For over 50 years, instructional design and development models for training have centered around the goal of designing one deliverable for a given learning challenge. Though learning is becoming more bite-sized, these bits are often considered accessories or in support of a formal program like a course or class. The Learning Cluster Design model, in use since 2016, provides an approach that re-examines traditional assumptions and evolves learning and development (L&D) for today’s digitally enabled culture. The model centers around a new goal: delivering Learning Clusters, a set of learning assets across social, formal, and immediate learning touchpoints and moments of learning need, tailored to diverse learner personas to impact on-the-job performance for a given learning challenge. In this paper, we will share how L&D practitioners and professionals are using the model, what is working, and what is challenging. Overall, our study showed a 77% Net Promoter Score for the LCD model, indicating a high degree of loyalty and positive referral, by a wide range of L&D professionals, representing a variety of roles, industries, and experience levels. We share three different case studies of the model: an internal L&D “solo” practitioner, a non-L&D use case, and an L&D practitioner layering in the LCD model. The study showed that over half of the respondents are making the LCD model a norm. We also learned about the use of the language, leadership sponsor support, and the value of the model. Ultimately, the LCD model is helping to drive continuous learning culture through a more relevant and strategic approach for users.
Keywords
- Instructional design models
- Learning design
- Modern learner
- Continuous learning
- Learning in the flow of work