In my experience working at the intersection of curriculum and learning & development frameworks, both processes felt familiar. Each follows a structured cycle of analysis, design, implementation, and evaluation — the logical sequence any learning professional would recognise. What differentiates them, however, are their intent and impact.
A curriculum framework operates at the micro level — it is educational, instructional, and learner-centred. It defines learning experiences, content, and assessments to develop specific capabilities, translating strategic intent into tangible, measurable learning journeys that progress logically over time. An L&D framework, on the other hand, operates at the macro level — it is organisational, strategic, and systemic. It identifies the capabilities the organisation needs to thrive, whether in leadership, communication, or digital literacy, and ensures that learning aligns with business priorities, culture, and performance outcomes. In short, it is the architecture of learning at scale, designed to shape the workforce for what’s next.
In a corporate ecosystem, the L&D framework sets the direction, while curriculum frameworks bring that direction to life. And at the heart of it all — the real audience is the employees themselves.
Recently, I found myself asking a question that felt both simple and profound:
- How do employees in Malaysia really feel about their organisation’s learning initiatives?
- Do they see them as a genuine pathway to growth — or just another HR process that looks good on paper?
To explore this, I decided to collect some data myself. Not as part of a formal research project, but out of genuine curiosity. I wanted to understand, from employees’ perspectives, how learning opportunities are communicated, accessed, rewarded, and supported in real workplaces today.
Want to be a part of this? [Take the survey here]
My early findings mirrored what I had long suspected: employees want to learn. They are eager to grow, stay relevant, and contribute meaningfully. But structural and cultural barriers persist — and they have a real impact on how learning happens at work.
Research supports this too. Studies by LinkedIn Workplace Learning Report (2024) echo what many of us already know:
- Workload remains the biggest obstacle to learning.
- Communication on upskilling and reskilling opportunities is often inconsistent.
- Recognition is unclear — only a fraction of organisations link learning milestones to rewards, promotions, or visibility.
The result? Employees navigate a maze of opportunities without a map. They see programmes, but not pathways. Initiatives, but not impact. And when learning feels disconnected from growth, participation becomes compliance, not commitment.
As the designer of learning systems, and a participant within them, here’s what I’ve learned about what makes learning work:
✅ 1. Communication Builds Clarity
Employees can’t align with what they don’t understand. Learning & Development strategies must be communicated with the same intensity and clarity as business goals — repeatedly, transparently, and in ways that connect to personal growth. Without clarity, even the best-designed L&D strategy risks becoming noise.
✅ 2. Structure Builds Trust
When people know how to enrol, what criteria apply, and what outcomes to expect, they engage with ownership. Ambiguity erodes trust; structure builds it. A good L&D framework provides a roadmap — making learning accessible, predictable, and equitable.
✅ 3. Recognition Sustains Motivation
Motivation doesn’t always need to be monetary. Recognition can come in many forms — certifications, project leadership opportunities, internal visibility, or acknowledgment from managers. What matters is fairness and visibility. Without it, engagement fades and learning becomes transactional.
✅ 4. Balance Sustains Performance
As the LinkedIn Workplace Learning Report (2024) highlights, nearly half of global employees (49%) say workload prevents them from pursuing learning. Organisations that provide protected learning time or adjust workloads consistently see higher engagement and retention. Real commitment means making space for growth, not just preaching it.
Another point worth mentioning on why learning initiatives often struggle is the way organisations separate talent strategy and learning strategy. Talent strategy focuses on identifying, developing, and retaining high-potential employees for current and future roles. Learning strategy focuses on designing and delivering programs that build skills and capabilities. When these functions operate in silos — sometimes even with different owners and KPIs — learning and talent can feel like competing priorities. Learning teams may focus on course completion metrics, while talent teams focus on succession or retention goals. The result? Initiatives are disconnected, employees are confused, and the organisation misses the opportunity to develop people holistically.
Bridging this gap requires integration, alignment, and shared ownership. Learning becomes a tool to grow talent, and talent strategy becomes a lens through which learning programmes are designed.
Another observation to add on is the trends in Malaysia’s learning landscape these days – Malaysia’s economic growth is being driven by digital transformation, manufacturing innovation, and a renewed services sector. This shift is redefining what L&D frameworks must deliver. Three trends have came to the spotlights:
✅ 1. AI and Automation Are Rewriting the Skills Playbook
Core skills now include AI literacy, digital adaptability, and continuous learning. L&D frameworks must evolve from static competency models to dynamic, continuously updated capability ecosystems.
✅ 2. Employees Want Learning to Be Meaningful, Not Mandated
Learning requires space, focus, and support. It’s not about the number of courses completed, but the depth of growth achieved.
✅ 3. Environment Shapes Motivation
Culture matters. When peers and leaders value growth, curiosity spreads naturally. When learning is treated as an afterthought, enthusiasm fades — no matter how good the content is.
Despite initiatives, 77% of APAC employers report difficulty filling roles, especially in data and tech (ManpowerGroup, 2025). This isn’t just a hiring issue — it’s a development issue. Organisations can’t recruit their way out of a skills gap; they must develop their way out.
The way I see it, it’s time we create the human-centred future of learning. The foundation is already there: a workforce eager to learn. What’s needed now is alignment, clear pathways, and leadership that sees learning not as an interruption, but as an investment. Learning should mirror growth — fluid, flexible, and human. It should encourage curiosity, not compliance; reflection, not repetition. Successful L&D frameworks balance structure with empathy, celebrate milestones while focusing on meaning, and connect learning not just to performance, but to purpose. When learning becomes part of the organisational DNA — woven into conversations, performance reviews, and leadership decisions — culture changes. Employees begin to see growth not as an expectation, but as a shared journey.
Looking back, my journey from curriculum design to L&D strategy reminds me: learning is never static — it evolves as people do. The curriculum framework taught me precision — to think about sequences, outcomes, and assessments. The L&D framework taught me vision — to connect learning with culture, systems, and strategy. Both are necessary. One provides the how; the other ensures the why. And more importantly, both remind me that learning, at its core, is relational. It’s about people — their stories, aspirations, and the systems that either support or stifle their growth.
My hope is simple: That one day, every employee can proudly say —
“My company’s learning culture doesn’t just demand growth from me; it grows with me.”
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