CLO100 launches experience-based assessment for L&D leaders
New assessment awards professional designations based on business impact, strategic leadership and measurable organisational outcomes. Cathy Hoy, CEO at CLO100 and Charles Jennings, Chief Moderator, join Learning News to explain the new professional designations and why the L&D profession needs them.
A new assessment programme from CLO100 is seeking to recognise senior learning leaders on the basis of organisational impact rather than qualifications, coursework or examinations.
The CLO100 Experience Assessment awards professional designations to experienced L&D leaders following a panel review of evidence demonstrating business results, strategic leadership and measurable outcomes. The process includes external moderation by learning strategist Charles Jennings.
Speaking to Learning News, CLO100 founder Cathy Hoy said the programme addresses a longstanding gap in the profession.
'A lot of senior L&D leaders operate at a deeply strategic level and carry genuine commercial accountability, but historically haven't had any formal, credible way to recognise that impact that they have on the business,' she said.
Hoy contrasted the position of learning leaders with that of HR professionals, where established professional designations are more widely recognised. She argued that existing forms of recognition in L&D often place greater emphasis on academic study, short courses or paid credentials than demonstrated business results.
The assessment awards designations including Associate CLO, Member CLO and Fellow CLO. According to Hoy, the intention is that these designations provide employers with evidence of executive credibility and a track record of business contribution.
'It tells them that this is a person that actually doesn't just run training courses. They can demonstrate and contribute to real business impact and results,' she said.
Jennings said the initiative reflects a broader question about how the L&D profession measures success. While progress has been made over the past decade, he argued that many teams continue to focus on learning activity rather than organisational performance.
Charles Jennings: 'Many L&D leaders are still focusing almost exclusively on learning rather than performance, on the process rather than the outputs.
Jennings said the assessment looks for evidence that learning leaders have moved beyond traditional training models and delivered measurable value to their organisations. Examples include contributions to organisational growth, operational efficiency, customer satisfaction, workforce productivity and faster time-to-competence for new employees.
At Fellow level, applicants are expected to demonstrate evidence of systemic change, including reshaping L&D functions to support organisational performance and strategic priorities.
The launch comes as L&D leaders face increasing pressure to demonstrate commercial value and align learning activity with organisational outcomes. The assessment adds a new route for professional recognition, centred on evidence of impact rather than participation in learning programmes.