If we’re not being asked already, we will be asked for the data, by our leaders and our stakeholders. So let’s develop ourselves and disrupt our own practice before we’re disrupted from outside. This is a huge opportunity for us – and it’s up to us to grab it.
By being clear on outcomes, you become focused on supporting the organisation with something it cares about; increasing L&D’s currency; and doing things that matter. You also know what measures you’re monitoring to ensure you’re doing the right things.
Technology has been commonplace in L&D for decades but in an age in which digital is transforming organisations – and even industries – L&D is falling behind in both its approach to – and adoption – of modern tools.
L&D have to stop this silliness of working on something because we’ve been asked to – or because it’s the latest thing. We need to invest up front in understanding what’s really going on and relying on data to make decisions and progress.
Misalignment occurs as soon as we translate ‘business needs’ into ‘learning needs’, which is usually right at the very outset of our conversations with stakeholders. But why do we do this? Because we’ve always done it…
These three steps will help us to gain a new level of credibility and impact far beyond traditional expectations of Learning & Development.
‘Digital’ may seem unattainable, and almost alien, to a lot of L&D, because we’re so used to using technology in service of our programmes. But it’s actually easier, cheaper, faster, and better.
f we scaffold and support actual working, we recognise how people truly learn and grow at work rather than continue the belief that people learn best in classrooms
It’s a well trodden path… A new L&D function is born – or a new custodian arrives into an existing function – and a review is undertaken of ‘what learning is required’. Induction is developed. […]
The point of L&D is to affect performance, from technical and core skills, transitions and change. But somewhere along the line we got stuck running courses.