Contents
02.10.2026
02 Welcome
12 Inclusion in Action
26 Best Coaching or Mentoring Initiative
04 Pearse Walsh Award 2026
14 Best Talent Development Initiative
32 Best Learning & Development Organisation of the Year 28 Best Leadership Development Iniative
06 Best Graduate Development Initiative
18 Best Digital Learning Initiative
Excellence in Learning Awards © 2026
Published by: Learning and Development Institute (L&DI),
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10 Best Organisational
22 Best L&D Collaboration Initiative
36 Judges
Editor Aaron Delahunt, L&DI
Design UNIT. www.unitdesign.ie
Development & Transformation Initiative
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40 Prizes
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Welcome
Now in its twenty-eight year, the L&DI Excellence in Learning Awards is recognised as the premier Learning & Development event for industry. The purpose of the Awards is to promote excellence, best practice and innovation in training and learning & development, and to highlight the importance of this area in today’s business climate. This demanding area of business is arguably the critical success factor for future growth and competitiveness for many organisations. Therefore, the role of those responsible for delivery and management of training is vital. For this reason, it is right for the Learning & Development profession to have a cross industry national event to recognise, promote and honour excellence, professionalism and outstanding achievement.
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Pearse Walsh Award 2026 Best Learning & Development Team
Iarnród Éireann Iarnród Éireann showcased a learner-centric and strategically aligned approach to talent and capability development. Their focus on organisational capability, multilayered L&D pathways with creative leadership development and initiatives such as Women in Leadership pathways, highlighted the team’s commitment to supporting both individual and organisational success.
Northern Trust Northern Trust presented a comprehensive and strategically aligned learning ecosystem, supporting capability development across a complex global environment. Their commitment to leadership development, business impact and ongoing professional growth highlights a mature and future-focused Learning and Development function.
An Post An Post demonstrated a structured and strategic approach to learning and development through the An Post Institute, with initiatives focused on digital capability, learner pathways with personas and supporting organisational priorities. The L&D team emphasis on business partnership, creative learner-centred design and continuous improvement was evident throughout.
Harvest is delighted to announce the five finalists shortlisted for the Pearse Walsh Award 2026, which honours and recognises an exceptional Learning and Development Team. Iarnród Éireann, Northern Trust, An Post, Musgrave and Sun Life Exceptional Learning and Development teams demonstrate strong collaboration, innovation and a commitment to continuous improvement, delivering impactful learning initiatives that are strategically aligned with organisational priorities and support business success. Through their detailed applications and highly informative presentations, each of the finalists demonstrated a deep commitment to developing organisational capability, fostering a culture of learning and ensuring their work delivers meaningful value for both learners and the wider business. Across diverse sectors and contexts, the L&D teams showcased strong strategic alignment, innovative approaches to learning design and delivery, and a clear focus on preparing and equipping their organisations for the future. Overall, the quality of applications for the Best L&D Team award was extremely high this year. The judging team were very impressed with level of commitment, professionalism and
innovative approaches the finalists brought to their organisations. They all brought bespoke L&D solutions to address real business needs and develop individual and team capability. We loved the L&D teams’ commitment to their own CPD and developing complementary strengths within their teams and partnering models so they could provide best L&D advice and direction to support their organisations.
Musgrave Musgrave showcased a highly collaborative partnering approach with their 6-step L&D engagement model. Strong strategic alignment and innovative capability-building initiatives in areas such as data, storytelling and AI. Their focus on behavioural impact, stakeholder engagement and continuous evolution of learning solutions was particularly impressive.
Sun Life Sun Life demonstrated an innovative team structure and a strong focus on capability, collaboration and business priorities. Their work in digital capability development, supported by robust measurement and evaluation, reflects a learning culture that is both strategic and impactful, with clear outcomes in internal mobility, automation and employee skill development.
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Best Graduate Development Initiative
A particularly strong feature across the category was the emphasis on combining structured learning with meaningful, hands-on experience
Mediahuis Ireland Mediahuis Ireland’s Emerging Talent Programme was created to broaden access to careers in journalism and develop a more diverse newsroom talent pipeline. With a strong focus on potential rather than prior experience, the programme combines intensive training, newsroom rotations, mentoring and self-directed projects, giving participants the opportunity to build practical skills, confidence and meaningful careers in media.
BAM BAM Ireland has developed a structured 24-month graduate
Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation / IPA The Emerging Leaders Graduate Programme, jointly developed by DPER and the Institute of Public Administration provides a modern development pathway for Administrative Officers and Third Secretaries across the Civil Service. Through a seven-module curriculum covering policy, governance, leadership and communication, the programme builds capability, confidence and cross- departmental networks while preparing participants for increasingly complex public service roles.
Iarnród Éireann Iarnród Éireann has created a Graduate Development Programme aligned to its long-term workforce and leadership needs. Through structured rotations, mentoring, coaching, professional accreditation and tailored learning pathways across technical and business disciplines, the programme supports graduates to build practical expertise, confidence and leadership capability while contributing to the future of Ireland’s rail network.
KPMG Ireland KPMG Ireland’s Accelerator Programme provides graduates with a structured four-year development journey that integrates technical, professional and digital learning. Designed to build a strong pipeline of future talent, the programme combines role-specific training, coaching, exam support, networking and practical experience, helping graduates develop the skills, confidence and professional capability required to progress within the organisations enhance productivity, engagement, retention, and sustainable graduate development.
programme designed to strengthen its early-career talent pipeline and support long-term workforce needs. Combining technical learning, cross- functional rotations, mentoring, professional accreditation and live project experience, the programme equips graduates with the confidence, capability and industry insight needed to build successful careers within the construction sector.
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Judges’ Comments The Graduate Development Initiative category represents an important area of Learning & Development, as graduate and internship programmes are often a participant’s first experience of formal workplace learning. These early experiences can play a significant role in shaping expectations, building confidence and capability, and establishing the foundations for future career development. The judges were therefore encouraged by the breadth, quality and diversity of this year’s submissions, which represented a wide range of sectors, programme structures and approaches. A particularly strong feature across the category was the emphasis on combining structured learning with meaningful, hands-on experience. The most effective programmes provided participants with opportunities to apply their learning in real workplace environments, helping them develop both sector-specific expertise and broader transversal skills. This combination of formal development and experiential learning was evident across many of the submissions and demonstrated the important role graduate programmes can play in preparing emerging talent for successful careers. The judges also noted the value of actively involving graduates and interns in the design and ongoing development of programmes. Approaches such as participant feedback, consultation and design thinking can provide valuable insight into the learner experience and ensure programmes continue to respond to participants’ needs. Hearing directly from graduates during the judging process also brought programmes to life, providing valuable evidence of the skills, confidence and capability being developed. Inclusion was another welcome theme, with a number of initiatives demonstrating broader approaches to attracting and developing talent.
As organisations increasingly adopt skills-first approaches to recruitment and seek to widen access to opportunities, graduate, internship and apprenticeship programmes have significant potential to reach more diverse talent pools and create new pathways into employment. Looking ahead, the judges identified artificial intelligence as an increasingly important consideration for graduate development. While some programmes had begun to incorporate AI-related learning, there is an opportunity for organisations to place greater emphasis on developing AI literacy and fluency. This should not be based on an assumption that younger entrants already possess these capabilities, but rather on providing structured opportunities to understand how AI can be used effectively and how individuals can continue to develop the distinctly human skills and capabilities that complement emerging technologies. Overall, the category demonstrated considerable expertise, energy and commitment to supporting early-career talent. The shortlisted initiatives showcased thoughtful approaches to learning, practical experience and career development, and highlighted the important contribution that well-designed graduate programmes can make to both individual development and longer-term organisational capability.
Medtronic Medtronic’s Quality Graduate
RTÉ RTÉ’s Internship Programme supports the development of the next generation of media professionals while bringing fresh perspectives and emerging skills into the organisation. Through inclusive recruitment, structured mentoring, personalised learning and real workplace responsibility across television, radio, digital and technology teams, the programme creates meaningful early-career opportunities while supporting RTÉ’s wider renewal and workforce priorities.
Uisce Éireann Uisce Éireann’s STEM Summer Internship Programme provides undergraduates with a structured introduction to careers in engineering, science, technology and water services. Combining meaningful project work with a 10-week learning journey through Uisce University, the programme builds confidence, professional skills and career readiness while strengthening the organisation’s future technical talent pipeline.
Development Program provides a structured pathway for early-career engineers to build the technical, professional and leadership capabilities required within a highly regulated healthcare environment. The 23-month programme combines rotations across Quality teams with technical training, mentoring, real-world projects and professional development. Since its launch in 2013, 236 graduates have joined the programme, with an 85% retention rate over the past four years and alumni now representing 21% of the Quality organisation at Medtronic’s Parkmore Galway site.
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Best Organisational Development & Transformation Initiative
Judges’ Comments Across the applications, the main overarching trend is that Learning & Development is being repositioned as a strategic enabler of organisational movement. The leading entries described capability building as part of wider organisational transformation. Examples of this was building a digital capability ecosystem aligned to organisation’s Strategic Plan, embedded learning into the business’ operating model redesign; and creating a capability framework spanning recruitment, onboarding, performance, learning and leadership. A second clear trend is the emphasis on future agility through a small number of critical capabilities, rather than broad catalogues of generic skills. This included analysis of prioritise digital skills, data literacy, automation and new ways of working through shaping mindsets. This reflects a more mature approach to capability strategy: identifying the few skills most critical to future performance and building around them systematically. There is also a strong pattern of digital enablement being used as a lever for broader organisational transformation, but in increasingly tailored ways. It was clear that transformation depends on the intersection of technology, data and people capability, with pathways designed to meet people where they are digitally rather than adopting a blanket approach. Across the field, digital transformation is being treated less as tool rollout and more as behaviour change, confidence building and readiness for a changing context. Another major emerging theme is protecting heritage while modernising capability e.g. via product knowledge, technical expertise and trusted customer advice being treated as strategic assets to preserve as the business modernised its learning model. More broadly, this points to a growing recognition that transformation is not just about
acquiring new skills, but about retaining what is most valuable in the organisation’s legacy. Linked to this is a very strong concern with capturing tacit knowledge in response to retirement cliffs and process risk. Applicants highlighted the looming loss of explicit and tacit knowledge in critical capability areas which is largely undocumented. L&D are responding by engaging subject matter experts, surfacing hidden know how, and converting that experience into structured, transferable learning. This signals a meaningful shift: L&D is increasingly being used not only to develop new capability, but to preserve institutional memory, rethink process knowledge, and translate it into future skill sets. Overall, the field shows a decisive move toward strategic, capability led, agile and knowledge conscious organisational development. With panel notes also pointing to the importance of confidence, psychological safety, leader sponsorship and rapid response to changing organisational contexts.
It was clear that transformation depends on the intersection of technology, data and people capability, with pathways designed to meet people where they are digitally, rather than adopting a blanket approach
An Post An Post developed a digital capability strategy aligned to its wider business transformation ambitions. Through a connected ecosystem of digital learning pathways, leadership development and practical application, the initiative is aimed at helping colleagues build the confidence, skills and mindset required to support innovation and deliver future-focused customer services.
Pat McDonnell Paints Pat McDonnell Paints aims to build a strong learning culture which supports growth while preserving the knowledge and expertise that underpins long-term success. By combining structured onboarding, leadership development, technical learning and knowledge sharing, the organisation has created a scalable learning ecosystem that supports consistency, capability and future business growth.
The Office of Public Works The Office of Public Works focused on how Learning & Development can play a strategic role in building organisational capability. Through targeted development in critical areas such as project management, procurement and onboarding, the initiative aimed to strengthen workforce capability while supporting the organisation’s long-term strategic priorities and future workforce needs.
Three Ireland Three Ireland showcased an ambitious organisation-wide transformation through its 3Evolution programme, embedding agile ways of working across the business. By combining organisational redesign with structured learning, coaching and leadership development, the initiative aimed to support employees to embrace new ways of working while strengthening collaboration, customer focus and organisational agility.
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Inclusion in Action
Judges’ Comments This year’s finalists demonstrated that genuine inclusive learning and development is moving beyond a narrow focus on accessibility or representation. Across the finalists we saw inclusion being considered through multiple lenses: who gets access to development, how people experience learning, whether different needs and circumstances are accommodated, and, importantly, whether learning creates meaningful opportunities for progression. A particularly encouraging feature of the category was the variety of organisational contexts represented. The finalists addressed very different challenges, from leadership and career progression, to supporting employees through organisational change, developing traditionally underserved operational populations, and creating more equitable access to consistent learning across geographically dispersed workforces. Despite these differences, a common theme was the recognition that effective inclusion requires organisations to understand their learners rather than assume that one approach will work for everyone. We saw strong examples of learner consultation and co-creation, flexible and blended delivery, peer learning, mentoring, reflection and practical workplace application. There was evidence of how inclusive development can reach an employee population that may traditionally have had less access to structured career development, creating practical pathways from junior roles through to senior positions. Another important theme was the connection between inclusion and career opportunity. The initiatives did not simply make learning available, they created structures through which people could build confidence, capability, networks and progression opportunities. This was particularly evident where mentoring, peer communities, internal progression pathways and manager involvement extended learning beyond the formal programme itself.
The judging process also reinforced that inclusive L&D needs to be demonstrable rather than simply stated. Accessibility features and flexible delivery are important, but the strongest evidence came where organisations could show how learner needs had influenced design, how barriers had been identified and addressed, and what difference this made to participation, confidence, performance or progression. The finalists also highlighted the importance of sustainability. Inclusion is unlikely to become embedded where it depends entirely on individual champions or a single programme. Stronger approaches connected learning with organisational systems, managers, technology, communities of practice and ongoing evaluation and how structured pathways, manager and buddy supports, centralised digital resources and organisational processes can work together to create a more consistent learning experience. Overall, the category provided encouraging evidence that inclusive L&D is becoming less about providing accommodations after programmes have been designed and more about designing learning around the diversity of the workforce from the outset. The next challenge for organisations is to deepen the evidence: demonstrating not only that inclusive learning is valued and accessible, but that it produces more equitable development, progression and organisational outcomes.
The initiatives did not simply make learning available, they created structures through which people could build confidence, capability, networks and progression opportunities
Courts Service This initiative aims to move beyond compliance, embedding accessibility and neurodivergent inclusion from the outset. Practical technology and adaptable tools have created a flexible, user-friendly learning system. Combined with empathetic, human- centred approaches, including JAM and trauma-informed practice, it delivers strong evidence outcomes and provides a model for inclusive L&D.
Enterprise Ireland THRIVING @ EI demonstrates
Leonardo Hotels The Chef Development Programmes have been designed around the reality of chefs’ work and learning preferences. The combination of hands- on, sensory and experiential learning with accessible digital provision, short interactive sessions, peer networking and flexibility around programme cycles aim to demonstrate a genuinely inclusive approach. The focus on learning in paid work time, active manager support and practical accessibility adjustments is a key feature of the initiative, simultaneously managing the needs of the organisation and the learner.
VHI VHI developed a Women in Leadership initiative with an emphasis on co- creation, psychological safety, peer community, mentoring and applied organisational learning. The Project Showcase enables participants to work on real VHI priorities and present to senior management, with examples of projects influencing sustainability and accessibility practice. Flourish also aims to demonstrate how the programme has created a wider mentoring legacy and a cycle in which mentees can become mentors.
commitment to inclusive development, particularly through widening access across grades, roles and locations creating a strong reflective learning experience and building a sense of purpose and community among participants. The programme’s alignment with the wider THRIVE and EDI agenda provides a credible strategic foundation.
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Best Talent Development Initiative
The judges were impressed where organisations signalled the importance they placed on L&D and the investment in releasing staff from their day- to-day roles to engage in training as valuable and supported by the organisation
BAM Ireland BAM Ireland’s Talent Strategy & Development Initiative takes an organisation-wide approach to building the skills and capabilities needed for the future. Informed by strategic workforce planning, the initiative brings together clear career pathways, competency frameworks, succession planning, internal mobility and manager development. Through tools including My BAM Career and
Boston Scientific Boston Scientific has created a
Central Statistics Office The Central Statistics Office (CSO) has embedded learning at the heart of its organisational strategy through a comprehensive Management and Leadership Development Pathway. By providing structured development opportunities across all grades, the programme is strengthening leadership capability, supporting career progression and creating a sustainable pipeline of future managers equipped to lead organisational change in an evolving public service environment.
Leonardo Hotels Recognising the challenges of
structured talent development pathway that empowers frontline employees to build confidence, strengthen capability and progress into critical operational roles. Through its GROW Programme, the organisation combines practical learning, leadership development and cross-functional experiences to create a sustainable internal talent pipeline, delivering measurable progression while fostering a culture where growth and opportunity are accessible to all.
attracting and retaining skilled chefs, Leonardo Hotels developed structured career pathways that support culinary talent from entry level through to senior leadership. Combining technical expertise, leadership development and industry partnerships, the programmes are helping to strengthen capability, improve retention and build a sustainable pipeline of future kitchen leaders across the business.
structured career development conversations, employees are
supported to take greater ownership of their progression, while BAM builds stronger talent pipelines and aligns development more closely with evolving business and workforce needs.
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Judges’ Comments The judges were very impressed with the quality of the applications and noted the diversity of the industry sectors that were represented from construction to services to hospitality to manufacturing in this category. Across the applications, there was evidence of feedback loops integrated into real time training development, capturing ongoing needs analysis from learners and business leaders to continuously improve and update training solutions.
Also, there was evidence of L&D involvement across many
stakeholders, with support from senior management playing an active role in the L&D initiatives. There was also evidence of variety and innovation in the learning approaches, particularly those targeted specifically for the workers in question as well as more traditional approaches such as mentorship, classroom, hybrid webinars, and interactive sessions. The judges were impressed where organisations signalled the importance they placed on L&D and the investment in releasing staff from their day-to-day roles to engage in training as valuable and supported by the organisation. Another trend seems to be a move back to in-house developed training, customised to the needs of the organisation and the particular worker cohort. The social side of learning was noted by the judges across the applications, where organisations are recognising the value of learning through networking.
Portwest To support rapid international growth, Portwest University has evolved into a global learning ecosystem delivering consistent, multilingual development across more than 130 countries. By combining digital onboarding, accessible learning and scalable capability development, the initiative is equipping employees worldwide with the knowledge and skills needed to support business performance and future growth.
VHI VHI established its Women in Leadership Programme to strengthen its future leadership pipeline by supporting high-potential female leaders to develop confidence, capability and influence. Through leadership development, executive engagement, mentoring and collaborative business projects, the programme is helping to build a more diverse leadership community while creating lasting organisational and cultural impact.
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Best Digital Learning Initiative
The highest-scoring submissions clearly articulated the organisational challenge they were addressing and demonstrated how their digital learning solutions contributed to wider business priorities
Allianz Allianz developed a strategically designed digital learning initiative focused on developing organisational capability through an integrated and learner-centred approach. Combining strong governance with innovative thinking, including the use of AI to support wellbeing conversations, the programme demonstrates a commitment to creating accessible, scalable learning experiences.
AIB AIB Group developed a large-scale digital learning ecosystem designed to strengthen capability across the organisation. By combining accessible learning technologies with strong organisational alignment, the initiative demonstrates a commitment to supporting employees through engaging, scalable digital learning experiences that continue to evolve alongside business priorities.
Chartered Accountants Ireland Through Project Athena, Chartered Accountants Ireland revised its professional education model and introduced an Adaptive Learning platform. The platform adjusts each learner’s pathway in response to their strengths, knowledge gaps and confidence levels. Reported outcomes include improved examination performance and learner satisfaction, alongside international recognition for the Institute’s approach to professional education.
Courts Service The Courts Service focuses on improving access to learning, supporting adoption across the
organisation, and delivering practical solutions aligned to evolving business and workforce needs.
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Judges’ Comments The Digital Learning category once again attracted an exceptionally strong field of finalists, reflecting the continued maturity of digital learning across organisations of all sizes and sectors. The judging panel was encouraged to see digital learning firmly positioned as a strategic enabler of organisational performance rather than simply a technology solution. Across the finalists, there was clear evidence of significant investment in learning platforms, digital capability, and learner experience. Organisations demonstrated thoughtful approaches to improving accessibility, supporting learners at scale, and creating engaging digital environments that aligned closely with wider business objectives. The breadth of initiatives showcased how digital learning continues to evolve beyond compliance or content delivery into an increasingly integrated component of organisational capability. One of the strongest themes evident throughout the category was strategic alignment. The highest-scoring submissions clearly articulated the organisational challenge they were addressing and demonstrated how their digital learning solutions contributed to wider business priorities. Judges were particularly impressed by programmes that balanced technology with learner needs, ensuring that digital tools enhanced rather than replaced meaningful learning experiences. Innovation also featured strongly across many submissions. From the application of artificial intelligence to creative approaches to learner engagement and digital ecosystems, organisations demonstrated a willingness to explore new methods of supporting learning. However, the panel consistently looked beyond the technology itself, placing greater value on how innovation translated into improved learner experiences, behavioural change, and measurable organisational outcomes.
As with many categories this year, demonstrating impact remained an important differentiator. While all finalists presented compelling programmes, the strongest entries supported their claims with clear evidence of business results, learner performance, behavioural change, and sustained organisational impact. Quantitative measures, supported by qualitative learner feedback and practical examples, helped bring submissions to life and strengthened the overall case presented. The finalist presentations further reinforced the quality of work taking place across the profession. The panel appreciated the openness, professionalism, and passion demonstrated by each organisation in sharing both their achievements and learning journeys. Overall, this year’s finalists showcased the growing sophistication of digital learning and highlighted the increasingly strategic role learning professionals play in enabling organisational success. The judges congratulate every finalist on the quality of their work and encourage organisations to continue building robust evidence of impact as digital learning continues to evolve.
EduSafe EduSafe developed a learner-focused digital learning solution designed to improve accessibility and engagement while supporting compliance and professional development. The initiative demonstrates a practical approach to digital learning, placing the learner experience at the centre of programme design and delivery.
ICON plc ICON plc highlights a strategic commitment to digital learning,
through investing in learning capability and the development of a structured approach to supporting learners across the organisation and on enabling learning through digital technologies.
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Best L&D Collaboration Initiative
Rather than operating through a conventional client–supplier relationship, the most successful partnerships demonstrated shared ownership of discovery, design, delivery and continuous improvement
Adaptas & IFS Skillnet The Reactivate Workforce Returners Programme brings together IFS Skillnet’s industry expertise and employer network with Adaptas’s learning design, behavioural change and coaching expertise. Created to support experienced professionals returning to the workforce, the programme combines industry insights, practical skills development, one- to-one coaching and mentoring. This collaborative approach has helped participants rebuild confidence and navigate today’s employment market, while creating a sustainable talent pipeline to support evolving skills needs across Ireland’s international financial services sector.
Cobblestone Learning & ESB ESB and Cobblestone Learning’s ‘Our Code’ programme reflects a multi- year partnership focused on making ethics and compliance learning more practical, engaging and relevant. Combining ESB’s organisational and policy expertise with Cobblestone’s learning design capability, the partners transformed traditional Code of Conduct training into an accessible, scenario-led experience grounded in real workplace situations. Through close co-design, structured review and continuous refinement, the programme has achieved strong engagement and become an embedded and sustainable part of ESB’s approach to ethical culture.
Flúirse, Pitman Training & LEAP Flúirse, Pitman Training and LEAP collaborated to bridge the gap between legal education and the practical digital skills required in the modern workplace. Combining Flúirse’s instructional design expertise, Pitman Training’s established learning approach and LEAP’s industry-standard software, the partnership developed an interactive five-module programme that gives learners hands-on experience of legal case management. AI-supported content, simulations and practical assessment help learners build confidence and job-ready digital skills, while creating a scalable learning resource that can evolve alongside legal technology.
Iarnród Éireann & I Wish Iarnród Éireann and I Wish’s #No Girl Gets Left Behind partnership aims to inspire more young women to explore STEM careers while helping build a more diverse future talent pipeline for the rail sector. Through free travel, access to the annual I Wish STEM event and direct engagement with Iarnród Éireann employees, graduates and apprentices, students gain exposure to real-world career pathways and female role models. The partnership continues to grow nationally, with a particular focus on widening access for DEIS schools and underrepresented communities.
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Judges’ Comments The judging panel observed a consistently high standard of
The strongest submissions also showed that collaboration was sustained beyond initial programme development through structured review, feedback and refinement. Future applicants should clearly explain how responsibilities and decisions were shared, how learner and stakeholder perspectives influenced the design, and how the contribution of each partner added value. Evidence of outcomes should extend beyond participation and satisfaction to demonstrate changes in capability, behaviour, progression or organisational performance. Overall, the category illustrated how purposeful co-design can create learning solutions that are relevant, scalable and sustainable.
The panel was particularly encouraged by the use of authentic scenarios, simulations, workplace application, coaching and recognition of prior experience
collaboration across this category. The strongest initiatives brought together complementary expertise from employers, learning specialists, education providers, community organisations and sector partners to address clearly identified workforce or societal needs. Effective collaboration was evident where partners contributed distinct but connected strengths, including subject expertise, learner insight, instructional design, coaching, technology and access to relevant networks. Rather than operating through a conventional client–supplier relationship, the most successful partnerships demonstrated shared ownership of discovery, design, delivery and continuous improvement. This resulted in learning that was practical, accessible and closely aligned with real workplace and learner contexts. This reflects wider evidence that co- designed learning is strengthened by the early and sustained involvement of those who understand the work, the learners and the wider system. Meaningful collaboration can improve relevance, reduce the gap between learning and application, and create stronger pathways into employment, progression and wider support services. The panel was particularly encouraged by the use of authentic scenarios, simulations, workplace application, coaching and recognition of prior experience. These approaches supported confidence, capability and inclusion while enabling learning solutions to respond to changing sectoral and organisational needs.
Knockanrawley Resource Centre The Community Food Access and Nutrition Capability Partnership connects Knockanrawley Resource Centre with health, education, family and community organisations across South Tipperary. It integrates practical nutrition education into food access, literacy, youth and health services, supporting food confidence, health literacy and independence while strengthening coordination, referrals and access to wider services.
RTÉ Diversity and Inclusion & RTÉ Learn
School of Media, TU Dublin & Screen Ireland
RTÉ’s JumpStart programme brings together RTÉ Learn and Diversity & Inclusion to create a more accessible pathway into the media industry for young people from underrepresented communities. The immersive programme combines practical media skills with employability and confidence-building, with participants recruited through youth workers and community organisations rather than traditional channels. Strong learner outcomes and a collaborative approach have created a sustainable model that is now expanding regionally, supporting RTÉ’s ambition to build a broader and more diverse future talent pipeline.
TU Dublin and Screen Ireland’s BA (Honours) in Screen Industry Practice provides an innovative pathway for experienced screen professionals to gain formal recognition for extensive workplace learning. Developed through sustained collaboration with industry, the programme uses Recognition of Prior Experiential Learning (RPEL) to enable practitioners to work towards a Level 8 qualification while remaining in employment. By combining academic expertise with deep industry insight, the partnership is widening access to higher education, supporting professionalisation and helping experienced practitioners translate their expertise into recognised qualifications.
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Best Coaching or Mentoring Initiative
Judges’ Comments The quality of submissions within the Coaching and Mentoring category demonstrated a clear evolution in how organisations are embedding these practices into their wider learning and development strategies. Across the applications, there was a strong and consistent commitment to making coaching more accessible, with a focus on the democratisation of coaching and mentoring opportunities across all levels of the workforce, rather than reserving them solely for senior leadership populations. A notable theme throughout the entries was the emphasis placed on measuring impact. Applicants demonstrated increasingly sophisticated approaches to evaluating coaching and mentoring outcomes at personal, professional, and organisational levels. Beyond individual development, organisations sought to understand the influence of these interventions on business performance, talent retention, employee engagement, and the wider opportunity costs associated with organisational change and capability development. We noted a deliberate move towards building coaching and mentoring capability internally. Organisations are investing in developing accredited internal coaches and mentors to standards aligned with internationally recognised professional bodies such as the EMCC and ICF. This reflects a growing recognition that sustainable coaching and mentoring cultures require both quality assurance and long-term internal capability. The applications reinforced the important role coaching and mentoring continue to play within the broader leadership development toolkit. Coaching remains both a standalone development opportunity and a highly effective intervention for supporting learning transfer from targeted leadership development programmes. Organisations increasingly recognise the value of integrating coaching and mentoring into wider talent and
transformation initiatives to ensure learning is embedded into day-to-day practice. The winning submission stood out for its thoughtful and highly targeted use of traditional mentoring approaches to address a specific organisational development challenge. The programme successfully created meaningful value for both mentees and mentors, fostering mutual growth, knowledge exchange, and stronger internal networks. Importantly, it cultivated a genuine community of learning within the organisation and demonstrated how mentoring can strengthen both individual capability and organisational culture simultaneously. The judges would have liked to see an exploration of the potential benefits of using AI to supplement coaching and mentoring journeys, possibly as part of the upskilling, orientation or matching phases as the necessary information/skills are delivered at the point of need and in a consistent, yet tailored manner. While not seeking to diminish the very clear value of the human aspects of chemistry checks and building coaching and mentoring relationships etc, AI could also assist in the reflective and developmental aspects of the process for coaches and mentors themselves, underpinned by a confidential, ethical, organisation specific and scenario-based approach, which could reduce costs and increase efficiencies, thereby freeing up valuable time to focus on the interpersonal aspects of coaching and mentoring. Overall, the judges were particularly impressed that organisations were not simply “going through the motions” in implementing coaching and mentoring initiatives. Instead, these interventions were being used strategically to support employees through significant
Health Service Executive The HSE’s Assisted Decision-Making Mentorship Programme supports healthcare professionals to translate the principles of the Assisted Decision- Making Act into everyday practice. Through structured peer mentoring and discussion of real-life scenarios, the programme builds confidence, capability and collaboration across disciplines. Its scalable approach has created a growing network of practitioners who share learning within their teams, supporting more consistent, rights-based and person- centred care across health and social care services.
Sun Life Sun Life’s Coaching Community of Practice has grown from a Waterford- led initiative into a global internal coaching capability supporting employees across roles, levels and geographies. Built around professional ICF standards, the programme provides accessible one-to-one, team, group and targeted coaching while developing a strong community of internal coaches. The initiative has expanded access to coaching, strengthened leadership and talent development, and embedded coaching as an increasingly important part of Sun Life’s organisational culture.
University of Limerick The University of Limerick’s Advance Mentoring Scheme provides structured one-to-one mentoring to support staff development and build a strong mentoring culture across the university. Developed through research, consultation and piloting, the scheme combines carefully matched mentoring relationships with training and practical resources for mentors and mentees. Since its introduction, participation has grown significantly, creating opportunities for staff to build confidence, resilience, networks and career development through supportive peer relationships.
organisational change, helping individuals navigate transition,
build resilience, and continue their learning and development journeys in meaningful and measurable ways.
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Best Leadership Development Initiative
The strongest initiatives begin with a rigorous discovery phase that identifies the organisation’s core business and capability requirements
Commission for Regulation of Utilities ComReg developed a leadership development initiative designed to strengthen leadership capability during a period of significant organisational growth and transformation. Built around a long-term vision of embedding leadership behaviours into the organisation, the programme reflects a thoughtful approach to developing confident leaders equipped to support evolving business priorities.
CPM Ireland CPM Ireland designed an initiative to reflect its strong commitment to building leadership capability and creating a culture that values continuous learning, supported by clear organisational belief in the importance of investing in people.
ESB ESB demonstrated a comprehensive leadership development approach aligned to the evolving needs of both the organisation and its people. Through a clearly defined leadership framework supported by a range of development opportunities, the initiative focused on equipping leaders to respond confidently to change while maintaining the collaborative culture that is central to the organisation.
Health and Safety Authority (HSA) HSA has developed a structured leadership development programme focused on strengthening leadership competence and confidence across the organisation. By combining targeted development with ongoing leadership priorities, the initiative reflects a sustained commitment to supporting leaders as they navigate organisational change and deliver meaningful improvements.
Intact Intact developed a leadership
development initiative to support the organisation’s continued growth and international expansion. Combining leadership development with organisational ambition, the programme demonstrated a clear commitment to preparing leaders for future opportunities while fostering collaboration, capability, and shared organisational purpose.
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LEARNING & DEVELOPMENT INSTITUTE
EXCELLENCE IN LEARNING AWARDS 2026
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Judges’ Comments The judging panel observed that leadership development continues to draw appropriately on proven foundations, including individual and team coaching, psychometric profiling, self-awareness and strategic thinking. These approaches remain relevant and valuable. However, as organisations navigate accelerating change and ambiguity, the capacity to lead and enable change must now be treated as a core leadership capability rather than a specialist addition. The panel encourages the L&D community to remain ambitious and to explore emerging ideas and methodologies alongside established practice. AI disruption, sustainability and organisational complexity are converging, creating a need for leadership development that equips leaders to act as catalysts for change. Technical expertise and positional authority are no longer sufficient. Leaders increasingly require sound judgement, critical thinking, adaptability, ethical decision-making and the human capabilities of empathy, communication and collaboration. The strongest initiatives begin with a rigorous discovery phase that identifies the organisation’s core business and capability requirements. They also demonstrate outside-in thinking, drawing on perspectives from within and beyond the organisation to inform their design. Development is most effective when closely connected to work through coaching, reflection, peer learning and practical application to genuine business challenges. It should also enable leaders to create psychological safety, encourage experimentation and support learning from failure.
The panel noted that some promising initiatives were submitted while still at a relatively early stage of their development. While the quality and potential of the work were evident, more time may be needed for outcomes to emerge and for impact to be demonstrated quantitatively against the initiative’s original objectives. Future applicants should therefore consider from the outset which measures matter most and allow sufficient time to build a credible evidence base. Ultimately, leadership development should equip leaders and line managers to build learning cultures, support continuous reskilling and mobilise people around change, ensuring that technology strengthens rather than diminishes human capability.
Lakeland Dairies Lakeland Dairies developed a
Musgrave Musgrave designed a leadership development approach that reflects a strong commitment to continuous improvement and organisational capability. The initiative brought together multiple development streams designed to support leaders at different stages of their journey while reinforcing leadership as a key driver of business success and long-term organisational performance.
Three Ireland Three Ireland developed a leadership development initiative designed to support organisational transformation by strengthening leadership capability across the business. Combining common leadership principles with flexibility for local needs, the programme demonstrates a strategic approach to enabling leaders to support evolving business priorities and organisational growth.
leadership development programme to strengthen leadership capability during a period of organisational change. Built around practical development, measurable progress, and a strong understanding of organisational needs, the initiative demonstrated how focused leadership investment can build confidence and support long-term business success.
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