Evidence-Informed L&D

Four Recommendations To Support Evidence-Informed L&D

Generally, L&D professionals ask themselves the question: “How can I deliver services as quickly as possible in accordance with the wishes of the customer?” On the other hand, others ask a more fundamental question: “Does the service actually work?” To determine the effectiveness of any service, the L&D professional looks for scientific evidence. Scientific evidence will help decision-making about learning services. The question is, is this evidence-based or evidence-informed?

L&D In The Formal Learning Silo

For decades, evaluation, ROI and business impact have been under discussion within L&D. Countless conferences are filled with the what and how of the evaluation of predominantly formal learning (1). However, responses to the question: ‘how can we translate the value of (formal) learning to business impact’ often remain anxiously silent. That is why it is time to think differently about the value that L&D delivers – beyond the boundaries of formal learning.

New Value Creation with Four business models for L&D

If you’re not at the table, you’re on the menu For many years, Learning and Development (L&D) has been trying to demonstrate the value of learning. It has modernised the services it provides, reorganised its distribution methods for greater efficiency, and professionalised its measurement processes. But it is still failing. This raises some important questions:…

5 Myths about the 70:20:10 reference model

Discussions about 70:20:10 Internationally there are all kinds of discussions about the sense and nonsense of 70:20:10. The number of links is almost infinite and, in almost every language, there is something to be found. Typical patterns of these discussions again and again refer to the same 70:20:10 myths, such as: 70:20:10 is a learning…

The 70:20:10 Methodology – Part 3

The 70:20:10 Methodology For Learning And Development Competency models and competency management play an important role in the world of Learning and Development. This is often based on the idea that there is a positive relationship between competencies and organizational results. Part 1 of this series of articles focuses on the value and limitations of a…

The Knowledge and Learning Transfer Problem

During a meeting at Cambridge University around 30 years ago I was thoroughly chastised by a Cambridge academic. I’d used the phrase ‘learning delivery’ when describing computer-supported collaborative learning (CSCL) approaches. CSCL was one of the hot pedagogical approaches of the day – when network-based learning was in its relative infancy. “Charles, my dear fellow”,…