Strategic Learning and Development Training Course

Participants can diagnose performance gaps and recommend the appropriate response before commissioning learning.

• Business outcomes decomposed into critical tasks, behaviours and enabling conditions
• Gilbert's Behavior Engineering Model diagnoses information, resources, incentives, knowledge and capacity barriers
• Cause analysis separates skill deficits from process, policy and management causes
• Performance data triangulated through documents, observation, interviews and operational metrics
• Job task analysis specifies standards, frequency, consequences and error risks
• Training needs analysis report records evidence, affected populations and recommended responses

Participants can define priority learner groups and role-based capability requirements using evidence.

• Persona profiles combine role context, prior knowledge, motivation and constraints
• Competency frameworks define observable proficiency levels for priority roles
• Skills matrices expose role-level gaps, bench strength and development priorities
• Segmentation distinguishes new hires, experts, managers, frontline and technical populations
• Accessibility requirements address language, disability, digital access and shift patterns
• Equity checks test whether development access and progression opportunities differ

Participants can create learning architectures that connect pathways, modalities and resource choices to capability needs.

• Learning architecture aligns academies, curricula, pathways and talent processes
• 70:20:10 model balances formal learning, social learning and workplace experience
• Curriculum maps sequence prerequisites, practice, assessment and reinforcement activities
• Build-buy-borrow analysis selects internal expertise, vendors, coaching and self-directed resources
• Blended learning decisions match modality to risk, complexity, scale and access
• Governance model assigns design authority, quality review, funding and maintenance

Participants can specify learning solutions that build demonstrable workplace performance.

• Learning objectives written with Bloom's taxonomy, conditions and performance standards
• Backward design starts with workplace evidence before selecting content and methods
• Scenario-based design recreates decisions, trade-offs and consequences from priority roles
• Deliberate practice schedules repetition, feedback, increasing difficulty and error correction
• Universal Design for Learning offers multiple representation, action and engagement routes
• Facilitator guides specify timings, prompts, materials, debriefs and contingency choices

Participants can build transfer plans that secure application after formal learning ends.

• Learning transfer plan defines manager, learner and peer responsibilities
• Before-during-after framework sequences preparation, application, feedback and follow-through actions
• Manager briefing packs link assignments to team targets and performance conversations
• Action learning projects address live operational issues with sponsor accountability
• Performance support tools provide checklists, decision aids and point-of-need guidance
• Communities of practice sustain peer problem-solving, standards and shared resources

Participants can design proportionate evaluation plans that inform decisions and test business contribution.

• Logic model links inputs, activities, outputs, outcomes and organisational impact
• Kirkpatrick Four Levels distinguishes reaction, learning, behaviour and results evidence
• Learning Transfer Evaluation Model selects evidence strength beyond attendance and satisfaction
• Baseline measures set credible comparison points before intervention deployment
• Evaluation questions define decisions, audiences, evidence sources and reporting cadence
• Mixed-methods evaluation combines operational data, observation, interviews and learner evidence
• Contribution analysis tests plausible links amid competing performance influences

Participants can prepare credible cost, benefit and performance reporting for learning investments.

• Benefits map converts capability changes into quality, productivity, risk and retention measures
• Cost model includes design, delivery, learner time, technology and opportunity costs
• ROI calculation compares monetised benefits with total programme investment
• Sensitivity analysis tests assumptions for adoption, performance change and benefit duration
• Dashboard design presents leading indicators, lagging indicators and decision thresholds
• Data governance addresses privacy, retention, access controls and reporting ownership

Participants can establish governance controls for learning quality, risk, providers and technology.

• ISO 10015:2019 guides competence management and people development quality processes
• Operating model clarifies central, business-unit and vendor accountabilities
• Portfolio governance sets intake criteria, stage gates and investment review cycles
• Vendor scorecards assess capability, delivery quality, data protection and commercial terms
• Risk registers cover safeguarding, regulatory obligations, intellectual property and continuity
• Learning technology selection evaluates interoperability, analytics, accessibility and administration

Participants can present a practical L&D strategy and first ninety-day implementation plan to senior stakeholders.

• Three-year L&D strategy states ambition, priorities, measures and operating assumptions
• Roadmap sequences quick wins, foundational work, dependencies and decision points
• Investment cases present options, costs, benefits, risks and recommendations
• Executive narratives frame learning proposals around strategic choices and evidence
• Quarterly review cadence refreshes priorities using performance data and stakeholder feedback
• Personal application plan identifies first ninety-day actions, sponsors and measures