Relationship Between Strategy and Learning: Project

This project explores the significant relationship between learning and strategy, emphasizing how effective learning methods support strategic goals. It details several key strategies, including solution maps, which are essential for defining and maintaining performance programs. The project also covers curriculum architecture design, offering a high-level guide for learning materials and providing insights into course content. The importance of a measurement and evaluation plan is highlighted, detailing how training and success plans can be analyzed and aligned with company priorities. Furthermore, the project addresses resource and budget planning, essential for securing support and funding for training initiatives. Finally, it discusses sustainable learning plans, focusing on managing training objectives and deadlines throughout talent development activities. The project references relevant literature to support the concepts discussed.

Project

Contents
MAIN BODY..............................................................................................................................................3
1. Relate strategy with learning...............................................................................................................3
REFERENCES............................................................................................................................................5

MAIN BODY
1. Relate strategy with learning.
There is a significance relation between learning and strategy. This is so because if an employee
or student manage significant relation than it becomes easier to learn different aspects. Learning
methods allow students to take on more of their own language learning and personal growth
obligations (Bower, 2019). Types of learning are common approaches to learning languages,
while teaching techniques are particular ways of coping with language activities in particular
situations. Underneath some key learning strategies are mentioned:
Solution map: Solution diagrams for learning & success support help to effectively define how
performance program are assisted and maintained following completion of learning. These basic
charts, sorted by method of distribution and customer position, visualize the audience study by
describing the target for the training program, how the training will be administered, and how the
customer will be assisted while on the work.
Curriculum Architecture Design: Provide a high-level guideline, slatted by subject area or
function, for learning course materials that provides guidance for deeper study and design. This
really is the basis for a more full analysis and configuration of the course content for studying. It
lets company partners fully understand how the training program work together, and it also gives
insight into future differences between consumer and material.
Measurement and Evaluation Plan- This outlines how the preparation and success plans can be
analyzed, judged, and matched with company priorities. A training appraisal plan is a widely
ignored aspect of learning planning reports, but it is crucial to specifically describe what
knowledge will be obtained, how the learning will be assessed, what would be graded, and who
will obtain the information.
Resource and budget plan- In order to design, create and execute the solutions, a function
generates for both the teaching staff and subject material experts are required (Akers and
Jennings, 2019). In most L&D organizations, resource shortage is prevalent, so create faith in the
training and development activities by specifically defining staff and budgetary needs. This

would find things simpler to obtain the support and financing required for the plan to be adopted
and ensure strong ROI for preparation.
Sustainable Learning Plan: When the learning and success solutions are provided, the
mechanism for managing training goals and objectives can be introduced, but the process needs
to be set up long before that stage. Evaluate how to manage training deliverables, who will own
learning deadlines during talent growth activities, and how to order and enforce modifications.

REFERENCES
Bower, M., 2019. Technology‐mediated learning theory. British Journal of Educational
Technology, 50(3), pp.1035-1048.
Akers, R.L. and Jennings, W.G., 2019. The social learning theory of crime and deviance.
In Handbook on crime and deviance (pp. 113-129). Springer, Cham.