The 'problem' isn't where it appears

"In a system, the best way to treat a problem is seldom where the problem appears, because of the interaction of the parts."

Donella H. Matthews

The 'problems' in corporate learning are inevitably framed and defined by the people already in corporate learning.

This group think leads to a familiar list of problems that inevitably can't be solved:

'We need a 'learning culture'

'We need to stop taking orders from 'the business''

'We need to become performance led'

'We need to stop defaulting to training as the only solution'

'We need to stop creating more content'

'The new technology didn't deliver as promised.'

These examples are not 'the problems' of course - they are symptoms - simply features of the current system. 

Instead, we can choose to look at the interaction of the different parts of the system - that have created these outputs over time. These might include:

How leaders have created expectations of and way of working with HR and the 'L&D' team

How 'performance' is defined (or not) and who is involved in this

How 'Learning' is defined - and who is involved in this

Who benefits from perpetuating the idea that attending courses and accessing 'learning resources' changes the way people can perform back in their job

Who is involved in defining what the organisation means by a 'learning culture' in practical terms

How 'business priorities' are identified, prioritised and receive investment (of time, resources, £/$)

Who is involved in defining the scope and success criteria for £/$ investments in 'learning technology'.