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Adopting a New Model for Our Changing World

Why do we in L&D need a new model? The expectations and realities have dramatically changed since our current instructional design (ID) models gained wide use. These models simply were never intended to deal with today’s complexities. The Owens-Kadakia Learning Cluster Design model deals with these shifts, changes, and complexities. As you read this chapter on the OK-LCD model, form your own opinion about the answers to these questions:

• How might the OK-LCD principles make a difference for me? For the L&D industry?

• The model asks L&D to adopt new actions. What will it take to do so?

• How does the model support the next evolution for L&D?

What Is It? The Owens-Kadakia Learning Cluster Design Model

We developed the model in response to the question, “How should we be designing for modern learning?” This model, developed and iterated over the past five years, is grounded in the fields of instructional systems development, neuroscience, cognitive and developmental psychology, and organization development. Throughout this book, you will read the stories of early practitioners of the OK-LCD model.

In this chapter, we introduce the model and describe the four principles behind the model, five Actions that make up the model, and the defining characteristics of OK-LCD. We will also discuss how the model works in harmony with other models, as well as the learning theories that ground our approach.

The OK-LCD Model

The OK-LCD model is composed of five Actions for L&D professionals to take when designing modern learning (Figure 2-1). The model represents the holistic answer to many of our current L&D challenges and was developed by:

• questioning the past, specifically the assumptions about the goals and process of L&D work that were established in pre-digital times

• considering the present shifts learners and businesses are experiencing

• reviewing the latest in neuroscience and learning theory

• reflecting on our experiences and those of our OK-LCD workshop participants.

Figure 2-1. The OK-LCD Model

The model is unique in that it embodies a philosophy—a way of thinking—and a process of step-by-step actions. At its essence, the OK-LCD model is an intentional, context-centered approach to selecting, designing, and facilitating access to a set of learning assets to improve performance on the job for a particular capability in today’s digital age.

This is a change for both your job and your goals in L&D. Because learners have more tools available to learn, and businesses need more complex capability from talent faster than ever, L&D needs to shift our focus. Instead of designing one training program per capability gap, L&D needs to shift to designing multiple assets and connecting learners with the learning assets they need. This is what designing modern learning means, and it is the heart of the OK-LCD approach.

First, let’s get familiar with new terminology and the principles behind the model.

A New Language

The following terms were developed as part of our work on the OK-LCD model and will be used throughout the book:

• Modern Learner: someone who needs to learn fast in an ever-changing environment, and who will access a wide variety of resources to get answers.

• Learning Cluster: a set of learning assets intended to address a specific performance gap across multiple contexts, which we call learning touchpoints.

• Learning Asset: a very general term describing a wide range of things that help people learn. It might be content to read, an online search, a class (face-to-face or online), a discussion, a video, or even a motivational poster. It can be as small as a 30-second audio recording or as large as a three-month class. In traditional training, a learning asset most often takes the form of a class, an e-learning course, or a blended learning program.

• Learning Touchpoints: the points of contact between modern learners and how they get the learning they need in the way that they need it to succeed in their work. These can be tagged as having characteristics that are social, formal, and immediate.

• OK-LCD Action: describes an L&D activity and responsibility as a part of engaging in the OK-LCD model for modern learning design.

Our language can help us drive change or keep us in the past. We encourage you to adopt a modern way of speaking, using terms that are part of the OK-LCD model and principles.

The Principles of the OK-LCD Model

First and foremost, the OK-LCD model calls for a new way of thinking, a new understanding about L&D’s goal and role in organizations (Figure 2-2). The five Actions we created reflect a philosophy captured in these four principles:

1. Go beyond one-and-done. L&D’s new role is to deliver and facilitate access to multiple learning assets to build employee capability. It’s no longer sufficient for L&D to design one learning asset—a class or course—to meet a business’s or an employee’s learning goal.

2. Design the whole, not the parts. Multiple learning assets must be viewed and designed as part of an integrated whole (what we have coined the “learning cluster”), both as part of L&D’s design and from the learner point of view. These multiple assets cannot be effective if they’re created ad hoc.

3. Focus on learner needs. Our context as training designers and deliverers is no longer as important as the context of the learner. Whereas in the past L&D had limited tools to deliver learning, today we can deliver learning when, where, and how the learner needs it. L&D must reflect a deeper understanding of the learner and the capability gap first.

4. Change on-the-job behavior. L&D can and should be held accountable for improving performance on the job, not just at the end of a training class, course, or program. Improved performance means that there will be a change in behavior through application on the job, rather than simply acquiring the knowledge and skill during the program.

Figure 2-2. OK-LCD Model’s Philosophy: L&D’s New Job

Here’s the difference between our past philosophies and this modern one: If you approach a learning project as designing training and enabling knowledge acquisition, then you are living by time-honored, traditional instructional development principles and assumptions. However, if instead you approach a learning project as designing and facilitating access to a wide variety of learning assets, and as empowering and measuring behavior change in the workplace, then you are living by the principles embedded in the Owens-Kadakia Learning Cluster Design model—and you are seamlessly connecting learners with the resources they need to change behavior on the job to deliver the desired business results.

We encourage you to use the Actions and the associated Tools, but at a minimum, we hope you are inspired to adopt the philosophy and principles behind OK-LCD as you bring your L&D work into the digital age.

OK-LCD’s Five Actions

OK-LCD is more than a philosophy. The model is a set of Actions that tell L&D how to create a new product. Instead of focusing on designing just one class or course to address skills gaps, with OK-LCD, we create learning clusters. To create learning clusters, the model takes L&D practitioners through five Actions. The Action names create a memorable mnemonic: CLUSTER. Here is a brief overview of each Action:

• C: Change on-the-job behavior. In the Change Action, set the goal for the learning cluster (called a strategic performance objective). This goal articulates the connection between learners’ on-the-job performance and the desired business results. This is one of three early Actions leading to the Surround Action.

• L: Learn learner-to-learner differences. In the Learn Action, identify learner personas within the target learner group whose behavior change will have the greatest effect on the desired business impact. Persona definitions go beyond demographics and job type to explore contexts of when, where, and how each persona will most likely need to learn. This Action guides strategic choices in the Surround Action.

• U: Upgrade existing assets. In the Upgrade Action, apply the nine elements of modern learning to quickly improve current programs. As a bonus, the ideas for new learning assets identified here will jump-start the work in the Surround Action.

• S: Surround learners with meaningful assets. In the Surround Action, combine the work and insights from the other Actions to intentionally select learning assets across all three learning touchpoints (social, formal, immediate) to build a learning cluster that will meet the learning needs for each crucial learner persona. Taken together, these learning assets should deliver both the desired behavior change on the job and the related business results.

• TER: Track transformation of Everyone’s Results. In the Track Action, identify those measures—qualitative and quantitative—that will indicate the impact of the learning cluster. Then track these measures and turn the results into a story about the impact of learning. Use the results for further improvements.

To make it easier to talk about these Actions in day-to-day conversation and in our OK-LCD workshops, we use abbreviated names that you will see throughout this book. We say the “Change Action,” the “Learn Action,” and so forth. In the coming chapters, you will read complete descriptions of each Action, how to use the associated Tools to implement the Action, and the impact that typically results.

OK-LCD’s Defining Characteristics

“The more compatible the theory and philosophy are to the context in which a model is to be applied, the greater the potential that the original intent of the model will be achieved.” —Gustafson and Branch (2002)

We believe that the OK-LCD model is more compatible with our current context of learning and working within a volatile, uncertain, complex, and ambiguous (VUCA) world. As such, the model has greater potential to help learning professionals make a bigger impact with modern learning design.

Every model is unique and has a few defining characteristics. Here are a few things to keep in mind as you apply the OK-LCD model:

• Actions. This model is not a simple checklist of steps or stages. Rather, with this model, L&D needs to purposefully act to shift into the future. While the OK-LCD model shows a logical sequence for the Actions from left to right, you can begin with any Action, because they all build upon one another. We encourage you to simply get started, and then make sure to cover each Action from there. Your starting point should align with your needs and context. Then, as you thoughtfully fulfill the purpose of that Action, you will progress to other actions.

• Incrementally iterative. The model’s Actions are not necessarily one-and-done. The thought process within each Action continuously references the goals and activities of other Actions. At times, this influences, or even changes, the other Actions during the project. Don’t think of it as having to “go back and fix something.” Think of it in the same way as the SAM (Successive Approximation Model) or Agile approach. With each iteration, the entire learning cluster improves!

• Centered on learning clusters. The Surround Learners With Meaningful Assets Action is the heart of the model. In the Surround Action, we design the learning cluster. All other Actions contribute to, and gain feedback from, the learning cluster. For example, the Learn Action helps you brainstorm the types of learning assets that are most relevant for each persona within their unique moments of learning need.

• Tools. Each Action has an associated Tool to guide your thinking as you generate outputs or deliverables. You’ll get a brief overview of each Tool in the chapters on that Action. Then, in chapter 8 you will see a start-to-finish case study of what it is like to design a learning cluster using the Tools. Further, in the appendix, you will get a copy of these tools, with detailed instructions on how to use them built right in. You can get the latest version of the Tools at LearningClusterDesign.com/Book-Bonus.

• Ongoing community. For further support and learning, we encourage you to explore LearningClusterDesign.com. Here, you can download the most up-to-date Tools and stay fresh with our latest research and in-practice case studies. You can also explore other learning assets to continue to grow your capability in the model. This is our way of practicing what we preach, by giving you a variety of strategically chosen ways, times, and places to upskill in the model.

What’s Included? Tapping Into Proven Learning Frameworks and Models

Three models are so integral to the thinking and execution of OK-LCD that we want to provide you with a basic description. These are Bob Mosher and Conrad Gottfredson’s Five Moments of Learning Need (2011), Kirkpatrick’s Four Levels of Evaluation, and the AGES model, which came out of the NeuroLeadership Institute (Davachi et al. 2010). As you go through the remainder of the book, keep these learning theories in mind to help you understand the connection between each Action and how it facilitates learning.

Five Moments of Learning Need

In 2011, Mosher and Gottfredson shared their theory, the Five Moments of Learning Need. Even with the technology available a decade ago, they saw the possibility for L&D to shift our focus from delivering only formal learning to playing a role in what they call “informal intentional” learning. They noticed that traditional training wasn’t enough for the pace of change everyone was experiencing. Much of learning, out of necessity, was occurring after employees had left the classroom, through what Mosher and Gottfredson call “informal independent” learning opportunities. By leveraging informal intentional learning, companies and their employees could, at a minimum, shorten time to closing capability gaps while avoiding the risks due to inaccurate informal independent learning.

To guide the design of informal intentional learning, Mosher and Gottfredson focused on delineating the situations in which employees need to learn. They called these the Moments of Learning Need, and defined them as shown (Figure 2-3).

Figure 2-3. Mosher and Gottfredson’s Five Moments of Learning Need

The Five Moments of Learning Need empower L&D to understand learner context—a major factor in learner-centric design. As you dive deep into the OK-LCD model, you can see how the Five Moments of Learning Need help you think through the Learn Action. And the Five Moments direct your attention to the “when” of employee learning, thus helping you provide meaningful learning assets when, where, and how your learners want and need to learn (Surround Action). Mosher and Gottfredson’s work helps you think through the context of learning from your learners’ perspective.

Kirkpatrick’s Four Levels of Evaluation

While many people think about evaluating after the learning program is complete, L&D professionals know that we should address evaluation right from the start when designing a learning program. This helps clarify our goals so we can maximize desired on-the-job performance and organizational results. As the Kirkpatricks remind us, “When companies invest in training, they expect results.” The Four Levels of Training Evaluation (Figure 2-4), are credited to Donald Kirkpatrick and his pioneering work in 1959. The model has four evaluation steps: reaction, learning, behavior, and results. Throughout the design process, we continue to loop back to the evaluation goals, resulting in interactive tweaks to the design, method of measurement, and even the goals themselves.

Figure 2-4. Kirkpatrick’s Four Levels of Training Evaluation

The Kirkpatrick model is deceptively simple and amazingly powerful when applied throughout the learning asset design, roll out, and use. The four levels are:

• Level 1: Reaction. The degree to which participants find the training favorable, engaging, and relevant to their jobs.

• Level 2: Learning. The degree to which participants acquire the intended knowledge, skills, attitude, confidence, and commitment based on their participation in the training.

• Level 3: Behavior. The degree to which participants apply what they’ve learned during training when they are back on the job.

• Level 4: Results. The degree to which targeted outcomes occur as a result of the training and the support and accountability package.

The AGES Model

The AGES theory helps showcase how the OK-LCD model supports learning from a neuroscience perspective (Figure 2-5). In the whitepaper The Neuroscience of Making Learning Stick, the authors state, “The four principles, which we term ‘AGES,’ summarize the big drivers of memory systems in the brain during encoding: there must be sufficient attention (A) on the new material; learners must generate (G) their own connections to knowledge that they already have; moderate levels of emotion (E) are necessary; and coming back to the information regularly—spacing (S)—works wonders” (Davis et al. 2014).

In general, the OK-LCD model incorporates the AGES principles by:

• Using multiple learning assets creates more opportunities for attention and spacing.

• Ensuring learning is available across social, formal, and immediate contexts (or learning touchpoints) creates more occasions for generation and emotion.

• Encouraging crowdsourcing and learners’ contributions to their own learning drives generation.

Figure 2-5. AGES Learning Theory

Does OK-LCD Replace My Other ID Models?

“No single ID model is well matched to the many and varied design and development environments in which ID personnel work. Hence ID professionals should be competent in applying and possibly adapting a variety of models to meet the requirements of specific situations.” —Gustafson and Branch (2002)

Does the OK-LCD model replace all the other ID models? The short answer is no!

There are many great ID models that guide L&D in how to create effective learning from start to finish. Consider models such as ADDIE or SAM, or even Agile methods. However, we discovered that L&D’s current ID models are all focused on designing a single learning asset. These ID models usually center on planned learning. The word instructional itself most often refers to planned learning. These models are designed to help you create learning that has a beginning and an end—even the iterative models. Some models will guide creation of a curriculum or a set of classes or courses, and we view this as great for designing one big learning asset.

But modern learning is about learning every day! Which is where OK-LCD comes in.

In contrast with existing ID models, the OK-LCD model operates in a context that is compatible with continuous, daily learning. As you’ll see in chapter 3, on the Change Action, the OK-LCD model provides an umbrella objective for the entire set of learning assets within a learning cluster. The OK-LCD model is for inclusion of unplanned learning as well as planned learning. With the model, you are empowered to take on in-the-moment learning and move away from the notion that you can contribute only to top-down, controlled learning environments.

Some Supporting Learning Models and Theories

Perhaps you already know about these. If so, can you spot their influence on the OK-LCD model? Not familiar with this list? We invite you to learn more on your own.

• Adult Learning Principles (Knowles 1968)

• AGES (Davachi et al. 2010)

• Evaluation to Improve Learning (Bloom, Madaus, and Hastings 1981)

• Five Moments of Learning Need (Mosher and Gottfredson 2012)

• Conditions of Learning (Gagné 1965)

• Goal Analysis (Mager 1972)

• Individualized Instruction Theory (Keller 1960)

• Instructional Design Process (Kemp, Morrison, and Ross 1994)

• Kirkpatrick’s Four Levels of Evaluation (Kirkpatrick and Kirkpatrick 2016)

• Situated Cognition Theory (Brown, Collins, and Duguid 1989)

• Sociocultural Learning Theory (Vygotsky 1915)

• Transactional Distance Theory (Moore 1997)

Having said that, both traditional ID models and emerging models work in harmony with the OK-LCD model (Figure 2-6). Here are a few examples of how we continue to leverage—not abandon—our time-honored expertise, and make use of the latest thinking from other thought leaders:

• Bloom’s Taxonomy. Learning objective expertise plays a big role in successfully creating strategic performance objectives as well as standard terminal and enabling objectives.

• Design Thinking. Also known as human-centered frameworks, design thinking can be an alternative or additional way to gather data on your learners and deliver the Learn Action. (See chapter 4 for an example from Visa, where design thinking married with the OK-LCD model produced incredible results.)

• ADDIE, SAM, and Agile. These models primarily help design a single learning asset and therefore are used after the OK-LCD model has been applied. Once you have intentionally selected learning assets for your learning cluster, then it’s time to apply theses traditional models as you design each learning asset. And you’ll discover that the work done in the OK-LCD Actions feeds directly into these other models. This makes the single-asset design work go much quicker.

• Kirkpatrick’s Four Levels of Evaluation and other ROI methods. These models help us measure the impact of learning and can be used to support the Track Transformation of Everyone’s Results Action (see chapter 7). However, to get the desired results, these models must be addressed during the Change and Surround Actions. During the Change Action, use these models to help define initial business goals and learning objectives in a way that can be measured. During the Surround Action, make sure you’ve designed it in ways to measure the levels of impact for the wider variety of learning assets that will be used.

Figure 2-6. Harmony Between OK-LCD and Other ID Models

Solid blue arrows represent models that can serve as inputs to the OK-LCD Actions; the white arrow represents where the OK-LCD model provides an output for other models.

As our world gets more complex, our approaches must be able to navigate and work with the complexity, not ignore it. We believe the OK-LCD model, married with traditional approaches, will get us to our goal for impactful modern learning.

What’s the OK-LCD Difference?

Recall the infographic of the evolution of L&D from chapter 1. It is a reminder that L&D has successfully served our businesses for a long time. And in a world where learning is needed every day, the role of L&D in the business is more important than ever. But our toolkit has become outdated. The OK-LCD model is a new tool to help us deliver modern learning (Figure 2-7).

Whether we are in a high-tech or low-tech industry, wherever there is a fast-paced and changing environment, businesses need L&D’s expertise. They need our expertise on how to:

• Help learners learn—with teams and on their own.

• Sequence learning chunks to build learners’ workplace capability.

• Engage both employees and leaders in learning—for the present and future.

• Match new learning technologies with true learner needs.

• Connect people with the best resources to enable purposeful learning.

• Strategically measure performance to ensure we all keep learning what’s needed.

Figure 2-7. OK-LCD Model Shifts for the Training Industry

As you read the In Practice section here, you’ll see how the infusion of the OK-LCD modern learning approach and philosophy have had a big impact in one high-tech company.

In Practice

Bluescape, a software-as-a-service company, sent its L&D team to our two-day workshop, where they became deeply grounded in the OK-LCD model and walked away with a learning cluster for one of their top priorities. Loc Nguyen, the L&D leader for Bluescape, said, “Before we shared the LCD approach with our team, many of us viewed training from a transactional perspective. We’ve been accustomed to the idea that customers pay for services, we show up to deliver content, and we leave with the hope that they’ve consumed enough to adopt our technology. For the most part, we’ve also been dependent on in-person sessions to effectively get the point across, which is obviously not scalable. It’s certainly not a viable strategy if you’re planning for thousands of customers. Everybody was in agreement with that.”

However, Loc and his L&D teammates didn’t have another way to think about training until they learned about the LCD model. Throughout the workshop, they diligently redesigned one of their existing learning initiatives by following the five Actions of the OK-LCD model. When they returned to work, they presented their learning cluster at a department-level meeting for the sales function.

“One of the turning points was when we revealed our new goal of building the cluster. We wanted to accommodate the various scenarios end users encounter within the Bluescape ecosystem, and we wanted to deliver the content they need during those learning moments. And that’s when people were like, ‘Wow, that’s a good idea.’”

The L&D team built a full learning cluster, considering the on-the-job behavior change they wanted to see, the personas of the learners who would be taking the training, and the value of the existing assets. The results?

Loc reported: “As a result of all the work we did, even the most critical folks at Bluescape were personally on board with the methodology. More so, we now have funding for two more training specialists and possibly two more after that. It’s amazing how just that fundamental shift has led to a new building phase with Bluescape.”

Final Notes

Imagine if your L&D team got the same reaction from your organization to new initiatives as Bluescape got. How would you personally feel? Pretty good! And how would this change the organization’s perception of L&D? Can you imagine how much more effective learning experiences would be? Or how much more efficient your team would be if enrolling support was that much easier?

We’ve seen firsthand the results that organizations get when applying the model (Figure 2-8). Together, with our consultant team, we have worked on complex learning challenges and delivered modern learning experiences that get results. Now, we encourage you to adopt the philosophy exemplified by the OK-LCD principles. And act! Follow the five Actions. Use the associated Tools to guide you. Create and deploy your own learning clusters and take note of the response from your L&D team, your business leaders, and most important, your learners. If you need help, reach out! From peer support to the latest research to support from the experts, you’ll find that you, too, are surrounded by learning assets to create a new kind of L&D ready for the digital age.

Figure 2-8. The OK-LCD Model Is …

In the next five chapters, you will read about the five Actions and Tools that make up the OK-LCD model. As you read, consider how you might achieve similar results as Loc Nguyen and Bluescape.

Reflect

Based on your reading so far, consider the following questions:

What benefits can you envision for you and your L&D team when applying the OK-LCD model?

When you compare the OK-LCD model with other ID models that you use, what is unique and different? What is similar and compatible?

Apply

Take a moment to look at LearningClusterDesign.com. Find a phrase, story, or idea that inspires you to start the modern learning journey.

Now, consider what you’ve seen so far and take a moment to create a mini-vision for yourself. What hopes do you have for your work? What is a goal you’d like to achieve?