INTERNATIONAL ISO

STANDARD 30422

First edition
2022-05

Human resource management —

Learning and development
Management des ressources humaines — Développement des
compétences

Reference number
ISO 30422:2022(E)

© ISO 2022
ISO 30422:2022(E)

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© ISO 2022
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Contents Page

Foreword ..................................................................................................................................................................iv
Introduction.............................................................................................................................................................. v
1 Scope .............................................................................................................................................................. 1
2 Normative references ............................................................................................................................... 1
3 Terms and definitions .................................................................................................................... 1
4 Organizational context for learning and development ................................................................... 5
5 Identify learning and development needs .......................................................................................... 6
6 Plan learning and development ............................................................................................................. 6
6.1 General .................................................................................................................................. 6
6.2 Learning and development methods.................................................................................... 8
7 Implement learning and development................................................................................................. 8
7.1 General .................................................................................................................................. 8
7.2 Assessment of learning ......................................................................................................... 9
8 Evaluate learning and development effectiveness and outcomes ............................................ 10
Annex A (informative) Commonly used learning methods ........................................................................ 12
Annex B (informative) Examples of learning and development metrics ............................................... 15
Bibliography .......................................................................................................................................................... 16

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Foreword
ISO (the International Organization for Standardization) is a worldwide federation of national standards
bodies (ISO member bodies). The work of preparing International Standards is normally carried out
through ISO technical committees. Each member body interested in a subject for which a technical
committee has been established has the right to be represented on that committee. International
organizations, governmental and non-governmental, in liaison with ISO, also take part in the work.
ISO collaborates closely with the International Electrotechnical Commission (IEC) on all matters of
electrotechnical standardization.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for the
different types of ISO documents should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives).
Attention is drawn to the possibility that some of the elements of this document may be the subject of
patent rights. ISO shall not be held responsible for identifying any or all such patent rights. Details of
any patent rights identified during the development of the document will be in the Introduction and/or
on the ISO list of patent declarations received (see www.iso.org/patents).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to
the World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT), see
www.iso.org/iso/foreword.html.
This document was prepared by Technical Committee ISO/TC 260, Human resource management.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www.iso.org/members.html.

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Introduction
0.1 General
Learning and development comprises planned activities undertaken in the workplace to increase the
performance of people at individual, team or organizational levels. This document provides guidance
on effective processes to manage and evaluate learning and development.
0.2 Learning and development in the organizational context
Learning in the workplace is influenced by organizational context, priorities, opportunities, regulatory
frameworks, and available resources, including technological resources. Figure 1 indicates how effective
organizational learning and development involves a process of ‘plan’ (P), ‘do’ (D), ‘check’ (C) and ‘act’ (A)
through identifying and meeting learning objectives at individual, group and organizational levels that
will equip employees with knowledge, skills and capabilities to contribute to reaching organizational
goals. This can contribute to organizational outcomes such as improved organizational capability,
employee engagement, change-readiness and employee retention. Figure 1 illustrates the learning and
development process.

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Key
L&D learning and development

Figure 1 — Learning and development process

0.3 Using this document

This document provides guidance on a systematic process model for learning and development. This
guidance will help managers and those with responsibility for learning and development in all types and
sizes of organization to ensure that learning and development occurs in the most efficient and effective
way. The guidance in this document focuses on planned learning and development in an organizational
context. It will enable those with responsibility for learning and development to:
a) analyse learning needs in alignment with organizational strategy and priorities;
b) identify areas where skills shortages must be addressed to fulfil organizational goals;
c) plan effective learning and development processes to meet identified needs at organizational and
individual levels;

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d) facilitate and/or deliver learning processes in a consistent way;

e) undertake assessment and evaluation of learning processes as a basis for continuous improvement;
f) identify the impact of investment in learning and development through the use of appropriate
measures and metrics relating to learning and development processes and outcomes.
The guidance in this document focuses on planned learning and development in an organizational
context. Clause 5 describes processes and procedures to identify learning and development needs that
align to the individual, team and organizational context. Clause 6 provides guidelines for planning
effective learning and development activities. Clause 7 sets out processes to deliver, assess and monitor
learning processes in an effective way. Clause 8 provides advice on measuring the effectiveness of
learning and development processes. Clause 8 identifies procedures to evaluate the contribution
of learning and development to financial and non-financial outcomes that ultimately affect the
organization’s performance.
0.4 External relevance of this document
Increasing skills, knowledge and capability is important for the continual improvement of sustainable
organizational effectiveness and performance. In addition, increased skills and knowledge enable
individuals to participate more fully in every aspect of their lives and their community. The guidance
in this document focuses on planned learning and development in an organizational context. This
document is also relevant to the following United Nations Sustainable Development Goals:
— Goal 4, Quality education;
— Goal 8, Decent work and economic growth;
— Goal 9, Industry, innovation and infrastructure;
— Goal 10, Reduced inequalities.

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INTERNATIONAL STANDARD ISO 30422:2022(E)

Human resource management — Learning and

development

1 Scope
This document gives guidance for the organization of learning and development in the workplace. This
guidance is concerned with formal and informal learning that addresses short-term operational needs
and the long-term skills needs of an organization as well as the career-related and life-long learning
needs of individual workers as these align with organizational context and strategy. The administrative
operations connected with the organization of learning and development are outside the scope of this
document.
In this document, where any process involving one-to-one or group interaction is referred to, such
interaction can be either face-to-face or through some form of online technology.
Organizations include both commercial and non-profit employers of all sizes which directly employ
individuals. The guidance principles set out in this document apply to all workers who have a relationship
with the organization, such as contractors, subcontractors, trainees, interns and volunteers when they
work on behalf of the organization in some contractual or non-contractual capacity.

2 Normative references
There are no normative references in this document.

3 Terms and definitions

For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminology databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https://www.iso.org/obp
— IEC Electropedia: available at https://www.electropedia.org/
3.1
ability
human attribute of being able
EXAMPLE To walk, to speak, to understand.

3.2
assessment
systematic method and procedure for ascertaining work-related knowledge, skills, abilities or other
characteristics of people or a group of people, or the performance of people or a group of people
EXAMPLE Tests, assessment centres, instruments or tools used to assess people in workplace contexts.

Note 1 to entry: May include diagnostic assessment to identify what the learner already knows or the nature of
difficulties the learner might have.

Note 2 to entry: May include formative assessment that is designed and used as part of an iterative process to
develop and encourage further learning.

Note 3 to entry: May include summative assessment that occurs at the end of training or learning activities to
measure an individual’s learning against a benchmark standard.

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[SOURCE: ISO 10667-1:2020, 3.2, modified — Examples added and notes to entry replaced.]
3.3
behaviour
interaction among people and other elements of the organization
EXAMPLE Work collaboratively, share information.

[SOURCE: ISO/IEC 38500:2015, 2.11, modified — Examples added and notes to entry removed.]
3.4
capability
ability to achieve a desired result
[SOURCE: ISO/TS 18667:2018, 3.1.3, modified — definition revised.]
3.5
career
work-related experiences that span a person’s working life
Note 1 to entry: Generally, experiences are work-related but non-work interests can also feature.

[SOURCE: ISO 30400:2016, 5.9, modified — definition revised and Note 1 to entry added.]
3.6
coaching
specialist training or support to improve performance of an individual or specified group
Note 1 to entry: Coaching can be directive or non-directive.

[SOURCE: ISO 34101-1:2019, 3.6, modified — definition revised and Note 1 to entry added.]
3.7
competence
ability to apply knowledge and skills to achieve a desired result
Note 1 to entry: In the context of assessment:

— it is the possession of adequate knowledge (3.12) and skills (3.18) by education (3.9) or training (3.19) to use,
interpret and deliver assessments (3.2) to a level of performance (3.17) defined by professional guidelines
— it refers to the assessor as well as to all those working under the assessor’s supervision, where appropriate,
and not to the assessment participant

— it does not necessarily imply eligibility to practise in all countries.

Note 2 to entry: This constitutes one of the common terms and core definitions for ISO management system
standards given in Annex SL of the Consolidated ISO Supplement to the ISO/IEC Directives, Part 1.

[SOURCE: ISO/IEC Directives, Part 1:2020, Annex SL, Appendix 2, 3.10, modified — Notes to entry
added.]
3.8
development
<learning and development> set of learning (3.14) activities to raise the threshold of performance (3.17)
of a person, group of people or organisation
Note 1 to entry: This development often includes both formal and informal methods or processes.

Note 2 to entry: Formal learning (3.14) is when the learner outcomes (3.13) are defined and structured by the
curriculum, learning and instructional design and by the organizing body or individual.

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Note 3 to entry: Can include reflective learning, which is a formal or informal process that deliberately draws on
experience to think about events, relationships and learning activities to identify what has been learned and to
generate and consider ideas.

Note 4 to entry: Can include team learning, which is a social and relational process that occurs from collaboration
between individuals leading to coordination of knowledge (3.12) and behaviours (3.3) as a feature of their work
processes.

Note 5 to entry: Workplace learning is the acquisition of work-related knowledge and skills (3.18) that is the
result of training (3.19) that takes place at work.

Note 6 to entry: Can include learning through the means of communication technology, sometimes referred to as
e-learning.

[SOURCE: ISO/TS 30428:2021, 3.2, modified — Notes 2 to 6 to entry added.]

3.9
education
process by which an individual or group of people conveys, transfers or obtains knowledge (3.12) about
a subject or concept
Note 1 to entry: Education generally refers to an academic form of learning (3.14) that is distinct from training
(3.19), which generally refers to work-related learning processes.

3.10
evaluation
<learning and development> systematic process of determining the quality, effectiveness and impact of
organizational learning (3.14) and development (3.8) provision
Note 1 to entry: Evaluation can be based on formal or informal assessment (3.2) against predetermined
benchmarks.

Note 2 to entry: Evaluation can occur at individual, group and organizational levels.

[SOURCE: ISO 10795:2019, 3.97, modified — definition revised and notes to entry added.]
3.11
facilitator
person who supports the learning (3.14) process
Note 1 to entry: A facilitator may fulfil the role of a teacher, a trainer, a tutor, an instructor, a coach or a mentor.

Note 2 to entry: Can include leading and delivering training or demonstrating skills and communicating good
practice in a specified field of practice.

3.12
knowledge
human or organizational asset enabling effective decisions and action in context
EXAMPLE Insights, know-how and codified knowledge

Note 1 to entry: Knowledge can be individual or collective.

Note 2 to entry: The many types and forms of knowledge are relevant for different purposes and in different
contexts.

Note 3 to entry: Knowledge is acquired through learning (3.14) or experience.

[SOURCE: ISO 30401:2018/Amd1:2022, 3.25]

3.13
learner outcome
specified expectation of what a person is expected to know, understand or be able to do by the end of a
learning (3.14) activity

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3.14
learning
<learning and development> broad, multifaceted set of activities focused on improving the performance
(3.17) of individuals and organizations through the knowledge (3.12), skills (3.18) and abilities (3.1) of
people
Note 1 to entry: Learning is the act of obtaining or acquiring new knowledge, skills and abilities and occurs
through the impact of education (3.9), training (3.19) and instruction, practice or study on the individual.

Note 2 to entry: Formal learning is when the learner outcomes (3.13) are defined and structured by the
curriculum, learning and instructional design and by the organizing body or individual.

Note 3 to entry: Can include reflective learning, which is a formal or informal process that deliberately draws on
experience to think about events, relationships and learning activities to identify what has been learned and to
generate and consider ideas.

Note 4 to entry: Can include team learning, which is a social and relational process that occurs from collaboration
between individuals leading to coordination of knowledge and behaviours (3.3) as a feature of their work
processes.

Note 5 to entry: Workplace learning is the acquisition of work-related knowledge and skills that is the result of
training that takes place at work.

Note 6 to entry: Can include learning through the means of communication technology, sometimes referred to as
e-learning.

Note 7 to entry: People also learn from others, which can raise awareness of the organization’s diversity and
inclusion principles and strategic objectives.

Note 8 to entry: Blended learning involves combining different modes of learning to achieve desired learner
outcomes.

[SOURCE: ISO/TS 30428:2021, 3.1]

3.15
learning environment
physical or virtual environment in support of a learner
[SOURCE: ISO/IEC 2382-36:2019, 3.3.5]
3.16
mentoring
activity whereby an experienced person acts as a role model and supports the development (3.8) of
others by sharing their knowledge (3.12) and expertise in a series of one-to-one and future-focused
two-way discussions
Note 1 to entry: A mentor can be a workplace colleague with extensive experience within the organization or
specific area of work.

3.17
performance
measurable result
Note 1 to entry: Performance can relate either to quantitative or qualitative findings.

Note 2 to entry: Performance can relate to managing activities, processes, products (including services), systems
or organizations.

Note 3 to entry: In the context of human resources, performance relates to the execution or accomplishment of
work by people, groups or organizations.

Note 4 to entry: This constitutes one of the common terms and core definitions for ISO management system
standards given in Annex SL of the Consolidated ISO Supplement to the ISO/IEC Directives, Part 1.

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[SOURCE: ISO/IEC Directives, Part 1:2020, Annex SL, Appendix 2, 3.13, modified — Notes 3 and 4 to
entry added.]
3.18
skill
learned capacity to perform a task to a specified expectation
[SOURCE: ISO 30401:2018, 3.30]
3.19
training
process by which an individual or a group of people obtain knowledge, skills and abilities
3.20
worker
person or individual who performs work, whether an employee or someone who is self-employed or
who conducts activities on behalf of the organization in some form of contractual or non-contractual
capacity
Note 1 to entry: Employee refers to an individual in a relationship recognized as an ‘employment relationship’ in
national law or practice.

Note 2 to entry: person or individual who performs regular work for, or on behalf of, the organization but is not
recognized as an employee under national law or practice, for example a temporary worker, intern or volunteer.

[SOURCE: ISO 26000:2010, 2.27, modified — definition revised and notes to entry added.]

4 Organizational context for learning and development

Learning in the workplace is influenced by internal and external organizational contexts, such as
organizational priorities, changes in the industry, regulatory frameworks and available resources.
Value is contributed by learning and development activities when they help the organization achieve its
goals and realize sustainable competitive advantage. In order to align learning and development needs
to organizational goals, senior managers and those with responsibility for decision-making about
learning and development should ensure clarity about the long-term goals of the organization and the
learning and development needs of all workers required to reach those goals.
To enhance the effectiveness of learning and development at the organizational level senior managers
should:
a) identify where learning and development is most relevant to the priorities and goals of the
organization and which areas of the business would benefit most, taking into account the inputs of
interested parties, such as direct employees, temporary workers and workers’ representatives;
b) support collaborative and consultative processes that encourage learning across the workforce;
c) ensure consistency between the values and priorities that are communicated and employees’
workplace experiences;
d) promote knowledge sharing within the organization;
e) encourage supervisors to help learners apply their learning in the workplace;
f) provide formal learning processes that are delivered or facilitated by competent learning providers
(these may be internal or external);
g) demonstrate their own ongoing learning and development.
NOTE 1 Where appropriate, organizational priorities for learning and development can be informed by
workers’ representatives or other interested parties.

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NOTE 2 Where appropriate, organizational learning priorities can be identified in high-level discussions
between senior level managers and the learning and development function.

5 Identify learning and development needs

Learning needs arise at organizational, team or group and individual levels. They can be identified
when organizations, teams or people need to carry out new tasks, solve problems and adapt to changes.
Gaps between present capabilities and job-role requirements are most effectively identified when
workers and supervisors engage in dialogue reflecting on past experiences and achievements to
identify areas of performance improvement and discuss learning resources or opportunities that may
help individuals to achieve their learning priorities relevant to their role in the organization.
Regular management and appraisal processes provide opportunities to reflect on skills and learning
for individual and organizational benefit. Organizations fostering life-long learning and development
among workers while encouraging workers to reflect on their learning and development outside work
further advance long-term individual and organizational benefits.
Identification of learning and development needs involves a consultative approach between workers
and their supervisors to:
a) determine the extent to which competencies, skills and knowledge required to achieve
organizational goals currently exist within the workforce;
b) determine whether learning and development is an appropriate solution for a problem that has
been identified;
c) prioritize learning needs against organizational goals where demand exceeds the resource
available;
d) specify learner outcomes and the time period within which they should be achieved;
e) identify the resources required to achieve specified learning and development priorities.
NOTE 1 Learner outcomes specify what people ought to be able to understand and do in the workplace as a
result of learning and development processes.

NOTE 2 In some cases, the intended learner outcomes can be aligned with a sector-specific, national or
internationally recognized benchmark, standard or qualification.

6 Plan learning and development

6.1 General
Regular planning processes for learning and development require consideration of the potential
learning population, and methods and resources and their suitability to meet identified learning and
development needs. This is most effective when both the learners and their managers are involved, so
current skill and knowledge capabilities of the learner can be taken into account.
Learning and development planning recognizes that learning occurs formally and informally. Most
work-related learning occurs in applied settings in the workplace. Learning by individuals rarely occurs
in isolation and the team or group in which work is carried out is an important setting for learning to
be achieved.
Psychological and personality differences, as well as previous educational and other learning
experiences, result in individuals responding in different ways to a variety of learning opportunities
in the specific organizational context. As such, learning and development plans that take individual
contexts and preferences into account are more effective.

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It is important that the learning and development plan ensures appropriate resources are available and
policies are in place to support formal and informal learning and development processes, with provision
for varied learning opportunities. Supervisors should also provide workers with opportunities to
develop or acquire the knowledge and skills they need to perform their roles and to meet their legal and
regulatory requirements.
In the context of the organization in which they work, individuals should:
— identify their own personal learning priorities and continually look for opportunities for personal
work-related learning;
— be open to challenges and learning during formal and informal workplace activities;
— consider their short-term or long-term development plan and align it with organizational goals.
Self-directed learning occurs when individuals proactively seek out opportunities to meet their priority
learning needs. It is more likely to occur when the organization encourages people to:
— ask for help when something is not understood;
— observe or work alongside more experienced employees at work;
— try new ways of doing things and explore alternative methods;
— practice and apply new skills and techniques.
NOTE Workers are more able to undertake self-directed learning in an environment that promotes their
psychological and mental wellbeing.

Important features of learning and development plans are that:

— learning materials have the potential to meet specified learner outcomes;
— learning materials and resources are up-to-date;
— appropriate and credible learning methods and practices are used;
— workers’ context and situations are considered to make learning accessible and inclusive,
accommodating specific individual needs where appropriate;
— opportunities for practical application of learning in the workplace setting are a feature of planning
processes;
— processes are in place to identify the extent to which intended outcomes are achieved.
Plans for learning and development may include:
— learning practices that are spaced over time, which can improve retention of what has been learned
and the application of learning;
— variation in learning methods, which can increase attention and motivation to learn;
— opportunities for self-reflection to motivate learners to learn more and improve;
— supportive feedback and constructive guidance on how to further improve, either formally or
informally;
— facilitating the opportunities for reflection in the workplace to share knowledge, practice,
competence and skills.

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6.2 Learning and development methods

Although there are many different learning methods, none of them is superior to another. Different
learning methods will suit different organizational and individual contexts. Some learning methods are
undertaken ‘off the job’ and involve groups of people (e.g. classroom-based or group instruction) or
are individually undertaken (e.g. mentoring). Other learning methods involve one-to-one interaction
in workplace contexts (e.g. coaching or informal learning from a senior or work colleague). Annex A,
Table A.1 provides a summary of commonly used learning methods.
Combining different learning methods, sometimes referred to as blended learning, provides the basis
for flexibility to meet learning requirements that can be contextualized to suit the cost, time-availability
and location of learners and learning providers.
Technology can widen access to learning and flexibility of provision. It can take the form of formal
instructional activities online or other forms of digitally enabled learning in a workplace environment.
Informal learning can be supported by social media, online collaboration tools or virtual meeting
spaces.
The choice of learning and development methods should take account of:
— aspects of learners’ backgrounds and situations, such as relevant education and training, job role,
prior learning, professional experience, language, culture;
— specific circumstances of people in underrepresented groups;
— the subject matter;
— available learning tools and methods;
— budgetary and other resource provision;
— the learning environment.
NOTE Where technology and forms of online learning are used as a feature of learning delivery, it is
important that the organization considers whether they are fit for purpose and suitable to achieve the intended
learner outcomes.

7 Implement learning and development

7.1 General
Learning and development implementation is fundamentally affected by the attitudes and behaviours
of individual workers, their supervisors and those with authority for decision-making at a senior level.
Opportunities to learn should be recognized as part of any work role. Learning requires a conscious
effort by workers and supervisors to allocate time, resources and support for the worker to learn.
Effective learning is more likely to occur when the environment in which the activity takes place is
protected from noise, interference or distractions. Learning involving groups of people is more effective
when it takes place in locations that are large enough, well-maintained and appropriately equipped.
Contextual factors such as lack of time and intense workload are common obstacles that prevent
learning from taking place. Effective implementation of learning and development plans is more likely
when work processes are organized to enable people to learn and develop within their operational
activities.
The effective implementation of learning and development plans includes:
— acknowledging individuals’ motivation, learning needs and the potential application of learning
with individuals and teams as appropriate;

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— formal and informal learning and development in operational planning processes;

— opportunities for workers to practise newly acquired skills;
— encouraging workers to share learning with others and remove as many barriers as possible to
learning and its application;
— managing expectations about how the organization can support learning and development.
NOTE 1 Where appropriate, workers’ representatives can be involved in implementing learning and
development plans.

Effective learning and development is more likely to occur when:

— learners are motivated to engage in learning to achieve the intended learner outcomes as relevant
to their situation;
— learners are engaged in a dialogue with trainers or facilitators to identify appropriate learner
outcomes and how these can be assessed;
— discussion, problem-solving and reflection on the application of what is being learned takes place;
— learners are encouraged to compare what they are learning with their workplace context;
— real-life tasks are represented in the learning activities;
— supervisors encourage learners to apply what has been learned in practice, making use of new or
enhanced skills, knowledge and competency as appropriate;
— learning and development experiences are spread over time.
Those given the task by management of implementing learning and development can be internal or
external to the organization. They are referred to as trainers, facilitators, instructors, coaches or
mentors. Their performance is enhanced when they have regular opportunities for professional
development. Professional development can include learning and teaching principles, including
instructional and informational technologies; competence in using appropriate learning resources;
practical experience and/or qualifications in the subject matter.
NOTE 2 Professional qualifications relating to learning facilitation can be recognized by, for example, a
government regulatory body, a sector-specific body or an accredited university or college.

7.2 Assessment of learning

Ongoing assessment of learners’ achievement against their identified learning needs is an important
feature of the effective implementation of learning and development. Assessments motivate learners
by giving accreditation or validation of learning. Assessments also inform learners and instructors
what has been learned and retained and where to direct further learning. This involves ascertaining
the extent to which learners’ work-related knowledge, skills and abilities have changed before and after
planned learning activities. If learning is not applied in practice on a regular basis, retention of learning
may decline over time. Therefore, where possible, assessments of learning should occur before and
immediately following any learning activity, and again after some time has passed.
As a feature of the assessment of learning processes, individuals should be prepared to provide
constructive feedback to those who organize or facilitate learning. Assessment outcomes can provide a
useful means of demonstrating competence. Different forms of assessment of learning, used singularly
or in combination, can include;
— tests and quizzes or examinations given during or after learning activities (e.g. training; on-the-job
instruction);
— simulations or role-playing exercises;

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— review of on-the-job performance;

— observational assessments of a participant performing practical tasks;
— organizational processes such as performance review and appraisal.
Assessments should be valid, reliable and fair. Validity refers to whether the assessment measures
what it is supposed to measure. A reliable assessment scores consistently and with little error. A fair
assessment is impartial and free from subjectivity and bias. Assessment often provides the basis for
award of certifications and qualifications.
NOTE ISO 10667-1 sets out requirements and guidance for clients to make evidence-based decisions about
the methods of assessment on an individual, group or organizational level. ISO 10667-2 sets out requirements
and guidance for service providers about procedures and methods to assess individuals, groups or organizations
in the workplace.

8 Evaluate learning and development effectiveness and outcomes

Evaluation is informed by data that are relevant to the organization’s goals or priorities. A planned
approach to measurement and evaluation can provide a consistent basis against which interested
parties can judge the effectiveness of learning and development as a basis for continual improvement
and to identify future priorities for learning and development in the organization. Evaluation evidence
should focus on the extent to which learning and development has contributed to the most important
organizational priorities. The way in which this takes place varies depending on the size, sector and
priorities of the organization.
Quantifiable measurements and qualitative forms of evidence are useful information for evaluation.
Useful sources of organizational evidence include quantitative evidence, such as learner feedback data,
post-course tests and qualitative evidence such as interviews, direct observation and social media posts
or feedback. Depending on the organizational context, technology can be used to organize, manage,
record and measure learning and development processes and results.
Evaluation provides information to estimate:
— changes that have occurred as a result of the learning process, including the contribution of learning
and development to the development of new or existing competencies;
— the efficiency and effectiveness of learning and development methods, resources and facilities that
have been used;
— changes needed in the scope of the learning and development activities that the organization is
providing;
— the extent to which management and learner expectations have been met;
— changes that have occurred in individual performance levels;
— return on investment for specific learning activities;
— the extent to which learning and development has contributed to achievement against organizational
or sector performance benchmarks or external standards of good practice.
Organizational measures that can be used to estimate the contribution of learning and development to
organizational outcomes include:
— achievement of productivity, sales or service level targets;
— health and safety or occupational health goals;
— accident rates;
— compliance (legal and regulatory) targets;

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 ISO 30422:2022(E)

— level of employee engagement;

— employee retention rate.
Consistent and transparent forms of information about the costs and organizational outcomes of
learning and development can provide a robust basis for continual improvement. Annex B provides
examples of learning and development metrics.
NOTE ISO/TS 30428 provides guidance on five metrics recommended in ISO 30414: total development and
training cost, percentage of employees who participate in training, percentage of employees who participate in
formalized training by category, average formalized training hours per employee and workforce competency
rate. Guidance on additional metrics is planned.

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ISO 30422:2022(E)

Annex A
(informative)

Commonly used learning methods

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 Table A.1 — Commonly used learning methods
Terminology Method of learning Illustrative examples of when this method can be used
Coaching Coaching is both a performance and learning mechanism. It Coaching is often used to support an individual to take on, or
involves guiding individuals to identify their own solutions to prepare for, new responsibilities or where a specific performance
work-related challenges and goals. It is a time-limited process opportunity or challenge has been identified. Team coaching is
which may be undertaken by accredited coaches, either internal or useful where issues of team development, engagement and collab-
external to the organization, or it may feature as part of the role of oration are a priority for the organization.
line managers or other technical specialists in the organization.
Formal or group Instructional learning occurs in classes, whether physical or Formal or group instruction is helpful when it is important to

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instruction online. This is suitable for those who are new to a subject or when share and convey important knowledge and information to a
revision of past skills or behaviours is necessary. Formal sessions relatively large group of people in a structured manner. Formal or
can enable people to practise skills in a safe environment and can group instruction is often appropriate to achieve legal or regulato-
also facilitate discussion on important topics. ry compliance.
Leader role-modelling A role model is someone who serves as an example and whose Leader role modelling forms part of the social learning infrastruc-
behaviour is imitated by other people. Role modelling is part of the ture of the organization. Awareness of the influence of their own
implicit activities that enable leaders to share their experience and behaviour is an important issue for top managers and supervisors;
knowledge. A good role model will exhibit the kind of behaviours if they role model inappropriate behaviours these are also likely to
that encourage people to learn from each other. be imitated.
Learning on the job or Learning on the job or work-based learning involves learning This is the most frequently experienced learning process in many
work-based learning activities that are intentional and planned but which vary in terms organizations. It is useful when people need to learn new skills by
of design and implementation. This takes place within the normal working alongside an experienced colleague, or to learn through
work context. tackling new challenges as they arise in their work role. Work-
based learning also forms a specific feature of internships and
apprenticeships.
Learning through teams Learning through teams and networks can occur when individuals This is useful when groups, both internal and external, share a
and networks are encouraged to learn from and with people outside their day- common interest. They enable those with less expertise to benefit
to-day role, e.g. through participation in professional networks, from the knowledge and skills of more experienced people. They
communities of practice, contacts with customers and suppliers, are particularly useful where important knowledge is implicit
and through other events and opportunities that occur from time rather than written down in manuals or procedures.
to time. Such interactions can occur on a face-to-face basis but also
occur through social media or technology-enabled forums and
discussion groups.
Mentoring Mentoring enables learners to draw on the expertise and experi- Mentoring is often used to assist less experienced individuals to
ence of their mentor and to reflect on their own experience and benefit from the advice and guidance of a mentor as part of their
decisions. A mentor acts as an experienced sounding board who career development. It is also useful as a means to help members
can offer advice and guidance on career-related issues. The men- of groups who are under-represented in specific roles or levels in
toring process enables sharing of knowledge and skills to meet a an organization to identify ways to develop the social and organ-
wide range of learning needs regardless of age or organizational izational networks, skills, abilities and behaviours they need to
seniority. For example, for the development of new technological achieve their potential.
skills, mentors may well be younger than their mentoring partner.

13
ISO 30422:2022(E)
 Table A.1 (continued)

14
Terminology Method of learning Illustrative examples of when this method can be used
New starter, induction In addition to introducing new people to the organization and to All new entrants to an organization benefit from a process to help
and buddy systems their role, the new starter process is an important opportunity to them learn about and become integrated within the organization
familiarize individuals to the learning and development available they have joined. Although formal induction processes may last for
to them. a short period of time, the process of socialization and integration
requires a longer period of informal as well as formal processes.
ISO 30422:2022(E)

Reflective learning Reflective learning occurs when individuals are encouraged to Reflective learning rarely occurs in isolation and it can be encour-
step back from and analyse their learning experiences to consid- aged as a feature of organizational systems such as performance
er what they have learned, how they have learned and how they appraisal and performance management. In addition, reflective
can improve on future performance. This process can be enabled learning can form part of formal or informal learning activities as
through self-review, peer or colleague review and encouragement learners stand back and identify what they have learned and what
of personal development planning. they still need to learn. Reflective learning can also feature as part
of a lessons learned process when project milestones have been
reached.
E-learning E-learning involves the use of information and communication Using technology for learning is appropriate to meet all learning
technologies. It can include web-based training and tele-, video- or needs where the resourcing issues can be met. It is particularly
audio-conferencing. It can occur within workplace settings and useful to meet learning needs or share good practice across the
during normal working hours, but technology can also provide organization. In larger organizations, it is commonly used as a
greater flexibility in the location of learning and the pace at which part of induction or new starter processes, for legal and regula-
an individual learns. Technology can also provide opportunities tory compliance processes, such as health and safety, hygiene,
for online interaction via forums, blogs, email and discussion data protection and so on. It is a useful approach to meet learning
boards as part of the learning process. needs associated with product development, awareness-raising
and basic skills development.
SOURCE: Adapted from BSI PD76006:2017 with the permission of the copyright holder.

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 ISO 30422:2022(E)

Annex B
(informative)

Examples of learning and development metrics

Reaction metrics — learner reaction to learning and development processes

— line manager or learning intervention sponsor satisfaction with learning and
development processes
Participation — percentage of workers who participate in at least one formal learning and
metrics development process compared with total number of workers per year
— percentage of workers who participate in formal learning in different
categories (e.g. leadership development; training on compliance or regulated
areas)
— percentage of workers in different categories who have achieved certification
in specific areas
Cost metrics — total learning and development cost
— cost of learning and development per worker
Outcome metrics — average competency rating for groups of workers
— new starter time to competence
— improved job performance

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ISO 30422:2022(E)

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 ISO 30422:2022(E)

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