired State

L&D Terrain Analysis “Influencing the

From CLC Learning and Development

© 2012 The Corporate Executive Board Company.

Boost Learning Advisor

Challenge 1 Challenge 2 Challenge 3

Challenging Decision Making

22% increase in the

Driving for Business Impact

From CLC Learning and Development

© 2012 The Corporate Executive Board Company.

From CLC Learning and Development

© 2012 The Corporate Executive Board Company.

How Do We make Learning How Should Learning

Define and map High-impact

Cisco’s L&D Business MetLife’s L&D and HRBP

From CLC Learning and Development

© 2012 The Corporate Executive Board Company.

L&D Expertise Business Expertise Advisory Capability

Most Critical Learning Advisor Capabilities

From CLC Learning and Development

■■ The top three Learning

L&D Process Skills

General Business Acumen

L&D Terrain Knowledge

Use of Data and Metrics

Expectation Ability to manage the expectations of line leaders

From CLC Learning and Development

© 2012 The Corporate Executive Board Company.

From CLC Learning and Development

© 2012 The Corporate Executive Board Company.

Presenting Facilitating meetings

Listening Clear and concise writing

© 2012 The Corporate Executive Board Company.

Discover Feedback Engagement Extension,

Translate the Vision

partnership business issue. not evaluative experience with business impact.

© 2012 The Corporate Executive Board Company.

How Do We make Learning How Should Learning

Define and map High-impact

Cisco’s L&D Business MetLife’s L&D and HRBP

From CLC Learning and Development

© 2012 The Corporate Executive Board Company.

“I have a problem that I

Compensation and Recruiting

CLC Human Resources

“I am clear on the difference in roles between “HR delivers consistent messages to me

“It’s hard for me to

From CLC Learning and Development

Driving Business Impact of L&D Staff

Driving Business Impact of L&D Staff