The L&D Evolution

The L&D function has evolved in the last 5-6 years with an objective to deliver business objectives and be the key driver in creating a positive business impact. I would like to discuss some very important points on how the L&D function continues to evolve. This article is helpful for all, whether you are a L&D leader or a practitioner, a CHRO or a business head, line manager or a coach and it applies to the learners too. This is based on my learning, research and findings of having led L&D functions or teams globally in diverse organisations. I would love to have your feedback.

1. The paradigm changes from L&D priorities to business needs and from training to learning - The word ‘training’ was used extensively a few years ago since most of the learning was happening by delivering long duration classroom training programmes. The shift has been made to ‘learning’ from training to ensure that the learners own their journeys. The learners have also been provided with more choices to learn from in these changing times and evolving needs of the business. The L&D function is tailoring its interventions based on the business needs only. It is only the agenda of the business that matters and working towards achieving the business goals truly makes the L&D function a game changer.
2. More choices for the learners by going blended, virtual & social - The learners are empowered by providing them with choices of tools, methods, mediums, platforms etc. It is not only about the classroom training anymore but, virtual learning, blended learning, e-learning, videos, social & informal learning. The learners can choose where would they like to learn; at home or office or anywhere else, they decide their own pace of learning and be in-charge of their individual development plans. Offering learners a variety of choices removes the monotony which was there in the traditional training approach.
3. Personalised learning journeys - A good L&D function considers learner aspirations with due consideration to their personal goals along with the business objectives which ensures that the learning journeys are personalised. One size doesn’t fit all and this will definitely make a positive impact on the employee engagement and motivation. People are more likely to stay in such organisations for long since it cares for their learning & growth.
4. Evaluation is at the heart of all L&D interventions - Evaluation and validation of learning is that demonstrates the achievement of L&D’s business objectives or key metrics. In the traditional L&D, the effectiveness of a learning programme was mostly done after the end of the training however, in the emerging L&D, evaluation and validation of learning is the first step in the process. This helps in building an effective learning strategy which is aligned to the business vision and goals. A bespoke business case on L&D evaluation should be presented to the stakeholders, leaders and the management after each intervention.
5. The continuing growth of coaching - Since the L&D has adapted a more consultative approach in its way of doing things, coaching helps in effectively achieving learner goals in the same manner. The emerging L&D function offers structured coaching programmes and also develops the leaders as coaches internally. A full time Coach is one of the emerging roles in L&D practiced by many successful organisations. 
6. The emergence of neuroscience that help improve the learner experience (This point is vast and will be covered in a standalone article however, I'd like to present one of its key findings) - In relation to learning interventions, it takes about six hours for memories o consolidate into what its likely to be a very initial form of long term memory. At night, during sleep, the brain filters these memories based on significance and consolidates them accordingly. For this reason, we should have learning sessions spread over several days. Too much information shared in a single day can demand too much from the learners and may lead to lower subsequent recall. For example, it is better to present one day or eight hours of material as four days of two-hour or eight days of one-hour sessions. There should be enormous improvement in assessments after learning using spacing compared to chunking. That is why bite-sized learning works very well than occasional leaning feasts.