L&D Strategy Template

This L&D Strategy Template provides guidance on developing an effective Learning and Development Strategy. It covers topics such as the introduction, current environment, purpose of the strategy, audience, identifying needs, training plans, addressing needs, and implementation. The template also includes sample text and strategies for learning and development.

L&D Strategy Template
1.1 Introduction
Introduce the L&D Strategy by stating what it is, how it is aligned with the HR
Strategy and Statement of Strategy, who was consulted in its development and if it
was approved by senior management.
It should state
a. which individual is assigned responsibility for the implementation of the
Strategy, e.g. the Personnel Officer
b. that regular interim reports on progress will be made, e.g. on a quarterly basis
The learning and development strategy is accountable for setting up learning and development
strategies that will be implemented via personnel officer. These will be updated on the quarterly basis
through which an edge can be attained by the organization.
1.2 Current environment
This section provides some context for the development of the L&D Strategy. It
identifies external and internal factors that impact the Department’s operating
environment. The various factors can be mentioned collectively, or they can be
separated out and addressed individually.
External factors which will be relevant in most cases will include government policy,
the current economic environment and EU requirements. A useful tool for identifying
these external factors is the PESTEL analysis. This involves the study of the Political,
Economic, Sociological, Technological, Environmental and Legal factors.
Common internal factors will include the Statement of Strategy and HR Strategy.
Other internal factors may include organizational capacity and policies.

SAMPLE TEXT:
This Learning and Development Strategy is part of the strategic planning process. Its
purpose is to link learning and development activities systematically with business
needs and to establish priorities and plans for activities and resources.
SAMPLE TEXT
This Strategy has been developed against the backdrop of a rapidly changing
operating environment. A number of factors both externally and internally have
emerged which impacts the way we provide services and manage our business.
These include:
For formulation of the strategies, organizations have to consider both internal as well as
external environment that will lead them to acknowledge the needs of the market in an affirmative
manner. Here, all the aspects of the market will be considered so that accordingly operations can be
carried out.
1.3 Purpose of the L&D Strategy
To design strategies for providing training and development in:
(Choose any 3)
a. Customer service
b. Team-work
c. Equipment operation
d. Product and service knowledge
e. Leadership training
Stating the purpose of the Learning and Development Strategy clarifies why it is
being done and what it will be used for. One or more of the following may be relevant
to address this point:
 It is part of a Department strategic planning process that requires a set of
coherent integrated strategies from all activities, including learning and
development
 It is being used as a vehicle for consultation/discussion with line management
about learning and development issues
 It is a means of linking learning and development activities systematically with
business needs
 It will serve to establish priorities and plans for activities and resources
 It will be an approved and authoritative framework for learning and
development policies and activities
 It will help secure budgets and resources
 It will provide integration across disparate units

In this case the learning as well as training will be taken into consideration; here emphasis will
be made on team-work, customer services and equipment operations. It is important for Tesco to
consider these aspects while formulation of their strategies in order to ensure that they are able to
attain their goals.
1.4 Audience
The Learning and Development Strategy may be aimed at several different
audiences, for example:
 Senior Management
 Personnel Officer/HR Director
 Strategic Planning Units
 Line Managers
 HR Units
 Learning and Development Units
Specific strategies may be needed for different target groups. The following target
groups are examples of groups which may be considered in developing the
strategies:

SAMPLE TEXT
This Learning and Development Strategy is aimed at the HR Unit and line managers.
It covers learning and development for all staff in the Department.
 Senior management
 Individual grades
 Technical/specialist staff
 Professional staff
 Team leaders
 Line managers
 Operational staff
 New recruits
 ICT staff
The strategy is aimed at the HR Unit which is accountable for covering up learning along with
development of all the employees within the department. Different learning aspects have been
considered by the management of Tesco that must be developed through the usage of distinct
strategies. They are specified beneath:
 On the job learning: Here, organisation will enable employees to observe/demonstrate and
practice, delegation, coaching and mentoring.
 Group learning: This involves interacting with one other to acquire knowledge. By keeping
this in mind, cross functional teams can be formulated, communities of practice, networking,
action learning.
 Tutor led interventions: For enhancing the performance of employees and addressing
business requirements it is important. This must include training courses, seminars, and
development programmes.

SECTION 2 - Identifying Learning and Development Needs
This section relates to the first stage of the cycle – analysis of needs.
To help build Departmental capability over the medium and long term the
identification of needs should be directly linked to the achievement of the
Departments goals as well as on the broader career development needs of individual
employees.
This section sets out how these learning and development needs will be identified
and prioritised. The text used in this guide may also be used in drafting the L&D
Strategy where it reflects what is actually happening in practice in the Department.
2.1 Identifying L&D Needs
To enable staff to operate to their optimum performance level and to meet business
objectives, an effective approach is needed to identify and prioritize learning and
development needs for the Department as a whole as well as for individual staff.
Learning and development needs should therefore be identified through the twin
approach of a formal TNA3 and the PMDS.
ACCREDITED: Training Needs Analysis (TNA): The TNA should be used
to check on the necessary Departmental capability levels, i.e. those needs
that have been identified as necessary for the Department to manage its
current business effectively and to be capable of meeting future challenges.
The TNA should also identify the gap that exists between what is needed and
what is currently available. This involves conducting a skills audit to uncover
the current situation on what skills the workforce currently has.
Non-Accredited: Performance Management and Development System
(PMDS): The PMDS should be used to identify individual job holder’s needs
through discussion and agreement between the individual and their line
manager. This is by means of identifying and comparing his/her existing level
of knowledge, skills, behaviours and attributes with the requirements of their
role or job, having due regard to the competency framework and the business
needs of the Department.
The output of both processes should be integrated so that a composite set of priority
needs are identified. These needs should be further aligned with the key L&D
objectives set out in the L&D Framework.
The L&D Strategy should be based on the key findings of that analysis, with priority
needs for the period ahead being established. While the level of detail from the TNA
provided in the Strategy is a matter for individual Departments, it should be
consistent with the key objectives set out in the Learning and Development
Framework 2011 – 2014.
2 The CSTDC developed a TNA Toolkit to assist organisations in conducting a Training Needs Analysis.

SAMPLE TEXT
A TNA/skills audit was conducted in (insert date) with a view to identifying current
and future performance gaps and capability deficits at Departmental, occupational
and individual level. Data was collected from corporate and business unit plans, and
role profile forms. Further information was obtained through questionnaires, focus
groups and interviews with staff at all levels. The outputs from the TNA identified
gaps in competencies which could be addressed through learning and development
interventions, as well as performance gaps which needed other management
solutions. The following are the key priority Learning and Development needs in the
Department as identified in the TNA.



The detailed findings can be found at Appendix X (NB not included in this guide)
This Learning and Development Strategy reflects the findings of the aforementioned
TNA, while taking account of the Key Objectives and Actions set out in the Learning
and Development Framework for the Civil Service 2011-2014.
All information sources and background documents which inform the development of
the Strategy should be collated so that management can examine the basis of the
proposed actions in the Strategy.
Training needs analysis (Accredited): It is important for management of Tesco to
acknowledge the capabilities that are being possessed by different departments of the organisation.
For this gap has to be analysed so that it can be identified what is needed. Like emphasis has to be
made on team work as this skill is lacking.
PMDS (Performance management and development system) (Non-Accredited): The
existing knowledge levels will be compared with what else is needed. Like while delivering customer
services, it is important that the time is converted into sale, thus this factor have to be considered.
2.2 Training Plans
Following from the TNA, training plans should be developed detailing the specific
training requirements and delivery arrangements. The training plans may be attached
in the Strategy as an Appendix.

SECTION 3 - Addressing Learning and Development Needs
This section sets out how the learning and development needs, identified in Section
2, will be addressed and evaluated by the Department. There should not be an over
reliance on classroom training. A number of possible strategies should be considered
so that those that best fit the needs of the Department are selected. The choices
made will collectively form the overall Strategy.
3.1 Strategies (Refer to Appendix C)
Strategies are the sets of intended actions and integrated plans that are to be
pursued in order to achieve the strategic goals of the Department. L&D Strategies
are the mechanisms that are chosen to help increase human resource capability and
improve performance to support the achievement of these high level objectives.
A useful way to work on developing strategies is to assess existing approaches and
consider alternatives. Are there other vehicles that could offer a better means of
learning and developing? Effective techniques for opening up minds to different
possibilities are brainstorming ideas in a group or creating mind maps.
The following table depicts a number of possible learning and development strategies
which may be considered by the Department. As PMDS provides a structured
mechanism for targeting learning activities at both Departmental and individual level,
these options should also be discussed as part of PMDS.
STRATEGY METHODS COMMENTS
Training need analysis Group discussion Have analysis about
capabilities that are
lacking among
employees of the
organization
On job learning Training It will develop new
skills as well as amplify
the existent knowledge
possessed by them
Group learning Team work By formulation of
teams and having
groups people can
easily share their
opinions related with
the topic
Networking This will provide the
links for interaction that
will further aid within
acquisition of
knowledge.
The above outlines some of the methods that can be used to facilitate, encourage

SAMPLE TEXT
Recognising that Learning and Development is multi-faceted, our approach to
Learning and Development will be through a combination of some or all of the
following methodologies:
 On the job learning
…………… etc
 Self managed learning
…………… etc
 Deployment
…………… etc
 Group learning
…………… etc
 Tutor led interventions
…………… etc
and deliver learning. More details on these methods can be found at Appendix C.
Departments may come up with additional methods and select those which they
consider would best meet their learning and development needs, bearing in mind that
most learning will be achieved on, or very close to, the job.

SECTION 4 – Implementation
Responsibility for driving, supporting and implementing the Strategy must be
assigned. There are generally a number of stakeholders which are identified as
playing a key role in this regard. In large Departments, there may be a hierarchical
training structure with clearly defined roles and responsibilities. These roles and
responsibilities can be set out in this section. Where there is no formal structure, the
following are examples of roles and responsibilities which may aid internal discussion
and agreement.
4.1 Roles and Responsibilities
The roles discussed in this section are senior management, HR/Learning and
Development Unit, line managers and job holders.
4.1.1 Senior Management
Senior management buy-in and engagement is critical to the effective implementation
of the Learning and Development Strategy. Whether acting individually in their role
as heads of division or acting collectively as the MAC, senior management should:
 Set the overall direction and provide a high level decision making forum on
learning, training and development in the Department
 Allocate specific responsibility for Learning and Development to a nominated
member of the MAC and ensure that Learning and Development regularly
features on MAC agendas
 Establish how the training function is organised, structured and resourced.
Identify roles and responsibilities, and reporting arrangements
 Ensure that a TNA is conducted to identify and prioritise training needs at
Departmental level
 Promote a culture of continuous learning throughout the Department by
ensuring that the L&D Strategy is aligned with other Departmental Strategies
(including the IT Strategy for using technology in Learning and Development)
and that the PMDS supports business driven Learning and Development
 Individually, ensure that the PMDS is fully implemented in their respective
area of responsibility
 Provide input into the evaluation of learning events to determine level of
behavioural change, organisational results and/or return on investment, as
appropriate.
4.1.2 HR/Learning and Development Unit
Subject to the overall requirements of senior management, the HR Unit/Learning and
Development Unit is responsible for determining the Learning and Development
needs of the Department and individuals, developing Strategies for addressing these
needs and preparing plans for implementation. In this regard the HR/Learning and
Development Unit should:
 Prepare a TNA, a Learning and Development Strategy and Training Plans
following research, consultation and analysis
 Develop mobility and other policies to support on-the-job learning
 Promote and administer the Refund of Fees Scheme to support self managed
learning

 Organise direct delivery of formal training to staff using internal trainers,
experienced officials and subject matter experts
 Identify opportunities for sharing Learning and Development products and
resources with other organisations across the Public Service
 Procure training from external sources only where the need cannot be met
internally within the system. Where procurement is necessary, use the
Framework Agreement for the Provision of Training Services to the greatest
extent possible.
4.1.3 Employees
Employees have primary responsibility for ensuring that their own learning and
development needs are identified and addressed. The PMDS process facilitates and
supports them in this regard.
Specifically, employees should:
 Take responsibility for their own learning and development
 Participate in discussions on a regular basis to identify learning and
development needs insofar as they relate to and support the key business
objectives
 Actively engage in self-development through on-the-job learning and
self-managed learning
 Avail of learning and development opportunities provided
 Participate in the evaluation of training events in which they were involved

APPENDIX A
Training Cycle

SAMPLE TEXT
Ensure that the Department’s Learning and Development function operates
in accordance with best practice, maximises in-house learning capability,
supports innovative and cost effective approaches to staff learning and
development, and contributes to continuous improvement in human
performance
APPENDIX B
Suggested Layout for the L&D Strategy
The following layout is suggested for the draft L&D Strategy.
Cover/Title Page
Table of Contents
Executive Summary
(Bayside Call
Centre)
The Executive Summary is only necessary if the document is lengthy. It
contains the main points drawn from the body of the document and should
generally not exceed one page. It is intended to provide management with the
essential information without them having to read the entire document. It is
positioned at the start of the document but it is not finalised until after the
remainder of the document has been completed.
Mission Statement and Objectives
The Mission Statement describes the purpose and function of the Learning
and Development Unit. It justifies why it exists. While it is not essential,
Departments may consider it appropriate to include a Mission Statement in
their Learning and Development Strategy. A version of the following may be
appropriate:
The Strategy
Sections 1-4 may be set out as suggested in the template
Appendices
The Appendices are at the end of the document and contain supplementary
material for reference purposes. The number of and details presented in the
Appendices is a matter for each Department.

APPENDIX C
Sample L&D Methods
1 On the job learning
Given that we acquire and develop most of our job specific knowledge and skills in
the workplace through on-the-job application and experience, the default strategy for
addressing L&D needs should be to fully exploit any work-based opportunities that
are available. On the job learning involves sharing knowledge and skills and learning
from experience. Components of on the job learning include
observation/demonstration and practice, delegation, coaching and mentoring.
1.1 Observation/demonstration and practice means watching/showing how a
task is performed, assimilating what is being seen and heard, and then re-
using the information effectively to perform the task. Continuously practicing
the task reinforces the learning and leads to continuous improvement.
1.2 Delegation describes the process used by a manager to assign a piece of
work to another team member to complete. For learning and development
purposes, the task provides an opportunity for team members to grow and
develop their knowledge and skills, and reach their full potential in the
Department. While it may take a lot of up-front time and effort, particularly if
coaching is required, it makes the most effective use of the manager’s time in
the long term.
1.3 Coaching may involve creating learning opportunities, giving information,
listening, demonstrating, encouraging, asking questions, observing someone
while they take on a new challenge, suggesting the next learning step, giving
feedback, creating ongoing learning situations, offering guidance at all stages
of learning and openness to questions.
While coaching their staff is a key responsibility of the line manager,
colleagues may also need to coach each other to achieve effective
performance.
1.4 Mentoring is a process in which a more experienced or more knowledgeable
person helps and supports a less experienced or less knowledgeable person
in their work, career or professional development. It entails informal
communication, usually face-to-face, over a sustained period of time.
Structured mentoring arrangements can be of particular benefit to newly
recruited/promoted staff at senior level to foster staff development, contribute
to positive change and to maximise skills transfer.
2 Self managed learning
Self managed learning can be very effective and might include reading, attending
learning events, eLearning, pursuing qualifications outside working hours and any
other learning pursuit which the individual controls.
2.1 Reading can be critical to learning and development and in some cases may
be the only way of acquiring the requisite knowledge and skill. Such material
can include job descriptions, work process maps, procedures manuals,
reports, office files, circulars, rules and regulations, publications, and
periodicals, where appropriate. The material should be easily accessed via
the internet, intranet, library, files, personnel section etc.

2.2 eLearning is the delivery of a learning, training or education programme
through the use of information and communications technology. It supports
distance education and is an innovative way to learn. It provides the freedom
and flexibility to learn when and where the learner wants and at their own
pace. A variety of media is available to help with learning including traditional
written materials, audio tapes and CD-ROMs, satellite TV, online information,
online groups and video conferencing. It can be combined with classroom
based training or delivered on a stand alone basis.
2.3 Further education provides learners with an opportunity to broaden their
thinking, deepen their knowledge and develop a more strategic perspective
through participation in relevant and appropriate third level education
programmes. The Refund of Fees Scheme can be used to promote and
support staff in this regard.
3 Deployment
Various deployment options are available to Departments to address gaps. Placing
staff who need to develop technical and other skills into areas where they can
develop those skills can address individual needs. Matching staff who have the
required knowledge and skills with positions in which those skills are needed can
address organisational needs. Mobility, secondment and temporary assignments are
strategic options for HR. These options should be considered on a case by case
basis to ensure that skills gains in one area does not lead to a skills deficit in another
area, causing a dilution of the overall skills base.
3.1 Mobility is the movement of staff from one position to another within the
Department, or from one Department to another. While job rotation occurs
informally at a local level, a formal mobility policy is required where different
management areas are involved. It is a cost effective method of developing
skills and building capacity both internally and across the Public Service.
3.2 Secondment is a term used to describe a temporary movement or ‘loan’ of
an employee to a completely different Department. Departments benefit from
both inward and outward secondment by developing their skills base.
Employees are offered career and skills development opportunities that may
not be available in their parent Department.
3.3 Temporary assignments/special projects are flexible, short term
approaches to skills development. The individual performs temporary duties
on a full-time or part-time basis either internally within the Department or
externally. They can be designed to enhance an individual's knowledge or
skills in a particular area or to broaden an individual's knowledge of other
functions. They can also be used to complete tasks or assignments when a
mix of people with expertise in different areas is needed.

4 Group Learning
Employees getting together and interacting with each other can be beneficial in the
learning process. Some of the commonly used means for facilitating group learning is
through cross functional teams, through networks and through the creation of a
mixed group of people to solve problems.
4.1 Cross functional teams are composed of people from different
organisational units, with varied levels of knowledge, skills and experience,

who are brought together to accomplish a specific task or project. By working
together as a group, knowledge is shared and skills are developed both
individually and collectively.
4.2 Communities of practice (CoPs) are groups of practitioners from a particular
specialty or work group who come together to share work-related information
and best practices, and strive to improve their own knowledge by learning
from others. The CoPs can be in the form of public service wide networks
whose membership meet regularly and/or can be set up as an on-line
resource. CoPs facilitate knowledge management by capturing tacit
knowledge and collective expertise.
4.3 Networking can operate in a similar manner to the CoPs. It is an approach
for dealing with complex, cross-cutting issues and for sharing best practice.
They are useful for managing mutual dependency, promoting trust and
openness to learning, guiding interaction and protecting the interest of
network members. Networks can play an important role in identifying and
mainstreaming good practice from local innovation to improve efficiency and
effectiveness across the wider organisation/public service.
4.4 Action Learning is a form of learning by doing. It involves bringing together
an ad hoc group of peers with varied levels of skills and experience for the
purposes of analysing an actual work problem, generating solutions and
developing action plans for implementation. The group continues to meet as
actions are implemented in order to learn collectively from the implementation
and to make mid-course corrections if required. It is useful for addressing
complex organisational problems, determining a new strategic direction or
exploiting new opportunities.
5 Tutor-led interventions
To support on-the-job and self-managed learning, it may be necessary to provide
tutor-led interventions to maximise performance and to meet business needs. To be
effective, the knowledge, skills and behaviour developed in the classroom must link
with the workplace. The most common interventions include training courses,
seminars and development programmes.
5.1 Training courses are sometimes referred to as workshops. Knowledge is
imparted and skills demonstrated by the tutor. The participants work
individually and/or in groups to put the learning into practice under
supervision and to gain hands-on experience.
5.2 Seminars are learning events that feature one or more subject matter experts
delivering information primarily via lecture and discussion. They can be useful
in enhancing awareness of developments in the business environment
nationally and internationally. The involvement of and interaction with the
audience is limited.
5.3 Development programmes generally incorporate some tutor-led classroom
work with a variety of activities in the workplace. These activities can include
self managed learning, workplace assignments and mentoring. The various
components are carefully choreographed so that skills can be practised in the
workplace using the tools that were acquired in the classroom. Participants
receive feedback and may be reviewed periodically. These development
programmes can run from a few days in duration to several years.