EFMD Corporate Learning Improvement Process
The leading international system of quality assessment,
improvement and accreditation of corporate learning functions
Introduction to CLIP
CLIP ACCREDITED CLOs INCLUDE
The process raises the level of confidence of top management in the effectiveness of its own learning function and in its own commitment to learning. The staff also gains awareness of a quality learning environment.
The CLIP label elevates the employer brand, signaling to potential future employees an environment that realizes their potential.
Thanks to CLIP, all stakeholders engage in a strategic dialog about the role of the learning function, its current standing and future development.
Being accredited makes you part of a vibrant community of learning and talent development leaders eager to share and push the boundaries of the profession.
Ready to find out more?
The CLIP system is based upon a conceptual framework of quality criteria which are reviewed continuously by the CLIP Steering Committee.
The CLIP evaluation takes a broad view of Corporate Learning & Development and covers both, the professionalism applied in all learning and development processes and practices, as well as their grounding in business and organisational reality and their link to the company's strategic and transformation agenda.
The 35 standards in the CLIP assessment scheme have been grouped into 8 thematic chapters. The number of standards in any one chapter ranges from eleven in the case of Chapter 1: Strategic Positioning to only one in the case of Chapter 8: Global Outreach. Each standard is supported by a few criteria items.
This chapter, which covers 11 standards, is of paramount importance in the CLIP assessment scheme. It looks at the mission of the learning function, its governance, and how its strategic agenda is ongoingly aligned with the corporate strategy. It comprises the positioning of the function within the corporation, its internal structure, interfaces and the resources allocated to it.
TARGET MARKETS, MARKETING & PARTICIPANT MANAGEMENT
The six standards in this chapter address the definition and understanding of the learning function's target audiences within the company, its management of client (businesses, organisational units) and participant relations, and the quality of its marketing and communication.
PROGRAMMES, SERVICES & ACTIVITIES
With its portfolio of programmes and services on offer, the learning function should cover the company's relevant learning needs of today and tomorrow. The portfolio and all offerings should be ongoingly refreshed. The learning cycle of needs analysis, design, delivery, and monitoring experience and impact should be effectively managed.
When outsourcing parts of its operation, the learning organisation should follow a defined logic for outsourcing and clear criteria for selecting suppliers. It should effectively manage its external supplier relationships.
HUMAN RESOURCES: THE CORPORATE LEARNING TEAM
The corporate learning team should be adequately qualified, deployed and exposed to the business. The relations to the various businesses of the company and the pool of internal experts that deliver parts of the program portfolio should be effectively managed.
PHYSICAL RESOURCES & ADMINISTRATION
The learning organisation should have access to quality learning spaces and dispose of adequate capabilities and processes to manage logistics, technology, learning analytics, and financials.
INNOVATION & DEVELOPMENT
The corporate learning function should not only enable strategy and strengthen corporate culture, but also be a force of innovation and change, of experimentation and discovery, and accelerate corporate transformation.
The learning organisation must be in the position to provide, through its programmes and services, a global view across and beyond the enterprise and to promote intercultural appreciation.