{"id":34615,"date":"2023-10-17T17:58:22","date_gmt":"2023-10-17T17:58:22","guid":{"rendered":"https:\/\/brandonhall.com\/?p=34615"},"modified":"2023-10-17T18:01:30","modified_gmt":"2023-10-17T18:01:30","slug":"lead-learning-like-a-ceo","status":"publish","type":"post","link":"https:\/\/brandonhall.com\/lead-learning-like-a-ceo\/","title":{"rendered":"Lead Learning Like a CEO"},"content":{"rendered":"

CURRENT STATE<\/strong><\/h3>\n

Brandon Hall Group\u2122 studies continue to show that learning measurement is a perennial challenge for Learning and Development teams. Despite the emergence of more sophisticated learning and business analytics techniques, struggles with learning measurement continue to persist at frustrating levels. Closing the gap between the language of the boardroom and the language of L&D around actual business results and organizational impact is a required skill for today\u2019s Learning leaders to master.<\/p>\n

In a VUCA environment where technology is again outpacing the ability of the workforce to keep up, the tangible, measurable impact of learning is no longer a nice to have. Any function within the business that cannot clearly show the value and impact of its work on the results delivered in the business will be in jeopardy. Now is the time to strengthen your measurement strategy and learn to manage the business of learning.<\/p>\n

COMPLEXITIES<\/h3>\n

The problem is that most Learning leaders are incredibly skilled at building learning that works \u2014 as learning. Meaning that the learning program meets its objectives and is sound from an instructional perspective. Regardless of modality, most Learning teams can produce, or curate, content that meets learning objectives. Because of that skill, we often consider the job done at that point.<\/p>\n

It\u2019s a problem because the job is only done if the learning causes the learner to move the needle on expected business results. We spend a lot of energy on learner experience and satisfaction, and a little less energy on validating knowledge and skills. We spend very little time on actual performance results, yet that is where the real power of Learning and Development lies. In the era of big data, it\u2019s past time learning stepped into the arena.<\/p>\n

When looking at how L&D teams approach measurement, data clearly shows proficiency in identifying learning outcomes and targeting learning effectively. The same data also shows a frustrating lack of proficiency in knowing how to collect data, pull business data, integrate LMS data with other business systems, even in leveraging LMS pre-built reports. All of that points to a serious skill deficiency among Learning leaders.<\/p>\n

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CONSEQUENCES<\/h3>\n

CLO, Director of L&D, Head of OD, Training Manager \u2014 whatever the title, you have to understand that you are the general manager of the business of learning for your organization. Budget pressures are nothing new to Learning. The expendability of Learning as a so-called nice to have is also nothing new. While there certainly is no magic bullet when it comes to protecting the Learning function, between the shift to a Learning business partner model and an increased ability to connect the dots between learning and business results, CLO acting like a CEO has never been more important.<\/p>\n

Learn to speak the language of business inside the language of learning. Your deliverables are the company\u2019s deliverables, and your team has a critical role to play in the success of the business in the long term. Learning impacts business results. One way to start down that path is to leverage a model like Brandon Hall Group\u2019s Learning-Performance Convergence Model. The model starts with the business result that learning is meant to impact, a KPI or OKR that is being measured at the enterprise level. From there, the next step is to map to the Learning or Individual Performance Outcomes that should reflect the specific outcome expected from a learner. That will organically lead you to the Learning Objectives for the program.<\/p>\n