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Learning and
Development Policy and
Guidance
5 March 2007
Aims
This Policy and Guidance is for managers and employees. The LSC provides
opportunities to develop the knowledge and skills of its workforce enabling everyone to
maximise their potential and contribution.
The Learning and Development Policy sets out the framework and the Guidance on the
Policy is structured in the sections shown on the following pages:
Introduction ..................................................................................................................... 2
Policy statement .............................................................................................................. 2
Education Policy.............................................................................................................. 3
The Role of the individual................................................................................................ 3
The Role of the manager................................................................................................. 4
The Role of the HR Advice Centre .................................................................................. 4
The Role of the Learning and Development team........................................................... 4
The Role of senior managers .......................................................................................... 4
Priorities and budget implications.................................................................................... 5
Identifying learning and development needs ................................................................... 5
Team/Regional/National Office Group development plans.............................................. 5
Learning priorities and measurement criteria .................................................................. 6
Selecting the Learning Method........................................................................................ 6
Information and learning materials .................................................................................. 7
Agreeing support for Learning and Development activities ............................................. 7
Non-Completion of an Agreed Learning Activity.............................................................. 8
Post-learning reviews ...................................................................................................... 8
Evaluating the effectiveness of learning activity .............................................................. 9
Professional Memberships .............................................................................................. 9
Annex A –Essential / Desirable learning activities........................................................ 10
Annex B –Cost Recovery Procedure............................................................................ 11
Annex C –Letter confirming non-completion arrangements ......................................... 12
Annex D –Recovery of training costs ........................................................................... 13
Annex E –Notification to Payroll of costs to be recovered ............................................ 14
Page 1 of 15

Introduction
1
The mission of the Learning and Skills Council is to raise participation and attainment
through high quality education and training that puts the learner first. The LSC’
s vision is
that, by 2010, young people and adults in England will have knowledge and productive
skills matching the best in the world.
2
Achieving this goal requires the LSC to build a new learning culture in this country and
promote lifelong learning for all. It is essential that the LSC adopts the same approach to
learning and development that it aims to encourage in other organisations. Its policies and
practices therefore aim to demonstrate the principles of lifelong learning and promote the
LSC as an exemplar in its people development plans and processes.
3
To be a dynamic and outward-facing organisation capable of meeting its challenging
strategic objectives, the LSC will provide opportunities to develop the knowledge, skills and
competencies of its workforce, enabling everyone to maximise their potential and
contribution. The Policy and Guidance below provides the framework for achieving this
mission.
Policy statement
4
The LSC is committed to linking its learning and development activity to corporate strategy,
business objectives and the competency framework to improve the organisation’
s
performance. Managers have a responsibility to identify and communicate clear priorities
that link the development of their people to the aims and objectives of the LSC at
corporate, regional, team and individual level. Decisions to fund learning and development
will be made in the context of these business priorities. The LSC will actively encourage
individuals to develop their skills and knowledge to achieve the LSC’
s objectives. These
principles are central to the Investors in People Standard, to which the LSC is committed.
5
Individuals have a responsibility to be proactive in their learning and development and to
pursue their career and continuing professional development, where this benefits the
organisation. Managers at all levels have a responsibility to fully support their people in
work-related learning and development activities.
6
Individuals and managers have a responsibility to take advantage of the full range of
learning opportunities that exist, using informal and unplanned activities that occur on a
day-to-day basis as opportunities for learning as well as structured activities such as
mentoring, secondments, coaching, shadowing and off-the-job training.
7
The LSC will remove barriers to learning and development, ensuring all individuals have
equality of access to relevant learning and development opportunities. Where appropriate,
the LSC will make use of the positive action provisions of the Race Relations Act 1976 and
the Sex Discrimination Act 1975. This is consistent with the LSC’
s equality and diversity
policy.
8
All learning and development activity will be evaluated and measured against business
objectives and the competency framework, so learning is effectively transferred to improve
performance in the workplace, maximising quality and return on investment.
Page 2 of 15

Education Policy
9
We will ensure all LSC employees are trained and supported (by their line manager) to
gain Level 2 equivalent skills by 2010, and where appropriate Level 3 and above (including
funding where appropriate)*. We will ensure all those people joining the LSC have at least
a first full level 2 qualification within three years of joining. The LSC will remove barriers to
education and training ensuring all individuals have equality of access to relevant learning
and development opportunities
10
The LSC will actively encourage individuals to develop their skills, knowledge and
capabilities to achieve the necessary relevant qualifications aligned to business objectives
for their job role and career development. Where practical, training and development will
be made available at a time that meets the needs of employees’
work patterns. These
principles are central to the Investors in People Standard, to which the LSC is committed
11
The LSC will provide training, learning and development initiatives to support the education
of all employees including corporate, local and accredited activities, evaluated against
business objectives and the competency framework. All LSC employees will have
Personal Development Reviews with their line managers to identify and plan learning and
development activities, reviewed twice yearly.
12
The LSC will evaluate the education activity and full/partial funding made available
according to whether it is essential or desirable to the individual’
s job role.
13
If you are interested in obtaining a formal qualification or undertaking other development,
please speak to your line manager in the first instance.
* to achieve a level 2 qualification, the LSC will cover all qualification costs and provide
study time in line with any Essential activity (outlined in annex A). For level 3 qualifications
and above, the LSC will contribute towards qualification costs and provide study time in line
with current policy, and whether activity is agreed as Essential or Desirable (outlined in
annex A).
The Role of the individual
14
Every individual has a responsibility to:
 actively identify their learning and development needs as part of the performance
management process, including keeping up to date with information specific to their role.
 take advantage of a variety of opportunities for learning and development, both formal
(typically off-the-job training) and informal (such as on-the-job coaching and other activities)
and make use of available learning materials.
 provide feedback on the quality and effectiveness of learning activities to the appropriate
people (e.g. their manager, the provider, HR Advice Centre.)
 with their manager identify objectives before and review them after a learning and
development activity.
 with their manager agree expectations around commitment levels, attendance and any other
issues (for example expenses).
 identify opportunities to apply learning within their job to continually improve their
performance.
Page 3 of 15

The Role of the manager
15
Managers play a crucial role in the development of their people maximising individual
motivation and performance. Managers have a responsibility to:
 deliver an appropriate induction for all new starters, returners and job movers meeting the
individual’
s needs.
 identify the development needs of their people as an integral part of performance
management, by agreeing and reviewing challenging personal objectives.
 provide equal access for all individuals to appropriate opportunities to learn and develop
making available the necessary resources for agreed learning and development activities.
 help individuals identify and take advantage of informal learning and development
opportunities (e.g. by coaching them in work activities and encouraging the use of learning
materials wherever appropriate –see below) as well as more formal opportunities (such as
off-the-job training courses).
 discuss and agree learning objectives before and review outcomes after a learning activity
maximising the transfer of learning to an individual’
s job performance.
 set expectations around commitment levels, attendance and any other issues (for example
expenses).
 measure the impact of learning on performance against business objectives and the
competency framework, and provide constructive feedback to further develop skills and
identify additional areas for development.
The Role of the HR Advice Centre
16
The HR Advice Centre (HRAC) is the first point of contact for individuals and line managers
who have queries about learning and development. The HR Advice Centre also provides
information about available learning and development opportunities.
The Role of the Learning and Development team
17
The Learning and Development Team (including Regional Learning and Development
Managers) develops and implements, in partnership with managers across the
organisation, a range of strategies and interventions designed to meet learning and
development priorities and create a culture of lifelong learning.
18
The key functions of the team are:
 developing learning and development policy and strategy.
 identifying priority development needs within the LSC (both from corporate objectives and
through local training plans).
 developing learning and development programmes, according to identified needs
 evaluating learning and development programmes.
 setting up, managing and evaluating corporate contracts with preferred suppliers.
 providing specialist advice and guidance on referral from the HR Advice Centre.
The Role of senior managers
19
Regional Directors (RDs), National Directors (NDs) and their senior teams have a
responsibility to:
Page 4 of 15

 demonstrate their commitment to improving the performance of their people by setting
objectives to support peoples’
development and encouraging others to support their own and
others’
development.
 demonstrate a commitment to their own learning and development by undertaking continuing
professional development.
 deliver learning and development strategies linked to the business planning process.
 agree and communicate the strategic learning and development priorities to their people,
enabling them to prioritise learning and development needs within their teams.
 evaluate learning and development activities.
 agree, in conjunction with the LSC, the learning and development needs of Council members
and their alignment with the overall learning and development priorities
 decide, when there are competing demands on the learning and development budget, the
activities that are delivered according to strategic and / or operational needs.
Priorities and budget implications
20
Every region and National Office Group has a devolved learning and development budget.
The Learning and Development Team holds a central budget to develop corporate
solutions to priority learning and development needs (see the section on the role of the
Learning and Development Team).
21
Every region and National Office Group is responsible for making cost effective use of their
budget. They are responsible for agreeing/deciding with their managers the learning and
development priorities in line with the business plan. The cost of any development activity
organised locally will be met from the local budget.
Identifying learning and development needs
22
Job related development needs are primarily identified as part of the Performance
Management process. At the beginning of the operational year, the manager and individual
agree his/her (suitably challenging) personal objectives. Both take into consideration the
knowledge and skills required to meet those objectives, and if development needs are
agreed, appropriate activities and actions identified.
23
The resulting development plan for the individual (see the Performance Management
Guide - Development Planning section - in Ask HR) builds into team / regional
development plans. Development plans should be reviewed regularly, to ensure they
reflect current development needs.
24
In considering learning and development needs, managers and individuals should look
primarily at the immediate demands of the individual’
s role, and then at broader
development needs. For example:
 Personal effectiveness and behaviour in relation to the competencies.
 Career development for those experienced in their current role to maximise potential or
development for more challenging roles
Team/Regional/National Office Group development plans
25
Team leaders and senior managers prepare a development plan that identifies
development needs across their area of responsibility. These plans link to and support key
business objectives and combine the needs of the individuals, teams, regions or National
Page 5 of 15

Office Groups, as appropriate. The Learning and Development team collates information
from all plans and identifies the needs for national and regional activities/programmes.
Line managers take responsibility for meeting one-off, individual development needs.
Learning priorities and measurement criteria
26
To effectively measure the success and evaluate any learning and development activity it
is necessary for the individual and manager to discuss and agree specific learning priorities
against business objectives and competency levels. These will enable the identification of
the most effective and appropriate learning intervention, how the learning can be
transferred to the workplace and the manager’
s support.
27
The individual and manager should agree the potential changes the activity will make to the
individual’
s job performance, in terms of one or more of the following criteria:

improvement/changes in levels of competencies

achieving or exceeding job objectives

quantity (how many or how much)

quality (to what standard)

time (by when)

cost (how much)

frequency (how often).
Selecting the Learning Method
28
Everyone can access the full range of potential learning and development options by
consulting the Learning and Development e-brochure and their Learning and Development
Manager. The precise nature of the learning need will partly determine the most
appropriate activity. Other factors that could influence the choice include the cost, the
learning preferences and personal circumstances of the learner and the availability of
different options.
29
As well as considering the ‘
traditional’
learning option of attending a course, managers are
encouraged to think creatively about other learning methods available and choose the most
appropriate approach in the circumstances. Options include:

on-the-job development (e.g. mentoring, secondments, coaching an individual through a
new task or project, or shadowing a colleague).

open/flexible learning.

e-learning

attending conferences or networking events

reading books and articles

meeting others with similar/different job roles.
30
If a programme, course of training or education is proposed as a way of meeting a
development need, managers should be satisfied that:
 it is the most effective way of meeting the identified need.
 there is a clear link to business objectives and learning & development priorities.
 the appropriate competency and levels are being addressed.
Page 6 of 15

 the individual’
s job performance will be enhanced and in the case of longer courses, the
individual is likely to cope with the commitment involved.
31
Managers then decide if the programme, course of training or education is essential or
desirable to assess the level of priority and determine if funding is available –See Annex
A.
Information and learning materials
32
Every region has information and learning materials.
33
The Learning and Development team has implemented a strategy for e-learning, delivered
via Net G e-learning.
34
In National Office there is a national resource known as the Knowledge Centre. The
Knowledge Centre allows individuals to undertake learning activities in a dedicated area
with equipment, learning materials and support provided. Individuals are able to borrow a
range of learning materials (e.g. CD ROMs, books, videos, audio tapes, workbooks etc.) for
their private study. Materials and services offered by the National Knowledge Centre are
available to all staff. Where applicable, managers and individuals should consider
e-learning and the Knowledge Centre when considering options.
Agreeing support for Learning and Development activities
35
Managers and individuals should also agree the level of support needed during and after
the learning.
36
Some forms of learning and development require a significant level of support. For
example, the commitment of a formal course of education is likely to entail examinations
and substantial amounts of study. Managers have the discretion to allow some time off for
studying –see Annex A.
37
Less formal learning and development also requires support. If, for example, the manager
and individual have jointly identified on-the-job coaching as the most effective method of
meeting a development need, time should be set aside to manage the coaching process
effectively. Similarly, with open or flexible learning, individuals may need some time away
from their work to undertake the learning. Any time allowed for flexible learning is at the
discretion of the manager, although managers should take into consideration the time that
equivalent off-the-job learning might have taken.
38
If an off-the-job course of training or education is considered appropriate, managers should
identify whether it is essential or desirable - see Annex A. This will help to determine its
level of priority and the support that can be provided. In summary:
The cost of essential activities is met in full by the LSC, as set out in Annex A. Time off
with pay for course attendance and some study time, will also be allowed. These activities
are likely to be of a high operational priority.
Desirable activities are a lesser priority, although still relevant to an individual’
s current
role. They can receive financial support from the LSC, but remain subject to budget
availability. However, time off with pay to undertake core activities will normally be
subject to an annual limit.
Page 7 of 15

39
In the case of desirable activities where the content of a course is considered only partially
relevant to the individual’
s role, managers can agree to a joint-funding arrangement. As a
guide, if the content of a course is assessed as less than 20% relevant to business
objectives, it would not usually attract any support from the LSC. If 80% or more of the
course content is judged as relevant, it is considered for full LSC funding. The individual’
s
contribution to the cost could, therefore, range from approximately 20% to 80% of the total
cost. If a joint-funding arrangement is agreed, it is the individual’
s responsibility, with the
support of the manager, to make necessary invoicing arrangements with the provider to
split the cost. The facility to deduct the individual’
s contribution from their pay is not
currently available.
Non-Completion of an Agreed Learning Activity
40
As learning and development budgets are limited, the LSC is committed to achieving value
for money and public funds are used as effectively as possible. There is provision, in the
circumstances outlined below, to require individuals to repay the cost of learning and
development.
41
If an individual fails to complete an agreed programme, activity, course of training or
education, or if they leave or terminate their employment with the LSC before the course is
completed, managers will use their discretion to recover the direct costs already incurred.
See Annex B for the procedure to be followed.
42
These cost recovery arrangements can be avoided in most cases if the line manager plays
an active part in the individual’
s development and in the pre-course briefing process in
particular:
 Discussing and agreeing precise objectives of the development or learning need and
identifying the most effective and appropriate activity to meet those objectives. In many
cases, a lengthy syllabus-based programme of study may not be the most cost-effective
development option.
 Managers not making assumptions about an individual’
s circumstances or needs.
Discussing objectives, aspirations and options will help make the most appropriate choice of
learning and development activity and avoid problems or non-completion of courses
 Discussing the measure of success, evaluating progress, the necessary support and
opportunities for reinforcing the learning in the workplace. These ensure any problems or
issues are identified and support provided.
 Informing the individual of the implications of not completing the course, or of resigning
before they have completed.
Post-learning reviews
43
Within a week of completing a learning activity and again after three months, managers
and individuals jointly review and evaluate the benefits against the agreed objectives and
plan how the learning will be put into practice. To maximise the benefits, the manager
plays a key role in identifying opportunities to apply the new learning in the workplace, and
providing feedback to the individual on their performance. This demonstrates the Investors
in People best practice. (See the Learning and Development form under the Policy and
Forms area of the Learning and Development section of Ask HR).
Page 8 of 15

Evaluating the effectiveness of learning activity
44
The reviews form part of the Performance Management process, Personal Development
Plan and day-to-day discussions. (See the Learning and Development form under the
Policy and Forms area of the Learning and Development section of Ask HR).
Professional Memberships
45
The LSC promotes continuing professional development (CPD), ensuring its people’
s
knowledge and skills are kept up to date.
46
Where a professional development route leading to a qualification is agreed as the most
appropriate option, financial support and time off will be allowed in line with Annex A, and
subject to budgetary constraints.
47
Professional development may also involve membership of a relevant professional body.
The LSC provides financial support to individuals covering the costs of initial registration (if
needed) and ongoing annual subscriptions, provided the manager considers the
membership is a requirement of the job. (Ask HR –Learning and Development –Policies
and Forms –Professional Subscriptions Form).
48
Certain professional bodies require members to undertake a prescribed number of days of
CPD each year to maintain their professional status. Any CPD activities form part of the
individual’
s Development Plan. Individuals and managers need to know if any such
requirements for development apply and if these are linked to essential or desirable
learning activities, as outlined in Annex A. Where it is agreed that their membership must
be maintained, the CPD requirements should be met within the overall framework of this
guidance.
Page 9 of 15

Annex A –Essential / Desirable learning activities
Activity
Definition
Funding arrangements
Time off
ESSENTIAL
 High priority, compulsory or
 The LSC pays all direct costs for
 Time off with pay will be
essential training, education
essential activities, i.e.
given for mandatory
or qualifications etc.
o
Course fees
activities to cover all course
 A necessity for performing a
o
Registration / membership fees
attendance and
role, or where a regulatory
(where applicable)
examinations.
requirement applies, e.g.
o
Examination fees (including exam
 Where appropriate, and at
audit training for internal
re-takes where this is considered
the discretion of the
auditors
justifiable);
manager, time off for related
 Key job-specific skills training
o
The cost of essential books that
study may also be allowed.
(such as CODA for finance
cannot be borrowed *
This is usually no more than
people)
o
Travel and subsistence costs
10 days in any year. This
associated with attending the
covers revision for exams,
course, funded from local T&S (in
preparation of assignments
line with the Finance Guide).
or final dissertation etc.
* Any books purchased remain the
property of the LSC and should be
For staff undertaking the
returned via HR on completion of the
accreditation route of
course.
Introduction to Management
or Proactive, see this link
DESIRABLE
 Medium/low priority training,
 Payment of some or all of the costs
 Up to 10 days off with pay in
qualifications or development
of desirable activities is subject to
any one year is normally
relevant, but not essential, to
budget availability. The LSC only will
allowed, although this can
the role, or where no
meet a proportion of the cost if the
be varied at the discretion of
regulatory requirement exists,
content is judged to be not entirely
management and in
e.g. CIPD qualifications for
relevant to current business
accordance with operational
HR staff.
objectives. (See paragraph headed
needs. This covers course
 Training could be
‘
Agreeing support for learning and
attendance, examinations
developmental for the
development activities’
).
and related study / revision
individual.
time.
Page 10 of 15

Annex B –Cost Recovery Procedure
49
Individuals will be required to sign an agreement letter (see Annex C)
before starting the course (usually a course or programme of study
leading to a qualification), stating that they agree to repay the direct
costs if they fail to complete the course, or if they leave the LSC before
completing.
50
In cases of non-completion (as opposed to termination of employment)
the manager must look extremely carefully at the reasons. It is essential
that individuals are not treated unfairly or penalised for circumstances
beyond their control. Managers have discretion to waive the requirement
to repay costs if they are satisfied that the non-completion was justified
or unavoidable.
51
The LSC will seek to recover direct costs only, i.e. course fees,
examination fees, registration fees etc. The LSC will not recover
associated travel and subsistence costs, the notional cost of time off
work to attend the course, or study time. Any learning materials
purchased for the individual by the LSC will remain the property of the
LSC.
52
If cost recovery action needs to be taken, the process set out in Annex D
should be followed.

Annex C –Letter confirming non-completion arrangements
[To: employee name, date]
Dear
Learning and Development costs: [details of course title, dates]
I am writing to confirm the terms on which the LSC is prepared to assist you
with the financial costs of the above development activity.
The LSC will pay the [course fees, examination fees, registration fees, etc –
delete / add as appropriate], subject to a limit of £
. Where requested by
the LSC, you will need to provide satisfactory receipts in respect of these
expenses to [
] by [
] in order to receive reimbursement.
The LSC will also require repayment of part or all of these costs in the event
that you:
 Fail to complete the course
 Leave your employment following your resignation (whether you
provide proper notice or not) prior to completing the course.
If you fail to complete the course and remain employed by the LSC, you will
be required to repay the amount concerned either in a lump sum, or by way of
a regular deduction from your wages.
If you leave the LSC prior to completing the course, the costs will be deducted
from your final payments in respect of salary and / or holiday pay, or will be
deducted from any other amounts owed to you by the LSC. If there is any
balance still owed by you to the LSC, you will be required to repay this
separately (whether by way of payment of a lump sum or standing order).
Please confirm that you agree to these terms by signing in the space indicated
below.
Yours sincerely
[manager’
s name / title]
I, [employee name], accept the financial assistance offered by the LSC in
respect of my training costs on the terms set out above.
_________________
________________
[employee signature]
[date]

Annex D –Recovery of training costs
If an employee leaves or no longer pursues training a recovery of the costs
reimbursed may apply depending on the guidance and individual
circumstances.
Member of staff remains employee of the LSC
If a member of staff remains an employee of the LSC details of the recovery
agreed with the employee should be passed to payroll to arrange recovery
through salary.
If the amount cannot be recovered in one instalment a recovery period may be
agreed with the employee e.g. 5 instalments of £100. The general rule to be
applied is to recover the sum involved over a shorter time period as possible
that is affordable to the individual concerned.
The notification to payroll should include the form (see Annex E on the next
page), which must be signed by the employee to confirm their agreement to
the recovery of the sum involved.
Member of staff is leaving employment of the LSC
In this situation the amount to be recovered should be collected from the
employee’
s final salary wherever possible. This will require timely notification
to payroll to facilitate such recovery.
The notification to payroll must include the signed authority of the employee
(see Annex E) to confirm their agreement for the recovery of the sum
involved.
Where the sum involved cannot be recovered through the employee’
s final
salary for whatever reasons an invoice is to be raised by the Finance
department. The invoice raised is to be passed to Human Resources who will
write to the employee concerned providing details of the recovery applicable.
Raising an invoice allows Finance to monitor the recovery of sum involved
and advise Human Resources when the amount has been repaid.

Annex E –Notification to Payroll of costs to be recovered
To:
Payroll Department
National Office
Cheylesmore House
Quinton Road
Coventry
Employee name: _____________________________________
Employee payroll number: ______________
Please arrange the recovery of the following amount through payroll:
A)
The amount of £_____________ in one instalment.
OR
B)
The amount of £____________ in _____ instalments of
£ _________
I confirm my agreement to the above recovery of training costs from my
salary.
Signed: __________________________ Date: __________________
Name: ___________________________
In case of any query in respect of the above please contact:
Name: ________________________________
Human Resources
Telephone No. __________________________