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If you’re in L&D, a huge part of your role is solving problems. But are you solving the right problems in the right  way? That’s where design thinking  comes in.   Design thinking is a creative, human-centered approach to problem-solving. It doesn’t require fancy tools or a design background. What it does require is curiosity, empathy, and a willingness to test and learn.   This guide will walk you through the five non-linear stages of design thinking – empathize, define, ideate, prototype, and test – PLUS we’ll share a detailed case study of how it can shape a leadership development program. But these steps can be applied to any other lerning program or in any type of organization – from the small startup to the global giant. Design Thinking Stages - The L&D Academy   1. Empathize: Understand the Human Side   Before you build anything, you need to understand who you’re building it for and why.   Let’s say you’ve been asked to “develop a leadership program for new managers.” Sounds clear enough, right? But before jumping into designing amazing presentations and handouts, take a pause. What’s really going on? This is the very first question you need to find an answer to. Here are some tips:   Start with listening and observing . What are people saying about their managers? What are managers in charge of, and what’s out of their control? Here are some things you can do: Talk to new managers. What challenges are they facing both in their day-to-day and long-term? Keep in mind that not every problem will be a learning problem . Shadow a few in their daily work. This may be tricky but can be crucial. Ask their team members, peers, and line managers what’s working—and what’s not. This kind of feedback  can be eye-opening both for you and the new managers. If you’re not sure how to approach these conversations, here are some questions to ask : “What’s surprised you most about becoming a manager?” “When do you feel most unsure in your role?” “What support do you wish you had in your first few months?” Push back gently. Not everything you see and hear will be objective. If someone says, “They just need a training on feedback,” ask, “How do you know that’s the main challenge? What’s happening when they try to give feedback now?” Go beyond the symptom . You might find that the real issue isn’t “feedback skills,” but lack of confidence, unclear expectations, or fear of upsetting the team. This is where pushing back can come in handy.   2. Define: Pinpoint the Right Problem   Now that you’ve gathered insights, it’s time to define the problem. This is where you sort through the noise and find a clear focus.   Instead of:  “We need to teach new managers how to lead.”   Try:  “New managers struggle to have honest performance conversations because they fear damaging relationships.”   How to drill down: Look for patterns in the interviews. Cluster related challenges. Identify what’s most painful  and most common .   How do you know you’re on the right track?  When you define the problem clearly, solutions become obvious—or at least easier to spot. Let’s say during the empathy stage, you uncover that new managers are struggling with team motivation. It’s tempting to define the problem as: “Managers need to learn how to motivate their teams.”   But that’s too broad. So, you dig deeper. From all the research you’ve done in the previous step, you start to see some patterns, like: They aren’t setting clear goals. They avoid giving feedback—positive or negative. Their teams feel unsure about priorities.   This allows you to reframe the problem as:   “New managers lack the skills and confidence to set clear expectations and give consistent feedback, which leads to low team motivation.”   That’s the moment you know you’re on the right track. What’s more, this reframed problem allows you to come up with relevant, targeted, and practical learning solutions. For example, you now know you need to include a feedback framework they can use in one-on-ones, some role-play practices for setting expectations, and maybe even a short video series featuring experienced managers sharing what worked for them.   Revert back if needed.  If your definition is too broad or vague, go back to your empathy notes. Ask, “What are they really trying to do, and what’s getting in the way?”   3. Ideate: Explore Bold Ideas   Now comes the fun part—brainstorming. This isn’t about finding one  solution. It’s about finding many . Or as many as possible, anyway!   One thing to do here is to  involve others.  Pull in stakeholders, a few learners, maybe even a facilitator or two. Set a timer and go wide with ideas. The more, the better. This isn’t about finding the right one but getting as many of them out in the open as possible.   Prompt with “How might we…”. For example, “How might we help new managers feel more confident giving tough feedback?” or “How might we simulate tricky team situations in a safe way?”   Don’t be afraid to push the team. If the first 10 ideas feel too safe, ask, “What’s the weirdest way we could solve this?” That’s where the gold often is. For example, instead of a regular role-play in a classroom, why not set up a custom AI chat where managers can practice giving feedback to a virtual team member with attitude problems or low performance? Or a podcast series where long-time leaders share mistakes they have made as new managers back in the day?   4. Prototype: Make It Real (Fast)   Some might be tempted to build a full course at this point. Don’t! Pick one idea from the ideation stage and create a rough version—a pilot session, a mock-up, a quick video, or even a Miro board. The goal isn’t perfection. It’s learning. Fast.   Let’s say you choose the idea of a virtual team member chatbot—a custom AI scenario built with ChatGPT where managers can practice giving feedback to a difficult employee.   Start scrappy.  You don’t need a polished tech solution right away. Use ChatGPT (or another tool) to create a character: let’s call her “Tina.” Tina is underperforming and defensive when questioned. You give the new manager a simple prompt: “Start a conversation with Tina about her recent missed deadlines.” Let them type their message and have ChatGPT respond in character.   Observe the results . There are some things you want to watch out for. For example, are learners engaging with it or freezing up? Do they know what to say—or ask for help? Are they reflecting on what worked and what didn’t? And, of course, did “Tina” perform as expected, or do you need to adjust her parameters?   To make sure you’re capturing everything, add a reflection step: “After your conversation with Tina, jot down what felt easy, what was tricky, and what you’d do differently in a real conversation.”   Real feedback > perfect delivery.  This kind of low-fi prototype will give you more insights than a fully developed e-learning module ever could. And it’s fast to tweak if needed.   Important prototyping tip:  If it flops? That’s not failure. That’s data. You just saved yourself weeks (and budget) by learning early. As mentioned earlier, design thinking isn’t a linear process. This means that at this point, you may decide you need more data or that the problem you had defined isn’t quite acurate or that your idea simply cannot be scaled up or down. Not to worry, that’s why you have the ideation stage – to throw stuff at the wall and see what sticks.   5. Test: Learn and Improve   Once your prototype has run, gather feedback. Not just surveys—real conversations with the users (or learners in case of L&D).   Ask both the new and experienced managers: “What was useful?” “What didn’t land?” “What will you actually use going forward?”   Look for patterns again. Did they apply what they learned? Did it stick?   Make conclusions—but keep iterating. Maybe the virtual team member idea worked, but it needs stronger kickoff training. Or maybe the podcast idea tested better in parallel. You’re building your program with learners, not just for  them.   Testing is not the end. It’s part of the cycle.     Wrap-Up   Design thinking gives learning professionals a fresh lens. Instead of “What should we teach?”, the better question is “What do our learners really need?”   It’s not about being a designer. It’s about being deeply learner-focused, open to trying new things, and brave enough to test ideas before scaling them.   Start small. Try just the Empathize + Define stages on your next project. Or run a low-stakes Ideation session with your team. With practice, this approach will transform how you design learning—and how learners experience it.   Because when learning starts with people, it actually works for people.

Social learning is simple: we learn by watching others, talking things through, and sharing experiences. Albert Bandura made this famous decades ago, but today, it’s more relevant than ever—especially in the workplace.   Why? Because learning isn’t just about reading slides or watching videos. It’s about connection. When people learn together, they remember more, apply it faster, and enjoy the process. The good news? You don’t need a fancy platform or big budget to use social learning. You just need a few smart ideas.   Here are five ways to bring social learning into your training—starting right now.   1. Peer Learning Groups   People learn better when they don’t feel alone.  Peer learning groups create space for learners to talk, ask questions, and reflect together.   Keep it simple. After a module or workshop (or in-between modules in case of multi-module program), ask learners to meet in small groups (on- or offline). Give them a prompt or two to get the conversation rolling and just let them chat. The less supervision, the better as it invites organic dicussions with little to no restrictions.   In a customer service program, for example, learners can share real calls they’ve handled. They can swap tips, offer feedback, and learn from each other’s wins—and mistakes.   2. Collaborative Projects   Working with others helps people connect the dots faster.  It makes learning feel real because what’s discussed comes from the real-world, rather than theory and books. It also builds teamwork as members are put in a situation where they need to find a solution to a common problem.   Design a task that requires learners to create something together. It could be a checklist, a presentation, a how-to guide. Anything that gets them talking and solving problems together.   In a leadership course, learners might build a mini-guide on how to give tough feedback. They’ll debate ideas, share stories, and walk away with something useful—and memorable.   3. User-Generated Content   Here’s a secret: people remember more when they teach others . That’s why user-generated content can be so powerful.   Ask learners to create something that shows what they’ve learned. It could be a short video, a one-page cheat sheet, a visual, a tweet or even a quick voice note.   Say you’re running a time management course. Ask each learner to share their top time-saving tip in a short video. Then, share these in your next session or on your platform. It’s low effort, high impact.   4. Social Platforms and Communities   Not all learning happens in sessions. A lot of it happens between them—during chats, quick questions, and idea swaps.   Use what people already love: conversation. Create a space for learners to share, ask, and explore. It could be a Slack channel, a Teams group, or a private LinkedIn space .   Try a “What I tried this week” thread. Learners can post one thing they applied from training and what happened. It’s quick. It’s real. And it builds momentum.   5. Mentoring and Buddy Systems   Everyone needs someone to learn from. Mentoring is a classic— and it works . It makes learning personal and it builds confidence.   Pair new learners with experienced peers. They don’t need to meet often – sometimes a once-a-month meeting can be a lifechanger or even a 30-minute chat each week can make a big difference.   In a new manager program, for example, buddy participants up with a more experienced leader from the organization. They can talk through real challenges, share tools, and help each other grow.   Wrap-Up   Social learning doesn’t need big budgets or complex tech. It just needs intention.   Start small. Pick one of these five ideas and test it. See what clicks. Then build from there. And remember: people learn best with people. Give them that chance, and you’ll see the difference.   Sources: Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. (2008). Does Mentoring Matter? A Multidisciplinary Meta-Analysis Comparing Mentored and Non-Mentored Individuals. Journal of Vocational Behavior , 72 (2), 254–267. https://doi.org/10.1016/j.jvb.2007.04.005 Fiorella, L., & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology , 38 (4), 281–288. https://doi.org/10.1016/j.cedpsych.2013.06.001 Gitinabard, N., Xue, L., Lynch, C. F., Heckman, S., & Barnes, T. (2017). A social network analysis on blended courses. arXiv preprint arXiv:1709.10215 . Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education , 7 (1), 22-30. https://doi.org/10.21061/jte.v7i1.a.2

If you look through any of the popular training providers’ websites, sooner or later you will find the infamous word “experiential”. And it’s no surprise! After all, an experiential learning event carries a promise of a fun, interactive, relevant, and applicable experience that goes beyond theory and builds real-world skills. So, we thought we’d take you on a journey through experiential learning and help you apply it to your own L&D interventions.   What is experiential learning? To answer this question, we need to go back to the 1970’s and visit David Kolb and Ron Fry, who first developed the model. It says that people learn best when they go through 4 stages in a continuous cycle of experience , reflection , thinking,  and action . Here they are in more details:   Concrete Experience : doing something, having an actual experience. Reflective Observation : stepping back and thinking about what just happened. Abstract Conceptualization : the “What if?” phase, forming hypotheses and ideas based on your reflections. Active Experimentation : testing the ideas and hypothesis.     Kolb's Experiential Learning Cycle - The L&D Academy Pros and Cons Experiential learning isn’t just another training buzzword—it actually works. It keeps people engaged and makes learning stick . Instead of just listening, participants do things , which makes the experience more interactive  and memorable . Plus, it pushes people to reflect  on what happened, helping them connect the dots  and learn from real situations . And the best part? It’s super practical . What you learn isn’t just theory—it’s something you can take straight to work and use right away.   Of course, it’s not all sunshine and rainbows. Experiential learning takes time . You can’t just throw people into an activity and expect magic to happen—it needs planning and debriefing . It can also be pricey , especially if you need special tools, props, or environments. And sometimes, you may need highly skilled facilitators  to guide the experience properly. If not done right, it can turn into just another fun activity with no real learning.   How to use it in L&D? + Example   To truly master experiential learning, it takes two things: understanding David Kolb’s experiential learning cycle and practicing it over and over again.   Stage 1: Concrete Experience The first step – the action – is the foundation upon which learners build their observations, reflections, and insights. For example, I once ran a training session for a customer service outsourcing center. We were working on profiling customers, and I designed a role-playing exercise, in which participants had to respond to complaints from customers with different personality types. Through this, they experienced firsthand the importance of empathy, emotional intelligence, and self-awareness. They also learned practical skills like complaint handling and effective communication strategies. The exercise wasn’t just theoretical, I didn’t have to walk them through each step or deliver a lengthy lecture. It was something they could experience and feel , something that mirrored the challenges they faced in their daily work.   Stage 2: Reflective Observation This is when learners step back and analyze what happened, comparing it to their previous experiences and knowledge. Reflection can be facilitated in a group, directed by a trainer, or done individually. In the role-play I mentioned above, I encouraged participants to re-evaluate their actions and emotions during the exercise. I asked questions like, “How did you feel when the customer pushed back?” or “What emotions would help you reach a better outcome?” Reflection allows learners to connect the dots between what they’ve done and what they know, setting the stage for deeper understanding.   Stage 3: Abstract Conceptualization This is where learners need to start forming new ideas or adapting their behavior based on the insights they gained. It’s about creating strategies they can apply in real-world settings. For instance, during the same role-play exercise, I asked participants to compare their actions in the exercise to their actual customer interactions. I asked “What would do differently to reach a better outcome?” or “What could you take from this experience and apply to your next interaction with a difficult customer?” These questions pushed them to think critically and begin forming actionable strategies.   Stage 4: Active Experimentation Finally, in the active experimentation phase, is where theory meets practice. Learners take the ideas they’ve formed and test them in real-world scenarios. If immediate testing isn’t possible, they create a plan for when and how they’ll experiment in the future. In our example, each participant created a cheat sheet outlining key strategies for handling different personality types. They left the session with a plan they could put into action the very next time they dealt with a complaint. This stage turns learning into doing, which is where the real growth happens.   Tip on using Kolb’s cycle What makes Kolb’s cycle so versatile is that it doesn’t always have to start with a Concrete Experience.  For instance, when coaching a first-time manager, they might come to you with a situation they’ve already encountered. Instead of re-creating the experience, you can start at the Reflective Observation  stage by asking, “What happened? How did it happen? How did you feel about it?” Then, guide them into Abstract Conceptualization  by exploring the “why” behind the event and brainstorming alternative approaches. Finally, help them plan for Active Experimentation by asking, “What will you do differently next time? What steps will you take? What resources do you need?”   Conclusion Experiential learning isn’t just a trend—it’s how we naturally grow and improve. Whether you’re designing a training session, coaching a team, or just looking for better ways to help people learn Kolb’s cycle gives you a solid framework to make it happen. So, why not put it to the test? Try incorporating one of these stages into your next session and see the difference for yourself.

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If the visitor leaves your site before they're added as a contact, they will have this cookie associated with their browser. If you have a history of chatting with a visitor and they return to your site later in the same cookied browser, the messages tool will load your conversation history with that visitor. Expires: session Refersion Name of Cookie: ci_session Provider: refersion.com Purpose: Preserves users states across page requests. Expires: When you close your browser Name of Cookie: refersion_csrf_code Provider: refersion.com Purpose: Sets csrf token to prevent cross site request forgery. Expires: When you close your browser Name of Cookie: __cfduid Provider: refersion.com Purpose: Used by the content network, Cloudflare, to identify trusted web traffic. Expires: 1 year Google AdWords Name of Cookie: ads/ga-audiences Provider: thelndacademy.com Purpose: Used by Google AdWords to re-engage visitors that are likely to convert to customers based on the visitor's online behaviour across websites. Expires: When you close your browser Fomo Name of Cookie: Fomo.hstry-count-since-first-event- Provider: thelndacademy.com Purpose: Used by Fomo for showing user notifications. Expires: Persistent Name of Cookie: Fomo.hstry-first-timestamp- Provider: thelndacademy.com Purpose: Used by Fomo for showing user notifications. Expires: Persistent Name of Cookie: Fomo.snv- Provider: thelndacademy.com Purpose: Used by Fomo for showing user notifications. Expires: Persistent 5. Consent and Control 5.1 Before Cookies are placed on your computer or device, you will be shown a banner requesting your consent to set those Cookies. By giving your consent to the placing of Cookies you are enabling Us to provide the best possible experience and service to you. You may, if you wish, deny consent to the placing of Cookies unless those Cookies are strictly necessary; however certain features of Our Site may not function fully or as intended. You will be given the opportunity to allow and/or deny different categories of Cookie that We use. 5.2 In addition to the controls that We provide, you can choose to enable or disable Cookies in your internet browser. Most internet browsers also enable you to choose whether you wish to disable all Cookies or only third-party Cookies. By default, most internet browsers accept Cookies but this can be changed. For further details, please consult the help menu in your internet browser or the documentation that came with your device. 5.3 The links below provide instructions on how to control Cookies in all mainstream browsers: 5.3.1 Google Chrome 5.3.2 Microsoft Internet Explorer 5.3.3 Microsoft Edge (Please note that there are no specific instructions at this time, but Microsoft support will be able to assist) 5.3.4 Safari (macOS) 5.3.5 Safari (iOS) 5.3.6 Mozilla Firefox 5.3.7 Android (Please refer to your device’s documentation for manufacturers’ own browsers) 6. Changes to this Cookie Policy 6.1 We may alter this Cookie Policy at any time. Any such changes will become binding on you on your first use of Our Site after the changes have been made. You are therefore advised to check this page from time to time. 6.2 In the event of any conflict between the current version of this Cookie Policy and any previous version(s), the provisions current and in effect shall prevail unless it is expressly stated otherwise. 7. Further Information 7.1 If you would like to know more about how We use Cookies, please contact Us at hello@thelndacademy.com . 7.2 For more information about privacy, data protection and our terms and conditions, please visit the following: 7.2.1 Privacy Policy 7.2.2 Terms & Conditions

Read The L&D Academy’s Privacy Policy to learn how we collect, use, and protect your personal data when you visit our website or use our services. Privacy Policy This Policy applies as between you, the User of this Web Site and Learning Adventures Ltd. the owner and provider of this Web Site. This Policy applies to our use of any and all Data collected by us in relation to your use of the Web Site and any Services or Systems therein. 1. Definitions and Interpretation In this Policy the following terms shall have the following meanings:"Account": means collectively the personal information, Payment Information and credentials used by Users to access Material and / or any communications System on the Web Site;"Content": means any text, graphics, images, audio, video, software, data compilations and any other form of information capable of being stored in a computer that appears on or forms part of this Web Site;"Cookie": means a small text file placed on your computer by Learning Adventures Ltd. Ltd when you visit certain parts of this Web Site. This allows us to identify recurring visitors and to analyse their browsing habits within the Web Site."Data": means collectively all information that you submit to the Web Site. This includes, but is not limited to, Account details and information submitted using any of our Services or Systems;"Learning Adventures Ltd.": means Learning Adventures Ltd., registered in Bulgaria;"Service": means collectively any online facilities, tools, services or information that Learning Adventures Ltd. makes available through the Web Site either now or in the future;"System": means any online communications infrastructure that Learning Adventures Ltd. makes available through the Web Site either now or in the future. This includes, but is not limited to, web-based email, message boards, live chat facilities and email links;"User" / "Users": means any third party that accesses the Web Site and is not employed by Learning Adventures Ltd. and acting in the course of their employment; and"Website": means the website that you are currently using (www.thelndacademy.com ) and any sub-domains of this site (e.g. thelndacademy.learnworlds.com) unless expressly excluded by their own terms and conditions. 2. Data Collected Without limitation, any of the following Data may be collected: 2.1 name; 2.2 date of birth; 2.3 job title & profession; 2.4 contact information such as email addresses and telephone numbers; 2.5 demographic information such as post code, preferences and interests; 2.6 financial information such as credit / debit card numbers; 2.7 IP address (automatically collected); 2.8 web browser type and version (automatically collected); 2.9 operating system (automatically collected); 2.10 a list of URLS starting with a referring site, your activity on this Web Site, and the site you exit to (automatically collected); and 2.11 Cookie information (see Clause 10 below). 3. Our Use of Data 3.1 Any personal Data you submit will be retained by Learning Adventures Ltd. for as long as you use the Services and Systems provided on the Web Site. Data that you may submit through any communications System that we may provide may be retained for a longer period of up to one year. 3.2 Unless we are obliged or permitted by law to do so, and subject to Clause 4, your Data will not be disclosed to third parties. This includes our affiliates and / or other companies within our group. 3.3 All personal Data is stored securely in accordance with the principles of the Data Protection Act 1998. For more details on security, see Clause 9 below. 3.4 Any or all of the above Data may be required by us from time to time in order to provide you with the best possible service and experience when using our Web Site. Specifically, Data may be used by us for the following reasons: 3.4.1 internal record keeping; 3.4.2 improvement of our products / services; 3.4.3 transmission by email of promotional materials that may be of interest to you; 3.4.4 contact for market research purposes which may be done using email, telephone, fax or mail. Such information may be used to customise or update the Web Site. 4. Third Party Web Sites and Services Learning Adventures Ltd. may, from time to time, employ the services of other parties for dealing with matters that may include, but are not limited to, payment handling, delivery of purchased items, search engine facilities, advertising and marketing. The providers of such services do not have access to certain personal Data provided by Users of this Web Site. Any Data used by such parties is used only to the extent required by them to perform the services that Learning Adventures Ltd. requests. Any use for other purposes is strictly prohibited. Furthermore, any Data that is processed by third parties must be processed within the terms of this Policy and in accordance with the Data Protection Act 1998. 5. Changes of Business Ownership and Control 5.1 Learning Adventures Ltd. may, from time to time, expand or reduce its business and this may involve the sale of certain divisions or the transfer of control of certain divisions to other parties. Data provided by Users will, where it is relevant to any division so transferred, be transferred along with that division and the new owner or newly controlling party will, under the terms of this Policy, be permitted to use the Data for the purposes for which it was supplied by you. 5.2 In the event that any Data submitted by Users will be transferred in such a manner, you will be contacted in advance and informed of the changes. When contacted you will be given the choice to have your Data deleted or withheld from the new owner or controller. 6. Controlling Access to your Data 6.1 Wherever you are required to submit Data, you will be given options to restrict our use of that Data. This may include the following: 6.1.1 use of Data for direct marketing purposes; and 6.1.2 sharing Data with third parties. 7. Your Right to Withhold Information 7.1 You may access certain areas of the Web Site without providing any Data at all. However, to use all Services and Systems available on the Web Site you may be required to submit Account information or other Data. 7.2 You may restrict your internet browser’s use of Cookies. For more information see Clause 10 below. 8. Accessing your own Data 8.1 You may access your Account at any time to view or amend the Data. You may need to modify or update your Data if your circumstances change. Additional Data as to your marketing preferences may also be stored and you may change this at any time. 8.2 You have the right to ask for a copy of your personal Data on payment of a small fee. 9. Security Data security is of great importance to Learning Adventures Ltd. and to protect your Data we have put in place suitable physical, electronic and managerial procedures to safeguard and secure Data collected online. 10. Changes to this Policy Learning Adventures Ltd. reserves the right to change this Privacy Policy as we may deem necessary from time to time or as may be required by law. Any changes will be immediately posted on the Web Site and you are deemed to have accepted the terms of the Policy on your first use of the Web Site following the alterations. 11. Contacting Us If there are any questions regarding this privacy policy you may contact us at hello@thelndacademy.com

The L&D Academy is an online educational space for Learning and Development professionals without the fluff! ADVANCE YOUR L&D CAREER Practical Learning & Development Education Become a Learning & Development pro through a self-paced journey, the support of a community, and tons of helpful resources. Courses Resources Blog WELCOME We passionately help beginners in Learning & Development become experts and grow in their careers! PEEK INSIDE THE LIBRARY Browse our freebies Over the course of our careers we’ve collated a wealth of resources that we are happy to share with you, because… we are cool like that! Grab them, use them, share them - they’re yours for the taking! Go to resources ON THE BLOG The latest articles Design Thinking for Learning Professionals: An Introductory Guide Learning Design 5 Ways to Incorporate Social Learning Into Your Training Programs Training Design Step-by-step guide to Kolb’s experiential learning cycle Learning Theories CHECK OUT THE BLOG The L&D Academy Testimonial 20 "Learning and Development Fundamentals" course review - The L&D Academy The L&D Academy Testimonial 89 Our YouTube comments - The L&D Academy The L&D Academy Testimonial 44 Learning and Development courses on Udemy reviews - The L&D Academy The L&D Academy Testimonial 20 "Learning and Development Fundamentals" course review - The L&D Academy 1/89 TESTIMONIALS What our students say VIDEO EXPLAINERS Find us on YouTube Load More Best Selling L&D Resources Learning Program Return on Investment (ROI) Calculator Price $9.99 Add to Cart Updated Learning Needs Analysis mini toolkit Price $39.99 Add to Cart Updated Leadership Development mini toolkit Price $39.99 Add to Cart Updated L&D Strategy mini toolkit Price $39.99 Add to Cart FREE L&D Resource Learning Needs Analysis Workbook Price $0.00 Add to Cart FREE L&D Resource L&D Consulting Planner Price $0.00 Add to Cart Business Acumen Builder for L&D Worksheet Price $4.99 Add to Cart Learning Needs Analysis Canvas Price $14.99 Add to Cart Training Request Needs Analysis Canvas (Detailed) Price $14.99 Add to Cart Learning Design Canvas Price $4.99 Add to Cart BROWSE ALL L&D RESOURCES GET TO KNOW US About the Academy We are L&D experts and educators. At the Academy, we are passionate about helping individuals like you become experts and grow in their careers. We have the tools, knowledge, and know-how to help you get to your dream job. And we can’t wait to share it with you! learn MORE