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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 Power of LCD in Four Minutes

The Issues with Traditional ID Models

The goal of a traditional model no longer aligns with modern times. They inherently are designed to  help you design just ONE learning asset, such as a class, a course, or videos, at a time.

Traditional models like ADDIE and SAM are limited to guaranteeing learner performance and capability gain ONLY when using the asset – be it a class, video, e-learning, or app.

Traditional models don’t consider how to connect one asset to another. For any given topic, learners are left to navigate the overwhelming choices on their own .

The Possibilities with Learning Cluster Design

The LCD model is the first model to strategically guide and call for L&D to create a set of learning assets, or “learning cluster”, as the deliverable.

Because the focus is multiple assets across times and spaces, the LCD model enables targeting and impacting learner performance on-the-job — where it counts.

Rather than isolated assets, designed without considering one another, learning clusters take the work out of finding the best assets for learners and puts their energy towards learning.

The actions in the model guide L&D to put the learner needs and the business reality first – not what tools L&D has in their toolkit. This empowers L&D to continue exploring and including the latest technology.

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.

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