If you want to assess the maturity of your learning business, there’s now a resource for you: the Learning Business Maturity ModelTM. We’re calling this version 1.0, as we imagine improving the model and the accompanying assessment as we hear from those making use of it in their organization.

Learning Business Maturity Model (TM)The Learning Business Maturity Model articulates the characteristics and practices of a mature learning and education business or line of business, as well as the stages that typically precede full maturity. It is intended specifically for market-facing organizations or units within such organizations that focus on lifelong learning, continuing education, and professional development. It is not intended for corporate training departments or degree-granting programs, for example.

You can download the Learning Business Maturity Model (see options just below)—and we hope you will—but we also want to provide context for the model: why we developed it and how we see it evolving.

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We’ve launched a new version of our survey on how membership organizations use social technologies as part of their learning products and services. Input from the survey will form the basis of a report we will share (for free) in the coming months, but first we need your help getting good data to share.

If you work for a membership organization, please go (or send the right person in your organization) to the following link to participate. The survey takes only about 10 minutes on average.

Your participation is very important—even if you do not currently use or plan to use social technologies as part of your learning products or services and regardless of the size or budget of your association.

After completing the survey, participants have the chance to register to win one of five registrations to Learning • Technology • Design 2017 that we will give away to five randomly selected survey participants.

The purpose of the survey is to better understand how membership organizations are and aren’t using social technologies (private online communities, public social networking sites, wikis, etc.) to deliver learning products and services. The report that comes from the survey data will cover a range of issues:

  • What types of social technologies are membership organizations using as part of their learning products or services?
  • How are they using the social technologies for learning?
  • Is use of social technologies for learning governed by a strategy?
  • Does the use of social technologies tie to learning objectives?
  • How satisfied are membership organizations with their use of social technologies for learning?

We would also be truly grateful if you would share the survey link on Twitter, LinkedIn, Facebook, or your own blog, or otherwise point your colleagues who work in continuing education and professional development at membership organizations to the survey:


We recently crossed the 50 episode mark with the Leading Learning Podcast. In celebration of that fact – and to celebrate International Podcast Day – we thought we would provide a rundown of the top 10 episodes of the show, based on number of number of downloads. We encourage you to give these a listen and also […]

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Recently I had the opportunity to speak with a group of national medical specialty society CEOs. The topic was innovation and entrepreneurship trends in the market for lifelong learning, and I was thrilled that this turned out to be a very engaged group, one that was eager to talk about what is going on out there […]

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I’m fresh back from the ASAE annual meeting in Salt Lake City, and I want to highlight the association LMS and technology-enabled learning providers that were on the floor at the accompanying expo. The cost to show up and exhibit at ASAE is not insignificant, so being there indicates, from our perspective, that these organizations […]

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One of the major positive trends in adult lifelong learning over the past several years is that more organizations have recognized the need to do a much better job of grounding learning experiences in what we actually know about how adults learn. In a nutshell, we need to move away from the excessive emphasis on […]

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A colleague on a board I serve on commented recently that he’s not sure how to keep millennials in their job for 18 months, much less get them involved in an association. It’s a concern I’ve heard echoed by numerous association executives and board members, but I think it is one that is largely misplaced. […]

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When those of us in the business of lifelong learning think about using technology for learning, we’re usually focused first and foremost on technology that’s useful, technology that supports learning. We also usually focus on what’s practical and realistic given the technology we and our learners have access to, are familiar with, and can afford. […]

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This is the second part of a two-part series. Read Part I. 5. Realistically assess resources, capabilities, and organizational “will” By the time you have worked through the areas in Part I, you probably have a general idea of the types of technology that would be desirable for supporting your learning initiatives. At this point, […]

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We have done a lot of technology selection work over the years and have delivered many Webinars and workshops related to our 7-step selection methodology (which, while often aimed at learning management system (LMS) selection, really applies to selection of pretty much any type of learning technology platform). My aim in this two-part series is […]

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