Book contents
- Frontmatter
- Contents
- Figures
- Tables
- Acknowledgements
- 1 The weight of history
- 2 Creating a corporate learning strategy
- 3 Developing learning solutions
- 4 Delivering learning solutions
- 5 Resourcing learning solutions
- 6 Demonstrating the value of corporate learning
- 7 Branding corporate learning
- 8 Governing corporate learning
- 9 A way forward
- References
- Index
8 - Governing corporate learning
Ensuring oversight and accountability
Published online by Cambridge University Press: 05 March 2013
- Frontmatter
- Contents
- Figures
- Tables
- Acknowledgements
- 1 The weight of history
- 2 Creating a corporate learning strategy
- 3 Developing learning solutions
- 4 Delivering learning solutions
- 5 Resourcing learning solutions
- 6 Demonstrating the value of corporate learning
- 7 Branding corporate learning
- 8 Governing corporate learning
- 9 A way forward
- References
- Index
Summary
We have looked at how to develop a clear, mandated strategy; at how and who you need to successfully operationalise this strategy; and at how to evaluate and then communicate its value. How, though, do you hold this all together and sustain it over time? The answer is governance. As words go, it may not sound that thrilling, but it is as inevitable as it is important and therefore deserves attention.
Sooner or later, at some point along the path to maturity, learning functions face the need for governance. To be clear here, I am not talking about normal decision-making channels, but a decision-making body that oversees the activity of the learning function and that is separate or independent from hierarchical reporting lines. In some businesses good learning governance may be achieved through the normal channels, but in most, contained as they are within the existing company structure, these channels are not sufficient for performing a business-wide oversight role. So something extra is required.
It often begins with a business simply trying to get to grips with inefficiencies in spending, perhaps after discovering, for example, that it has multiple LMSs in use or duplicate learning programmes in different parts of the organisation. Other times, it may be driven by a desire to create a more strategic and enterprise-wide approach to capability development. Frequently, it happens without there even being a designated CLO or a recognisable central learning function.
- Type
- Chapter
- Information
- The Business of Corporate LearningInsights from Practice, pp. 187 - 202Publisher: Cambridge University PressPrint publication year: 2013