Empowering the Learning Leader | Fall 2025

EMPOWERING LEARNING LEADER

MICHELLE EGGLESTON SCHWARTZ, CPTM

THE FUTURE BELONGS TO LEARNING

LEARNING LEADERS HAVE THE OPPORTUNITY TO INFLUENCE BUSINESS STRATEGY, IMPROVE WORKPLACE CULTURE AND GIVE PEOPLE THE SKILLS AND CONFIDENCE TO MEET THE CHALLENGES AHEAD.

This year, Training Industry is celebrating a big milestone — our 20th anniversary. For two decades, we’ve been sharing insights, research and resources to help you build stronger teams, innovative programs and training functions that make a real impact. And honestly, we couldn’t have done any of it without you.

Learning and development (L&D) has always been about people — helping employees grow, supporting business goals and keeping organizations moving forward. But the role of today’s learning leader is not just about building skills. It’s about creating the conditions where learning drives performance, fuels innovation and strengthens the organization as a whole. That means balancing the needs of employees with the expectations of senior leaders, aligning development initiatives with business strategy and goals, and ensuring that training delivers measurable results. Our mission at Training Industry is to equip you with the resources and insights to navigate this complexity and lead with impact.

That’s why we dedicated this issue of Training Industry Magazine to you, the learning leader. Inside, you’ll find actionable strategies to build a learning strategy that works for your organization, uncover critical skills gaps, show the business value of training and strengthen your business acumen so you’re seen as a true trusted partner. You’ll also get tips for moving past imposter syndrome so you can lead with confidence.

To further support your growth, we’ve included a special report on the Training

Manager Competency Model. Based on years of research with thousands of L&D professionals, the model outlines 24 competencies across seven core responsibilities. These are the essential skills today’s training managers need to succeed. Think of it as a roadmap for growing your capabilities and expanding your influence within your organization.

We’re living in an exciting yet demanding time for learning leaders. Emerging technologies are transforming how employees learn, creating opportunities for faster, more personalized and more engaging training experiences. At the same time, shifting business priorities and economic uncertainty are putting pressure on organizations to adapt quickly, often with fewer resources. In this environment, your ability to lead with clarity and demonstrate the value of learning has never been more important.

Learning leaders have the opportunity to influence business strategy, improve workplace culture and give people the skills and confidence to meet the challenges ahead. This issue is designed to help you develop those capabilities so you can drive your organization forward.

As you read, we encourage you to reflect on what you and your teams need most right now. And let us know how Training Industry can continue to support you in the years ahead.

Michelle Eggleston Schwartz, CPTM, is the editor in chief of Training Industry, Inc., and co-host of “The Business of Learning,” the Training Industry podcast. Email Michelle.

FEATURES

BUILD BUSINESS ACUMEN AND KEEP L&D SKILLS FRESH: THE “20% TIME” FRAMEWORK

22 26 30 34 38 42

By Laura Smith Dunaief

Integrate continuous learning into daily routines, without extending the work week.

HOW HEALTHY IS YOUR L&D BRAND?

By Paul Matthews

Assess your current brand and improve the perception of L&D in your organization.

4 STEPS TO CONDUCT A STRATEGIC NEEDS ANALYSIS THAT DRIVES BUSINESS IMPACT

By Angela Athy

How to adopt a consultative, business-oriented mindset to deliver measurable impact.

FEELING LIKE A FRAUD? YOU’RE NOT ALONE

By Ruth Phillips

Tips for overcoming imposter syndrome and reclaiming your confidence.

MEASURING THE VALUE OF LEARNING: GETTING TO LEVELS 3 AND 4

By Parker Donnafield, CPTM

A four-phase value-definition framework to move beyond basic L&D evaluation.

THINK LIKE A MARKETER: A PRACTICAL GUIDE TO PROMOTING YOUR TRAINING DEPARTMENT

By Jen Ritter-Tomasik, CPTM

Borrow strategies from marketing to build awareness and engagement in L&D.

SPECIAL REPORT

WHAT DOES IT TAKE TO BE AN EFFECTIVE TRAINING MANAGER?

By Alyssa Kaszycki and Amy DuVernet, Ph.D., CPTM Training Industry’s Training Manager Competency Model™ Special Report

THOUGHT LEADERS

FROM THE EDITOR

By Michelle Eggleston Schwartz, CPTM

By JD Dillon 3 9 11 13 15 59 61 63

LEARNING LEADER SPOTLIGHT

By Laura Last

L&D CAREERS

By Amy DuVernet, Ph.D., CPTM

SCIENCE OF LEARNING

By Srini Pillay, M.D.

CAREER DEVELOPMENT

By Julie Winkle Giulioni

DIVERSITY AND INCLUSION

By Dr. Kristal Walker, CPTM

BUILDING LEADERS

By Sam Shriver and Marshall Goldsmith

WHAT’S NEXT IN TECH?

20 53 56

INFO EXCHANGE

UPSKILLING

By Vanessa Milara Alzate

Build a culture of evaluation.

HOW-TO

By Sean Stowers, CPTM

Develop a clear, compelling learning strategy.

STRATEGIES

By Jenessa Jacobs, CPTM

Protect L&D through effective documentation.

PERSPECTIVES

By Sam Thomas

Achieve maximum value from AI investments.

CASEBOOK

By Sabrina Rock, CPTM

Learn how Defence Construction Canada approaches change management.

CLOSING DEALS

By Sarah Gallo, CPTM

Acorn secures funding to grow L&D solutions.

COMPANY NEWS

Review the latest training news from the last quarter.

STAFF ABOUT OUR TEAM

CEO

Ken Taylor ktaylor@trainingindustry.com

EDITOR IN CHIEF

Michelle Eggleston Schwartz meggleston@trainingindustry.com

SENIOR EDITOR

Sarah Gallo sgallo@trainingindustry.com

SENIOR EDITOR

Carla Rudder crudder@trainingindustry.com

CREATIVE DIRECTOR

Amanda Longo alongo@trainingindustry.com

SENIOR DESIGNER

Mary Lewis mlewis@trainingindustry.com

DESIGNER

Kellie Blackburn kblackburn@trainingindustry.com

DESIGNER

Cassandra Ortiz cortiz@trainingindustry.com

EDITORIAL BOARD

JUDI BADER, CPTM Senior Director of Culture, Learning and Development Willy’s Mexicana Grill

BARBARA JORDAN, CPTM Group Vice President, Global Learning & Development Sims Metal Management

CATHERINE KELLY, MA, BSN, RN, CPTM Director of Learning Programs Brookdale Senior Living

SHIREEN LACKEY, CPTM Senior Management and Program Analyst, Office of Business Process Integration Veterans Benefits Administration

SCOTT NUTTER Principal/Owner Touch & Go Solutions

MATTHEW S. PRAGER, CPTM Executive Training Manager U.S. Government

DESIGNER

Rylee Hartsell rhartsell@trainingindustry.com

DESIGNER

Sha’Meire Jackson sjackson@trainingindustry.com

ADVERTISING SALES sales@trainingindustry.com

MISSION

Training Industry Magazine connects learning and development professionals with the resources and solutions needed to more effectively manage the business of learning.

MARC RAMOS

Global Head, Learning Strategy and Innovation ServiceNow

KELLY RIDER Chief Learning Officer PTC

DR. SYDNEY SAVION Vice Chancellor for People, Culture & Belonging Vanderbilt University

KERRY TROESTER, CPTM Director, North America Sales Training Lenovo

NATASHA MILLER WILLIAMS Head of Diversity & Inclusion Ferrara

KEE MENG YEO Adjunct Professor Grand Valley State University & Davenport University

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PUBLISHER

Training Industry Magazine is published quarterly by:

Training Industry, Inc. 110 Horizon Drive, Suite 110 Raleigh, NC 27615-6520

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THE LEARNING LEADER SPOTLIGHT WITH LAURA LAST

In this issue, we are pleased to spotlight Laura Last, head of global talent development and enterprise learning at BeOne Medicines. As a Certified Professional in Training Management (CPTM), Certified Professional in Talent Development (CPTD) and president of the Lifesciences Trainers and Educators Network (LTEN), Laura makes her own development a priority while helping others grow and become more effective in their roles.

Read on to learn about Laura’s career journey.

Q: HOW DID YOU GET STARTED IN L&D?

A: I was working in sales and naturally gravitated to helping new members on my team. When field training positions were launched at the organization, I applied and got the role. After two years, I was promoted to running the training group. I fell in love with it because it was no longer about me, it was about helping other people achieve their goals.

Q: WHO WOULD YOU CONSIDER YOUR MOST VALUABLE ROLE MODEL?

A: It may sound cliché, but my biggest role model was my mom. She always encouraged us to learn and try new things, and she was always teaching us something. Learning was just a part of our home. I have also had wonderful teachers and worked with amazing trainers and learning leaders throughout my career. I’ve tried to learn from each person that I’ve worked with.

Q: WHAT’S YOUR MOST MEMORABLE TRAINING EXPERIENCE, GOOD OR BAD?

A: At a large biotech organization, we trained over 1,200 new sales

representatives in three separate cohorts, live, for a week and half each. As soon as one group was done, we started another. There were so many moving parts, and it was completely exhausting but so rewarding. After 16 years, I am still close to the trainers from that launch, as well as many of the salespeople and managers.

Q: WHAT ARE THE MOST PRESSING ISSUES ON YOUR PROFESSIONAL PLATE RIGHT NOW?

A: The world continues to change rapidly, and our business changes just as quickly. The biggest challenge is sorting through the noise to ensure that we build and deliver what the organization needs now, as well as for the future.

Q: WHAT’S THE MOST CHALLENGING ASPECT OF YOUR JOB?

A: Learning touches almost everything in an organization. You must be able to understand many different functions and how they operate. You have to know how to connect the dots and ensure that the team does the same. This becomes even more difficult when you are doing it globally with multiple time zones and a significant number of stakeholders.

Q: WHAT’S THE MOST REWARDING ASPECT OF YOUR JOB?

A: I love seeing people grow and develop and do things that they didn’t think they could do. I enjoy seeing the light bulbs go off as people learn, seeing them apply the learning and becoming even more effective in their role. At the end of the day, that’s why I do what I do.

Q: WHAT’S YOUR PREFERRED TRAINING METHODOLOGY?

A: Nothing replaces face-to-face learning, but using technology to customize, curate

and deliver content is invaluable. We can do so much more now — and more quickly ¬— with the tools and technology we have. I like to see us combine different modalities as often as we can, because people learn differently.

Q: HOW DO YOU FIND THE TIME TO CONTINUE YOUR OWN PROFESSIONAL DEVELOPMENT?

A: I commit to attending at least 2-3 conferences per year. I look for webinars from a variety of resources to ensure that I’m getting the most up-to-date information. I’ve continued to pursue certifications and am currently working on a doctorate in education. You have to make learning a priority.

Q: ANY RECOMMENDATIONS FOR FOLKS OUT THERE: BOOKS, PARTNERS, RESOURCES, ETC.?

A: We have a wealth of knowledge at our fingertips; it’s our job to curate it when we need it. It’s important to belong to organizations designed to upskill and develop learning professionals. I also use LinkedIn to find many of the webinars that I attend. Follow as many learning groups as you can.

Q: “IF SOMEONE WANTS TO FOLLOW IN MY PROFESSIONAL FOOTSTEPS, I’D TELL THEM TO BE SURE TO …”

A: Buckle up, it’s a fun ride! In all seriousness, be flexible and willing to take on new challenges. Many of the roles I took were out of my comfort zone. It hasn’t been a linear path, and that’s ok. I don’t look back on a single role in my career and regret it. I’ve learned from everything I’ve done.

JUNE 16-18, 2026 | RALEIGH,

The conference left us feeling motivated and better equipped to support learning within our organization”

Learning and Development Manager at Accurate Personnel

“Hands down one of the best training/L&D conferences or industry events I've been to!”

Training Program Manager at McAdams

“TICE was a dynamic event that offered valuable insights and facilitated meaningful connections.”

AMY DUVERNET, PH.D., CPTM

DEVELOPING THE NEXT GENERATION OF CLOs

The role of the chief learning officer (CLO) is about more than overseeing training programs. Learning executives are expected to drive business strategy, influence senior leaders and guide organizations through near constant change. For many, the path to CLO starts as a training manager. Combining both learning and leadership, training managers have a unique opportunity to build the skills and experiences that will prepare them for the executive level.

SENIOR L&D LEADERS MUST BE ABLE TO GUIDE THEIR ORGANIZATION THROUGH TRANSFORMATION.

LEADERSHIP PIPELINE THROUGH TRAINING MANAGERS

Training managers sit in a critical position. They translate organizational strategy into learning solutions while also managing people, processes and resources. This exposes them to both operational and strategic demands, making the role a natural stepping stone toward executive leadership. In fact, Training Industry’s ongoing L&D career and salary research identified training managers as a common precursor to director and executivelevel learning and development (L&D) job roles.

BRIDGING THE GAP BETWEEN MANAGER AND EXECUTIVE

But while at least half of learning leaders aspire to the CLO level, less than 1% actually achieve that senior L&D role. To prepare yourself and gain a competitive advantage, training managers must seek

out opportunities that stretch them beyond day-to-day program management:

• Gain Enterprise-Wide Exposure: A key here is understanding the connection between training efforts and both organizational strategy and outcomes. You can gain that understanding by volunteering to represent L&D on enterprise projects, asking for opportunities to brief senior leaders on learning impact and shadowing colleagues in other departments to gain insight into their challenges.

• Build Influence Outside of L&D: Future CLOs need the trust of business leaders. As a training manager, you can start earning that trust now by partnering with stakeholders in other functions, learning their processes and jargon and demonstrating your ability to understand and help alleviate their business problems. Focus on actively nurturing your relationships with leaders in finance, operations and human resources (HR) to expand your reach.

• Develop Financial Fluency: Budgets, return on investment (ROI) and resource allocation may feel outside your wheelhouse, but financial fluency is necessary at the executive level. To build financial fluency now, take ownership of your budget, learn to make a business case and track your impact. Find metrics that will quantify the value of learning in terms that senior leaders appreciate, such as performance outcomes, productivity or cost savings.

• Champion Change: Senior L&D leaders must be able to guide their organization through transformation. As a training manager, you should seek opportunities to lead change efforts. This could mean stepping

up when new technology is implemented, playing a role in shifting learning culture or managing largescale rollouts. These experiences give you practice aligning stakeholders, communicating a vision for change and helping others adapt to new approaches to work.

TRAINING INDUSTRY’S RESOURCES

As you think about your own career path, it’s also worth considering how your current skills align with those required by the CLO role. In this issue, my colleague and I share a special report on the Training Manager Competency Model, which outlines the key capabilities training managers need to succeed. We are also in the process of developing a competency model to define what’s required in senior L&D level. Preliminary results of this effort show that the leap from manager to executive is less about learning new technical skills and more about expanding your scope and approach. We’re also getting ready to launch a brand new program focused on preparing future senior L&D leaders.

For training managers with aspirations of becoming CLOs, that’s encouraging news. You don’t have to wait until you’re promoted to begin building executive readiness. Start where you are, with the responsibilities you already hold, and look for opportunities to practice the skills that matter at the top. Your opportunity is clear: today’s training managers are tomorrow’s senior leaders.

Amy DuVernet, Ph.D., CPTM, is the director of training and development at Training Industry, Inc., where she oversees all processes related to Training Industry’s courses for training professionals, including program development and evaluation. Email Amy.

SCIENCE OF LEARNING

SRINI PILLAY, M.D.

5 BRAIN-BASED PRINCIPLES FOR HELPING TRAINING PROFESSIONALS EMBRACE AI

Trainers tasked with helping teams learn artificial intelligence (AI) frequently face skepticism, fear of being replaced or cognitive overload from complex concepts. Traditional training — focused on rigid goals, compliance and dense technical instruction — can inadvertently increase this resistance.

To succeed, trainers must shift from simply teaching AI tools to transforming mindsets. Here are five counterintuitive principles that can help training professionals prepare learners for AI adoption.

1. COMPASSION OVER GOALS

Key Insight: Compassion is more powerful than performance pressure for long-term adoption.

Compassion creates the psychological safety needed for people to embrace new possibilities. Compassion means noticing another’s challenges, empathizing and acting to improve both reduce fear and help someone grow. When trainers focus on enforcing goals, they trigger defensive states in the brain, reducing openness and creativity.

Trainer Tip: Instead of starting sessions with a list of learning outcomes, ask: “What excites you about AI? What worries you?”

2. START WITH THE IDEAL SELF

Key Insight: Addressing deficits early on can shut down motivation.

A 2023 brain imaging study found that focusing on what’s lacking activates brain regions that inhibit openness and creativity. This is especially true when people feel overwhelmed by AI’s complexity. Intentional Change Theory (ICT) emphasizes beginning with the “ideal self” — the person learners want to become.

Trainer Tip: The brain shifts to threat mode when AI training starts by asking, “What don’t you understand?” Instead, start with questions like: “What would it look like if you used AI to make your work easier, more creative or more impactful?” This reframing creates intrinsic motivation, which is far stronger than compliancebased learning.

3. CALM THE LEARNER BEFORE TEACHING

Key Insight: An anxious brain cannot retain technical knowledge.

The amygdala — the brain’s alarm system — hijacks attention when learners feel fear or uncertainty. This is why many professionals “zone out” during technical AI training: their brains are simply too tense to process new information.

Trainer Tip: Begin every session by calming the nervous system. Try a breathing technique to deactivate stress responses. Pair this with a grounding question like: “What’s one simple task AI could help you with today?” This helps learners switch from fear-driven thinking to an open, problem-solving state.

4. PROMOTE A GROWTH MINDSET

Key Insight: AI learns by failing — so should we

AI is built on trial and error, yet many learners expect to master tools instantly. A growth mindset reframes errors as data rather than failures. When trainers normalize mistakes, they reduce fear and boost resilience.

Trainer Tip: Encourage experimentation. Highlight how even AI models “fail” millions of times during training. Ask learners to share favorite mistakes they made while experimenting with an AI tool and what they learned. By creating

a culture of curiosity, trainers shift the focus from perfection to progress, which speeds adoption.

5.

AVOID INFORMATION OVERLOAD

Key Insight: Information overload kills retention.

AI concepts are complex and abstract. If presented all at once, they overwhelm short-term memory and scatter attention. Neuroscience shows that learning sticks when it’s spaced and integrated with reflection.

Trainer Tips: Flexibility allows learners to integrate new knowledge during downtime, turning fragmented data into lasting understanding. Use microlearning modules instead of long sessions and allow learners to explore AI tools on their own and return with insights.

WHY THESE PRINCIPLES MATTER FOR AI ADOPTION

People resist AI because they fear irrelevance, loss of control or simply the steep learning curve. Training professionals must address these emotional and cognitive barriers, not just deliver content.

By following these tips, trainers create a learning environment where AI feels like an ally, not a threat. These counterintuitive principles transform training from a technical download into a mindset shift — one that sparks curiosity, confidence and long-term adoption.

Dr. Srini Pillay is the CEO of NeuroBusiness Group. He is a Harvard-trained psychiatrist and neuroscientist, on the Consortium for Learning Innovation at McKinsey & Company, and author of “Tinker Dabble Doodle Try.” Srini is also co-founder, chief medical officer and chief learning officer of Reulay. Email Srini.

A 5-STAR CERTIFICATION PROGRAM FOR 5-STAR LEARNING LEADERS

Read the reviews of learning and development (L&D) professionals who achieved their career goals with Training Industry’s Certified Professional in Training Management (CPTM™) program.

“I am new in the role, as the first plant training manager for a national food manufacturing brand. The knowledge and tools I have gained during the process of acquiring my CPTM [credential] have provided me with both the framework and confidence to structure and develop a high-performing training and development program that is strategically aligned with our operational objectives.”

— Dave Stewart, CPTM, plant training manager, McKee Foods

“I don’t have the traditional educational background that most professionals do but have an extensive training background from my time in the military. For five years, I was having a difficult time overcoming the educational gap and translating my military experience into a training position. I’m proud to say that only two months after obtaining my CPTM certification, I was offered and accepted a training position!”

— Wade Watson, CPTM, supply chain operations training and development specialist, SCA

Your career goals are waiting! Get started on your path to L&D success with the CPTM program.

“I had been in the Training industry for over 20 years when I signed up and was absolutely floored by how much I was learning. So many of my experiences had no name before I took the CPTM and now they do. I could not find a better use of my time than this program, period.”

— Jeff Emanuelli, CPTM, vice president of people management and development, SMBC MANYUBANK

LEARN MORE

DEVELOPMENT OPPORTUNITY OR BUSY WORK? 3 TESTS FOR LEARNING LEADERS

For the past several years, I’ve been part the faculty responsible for teaching a leadership development program within the Navy. During a recent workshop, we were discussing how they can develop others and how organic, in-role experiences can promote autonomous growth. When development is woven into the work, the work itself can become the training. No approvals or budget required.

That’s when a commander, sitting toward the back of the room, raised her hand and said: “This makes sense. But it could also be misused and exploited to get everincreasing levels of work done. How can we ensure that the experience actually drives development?”

I welcomed the pushback. Because she’s right. Workloads have ballooned, and technology now allows many of us to toil away anytime, anywhere. A recent MIT Sloan Management Review article by Melissa Swift introduced the expression “work intensification,” which aligns with the number of employees who routinely report being overrun and overwhelmed with priorities. Microsoft coined the term “infinite workday” in its recent Global Work Trend Index Special Report to describe how increasingly blurred work/ life boundaries have extended traditional work hours, often contributing to fatigue, burnout and reduced well-being.

It’s tempting for leaders to reframe everyday tasks as development opportunities simply to justify the workload. And that’s where growth-washing comes in. Like greenwashing — presenting something as sustainable when it’s not — growthwashing establishes a false narrative that exacerbates the current conditions and erodes trust.

Leaders are right to push back and question how we can realistically (and

ethically) incorporate development into today’s workplace. Here are three best practices:

MAKE SURE IT’S DEVELOPMENT

Not all work qualifies as growth, but an experience that directly aligns with someone’s development goals does. So, the first step for leaders and employees is to clarify growth goals.

• What does that employee want to achieve?

• What skills do they want to learn?

• What do they want to be able to do in the future?

Without this clarity, it’s impossible to distinguish authentic opportunities for development from workload expansion. Is there a breadcrumb trail (or, even better, a bright line) between someone’s growth goal and a proposed development experience? That’s the growth-washing test. And when passed, it unlocks unbeatable alignment, motivation and engagement with the work.

MAKE TIME FOR DEVELOPMENT

Even when fully aligned with one’s goals, additional experiences still represent something beyond what an employee is already doing. And if nothing else comes off their plate, chances are the learning — if it happens at all — will be lost or rushed.

That’s why effective leaders proactively negotiate the workload and trade-offs. They explore what can be removed to make room for what’s being added. They work with employees to determine where technology and artificial intelligence (AI) might streamline tasks or where delegation might shift capacity. They replace magical thinking with realistic recalibration to create the space for growth.

MAKE SURE IT STICKS

Development is only half of the experience. It’s in the reflection and unpacking that insights are formed, skills are crystallized and growth is recognized. That’s why another hallmark of legitimate development is a proactive plan for transforming the experience into learning. This can be as simple as pre-scheduling checkpoints to ensure that learning (not just business) results remain front-of-mind and are tracking toward goals. Encourage reflection through journaling, conversations with peers or one-on-ones with leaders. Leadership commitment to followup signals a genuine and meaningful development effort.

WITHOUT CLARITY AROUND GROWTH GOALS,

IT’S IMPOSSIBLE TO DISTINGUISH AUTHENTIC OPPORTUNITIES FOR DEVELOPMENT FROM WORKLOAD EXPANSION.

FINAL THOUGHTS

The commander’s question lingers: is it real development or just more work? Growth-washing blurs that line. Leaders who care enough to clarify, make room and follow through turn that question into a daily practice — ensuring authentic growth and sustainable results.

Julie Winkle Giulioni is the author of the bestselling books, “Promotions Are SO Yesterday” and “Help Them Grow or Watch Them Go.” Email Julie.

MAKING EVALUATION A TEAM SPORT FOR ORGANIZATIONAL IMPACT

BY VANESSA MILARA ALZATE

The demand to demonstrate real value from learning investments has never been higher. Gone are the days when leaders were satisfied with participation counts and “smiley sheet” satisfaction scores. Stakeholders want proof and real confidence that training drives meaningful behavior change and business results. That confidence only comes when organizations move beyond surface-level metrics and commit to building what my company, Kirkpatrick Partners, calls a “Culture of Evaluation” — where evidencebased decision-making is a shared, organization-wide commitment.

MOVING BEYOND THE MYTHS: UNDERSTANDING ENHANCED EVALUATION

For years, learning and development (L&D) professionals mostly measured what they could easily control. Those familiar with Kirkpatrick’s Evaluation Model might recognize this as students’ reaction to the training experience (Level 1) and student’s increase in knowledge (Level 2). While these measures are important, they rarely address the questions executives care about most, such as whether training leads to real change or what learnings contributed to business outcomes.

behavior change is on track to achieve the desired business results. If indicators show gaps or risks, L&D teams can deploy additional support or reinforcement to protect the training investment. Evaluation then becomes not just a rearview activity but a forwardlooking management tool.

EVALUATION AS A TEAM SPORT

ENHANCED EVALUATION IS NOT JUST AN L&D EXERCISE; IT IS A BUSINESS IMPERATIVE.

This is where Level 3, behavioral change and performance improvement, and Level 4, business success, become crucial for understanding the impact of training. There is a persistent myth that organizations can measure behavior change by simply sending a feedback survey 60 or 90 days after training. In reality, the Kirkpatrick Model, as updated in the 2010s, moved away from that narrow approach. Modern Level-3 evaluation means embedding learning and evaluation within the business itself. It’s about integrating multiple sources and methods — manager feedback, observation, performance data and peer input — to monitor what’s actually happening on the job.

Just as important, today’s best practice recognizes that Level 3 and Level 4 are interdependent. It is not enough to ask if someone is using new skills; organizations need to set and track leading indicators that signal whether

One of the biggest barriers to credible evaluation is the belief that it’s solely L&D’s job. In truth, evaluation is a team sport. Collecting high-quality data and making sense of it requires the involvement of executives, managers, front-line employees, human resources (HR), information technology (IT) and more.

Here’s an example that often resonates with stakeholders: Think of launching a training program like fielding a new team in a sports league. L&D is the coach, designing the playbook and running practices. But the players, employees and their managers, are the ones executing on the field. Operations, IT and HR support with equipment, analytics and logistics. Just as no coach expects to win a championship alone, L&D cannot ensure behavior change and results without active participation from the back office (a.k.a. the business). When everyone embraces their role, the organization is set up to win and see measurable impact.

THE BUY-IN CHALLENGE

Gaining buy-in for enhanced evaluation is not always easy. Stakeholders may worry about time, cost or complexity.

Others fear that advanced evaluation could uncover weaknesses or disrupt routines. Some still think evaluation is just about checking the return on investment (ROI) box.

These misconceptions can stall momentum. Without a strong culture of evaluation, efforts can become siloed, lose credibility and struggle to access the data and engagement required for meaningful results.

MAKING THE CASE: WHAT’S IN IT FOR STAKEHOLDERS?

Building buy-in begins with helping stakeholders gain confidence in both the process and the outcomes. Enhanced evaluation is not just an L&D exercise; it is a business imperative. When stakeholders see how evaluation informs better decisions, improves investments and mitigates risk, support grows naturally.

ONE OF THE BIGGEST BARRIERS TO CREDIBLE EVALUATION IS THE BELIEF THAT IT’S SOLELY L&D’S JOB. IN TRUTH, EVALUATION IS A TEAM SPORT.

A practical approach is to connect evaluation to what matters most to each group. If the goal is customer satisfaction, show how you’ll track changes in frontline behavior and customer metrics. For sales, demonstrate links between training, behaviors and revenue. The more evaluation is integrated with

business strategy, the more relevant and valuable it becomes.

Early success stories are key. A pilot project that measures and improves a specific behavior or outcome can become a proof point, generating excitement and credibility across the organization.

Stakeholder Talking Points Cheat Sheet

Stakeholder What They Care About

CEO Growth, risk, business outcomes

CFO ROI, cost savings, accountability

Line Manager Team performance, efficiency

HR Talent, retention, engagement

IT Integration, system efficiency, data

Operations Productivity, process improvement, quality

Sales Revenue growth, quota attainment, enablement

Customer Support Service quality, customer satisfaction, retention

Participants Professional growth, relevance, speed to productivity and efficiency, recognition

Talking Point Example

“Evaluation shows us what really drives results.”

“Data lets us cut what isn’t working and double down on what is.”

“We can pinpoint where skills stick and where extra support is needed.”

“We’ll see which programs truly help people grow and stay.”

“Evaluation insights help us align technology investments with user needs and adoption.”

“We can connect learning directly to operation results and workflow improvements.”

“We can link training to increased sales performance and pipeline movement.”

“We can track how learning programs improve customer experience and issue resolution.”

“You’ll see how your learning leads to visible impact, including how to be more efficient and productive in your role since we know there is so much to do so little time. And your feedback shapes future programs.”

QUICK WINS FOR ENHANCED EVALUATION

• Start Small: Pilot enhanced evaluation with a high-visibility program that you have more control over to demonstrate value.

• Share a Data Story: Use before-and-after metrics or participant success stories to build credibility.

• Visual Dashboards: Create simple visuals to communicate early outcomes.

• Invite Leaders to Observe: Allow stakeholders to see evaluation in action.

• Celebrate Improvements: Publicize early successes to generate momentum.

BUILDING BUY-IN: PRACTICAL TACTICS FOR A CULTURE OF EVALUATION

Success comes from deliberate, collaborative strategies:

1. Stakeholder Mapping

Identify and understand all key players — executives, managers, HR, finance, IT, operations and more. Each brings unique perspectives and needs to the table.

2. Speak Their Language

Frame evaluation in terms relevant to each stakeholder. Go beyond learning jargon; use business metrics, operational goals or customer results.

3. Co-Create the Process

Invite stakeholders to define success and select which behaviors and results to track. This increases ownership and ensures relevance.

4. Use Multiple Sources and Methods

Don’t rely solely on surveys. Incorporate manager observations, peer feedback, system data and performance dashboards. This approach makes Level 3 and Level 4 evaluation practical and credible.

5. Monitor Leading Indicators

Regularly check leading indicators, such as early performance trends or on-thejob application. Spot risks or gaps early

and deploy support and reinforcement where needed.

6. Share Data and Stories Early

Communicate quick wins and lessons learned using dashboards, stories and visualizations. Keep evaluation visible and valued.

7. Enlist Champions

Empower advocates throughout the organization to share their positive experiences and help drive adoption.

8. Keep Feedback Loops Open

Solicit and respond to input at every stage so evaluation remains a living, adaptable process.

LEVEL 3 AND 4 DATA: PRACTICAL, NOT IMPOSSIBLE

Many organizations believe advanced evaluation is out of reach. The truth is, most already have access to the sources needed: operational data, HR metrics, performance systems and direct observation. What’s required is coordination and a commitment to use multiple data points for a complete picture.

Level 3 and 4 evaluation is not about complexity. It’s about planning for data needs from the start, collaborating across teams and acting on what’s learned. With the right approach, it’s manageable, sustainable and highly effective.

SUSTAINING ENGAGEMENT AND BUILDING CONFIDENCE

Building a culture of evaluation is a continuous journey. Success depends on making evaluation a regular part of business reviews, leadership discussions and strategy cycles. When results are shared transparently and improvements are celebrated — even small ones — momentum grows.

As more stakeholders experience the value of evidence-based decision making, confidence in learning investments will rise. Data becomes a tool for learning, growth and accountability.

CONCLUSION

Enhanced evaluation, driven by team-wide buy-in and collaboration, is the foundation of a true culture of evaluation. When everyone understands their role and sees the connection to business outcomes, evaluation becomes a source of insight and confidence, not just compliance. The result: smarter investments, greater impact and lasting credibility for learning and development.

Vanessa Milara Alzate is owner and CEO of Kirkpatrick Partners, where she is reimagining the Kirkpatrick Four Levels® to empower organizations to build a true Culture of Evaluation™ and unlock measurable business impact. Email Vanessa.

HOW-TO

CRAFTING A COMPREHENSIVE LEARNING STRATEGY: KEY STEPS TO DRIVE ORGANIZATIONAL SUCCESS

BY SEAN STOWERS, CPTM

The stakes have never been higher for learning leaders. As technologies and markets transform at breakneck speed, your learning strategy can determine whether your organization thrives or merely survives in the new economy.

This imperative illustrates why a comprehensive learning strategy is more than a training plan. It is the organization’s blueprint for building and maintaining capability. It ensures employees have the skills they need to perform today, the capacity to support strategic initiatives and the foundation to meet future demands. For a learning strategy to be effective, it must be tightly connected to the business strategy. Every element of the learning agenda should clearly align with organizational priorities and support the company’s ability to remain competitive in a constantly evolving marketplace.

While areas like onboarding, manager training and leadership development remain important, they are no longer enough. Executives today are equally, if not more, concerned about workforce readiness, digital fluency and digital dexterity. In short, the ability of the workforce to adapt and apply new technologies and ways of working has become a core capability. Learning leaders must broaden their focus and ensure their strategies support these larger enterprise needs.

The landscape has shifted dramatically in recent years. Organizations that once viewed learning as a supporting function now recognize it as a strategic imperative. This shift requires learning leaders to rethink their approach and positioning within the organization. The most successful learning strategies directly address business challenges, whether they involve expanding into new

markets, adapting to regulatory changes or embracing technological disruption. Framing learning initiatives as business solutions rather than training programs elevates the conversation and secures stronger stakeholder commitment.

START WITH THE BUSINESS, STAY WITH THE BUSINESS

One of the most surprising challenges I’ve encountered is how often learning leaders don’t know where to begin. Many assume the organization’s strategic plan is off-limits or not relevant to them. That is a mistake. You cannot align to something you have not seen. Building a learning strategy that supports the business starts by requesting the strategic plan and understanding what the organization is trying to accomplish.

What are the organization’s top priorities over the next three to five years? What market trends or competitive forces are at play? With that foundation, initiate

5 QUESTIONS TO KEEP YOUR LEARNING STRATEGY AGILE

Even the best learning strategies need regular check-ins. Ask these five questions to ensure your plan remains relevant and aligned:

1. What critical business shifts have occurred since our last strategy review?

2. What emerging challenges are keeping our stakeholders awake at night?

3. Are we cultivating the right capabilities for tomorrow’s competitive landscape?

4. What story are our performance metrics revealing about our impact?

5. Do people across the business understand our strategy and see their role in its execution?

focused dialogues across the business — with the chief executive officer (CEO), senior leaders, managers and frontline employees. Probe how they are experiencing the company’s strategy and where they feel pressure or opportunity. These insights will help you identify critical skill deficiencies and competency gaps that threaten market position.

Consider creating a capability map that visualizes the intersection of current skills, future requirements and strategic imperatives. This visual tool can be powerful in communicating with executives and building consensus around learning priorities. It transforms abstract concepts into concrete action items and helps stakeholders understand the relationship between talent capabilities and business outcomes.

Armed with this understanding, translate insights into a prioritized set of objectives for your learning organization. From there, you can develop a roadmap to meet those objectives in alignment with the broader strategy.

There is no single model or framework for developing a learning strategy. The important thing is to find a structure that helps you clearly communicate the purpose and priorities of your learning function. A strategy is not a set-it-andforget-it document. It should evolve as the business evolves. That’s why you need both a detailed internal plan and a simple, high-level “strategy on a page.” When someone asks, “What is our learning strategy?” you should be able to answer in one clear, compelling statement.

MEASURE WHAT MATTERS MOST

While there are many established models for measuring the impact of learning, it is important to remember that the model is not the story. The business impact is the story. The most valuable metrics are those agreed upon with stakeholders in advance. If you can tie learning outcomes directly to the objectives of the business, you will be viewed as more strategic and more successful.

Too often, learning functions focus exclusively on activity metrics: number

FRAMING LEARNING INITIATIVES AS BUSINESS SOLUTIONS RATHER THAN TRAINING PROGRAMS ELEVATES THE CONVERSATION AND SECURES STRONGER STAKEHOLDER COMMITMENT.

of courses delivered, completion rates or satisfaction scores. While these data points have their place, they rarely tell the full story of learning’s contribution to the business. Instead, partner with business leaders to identify the metrics that matter to them. For a sales organization, this might be time-to-productivity for new hires or win rates on competitive deals. For operations, it could be error reduction or efficiency improvements. By adopting these business metrics as your own, you create shared accountability and demonstrate learning’s direct impact on performance.

STAY ENGAGED AND KEEP LISTENING

One of the most common missteps in building or refreshing a learning strategy is assuming you understand the business fully. But the business, like your strategy, is always evolving. If you are not in regular strategic conversations with leaders and consistently scanning the market, you risk falling behind. Your ability to make meaningful recommendations depends on your ability to speak the language of the business and understand its shifting priorities.

A COMPREHENSIVE LEARNING STRATEGY IS MORE THAN A TRAINING PLAN. IT IS THE ORGANIZATION’S BLUEPRINT FOR BUILDING AND MAINTAINING CAPABILITY.

Establish a rhythm of regular touchpoints with key stakeholders — quarterly reviews with business unit leaders, monthly checkins with human resources (HR) partners and annual deep dives with the executive team. These conversations should focus less on what the learning function is doing and more on how business needs are changing. Ask probing questions about upcoming initiatives, market challenges and competitive pressures. This ongoing dialogue ensures your strategy remains relevant and positions you as a strategic partner rather than a service provider.

For learning leaders, credibility starts with business acumen. You must know what the business is trying to do, what skills it needs to succeed and how learning and development (L&D) can support those efforts. When you can draw that clear connection, the learning strategy becomes a critical tool for organizational success.

Measurement should start with a question: What is the impact we are trying to have? From this foundation, determine the best way to showcase both the data and the narratives that demonstrate that impact. Use the models that work best for your organization but always keep your eye on the outcomes the business cares about most.

Sean Stowers is the CEO and chief learning officer of WeLearn, a learning solutions company on a mission to build better humans through learning. He partners with organizations to craft impactful strategies that align learning with business priorities and drive measurable performance. Email Sean.

elcome to the world of accelerating change. Whether your organization is navigating the challenges of integrating artificial intelligence (AI) into its work, transforming itself to address supply chain uncertainty, dealing with marketplace disruptors, expanding into new markets or perhaps all of the above, the struggles are real.

This VUCA (volatile, uncertain, complex and ambiguous) world, where unpredictability reigns, challenges employees to keep their skills current and relevant for whatever is coming next. And it’s no surprise that they lean on us, the training experts, to help them prepare to navigate the shifting sands ahead.

For organizational leaders, training professionals provide much-needed context and guidance. By leveraging solid consulting skills, training personnel can add value, helping leaders identify root causes of business problems and design a path forward to a desired future state.

To perform in these contexts, training professionals need to keep two skill sets fresh: credible business acumen and relevant learning and development (L&D) skills.

It’s simple on the page, but it can be a lot to juggle alongside day-to-day execution responsibilities in an environment of continuous change. An analogy about the shoemaker’s children running around barefoot is apt here and often resonates with training professionals — they’re so busy making

does each person’s role contribute to achieving strategic goals?

• Financial literacy: What do the financial statements tell us about your organization’s health? What financial metrics are most important to the firm?

• Industry/market knowledge: Who are your competitors? What differentiates your firm? What are the best- and worstcase market dynamics and where are you now in relation to these?

These overlay other critical skills that contribute to demonstrations of business acumen, like strategic thinking, political savvy, decision-making, analysis, targeted communication and problem-solving.

The Evolution of L&D Skills

Tools that help us meet learners where they are — physically, mentally and skillwise — are continually evolving, largely due to advances in technology. These tools are not only transforming the learner experience but also helping L&D professionals become more efficient and agile in their own roles.

To build learning agility among our learners and operational agility within our training teams, we must be able to select and apply the right technologies — and use them effectively. Doing so requires both an understanding of the technology landscape and the discipline to practice using these new tools regularly.

We also need to explore ways we can leverage what we know from learning science and support learners with extended learning experiences, such as deliberate practice and coaching, and assess their performance in meaningful ways over time.

Introducing the “20% Time” Framework

It’s a lot to learn — or relearn — as our organizations evolve.

In my first role as an internal L&D consultant, I asked for guidance from another function’s consultant. What had made him so successful?

His answer was simple: Dedicate 20% of your time to learning about your customers, the business and your function. The justification he shared was that the environment in which your clients operate will continuously change, as will the tools and best practices of your functional area. The best way to serve your clients well is to keep your finger on the pulse of what’s changing and use this knowledge to offer expert guidance.

The simplicity of the advice belied the complexity of following it. Dedicating 20% of my time was roughly one day a week. I was already working too many hours to meet my clients’ needs.

What I found, however, was that I could achieve this — or at least get close — by shifting my mindset. It wasn’t about adding hours; it was about repurposing hours by starting with an intention to learn. This clarity of purpose made a significant difference.

Techniques to Leverage 20% Time

What does it take to achieve a 20%time commitment to your own learning without adding hours to your week?

Start with intention

Identify what you want to learn or improve and capture this in a “learning journal.” When I started, this was a simple notebook. Now, I use an online whiteboarding tool like Mural to record my intentions, collect links to resources, capture weekly takeaways and consider how I might use or build on what I’ve learned.

Review what you’re already doing

Many of your current activities have learning opportunities embedded. To see them, you need to change the lens through which you view them.

• Re-envision “boring meetings” as opportunities to learn about the issues and the people involved. Don’t just show up at a client’s meeting and give your update. Watch and listen for cues that tell you how people feel about your update and other issues on the agenda. Who in the room wields power, and how do they use it? In addition to learning more about ongoing initiatives and announcements, you’ll learn who the influencers and detractors are, which will provide insight into how you might approach building buy-in for key initiatives.

• Treat each learning event you facilitate as an ad hoc focus group.

What can you discern about your learners and the world in which they function? What concerns do they voice? What gets them excited and with what do they struggle?

• Seek opportunities to observe your learners during their daily work. While this is more challenging in some remote or hybrid work environments, it’s not impossible. Consider including a site visit in your annual needs assessment. What challenges do they face? How do processes and technology really work? How do employees use tools designed to reinforce previous learning? How do they find answers when faced with new situations?

Weave in high-value learning opportunities

Look for opportunities on your weekly calendar to dive more deeply into relevant topics. It might be an hour here or 15 minutes there, but the time will add up quickly.

• Set aside time daily or weekly to read or watch. Now that I commute less often, I use my morning “commuting time” to review industry newsletters, read articles and book chapters and

industry-specific or L&D podcasts General and business news sources are also good for broadening your awareness of issues that might affect your company.

• Attend virtual industry roundtables and technology demos. Select those that help enhance your skills and keep you abreast of changes. Often, these are scheduled at lunch time and take less than an hour.

• Talk to an expert. This could be someone inside your organization or someone you know through your network. Schedule a 15-minute coffee chat to understand their perspective on an issue. My favorite regular coffee date was with our finance person. She was always willing to confirm or correct my understanding of key data points from our quarterly reports.

• Listen to the quarterly earnings call. If your company is public, they will have regular earnings calls for analysts that provide ratings on their stock. During the earnings call, you will hear insights from the company’s leaders about their quarterly results and what they are forecasting for the year.

Pay attention to issues they are discussing. What could affect you and your organization?

• Schedule time for deliberate practice. Set aside time to practice using new tools or technology to increase your fluency.

• Make it a collective exercise. Engage other training team members by creating a forum or vehicle for everyone to share their 20%-time learnings. Make it a regular team agenda item or leverage technology to create a shared virtual space for people to add their categorized items.

While these techniques might not add up to 20% of your time every week, an aspirational focus will help you keep your own skills fresh and relevant. This will help you maintain your credibility with the audiences you serve and ensure your recommended solutions are on point and you continue to add value.

Laura Smith Dunaief is the founder of CareerCraft , a learning consultancy that partners with organizations to design, facilitate and manage leadership, communication and diversity training solutions that achieve strategic goals. Laura is also a facilitator for Training

Looking for Ideas to Fill Your 20% Time?

Here are two book recommendations that can help you improve your business acumen:

• “What the CEO Wants You to Know: How Your Company Really Works,” by Ram Charan

• “Seeing the Big Picture: Business Acumen to Build Your Credibility, Career, and Company,” by Kevin Cope

Your learning and development (L&D) department already has a brand, whether you’ve defined it or not. That brand shapes how others in your organization perceive your value and how they choose to engage with you. Understanding and cultivating this brand significantly improves the ability of L&D to be successful and provide organizational value.

Think about the last time you interacted with a brand you trust; perhaps you bought your favorite coffee, used a reliable online service or shopped at a familiar store. Each time you expect, and trust, that you will get certain things based on the promise that brand has made to you.

UNDERSTANDING BRAND AND REPUTATION IN L&D

The brand of L&D refers to the way the function is perceived within an organization: its identity, reputation and value proposition. A strong brand

benefits from credibility, trust and engagement among employees and senior stakeholders.

Your L&D brand is a promise made to employees about what they can expect when interacting with your department. Reputation, on the other hand, is the outcome of how consistently you deliver on that promise.

For instance, if employees mainly approach L&D for mandatory compliance training, your brand may reflect a transactional or administrative role. Conversely, if your department is approached regularly for strategic initiatives or solving performance issues, it indicates a high-value, strategic brand positioning.

THE IMPACT OF YOUR L&D BRAND

The strength of your L&D brand and reputation significantly influences your ability to be effective and drive

meaningful business outcomes. A positive brand perception attracts more engagement, better collaboration and stronger organizational support. Conversely, a weak brand or negative reputation can limit your influence, reduce participation in learning initiatives and diminish your department’s strategic value.

Intentionally managing and strengthening your L&D brand should be a core element of your overall L&D strategy.

HOW TO ASSESS YOUR L&D BRAND

Before you can enhance your L&D brand, you must understand its current state. Here are key methods to help you assess your department’s brand and reputation:

Observe demand patterns

Monitor the types of requests or queries your department receives. The

nature of these requests will indicate how your brand is perceived internally. People will only ask you for things they think you do. They won’t think to ask for things they don’t believe you do.

Gather direct feedback

Direct employee feedback is invaluable. Conduct surveys, interviews or focus groups to gather honest insights about perceptions of your L&D department.

Listen to indirect signals

Pay attention to how employees and stakeholders talk about your L&D initiatives informally. Positive or negative mentions are indicators of your current brand and their recent experiences that affect your reputation.

10 KEY COMPONENTS SHAPING THE L&D BRAND

Several critical components shape the strength and effectiveness of your L&D brand:

1. Purpose and value proposition

Clearly articulate why your L&D function exists and the specific organizational challenges it addresses. Your value proposition should explicitly link learning initiatives to strategic business outcomes and employee performance. Ask yourself: What do you do for, and with, the managers in the organization?

2. Leadership sponsorship and alignment

Active and visible support from senior leaders demonstrates the strategic importance of L&D. Aligning learning initiatives with your organization’s mission, vision and values reinforces your brand’s relevance and ensures it remains an integral part of overall business strategy.

3. Identity and positioning

Establish a recognizable identity. This encompasses your department’s name, tone of communication, messaging style and visual branding. Clearly define your role within the organization: are you seen as a strategic partner, a

dedicated service provider or perhaps an agent of change? Clarifying this helps set accurate expectations for your stakeholders. In other words, what does your brand stand for?

4. Communication and storytelling

Regularly communicate success stories, impactful case studies and tangible outcomes from L&D initiatives. Effective storytelling using real-world examples illustrates how learning interventions positively influence business outcomes. This reinforces your brand’s credibility and demonstrates value.

5.

User experience

The experience of learners is a powerful brand statement. Craft your delivery based on the experience you want learners to have so they talk about L&D the way you want them to. Their stories are your reputation.

6. Reputation for impact

Ultimately, your brand’s strength will depend on measurable outcomes and stakeholder satisfaction. Focus on solving genuine organizational challenges and producing meaningful performance improvements.

7. Innovation and credibility

Ensure your department is perceived as forward-thinking and expert. Use evidence-based methods and modern tools in your initiatives, steering clear of hype or jargon that can erode credibility.

8. Relationships and influence

Foster trusted relationships with key stakeholders to establish influence. A healthy brand will flow from L&D professionals acting as proactive consultants and strategic advisors rather than reactive service providers.

9. Accessibility and inclusivity

Ensure your learning solutions are easy to access, inclusive and tailored to diverse roles, needs and skill levels. Your brand should reflect equity, inclusiveness and flexibility in the learning opportunities you provide.

10. Consistency and follow-through

Consistency in delivery, communication style and responsiveness builds trust. Follow-through on commitments and reliability enhances your brand’s strength and ensures a positive reputation over time.

IMPROVING YOUR L&D BRAND AND REPUTATION

Once you know where you stand, you can take proactive steps to strengthen your L&D brand.

Clarify and communicate your brand promise

Clearly articulate what your L&D team aims to provide and align these commitments with organizational goals. Communicate your brand promise; in effect, this is marketing. Get help from someone in marketing to brainstorm how you can “advertise” your brand

Ensure consistent delivery

Nothing damages brand reputation quicker than inconsistency. Ensure every learning intervention or resource meets the standards you have set. Regularly review learning interventions, resources and communications to ensure brand alignment.

Leverage positive stories

Collect and share success stories highlighting delivery on the brand promise. Regular storytelling of realworld examples helps reinforce your brand and showcase tangible value.

Expand your offering

If the perception of your current brand is limited, ensure people are aware of your broader learning services. For example, you might communicate a transition from delivering training sessions to offering deeper engagements with a focus on behavioural change.

Partner strategically

Engage managers and leaders actively, making them co-owners of learning initiatives. This collaboration amplifies L&D’s strategic value and deepens organizational buy-in.

THE CRITICAL IMPORTANCE OF TOUCHPOINTS

Every interaction employees have with L&D either strengthens or weakens your brand. These touchpoints are numerous and varied, ranging from formal training sessions and informal coaching conversations to online platforms, marketing materials, internal communications, emails and even

casual interactions in the workplace. They also include L&D interactions with managers, not just the trainees.

Each of these touchpoints contributes cumulatively to the employees’ overall experience and perception of L&D. Even minor inconsistencies or misunderstandings can significantly harm your department’s reputation and your brand. Conversely, dependable positive experiences at every touchpoint help build trust, confidence and a lasting positive perception.

Create a list of touchpoints and consider how each one can be improved to match your brand.

CRAFTING AN EFFECTIVE L&D BRAND POSITIONING STATEMENT

Creating a clear and compelling brand positioning statement is a strategic exercise that defines how L&D wants to be perceived within your organization, the unique value it offers and the ways it will deliver.

A robust positioning statement should typically include:

• Target audience: Clearly define your primary stakeholders or “customers.” This may extend beyond employees.

• Need or challenge: Identify specific learning or performance challenges your stakeholders face.

• Unique value: Describe precisely what makes your L&D offering unique in addressing these needs.

• Offerings: Specify the services, experiences or interventions L&D provides.

• Proof of credibility: Provide evidence supporting your credibility, such as internal expertise, evidence-based approaches or successful past outcomes.

• Desired perception: Articulate how you want L&D to be perceived internally, whether as a strategic partner, trusted advisor or driver of organizational performance.

Gather feedback from key stakeholders to ensure your statement resonates and clearly communicates your intended message. Adjust it as necessary to enhance clarity, relevance and impact.

EMBEDDING BRAND AND REPUTATION MANAGEMENT INTO YOUR L&D STRATEGY

Brand and reputation management shouldn’t be an afterthought. Your L&D strategy should state clear objectives that specifically address brand perception and reputation. These goals should be woven into the other elements of your overall L&D strategy to ensure alignment and focus.

Your strategy should include how you will measure your brand and reputation so you can spot trends and make informed adjustments as needed. It should also include accountability for managing and enhancing your brand and reputation.

FINAL THOUGHTS

The health of your L&D brand significantly impacts your department’s effectiveness and the value you deliver to your organization. By proactively managing your brand and reputation, you strengthen your influence, encourage meaningful engagement and enhance your strategic role. Ultimately, your investment in a healthy L&D brand will deliver tangible results and enable continuous growth towards performance excellence.

Ask yourself: If someone asked employees what your L&D team stands for, what would they say? If it’s not what you’d want them to say, then it’s time to start shaping the story.

Paul Matthews, founder of People Alchemy and author of the “Learning at Work” trilogy, including “Learning Transfer at Work: How to Ensure Training >> Performance,” is an expert in workplace learning, especially learning transfer and performance consultancy. Email Paul.

or too long, learning and development (L&D) departments served as “order takers” — waiting for the business to request training for an initiative or to solve a problem. The tide has shifted in how L&D is perceived by the business, but many departments are still in the difficult transformation phase from order taker to strategic partner.

Whether you lead a training group, L&D or an organizational development (OD) department, it is important to step into the strategic partner space and take the necessary steps to show the value learning brings. An important first step in gaining a seat at the table is to take on a consultant role and engage in strategic needs analysis.

What Is Strategic Needs Analysis and Why Do It?

A strategic needs analysis can take many forms, depending on the scope of the effort. And it is an effort; it is a project of its own. It’s an overarching view into the organization to understand the business goals and how learning can drive those goals.

Starting with a strategic needs analysis, and doing it effectively and thoroughly, can make a significant difference in ensuring that learning and training efforts in your organization are valued and lead to tangible business results. When this happens, the learners, department and organizational leaders and the L&D function all win. Learners often receive targeted and applicable learning, department and organizational leaders see learning as an important business driver, and the L&D function gains that important seat at the table.

When the organization announces new or updated strategic goals, that is an ideal time to consider how learning can serve those goals

When

to Conduct a Strategic Needs Analysis

There are many situations where the approach can be especially important. Starting up an L&D function in a growing organization is one instance. This is a great way to kick off a center of excellence and show that it isn’t fluff, but tied directly to business strategy.

Another instance is when it is time to renew and refresh. If offerings for learning have become stale, it may be time to take a new approach. When doing so, focus first on the business goals and let those drive the updates to learning. Finally, when the organization announces new or updated strategic goals, that is an ideal time to consider how learning can serve those goals.

What Does Strategic Needs Analysis Look Like?

There are many ways to approach a strategic needs analysis, but there is one golden rule that must always be followed. It is well articulated in “Running Training Like a Business: Delivering Unmistakable Value,” in which the authors David Van Adelsberg and Edward A. Trolley write, “Remember that training is but a means to business ends.”

That may seem brutal. What about learning for learning’s sake? To enhance employee engagement? As a benefit to employees? It’s not to say that employee engagement and individual growth isn’t important, but L&D organizations need to be focused on more — they need to be looking at what drives business results.

Step 1: Understand the Strategic Business Goals

The first step is to understand those “business ends.” What are the strategic initiatives and goals of the organization and how will success be measured? How could learning assist in attaining those results?

If there is a strategy department in your organization, talk to them and

3 Needs Analysis Case Studies

A New L&D Function and Business Changes

A small financial organization identified business learning as a top need. In addition, the organization was changing systems and processes. A team was created to build standard, repeatable, scalable job-specific training. The team also incorporated learning associated with the strategic systems and process initiatives. The team proved its value to key leaders and the organization through these efforts, growing from five to 10 teammates to continue its critical supporting role.

L&D Overhaul

A large transportation company overhauled its L&D function. The new team used a company-wide survey process to identify development needs. Through this survey process, the team was able to prioritize and focus on priority development needs company wide. In doing so, it created programs that were valued and used by the organization.

Company-Wide Strategic Goals Focus

An information technology (IT) organization was experiencing significant market changes and developed a strategy team to focus on future growth. The L&D team worked directly with the strategy team to tie learning to near-term and long-term strategic goals. By joining with the department cascading strategic organizational goals, the L&D’s learning offerings were clearly part of the plan for success.

ask about strategic business goals. Who owns them? If you have a change management department, do the same drill with them. Often learning accompanies change. Think of the ADKAR model — awareness, desire, knowledge, ability and reinforcement; learning is embedded.

If department-level strategic goals are published, review them and talk to those who have ultimate responsibility for those goals. Learn about the action plans the department will take to reach those goals and explore how learning can be part of that effort.

Step 2: Identify Necessary Knowledge, Skills, Abilities or Behaviors

Step 3: Assess the Workforce

Assess employees’ knowledge, skills and abilities and identify gaps. This could include looking at the following:

• Overall tenure of the departments: Depending on how experienced teammates are, there may be a need to train newer employees or retrain experienced employees who aren’t adapting to new expectations.

• Manager surveys or focus groups: What do the managers say is needed? Be sure to contextualize your request in terms of the business goals.

• Employee surveys or focus groups : What do employees say they need

Clarify the competencies or knowledge, skills, abilities and behaviors needed from employees to contribute to those strategic goals. The needs may be different in every department and you may need to interview multiple levels of management to really key in on the needs.

Strong relationships across the organization and enhanced knowledge of the business and strategic goals will help open the door to the right discussions at the right time.

to contribute to the business goals more effectively?

• Performance reviews: If possible, review performance feedback or development plans, especially if this can be done systematically through data analysis.

Step 4: Prioritize, Plan and Progress Learning Design and Development

The next steps are prioritizing the needs and planning the approach needed to meet those needs. This could include the design and development of courses, programs or learning experiences. It could also mean looking at vendorprovided solutions.

At this point, one or more projects will emerge from your strategic needs assessment and you should be prepared to follow best practices for any learning design project. These include:

Secure stakeholders and subject matter experts (SMEs): Identify the right people to work with and ask for commitment to the effort. In efforts tied directly to business needs and results, it is especially important that the right people are involved. That means they can be spokespeople — supporting, promoting and emphasizing the

contribution the learning will make to success. Ideally, they should also be accountable for the success measures.

Identify success measures: Remember, the learning is intended to support specific business results. How will learning contribute to securing those results? How will that be measured? When should it be measured? Also, employees’ participation is important, so have a plan to track learning enrollment and completion and follow up with stakeholders immediately if you see issues with participation.

Design and develop : As the solution is designed and developed, ensure it is as connected as possible to the business. Use specific examples and scenarios that are familiar to the audience. Design experiences that tie directly to the application of the learning. If possible, design challenges or tests that check for an employee’s ability to transfer the learning to what must be done on the job.

Plan and deploy: Plan for deployment or completion of the learning in a timeframe that is in accordance with the execution toward business results. And again, track enrollment and participation closely — in the moment, not after it is over — so you can raise any red flags to stakeholders right away.

Follow up on measures and communicate: The most critical step is to see if your learning hit the mark — did the business succeed? To what extent did learning contribute to that success? Be sure to learn from what didn’t work and advertise success when you achieve it.

A Seat at the Table and Learning That Drives Results

It can be hard to sort through the noise of the many requests that come to L&D teams. It requires that you use the most valuable resource — time — wisely. L&D teams can thrive when that time is focused on delivering learning that contributes to strategic goals and initiatives.

Earning a seat at the table starts with establishing relationships, staying curious and truly understanding the business. Strong relationships across the organization and enhanced knowledge of the business and the strategic goals will help open the door to the right discussions at the right time.

L&D must also move at the speed of business. Gone are the days where courses and programs were launched and run “as is” for years. Today’s learning solutions must be agile, with fast-paced design and development. And it’s not enough to run the drill once; this is an iterative cycle that requires ongoing adjustment and improvement.

This approach represents a new mindset and paradigm shift. Many L&D professionals are drawn to the field because they want to make a meaningful impact for employees and for the organization. The key is focusing that impact where it matters most: on the business results that drive success.

Angela Athy has over 20 years’ experience in multiple industries focused on L&D and talent development. She currently serves as a director of talent development and organizational effectiveness at a regional utility company. Email Angela.

By Ruth E. Phillips, CPCU, CIC, ARM, ITP

om Hanks, Tina Fey, Emma Watson, Michelle Obama, Serena Williams, Maya Angelou and Lady Gaga — what do these immensely talented individuals have in common? Despite their remarkable achievements, they have all openly acknowledged facing impostor syndrome.

Impostor syndrome is a deeply rooted psychological phenomenon characterized by pervasive selfdoubt and an overwhelming sense of inadequacy, despite clear evidence of one’s capabilities and accomplishments. Individuals grappling with impostor syndrome often feel like frauds, attributing their successes to luck, external factors or the belief that they’ve deceived others into thinking they are more competent than they truly are. This internal struggle can lead to a constant fear of being “exposed” as unqualified, fueling anxiety, stress and, in some cases, depression. It creates a cycle where individuals become paralyzed by their perceived shortcomings, leading them to shy away from new challenges or opportunities for fear of failure, further reinforcing their feelings of inadequacy.

If you’ve experienced impostor syndrome, you are not alone. Research suggests that up to 70% of people will experience these feelings at some point in their lives. Personally, I grapple with impostor syndrome daily. With over 15 professional designations and a master’s degree in adult education, my mind sometimes convinces me that my accomplishments are merely the result of being a “good test taker” rather than proof of my capabilities. This selfdoubt leads me to overthink and worry about meeting expectations. But when I step back, I remind myself that these achievements are real — I earned them through dedication, time and effort, and they are worthy of pride.

Impostor Syndrome and Training Professionals

Impostor syndrome is particularly prevalent among training professionals, who often face immense pressure to be subject matter experts (SMEs) in their fields. This expectation, coupled with the close scrutiny from learners and employers, creates a high-stakes

Celebrate Achievements

The fear of being “found out” can stifle creativity and innovation, as trainers may shy away from taking risks in their teaching methods or curriculum design.

environment where trainers feel they must constantly prove their competence. In striving to be exemplary educators while fulfilling their roles as effective employees, trainers often engage in rigorous self-reflection and evaluation of their performance. While this process is essential for growth, it can also heighten feelings of inadequacy, as trainers may question their expertise and worry about not meeting the expectations of others. This relentless self-assessment can lead to a cycle of self-doubt, where even small setbacks or challenges amplify feelings of being a fraud despite their qualifications and achievements.

For trainers, impostor syndrome can hinder confidence and impact work performance. Recently, my office held a series of one-hour educational classes on advanced topics. I had developed many of these sessions but felt that a guest speaker might be more qualified to present one specific topic. When I mentioned this to my supervisor, he reminded me why he hired me, saying, “There’s no one better to teach this topic than you.” His words affirmed my role and expertise, and I wrote them down to keep as a reminder.

Beyond affecting work performance, impostor syndrome can significantly hinder career growth for training professionals. Self-doubt often manifests as a reluctance to seek out new opportunities, such as applying for

promotions or pursuing leadership roles. Additionally, the fear of being “found out” can stifle creativity and innovation, as trainers may shy away from taking risks in their teaching methods or curriculum design.

Combating Impostor Syndrome as Trainers

For trainers, addressing impostor syndrome starts with open acknowledgment. Discussing these feelings openly with trusted peers, mentors or supervisors can normalize the experience and break down its isolating effects. By sharing their struggles, trainers can build a culture of mutual support and empathy within their teams, where self-doubt is understood as a common, surmountable challenge rather than a personal shortcoming.

Supervisors play a crucial role as well, creating a safe environment for discussions and showing understanding of the pressures trainers face. When trainers feel supported and encouraged by leadership, they are more likely to feel empowered to address their selfdoubt head on.

Here are a few strategies that trainers can adopt to overcome impostor syndrome:

Celebrating achievements is an essential practice for combating impostor syndrome, as it serves as a tangible reminder of the value trainers bring to their work. Recognizing accomplishments helps counterbalance self-doubt by shifting focus from perceived shortcomings to real, meaningful contributions. This practice builds confidence and reinforces a sense of purpose, reminding trainers that their efforts truly make a difference.

One effective way to celebrate achievements is by creating a dedicated “success folder” or “praise file.” This can be a physical or digital collection of positive feedback, such as thank-you notes, emails, evaluations or certificates from learners, colleagues and supervisors. For example, I keep a folder filled with thank-you notes and emails from former students. On days when I’m feeling like an impostor, revisiting these messages helps me remember the positive impact I’ve had and reinforces my commitment to the profession.

Maintain a Growth Mindset

Trainers should remain aware of industry trends and strive to enhance their

You’re in Good Company

Many high achievers, from Tom Hanks to Serena Williams, have publicly shared their struggles with impostor syndrome. This feeling of self-doubt a ects over 70% of people at some point, making it surprisingly common — even among those at the top of their fields.

Impostor syndrome creates a powerful sense of inadequacy, causing individuals to attribute their success to luck or fear being “found out.” However, recognizing and acknowledging these feelings can be the first step toward overcoming them. Remember: self-doubt doesn’t diminish your accomplishments. Embrace your journey — you’ve earned every step forward.

subject matter expertise. Embracing a growth mindset means focusing on continual learning and improvement rather than perfection. Maintaining a growth mindset means acknowledging that everyone, even experts, are on a learning journey. Trainers who practice this perspective remind themselves regularly that learning is a lifelong endeavor and that each experience contributes to their development. This reduces the pressure to have all the answers and opens the door to collaborative learning with students, turning each training session into a twoway exchange of ideas and insights.

Seek Constructive Feedback

Seeking constructive feedback is a powerful way to maintain a balanced perspective and combat impostor syndrome. Feedback offers an external, objective view of our performance, helping us recognize both strengths and areas for improvement.

Constructive feedback is particularly valuable because it emphasizes specific, actionable points for growth rather than vague affirmations or criticisms. For instance, one of my supervisors is aware of my struggle with impostor syndrome and regularly provides honest, balanced feedback on my training sessions. Rather than simply saying, “Good job,” or offering overly critical remarks, they highlight concrete strengths and potential areas for growth. This feedback gives me a more accurate understanding of my capabilities, helping me focus on improvement rather than perfection.

For trainers experiencing impostor syndrome, establishing a feedback loop with a trusted supervisor or mentor can be especially beneficial. Regular checkins, where strengths and progress are acknowledged alongside developmental areas, reinforce confidence and growth.

Engage in Professional Development

Continuous professional development is essential for building confidence and combating impostor syndrome. By actively pursuing new knowledge, skills and certifications, trainers reinforce

When trainers feel supported and encouraged by leadership, they are more likely to feel empowered to address their self-doubt head on.

their expertise, affirming their role as knowledgeable professionals. This ongoing commitment to growth also ensures they remain current and relevant in a fast-evolving industry, fostering both competence and confidence. Professional development can take many forms, from formal certifications and degree programs to attending conferences, webinars and workshops.

Practice Self-Compassion

Managing impostor syndrome requires self-compassion — an approach that recognizes our imperfections and treats them with understanding, rather than harsh self-criticism. Self-compassion provides a buffer against the selfdoubt and negative self-talk that often accompany impostor syndrome, allowing trainers to approach themselves with kindness and encouragement. Rather than viewing mistakes as personal failings, self-compassion helps trainers see them as natural parts of the learning journey.

One powerful tool for cultivating selfcompassion is journaling. By taking a few minutes each day to write down thoughts and feelings, trainers can become more aware of and process the emotions that contribute to impostor syndrome. Journaling provides a safe, judgment-free space to express anxieties, work through negative thoughts and explore ways to reframe those thoughts in a positive light. For instance, after a challenging training session, a trainer might journal about what went well, what could be improved and what they can take forward as a learning experience. This practice reinforces a balanced perspective, making it easier to acknowledge both strengths and areas for growth.

Another technique many trainers find helpful is using self-affirmations. Positive affirmations — short, encouraging statements that reinforce self-worth

— can be an effective way to counter negative thoughts. Reciting affirmations such as “I am skilled and capable,” “My contributions are valuable” or “I am worthy of my accomplishments” can help trainers replace self-doubt with confidence and positivity. For example, when I was preparing to speak at a conference, a colleague sent me “Snoop Dogg’s Daily Affirmations.” Although these affirmations were designed for children, listening to them made me smile and bolstered my confidence, reminding me that even simple, lighthearted messages can shift our mindset positively.

Final Thoughts

Impostor syndrome may cast doubt on our achievements but it can’t take away the hard work and dedication that brought us here. For trainers, this journey is about more than just expertise — it’s about a commitment to learning, growth and the positive impact we have on others. You are not alone in this struggle; many trainers share these feelings of self-doubt, even those who appear confident and accomplished.

Embracing our achievements, learning from feedback and practicing selfcompassion are powerful tools to break through the cycle of doubt and reaffirm our purpose. The next time impostor syndrome creeps in, remember that countless others are navigating the same path. You’ve earned your place in this field, and your journey is a testament to your strength and resilience. Let that be your foundation as you continue to make a difference in the lives of those you train.

Ruth E. Phillips is currently a training and education senior specialist at Higginbotham Insurance Company. She holds 16 designations including CPCU, CIC, ARM and ITP, as well as a master’s in adult education. Email Ruth.

Make skills visible. Make learning count.

When it comes to learning and development, executives want to see impact, not just activity. Accredible’s digital credential platform elevates employee training from transactional to strategic, by:

➜ Credentialing verifiable skills with rich metadata and third party endorsements

➜ Making hidden skills visible to drive readiness, retention, performance, & mobility

➜ Proving business outcomes of training programs Transform

Learning analytics is an increasingly important topic in organizations looking to retain employees, improve knowledge sharing and remain competitive in the market. But just talking about learning analytics isn’t enough. Measuring whether learning is actually successful comes with many unexpected hurdles — especially when organizational leaders want learning justification but don’t understand why the learning function needs access to broader departmental data. Luckily, the Kirkpatrick Evaluation Model, specifically levels three and four, offer learning leaders a clear path through these challenges.

THE KIRKPATRICK EVALUATION MODEL

While there are many models for evaluating learning, none is more famous than the Kirkpatrick Model. The first two of the four levels in the model are common in learning and development (L&D) — surveys and assessments. Surveys ask the participants to reflect and share their reactions to the learning experience. Assessments demand a bit more from the participants in the form of recalling information they learned from the training on a graded rubric, providing insights into the knowledge gained. These are two critical tools in evaluating training — but relying on them as the primary justification for the learning program is a mistake.

Surveys and assessments simply do not reflect the interests of the organization at large. Instead, the first two levels of the Kirkpatrick Model speak only to the learning functions that create and host the training. For example, facilitators can gain awareness around the efficacy of the training and content presented in levels one and two, but a knowledgecheck style assessment cannot discern whether the training had an impact on the organization. Presenting this data as justification for learning programs creates division in organizational partnerships and expectations, so it is best to keep these metrics at the learning level.

To elevate measurement and highlight the value of learning programs, L&D leaders must refine their analytics

approach to focus on levels three and four in the Kirkpatrick Model. These levels analyze the behaviors changed and organizational outcomes after the training has concluded. Achieving these measurements requires collaborative, organizationwide partnerships, investments in reporting technologies and, oftentimes, vulnerability from the learning function. However, these become easier as the organization shifts to a learning-centric and analytical approach for solving deep-rooted issues.

A VALUE-DEFINITION FRAMEWORK

This article will present a four-step approach for getting to levels three and four of the Kirkpatrick Model, tying traditional learning analysis systems with fundamental project management disciplines (see Figure 1). In doing so, learning functions become champions within the organization and earn longsought trust with leaders.

PHASE 1: IDENTIFY

Morris Mandel famously said, “Putting your best foot forward at least keeps it out of your mouth.” This is the right mindset to have when designing learning with levels three and four in mind. To serve an organization’s learning needs, you must first understand what is needed and why.

This is aptly named a needs assessment or root cause analysis, and it provides the necessary framework to build an advanced learning analytics strategy.

Let’s use a hypothetical example: When a request from the business comes in, the learning team’s first step should be to break up the request into various sections and analyze them independently. Here’s how that could look:

Request: An operations team leader requests training to prepare their team for a system update occurring next month.

Questions to ask:

• “ Training ” What does the ideal training look like? How does the department currently train on new systems and how will this training need to be modified? Which modalities can deliver the highest impact for the learners?

• “ System update ” Will a test environment be available before the launch of the update? How will this update change current role functions or expectations?

• “Next month” Do these updates occur on a regular basis or is this a one-off update? How early does the training need to be available before the update occurs? Who else (IT, information security, etc.) needs to be involved in the creation of the training?

Importantly, the final question should always be: What will the success of this training look like to you?

This series of questions, which are general enough to apply to many types of requests, elevates the traditional partnership with organizational stakeholders in two substantial ways. First, it does not prompt or push the requester to a specific solution; instead, the questions are open-ended and encourage building conclusions as a team. This keeps learning professionals from being seen as order-takers and encourages dynamic conversations and debates about different learning modalities.

The second and more measurable impact of root cause analysis is through the final question. Asking stakeholders what success looks like to them will almost always set the stage for deeper analysis of the training’s impact. In the system update example, the stakeholder might say that success of the training looks like reduced customer service times and higher customer satisfaction scores — two common intended outcomes that, despite their vagueness, offer an open door in which learning professionals can put their best foot forward. This can be done by adding numeric goals to the outcomes when possible.

In the case of the dreaded response, “I don’t know, I was just told we need it,” review the sets of questions asked and drill down further into the learning objective. Every learning project needs an objective and expected outcome; the former acts as the guiding light while the expected outcome acts as the anchor to keep the solution within scope and feasibility. Once these are defined, write them out as statements:

• Objective: The training for the upcoming system upgrade must prepare users for the new layout and tools available and offer the ability for hands-on practice.

• Expected outcomes: This training will support a reduced time to serve customer needs in the new system while increasing customer satisfaction.

With the project goals (not actual solutions) identified, the learning professional can transition into phase two of the value-definition framework.

PHASE 2: INFUSE

The second phases focuses on infusing the learning analytics plan into familiar organizational processes. A common mistake learning professionals make is assuming they have stakeholder buy-in — believing everyone not only understands what the evaluation plan is but also how it will impact the working relationship. This goes back again to Morris Mandel’s wise words: Put your best foot forward now so it doesn’t end up in your mouth later. By infusing the learning evaluation plan in processes that already work, you can give stakeholders the opportunity to experience and interact with it before it impacts the success of the training initiative.

Let’s go back to the example of the training requested for a system update “next month.” On this timeline, learning professionals should not only build the new training but also infuse their evaluation plan into the current system utilization. This might include:

• Finding and tracking the current state of metrics identified in phase one (in this example, time spent serving customer needs and customer satisfaction).

• Observing the system being used in real-world situations to better understand how this training should be shaped.

• Meeting with impacted users (formally or informally) to understand the current methods of training around this system and what opportunities they have previously identified.

The infusion phase is essential for building organizational partnerships that last long after the initial training need is satisfied. It defines the way that the learning team works with stakeholders, not for them, and creates a cohesive launch for phases three and four of the framework.

PHASE 3: IMPLEMENT

The implementation phase is everyone’s favorite. The hard work is over, and it is time to reap the benefits of the training initiative — in theory. In reality, rushed implementations can backfire, leading to the opposite of what was intended. This phase needs to be just as thoughtful and refined as the others to ensure you get the outcomes you are aiming for.

One way to structure the implementation is with a pilot group, a small group of users who receive access to the new learning ahead of time, enabling the learning team to refine the offering before a wider-scale launch. This is not necessary in every case, but for the right projects it can be a critical learning experience for the creators of the

training to test its efficacy and impact on the target audience. However, this only works if the learning professional knows what they are measuring between the pilot and constant groups. Having a pilot group just for the sake of having one is not a valuable use of time for the users, stakeholders or learning professionals.

In the system update example, a pilot group would likely not work; the timeline is very short, and the system will likely update for all users at the same time, meaning everyone must be upskilled on the changes. To identify the need for a pilot group, refine the needs assessment in phase one to include questions on impacted users, scale of changes being made and timeline of change implementation. However, try not to change the objectives and expected outcomes after they are agreed upon — this can prevent the evaluation plan from continuing onto phase four.

PHASE 4: INTEGRATE

With the first three phases complete, the training initiative launched and stakeholders (ideally) happy, learning professionals might default to closing the chapter and beginning on the next training request in their queue. However, doing this misses a key opportunity to establish lasting partnerships — and breaks the commitment made in phase one to measure the success of the training. Integrating the evaluation plan allows learning leaders to capture rich data on behavioral change (Kirkpatrick Level 3) and organizational outcomes

(Kirkpatrick Level 4) from the people who went through the training.

In our system update example, the learning professional must continue to work with stakeholders to acquire the data on customer service time and satisfaction scores. This should be a straightforward request because of the work done in phase one to identify expected outcomes and in phase two to infuse metrics into the partnership.

Elevating to phase four means creating reports that go beyond metrics to tell a compelling story from data in a relatable, accessible and actionable way. In the example, the learning professional could build a report that shows the decreasing customer service handle times for the operations department and the increasing customer satisfaction scores with direct quotes. This highlights the learning value and fosters a future partnership with stakeholders that is based on collaboration, mutual respect and concrete outcomes.

However, I’d caution against concluding that the training was a success just because the organization hit its goals. In the case of the system update, it could be the changes made to the system that impacted the service times, regardless of the training. To prevent stakeholders from identifying this for themselves, avoid the false cause fallacy — highlight how the training was effective along with other influences to support the expected outcome. This increases the validity of the learning initiative and positions the learning team as a partner to success.

GETTING STARTED

To put the value-definition framework into your own learning projects, remember the following:

• Stop looking at only surveys and assessments as a means of justifying the investments into learning. Instead, start finding what is genuinely needed from the organization by building partnerships, rapport and learning advocates.

• Identify the objectives and expected outcomes as a first step, before any solutions are created, and understand the relevant behavioral and organizational metrics to capture.

• Infuse this higher-level approach of evaluation into existing processes within the organization to highlight how it will work for the new initiative.

• Network with other L&D professionals to share experiences and learn new technologies and techniques.

With this approach to measuring the value of organizational learning, your organization will view L&D as a partner in success.

Parker Donnafield, MHRM, is a CPTM and Certified Learning Strategist (CLS) focused on providing learning functions with the tools necessary for successful upskilling and analytics programs. Email Parker.

Within many organizations, the training department is viewed as the department that forces everyone to complete mandatory training or introduces new applications or processes to team members who think the older versions work “just fine.” If that perception sounds familiar, this article will highlight three actionable strategies to help you reshape how your department is seen. The trick is to think like a marketer.

Promoting your training department’s role in key workforce areas will both showcase its value and reinforce its position as a go-to resource within your organization. Here’s how to get there:

Build a Logo for Instant Connection

Think of Nike, McDonalds and Apple. Just reading or hearing the names of these companies conjures their iconic logos. A logo is the visual representation

of a brand, making it easily recognizable to consumers and helping them quickly identify a company or product.

A great logo can make you stand out, communicate values and personality, build trust and loyalty and, when used consistently, create brand awareness and reinforce brand identity.

Developing a unique logo is one effective way that you can help your organization’s members recognize who the training department is and what it stands for. To create a logo for your training department, consider these key elements:

• Imagery: Use an icon or symbol that reflects learning, growth or your department’s mission. Keep it simple and memorable.

• Typography: Fonts can be a powerful tool in logo design and branding. Match the font to the message you

want to convey. For example, bold, heavy fonts imply strength and power, while flowy fonts convey elegance and creativity.

• Color palette: Align with your organization’s brand color if possible. And keep in mind that colors ignite emotions or thoughts. Blue conveys trust; red grabs attention; green implies growth.

Signature events can help establish and reinforce your department’s identity.

• Tone of voice: The imagery, typography and color palette you select will all give your logo the elements to make it instantly recognizable, but the tone of voice of your brand is represented in how you communicate in messaging and interactions with your internal stakeholders. To define your tone of voice, consider your organization’s culture and how it aligns with your department’s mission. If your culture is buttoned up and serious, then your logo and communications should match.

Once you have determined your training department’s brand identity and your logo is created, you can begin an internal campaign to create some buzz.

Here are a few ways to start:

• The slow drip: Gradually incorporate your logo into all training materials, from slide decks to quick reference guides (QRGs). To maintain consistency in your branding, create

templates with the logo placed prominently. Consider asking your IT department if your logo can be placed on all training department email signature lines.

• The air of mystery: Print out the logo on a blank white background with a tagline like “It starts here…“ or “Where growth begins...“ Include a call to action, such as a QR code to scan or a URL that directs users to your training department’s intranet page, a PDF that highlights all of the training department’s functionalities or a bio for your new logo describing how the different elements represent your brand identity.

• The scavenger hunt: Hide your logo on your department’s intranet site or within specific training materials. Kick off the hunt with an email displaying your department’s logo and offer a prize to the first person that finds it.

After the internal campaign is kicked off, use the logo consistently. Place your logo prominently on all training materials and communications, both digital and print. Over time, your logo will create an instant connection to your training department.

Host Signature Events

Many organizations invite their clients or customers to regularly occurring or “signature” events. Signature events can help establish and reinforce your department’s identity, allow opportunities for strategic communication and position your department members as learning and development (L&D) leaders within your organization.

To create a signature event that will reinforce your brand identity, look at your organization’s industry and culture. The signature event should reflect both. For example, when I was the technical trainer at a law firm, our signature event was a monthly, virtual training session that was scheduled for no more than 15 minutes. These sessions took place on the first Wednesday of each month at 10 a.m. The message around these monthly sessions was that if you attended,

you would learn a new skill that would allow you to work more efficiently, giving more time back in the day to dedicate to legal work.

All of these decisions were made with purpose. The sessions were short because in a law firm time is measured in tenths — and every tenth counts. They were hosted virtually so that attendees could join from anywhere or view a recording on demand. And they were scheduled on Wednesday mornings to avoid conflicts with internal meetings and the business development efforts that often fill the lunch hour.

By hosting the event virtually, we emphasized the firm’s culture of inclusiveness. Keeping the sessions short and avoiding crucial hours out of the day, like the lunch hour, showed that we understood the scheduling needs of learners in our organization.

Quick Tips for Marketing Your Training Department

1. Start With a Mission. Define what your training department stands for. Your mission guides visual and messaging decisions.

2. Use Templates. Create branded templates for emails, slide decks, QRGs and other learning materials to maintain consistency.

3. Stick to Your Brand. Always use your department’s logo, colors and tone across all training materials and communications.

4. Highlight Impact. Share success stories or data points to show how training improves performance.

5. Engage Your Learners. Make your department brand relatable. Introduce team members, add human touches and keep your tone approachable.

By sending consistent, branded communications, you can inform your organization of what the training department can offer.

All of these details led to a successful internal signature event, with increased engagement and attendance quarter to quarter. The growing attendance numbers allowed our training department to strategically offer sessions related to application updates and rollouts, as well as issues that were common across the firm based on help desk call data.

Other signature event ideas include:

• Learning showcases: Invite other departments or team members to highlight how they are applying what they’ve learned from training.

• Lunch and learns: Provide demos or Q&As on software or tools used in your organization.

• Training department office hours: Allow team members to drop in and out to ask questions or get application or process insights from the training department.

Organizing and hosting a signature event is a lot of work — don’t let it go to waste after the event ends. Repurpose signature event materials by creating recordings, QRGs, writeups and other resources to keep the learning momentum.

Amplify Your Brand With MarComm

Often referred to as marcomm, marketing communications are all

messages and media used to promote your brand and services to a target audience. By sending consistent, branded (remember that great logo you created?) communications, you can inform your organization of what the training department can offer, remind them of your value and presence and reinforce your brand identity and mission.

Marcomm can take many forms, depending on your audience and objectives. Consider you’re launching a new training program. You could:

• Send an email teaser to build curiosity.

• Create a poster or graphic announcing the launch.

• Record a short video highlighting the benefits of the new program.

• Send follow-up emails leading up to the new training program to encourage signups.

• Send follow-up emails following the new training program with links to any recordings and support materials.

In addition to using marcomm to promote training programs and other initiatives, you can consider creating regular content like monthly or quarterly newsletters. Newsletters provide a platform to announce upcoming training sessions, remind users of mandatory training obligations and provide links to

recordings of previous trainings, learning management system (LMS) modules and other learning-centric sites.

Including a quick tip in newsletters is a powerful way to build a strong connection between learners and the training department. By proactively offering solutions to common challenges or sharing time-saving techniques, you demonstrate awareness of user needs and add immediate value. These unpromoted insights position the training team as a trusted, go-to resource across the organization.

Use marcomm to add a human element to your department. Introduce your trainers with their photo and contact information and include personal details they are willing to share, like what they did for their first job or how many pets they have and their names. Or highlight a “trainee of the month” or subjectmatter expert in your organization. Connecting your training department to the real people behind the scenes, both the trainers and the learners, makes you relatable. Also, it’s much easier to ignore mandatory training emails from the anonymous training department than from Janet, your instructional trainer with three rescue dogs named Kirk, Pat and Rick.

Start Small, Build Steadily

Creating a strong brand for your training department won’t happen overnight, but taking small, incremental steps will allow you to build your brand and market the training department as the learning and development powerhouse of your organization. By adopting a marketer’s mindset, you can elevate the perception of your training department from a support function to a valued, strategic brand within your organization.

A former technical trainer with over 20 years of experience in law firm marketing and technology, Jen Ritter-Tomasik, CLT, CPTM, brings a practical, user-focused approach to learning and development. As marketing technology and innovation manager at Parker Poe, she leads the adoption and strategy of tools that make client development more efficient, intuitive and impactful. Email Jen.

WHAT DOES IT TAKE TO BE AN EFFECTIVE TRAINING MANAGER?

Training Industry’s Training Manager Competency Model™ Special Report

BY ALYSSA KASZYCKI AND AMY DUVERNET, PH.D., CPTM

Most learning and development (L&D) professionals understand the value of employee development, but their own development often takes a back seat. To address this gap, Training Industry developed the Training Manager Competency Model™, a research-based framework outlining the essential competencies for training managers to develop and maintain to enable them to drive organizational performance through learning and development.

THE MODEL

Since 2008, Training Industry has conducted ongoing research to uncover what makes high-performing training organizations thrive. Based on data from over 2,000 learning professionals working in more than 1,500 organizations, this research identified eight key processes and 52 best practices essential for success. This research also confirmed that training managers are a critical factor in a training organization’s performance.

Emerging from this research, the Training Manager Competency Model™ was developed and validated through rigorous job analytic research. The model defines 24 competencies, grouped into seven core responsibilities and one foundational area. These competencies form the foundation of Training Industry’s professional development programs for current and aspiring learning leaders.

The model (Figure 1) places the most important training management responsibility, strategic alignment, aptly front and center, surrounded by the additional six responsibilities: developing and delivering solutions, evaluating performance, identifying needs, optimizing processes, managing technology, and selecting and managing resources. Along the bottom lie the foundational competencies associated with more generalized management responsibilities.

THE 7 CORE RESPONSIBILITIES

Today, this model serves as the foundation of Training Industry’s courses for learning professionals, enabling Training Industry to provide targeted professional development resources for current and aspiring learning leaders. The seven core responsibilities outlined in this model are defined below.

1. Strategic Alignment: Connect the training function with the organization’s goals and objectives and secure stakeholder support for imperative training initiatives.

2. Identify Needs: Diagnose business need, performing analyses to understand the organization’s problems and determine if training is the right solution.

3. Evaluate Performance: Measure the effectiveness of training in meeting business needs and improving organizational performance.

4. Develop and Deliver Learning Solutions : Design and deliver learning experiences that address business needs using the results of needs assessment and evaluative information.

5. Optimize Processes: Improve systems and workflows associated with running a training organization.

6. Select and Manage Resources: Oversee the people, materials and vendors involved in training operations.

7. Manage Technology: Leverage learning technology and manage technical personnel required for creating, managing and delivering training.

Figure 1. Training Industry’s Training Manager Competency Model

THE MOST SUCCESSFUL LEARNING PROFESSIONALS GO BEYOND SIMPLY DEVELOPING GREAT TRAINING; THEY VALIDATE THE NEED FOR TRAINING AND MEASURE ITS IMPACT.

WHERE TRAINING MANAGERS FEEL MOST (AND LEAST) CONFIDENT

The Training Manager Competency Model research is ongoing; current data collection efforts center on training managers’ own perceptions of their proficiency across the seven core responsibilities and each of the 24 competencies.

Self-assessments from nearly 3,000 training professionals highlight the most critical competency gaps within the profession at large and can help inform and target training managers’ own development (see Figure 2).

Learning professionals tend to feel the most confident in their ability to develop and deliver solutions and the least

confident in their ability to identify needs and evaluate performance. This is an important reminder that the most successful learning professionals go beyond simply developing great training; they validate the need for training and measure its impact.

With this in mind, an interesting counterpoint comes from our ongoing L&D Career and Salary research, wherein learning leaders share where they need the most development. Figure 3 shows that although learning leaders tend to rate their ability to strategically align programs relatively high, they also recognize the need for further development in this area.

Figure 2. Self-Rated Performance Is Lowest for Identifying Needs and Evaluating Performance

Percentage Indicating They Need Further Development in Each Responsibility Area

CASE-IN-POINT: APPLYING THE MODEL IN PRACTICE

To illustrate how these competencies translate into practice, here are a few examples of how real training managers have applied the model in work. For example, a Certified Professional in Training Management (CPTM) recently shared that he used the model to help shape his performance review and development plan. This enabled him to have meaningful conversations with his supervisor about where he was excelling and where he had opportunities for continued growth.

Another example comes from a training manager at a global manufacturer. She recognized that her team had been delivering a steady stream of compliance courses that were viewed as a check-the-box activity, rather than programming that would deliver real business results. Leaning into developing her strategic alignment competencies, she met with operations leaders to demonstrate how training initiatives directly contributed to reduced safety incidents on the production floor. By aligning around the outcomes and encouraging leaders to reinforce learning from the top down, she was able to improve the efficacy of her programs and demonstrate their value.

Similarly, another CPTM at a health care company focused on developing his competencies in evaluating performance and applied his learnings by building a dashboard that tracked posttraining behavior change. This allowed him to demonstrate training’s contribution and provided real-time information to guide decisions about program design and delivery. These practical applications show that by grounding their work in this model, training professionals can improve their ability to demonstrate the training function’s credibility and impact.

ALTHOUGH LEARNING LEADERS TEND TO RATE THEIR ABILITY TO STRATEGICALLY ALIGN PROGRAMS RELATIVELY HIGH, THEY ALSO RECOGNIZE THE NEED FOR FURTHER DEVELOPMENT IN THIS AREA.

WHILE L&D PROFESSIONALS ARE USING AI TO SOME EXTENT ACROSS

USING AI IN THE TRAINING MANAGER ROLE

In 2025, we began asking professionals about their use of artificial intelligence (AI) in relation to their execution of the seven core responsibilities. Results indicate that professionals are using AI to some extent across all seven responsibilities and that they are most likely to be using it to a large or very large extent for the development and delivery of solutions (almost 30%; see Figure 4).

SEVEN RESPONSIBILITIES, THEY USE

IT MOST

FOR DEVELOPING AND

LEARNING SOLUTIONS.

Interestingly, professionals used AI least for assessing performance (57%). Given assessing performance’s critical and also challenging role, training managers should explore ways to leverage AI to improve in this area, such as by helping to develop survey or interview questions, combing through text data for themes and insights, and analyzing large data sets.

BUILDING COMPETENCIES WHERE GAPS EXIST

Self-assessments consistently reveal that training managers feel less confident in the areas of identifying needs and evaluating performance. These gaps are understandable — quantifying needs and impact require more technical

Figure 4. L&D Professionals are Using Generative AI Across the Core Responsibilities

competencies around measurement and analysis as well as the finesse that consultation competencies bring. To grow in these areas, training managers can begin with small, achievable steps. This could involve asking stakeholders probing questions about performance challenges before agreeing to build a course or developing a training intake process that ensures the right pieces of information are collected upfront. It could also mean incorporating simple evaluation elements (e.g., pilot program or control group) or partnering with human resources (HR) or analytics teams to quantify behavior change. Over time, these practices build confidence and competence, becoming habits that ensure learning leaders not only address needs but also tell compelling impact stories.

THE CORE RESPONSIBILITIES AND SALARY

Our L&D Career and Salary research also shows that higher salaries are linked to excellence in the core responsibilities of strategic alignment, optimizing processes, and selecting and managing resources. This points to areas where learning leaders can focus their development efforts if increased compensation is a goal.

Our research has also found that the use of AI to support core responsibly execution may increase salary, with learning professionals who used AI to at least a moderate extent for at least one of the core responsibilities reporting median salaries more than 10% higher than professionals who did not ($117,000 vs. $105,000).

KEEPING THE MODEL RELEVANT

As work and L&D processes evolve, it’s important to continue to test and validate the Training Manager Competency Model™. For this reason, we gather data to validate the model on an ongoing basis. To date, nearly 3,000 training professionals have provided ratings of the competencies within the model.

Our research has shown that the competencies and core responsibilities have stood the test of time in terms of their importance and frequency of use.

NEXT STEPS FOR TRAINING MANAGERS

To strengthen your effectiveness and prepare for future challenges, consider these actions:

1. Assess Yourself: Take the Training Manager Competency Model Self-Assessment to identify strengths and growth areas.

2. Pick One Focus Area: Choose one core responsibility to emphasize in the next quarter, such as needs analysis or process optimization. Use this professional development template to plan your development activities.

3. Collaborate Broadly: Partner with colleagues in finance, operations or analytics to strengthen alignment and performance evaluation.

4. Invest in Growth: Explore professional development opportunities, such as CPTM or other courses, that align with the model.

By taking intentional steps, training managers can transform their role from transactional to strategic.

Alyssa Kaszycki is the learning product manager at Training Industry, Inc., where she helps determine the needs of training managers and create course content to help them reach their professional goals.

Amy DuVernet, Ph.D., CPTM, is the vice president of learning products at Training Industry, Inc., where she oversees all processes related to Training Industry’s courses for training professionals, including program development and evaluation. Email the authors.

HIGHER SALARIES ARE LINKED TO EXCELLENCE IN THE CORE RESPONSIBILITIES OF STRATEGIC ALIGNMENT, OPTIMIZING PROCESSES, AND SELECTING AND MANAGING RESOURCES.

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We understand cultural, technological and accessibility nuances worldwide to ensure you and your learners are set up for success right from the get-go.

Next-level global eLearning starts here rws.com/elearning

A GUIDE TO BUILDING EFFECTIVE AUDIT DOCUMENTATION FROM THE START

BY JENESSA JACOBS, CPTM

Imagine this: You arrive at your desk and spot a thick yellow envelope stamped with legal insignia. Inside is a subpoena. A former employee is suing the company for wrongful termination, claiming they were never properly trained. And now, you, the trainer, are being called to court to prove otherwise.

You recognize the name. You remember the training. But can you prove they took it?

Most training professionals don’t expect to become part of a legal investigation. But more often than many realize, human resources (HR) and learning and development (L&D) professionals are called upon to produce evidence not just that training occurred, but that it was planned, documented, aligned with company policy and signed off by leadership.

AUDIT DOCUMENTATION ISN’T JUST PAPERWORK. IT’S LEGAL PROTECTION. IT’S YOUR REPUTATION. AND IN THE MOST CRITICAL MOMENTS, IT’S YOUR DEFENSE.

Audit documentation isn’t just paperwork. It’s legal protection. It’s your reputation. And in the most critical moments, it’s your defense.

WHERE AUDIT DOCUMENTATION BEGINS

Audit documentation begins with two tightly linked processes: needs analysis and strategic alignment. Together, these form the foundation of any defensible training initiative. When done well, they protect your credibility, your resources and your organization.

Training requests often come in fast and loud, driven by perceived problems, urgent compliance needs or leadership mandates. A consistent needs analysis process gives you a method to pause, ask the right questions and evaluate whether training is truly the solution. Strategic alignment ensures that even well-justified training is connected to broader company goals, policies and leadership priorities.

Put simply: A needs analysis determines what is actually needed, and strategic alignment determines why it matters and to whom. When you bring both together, you create a clear, defensible rationale for every program you deliver.

What to Document — and Why

Start by collecting key inputs: performance data, stakeholder feedback, employee surveys and compliance requirements. Use this to evaluate the root cause of the issue and determine whether training is the right intervention. Then, document your findings, including when leadership

agrees with your recommendations and especially when they don’t.

Organizational decisions may be influenced by competing priorities, biases or external pressures. That’s okay. Your role isn’t to control the outcome — it’s to ensure due diligence was performed and recorded. Whether your recommendations are accepted, modified or rejected, documentation protects you.

For every training request, record answers to the following questions:

• Was the training requested by a business unit?

• Was it reviewed by the right stakeholders (HR, legal, compliance, operations) prior to development?

• Was leadership sign-off obtained before work began?

• Is the program linked to specific company policies, performance metrics or regulatory standards?

• Was the timeline and scope clearly defined?

These steps build a repeatable, transparent process that shows your work was deliberate, collaborative and aligned with the business.

Building the Audit Trail

Your documentation should clearly capture both the need and the strategic context. A strong audit trail could include:

• Needs analysis summary

• Training intake or request forms

• Stakeholder interviews or meeting notes

• Employee survey data or performance metrics

• Documented recommendations and alternatives

• Leadership responses and decisions

• Rationale for proceeding (or not) with the training

• Strategic goals or policy ties

In a courtroom — or even in a leadership debrief — patterns matter. If you can show that your team follows the same evaluation and approval process every time, it strengthens your credibility and demonstrates operational integrity. It shows that the right people were involved at the right time and that your training was thoughtful and essential.

Bottom line: If you’re waiting to document until the training content goes live, you’re already behind.

DOCUMENTING THROUGH CHANGE

Imagine this: You’re deep in the development of a mandatory compliance training program. It’s been reviewed, approved and you’re just a month away from the final rollout. Then, a memo from senior leadership lands in your inbox: new regulatory updates are going into effect

WHEN YOU CLEARLY OUTLINE THE TRADE-OFFS AND COMPLIANCE IMPLICATIONS, YOU SHIFT THE BURDEN OF THE DECISION BACK TO WHERE IT BELONGS — WITH LEADERSHIP.

immediately. Two major sections of the training will no longer be accurate.

And to make matters worse, the governing body requires all employees to retake the updated training within a two-year window. That window is closing fast.

Rather than taking the decision to rewrite the training or forge ahead into your own hands, focus on managing the outcomes, presenting the risks clearly and documenting every step along the way.

You’re Not the Decision-Maker — You’re the Risk Translator

As a learning professional, your responsibility is to identify the impact of the change, present the options and their consequences, ensure leadership makes an informed choice and document it all.

This is where your audit trail continues. It should include the questions you raised, the choices presented, the stakeholders involved and the rationale behind the final decision. In legal and compliance contexts, awareness without action can create liability for you and the company. That’s why transparency and documentation are your best protection.

How to Document Development and Change Requests

From the moment content development begins, start building your record. Keep track of:

• Draft versions and development timelines

• Requests for changes and the reasoning behind them

• Meeting notes or emails discussing concerns

• Feedback from stakeholders and subject matter experts (SMEs)

• Final decisions, including who made them and why

• Approvals, hold-ups and the rationale behind pressing forward (or not)

If changes are requested middevelopment, especially in response to legal, regulatory or business shifts, capture both the what and the why. Most importantly, pose outcome-based choices to senior leaders:

• “We can update the content to comply with the new regulation, but it will push the deployment past the compliance deadline.”

• “We can deploy the existing content to meet the deadline, but it will include outdated material that could create legal risk.”

When you clearly outline the tradeoffs and compliance implications, you shift the burden of the decision back to where it belongs — with leadership.

Bottom line: You’re not in control of every decision, but you are accountable for the clarity and documentation of the process and the decisions made.

DOCUMENTING DELIVERY AND POST-TRAINING IMPACT

Imagine this: A year after launching a company-wide training on workplace safety, an incident occurs. An employee is injured on the job and claims they were never trained on proper protocols.

You pull up the learning management system (LMS) and find the training. You remember the session. You know the employee was there. But once again, the question looms: Can you prove it?

Training That Isn’t Documented May as Well not Exist

Delivery documentation is your next layer of protection. If strategic alignment and development show why training existed, then delivery logistics prove it actually happened — and that each individual was present, engaged and assessed.

Whether your training is live, virtual, self-paced or blended, the methods for tracking participation and completion must be clear, consistent and secure.

What to Capture During Delivery

Document the following during the delivery phase:

• Sign-in sheets for in-person sessions or attendance logs for virtual meetings

• LMS records, time stamps, module progress and scores

• Session notes, learner questions, observed challenges

• Pre-tests, post-tests, knowledge checks, skill validations

Audit Documentation Checklist for Training Professionals

Before Development (Needs Analysis and Strategic Alignment)

• Document training intake using a standardized request form

• Gather and summarize performance data and stakeholder feedback

• Identify whether training is the appropriate solution

• Record alignment to company goals, policies or compliance needs

• Capture leadership approvals or documented disagreements

During Development

• Track draft versions and development timelines

• Record requests for changes and their rationale

• Capture SME and stakeholder feedback

• Document decisions, especially when timelines or scope change

• Store approvals with time stamps and decision-makers clearly noted

• Any modifications or supports provided to meet accessibility needs

Each record connects the learner to the learning event. And each layer reduces the chance that someone can credibly claim they didn’t receive or understand the training.

How to Prove Impact

What happens after training matters just as much. When audit trails include evidence of impact, they move from compliance to credibility.

Start collecting:

• Follow-up assessments to measure retention

• Behavioral observations from supervisors

• Performance improvements tied to training goals

During Delivery

• Collect sign-in sheets, virtual attendance logs or LMS time stamps

• Retain facilitator notes and learner engagement indicators

• Record completed assessments and scoring thresholds

• Note any learner accommodations or access issues

After Delivery

• Capture post-training feedback and followup evaluations

• Track performance data tied to training goals

• Document any coaching, reinforcement or support provided

• Keep a record of leadership or operational reviews of training impact

• Employee feedback on relevance and application

• Post-training support like coaching, job aids or mentorship

If your training aimed to reduce safety incidents, improve documentation or increase customer satisfaction — track it. Connect learning outcomes to business outcomes. You may not always have conclusive proof, but demonstrating intent to measure and reinforce impact strengthens your position.

Bottom line: A complete audit trail shows that training didn’t just happen — it mattered.

CLOSING THE LOOP: FROM REACTIVE DEFENSE TO PROACTIVE PROTECTION

Training professionals may not expect to end up in a courtroom, but the truth is, we

are often the keepers of critical knowledge and proof. Audit documentation isn’t just a box to check at the end of a training cycle. It’s a living process that spans every phase of the learning lifecycle, from the first intake conversation to the final performance result. When done well, documentation shows that your team operates with consistency, alignment and accountability.

You don’t have to wait for a subpoena to build your defense. You can start today. Build your audit trail as you go, and you’ll never have to scramble to recreate it under pressure.

Jenessa Jacobs, CPTM, is an executive L&D professional, author and speaker with extensive success in redesigning new-hire experiences to give organizations a strategic and competitive edge. Email Jenessa.

UNLEASHING AI’S POTENTIAL IN LEARNING AND DEVELOPMENT

BY SAM THOMAS

Artificial intelligence (AI) has officially arrived in the world of learning and development (L&D), and no, I’m not talking about replacing humans with robots or turning every training into a chatbot. I’m talking about real, strategic potential. The kind that helps us move faster, think smarter and design more human-centered learning experiences at scale.

We’re at a turning point. Learning and development teams must transform their operations, partnership dynamics and performance measurement systems to achieve the maximum value from AI investments.

THE OLD WAY: EFFICIENCY < THE NEW WAY: INTELLIGENCE

The first implementation of AI tools focused on boosting operational efficiency by performing tasks such as automatic course tagging, video transcription and document summarization. Helpful? Sure. But limiting.

The discussion now centers around making better decisions. For example, AI analysis of learning behavior patterns can enable organizations to forecast upcoming skill requirements and detect learner disengagement and underutilization before managers become aware. That’s a strategy-changer.

L&D’S NEW ROLE: STRATEGIC CONNECTOR

The majority of L&D teams face excessive workloads. Our responsibility includes creating top-quality training programs and developing leaders while fostering organizational culture transformation and achieving exacting measurement goals. AI can serve as an essential partner

for strategic decisions, helping L&D teams advance their role from content management and training administration toward becoming strategic connectors.

THE GOAL ISN’T TO REPLACE HUMAN INSTRUCTIONAL DESIGNERS OR FACILITATORS; IT’S TO ELEVATE THEIR CAPACITY. TOGETHER, THEY UNLOCK NEW DIMENSIONS OF LEARNING IMPACT.

Through data interpretation, we generate actionable insights that connect learning programs to organizational talent strategies and enable leaders to track genuine growth patterns. The implementation of AI systems strengthens our decision-making abilities rather than replacing them.

With AI, we become data translators, pattern recognizers and change agents. Our value lies not in what we deliver but in how we align development strategy with organizational intelligence.

This means using AI to answer higherorder questions like:

• What skills will our workforce need 12 months from now?

• Where are the hidden high-potential employees who aren’t being developed?

• Which learning experiences are creating the most meaningful behavioral shifts?

AI IN LEARNING: WHAT’S WORKING

AI technologies transform both learner experiences and educational results in real-world applications, including:

Adaptive Learning Paths

AI-based platforms now use adaptive learning paths to modify content instantly according to learner actions, their abilities and target objectives. The result is a combination of personalized learning paths that enables students to avoid unnecessary content while advancing through their educational journey.

Predictive Analytics

The predictive capabilities of AI enable organizations to identify which teams or roles face skill gap risks so they can implement preventive measures instead of waiting for performance declines.

Conversational Tools

AI-powered coaches and chatbots provide immediate support through guided reflections and reminders, which help learners reinforce their knowledge, especially during leadership development and onboarding processes.

Smarter Content Discovery

Natural language processing technology provides better content classification and recommendation accuracy than traditional tagging systems, which results in improved learning library usability and discoverability.

AI ROADBLOCKS IN L&D

Let’s not pretend it’s easy. AI in L&D brings real challenges, such as:

Bias and Data Ethics

AI achieves its level of performance based on the quality of data it receives for learning. Our failure to monitor data collection processes will lead to the reinforcement of current biases and incorrect learner assumptions.

Change Fatigue

Some employees and L&D professionals maintain skepticism or experience burnout regarding new technological developments. The implementation of AI tools without proper context or employee involvement can create more problems than solutions.

Capability Gaps

The majority of teams lack experience in developing basic competencies related to data fluency and AI literacy and learning analytics. We must upskill in these areas before progress can be made.

HUMAN + MACHINE > EITHER ONE ALONE

The goal isn’t to replace human instructional designers or facilitators; it’s to elevate their capacity. AI can surface insights, but only humans can apply context. Machines can personalize content, but only people can build trust and community. Together, they unlock new dimensions of learning impact.

AI technology provides both speed and customized learning capabilities and extended reach. The core elements of L&D, which include connection and context along with cultural elements, remain essential despite the capabilities of AI systems.

We still need people to fulfill three essential responsibilities:

1. Develop psychological safety, along with trust within a learning environment.

2. Understand the lived experience behind the data.

3. Ask essential questions that drive transformation, such as “so what?”

AI applications in learning development function best when they enhance human activities instead of eliminating human participation.

WHAT’S NEXT

Forward-thinking L&D leaders implement AI tools rather than simply testing them. These leaders embed AI into the flow of work and use it to support performance.

Here is what I believe the future looks like for those leaders:

Learning is Embedded, Not Scheduled

AI can deliver nudges, microlearning and support in the moments that matter.

Skills Data Fuels Talent Strategy

Learning analytics will become a key input in decisions around hiring, succession and workforce planning. This type of data will also prove the return on investment of L&D teams, making us a revenuegenerating portion of an organization, not just a budget line item.

Programs Become Ecosystems

AI will help us stitch together formal, social and experiential learning into an ecosystem that evolves with the learner, at the time of need.

This type of innovation doesn’t happen by itself. We have to lead it.

5 QUESTIONS TO GET STARTED

Wondering how to explore AI in your L&D strategy? Start with these questions:

1. What business problem are we trying to solve? Avoid “cool tool” syndrome. AI should support a clear learning or performance need.

2. How are we protecting learner data and privacy? You should be asking difficult questions about the data management practices of your vendors and platforms. Work with your IT and data security teams to vet new vendors and embed the

proper channels for security and protection of sensitive data.

3. Where do we need to build capability on our teams? Don’t wait for IT. L&D professionals need a dedicated space to learn about the language of AI terminology and data concepts.

4. Who’s missing from the conversation? The development of responsible and inclusive AI experiences requires diverse voices to participate in the process.

5. How will we measure success beyond completion rates? You should be able to tie success metrics to behavior change, performance effects, and business results.

LEADING THE LEARNING EVOLUTION

The fundamental nature of learning will remain intact while AI demands that leaders develop clearer, more creative and courageous approaches. L&D professionals maintain a strategic position between innovation and impact. Our mission consists of two parts: we’re not here to chase trends or wait for permission; we have to shape how our people grow, adapt and even thrive in this rapidly changing landscape. The value of AI lies in our hands because we determine how we choose to wield it in unlocking human potential, fostering equity and designing learning experiences that matter.

So, let’s be bold. Let’s be the ones who prove that when human understanding meets with intelligent systems, learning doesn’t just evolve — it transforms.

Sam Thomas is head of learning and development at RVO Health, where she leads strategic learning initiatives that drive growth, innovation and measurable impact. Email Sam.

AI CAN SERVE AS AN ESSENTIAL PARTNER FOR STRATEGIC DECISIONS, HELPING L&D TEAMS ADVANCE THEIR ROLE FROM CONTENT MANAGEMENT AND TRAINING ADMINISTRATION TOWARD BECOMING STRATEGIC CONNECTORS.

Hosted by international thought leaders, Training Industry webinars provide timely and strategic information about the business of learning. Stay up to date on the latest trends to enhance your training strategies. Ready to leap into a galaxy of knowledge? Explore free webinars and on-demand content at www.trainingindustry.com/webinars.

THE 4D ADVANTAGE: AN ALTERNATIVE WAY TO THINK ABOUT TRAINING

Too many training programs treat learning as a one-time event. The facilitator checks off the agenda, the learners fill out an evaluation and everyone moves on. But, as learning leaders, we know that training is successful when it creates a measurable impact and when learners walk away with the ability to apply it, share it and build on it.

I created a model — the 4D Learning Lifecycle — that helps training professionals consider the full arc of the learning journey in four phases: Design, Develop, Deliver and Debrief.

1. DESIGN

Trainers often jump straight into content design without answering the most important questions:

• What business problem(s) are we solving?

• Who are the learners and what unique perspectives do they bring?

• What measurable outcomes define success?

I once worked with a team of leaders who needed to both develop a qualified bench of high-potential leaders and ensure women had equitable access to leadership opportunities. We designed a leadership journey that included mentorship pairings, networking circles and modules on navigating some of the common challenges that women experience in the workplace.

We took the time to properly diagnose the real business problem: advancement inequities. The result was a program that not only developed leaders but also shifted the culture toward inclusivity and long-term retention, and many of those leaders remain in position today.

2. DEVELOP

Intentional development aligns content with adult learning principles, diverse learning preferences and real-world application.

My team once created a week-long onboarding training program. The first iteration — mostly lecture-style slides and detailed facilitator guides — was dense. Participants experienced cognitive overload and were completely disengaged after the second day.

We modified the training to include more interactive role-plays, scenariobased activities and cultural case studies that aligned with our company’s core values. During the second run, new hires leaned in, shared their perspectives and left ready to begin their new work roles with confidence.

Developing training is not a “set it and forget it” experience. Sometimes, you must fail your way forward to achieve a desired outcome.

3. DELIVER

The best trainers understand they are not performers but skilled facilitators of learning experiences. This means creating psychological safety, encouraging intentional dialogue among training participants and adapting to the energy of an in-person or virtual training environment.

We have a unique opportunity to help the learners connect not just with the content but with each other. This requires cultural intelligence (CQ), emotional intelligence (EQ) and the ability to read the room with authenticity. It’s about taking the training experience to the next level while challenging our own ability to deliver

content that is felt, remembered and applied in real time.

4. DEBRIEF

Debriefing is the time to reflect, evaluate and capture lessons learned — for both the learners and the trainers. Here are a few best practices:

• Build in time for participants to share key takeaways and identify immediate next steps. Peer-to-peer reflection often reinforces learning better than solo journaling.

• Schedule short, structured touchpoints 30/60/90 days post-training where training participants share successes and troubleshoot challenges.

• Encourage training participants to document what worked, what didn’t and what they wish they had done differently. This strengthens the next iteration of the program.

• Track behavior change, application of skills and business outcomes. Ask participants if they plan to apply what they learned and, if so, when.

CONCLUSION

The 4D Learning Lifecycle applies whether you’re building a five-minute microlearning or a year-long leadership academy. When you embed all four stages into your training programs, you shift from teaching audiences the “what” to helping them understand the “why” and “how” to achieve business outcomes.

Dr. Kristal Walker, CPTM, SHRM-CP, is the senior vice president of human resources at Sweetwater Sound. Kristal is also a facilitator for Training Industry’s Certified Professional in Training Management (CPTM) program. Email Kristal.

DR. KRISTAL WALKER, CPTM

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HOW LEADERS CAN ELIMINATE IMPOSTER SYNDROME ON THEIR TEAM

When Frances Hesselbein was named CEO of the Girl Scouts, she instituted a structure that looked like no other. It was circular, and it was bold! When asked to describe it she put a glass at the center of a lunch table, surrounded it with plates and said:

“I’m here,” she said, pointing to the glass in the middle. “I’m not on top of anything.”

When Alan Mulally, former CEO of Ford, was asked how he turned Ford around, rather than taking credit, he pointed to the power of teamwork and shared purpose:

“Everyone is part of the team, and everyone’s contribution is respected,” he said.

Two things we can tell you about Frances Hesselbein and Alan Mulally as leaders with 100% certainty, based on direct and repeated observation:

• Both were inherently humble and other-centered.

• Neither suffered from anything remotely resembling imposter syndrome. More than that, the way they led others all but eliminated imposters on their teams.

Imposter syndrome is a psychological condition that creates and permeates personal insecurity. That insecurity varies from person to person (of course) and can manifest in a variety of ways. Here are three common mindsets of imposters:

• Fear of success: Hitting targets and achieving goals only means the bar gets raised. So when you win, you

are really losing. How can your most recent accomplishment possibly be repeated or surpassed? There’s no time to celebrate, no time to take pride in your achievement and very little room for anything remotely resembling joy.

• Fear of judgement: Imposters are typically obsessed with perfection because they proactively seek to eliminate the opportunity for others to offer critique. This inevitably creates work-life balance challenges for them and conflict with the other people on their teams.

• Fear of Help: Asking for help is a sign of weakness. It is also a signal that somebody else would probably be a better fit for your position. Just work harder and keep your challenges to yourself.

The Hesselbeins and Mulallys of the world develop and sustain work cultures that make it difficult (if not impossible) for imposter syndrome to persist. These cultures are natural, logical extensions of their personal beliefs about who leaders are and how people should treat each other. They nurture the idea that leadership is a foundational responsibility of every employee, every day. And they help those with imposter syndrome think differently about the following:

• Success: Make no mistake about it, real leaders chase dreams that can make a true difference. But they do so in a manner that positions the journey and the opportunity as the primary reward. Their mindset is, “Isn’t it fun to be doing something this important?”

• Judgment: Real leaders point you inward. You are the only person that can honestly assess whether you are thinking through difficult problems to the best of your ability and executing with consistent effort. You can’t make everybody happy, but you can get a thumbs up from the person staring back at you in a mirror.

• Help: Asking for help becomes a recognized badge of courage. Mulally was famous for orchestrating this. He held weekly meetings that became the cornerstone of an amazing culture where surfacing problems was seen as a strength, not a failure. Once obstacles are identified, everyone can focus their attention on providing useful suggestions. As a result, problems get solved.

AS A LEADER, YOU CAN HAVE A PROFOUND IMPACT ON THE CONFIDENCE AND PSYCHOLOGICAL DEVELOPMENT OF THOSE AROUND YOU.

As a leader, you can have a profound impact on the confidence and psychological development of those around you. The antidote for imposter syndrome is to become a humble, othercentered leader who aspires to chase a worthwhile dream..

Marshall Goldsmith is the world authority in helping successful leaders get even better. Sam Shriver is the executive vice president at The Center for Leadership Studies. Email Marshall and Sam.

THE MISSING PIECE IN YOUR PROFESSIONAL DEVELOPMENT

Not all learning leaders have the same development needs.

That’s why Training Industry Courses created personalized Learning Journeys.

From topics including evaluating performance, identifying training needs and managing learning technologies, there is a Learning Journey that will help you fill your unique skills gaps to become a more confident learning leader.

WHAT’S NEXT IN TECH

RETHINKING L&D’S RELATIONSHIP WITH TECHNOLOGY

Which learning management system (LMS) is the one for me?

It’s not the right question, but I get why people ask. With so many lookalike platforms in a crowded marketplace, it’s easy to get smitten with features.

The learning and development (L&D) field’s history with technology is complicated. We agonize over requests for proposals (RFPs) and endure hours of demos in search of the perfect platform. Then we pick the one that fits the budget and checks the most boxes — and try to make it work, for better or worse.

Now artificial intelligence (AI) is transforming how work gets done. L&D might not be making the decisions, but we’re feeling the impact. Ready or not, workplace learning is changing fast.

Learning tech, we need to talk about our relationship.

AI IS GIVING L&D AN OPPORTUNITY TO BREAK OUT OF OUR SILO AND RESHAPE OUR VALUE.

THIS ISN’T WORKING

Lots of tools have come and gone over the years. But our approach remains the same: L&D builds content, loads it into a system and hopes people engage. It’s familiar and scalable, but it rarely moves the needle.

My most impactful learning platform wasn’t a “learning platform.” It was a wiki.

It wasn’t flashy, but everyone used it. It was part of the workflow, and that made it more powerful than any learning tech.

For years, I tried to make my LMS more engaging. But the truth was it just wasn’t a tool people needed to do their jobs. I always had to convince employees to come to me. I spent more time promoting programs than solving problems.

Eventually, I stopped trying to “make fetch happen.” I shifted to familiar tools like the wiki to bring L&D to employees. This changed everything. Finally, learning was part of the job, and L&D was part of the operation.

The breakthrough wasn’t the technology itself. It was moving past our legacy mindset on tech in L&D.

I MET SOMEONE NEW

AI is shifting how organizations think about skills, roles and responsibilities. The work is changing, and so are the people expected to do it.

Tasks once exclusive to L&D can now be handled by others. Stakeholders can turn source materials into courses. They can use avatars to produce explainer videos. They can generate job aids in multiple languages. The barriers to content creation — a legacy L&D value proposition — have fallen. The output may not be top-tier (yet), but many decision-makers will trade quality for speed and cost savings.

We can view this as a threat or an opportunity.

When L&D is no longer anchored to content, we’re also freed from the constraints of traditional learning platforms. We can rethink how technology

JD DILLON

enables performance. Just as the wiki opened my eyes to a bigger ecosystem, AI is giving L&D an opportunity to break out of our silo and reshape our value.

WE CAN STILL BE FRIENDS

It’s time to assess the entire tech stack. Companies are moving fast to extract AI value. They’re applying new tools to solve familiar problems. L&D must follow suit by shifting our focus from creation to connection — bringing together those who know with those who need.

We’ll continue to build programs and facilitate experiences. These tasks remain essential, especially in compliance-heavy environments. At the same time, we must find new ways to elevate performance through technology.

While we may not abandon every legacy tool, learning tech cannot be the core of our strategy. Instead, our tools must serve a clear purpose within a broader, integrated ecosystem. They must enhance the digital work experience rather than distract from it.

This isn’t a typical breakup. It’s a breakthrough in how we use technology to support people, solve problems and drive performance.

JD Dillon is a veteran talent development leader, former Disney cast member and author of “The Modern Learning Ecosystem.” With more than 25 years of experience in operations and talent development, JD now helps people do their best work every day as chief learning architect at Axonify and founder of LearnGeek. Email JD.

CASEBOOK

DEFENCE CONSTRUCTION CANADA: A STRUCTURED APPROACH TO CHANGE MANAGEMENT

BY SABRINA ROCK, BSC, MED, CPTM

Smart learning and development (L&D) managers embrace project management’s triple constraint model: scope, schedule and budget. But these are only part of the equation. Learning initiatives inevitably spark changes — curriculums, systems, processes and team norms all evolve over time as people learn together and technology changes how work is done. All of this change requires people for buy-in, implementation, adoption and maintenance. Without the support and engagement of people, organization-wide learning initiatives fall flat. This is why investing in both project management and change management plans is critical for an initiative to succeed.

The following case study illustrates how one L&D team from a mid-sized organization applied change management principles to a corporate learning management system (LMS) project. The article closes with a few practical lessons learned to assist L&D managers embarking on their own learning initiatives.

BACKGROUND

Defence Construction Canada (DCC) is a Canadian crown corporation. DCC employs approximately 1,400 employees and has a matrix organizational structure. This includes an operational chain of command with a functional network of various technical practice areas.

At the outset of the project, DCC’s existing LMS was nearing the end of its lifecycle. A failure in the LMS could have resulted in data loss, data integrity issues and training delays. Consequently, DCC’s leadership identified the need to replace the LMS with a reliable modern system.

PROJECT STAGES

DCC’s L&D team championed the project, which was broken down into five key stages.

1. Gaining Project Buy-In

First, the L&D team wrote the business case jointly with an IT specialist. This collaborative approach ensured the project was well rationalized. The business case was then presented to DCC’s senior management to secure project approval. Approval included a committed budget and dedicated executive project sponsor to help champion the initiative. In turn, the project was appropriately resourced and maintained visibility as a corporate priority throughout its duration.

2. Identifying the LMS Requirements

The L&D team then formed a multidisciplinary working group with representatives from various areas of

CHANGE REQUIRES PEOPLE FOR BUY-IN, IMPLEMENTATION, ADOPTION AND MAINTENANCE. WITHOUT THE SUPPORT AND ENGAGEMENT OF PEOPLE, ORGANIZATION-WIDE LEARNING INITIATIVES FALL FLAT.

the business (including an IT project manager) to ensure input and buyin from critical stakeholders. The working group collaborated to identify pain points with the old LMS and necessary requirements for the new LMS. The collaboration resulted in a comprehensive list of requirements reflective of the organization’s business needs.

The working group then crossreferenced the requirements with market capability to confirm they were realistic and attainable. This check gave the working group confidence to proceed with the solicitation.

3. Evaluating LMS Vendors

The L&D team then paired with experienced procurement personnel to finalize the solicitation plan and evaluation criteria. The final plan summarized several weighted components, including mandatory criteria, rated criteria, a demonstration, a brief trial period and price. Documenting the plan ensured the solicitation expectations were clear and unambiguous.

Vendors were advised of the requirements and given an appropriate amount of time to respond to the solicitation. The vendor submissions were assessed by a small evaluation team comprised of key stakeholders, including L&D, IT and a senior management representative.

The make-up of the evaluation team was deliberately strategic, accounting for diverse perspectives and including a senior manager. This approach, combined with the comprehensive

solicitation plan, demonstrated the process’ rigour and solidified employee confidence in the solicitation. Once the team had a clear understanding of the requirements and reviewed the vendors’ submissions, the members worked together to select the successful vendor.

4. Implementing the New LMS

After the new LMS platform was selected, the L&D team paired with internal communications specialists to develop a communications plan. The plan included tailored messages for the various stakeholders to ensure the appropriate messaging was delivered to the right people at the right time.

The L&D team also worked very closely with internal IT data analysts and specialists to undertake the data mapping, migration and software integrations. This required close collaboration with various specialists within the vendor’s team.

A small multi-disciplinary group piloted the LMS to identify any user or data integrity issues before the system was released corporately. Issues were successfully resolved in close consultation with the vendor prior to roll-out.

The L&D team then began training various users and administrators on the system — prioritizing trainees based on urgency and need. They also established lines of communication for post-implementation issues resolution.

5. Maintaining the New LMS

Following the initial training, the project team worked with stakeholders to determine the ongoing roles and accountabilities. The team also established ongoing corporate messaging, including status updates and sharing success stories.

The L&D team continues to actively solicit user and managerial feedback and works alongside the LMS vendor to resolve issues efficiently and effectively.

OUTCOME

The new LMS was successfully implemented and adopted with minimal disruption to the business. The change management plan undoubtedly paved the way for the project’s success and assisted with the project management constraints. The project team was able to more

accurately define the LMS requirements, maintain a realistic schedule and stay within budget because they applied change management principles.

Also, because of their thoughtful change management efforts, the team was able to build strong goodwill with key stakeholders — boosting both their willingness and ability to solve problems when challenges emerged.

CLEAR DIRECTION AT EVERY PROJECT STAGE WILL PREVENT CONFUSION, ENHANCE PARTICIPATION AND ENCOURAGE TIMELY PROGRESS.

LESSONS LEARNED

DCC’s LMS project resulted in several lessons learned, some which might help other L&D managers advance their learning initiatives.

• Find your allies: Identify and engage with stakeholders at the project’s outset. Determine when and how often stakeholders should be consulted. Allow time for them to describe their business requirements, pain points and expectations. Seek out individuals with the appropriate knowledge, influence and capacity to support. These champions will be useful allies, assisting with troubleshooting and amplifying key messages throughout the project.

• Leverage working groups for project stages: Plan to have a core project team of key players that participate in all stages of the project (e.g., L&D, IT and project management representatives), but also stand-up and stand-down different working groups or teams as needed. Maintain some consistent representation throughout the project and leverage others’ expertise by

forming tailored working groups at various project stages.

The tailored working groups will help ensure each project stage is completed efficiently and effectively. The exact size of each group will be influenced by the organization’s unique context, but guidelines generally range from 5-9 people.

Document the objectives, roles and accountabilities for each working group and their respective members. Clear direction at every project stage will prevent confusion, enhance participation and encourage timely progress.

• Careful planning is key: Allow ample time in the project schedule for upfront planning. Collaboration and consultation with stakeholders are time consuming, but it is critical to accurately define the project requirements. Otherwise, there is the risk of unforeseen delays later or, worst case scenario, the final solution may have critical flaws and fail to meet the organization’s business needs.

• Treat vendors as strategic partners: A vendor may be required for the successful implementation and maintenance of a learning initiative. If applicable, view the vendor relationship as a long-term partnership and work collaboratively to resolve issues. Invest in regular standing meetings to discuss project progress pre- and postimplementation. Review and understand the vendor’s product roadmap and quarterly updates, and seek further details on relevant initiatives.

CONCLUSION

We are in a time of rapid and often erratic change. Consequently, learning organizations applying change management principles to their projects are better positioned to achieve success and maintain resilience over time. L&D managers can integrate change management principles into their projects with just a bit of thoughtful planning. With this perspective in mind, change provides endless opportunities for organizations to engage and empower their people.

Sabrina Rock, BSc, MEd, CPTM, is the national manager of training and development at Defence Construction Canada. Email Sabrina.

CONGRATULATIONS CPTM GRADUATES

AND TO A DECADE OF CPTM EXCELLENCE!

Congratulations to the following CPTM graduates who have become alumni since our last issue. Your accomplishment places you amongst an elite group of learning and development professionals. We cannot wait to see how you will lead the change! This year marks a decade of CPTM excellence. Cheers to 10 years!

Congrats to these graduates from the same company!

Defense Security Cooperation University

Kristina Teater

Whitney Stewart

DP World

Hannah Kesig Jonattan Rodriguez

Aaron Mitchell Recorded Future

Adam Sutton Fiserv

Alec Ruest IGM Financial Inc.

Alesiya Khan MRCC

Alexandra Angeli GE Healthcare

Amber Shuman

Ana Maria Tcaciuc Allyis Technologies

Andrew Dormus Lippert

Angela Supoyo Behavior Analyst Certification Board

Anna Smith Montana Primary Care Association

Ashley Hay Colony Bank

Barbara Steinbauer IMS Nanofabrication GmbH

International Maritime Industries Muzaffar Ali Khan Sahibzada Mir Hamad Ghanem

KIPP Foundation

Mario Echeverria

Melissa McGonegle

Sue Jean Hong

Bella Mupurua Pupkewitz Megabuild

Benjamin Karpinski Defense Institute of International Legal Studies

Brad Krause Noble Corp

Brandi Hobbs DFPS of Texas

Brandon Smith National Association of Insurance Commissioners

Brittany Cox Bioventus

Calen Fitzsimmons EPRI

CeAnne Currie Providence Health Systems

Chelsea McGinnis Patriot Growth Insurance Services

Chung Son Cho Rosa Cho Coaching

Cynthia Berry Hunton Group

Penske Truck Leasing

Eric Thaler

John Bates Matthew Depuy

Pinterest Gohar Ghabuzyan Mia Parisian

Danna Astocondor

Diana Armenta

Elizabeth Ussery PulteGroup

Emanuele Ercolano Princess Cruises Ltd.

Emilia Kvasnik SourceWell

Erin Halkin NSMA

Evan Bahoric Align Technologies

Hammad Elbedour IronBow

Heather Mayfield Spadea Lignana

Jake DeWalt MIM Software

Jake Kimmel Hoshizaki America

Jameel Muhajab Nesma Infrastructure and Technology

Jana Detherage McKesson

Jeff Corriher Akamai Technologies

Jennifer Jordan J2 Leadership & Learning Solutions

Jennifer Ralph Pack Health

Jenny Westrich GP Strategies

Joshua McDaniel West Gulf Maritime Association

Julia Capps Moog Inc.

Julie Smith City of Thomasville

Justin Clymer OceanFirst Bank

Kaity McAdams Cook Inlet Tribal Council

Katharine Svoboda Nava Health

Katie von Berg Illumina Inc.

Katy Nicholls Aurora Mental Health and Recover

Kyla Darling City of Chicago

LaToya Linzey Colorado Public Radio

Lauren Herron Marquette Management Inc.

Lauren Windham Medical University of South Carolina

LaVinia Ray Southern Research

Lesa Gabrels Delta Airlines

Lucy Katherine Beales Al Tamimi & Company

Madeleine Tiger GE Appliances

Megan Lindahl Google

Melinda Briggs American Academy of Implant Dentistry

Michael Snodgrass Mission Aviation Fellowship

Mike Gehlsen Syngenta

Mohamed Habib Boukadida FMM

Moises Spindola Buzo HealthPoint CHC

Monica Villasenor Centro de Salud De La Comunidad De San Ysidro Inc.

Najla Claar MetroNational

Natasha Koolmees Henkel

Obianuju Orakwue Uber

Paola Duarte Munoz

Paul Akins APi Group Inc.

Ric Ponder Allison Snith Company

Scott Sundberg Grant County Utility District

Serena Dhak Lodestar Technologies Inc.

Serena Mooneyhan Launch Credit Union

Sonja Parrish Kysor Warren Epta US

Stephanie Rothschild Edwards Lifesciences

Steve McCartney Goodwill of Mississippi

Susan Neva

Ty Braden Sterling Crane

Vanessa Beckett Marion County BoCC

Whitney Bowers Siemens

William Paetz T-Solutions, INC.

DEALS

ACORN SECURES FUNDING TO BRIDGE DISCONNECT BETWEEN LEARNING AND PERFORMANCE

Ongoing Training Industry research shows that strategic alignment is the most important process capability of great training organizations. Despite its importance, fewer than 30% of training organizations are great at strategic alignment processes. Fortunately, many learning providers are committed to rolling out solutions that can help.

Through its artificial intelligence (AI)-powered performance learning management system (PLMS) platform, Acorn is gaining traction in the market. The company secured $13.1 million in Series A funding, led by Level Equity, this June.

A STRATEGIC MOVE TO SCALE, FASTER

Keith Metcalfe, Acorn’s president, says the company thought strategically about whether pursuing investment was the right move. Through those conversations, they realized that Acorn’s solutions are something that they “really believe could have a huge impact on a lot of companies and employees,” Metcalfe shares. “And in order for us to get the word out there more, build our brand and actually invest in our product, we wanted some more resources to do it quicker.”

This led Acorn to go to the investment community, where they told their story and were “very positively received” and gained the support needed to help “fulfill that mission of having a bigger impact, faster,” Metcalfe says.

ADDRESSING THE DISCONNECT BETWEEN LEARNING AND PERFORMANCE

By connecting with learning and human resources (HR) leaders at industry events and hearing their challenges

BY SARAH GALLO, CPTM

firsthand, Metcalfe consistently heard that traditional learning management systems (LMSs) and learning experience platforms (LXPs) often fall short of the adoption rates organizations expect. “Ultimately [users] have put a lot of time and effort with good intentions into creating content for employees,” Metcalfe says. “But that content is not getting adopted.”

Recent Acorn research found additional challenges highlighting the gap between learning and performance:

• One-third of respondents describe their most recent performance review as “merely a checkbox exercise.”

• Two-thirds of executives (66%) believe their competency metrics are fair, while less than one-fifth (19%) of individual contributors agree.

• 78% of leadership acknowledges employees frequently must leave to advance their careers.

Acorn is focused on solving these challenges by “trying to connect performance and learning,” so that when employees ask, “What do I need to learn to be better at my job?”, organizations have an answer. Thus, calling their platform a “performance learning management system,” or PLMS, “largely made sense for us,” Metcalfe says.

AI-POWERED PERSONALIZATION

Another way Acorn is committed to bridging the gap between learning and performance is through Acorn Capabilities AI. Although many LMSs try to guide learners through better search functions or learning pathways, they can still leave employees sifting through thousands of courses or following learning paths that aren’t personalized.

Using Acorn’s competency library, Acorn Capabilities AI generates a skills framework for a given role based on materials like job descriptions, LinkedIn profiles or job postings. Leaders can review and adjust the AI-generated recommendations in real time, after which the platform aligns relevant courses to those competencies.

For example, now, when a new salesperson joins a team, they have a ready-made development plan, along with the rest of the sales team members, Metcalfe shares. “That’s really where Capabilities AI is leading in a big way.”

FUTURE GOALS

Employees want to be “inspired” to do their jobs better and advance their careers, Metcalfe says. However, “employees do not think performance and development conversations are going well, [and] the data is extremely explicit on that.” Acorn aims to use technology to drive clearer, more consistent development conversations.

Acorn is also striving to better support learning and development (L&D) and HR professionals, many of whom entered the field wanting to make a difference but have been held back by ineffective technology, Metcalfe says. Many practitioners “don’t think it’s possible” to leverage technology for learning that truly drives performance and empowers learners to advance their careers. “We don’t think that’s true. We actually think it’s very possible,” Metcalfe says. “And some of the latest advents in technology are making it much more possible than it ever was before.”

Sarah Gallo, CPTM, is a senior editor at Training Industry, Inc., and co-host of “The Business of Learning,” the Training Industry podcast. Email Sarah

ACQUISITIONS AND PARTNERSHIPS

HowNow has partnered with Pluralsight to integrate expert-led, tech-focused learning into its artificial intelligence (AI)-powered upskilling platform. This collaboration grants HowNow users full access to Pluralsight’s 6,500+ courses and labs, enabling personalized, in-context learning that accelerates skill development, closes gaps and supports innovation.

Thrive has acquired Huler, a UX-first smart intranet, to create the first fully integrated learning, mentoring and employee experience platform. Alongside Guider’s mentoring tools, the partnership delivers a seamless, AI-powered hub for work, unifying communication, learning and productivity in one intuitive, personalized experience for modern workplaces.

INDUSTRY

ACI Learning’s on-demand training library is now available on OpenSesame, offering expert-led courses in IT, cybersecurity, project management and more. This partnership enables organizations to access workforce-ready content with hands-on labs and certification prep, supporting upskilling, performance and a culture of continuous learning .

Ansrsource and ANSR have partnered to transform talent development across India’s Global Capability Centers (GCCs). Combining advanced learning methods with proven GCC delivery, they aim to boost employee retention and leadership growth. This strategic alliance will scale personalized, AI-powered learning ecosystems, positioning India’s GCCs as global leaders in workforce transformation and operational excellence.

NEWS

EXECUTIVE COACHING SERVICES TO DEVELOP CONFIDENT LEADERS

Red Clover HR has launched its executive coaching service to empower leaders with practical, personalized support for today’s complex challenges. Led by experienced professionals, the program focuses on emotional intelligence, conflict management and strategic leadership.

FOUNDATIONS OF LEADERSHIP PROGRAM

Battlefield Leadership has launched Foundations of Leadership, a program designed for first-time managers and rising leaders. Using historical case studies and the “Three Cs” framework — Character, Competence and Courage — the program builds trust, confidence and effective leadership skills. Participants begin with a DiSC assessment and gain practical

tools to lead authentically, manage crises, deliver feedback and foster accountability.

COMPREHENSIVE LEADERSHIP COACHING PROGRAM

Employment BOOST has launched an expanded leadership coaching program that combines 360-degree feedback, personalized coaching and a tailored leadership curriculum. Designed for executives, managers and high-potential employees, the program offers insights from comprehensive assessments and customized development plans focused on communication, decision-making and emotional intelligence.

AI STEPS UP AS MEETING FACILITATOR

Funmentum Labs has launched Funware, an AI-powered platform that transforms

Arcade’s acquisition of Upduo launches Arcade AI Sales Leader, a platform that empowers store managers as front-line trainers. Combining gamification and AI coaching enables consistent, high-quality development across teams. Managers coach with confidence, associates grow continuously and retailers benefit from faster onboarding, reduced turnover and improved sales performance.

CodeSignal and Go1 have partnered to deliver AI-driven, hands-on learning experiences across technical and business roles. This collaboration integrates CodeSignal’s practice-based training with Go1’s vast content library, providing over 11 million learners with role-specific skills and seamless access via 75+ LMS and Human Resource Information Systems (HRIS).

meetings and virtual learning sessions by acting as a live facilitator. Unlike traditional AI tools, Funware energizes participants with tailored activities, humor and realtime guidance. Designed to combat low engagement in meetings and training, it supports workshops, onboarding and online courses. While promising for L&D, leaders must balance AI-driven facilitation with the human elements essential to meaningful connection and learning.

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