L&D has a credibility problem. These articles are my attempt to fix it — one argument at a time.
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Training doesn't fail because it's badly designed — it fails because it's solving the wrong problem. A decade inside L&D functions taught me that the real issue is an assumption made before L&D ever enters the room, and that fixing it changes everything about how this function earns trust.
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L&D deserves a seat at the table — but almost nobody explains how to actually get one. This is what to do on Monday morning: how to start building the evidence that earns the seat, using data you already have.
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Five years ago I was put at risk of redundancy — despite producing high-quality, well-received work. The problem wasn't the work. It was that I couldn't prove what any of it had achieved. This is the story of that call, what it exposed, and the system I built so I would never be in that position again.
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Course introductions shouldn't just list learning objectives — they should motivate learners by answering "why should I care?" A five-point framework for treating adult learners with respect and dramatically improving engagement.
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Short-form video may capture attention, but it falls short as a primary corporate learning delivery method. Where it does shine: marketing learning solutions, creating course hooks, and summarising content between modules.
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How I gather large-scale learner feedback efficiently by embedding Google Forms directly into corporate e-learning courses — low maintenance, no LMS admin, and automation to surface trends that inform future design.
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This article explores using Custom GPTs to create interactive, context-specific scenarios where learners can practice new skills and receive real-time feedback, all while staying aligned with your course content.
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A four-step automated process to ensure behaviour change after training: baseline self-assessment, learner-chosen commitments, timed follow-up, and manager accountability — measuring soft-skills development without the admin burden.
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