For decades, the L&D industry has operated under the same guiding principle – when you have the learner’s attention, give them all the training content you can because you never know when you’ll see them next. It could be one, two, three months or even a year until we get 8 hours of their “undivided” attention again, so we lay all of our content cards on the table, yet feel disappointed when there is no change in performance back on-the-job. Learners say in their post-course surveys that they enjoyed the course, yet when looking at metrics and analytics of change back on-the-job, managers and senior leaders (and even L&D professionals) don’t see why it was a valuable use of their employees’ time.
Action of The Week: Surround Learners with Meaningful Learning Assets
Recognizing that 52% of modern learners engage in content at the point of need, the LCD Model stresses the importance of creating learning assets that match the moment when learners want and need to learn. With business rapidly changing by the day, employees are craving meaningful content that moves beyond formal instruction and allows them to develop themselves on their own terms, in their own time.
In our latest article for the Association for Talent Development (with nearly 3000 views on LinkedIn!), we dive deeper into making the transition from just “designing training” to using the LCD Model to design learning clusters that are meaningful to your learners and have a direct impact on changing their on-the-job behavior. Rather than impacting our learners every few months, we outline how the LCD Model can provide you as an L&D professional with the framework to support your learners daily.
If creating learning clusters that engaged learners at the point of need were the norm in your organization, how would that make a difference in the way you created training materials? How would that make a difference in the on-the-job behavior of your learners?
