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Some time ago I shared a simple message on LinkedIn that got more traction than I expected: “Training isn’t learning.”   The post was short, almost blunt, and yet it traveled across LinkedIn and the L&D community because it gave voice to a truth we all know but rarely say out loud: training can put new ideas into people’s heads, but it cannot make those ideas live inside their work.   Most learning interventions are still designed for knowledge transfer. People are informed, shown, told, instructed. They attend a workshop, click through an eLearning module, or take notes in a classroom. At the end, someone asks, “Did they learn?” The answer is often yes. But the real question lingers: “Do they do anything differently now after the training has passed?” And that answer is often no. Let’s dig into it.   Table of Contents: Knowledge, Skill, Behavior Why Behavior Change Matters The Barriers to Learning Principles for Designing Learning that Changes Behavior Useful Models That Inform Behavior Change Methods and Formats That Enable Behavior Change A Short Case Example Practical Tips for L&D Practitioners       Knowledge, Skill, Behavior   To understand where learning breaks down, we need to go back to basics and make a simple distinction:   Knowledge means knowing what to do. Skill  means being able to do it when asked. Behavior means actually doing it, consistently, under real conditions.   Behavior is where organizations place their bets, because behavior shapes performance, performance shapes outcomes, and outcomes justify budgets. Companies don’t invest in learning to create more knowledgeable employees; they invest to create better-performing organizations.   Why Behavior Change Matters   Consider a workforce that completes a Feedback training. They leave the room nodding, enthusiastic about models, psychological safety, and coaching language. They know what good feedback looks like. A week later, performance reviews begin and the familiar dance resumes: vague praise, softened criticism, and conflict avoidance.   Nothing changed. Not because the training was bad, but because people’s real-world behavior remained intact. And behavior tends to remain intact unless something disrupts it.   L&D’s job is not just to deliver information, but to design conditions in which new behaviors become possible, desirable, and sustainable.   The Barriers to Learning   L&D doesn’t operate in a vacuum. There are many forces at play when it comes to behavioral change. Put simply, behavior has gravity. It clings to:   Habit Norms Workload Systems Incentives Fear Ambiguity Lack of reinforcement   A single workshop cannot overcome habits that have been reinforced over years by tools, culture, peers, expectations, and reward systems. In many cases, the barrier to performance is not a lack of knowledge but a lack of permission, time, or safety.   Principles for Designing Learning that Changes Behavior   You don’t need extravagant programs or complex technology to have an impact on behavior. It requires us, as L&D, to work differently — with longer time horizons, more realistic environments, and more practice than presentation.   A few principles matter more than most:   Contextual relevance. People must recognize themselves, their customers, their tools, their dilemmas.   Practice. Not discussion about doing the thing (though these can be super helpful!), but actually doing the thing.   Reflection. A pause to notice what worked, what didn’t, and why. (This is where the abovementioned discussions can play a crutial role)   Social learning. Humans rehearse  and make sence of behaviors with and through other humans.   Spacing. Learning must unfold over time, not in one saturated burst.   Application. Learners need to have tasks, projects, and assignments that require them to try new behaviors where and when they matter.   Feedback. Coaching, mentoring, critique, and reinforcement help refine behaviors as they happen.   Nudges. Prompts and cues embedded in the workflow keep the new behavior alive amid competing priorities.   When these principles are absent, behavior returns to its baseline.   Useful Models That Inform Behavior Change   Several models can help L&D practitioners think beyond the classroom:   70:20:10 Model Learning through experience, social interaction, and structured education. Learn more here: https://www.702010institute.com/702010-model/   Fogg Behavior Model Behavior as an intersection of motivation, ability, and triggers. Learn more here: https://www.behaviormodel.org/     COM-B Model Capability, opportunity, and motivation as prerequisites for behavior. Learn more here: https://thedecisionlab.com/reference-guide/organizational-behavior/the-com-b-model-for-behavior-change   LTEM (Learning Transfer Evaluation Model) A hierarchy that separates awareness from actual transfer. Learn more here: https://www.worklearning.com/ltem/   Gagné’s Conditions of Learning A framework for structuring learning in a way that supports performance. Learn more here: https://www.simplypsychology.org/conditions-of-learning-gagne.html   Kirkpatrick Level 3 (Behavior) Measuring whether learning has become workplace performance. Learn more here: https://www.thelndacademy.com/post/how-to-use-the-kirkpatrick-4-levels-of-evaluation   These models differ in origins and emphasis, but they converge on one truth: behavior requires more than exposure to ideas.   Methods and Formats That Enable Behavior Change   Behavior does not grow from a single soil. It emerges across multiple layers of experience. Effective programs combine several modalities:   Formal learning: workshops, cohort-based programs, leadership labs, coaching, mentoring, blended learning   Informal and social learning: peer groups, practice communities, knowledge-sharing, collaborative problem solving   On-the-job learning: stretch assignments, rotational programs, apprenticeships, job shadowing, real projects   Workflow support: job aids, templates, nudges, system prompts, checklists, embedded feedback loops   This ecosystem makes it possible for the new behavior to emerge repeatedly, not just once.   A Short Case Example   Imagine you’re running a Time Management course. Employees learn prioritization frameworks, calendar blocking, batching, and “saying no” techniques. Their knowledge improves. Their intent improves. Their confidence improves.   Back at work, their managers flood them with urgent requests. Meetings are scheduled without rhythm or purpose. Deadlines are unpredictable. Systems hide visibility. The culture prizes responsiveness over planning.   And the inevitable happens – the behavior never changes. Not because employees didn’t learn, but because the environment punished the new behavior and rewarded the old one.   Behavior lives in the environment, not in the classroom.   Practical Tips for L&D Practitioners   If your goal is behavior change rather than mere understanding:   Design for practice, not presentation. Extend the learning beyond the event. Build social learning into the experience. Expect transfer barriers and plan for them. Measure change where it actually happens — in the work.   Behavior is the currency organizations care about. Our role is not to provide knowledge, but to create the conditions where new behaviors can take root and survive.

If you’ve been eyeing a move into Learning & Development, now is a fantastic time to do it. Companies are investing more in skills, leadership pipelines, and talent development  than ever before. With AI speeding up content creation and knowledge capture, L&D is getting more strategic, more visible, and more creative — and new people are entering the field from all kinds of backgrounds.   The best part? L&D is not one narrow profession . It’s a whole ecosystem of roles, skills, and ways to contribute.   In this guide, we’ll break down what L&D actually is, the roles you can grow into, the skills that matter, how AI is changing the game, and how you can make the switch — whether you already have relevant experience or you’re starting from zero. Table of Contents: What Is L&D? Common Roles in L&D Administrator / Coordinator Specialist / Practitioner Manager / Director / CLO Skills You Need to Succeed in L&D Foundational skills L&D craft skills Modern & emerging skills How do you become L&D? If You Already Have Related Experience If You Have No Experience in L&D AI in L&D: Why It Matters for Careers in 2026 How to Know If L&D Is Right for You How to Start a Career in L&D in 2026: Actionable Steps 🟢  Low Effort / Low Reward 🟡  Medium Effort / Medium Reward 🔴  High Effort / High Reward Final Thoughts       What Is L&D?    Let’s start at the beginning though, as there are often misconception about what the field is exactly. Learning & Development (L&D) exists to help organizations build capability — so that people can do their jobs better, adapt to change, grow into new roles, and ultimately deliver better performance for the organisation.   To make this happen, L&D teams help employees learn in structured and unstructured ways, using both formal training and informal learning methods such as collaboration, coaching, and work-based experiences.   Common L&D outputs include things like:   onboarding programs leadership and management development compliance training sales enablement soft skills & behavioral skills performance improvement initiatives knowledge transfer & documentation team development & offsites coaching & mentoring programs eLearning & blended learning programs content curation (LXP, content libraries, microlearning pathways) on-the-job learning support peer & social learning communities communities of practice   If training is the visible tip of the iceberg, the real work of L&D sits below the surface in performance, capability, and culture. Common Roles in L&D   L&D roles sit across three broad clusters. You don’t have to go through them in order, but many people do enter the field at the first two. 1. Administrator / Coordinator   Good entry points for beginners because they don’t require previous L&D experience.   Examples:  L&D Coordinator Training Coordinator Learning Operations Assistant LMS Administrator Training & Events Assistant   These roles focus on:  ✔ logistics ✔ scheduling ✔ organizing training sessions ✔ managing vendors ✔ handling LMS tasks ✔ reporting & administration 2. Specialist / Practitioner   These roles focus on designing, developing, delivering, and evaluating learning.   Examples:  Soft or Hard Skills Trainer Instructional Designer eLearning Developer Content Developer Leadership Development Specialist Team Development Specialist Coaching Specialist Talent Development Specialist Program Facilitator High Potential Program Specialist L&D Generalist (end-to-end training cycle)   Common activities include:  ✔ training delivery ✔ program design ✔ eLearning creation ✔ content curation ✔ coaching ✔ needs assessment ✔ evaluation & reporting ✔ stakeholder management 3. Manager / Director / CLO   These roles focus on strategy, governance, budgets, and aligning learning with business priorities.   Examples:  L&D Manager L&D Business Partner Head of Learning Director of Talent & Learning Chief Learning Officer (CLO)   Their world is about:  ✓ business alignment ✓ workforce planning ✓ leadership development pipelines ✓ capability building ✓ measurement & analytics ✓ technology ecosystems   📌 If you want a visual of these career paths, we have a free resource that breaks down the L&D career journey: https://www.thelndacademy.com/product-page/career-roadmap-for-learning-and-development   Skills You Need to Succeed in L&D   Here are the skills that matter — grouped for clarity. Foundational skills   communication writing & structuring content active listening curiosity facilitation presentation time & project management stakeholder awareness   L&D craft skills   adult learning principles instructional design basics performance consulting needs assessment evaluation ( Kirkpatrick , LTEM, etc.) understanding learning formats & methods coaching and/or facilitation (depending on role)   Modern & emerging skills   learning analytics & measurement digital ecosystems (LMS/LXP/content libraries) content authoring tools AI-assisted workflows content curation workflow learning support   📌 We break these down in much more detail inside our L&D Competency Inventory: https://www.thelndacademy.com/product-page/l-d-competency-inventory   How do you become L&D?   If You Already Have Related Experience   People often move into L&D from:   teaching / academia HR / talent facilitation / coaching customer success operations sales enablement consulting psychology / behavioral science marketing / comms   If that’s you, here are some tips:   ✔  translate your experience into L&D language (e.g., lesson plans → training design plans, feedback/grading → evaluation loops)   ✔  build a small portfolio with artifacts from your work (even if they weren’t originally “for learning”)   ✔ e mphasize performance outcomes on your resume (companies care about impact, not just activity)   ✔  identify your transferable skills Transferable skills are skills you can apply in a new context. Examples: → facilitating classrooms → facilitating workshops → building presentations → designing learning materials → writing academic content → writing training content → coaching students → coaching employees   ✔  explicitly signal willingness to learn Add a simple sentence on LinkedIn or your resume like:   “While my background isn’t a perfect match, I’m committed to developing my skills in L&D and have already started building my capability through projects and self-study.”   This reduces silent disqualification.   If You Have No Experience in L&D (or Teaching/Training)   Also totally fine — many people start here.   Here are practical ways to begin:   ✔  look for entry-level roles that require no prior L&D experience (e.g., coordinator, administrator, LMS assistant, training operations)   ✔  volunteer to support learning-related activities This could mean creating materials, helping organize sessions, or even observing training delivery — anything that builds understanding of how learning is done in a workplace setting.   ✔  create simple sample projects Scripts, slides, scenarios, role-plays, job aids, microlearning — it doesn’t need to be fancy, it just shows you understand structure.   ✔  attend other people’s courses or workshops Internal or external — exposure helps you see how facilitation works.   ✔  find a mentor or coach in L&D People in the field are often generous. Ask for career insights.   ✔  engage in communities Join learning communities, follow L&D voices on LinkedIn, sign up for newsletters, join webinars.   ✔  attend industry events Some are paid, some are free, all are useful for observing the ecosystem.   AI in L&D: Why It Matters for Careers in 2026   AI is changing L&D in real ways — but not replacing it. AI is currently helping with things like:   rapid prototyping script/storyboard generation knowledge capture scenario generation coaching simulations content summarization translation & localization learning analytics insights   But AI can’t replace:   context consulting skills stakeholder alignment facilitation relationship building strategic thinking behavioral understanding culture shaping   Future L&D pros need to be AI-literate, not AI-expert.   How to Know If L&D Is Right for You   If you’re unsure, ask yourself: Do I enjoy helping others develop? Do I get curious about how people learn? Do I enjoy solving problems or improving processes? Do I like designing or facilitating experiences? Do I enjoy thinking about behavior and performance? Would I enjoy a role that mixes creativity + people + systems?   We wrote a whole article on this topic: https://www.thelndacademy.com/post/is-learning-and-development-the-right-career-for-you   How to Start a Career in L&D in 2026: Actionable Steps   Here’s a realistic roadmap broken down by effort and reward:   🟢 Low Effort / Low Reward   Examples: read job descriptions follow L&D voices on LinkedIn consume content (blogs, YouTube , podcasts) learn basic terminology   Outcome: awareness & clarity   🟡 Medium Effort / Medium Reward   Examples: build sample artifacts attend workshops or events join communities volunteer on internal training projects learn a tool (LMS or authoring tool)   Outcome: proof of capability   🔴 High Effort / High Reward   Examples: formal portfolio site completing courses /certifications freelancing or paid project work switching internally into L&D applying directly for specialist roles   Outcome: employability & conversion   Final Thoughts   L&D is a growing, impactful, and rewarding field — and 2026 is an excellent time to enter it. You don’t need 10 years of experience, an instructional design degree, or a perfect background. You just need curiosity, a willingness to learn, and evidence that you can help other people grow.   If you take nothing else from this article:   👉 start small, build evidence, and learn the language of the profession.

You’ve made it to part 4 of our L&D buzzword breakdown—and we’re so glad you’re still here!   So far, we’ve unpacked everything from instructional design frameworks to learning transfer strategies. (If you’ve missed the earlier posts, you might want to check out part 1 , part 2 , and part 3 —they’re packed with practical tips and examples.)   In this final part of the series (at least for now) we’re exploring five more terms that tend to pop up a lot in L&D circles. Whether you’re sitting in on your first L&D team meeting, preparing for an interview, or building your own toolkit, these buzzwords are definitely worth knowing: Microlearning Needs Analysis (or LNA) Skills Gap Social Learning Synchronous vs. Asynchronous Learning     Microlearning What is it? Microlearning is exactly what it sounds like— bite-sized learning  that focuses on one small concept, task, or skill at a time. It’s quick to consume (usually under 10 minutes), highly targeted, and easy to access whenever you need it.   It could be a short video, a quick quiz, a flashcard, a one-pager, or even a 3-slide explainer deck. The key? One topic. One objective. No fluff.   Why it matters? People are busy (and if you’re not, please tell us your secret!). Attention spans are shorter than ever. And most learners don’t want to sit through an hour-long session just to find the one thing they actually needed.   Microlearning meets learners in the flow of work . It’s fast, focused, and super practical—perfect for performance support, just-in-time learning, or reinforcing key messages over time.   It’s also easier (and quicker!) to update, which makes it ideal for fast-paced environments where information changes frequently.   Example Let’s say your team is rolling out a new internal tool, and managers need to approve timesheets in it.   Instead of a full training session, you create: A 3-minute screen recording that shows exactly how to approve a timesheet A step-by-step PDF guide that they can save or print A short reminder quiz one week later to reinforce the process   Each piece of microlearning focuses on a single task , can be completed in just a few minutes, and is available on-demand. Quick, relevant, and effective – that’s microlearning done right.   Needs Analysis (or LNA) What is it? Needs Analysis (also called a Learning Needs Analysis , or LNA) is the process of figuring out whether learning is actually needed — and if so, what kind . It helps you dig into what’s really  going on before jumping into solutions.   It often includes things like interviews, surveys, focus groups, data reviews, or observations to understand performance gaps, challenges, and business goals.   In simple terms: before you build anything, you pause and ask why .   Curious about the difference between Training Needs Analysis (TNA) and Learning Needs Analysis (LNA) ? Check out our article on the topic. Why it matters? This is one of the most important steps in the L&D process—and one of the most skipped, unfortunately.   Without an LNA, you risk creating learning that’s irrelevant, too generic, or completely off the mark. Maybe the problem isn’t a skills gap — it’s a process issue. Or a lack of clarity. Or a tool that’s not working.   A good LNA ensures that you’re solving the right  problem, not just the one that’s easiest to build a slide deck for. It also helps you define clear objectives, choose the right methods, and manage stakeholder expectations early on.   Example Let’s say a department head asks you to “run a communication training for their team.” Instead of saying “Yes!” right away, you do a quick needs analysis. You: Interview  team members and find out the real issue isn’t general communication — it’s that remote meetings are chaotic and lack structure. Review performance   data  and notice deadlines are being missed because updates aren’t being shared clearly. Observe  a few team calls and confirm that no one’s setting clear action points or recaps.   Now, instead of a generic “communication skills” workshop, you design a focused session on how to run structured remote meetings , with practical tools and templates. Way more useful. Way more targeted. Way more likely to solve the real problem.     Skills Gap What is it? A skills gap  is the difference between the skills employees currently have and the skills they actually need  to do their jobs effectively. It’s like standing on one side of a river (current skills) and needing to get to the other side (required skills). Your job as L&D is to help  build the bridge.   Skills gaps can show up at the individual, team, or even organizational level. And they’re not always about technical know-how — they can include soft skills, leadership capabilities, digital literacy, and more.   Why it matters? You can’t design effective learning unless you know what’s missing . Identifying skills gaps helps L&D professionals prioritize training efforts, tailor programs, and link learning directly to business needs. It also gives you something concrete to measure progress against.   Plus, when you know where the gaps are, you can avoid the classic “one-size-fits-all” approach, offering the same generic training to everyone and hoping it works.   Example Let’s say your company just launched a new strategic goal to become more data-driven. But when you dig in, you discover: Most frontline managers aren’t confident reading reports Some don’t know how to use key analytics tools Others avoid data altogether because they don’t understand how it connects to their role   That’s a skills gap.   Instead of creating a one-size-fits-all analytics course, you develop a tailored program: One stream for basic data literacy One for interpreting reports Another for using data in decision-making   Now your learning isn’t just content — it’s a targeted solution to a real capability gap. Doesn’t that sound way better?     Social Learning What is it? If you’ve ever learned to do something by watching others (like brushing your teeth after seeing your parents do it), you’ve engaged in social learning. At the surface level, social learning is exactly what it sounds like – learning by interacting with others . If you dig a little deeper, you realise it’s about observing, asking questions, sharing experiences, and talking things through with people around you (be that friends and family or colleagues and clients). It’s based on the idea that people don’t just learn from content—they learn from each other .   It can happen formally (like group discussions, peer learning groups, or mentoring) or informally (like Slack chats, sharing tips after a session, or watching how someone handles a situation).   Why it matters? Because humans are wired to learn socially. We absorb more, remember better, and apply faster when we hear real stories, see examples in action, or talk things through with others.   For L&D, social learning is a powerful (and often underused) tool. It can boost engagement, build confidence in learners, and make learning truly stick – not just because of the content, but because of the connections  it creates.   You also don’t need fancy tech to make it work. A good prompt and the space to talk are often enough, be that on- or offline.   Example Let’s say you’re running a training session on feedback for new managers.   Instead of only giving them a model and some theory, you: Pair them up for short feedback practice rounds Encourage them to share stories about what’s worked (and bombed!) in past feedback conversations Create a Teams channel where they can post “Tried this today!” wins or ask questions Host a follow-up peer learning circle two weeks later to debrief and share lessons learned   That’s what social learning looks like in action. Real people, real conversations, real learning that sticks.      Synchronous vs. Asynchronous Learning What is it? These two terms describe when  learning happens: Synchronous learning  means learning that happens in real time  – everyone is present at the same time, whether it’s in a classroom, a Zoom session, or a live webinar. Asynchronous learning  means learners go through the material on their own time  – like watching a recorded video, reading an article, or completing an eLearning module.   Both can be powerful. It’s all about using them purposefully.   Why it matters? Not everyone can (or should) learn the same way at the same time. Knowing the difference helps you design more flexible and effective learning experiences .   Synchronous is great for connection, discussion, and practice. Asynchronous is ideal for reflection, self-paced learning, and anytime access – especially in global or remote teams.   As L&D practitioners, we need to balance both, based on the topic, audience, and learning goals. Sometimes it’s a mix (hello, is that you, Blended Learning?), and that’s often the sweet spot.   Example Let’s say you’re creating a course on inclusive leadership.   You might structure it like this: Asynchronous : Learners watch two short videos, complete a reflection activity, and read a case study. Synchronous : They join a live 90-minute session to discuss the case, share personal experiences, and role-play inclusive scenarios.   The pre-work gets everyone on the same page, while the live session brings it to life through interaction and shared insights.   That’s the beauty of using both: learners get the flexibility  they need, and you get the engagement you want.   Wrap up And that’s a wrap on part 4 – and the final post in this buzzword series (for now, at least!).   We’ve covered everything from microlearning to social learning, from spotting skills gaps to navigating synchronous and asynchronous formats. If you’ve been nodding along, learning new things, or even just confirming what you thought  you understood – mission accomplished!   L&D is full of terminology that can sound overwhelming at first, but once you break it down, it becomes a powerful language you can use to ask better questions, build stronger learning, and show real impact.   Have a buzzword we didn’t cover? Something you’ve seen in job ads or stakeholder meetings and thought, “Wait, what does  that mean exactly?” Let us know!   You can reach out on our LinkedIn Page or drop a note inside our private LinkedIn community  – we’d love to keep demystifying the world of L&D with you.

In this series of articles, we’re decoding some of the more popular L&D buzzwords. In part 1 , we talked about ADDIE, adult learning principles, agile learning design, blended learning, and competency frameworks. Now, we’re looking at 5 more terms you need to know: eLearning Gamification Instructional Design Kirkpatrick’s Model Learning Experience Design eLearning What is it? As you might have assumed, the “e” in eLearning stands for “electronic learning”. Speaking broadly, this is any learning delivered through digital devices like laptops, tablets, or phones. It can be self-paced or instructor-led, and it comes in many shapes: interactive modules, videos, quizzes, scenario-based simulations, even gamified courses.   It’s not so much about what  you’re teaching—it’s about how  you’re delivering it: digitally.   Why it matters? There is a good reason eLearning is everywhere: it scales easily, reaches remote or global teams, and offers learners the flexibility to learn at their own pace, in their own time.   For L&D teams, it’s often more cost-effective than traditional training, especially for topics that don’t change often (think: compliance, systems training, onboarding basics, etc.). It also gives you data—who completed it, what they struggled with, and what needs to be improved.   But here’s the catch: eLearning only works well if it’s well-designed . A series of dry slides with a “Next” button isn’t going to teach anyone anything. That’s why understanding how to make eLearning engaging, interactive, and relevant is a key skill for modern L&D professionals.   Example   Imagine you’re rolling out a new performance management system across the entire organization that spans multiple countries and time zones.   Instead of flying trainers to every office, you create a self-paced eLearning module that walks employees through the new process. It includes: A short intro video explaining why the new system matters Step-by-step walkthroughs of key features using screen recordings Mini-scenarios where learners choose the best way to give feedback A short knowledge check at the end to reinforce key points   You host it on your company’s Learning Management System (LMS), track completion, and follow up with a live Q&A session for managers. That’s eLearning in action—cost-effective, scalable, and available when people actually need it.     Gamification What is it? Just like some of the other buzzwords we’re looking at in this series, gamification has been around for at least 10 years. Simply put, gamification means adding game-like elements to non-game experiences (like learning) to make them more engaging. These could be points, badges, leaderboards, progress bars, challenges, or even levels.   It’s worth noting that it’s not about turning learning into a video game. It’s about borrowing the things that make games addictive—like goals, feedback, and rewards—and using them to boost motivation and keep learners coming back for more.   Why it matters? As much as we hate to admit it, not every topic in L&D is naturally exciting (hello, compliance training!). Gamification helps inject energy, fun, and a little friendly competition into the learning experience.   When done right (and this is super important!), it can increase participation, improve retention, and keep learners engaged over time. It also taps into people’s natural desire to progress, compete, and achieve something—even if it’s just a virtual badge.   That being said, gamification isn’t a magic fix. It has to be tied to clear learning outcomes and used thoughtfully—otherwise, it becomes fluff with no substance.   Example Imagine you’re running a cybersecurity awareness program for employees. “Yay! Another compliance training!”, though no one ever!   Instead of a standard eLearning module, you can design a gamified experience: Learners complete short challenges on topics like phishing, password safety, and secure browsing. They earn points for each correct answer and unlock new levels as they go. There’s a leaderboard showing top scores by department (with optional prizes for bragging rights). You even throw in some “bonus rounds” with real-life scenarios they need to solve under time pressure.   If done right, engagement levels should spike. This would mean people are talking about it, sharing scores, and — more importantly — actually remembering how to avoid that suspicious email. That’s the power of gamification: same content, but different energy.     Instructional Design What is it? This is one of the big ones! Instructional design is the process of designin instructions. If you want to get more technical – it is the process of planning, structuring, and creating  learning experiences that actually help people learn and apply new skills or knowledge back on the job. It’s where creativity meets strategy.   At its core, instructional design is about understanding the real needs of the organization and the learners and then designing learning experiences that help bridge any existing gaps in knowledge, skills, or attitudes.   They could be asking: What do people need to learn, why do they need it, and what’s the best way to help them get there?  After finding out, instructional design is also about choosing the right content, delivery method, activities, and assessments — and making sure everything ties back to clear learning objectives.   Why it matters? Almost anyone can throw together a presentation or a few slides (thank you, AI, for making this easier than ever before!). But good instructional design is what turns content into a meaningful, effective learning experience that centers on the needs of the learners and the organization.   It also ensures your training isn’t just interesting—it’s also impactful for both the learner and the business. It helps learners not only understand a concept but also apply it in their real-world context. When done well, it saves time, increases engagement, and improves performance.   For L&D professionals, this is one of the most foundational skills you’ll need—whether you’re designing a full-blown course or just a quick lunch-and-learn.   Example Let’s say the business wants a training session on “how to run better meetings.”   An instructional designer wouldn’t just jump into slide creation (that’s what amateurs do!). They’d start by asking: What does “better” mean? (to understand the desired outcomes) Who’s struggling—and why? (to learn who the learners are) What needs to change? (to figure out how to bridge the gap between what’s happening now and what needs to be happening)   From there, they might: Define a learning objective, like “Meeting facilitators will be able to structure a 30-minute meeting with a clear outcome.” Design a short blended course with a 10-minute video on the basics of a meeting structure, a downloadable meeting template for creating a meeting agenda and taking notes, and a live role-play session. Add a follow-up activity: learners apply the tips in a real meeting and reflect on what worked and what didn’t in a private Slack channel.     Kirkpatrick Model What is it? The Kirkpatrick Model is one of the most well-known frameworks for evaluating the effectiveness of training programs . It tells us that in order to evaluate any learning experience, we should be looking into 4 things (or 4 levels): Reaction  – Did learners like the training? Learning  – Did they actually learn something? Behavior  – Are they applying what they learned back on the job? Results  – Did it make a measurable impact on the business?   If you want to learn more, check out our article “How to Use Kirkpatrick's 4 Levels of Evaluation” .   Why it matters? Let’s say that you only collect simple feedback after each training that simply asks if participants enjoyed the session. This kind of feedback isn’t going to tell you much (apart from the ego booster that the comment “The facilitator was awesome!” can give you). It won’t show you whether the material is actually learned, if it is being applied back on the job, and if the investment in the training was actually worth it. This is why you need the rest of the levels. Learning isn’t just about feeling good, it’s about doing things differently and driving business impact.   Potentially even more importantly, it also helps you prove the value of your work to stakeholders. When you can show that your program not only landed well but also changed behavior and improved performance, that’s powerful.   Example You’ve just rolled out a customer service training program. Here’s how you might evaluate it using the Kirkpatrick Model: Level 1 – Reaction : You run a post-session survey. Most participants say the content was useful and the facilitator was engaging. Great start! Level 2 – Learning : You include a short quiz or skills check to confirm they understood key concepts—like how to handle difficult customers. Level 3 – Behavior : A few weeks later, you check in with managers. Are the agents actually using the new techniques in real csutomer interactions? You might review call recordings or gather peer feedback. Level 4 – Results : Over time, you track metrics like customer satisfaction scores, complaint resolution times, or repeat call rates. If those improve, you know your training had a real business impact.     Learning Experience Design (LxD) What is it? In recent years, classical instructional design was replaced by it’s younger (and possibly more creative) cousin – Learning Experience Design. LxD is still about helping people learn, but it goes a step further by focusing on designing engaging, meaningful, and learner-centered experiences  from start to finish.   LxD usually blends learning science with disciplines like design thinking, storytelling, and user experience (UX) principles. It’s not no longer just about what learners need to know—it’s about how they feel , interact , and engage with the content along the way. That is, the full experience!   Why it matters? We’re surrounded by digital distractions – TikTok, YouTube, any meme website… In such a world, traditional “click-next” learning just doesn’t cut it anymore. Learners need more than just information that they can easily Google. While it may certainly save them time, they also need relevance, choice, and a sense of connection. LxD helps you design learning that people actually want  to be part of. It puts the learner at the center, considers their context and emotions, and creates a journey rather than a content dump.   The main principles can be used in both online and hybrid learning, where experience matters just as much as content.   Example Imagine you’re designing a course on conflict resolution for first-time managers. Instead of starting with a long theory slide deck (let’s be honest, that would be the easiest way to go!), an LxD approach might look like this: Open with a relatable story , maybe a short video of two colleagues having a tense moment during a project meeting. Open up a group discussion  by asking “What would you do in this situation?” Let them choose their path  through the module—whether they want to explore strategies, practice responses in a scenario, or reflect on their own experiences first. Include real voices —maybe short clips of managers sharing what worked (and didn’t) for them. Build in moments of reflection  and peer sharing  to keep the experience human and authentic before, during, and after a live session.     Wrap up   That’s a wrap on part 2! Whether you’re brand new to the field or trying to sound a little less confused in your next team meeting, understanding these terms will give you a solid foundation (and probably a bit more confidence, too!).   L&D is full of jargon, but once you break it down, it all starts to make sense—and become fun to play with.   In Part 3 , we’ll keep going with more terms you’re bound to hear, like learning journeys , LMS , learning objectives , and Return on Investment . Stay curious and keep learning.

Looking through any Learning and Development job ad, you may find some words that make no sense. Is everyone just supposed to know  what they mean? Spoiler alert – not everyone does!   In this series of articles, we’ll demystify some of the more popular buzzwords in L&D. Let’s get started with part 1, where we’ll look at: ADDIE Adult Learning Principles Agile Learning Design Blended Learning Competency Frameworks   ADDIE What is it? ADDIE is one of the cornerstones in L&D, a classical instructional design framework that helps L&D professionals create effective learning experiences. The name is an acronym for the 5 stages you’d go through:   A nalyze, D esign, D evelop, I mplement, and E valuate. Don’t think of this as a strict checklist or a linear process, though. It’s more like a guiding process to make sure you’re solving the right problem with the right learning solution.   Why it matters? If the business comes with a learning request (i.e., training session, team workshop, webinar, eLearning module, etc.), it’s easy to jump straight into content creation and build something flashy. The problem with this approach is that it may not actually solve the underlying problem. ADDIE helps you slow down, think things through in a structured approach, and stay focused on the learners’ needs (as opposed to their wants). It is also helpful in using a common language with your stakeholders and/or other learning designers.    Example Let’s say your company wants a new onboarding program. Here’s what each stage would look like: Analysis : conduct interviews and launch online surveys to find out what new hires struggle with most and what their managers need them to be able to do by week 4. Based on the needs, you would write the learning objectives that would guide the rest of the process. Design : map out the best learning journey and choose a mix of appropriate formats to solve the issue. For example, use videos, live sessions, and job shadowing. Make sure to go back to your stakeholders to check that these methods are appropriate and feasible. For example, if the newcomer is based in another location, is it feasible to have them travel for a 1-day workshop or would it be better if they attended an online version of it? Develop : once you’ve selected the formats you want to use, it’s time to develop them. That means recording the videos, building the slides, preparing the facilitators, sending out emails to participants and their managers, and so on. Again, go back to your stakeholders for some feedback. Implement : this is where you launch the program, and the new hires start using it. Evaluate : check to see if the program helped achieve the learning outcomes. Ask if the new hires are onboarded better and faster, and what tweaks you need to make. Finally, implement the changes and restart the process.     Adult Learning Principles What is it? Adult learning principles (also known as andragogy ) are the core ideas that help us understand how adults learn differently from children. The most popular theory comes from Malcolm Knowles, who outlined a few key assumptions about adult learners: They want learning to be relevant and practical They bring experience  that should be acknowledged and used They want some degree of autonomy They’re motivated by internal goals like career growth or personal development They learn best when the learning is problem-focused , not content-heavy   In other words, adults don’t want to just sit and listen. They want to engage, apply, and connect what they’re learning to their real-life challenges. Check out our Comprehensive Guide to Adult Learning Theories .   Why it matters? If you’re designing learning for adults (which most L&D professionals are), you need to understand what drives them  to learn—and what turns them off completely .   Too often, we default to information dumps: slide decks, hour-long lectures, or endless eLearning screens. But adult learners want learning that respects their time, draws on their experience, and helps them solve real problems. Applying adult learning principles helps you design programs that stick , because they feel relevant and useful to the learner — not just the business.   It also builds credibility with your audience. When learners see themselves reflected in the content, and when they feel like they’re treated as capable adults—not passive students—they’re far more likely to engage.   Example Let’s say you’ve been asked to design a training session on time management for mid-level managers.   Here’s how adult learning principles would shape your approach: Make it practical Start by asking participants to identify a real time management-related challenge(s) they’re facing. Then, guide them through frameworks they can apply immediately to that problem. Acknowledge experience Instead of telling them what to do, create space for them to share what’s worked for them—and what hasn’t. Use peer discussion, small group work, or real case studies. Give them control Offer flexible ways to engage—maybe a choice between live sessions or recorded ones, or downloadable tools (i.e., job aids, cheat sheets, checklists, etc.) they can use in their own time. Focus on relevance Don’t start with theory. Start with a relatable scenario: “You’ve just opened your calendar and realized you have 14 meetings today. Now what?” A good preliminary needs analysis  can be super helpful here. Encourage reflection Ask them to reflect on how their habits are helping or hurting their productivity, and what one small change they could try this week. This can help them build momentum to carry them through the more complex and difficult actions and behavioral changes they’d need to make later.   Your training shouldn’t just “tick the box”—it should respect the learner , tap into what they already know, and give them something they can actually use the moment they leave the session.     Agile Learning Design What is it? If you’ve heard of Agile in the past 5 years, congratulations – you live on planet Earth! With its popularity, it was inevitable that the Agile principles would seep into Learning Design as well. What exactly is it? It is an iterative approach to developing learning solutions. It borrows its thinking from agile project management most commonly used in software development. The idea is simple: instead of spending months designing a “perfect” course or learning program and launching it all at once, you build it in small, testable chunks, gather feedback early, and make improvements as you go.   Agile learning design uses short feedback loops, constant collaboration, and progress that happens in sprints —small cycles where you build, test, and refine.   Why it matters? Traditional instructional design models (like ADDIE ) are solid and popular for a reason. But they can also be incredibly slow. By the time you finish designing a program, the business need might have already changed. Especially with how most business are fast-moving and constantly changing.   Agile learning design helps you stay responsive and adaptive. It’s about building just enough , testing it quickly, and learning what works and what doesn’t before or as you scale. It also means you’re involving stakeholders and learners early on – so the final solution is more relevant and useful.   This approach works especially well in companies that experience rapid growth, shifting priorities, or tight timelines (so basically, all of them!). But it’s not about cutting corners – you still need to put in the work. It’s more about staying flexible, listening to feedback, and improving fast.   Example Let’s say you’re tasked with creating a leadership development program for first-time team leaders. And to make things more interesting, let’s say you only have 6 weeks to roll it out. Using the agile approach, you could:   Week 1 : You launch a very short learning needs analysis questionnaire and send it to the potential group of participants. Week 2 : Run a minimum viable module – a short session on giving feedback for a group of 10 team leaders from different parts of the business. You collect feedback by asking what resonated, what was confusing, and what could be better. Week 3 : Using the feedback, you refine the next session that focuses on setting expectations. Again, you collect feedback and refine your design Weeks 4-5 : Repeat the same with the feedback you’ve collected. Perhaps, some participants said the sessions were too short, too theoretical, less social, and so on. For each, you introduce something new – make the sessions longer, send them videos that explain the theory before the session, and then spend the live workshop on practicing, create a private Slack channel, and prompt them with interesting discussion questions, etc. For each of these, you continue to collect feedback. Week 6 : You put together a proposal for the final program, invite a few participants and walk them through the final design. Again, you collect feedback and then launch the program for all team leaders in the company.   Within a few weeks, you’ve built a multi-module program. But most importantly, you did it with your learners, not just for  them. Each session and learning element is more relevant, more focused, and more practical than it would’ve been if you’d tried to guess everything from the start.     Blended Learning What is it? Blended learning is exactly what it sounds like: a blend of different learning methods and formats. Typically, it combines online learning  (like videos, eLearning modules, or discussion boards) with face-to-face or live virtual sessions .   The key idea is to use each format for what it does best. You don’t have to pick between “classroom” or “online”—you get to mix and match to create the most effective experience.   Why it matters? No single method works for every learner, every topic, or every company. Blended learning gives you flexibility—it allows learners to go at their own pace and  get support from facilitators and peers.   You also get the best of both worlds: digital tools for scale and convenience, and live interaction for engagement, collaboration, and feedback. This approach often leads to better learning outcomes because learners can digest the theory on their own and then practice and reflect with others.   It’s especially helpful in hybrid and remote work environments, where not everyone is in the same place or timezone.   Example Let’s say you’re creating a program on coaching skills for new managers.   In a blended format, you might: Start with a short video series introducing core coaching concepts and techniques. Follow up with a self-paced reflection activity  where learners think about how they currently give feedback. Then run a live virtual session where learners practice coaching conversations in breakout rooms. After the session, ask them to apply the skill on the job  and report back in an online discussion forum or group chat.   Each component supports the others. Learners show up to the live session already familiar with the topic, and they leave with clear actions to try in real life. It’s more efficient, more engaging — and a lot more impactful than trying to cram everything into a two-hour webinar.     Competency Framework What is it? A competency framework is a structured way of describing the skills, behaviors, and knowledge people need to succeed in specific roles. Think of it as a roadmap—it outlines what “good” looks like at different levels, often broken down into core, technical, leadership, or role-specific competencies.   Each competency usually includes a definition , plus clear indicators of what it looks like in practice (often by proficiency level: beginner, intermediate, advanced, expert).   Why it matters? In L&D, clarity is everything. If people don’t know what’s expected of them, how can they grow?   A good competency framework removes the guesswork. It helps learners understand what they’re aiming for—and helps managers and HR teams support development in a more focused way. It also makes performance reviews, promotions, and learning plans more objective.   For L&D professionals, it’s a goldmine. Once you know what competencies matter in the business, you can build learning programs that actually support those competencies — not just tick boxes.   Example Let’s say your company has a leadership competency called “Inspiring Others” .   At a beginner level, that might mean: “Clearly communicates goals and expectations.” At an advanced level, it could look like: “Creates a compelling vision and builds strong team commitment.”   You can now design learning that matches. For new team leads, you might build a short workshop on setting expectations. For more senior managers, you might offer coaching on storytelling or leading through change.   You could also use the framework to assess where people are now — maybe through a self-assessment, manager feedback, or even a 360° tool — and then map out personalized development plans.   With a strong competency framework in place, everyone knows what success looks like — and L&D becomes a powerful enabler of that success.   Wrap up   And there you have it—your first five L&D buzzwords, officially decoded.   These concepts might sound complex at first, but once you understand what they really mean and how they’re used in real life, they start to click. Whether you’re just stepping into the world of L&D or looking to brush up on the basics, having a solid grasp of these terms will help you feel more confident in conversations, job interviews, or when working on your first learning project.   Ready to keep going? In Part 2 , we’ll break down five more buzzwords you’re bound to hear sooner or later—so stay tuned!

Welcome back to our series where we unpack all those L&D buzzwords that get thrown around like everyone just knows  what they mean. (Spoiler: not everyone does—and that’s totally fine.)   If you missed the previous articles, check out Demystifying L&D Buzzwords, part 1 and Demystifying L&D Buzzwords, part 2.   Now, in part 3 , we’re digging into the language of learning strategy and measurement —the kind of terms you’ll hear in conversations about planning, implementation, and proving impact. We’ll look at: Learning Journey Learning Management System (LMS) Learning Objectives Learning ROI Learning Transfer   Learning Journey What is it? A learning journey is exactly what it sounds like—a planned path that guides learners from where they are now to where they need to be . It usually includes a series of touchpoints and a mixture of learning methods, like videos, workshops, coaching sessions, peer learning, self-reflection, on-the-job practice, and more.   Learning journey usually suggests that it isn’t a one-off event or session. It’s a series  of connected experiences designed to build knowledge, skills, and confidence over time.   Think of it like a travel itinerary: you’ve got a starting point, a destination, and meaningful stops along the way.   Why it matters? If you’ve ever tried to kick an unhealthy habit or stay on a diet, you know that people don’t change their behaviors overnight (though wouldn’t it be nice if they did!). A single webinar or a training module won’t turn someone into a confident coach or a strategic thinker. Learning takes time, repetition, and reflection .   A learning journey creates the kind of structure we need to make sure learning sticks and behaviors actually change. It allows us as designers to pace the content, reinforce key messages when and where it matters most, and offer multiple ways for learners to engage, apply, and grow (kind of like a choose-your-own-adventure). It also helps avoid information overload because you’re not trying to cram everything into one session.   For L&D professionals, mapping out a learning journey means thinking long-term and from the perspective of the learner. Instead of just delivering content, you’re designing an experience  that truly supports change.   Example Let’s say you’re building a leadership development program for new managers. Instead of one 2-day workshop (of which they’ll forget 90% by next week), you decide to map out a 3-month learning journey: Week 1:  Kickoff webinar to set expectations and introduce the core competencies. Weeks 2–4:  Self-paced videos on topics like giving feedback, setting expectations, and time management. Week 5:  Live session with role-play practice and peer coaching. Weeks 6–10:  On-the-job challenges, like running a team meeting or having a development conversation. Week 11:  Peer reflection circle or buddy check-in. Week 12:  Final wrap-up and action planning session.   Each step builds on the last. Managers have time to try things out, reflect, and come back with questions. Learning journeys create space for real development—not just knowledge, but growth.     Learning Management System (LMS) What is it? A Learning Management System (LMS for short) is a platform used to host, manage, and track learning content . Think of it as your digital home base for training. It’s where learners go to access courses, watch videos, complete quizzes, download resources, and track their progress.   It’s also where L&D teams upload learning content, assign learning paths, send reminders, and collect data (like who completed what and how they scored).   Some systems are simple. Others are full-blown ecosystems. Either way, if you’re working in L&D, you’ll definitely bump into one (or five).   Why it matters? An LMS makes it possible to deliver learning at scale. Whether you’ve got 10 learners or 10,000, you can share consistent content with everyone, automate reminders, and see what’s working and what’s not by collecting immediate feedback.   It’s especially useful when your teams are spread across locations or working remotely. You don’t have to schedule sessions or chase attendance—it’s all in one place and available on-demand.   And let’s not forget the data. Completion rates, quiz scores, time spent in a course—it’s all there, ready to help you improve your content and report back to stakeholders.   Example Let’s say your company just hired 100 new people across 6 different countries—and they all need to go through onboarding.   Instead of scheduling 20 Zoom sessions, you upload all onboarding content—videos, checklists, intro modules—into your LMS. You set it up so new hires are automatically enrolled when they join. They go through the content at their own pace, complete a short quiz at the end, and their manager gets notified when they finish.   Meanwhile, you can see who’s done what, what they struggled with, and where to improve next time.     Learning Objectives What is it? If you don’t know where you’re going, how will you know how to get there? Learning objectives help with this. They are clear, specific statements that describe what the learner should be able to do after the training . Not what they’ll know , understand , or be exposed to —but what they’ll do .   One of the most popular models to help with creating learning objectives comes from Benjamin Bloom’s   Taxonomy . It’s a classic L&D tool that helps you choose the right action verbs based on the depth of learning you’re aiming for. There are 6 levels that progress from foundational knowledge to higher-order thinking skills: 1.        Remembering : Can the learner recall the information? 2.        Understanding : Can the learner explain the main concepts? 3.        Applying : Can the learner use the information back on the job? 4.        Analyzing : Can the learner distinguish between different parts? 5.        Evaluating : Can the learner justify their decisions? 6.        Creating : Can the learner create a new product or service?   Bloom’s Taxonomy helps make objectives practical and measurable — not fluffy and wishful thinking.   Why it matters? Without clear objectives, your training or learning experience can easily lose focus. You might end up with nice content that looks great but doesn’t lead to real results.   Good learning objectives help: Keep your content relevant and focused Choose the right methods and activities Measure success at the end   They also make it easier to communicate expectations to stakeholders, facilitators, and learners themselves.   Bonus: if you’re working with SMEs or business leaders who love to say “We just need a training on X,” solid objectives can help you gently  push back and ask, “What exactly do you want people to be able to do differently by the end of the training?”   Example Let’s say you’re creating a course on giving feedback. Instead of a vague objective like “Participants will learn about feedback” , you go with:   “By the end of the session, participants will be able to structure and deliver a piece of constructive feedback using the SBI (Situation-Behavior-Impact) model.”   That tells you: What learners need to do (“structure and deliver a piece of constructive feedback”) How you’ll design the activities (perhaps you can include a role-play or practice scripts in the form of job aids) What success looks like (they can actually deliver feedback, not just talk about it)   And because you’re using Bloom’s Taxonomy (in this case, an apply -level verb: deliver ), it’s action-focused and measurable.   A great learning objective is the compass for your entire learning experience—and Bloom’s helps you point it in the right direction.     Learning ROI What is it? Wouldn’t it be great to walk into the HR Director’s office and say “Our learning and development programs have had a great impact on the business,” and then proceed with some of the most important numbers – increased employee engagement levels, decreased number of customer escalations, improvement in product manufacturing and quality control. To be able to say all of these, you need to measure the learning’s return on investment (or ROI for short). Learning ROI is a way to measure whether a training program (or any learning intervention is worth the time, effort, and money  that went into it. In other words: Was it actually worth it?   It’s not just about how many people showed up or liked the session—it’s about whether the learning led to real, measurable business results . This could mean faster onboarding, fewer customer complaints, better sales performance, improved safety records—you name it.   Some people try to put a financial value on the learning impact. Others look at behavioral or performance shifts. Either way, ROI is about showing that learning made a difference. If you want to learn more, check out “A quick guide to measuring the ROI of Learning” . Why it matters? L&D budgets aren’t always safe or guaranteed. If you can’t show impact, it’s hard to get support from senior leadership. Learning ROI helps you make a business case for what you’re doing. It proves that training isn’t just “a nice thing to have”—it’s a driver of real results.   It also pushes you to think beyond the event. If you’re designing with ROI in mind, you’ll ask tougher questions: What business problem are we trying to solve? How will we measure success? What’s the cost of doing nothing?   That kind of thinking leads to more strategic, focused learning solutions—and stronger relationships with stakeholders.   Example Let’s say you need to design a training program for the sales team to improve their negotiation skills.   Here’s how you might show ROI: You track performance before and after the training (e.g., average deal size or close rate). You gather feedback from sales managers on behavior change. You link improved performance to revenue growth—for example, if close rates go up 15%, that’s a concrete win. You compare the financial impact to the cost of the training (including analysis, design, and delivery).   If the investment was €10,000 and it led to an extra €60,000 in closed deals over six months, that’s a 500% return. That’s not just learning that feels good—it’s learning that pays off .     Learning Transfer What is it? As the name suggests, learning transfer is the process of applying what someone learned in training (or another learning event) back on the job . It’s the moment when knowledge turns into action for them and theory becomes a real-world change.   In L&D, this is the ultimate goal. We’re not just teaching people to know  stuff. We want them to do  things differently, better, and more confidently as a result of the training. And, of course, that should tie back in with the organizational goals and strategic plans… but hopefully that goes without saying!   Why it matter? Because from an organizational standpoint, learning without transfer is just a waste of time and money.   You can have the most beautifully designed course in the world, with stunning slides, slick videos, and top-tier facilitators—but if people walk away and do nothing differently, then what’s the point?   Learning transfer is where the real impact happens. It’s what moves us from “That was a nice workshop” to “I used that feedback model in my one-on-one yesterday, and it worked.”   For L&D professionals, focusing on transfer means asking: What barriers might stop people from applying this? What kind of support do they need after the session? How can we reinforce the learning over time?   Example Imagine you run a training on active listening for team leads. You can certainly stop at the end of a 90-minute workshop. But if you want to support the transfer further, you can do a few more things, like: Give learners a checklist to use in real conversations that week. Ask them to reflect and share what worked (and didn’t) in a shared space or buddy system. Have their line managers follow up during one-on-ones to ask about the techniques they’re using. Send a quick reminder email two weeks later with a mini tip and challenge.   Now the learning is alive and integrated into their day-to-day. It’s showing up in real conversations, with real people, in real time.   That’s learning transfer: the bridge between the classroom and the workplace—and the difference between a nice experience and lasting change.   Wrap-Up   That brings us to the end of part 3—and hopefully a few more lightbulb moments as we dig deeper into the world of learning strategy and impact.   The more you understand these terms, the more confidently you can design, talk about, and evaluate learning that makes a real difference for your learners and your business.   In part 4 , we’ll tackle even more terms that often come up in everyday L&D conversations. Catch you there!

I’ve been using blended learning  for years. And it’s no wonder, it’s like the best of all worlds: flexible, scalable, engaging, and genuinely fun to design and facilitate. But I’ve also found that unless it’s done just right, it can feel overwhelming and pointless. That’s when you end up with confused learners, disengaged managers, and zero behavior change.   Here are 8 of the most common pitfalls I see in blended learning programs and how to fix them before they derail your efforts. Table of Contents: 1. No Clear Strategy or Learning Objectives 2. Mismatch Between Content and Format 3. Learner Overload 4. Poor Integration Between Components 5. No Manager or Peer Support 6. Tech Issues or Access Barriers 7. No Follow-Up or Reinforcement 8. No Measurement or Evaluation Plan Final Thoughts   1. No Clear Strategy or Learning Objectives What goes wrong:  The program looks great on paper… but lacks focus or a defined outcome. There's a lot of content, but no one can really say what the goal is. This can lead to confusion and disengagement.   How to fix it: Start with clear, measurable learning objectives. What should learners  do  differently by the end? Use Bloom's Taxonomy to craft action-based outcomes. Every piece of your program—from the eLearning module to the live workshop—should align with these objectives.   Example: You’re designing a blended onboarding program for new team leads. It includes a 30-minute eLearning, a live workshop, and a checklist—but there’s no clear objective. One manager thinks it’s about people management, another thinks it’s about tools.   To fix it, you define the objective: “By the end, new leads will be able to structure and run a 1:1 meeting using our team check-in model.” Now every learning activity has a clear purpose.   2. Mismatch Between Content and Format What goes wrong:  You're teaching a nuanced skill like coaching purely through videos. Or you run a live session to explain a policy update that could've been a PDF. The format seems to be completely missing the mark (see point 1!)   How to fix it: Use the right format for the right task. Save live sessions for discussion, feedback, or practice. Use self-paced formats for foundational knowledge. If it doesn't need to be synchronous, make it asynchronous.   Example: You build a 2-hour live session to explain the new expense policy. People are bored, ask no questions, and forget half of it.   Fix it by turning the session into a short video and FAQ doc. Then use live time for real scenarios—like approving tricky expenses or answering manager questions.   3. Learner Overload What goes wrong:  The learning journey feels like a full-time job. There are too many resources, too many tools, and too little time. Not to mention that it’s impossible to track what has been done, and what remains.   How to fix it: Streamline! Map out the full journey and remove anything that's "nice to have" but not essential. Chunk content into digestible pieces. Think microlearning, not content dumping.   Example: You assign five 45-minute eLearning modules, three articles, and a workbook before the first live session. Learners fall behind and stop engaging.   Fix it by trimming the pre-work to one 10-minute video and a short reflection. Use live time to build on that foundation and keep the rest as optional follow-up.     4. Poor Integration Between Components What goes wrong:  Learners finish an eLearning module, only to walk into a workshop that feels completely disconnected. Managers are out of the loop, and there’s no continuity between sessions or formats. The experience feels fragmented—like a series of standalone events, rather than a cohesive journey. The parts don’t talk to each other.   How to fix it: Create bridges between components. Use pre-work to spark curiosity. Tie back to the eLearning during the live session. Assign real-world tasks between modules. Make the flow feel natural and connected.   Example: After completing a digital module on feedback models, learners join a live workshop that jumps straight into team dynamics with zero reference to the model they just learned.   Instead, the session should start by asking participants to reflect on how they used the feedback model in real conversations that week and how they affected the relationships with their team members. This ties the two parts together and makes the workshop feel like a continuation, not a reboot.     5. No Manager or Peer Support What goes wrong:  Learners go through the program in isolation. Their managers have no idea what's happening. No one reinforces anything. No coaching, no check-ins, no tying everything back to their daily tasks.   How to fix it: Involve managers from day one. Give them talking points and follow-up prompts (even a calendar). Encourage peer learning groups or buddy systems. Learning is social —build that into your design.   Example: You roll out a blended program on feedback skills. Learners finish a self-paced module and attend a live session—but once they’re back at work, nothing changes. Why? Their managers never mention it again.   To fix this, you could build a simple follow-up toolkit: a 10-minute manager debrief guide, a Slack message template to kick off peer check-ins, and a calendar reminder to revisit the topic after 30 days. Now the learning sticks—and shows up in real feedback conversations.     6. Tech Issues or Access Barriers What goes wrong:  We’ve all seen this: The platform crashes, learners don’t know where to find things, logins don't work, the design doesn’t look the same as when you put it together… what a nightmare!   How to fix it: Test everything! (We can’t stress this enough!!!) Also, pilot with a small group. Provide clear instructions and tech support. And don't overcomplicate it—less is more.   Example: You roll out a leadership program with an interactive eLearning module… that turns out to only work on desktop. Half your audience is field-based and only uses tablets. Cue frustration, low completion rates, and a lot of “this doesn’t work” emails.   Lesson learned: next time, you test the content on all devices, offer an offline PDF version just in case, and send a quick-access tutorial video to make sure everyone gets in without a hitch. Better yet – don’t use platforms that only work on a single device!   7. No Follow-Up or Reinforcement What goes wrong:  The modules were great... and by next Monday – nothing. Learners forget everything without proper ongoing support.   How to fix it: Plan for reinforcement. Send nudges, reflection prompts, and quick follow-ups. Schedule manager check-ins. Spread learning over time – this will help people remember longer and (hopefully) use what they’ve learned back in their jobs.   Example:   You run a fantastic session on inclusive leadership—everyone’s engaged, great feedback, lots of “aha!” moments. But then… silence. No follow-ups, no reminders, no one asks about it again. A month later, it’s like it never happened.   Instead, you should schedule three weekly nudges with practical tips, set up a manager debrief guide, and invite learners to share one action they took in a team meeting on a dedicated Slack or Teams channel. Momentum matters—keep the conversation going.   8. No Measurement or Evaluation Plan What goes wrong:  You launch the program, but you have no idea if it worked, apart from the standard “happy sheets” .   How to fix it: Build in evaluation from the beginning (normally done in the learning needs analysis stage). Use Kirkpatrick's 4 levels . Define what success looks like from the beginning so you can strive to accomplish it through the design and delivery stages. Collect feedback, track performance, and use what you learn to improve.   Example:  You roll out a blended learning program on time management for middle managers. It includes an eLearning module, a live workshop, and some job aids. Everyone says it was “useful” in the post-session survey—but that’s all you’ve got. No idea if they’re managing time better, delegating more, or actually changing anything.   Instead, imagine starting with a clear goal: “Managers will reduce meeting time by 20% within three months.” You design activities around that, include a self-assessment before and after, ask managers to log improvements, and follow up with a pulse survey. Now you’re not guessing—you’re measuring real impact.     Final Thoughts Blended learning can absolutely work. But it won’t magically fix poor design, unclear goals, or disconnected experiences. The good news? Every one of these pitfalls is fixable. With a clear plan, learner-focused design, and a few smart tweaks, you can turn a blended mess into a learning experience that actually works.

Ever started designing a training session by pulling up an old slide deck and thinking, “Well, I guess I’ll just update this bit and maybe add a quiz at the end”? Yeah. We’ve all done it. But here’s the thing—that’s the opposite  of what effective learning design  should look like.   Backwards design flips that whole process on its head—in the best possible way. Let’s dig in!   What is Backwards Design?   Backwards design is all about planning with the end in mind. Or starting with the destination. Instead of beginning with what content you want to cover, you begin by asking,   “What should learners actually walk away with?”   From there, you figure out how you’ll know they’ve learned it, and only then do you plan the learning activities.   Let’s say you’re building an onboarding program for new customer support reps. You start with the end goal: “By the end of week 2, they can confidently resolve a basic customer issue on their own.”   To get there, you work backwards: First, they need to understand the product —so you start with short, self-paced videos covering the basics. Next, they need to see it in action —so you add a live demo and shadowing session with an experienced rep. Then, they need to practice —so you include a few guided exercises using mock tickets. Finally, they need to prove they’re ready —so you run a short live simulation with feedback.   Each step builds toward the final outcome, with learning experiences that grow in complexity and confidence. That’s backwards design in action.   The idea for the backwards design approach originally comes from Wiggins and McTighe’s Understanding by Design  (1998) framework, which has been used in both education and corporate learning for decades. And for good reason! It brings clarity, structure, and purpose to your training design process.   Why it matters (and why most people don’t do it)   Let’s be honest—most of us start with content. We open up PowerPoint, we grab last year’s materials, we think about what we want  to say. But that can lead to bloated, unfocused training that looks great on paper but doesn’t actually change anything.   Backwards design makes you pause and say: “What’s the goal here?” It helps you align your learning activities with real business outcomes, not just what’s easy or familiar to deliver. This approach can make your job a lot easier in the long-run – stakeholders consult you  instead of informing you after a decision has been made, employees trust the process and are more willing to enroll in your courses, your focus is laser sharp on things that move people and the business forwards, and (potentially most importantly) you stop wasting time building things that no one uses.   The 3 key stages of backwards design   Wiggins and McTighe break it down into three stages: Step 1. Identify the desired results What should learners know , do , or feel  by the end of the learning experience? Be specific. Use action verbs. This is your north star.   ❌  Bad Practice: “Participants will understand time management.” This is too vague, passive, and impossible to measure.   ✅  Good Practice: “By the end of the session, participants will be able to create a prioritized daily schedule using the Eisenhower Matrix.” This is clear, specific, and action-oriented.   Step 2. Determine acceptable evidence How will you know if they’ve got it? Maybe it’s a knowledge check, maybe it’s a role-play, maybe it’s a real-world application. The point is—don’t leave it to chance.   ❌  Bad Practice: “We’ll just ask them if they liked the session.” Feedback is not proof of learning .   ✅  Good Practice: “Participants will complete a short scenario-based task where they prioritize tasks for a fictional day and explain their choices.” This demonstrates actual application of the skill.   Step 3. Plan learning experiences and instruction Now that you know the goal and the evidence, build your activities. What do learners need to experience , practice , or discuss  to get there?   ❌  Bad Practice: “Start with a 45-minute presentation on productivity theory, followed by a long Q&A.” This is passive, one-size-fits-all, and not linked to the outcomes.   ✅  Good Practice: “Begin with a short video explaining the Eisenhower Matrix, Have a discussion on the common time management mistakes, followed by a hands-on activity where learners build their own schedule.” This is far more engaging, relevant, and builds toward the desired result.     A real-world example   Let’s say you’re designing a session for new managers on giving feedback. Desired result : Managers can deliver clear, constructive feedback using the SBI (Situation-Behavior-Impact) model. Evidence : They role-play giving feedback and receive peer and/or facilitator feedback. Learning experiences : You include a short video on the SBI model, break the group into pairs for practice, and share a downloadable cheat sheet they can take to their next one-on-one.   See how clean that is? You’ve got purpose, alignment, and a clear path from start to finish.   When to use it   Backwards design works beautifully when outcomes matter more than just covering content. Think leadership development programs, onboarding, or any kind of behavioral training. Basically, if you care about what learners do after  the session — this should be your go-to approach.   Final thoughts   Backwards design is a mindset shift that makes everything you create more intentional and learner-focused. It stops you from jumping straight into content and forces you to think about outcomes and impact (be honest – you’ve done it! We know, because we’ve done it, too!).   So next time you’re building a new training session, don’t start with slides. Start with the end. Your learners (and your stakeholders) will thank you.

Let’s be honest — “learning culture” gets thrown around a lot in HR and L&D circles. It sounds great. Very strategic. Very forward-thinking. But what does it actually  mean? And more importantly — how do we, as Learning and Development professionals, help build it?   Let’s unpack it in this article. What is a learning culture?   A learning culture is an environment where continuous learning is encouraged, supported, and embedded into everyday tasks and work. It’s not just about courses and workshops—it’s about curiosity, reflection, experimentation, and growth being part of the way people think and work.   It’s the difference between “You’re booked for a training on Tuesday” and “Here’s a space where you can grow your skills when and how you need to.” One of these is going to increase employees’ engagement and motivation. Which leads us to the next question…   Why it matters   There’s plenty of anecdotal evidence that learning cultures are good for business, but research backs it up too.   A study highlighted in Chief Learning Officer  reports that organizations with strong learning cultures have 37% greater employee productivity. An article from Forbes states that continuous learning companies are 46% more likely to be first to market Bersin & Associates  found that high-impact learning cultures are associated with 32% higher employee engagement and retention.   In short, people stay longer, perform better, and adapt faster when learning is part of their everyday.   Where does L&D fit in?   We’re the architects of that learning environment. We’re not just course creators—we’re culture shapers.   We can help organizations: Align learning with business strategy (so people learn what actually  matters) Design diverse learning experiences (not just one-size-fits-all solutions) Integrate tech (like LMSs, LXPs, and AI tools) to make learning accessible Collect data and feedback to see what’s working—and fix what isn’t   But most importantly, we make learning feel  different. More human. More relevant. More embedded into the flow of work.   What can you do to build that culture?   Here are some practical steps if you’re just getting started:   Start with a learning needs assessment —figure out what’s missing. Design learning journeys , not one-off events. Build communities of practice, buddy systems, or Slack channels to encourage peer learning . Make leaders your allies—if they talk about their own learning , others will follow. Celebrate learning wins—publicly and often.   This isn’t about overloading people with more content. It’s about making learning a habit, not a checkbox. Because when learning becomes an everyday habit, that’s when you’ll truly reap the rewards of working in a learning culture.   Feeling overwhelmed?   If this sounds like a lot, you’re not alone. Many L&D professionals, especially those in small or growing teams, find themselves wearing too many hats and unsure where to start.   The good news? You don’t have to do it all yourself.   We offer custom training design, delivery, and L&D consulting tailored to your needs—whether you’re starting from scratch or refreshing your approach. You can explore our services right here .   Final thoughts   Creating a learning culture isn’t a one-time project—it’s a mindset shift. And L&D is in the perfect position to lead that shift.   With the right strategy, tools, and mindset, we can help turn our organizations into places where people don’t just work—they grow. And that’s the kind of culture everyone wants to be part of.

I’ve been working remotely since before it was fashionable – back when it was still considered an operational compromise rather than a strategic advantage. My first startup was a mentoring platform with just five of us, and we were fully remote from day one. We didn’t choose remote to be progressive – we simply didn’t have a budget for an office, and we knew we didn’t need one. That did, however, mean that we had to get disciplined fast. We couldn’t afford to slow down for formal training or wait for someone else to teach us what to do. We learned in the middle of the work – by necessity, by habit, and through each other.   That experience gave me a lasting appreciation for the discipline that remote work demands. It also showed me how easy it is for learning to become invisible. If you’re not deliberate about it, knowledge stays locked in heads, mistakes get repeated, and growth stalls, even while people appear busy. Now, in conversations I have with L&D leaders and clients, I see this challenge surfacing more often. With so many teams operating remotely or in hybrid setups, the traditional ways learning used to happen — through osmosis, shadowing, or spontaneous conversations – have all but disappeared. The result? A need to rethink how we support learning not as a side project, but as something embedded directly into the daily rhythm of work.   Learning as a Culture   One thing I’ve noticed over the years is that learning only sticks when it’s embedded into the way people already work. That doesn’t mean structured training and learning platforms aren’t valuable – quite the opposite. But without a culture that reinforces reflection, curiosity, and shared ownership of learning, even the best-designed courseware sits unused.   This is where L&D teams can have real impact – not just by offering content, but by helping teams build routines that make learning expected, social, and active. It’s these routines – small, repeatable actions – that create the culture where learning thrives.   Turning Everyday Work into Everyday Learning   In a small, remote setup, structure often comes second to speed. So instead of trying to force in-depth training programmes or top-down initiatives, I started developing small learning habits for myself – things that would fit around the work rather than interrupt it. For example, I started writing short weekly notes: what worked, what I struggled with, what I learned. Not for anyone else – just for myself. It turned out to be one of the most effective habits I’ve ever built. It gave me a clearer picture of where I was growing, what I was avoiding, and where I needed help.   When I was working with a collaborator, we’d often jump on short calls to walk each other through something we’d just built or figured out – not to present it, but to explain our thought process. These conversations didn’t take long, but they revealed the kind of practical learning you’d never get from a manual. And they helped create trust and transparency – two things that are vital in any team (remote or otherwise).   These small habits – weekly reflections, informal walkthroughs, shared thinking – along with other “best practice” working habits I’ve built up (like Zero Inbox’ing) – gradually formed a culture of learning and boosted productivity without needing policies or platforms. And from what I see, this principle scales. The specific format might change in larger organisations, but the underlying dynamic remains the same: frequent, visible, conscious learning and habits beat occasional formal training, every time. Ultimately, this is what’s led me to co-founding uRoutine – the realisation that great habits, however small, mixed with social accountability, can really make a big difference.   Blending Habitual and Formal Learning   Of course, habits and rituals alone aren’t enough. As teams grow and become more specialised, structured learning becomes essential. The key is to connect those structured learning opportunities – whether that’s a course on your LMS, a targeted training programme, or curated content – to the challenges people are actually facing in their day-to-day work.   For example, if someone’s reflecting on a difficult stakeholder conversation in their end-of-week notes, that’s a signal to surface communication modules or negotiation microlearning. When someone shares that they’ve struggled with prioritisation, it’s a great moment to connect them with time management training or peer mentoring. These moments – when reflection meets relevance – are where structured learning lands best.   This is where L&D can shift from being seen as content providers to being learning partners. It’s not about pushing out programmes. It’s about tuning into what’s happening on the ground and building a feedback loop between lived experience and formal learning pathways.   Routines Build Psychological Safety   Another overlooked benefit of routines is that they normalise learning – especially the vulnerable kind. When people regularly share what they’re figuring out, what they’ve tried, and what they’re unsure about, it makes it safe for others to do the same. And in remote settings, where it’s easy to feel isolated, that kind of psychological safety matters even more.   We’ve seen that transparency fuels learning. That means working in public where possible – shared documents, open Slack channels, visible thinking. We also avoid over-polishing. A rough idea shared early invites input. A finished plan shared late invites silence. When teams see that learning is happening out loud, it becomes a cultural norm – not a performance. It also means that if people can see their colleagues making time for learning within their daily and weekly routine, they are likely to too.   What L&D Can Do in This Environment   From where I stand, the role of L&D isn’t just to train people – it’s to shape the conditions in which learning becomes self-sustaining. That means thinking like behavioural designers as much as educators. Ask: What habits reinforce learning? What rituals support reflection? What can we do to make learning more visible, more continuous, and more socially reinforced?   Even small things make a difference, such as a weekly prompt to reflect, a channel to share learnings, a quick feedback loop tied to a training course. These aren’t headline initiatives, but they move the needle more than you might expect.   Most importantly, we need to stop treating learning as something that happens away from the work. The further it gets from real tasks and conversations, the less useful it becomes. Instead, let’s focus on embedding it directly into the work – not as another task, but as a way of doing things. That’s where real growth happens, with routines and habits encouraged from the top-down, the bottom-up and between colleagues.   In a remote world, where pace, autonomy, and adaptability are everything, embedding learning into the flow of work isn’t just good practice. It’s essential. --------------------------- Ed Johnson (CEO of uRoutine) Ed Johnson is the CEO & Co-Founder of uRoutine, a social network focused on accountability, routines, and motivation-tracking. Previously, he co-founded a leading mentoring software company, which he sold in 2023. Named to Forbes 30 Under 30 for Social Impact in 2022, he has a background in digital marketing and entrepreneurship. Ed also writes, mentors startups, and speaks on tech and business. Connect with Ed on LinkedIn

If you’re thinking about starting your journey in Learning & Development, one of the first big questions you might bump into is this: Should I work in-house, or go freelance?   I’ve done both. Back in 2011, I started in-house, climbed the ladder, built my reputation, and then eventually, in 2018, went freelance. These days, I run two businesses— The L&D Academy  and Learning Adventures —and I work with clients across different industries and countries. I’ve loved both experiences for very different reasons, and I’ve also learned a lot from what didn’t go so smoothly over the years.   So, if you’re unsure which direction to take, let’s talk about what it’s really  like on both sides.   What’s the Difference, Really?   Let’s demystify it. When you work in-house, you’re part of a company’s internal L&D team. You’ve got a manager, maybe a team, and you’re building learning experiences for people within that organization. You get to know the culture, the systems, and the people really well.   Freelancing? That’s a different beast. You’re working for yourself. You find your own clients, pitch your own services, and set your own schedule. One week, you could be designing a leadership program for a fast-growing startup. The next, you might be running a soft skills webinar for a multinational company. You wear all the hats—and you’re in charge of everything – marketing, admin, accounting – you name it.   Freelance Life: The Good, The Bad, The Real   The first thing that attracted me to freelancing was the freedom. No set hours. No long commutes. No manager (and I’ve been lucky to have some good ones and some bad ones, too!). I could choose projects that excited me and say no to ones that didn’t. I have space to experiment, to launch new products, to work with people from all over the world. And I love that variety. One month, I was helping a tech company roll out a new onboarding experience; the next, I was designing a training program on inclusive leadership for a nonprofit.   But let’s not sugarcoat it—freelancing also comes with its own stress. You have to be OK with uncertainty. Some months, projects pile up. Other months, nothing comes in. You’re also your own sales team, your own admin, your own finance department. And sometimes, it’s lonely. There’s no team chat, no impromptu brainstorming, no colleague to grab coffee with after a tough session. And you have to be disciplined – without it, you can find yourself doom scrolling on your phone, “waiting for inspiration”, or just plain old procrastinating.   When I first started out, I spent more time writing proposals than delivering actual training. That was an unpleasant surprise for me! But over time, I built systems, created workflows, and got clear about whom I help and how. And that was a super important lesson – you can’t be everything for everyone. Some clients will be the perfect fit, others – not. Now, freelancing works beautifully for me—but it took a lot of effort to get here.   In-House Life: Stability with Structure   My in-house roles were where I really cut my teeth. I started my career in the field as a Customer Services Trainer, helping onboard all new agents. I then moved to the Employee and Organization Development team and several other L&D teams in other organizations. I had access to decision-makers, I could see the long-term impact of the programs I designed, and I got to lead full-scale projects from start to finish. In one company, I helped set up the entire L&D strategy from scratch. That experience was invaluable.   Being in-house meant I had a team around me. I had a budget. I had IT support when my laptop crashed five minutes before a workshop. I had HR Business Partners to give me valuable insights. And I had a structure—clear expectations, development plans, and a steady paycheck every month.   But I also remember the frustrations. The layers of approval. The slow pace of decision-making. The times I had a great idea for a new initiative and had to wait months just to get a green light.   I enjoyed the rhythm, the stability, and the feeling of being part of something bigger. But after a while, I started craving more variety and autonomy—things that were harder to find inside one organization.   Which One Helps You Grow Faster?   That depends on how you like to learn.   In-house, I learned how to work with stakeholders, how to manage internal politics, and how to build programs that stick in a specific organizational culture. I had the chance to dive deep into one environment and make a long-term impact.   As a freelancer, I’ve had to grow in completely different ways. I’ve learned how to pitch my services, how to design digital products, how to manage clients, and how to run a business. Every new project teaches me something, whether it’s a new industry, a new tool, or a new way to approach learning.   So, it’s not really about which path is better —it’s about which one fits the way you want to grow.   Lifestyle Fit: What Works for You?   This one’s big.   Freelancing gives you flexibility. I can take a break in the middle of the day to walk my dog or schedule a trip without asking for permission. But it also means no paid holidays, no sick leave, and no company benefits.   In-house work offers structure. There’s a rhythm to your weeks. You don’t have to chase clients. And when you take a holiday, you actually get paid  to relax.   You also need to think about your personality. Do you like working alone, or do you thrive in a team? Are you energized by variety, or do you prefer consistency and predictability?   For me, freelancing fits my life now . But I’ve had moments—especially in more stressful seasons—when the idea of going back in-house felt very tempting. Stability can be deeply comforting but it comes with it’s drawbacks as well.   Still Can’t Decide? Try a Hybrid Approach   Can you do both? Yes!   You might start in-house, build your skills, and then shift into freelance once you feel more confident, like I did. Or you might freelance while working part-time for one anchor client. Some people bounce between the two as their life circumstances change.   In my case, I went from in-house to freelance—and now I’ve created a blend. I do client work, sell digital products, run online courses, and consult. It’s a mix that gives me both freedom and stability.   So… Which Path Is Right for You?   There’s no single answer here. Just because something works for me doesn’t mean it will work for you. It depends on a lot of things – your stage in life, your career goals, your risk tolerance, and your working style.   If you want structure, a team, and long-term projects, in-house might be a great fit. If you crave independence, variety, and creative control, freelancing could be your thing.   And if you’re still unsure? Try one and see how it feels. You’re not locked in forever. Careers evolve. You can always pivot.   As cheesy as it may sound, what matters most is that you pick the path that feels right for you .

You work in a small company, and everything is going great. Then one day, someone just says, “We should do some training!” and boom – you’re it! Sounds exciting, right? Also… a little terrifying? Especially since you are the one-person learning team (and still doing five other things on top of that).   In many small organizations, L&D doesn’t come with a job description, a budget, or a roadmap. It usually starts with someone suggesting “something for the employees,” and suddenly it’s your job to figure it all out. So, where do you begin? Table of Contents: 1) Don’t Start with Training—Start with Listening 2) Clarify the real needs 3) Pick One Area and Create a Simple Pilot 4) Make It Visible and Useful 5) Build with What You Have 6) You Don’t Have to Do It Alone Final Thoughts: Start Small, Think Big     1) Don’t Start with Training—Start with Listening   Before you open PowerPoint or Google “leadership training templates,” talk to people. Really talk to them.   Start with your founders, team leads, or anyone in a people-facing role. Ask questions like: “What’s the biggest challenge your team is facing right now?” “What would help your new joiners ramp up faster?” “Where do you think people are struggling—but might not say out loud?”   Then talk to a few individual contributors too. You’ll start to notice themes. That’s your starting point—not “what training do we need?” but “what are people trying to do, and where are they stuck?”   2) Clarify the real needs   One of my favorite tools to use here is the Performance Analysis Question (PAQ) :   “What should people be doing that they’re not doing now?”   This helps you pause and really think: is training the answer, or is the problem somewhere else?   Maybe your sales team isn’t missing skills—they’re missing a clear process. Or maybe new managers aren’t bad at giving feedback—they’re just afraid of upsetting people because no one told them it’s expected.   Before you jump into training mode, use the PAQ to dig into what’s really going on. We talk more about this in another post: Why Your Training Fails—and How to Fix It .   3) Pick One Area and Create a Simple Pilot   L&D doesn’t have to start with a 12-month learning strategy. Start small. Pick one area that’s business-critical but relatively safe to test.   Maybe it’s onboarding. Or improving team communication. Or helping managers run better one-on-ones.   Whatever you pick, make it lean. Think: A short checklist for new joiners A 45-minute Zoom session on setting expectations A buddy system for cross-team shadowing   Get it out there, ask for feedback, and make it better next time. That’s how you build momentum. Design thinking can help you run quick pilots and get results – find out more in our article “Design Thinking for Learning Professionals: An Introductory Guide” .   4) Make It Visible and Useful   When you design learning, you’re also building trust. Trust that can help you make bank.   Explain what you’re doing and why. Loop in managers. Share results. Even if it’s just someone saying, “That one-pager helped me prep for my first feedback conversation,” that’s gold. Use that feedback to create more like it. Use these kinds of messages to promote what you’ve done. Remember, just because you’re a one-man band, doesn’t mean your work should be invisible or “speak for itself”.   In small orgs, stories and outcomes spread fast. If people see that your stuff is useful, they’ll ask for more. And that’s how you grow the function—by becoming helpful, not just “the training person.”   5) Build with What You Have   You don’t need fancy tools or platforms to start an L&D function or run training sessions. You probably already have what you need: Google Docs for materials (think presentations, job aids, handouts, etc.) Zoom for live sessions Slack or Teams for reflection prompts Notion or Trello for learning hubs   Focus on usefulness, not perfection. Test, tweak, and keep going.   6) You Don’t Have to Do It Alone   If all of this still feels overwhelming—like you’ve bitten off more than you can chew—you’re not alone. Building an L&D function from scratch is no small feat, especially when you’re juggling other responsibilities.   The good news is that you don’t have to do everything yourself. Sometimes, bringing in a seasoned L&D professional can make all the difference. Whether you need help designing your first learning program, figuring out what to prioritize, or delivering a tailored workshop for your team.   Not to toot our own horn, but we’ve been doing this for a while. So if you would like to partner with us, take a look at what we offer on our Services page . From custom trainings to strategic consulting, we’re here to support your journey—whether you’re just getting started or ready to scale up.     Final Thoughts: Start Small, Think Big   Starting an L&D function from scratch can feel like standing at the bottom of a mountain with no map. But here’s the truth: you don’t need a map to take the first step.   In small companies, L&D is about solving real problems, not building shiny programs. So start where people are struggling. Solve one thing well. Then another. Then another.   That’s how you build L&D that matters—one useful, scrappy, human-centered step at a time.