Are Learning Teams Solving Problems – or Creating Them?

Rethinking the Role of Learning

At Learning Effect, we’ve been reflecting on a tough question: are learning teams genuinely solving business challenges, or are they sometimes making things harder?

In our recent Learning Reinvented podcast episode, Katie Godden and James Poletyllo explored whether traditional learning interventions are fit for purpose in a world where change is constant and speed matters.

Still Stuck in the Old Blueprint?

Let’s be honest. Much of digital learning still follows a familiar pattern: launch a platform, upload some training, push users through.

As Katie shared:

“We’re often still running with the same blueprint we were using 10 or 15 years ago… it might look slicker now, but is it really doing anything different?”

Functionality may have improved, but if the content, delivery, and pace haven’t evolved, we’re not really moving forward.

When Training Becomes the Problem

James challenged whether learning is actually supporting change—or just adding to the noise:

“Too often, we’re lobbing in training that glances off the real issues. When it’s late, irrelevant or not contextualised, it frustrates more than it helps.”

And when learning teams only work with one set of tools—courses, workshops, eLearning—then every solution starts to look the same, whether or not it fits.

Visibility vs Value

Here’s a paradox: the more visible a learning team tries to be, the less impactful it might actually become.

An intrusive induction. A clunky course. A top-down development programme. These can be great for demonstrating activity—but not necessarily for delivering results.

“Invisible learning embedded into the flow of work often adds more value,” said James. “But it’s harder to build and doesn’t shout about itself.”

Asking Better Questions

Want to deliver learning that actually makes a difference? Start by asking better questions:

• What’s the root business issue?

• What’s preventing people from performing?

• What other systems or processes are involved?

Katie made it clear:

“We need to stop starting at the solution level and instead understand the bigger picture. Are we here to ‘do’ training—or to drive performance?”

Not Just ‘Deliverers’—But Consultants and Architects

Learning professionals need to wear multiple hats:

• Consultant – challenging assumptions and advising on the real need

• Connector – linking people, systems, processes and performance

• Architect – helping shape environments that make great work possible

That means pushing back when learning isn't the answer. It means not always being the “yes” department. It also means being brave enough to say, “this isn’t adding value.”

One Size Doesn’t Fit All – And Never Has

There’s no universal solution. Yet the learning tech space is full of suppliers offering off-the-shelf packages as if every retailer, call centre or finance team operates the same way.

“It’s not that simple,” said Katie. “Just because one business uses a tool successfully doesn’t mean the next one should follow.”

Learning teams must push back against that templated approach. Because innovation doesn’t mean newer tech—it means relevance, creativity and clarity.

What Should Learning Look Like?

It doesn’t always mean a course or a video.

Sometimes it’s a conversation. Sometimes a job aid. Sometimes it’s better communications or clarity on the ‘why’.

When we focus only on building content, we risk missing the opportunity to actually solve the performance problem. And when learning becomes about ticking boxes, it stops being about people.

The Courage to Say No

Learning teams need to be bold:

• Bold enough to challenge outdated approaches

• Bold enough to shut down what’s not working

• Bold enough to embed into the business—not just sit beside it

“We’ve got to stop following the crowd,” said James. “Be thoughtful. Be experimental. Be collaborative. And always link back to business performance.”

Final Thought: Are We Adding or Solving?

Katie summed up the challenge at the heart of the conversation:

“Are we helping the business get better—or are we just adding noise with shiny systems and overengineered processes?”

We need to focus less on what learning looks like, and more on what it does. The best learning doesn’t shout—it empowers, embeds, and elevates.

We’d Love Your View

Are learning teams enabling transformation—or getting in the way of it?

Share your thoughts. We’re listening.