Martin Moehrle UBS

Report
Striving for best practice in corporate
learning – the EFMD CLIP experience
Hongkong, 4 June 2012
Dr. Martin Moehrle
CLIP Value Proposition
CLIP = 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
2
CLIP Quality Framework : 9 chapters
• Strategic
Positioning
• Target Markets
• Innovation &
Development
• International
Issues
• Programmes, Services
& Activities
• Participants
Positioning,
Alignment
& Key
Interfaces
Programmes,
Services &
Activities
Innovation,
Development
& Internationalisation
Resources,
Processes
and Suppliers
• External Suppliers
• Corporate Learning
Team
• Physical Resources &
Administration
www.efmd.org
3
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 elearning techniques
www.efmd.org
4
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
www.efmd.org
5
CLIP Flow Chart
Apply
• Eligibility Visit
• Complete Application
• Briefing Visit
Briefing Visit Report
Eligibility
• Define Approach
Assess • Self-Assessment
Self-Assessment Report
• Prepare Schedule
Review • Peer Review
Peer Review Report
Accreditation
• Build Improvement Plan
Maintain • Continuous Development
New cycle for re-accrediation
Mid-Term Report
3-5 years
ReAccreditation
www.efmd.org
6
Five roles of corporate learning functions
Shared perspective
among leadership cadre
Structured and accelerated learning for
leadership pipeline
and prof. development
Knowledge management/ learning
organization/ business
development/ innovation
Enterprise change
agent
informal/
low control
formal/
high control
Governance of
enterprise learning
space
7
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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value creation
The three stages of L&D value creation
Stage 3:
transformational impact
Stage 2:
strategy enablement
Stage 1:
service delivery
incremental effort
adapted from Doug Ready: Building the High Flex/ High Value HR Team, ICEDR 2009
9
Where do we stand at UBS?

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
7 Talent Partner Teams
8 Competence Centers (4 of former BU)
Global Learning Delivery
Learning Delivery teams in all regions
Learning operations
10
Integration of talent management practices across the employee life
cycle
employee
value contribution
competency
model
talent reviews, succession,
reward & retention
employer
brand
learning and
develpment
performance
management
acquisition
feedback/
transparency
onboarding
employee tenure
one integrated HR technology platform supporting all TM processes
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