Key Topics

Centralized vs. Federated Approach: 
What functions and programs should be centralized vs. distributed?  What are best practices in each model?

CLO and Leadership
What is the impact of a CLO?  What role should the CLO play?  What are the backgrounds and characteristics of a highly effective CLO?

Resource Allocation
What % of your staff should be in different roles?  What roles make most sense to outsource and why?

LMS Governance and Support
How should you manage, support, and administer your LMS?  What skills and roles are needed?

Measurement
How should you measure your training function?  What should you measure?  How can you make measurement easy and repeatable?

Relationship with HR
How closely aligned should enterprise learning be with HR? What programs and initiatives should be tightly aligned? How should training be seperate and distinct? What is the impact of a tight alignment? Does it create value or reduce value?

E-Learning Strategy
How should you organize to manage the development, deployment, and integration of e-learning? Does e-learning truly improve effectiveness? What functions should be outsourced?

Governance and Program Allocation
How do you govern the enterprise learning process? What committee or other structures help allocate resources to the highest impact programs? How do you budget and plan while staying aligned with line of business needs? Should you recharge of allocate costs?

Shared Services
What are "shared services?" What role should they play in enterprise learning? How valuable are shared services functions and which learning functions belong in this model?

Budgets
How do you manage the budget process?  Should you recharge or allocate costs?  What should you be spending on staff vs. programs vs. technology?


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impact of different organization, governance, and resource allocation models on 11 different measures of effectiveness and efficiency.  With this report you can see specifically how given organization models impact each measure of efficiency and effectiveness.


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