About The Model
Welcome to the Learning Cluster Design (LCD) Model
The Learning Cluster Design (LCD) model guides L&D on how to surround learners with meaningful learning assets for a given performance gap. It is both a philosophy (way of thinking), with four principles, & a process (a way of doing), described by five Actions.
It was developed by Crystal Kadakia and Lisa MD Owens, experts in Learning & Development and Organization Development, through research and practice.
The Issues with Traditional ID Models
The Possibilities with Learning Cluster Design
What Stands Out About the Learning Cluster Design Model?
Don’t just take our word for it – hear from the users of the model below.
Going a Little Deeper
An overview of the LCD Model
Who is a Modern Learner?
What is the Job of the Modern Learning Professional?
What is the value of the LCD Model?
What does the LCD Model solve for?
The Five Actions
Each Action has a set of tools and expertise behind bringing them to life.
Change On-the-Job Behavior – The Change Action is focused on setting the target goal (or strategic performance objective) for the overall process, specifically to affect employees’ performance in their day-to-day work.
Learn Learner-to-Learner Differences – The Learn Action is focused on investigating nuances within the target learner group of the effort, particularly those nuances that contribute to meeting the target goal.
Upgrade Existing Assets – The Upgrade Action is focused on applying the nine elements of modern learning to improve current programs quickly and effectively.
Surround Learners With Meaningful Assets – The Surround Action is the heart of the model. It is focused on selecting learning assets to subsequently design, based on the inputs of the first three early Actions.
Track Transformation for Everyone’s Results – The Track Action is focused on evaluating the impact of the learning cluster, with a particular emphasis on Levels 3 and 4 of the Kirkpatrick model.
The Four Principles
Go Beyond One-and-Done: L&D’s new role is to deliver and facilitate access to multiple learning assets, not one asset, per capability gap.
Design the Whole, Not the Parts: Multiple learning assets must be viewed and designed as part of an integrated whole. They must not be created ad hoc, with lack of consideration for one another.
Focus on Learner Needs: Whereas in the past L&D had limited tools to deliver learning, today we can and have an obligation to deliver learning when, where, and how the learner needs it.
Change On-the-Job Behavior: L&D can and should be held accountable for improving performance on the job, not just at the end of a classroom training, course, or program.