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A chief learning officer (CLO) is the highest-ranking corporate officer in charge of learning management. CLOs may be experts in corporate or personal training, with degrees in education, instructional design, business or similar fields.
Qualified CLOs should be able to drive the corporate strategy and align the development of people with the business goals of the organization. A full complement of skills, including business analytics, technology, learning theory, performance consulting and scientific inquiry, are important for success. [1]
The CLO may report directly to the CEO, but may also report to the Head of HR or Chief Talent Officer.
In the 1990s, Jack Welch, then CEO of GE, made Steve Kerr his CLO, making GE the first company to have such an officer. [2] Kerr also became the CLO and Managing Director for Goldman Sachs
In 2012, Emma Cunis, executive director of the Chartered Institute of Management Accountants spoke at a CLO summit held in Mumbai. Cunis was part of a panel that discussed the cost of not investing in executive learning and development. She quoted former General Electric CEO Jack Welch to make her case: "The Jack Welch of the future cannot be like me. I spent my entire career in the United States. The next head of General Electric will be someone who spent time in Bombay, in Hong Kong, in Buenos Aires…. We have to send our best and brightest overseas and make sure they have the training that will allow them to be global leaders who will make GE flourish in the future." [3]
There are four types of learning techniques that may be employed by CLOs (Elkeles & Phillips, 2007): [4]
Measurement techniques refer to how CLOs measure learning outcome success. These may take several forms and can include standardized tests, one-to-one interviews and discussions with individuals receiving learning assistance, surveys and questionnaires, and measured competency at various tasks before and after the learning activity (Rani, 2004; Rauner & Maclean, 2008). [9] The aim of the use of these measurement techniques is to quantify the success of the learning activity. This allows the CLO to adapt learning activities in future to increase the level of successful outcomes (Jonassen et al., 2008). [10]
A wide variety of different technologies may be used by CLOs in order to meet their learning objectives. Popular technologies used include the use of computer software to deliver lessons and tests. Additionally, internet based learning may be used to provide learning at remote locations and enable students to engage with lessons remotely (Iskander, 2008; Facer, 2011). [11]
The University of Pennsylvania has their own Doctoral Program under their Graduate School of Education called the PennCLO Executive Doctoral Program. It specially prepares the Chief Learning Officers and other senior-level Human Capital Executives for success in their role as learning and talent development leaders. [12]
Additionally, in 2017, Vanderbilt University's Peabody College of Education and Human Development launched an online Doctor of Education in Leadership and Learning and Organizations which aims to train current and prospective Chief Learning Officers and learning leaders in the following three areas:
There is scant data when it comes to the CLO position, considering that the position has only existed since 1991. In terms of salary, Indeed.com reports that the average salary is roughly $81,000 [13] per year, as of May 2015. According to a CLO survey conducted in April 2015, [14] roughly 45% of CLOs are female, which is a remarkably strong number for female representation in the c-suite. As a comparison, just 3% [15] of CEOs are female, according to Pricewaterhouse Coopers.
The chief learning officer often works alongside the CEO and collaborates on his or her vision for instituting learning and development initiatives throughout the company. Occasionally the CLO will work closely with the chief technology officer, because much of L&D involves technological advancement. The chief knowledge officer will also assist the CLO in disseminating knowledge for employees to learn and apply. The chief culture officer will assist the CLO with any culture-based programs or initiatives, though most companies do not have a CCO at the moment.
Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, attending conferences, and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage. There is a variety of approaches to professional development, including consultation, coaching, communities of practice, lesson study, mentoring, reflective supervision and technical assistance.
The Northern Alberta Institute of Technology (NAIT) is a polytechnic and applied sciences institute in Edmonton, Alberta, Canada. NAIT provides careers programs in applied research, technical training, applied education, and learning designed to meet the demands of Alberta's technical and knowledge-based industries. NAIT offers approximately 120 credit programs leading to degrees, applied degrees, diplomas, and certificates. As of 2018, there are approximately 16,000 students in credit programs, 12,000 apprentices registered in apprenticeship training, 14,500 students enrolled in non-credit courses, and more than 20,000 registrants for customized corporate based training. NAIT also attracts international students from 94 countries. NAIT is similar to an Institute of technology or university of applied sciences as termed in other jurisdictions. The campus newspaper, the NAIT Nugget, is a member of the Canadian University Press (CUP).
The Strathclyde Business School (SBS) is one of four faculties forming the University of Strathclyde in Glasgow, Scotland. Founded in 1948, the school is located on Cathedral Street within the John Anderson campus of the university. It offers courses for business education and management development.
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Learning Management is the capacity to design pedagogic strategies that achieve learning outcomes for students. The learning management concept was developed by Richard Smith of Central Queensland University (Australia) and is derived from architectural design and is best rendered as design with intent. Learning management then means an emphasis on ‘the design and implementation of pedagogical strategies that achieve learning outcomes. That is, in the balance between and emphasis on curriculum development and pedagogy, the emphasis is definitely on pedagogical strategies. Underpinning the learning management premise is a new set of knowledge and skills, collectively referred to as a futures orientation and which attempts to prepare the mindsets and skillsets of teaching graduates for conditions of social change that pervade local and global societies in the 2000s. The practitioner of learning management is referred to as a learning manager. Adjunct to the theory and practice of learning management is the Learning Management Design Process (LMDP). The LMDP is a curriculum planning process comprising 8 'learning design based' questions. The process was developed by Professor David Lynch of Central Queensland University in 1998 and is used primarily as a tool to train teachers to teach [3]. These 'eight questions' when answered in sequence focus the teacher to what is important when planning to teach students. The LMDP organizes its 8 questions through three sequential phases: Outcomes, Strategy, and Evidence. Each phase represents the bodies of information that its associated questions seek to pursue. The LMDP represents a rethink of the various curriculum development models that have predominated the planning of teaching and curriculum in the developed world over past decades. The teacher develops their 'teaching plan' by engaging with each phase and its questions and recording ‘findings’ in plan form.
In human resource development, induction training introduces new employees to their new profession or job role, within an organisation. As a form of systematic training, induction training familiarises and assists new employees with their employer, workforce and job design. The scale of induction training varies between organisations, with smaller firms typically conducting induction in the early months of employment, in comparison to larger corporations who dedicate greater time and resources to its completion.
Nkumba University (NKU) is a chartered private university in Uganda. It was established in 1994 as part of a group of schools and colleges that originally grew from a kindergarten established in 1951. The university is not affiliated with any particular religious organization, but it accommodates several religious associations.
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