For what seems like decades, learning leaders have been fixated on the tactical side of their profession.
Developing courses, implementing learning management delivery systems and running evaluations based on Don Kirkpatrick’s groundbreaking four levels of training occupies a large portion of their time. It is as though everyone in the learning profession has read the same book, avoiding the possibility of reading something new.
Far too many learning departments have become order takers. They wait on a leader to make a demand for learning, and they satisfy whatever has been requested. Questions are seldom asked.
