Lead learning strategy implementation

Abstract

At present there is no universally accepted body of knowledge suggesting the best method for leading the design and implementation of a learning strategy at a strategic or organisational level. While this publication does not seek to promote a single ‘silver bullet’ solution, it does seek to help leaders and educators better understand how to systematically plan and implement a learning strategy for an organisation. In so doing it will also furnish insights and be supported by a workbook that contains tools and templates that can be used to undertake this task.
Most instructional design or learning strategy design and development exercises commence with analysis of learning needs and goals, and end with the delivery and an evaluation of how well needs have been satisfied. However, within this process a remarkable array of different actions can exist. Differences that often lack consideration of wider organisational strategic needs or the effect different individual learning styles, available technologies and learning contexts can cause (Bowles, 2004:174).
Through study of topics contained herein we will examine how an organisational view on learning strategy formulation needs to move beyond interventions targeting learning outcomes in an educational setting to assess and address the strategic needs of a workforce. We will also extend discussion beyond learning strategies that focus only on closing an individual student’s competency gaps, to explore how learning strategies can and should address capabilities formed from a broader array of attributes that go well beyond the skills and knowledge required to perform.