As the landscape of corporate learning and development evolves, we must also update the language we use to describe its practices and processes. We are reassessing traditional terms that have long been staples of educational theory to better align them with modern, learner-centered approaches within the corporate context. Terms like “create content,” “education” (particularly referring to traditional teaching methods like lectures), “teaching,” “students,” “learning styles,” are undergoing critical re-evaluation to ensure they meet the contemporary needs of businesses and their employees.
Facilitating Environments, Not Creating Content
In the corporate world, “creating content” typically implies that developers deliver training materials in a top-down fashion. Today, however, corporate learning and development is shifting towards facilitating environments where interactive and engaging learning can take place.
Instead of merely presenting information, the focus is now on enabling employees to interact dynamically with the developmental area or topic, applying what they learn directly to real-world business challenges. This approach fosters practical engagement with the material, making learning a participatory and effective experience.
Reconceptualizing ‘Education’ in the Workplace
The conventional notion of “education” often evokes the traditional setup of an instructor-led classroom. However, in today’s modern corporate environment, this concept expanded to include a variety of learning experiences that are more collaborative and problem-solving oriented.
Recent corporate education now creates opportunities for learning solutions that are not only interactive but also integrated with day-to-day work activities, thereby enhancing the relevance and application of the learning experience. The solutions are not just engaging, but they’re actually effective.
Guiding Rather Than Teaching
In corporate learning and development, the shift from “teaching” to “guiding” reflects a changing understanding of the facilitator’s role. Trainers, no longer seen as the sole source of knowledge, are now guides or coaches who support and facilitate a more reciprocal learning process.
This change promotes a learning culture where employees are encouraged to explore, question, and contribute to their learning journeys, fostering a more active and engaged learning environment.
From ‘Students’ to ‘Learners’ in the Corporate Setting
We are replacing the term “students” with “learners” to emphasize that learning is an ongoing process that extends beyond formal education into continuous professional development. Traditionally, “students” implied passive recipients of knowledge, suggesting they know little and must be filled with information provided by an all-knowing teacher. This model does not fit well with the dynamic and collaborative nature of modern workplaces.
In the corporate context, recognizing employees as “learners” underscores their active role in pursuing knowledge and skills crucial for career advancement and personal growth. It also acknowledges that learning is a mutual exploration where both instructors and learners contribute insights, reflecting a more balanced and interactive approach to professional development.
Moving Beyond ‘Learning Styles’
The idea of “learning styles” has been largely discredited; instead, evidence suggests that effective learning strategies are not fixed but vary according to what is being learned and the context of learning.
In corporate settings, this means adopting a multimodal approach that uses various instructional design techniques to enhance learning effectiveness depending on the objectives and performance goals.
The transformation of these terms within corporate learning and development is not merely semantic but reflects a broader shift towards more dynamic, inclusive, and practical learning strategies. By updating the language of corporate training, organizations not only improve learning outcomes but also better prepare their workforce to meet the challenges of an ever-evolving business landscape.
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