{"id":2693,"date":"2026-10-28T10:18:50","date_gmt":"2026-10-28T10:18:50","guid":{"rendered":"https:\/\/www.epw.com\/blog\/?p=2693"},"modified":"2026-10-28T10:18:52","modified_gmt":"2026-10-28T10:18:52","slug":"learning-strategy-vs-training-plan","status":"publish","type":"post","link":"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan","title":{"rendered":"Learning Strategy vs Training Plan: Key Differences for HR"},"content":{"rendered":"<p><strong>A learning strategy sets the long-term direction for building organisational capability; a training plan converts selected priorities into scheduled learning activities.<\/strong> The strategy explains why capability must change, where the organisation will focus and how success will be judged. The plan specifies who will learn what, when, through which method, with which resources and under whose ownership. HR and learning leaders normally need both, but they should not treat them as interchangeable.<\/p>\n<p>This comparison helps HR, learning and development (L&amp;D) and business leaders choose the right document, connect the two and avoid activity-led training. It also shows how the distinction relates to EPW\u2019s <a href=\"https:\/\/www.epw.com\/training\/learning-and-development-strategies-for-hr-leaders\">Learning and Development Strategies for HR Leaders Course<\/a>.<\/p>\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_82_2 counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #dd0808;color:#dd0808\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #dd0808;color:#dd0808\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 eztoc-toggle-hide-by-default' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\/#Key_takeaways\" >Key takeaways<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\/#Contents\" >Contents<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\/#What_is_a_learning_strategy\" >What is a learning strategy?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\/#What_is_a_training_plan\" >What is a training plan?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\/#Learning_strategy_vs_training_plan_comparison_table\" >Learning strategy vs training plan: comparison table<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\/#How_a_learning_strategy_connects_to_a_training_plan\" >How a learning strategy connects to a training plan<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\/#Worked_example_improving_frontline_service_quality\" >Worked example: improving frontline service quality<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\/#How_measurement_differs\" >How measurement differs<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\/#Which_document_should_you_create\" >Which document should you create?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\/#Common_mistakes_to_avoid\" >Common mistakes to avoid<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\/#Applying_the_distinction_in_HR_practice\" >Applying the distinction in HR practice<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\/#Sources_and_References\" >Sources and References<\/a><\/li><\/ul><\/nav><\/div>\n<h2><span class=\"ez-toc-section\" id=\"Key_takeaways\"><\/span>Key takeaways<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li>A learning strategy answers direction, capability and value questions; a training plan answers delivery and coordination questions.<\/li>\n<li>The strategy usually spans multiple planning cycles, while the plan is more detailed and regularly updated.<\/li>\n<li>A training plan should flow from diagnosed performance and capability needs, not from a catalogue of requested courses.<\/li>\n<li>Evaluation measures must reflect the original problem: attendance alone cannot show whether capability transferred to work.<\/li>\n<li>Small organisations can combine the documents, provided both strategic choices and delivery details remain explicit.<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Contents\"><\/span>Contents<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li><a href=\"#definitions\">Learning strategy and training plan definitions<\/a><\/li>\n<li><a href=\"#comparison\">Key differences<\/a><\/li>\n<li><a href=\"#connection\">How the documents connect<\/a><\/li>\n<li><a href=\"#examples\">Worked HR example<\/a><\/li>\n<li><a href=\"#selection\">Which document should you create?<\/a><\/li>\n<\/ul>\n<h2 id=\"definitions\"><span class=\"ez-toc-section\" id=\"What_is_a_learning_strategy\"><\/span>What is a learning strategy?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>A learning strategy is an organisation-level set of choices about the capabilities needed to deliver current and future priorities. It defines the performance context, priority populations, development principles, delivery architecture, governance, investment logic and evidence of value. It should be stable enough to guide decisions but adaptable when business assumptions change.<\/p>\n<p>The starting point is not a list of courses. The <a href=\"https:\/\/www.cipd.org\/en\/knowledge\/factsheets\/learning-needs-factsheet\/\">CIPD learning needs analysis factsheet<\/a>, updated 20 August 2025, states that learning needs should be identified from current and future capability requirements and interpreted within wider organisational strategy. This keeps L&amp;D focused on performance and capability gaps rather than demand alone.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"What_is_a_training_plan\"><\/span>What is a training plan?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>A training plan is an operational document that organises approved learning interventions. It normally names the audience, objectives, method, timing, provider or facilitator, budget, prerequisites, owner and evaluation arrangements. Depending on the organisation, the plan may cover a team, project, role group, compliance requirement or annual portfolio.<\/p>\n<p>The word \u201ctraining\u201d is narrower than \u201clearning\u201d. Capability may also develop through coaching, guided practice, job rotation, peer learning, performance support or changes to work design. The <a href=\"https:\/\/www.cipd.org\/en\/knowledge\/factsheets\/learning-methods-factsheet\/\">CIPD guide to learning methods<\/a> emphasises choosing delivery approaches that fit the learning need and context. A sound plan therefore records the selected solution; it does not assume that a course is always the answer.<\/p>\n<h2 id=\"comparison\"><span class=\"ez-toc-section\" id=\"Learning_strategy_vs_training_plan_comparison_table\"><\/span>Learning strategy vs training plan: comparison table<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<table>\n<thead>\n<tr>\n<th>Criterion<\/th>\n<th>Learning strategy<\/th>\n<th>Training plan<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Primary purpose<\/td>\n<td>Direct capability investment towards organisational priorities.<\/td>\n<td>Coordinate and control specific learning interventions.<\/td>\n<\/tr>\n<tr>\n<td>Core question<\/td>\n<td>Which capabilities must change, why and through which principles?<\/td>\n<td>Who will learn what, when, how and at what cost?<\/td>\n<\/tr>\n<tr>\n<td>Typical horizon<\/td>\n<td>Medium to long term, with planned reviews.<\/td>\n<td>Shorter operational cycle, often quarterly or annually.<\/td>\n<\/tr>\n<tr>\n<td>Level of detail<\/td>\n<td>Priorities, choices, governance and value logic.<\/td>\n<td>Activities, participants, dates, resources and owners.<\/td>\n<\/tr>\n<tr>\n<td>Main evidence<\/td>\n<td>Capability, performance, risk and organisational indicators.<\/td>\n<td>Delivery, participation, learning, transfer and local results.<\/td>\n<\/tr>\n<tr>\n<td>Primary owners<\/td>\n<td>Senior business and HR\/L&amp;D leaders jointly.<\/td>\n<td>L&amp;D, line managers, facilitators and programme owners.<\/td>\n<\/tr>\n<tr>\n<td>Update trigger<\/td>\n<td>Material change in strategy, operating model, workforce or risk.<\/td>\n<td>Scheduling, budget, audience, readiness or delivery changes.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The distinction is one of altitude, not importance. A strategy without a credible plan stays aspirational. A plan without a strategy can produce a full calendar while leaving priority capability gaps unresolved.<\/p>\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" src=\"https:\/\/assets.epw.com\/blog\/wp-content\/uploads\/2026\/10\/28101447\/learning-strategy-training-plan-matrix.webp\" alt=\"Comparison matrix contrasting learning strategy and training plan by purpose, horizon, content, ownership and measures\" width=\"1400\" height=\"900\" loading=\"lazy\" style=\"max-width:100%;height:auto\" \/><figcaption>The two documents operate at different levels, but each depends on the other to deliver capability.<\/figcaption><\/figure>\n<h2 id=\"connection\"><span class=\"ez-toc-section\" id=\"How_a_learning_strategy_connects_to_a_training_plan\"><\/span>How a learning strategy connects to a training plan<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>The connection should be traceable. Each material item in the training plan should point back to a diagnosed need and a strategic priority. A practical sequence is:<\/p>\n<ol>\n<li><strong>Clarify organisational outcomes.<\/strong> Identify what the organisation must deliver and which constraints or risks matter.<\/li>\n<li><strong>Diagnose capability requirements.<\/strong> Compare required knowledge, skills, behaviours and capacity with the current position.<\/li>\n<li><strong>Prioritise gaps.<\/strong> Consider business impact, urgency, affected population, feasibility and the cost of inaction.<\/li>\n<li><strong>Select the response.<\/strong> Decide whether learning is appropriate and choose formal or workplace-based methods.<\/li>\n<li><strong>Build the training plan.<\/strong> Define objectives, audience, timing, resources, responsibilities and evaluation.<\/li>\n<li><strong>Review evidence.<\/strong> Examine delivery quality, learning, transfer, performance effects and unintended consequences.<\/li>\n<\/ol>\n<p>ISO 10015:2019 provides guidelines for competence management and people development within quality management. The official <a href=\"https:\/\/www.iso.org\/standard\/69459.html\">ISO 10015 page<\/a> identifies people development and competence management as its scope, reinforcing the need to connect capability decisions with organisational processes rather than viewing training as an isolated event.<\/p>\n<p>When diagnosis is the immediate weakness, EPW\u2019s <a href=\"https:\/\/www.epw.com\/training\/training-needs-assessment-and-competency-mapping\">Training Needs Assessment and Competency Mapping Course<\/a> provides the more focused development route. When programme design and delivery quality are the main gaps, the <a href=\"https:\/\/www.epw.com\/training\/developing-high-impact-training-programs\">Developing High Impact Training Programs Course<\/a> may be the closer fit.<\/p>\n<h2 id=\"examples\"><span class=\"ez-toc-section\" id=\"Worked_example_improving_frontline_service_quality\"><\/span>Worked example: improving frontline service quality<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Assume an organisation has inconsistent service quality across regional teams. Its learning strategy should not jump straight to customer-service workshops. The strategic diagnosis might identify three capability requirements: supervisors must coach against observable standards; employees need structured practice for complex interactions; and managers need reliable data on recurring service failures.<\/p>\n<p>The strategy could state that the organisation will prioritise supervisor-led practice, use customer evidence to refresh scenarios and measure both behaviour transfer and service outcomes. It may also define principles such as accessible learning, manager accountability and protected practice time.<\/p>\n<p>The training plan then translates those choices into delivery:<\/p>\n<ul>\n<li>a two-hour briefing for supervisors on the service standard and coaching method;<\/li>\n<li>three facilitated practice sessions for frontline teams;<\/li>\n<li>job aids for high-risk interaction types;<\/li>\n<li>fortnightly observation and feedback for eight weeks; and<\/li>\n<li>a review of coaching completion, observed behaviours, repeat contacts and customer feedback.<\/li>\n<\/ul>\n<p>The example shows why the documents should remain linked. If customer evidence changes, the strategy may still be valid while the scenarios and schedule in the training plan need revision.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"How_measurement_differs\"><\/span>How measurement differs<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Training plans naturally contain operational measures such as enrolment, completion, cost and assessment results. These are useful controls, but they do not demonstrate strategic value by themselves. Strategy-level evaluation asks whether priority capability improved, whether it transferred to work and whether the relevant performance or risk outcome changed.<\/p>\n<p>The <a href=\"https:\/\/www.cipd.org\/en\/knowledge\/factsheets\/evaluating-learning-factsheet\/\">CIPD factsheet on learning evaluation, impact and transfer<\/a>, dated 18 August 2025, states that evaluation should link back to identified performance gaps and business objectives. Measurement should therefore be designed during diagnosis, not added after delivery.<\/p>\n<table>\n<thead>\n<tr>\n<th>Level<\/th>\n<th>Illustrative question<\/th>\n<th>Possible evidence<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Delivery<\/td>\n<td>Did the intervention reach the intended audience as designed?<\/td>\n<td>Coverage, attendance, completion and facilitator review<\/td>\n<\/tr>\n<tr>\n<td>Learning<\/td>\n<td>Did participants develop the required knowledge or skill?<\/td>\n<td>Assessment, demonstration or work sample<\/td>\n<\/tr>\n<tr>\n<td>Transfer<\/td>\n<td>Is the capability being used in the job?<\/td>\n<td>Observation, manager review and quality checks<\/td>\n<\/tr>\n<tr>\n<td>Performance<\/td>\n<td>Did the original operational gap improve?<\/td>\n<td>Quality, cycle time, safety, error or customer indicators<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" src=\"https:\/\/assets.epw.com\/blog\/wp-content\/uploads\/2026\/10\/28101501\/learning-plan-traceability-flow.webp\" alt=\"Six-step flow from business outcome to capability gap, learning strategy, training plan, transfer to work and performance review, with a feedback loop\" width=\"1400\" height=\"800\" loading=\"lazy\" style=\"max-width:100%;height:auto\" \/><figcaption>Every planned intervention should trace back to a diagnosed need and be reviewed against evidence.<\/figcaption><\/figure>\n<h2 id=\"selection\"><span class=\"ez-toc-section\" id=\"Which_document_should_you_create\"><\/span>Which document should you create?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Create or refresh the <strong>learning strategy<\/strong> when priorities are unclear, investment is fragmented, stakeholders disagree about capability needs or the organisation is changing direction. Create or refresh the <strong>training plan<\/strong> when the strategic choices are understood but delivery lacks timing, ownership, resources or controls.<\/p>\n<p>Create both when launching a new capability portfolio, responding to an operating-model change or replacing a catalogue-led approach. A smaller organisation may use one concise document with two clearly labelled sections: strategic choices and delivery plan. What matters is that leaders can distinguish the rationale from the schedule.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Common_mistakes_to_avoid\"><\/span>Common mistakes to avoid<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li><strong>Renaming the calendar a strategy:<\/strong> a list of courses does not explain capability priorities or value.<\/li>\n<li><strong>Starting with solutions:<\/strong> requests for training may reflect unclear processes, incentives, tools or management rather than a learning gap.<\/li>\n<li><strong>Ignoring line ownership:<\/strong> transfer depends on opportunity, reinforcement and feedback in the workplace.<\/li>\n<li><strong>Measuring only participation:<\/strong> a completed course may coexist with unchanged job performance.<\/li>\n<li><strong>Freezing the plan:<\/strong> delivery details should change when readiness, evidence or operating conditions change.<\/li>\n<\/ul>\n<p>Leaders who need to strengthen the coaching side of transfer can also review the <a href=\"https:\/\/www.epw.com\/training\/coaching-and-development-for-hr-professionals\">Coaching and Development for HR Professionals Course<\/a>.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Applying_the_distinction_in_HR_practice\"><\/span>Applying the distinction in HR practice<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Begin with one priority capability and test traceability from business need to strategy, intervention, ownership and evidence. If any link is missing, improve the relevant document before expanding the portfolio.<\/p>\n<p><strong>Final CTA:<\/strong> To build stronger strategic alignment, programme design, delivery choices and evaluation capability, review EPW\u2019s <a href=\"https:\/\/www.epw.com\/training\/learning-and-development-strategies-for-hr-leaders\">Learning and Development Strategies for HR Leaders Course<\/a>. You can also compare related options in EPW\u2019s <a href=\"https:\/\/www.epw.com\/courses\/human-resources-training\">Human Resources Training Courses<\/a> category.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Sources_and_References\"><\/span>Sources and References<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ol>\n<li>EPW. <a href=\"https:\/\/www.epw.com\/training\/learning-and-development-strategies-for-hr-leaders\">Learning and Development Strategies for HR Leaders Course<\/a>. Accessed 8 September 2026.<\/li>\n<li>CIPD. <a href=\"https:\/\/www.cipd.org\/en\/knowledge\/factsheets\/learning-needs-factsheet\/\">Learning needs analysis<\/a>. 20 August 2025.<\/li>\n<li>CIPD. <a href=\"https:\/\/www.cipd.org\/en\/knowledge\/factsheets\/learning-methods-factsheet\/\">Methods of delivering learning interventions<\/a>. Accessed 8 September 2026.<\/li>\n<li>CIPD. <a href=\"https:\/\/www.cipd.org\/en\/knowledge\/factsheets\/evaluating-learning-factsheet\/\">Learning evaluation, impact and transfer<\/a>. 18 August 2025.<\/li>\n<li>International Organization for Standardization. <a href=\"https:\/\/www.iso.org\/standard\/69459.html\">ISO 10015:2019 \u2014 Quality management \u2014 Guidelines for competence management and people development<\/a>. 2019.<\/li>\n<li>CIPD. <a href=\"https:\/\/www.cipd.org\/en\/knowledge\/factsheets\/evidence-based-practice-factsheet\/\">Evidence-based practice for effective decision-making<\/a>. Accessed 8 September 2026.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"<p>Understand how a learning strategy differs from a training plan, how the two documents connect and which one HR and L&#038;D leaders should create for each decision.<\/p>\n","protected":false},"author":1,"featured_media":3895,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[26],"tags":[152,151,150],"class_list":["post-2693","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-human-resources-articles","tag-learning-and-development","tag-learning-strategy","tag-training-plan"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.7 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Learning Strategy vs Training Plan: Key Differences for HR<\/title>\n<meta name=\"description\" content=\"Compare a learning strategy with a training plan, understand their different purposes and learn how HR can connect capability priorities to delivery.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Learning Strategy vs Training Plan: Key Differences for HR\" \/>\n<meta property=\"og:description\" content=\"Compare a learning strategy with a training plan, understand their different purposes and learn how HR can connect capability priorities to delivery.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.epw.com\/blog\/human-resources-articles\/learning-strategy-vs-training-plan\" \/>\n<meta property=\"og:site_name\" content=\"Blog Categories - 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