Striving for best practice in corporate learning – the EFMD CLIP experience

1. Strivingforbestpractice in corporatelearning – the EFMD CLIP experience Hongkong, 4 June 2012 Dr. Martin Moehrle

2. 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

3. CLIP Quality Framework : 9 chapters

4. Positioning, Alignment & Key Interfaces 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 e-learning techniques • 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

5. Programmes, Services & Activities 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 • 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)

6. CLIP Flow Chart Eligibility Accreditation Re-Accreditation New cycle for re-accrediation 3-5 years

7. Fiverolesofcorporatelearningfunctions formal/highcontrol • Sharedperspectiveamongleadershipcadre informal/lowcontrol • Structured andacce-leratedlearningforleadershippipelineandprof.development • Enterprise changeagent • Governanceofenterpriselearningspace • Knowledgemana-gement/ learningorganization/ businessdevelopment/ innovation

8. A lookintothecrystal ball: 10 trendsforcorporatelearning • Human capital planning is becoming an integral part of business development: this is where the organizational learning agenda is defined • Learning will be better integrated with talent and performance management processes, so that L&D gets into the performance improvement business • The transition to knowledge-based economiesrequires a broaderremitofthelearningfunctiontobecome an architectorenableroflearning, whichcallsfor a totallynewsetofperformancemetrics • L&D has to cope successfully with the duality of a mature learning context in established markets and an immature context in emerging markets • 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 • 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 • 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 • 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 theirteams, accompaniedby a responsibilityshiftfordevelopmentfromtheorganizationtothe individual • 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 • 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

9. The threestagesofL&D valuecreation valuecreation Stage 3:transformationalimpact Stage 2:strategyenablement Stage 1:servicedelivery incrementaleffort adaptedfrom Doug Ready: Buildingthe High Flex/ High Value HR Team, ICEDR 2009

10. Where do we stand at UBS? • Launch of UBS Business University in 2010: managing all learning in UBS • As partofcurrent HR Transformation, integrationof BU into Talent CoEtoenable an end-to-end talentframework • Broaden Global Learning Deliverytobecome Global Talent Delivery • Andfurther out: mergerof Talent AcquisitionCoEwith Talent CoE Talent CoE 7 Talent Partner Teams 8 Competence Centers (4 offormer BU) Global Learning Delivery Learning Deliveryteams in all regions Learning operations

11. Integration oftalentmanagementpracticesacrosstheemployeelifecycle competency model employee valuecon- tribution employerbrand talentreviews, succession, reward & retention feed-back/ transpa- rency learninganddevelpment performance management acquisition onboarding employeetenure oneintegrated HR technologyplatformsupporting all TM processes