June 5, 2025 • 9 mins
In this episode of Byte-Sized L&D, hosts Donna and Yakov discuss the concept of "quiet quitting" and propose a new approach called "loud living" for learning and development (L&D) professionals. This involves setting clear boundaries, being transparent about work needs, and focusing on quality rather than quantity, ultimately leading to improved work-life integration and sustainable professional development. The hosts emphasize the importance of intentionality and clarity in work practices, encouraging L&D teams to model these behaviors for better organizational impact.
#QuietQuitting, #LoudLiving, #LearningAndDevelopment, #WorkLifeIntegration, #ProfessionalDevelopment, #Intentionality, #Clarity
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
Welcome to Bite-sized L&D, your quick no-nonsense update on the latest in workplace learning.
(00:10):
Today, we're diving into the concept of loud living for L&D professionals, exploring how
transparent communication of boundaries and needs can elevate your work quality and engagement.
Plus, we'll redefine success by focusing on impactful learning experiences instead of
just completion rates. Alright, let's get straight into it.
(00:34):
Alright everybody, welcome back to another episode of Bite-sized L&D. I'm Donna, and I'm here with
my co-host, Yakov, and today we're diving into something that's been on my mind a lot lately.
You know how we've all been hearing about quiet quitting for the past couple of years.
Oh, absolutely, and honestly, Donna, I think we're seeing this play out in our L&D teams more than we'd like to admit.
(00:58):
People are just pulling back, not engaging in those optional training sessions, not volunteering for cross-functional projects.
The latest Gallup data shows employee engagement is down to just 21% globally, and manager engagement took an even bigger hit.
Yikes. But here's what I find fascinating. There's this whole other approach emerging that I think could be game-changing for our field.
(01:25):
Instead of quietly disengaging, what if L&D professionals got louder about their boundaries and needs?
Lay it on me. What does that look like in practice?
Well, think about it this way. We spend so much time teaching others about sustainable learning and development,
but we're often the worst at modeling it ourselves. This concept of loud living is about being transparent and intentional with your boundaries,
(01:49):
instead of just quietly burning out or checking out.
Right, and that actually makes perfect sense for L&D folks. We're supposed to be the experts on human performance and development.
If we're not walking the walk when it comes to sustainable work practices, how can we credibly teach others?
Exactly! So let's break this down. The first piece is really redefining what success looks like.
(02:13):
For years, I thought being a great L&D professional meant saying yes to every training request,
staying late to perfect every course module, and being available 24-7 for learning emergencies.
Oh, I feel called out right now. I definitely used to wear those late nights designing curricula like a badge of honor.
But what are we talking about instead?
(02:34):
It's about asking yourself different questions. Did I deliver high-quality learning experiences that actually moved the needle?
Did I show up fully present for my team and my learners?
Did I maintain my own continuous learning without sacrificing my health or relationships?
Success becomes more holistic.
That's such a shift, especially in L&D, where we're often measured by completion rates and satisfaction scores.
(03:00):
But you're talking about measuring impact differently.
And I imagine this affects how we communicate with stakeholders too?
Absolutely. Here's where the loud part comes in.
Instead of just blocking busy time on our calendars, we get specific.
Curriculum design, deep work, learning analytics review, or even school pickup, if that's your reality.
(03:24):
I love that transparency, and honestly, it models something important for our learners too.
We're always talking about the importance of reflection time and processing.
But do we actually protect that time in our own work?
Right. And here's something that might make some L&D managers uncomfortable, clearly communicating your non-negotiables.
(03:46):
Maybe you're not available before 9am, because that's when you do your best strategic thinking.
Or you don't take meetings during lunch, because that's when you review learning data.
That does feel scary at first.
I remember thinking, if I tell my team I'm not available for training emergencies after 6pm,
will they think I'm less committed to learning outcomes?
(04:06):
But what did you discover when you actually tried it?
People respected it, and honestly, it forced better planning.
Instead of last-minute training requests, we started having more strategic conversations about learning needs.
The quality of our programs actually improved.
That's the thing. Boundaries aren't about doing less work.
(04:27):
They're about doing better work.
And here's something I started doing that felt revolutionary, using out-of-office messages even when I wasn't on vacation.
Tell me more about that.
So if I'm spending the day doing learning needs analysis and really need to focus,
I'll put up an OOO that says something like, deep in learning strategy work today.
We'll respond to emails by end of day tomorrow.
(04:50):
Or if I'm attending a conference and want to be fully present for the learning experience.
That's brilliant, because it normalizes that focused work time is just as important as being available for every immediate request.
And in L&D, we should be modeling that kind of intentional learning behavior.
Exactly. And this leads to what might be the most important piece,
(05:11):
having honest conversations with our teams and stakeholders about how we all work best.
You mean actually asking people what they need to do their best learning design work, revolutionary concept?
Ha! But seriously, when's the last time you asked your instructional designers what time of day they're most creative?
Or when your learning technology specialists prefer to do their deep systems work?
(05:35):
We collect learning preferences from our audiences all the time, but we rarely apply that thinking to our own teams.
That's such a good point.
We could be asking questions like, what's your non-negotiable learning time each week?
When do you do your best creative work?
What's one professional development activity you never want to miss?
(05:55):
And here's the part that used to terrify me, learning to say no without over-apologizing.
For years, when a stakeholder asked for a two-day turnaround on a complex training program,
I'd respond with this long apologetic explanation about why that wasn't possible.
Oh, the apology padding. I used to do that too.
I'm so sorry, but I can't possibly design a comprehensive leadership development program by Thursday.
(06:21):
I'm so sorry for the inconvenience. I feel terrible about this.
Right. Now it's more like, I can't deliver quality work with that timeline,
but I can have a solid draft by next Tuesday if we prioritize this over the other projects we discussed.
What works better for the business impact you're trying to achieve?
That's so much more professional and actually more helpful for everyone involved.
(06:45):
And it positions us as strategic partners rather than order takers.
Exactly. And I think this is especially important for L&D professionals
because we're often seen as the helpful department.
People assume we'll always say yes because learning and development is nice to have.
But when we're clear about our boundaries and capacity,
we can actually deliver higher impact learning experiences.
(07:08):
It's like we're applying adult learning principles to our own work environment.
I love that connection. We know that effective learning requires clarity, practice, and feedback.
Well, effective work requires clarity about expectations, practice setting boundaries, and feedback about what's working.
So for our L&D listeners who are thinking about making this shift from quiet quitting to loud living, where do they start?
(07:34):
I'd say start small. Pick one boundary that would make a real difference in your work quality.
Maybe it's protecting your curriculum development time
or being transparent about your availability for last-minute training requests.
Then communicate it clearly and stick to it.
And remember, this isn't about being difficult or less collaborative.
It's about being more intentional so you can show up better for your learners and your team.
(07:59):
We can't design sustainable learning experiences for others if we're running on fumes ourselves.
Absolutely. And here's the thing.
When L&D professionals model healthy work practices, it ripples out through the entire organization.
We become living examples of the work-life integration we're often asked to teach in our leadership development programs.
(08:20):
That's such a powerful point. We're not just designing learning experiences.
We're modeling what sustainable professional development looks like.
So maybe the question isn't whether you can afford to set these boundaries, but whether you can afford not to,
especially when employee engagement is dropping and people are looking to their learning and development teams
(08:41):
to help create more sustainable, meaningful work experiences.
Right. And for our listeners, I'd encourage you to think about one boundary you could implement this week
that would help you show up better for your learning community.
What would that look like?
Perfect challenge, Yakov. And remember, loud living isn't about doing less.
It's about doing better with intention and clarity.
(09:04):
Thanks for diving into this with me today and thanks to all of you for tuning in to Bite-sized L&D.
Until next time, keep learning, keep growing, and maybe try getting a little louder about what you need to do your best work.
See you next episode.
That wraps up today's podcast where we explored loud living for L&D professionals,
(09:30):
emphasizing the importance of setting boundaries and redefining success to create impactful learning experiences.
Don't forget to like, subscribe, and share this episode with your friends and colleagues
so they can also stay updated on the latest news and gain powerful insights.
Stay tuned for more updates.
(09:54):
.
Welcome to Bite-sized L&D, your quick no-nonsense update on the latest in workplace learning.
(00:10):
Today, we're diving into the concept of loud living for L&D professionals, exploring how
transparent communication of boundaries and needs can elevate your work quality and engagement.
Plus, we'll redefine success by focusing on impactful learning experiences instead of
just completion rates. Alright, let's get straight into it.
(00:34):
Alright everybody, welcome back to another episode of Bite-sized L&D. I'm Donna, and I'm here with
my co-host, Yakov, and today we're diving into something that's been on my mind a lot lately.
You know how we've all been hearing about quiet quitting for the past couple of years.
Oh, absolutely, and honestly, Donna, I think we're seeing this play out in our L&D teams more than we'd like to admit.
(00:58):
People are just pulling back, not engaging in those optional training sessions, not volunteering for cross-functional projects.
The latest Gallup data shows employee engagement is down to just 21% globally, and manager engagement took an even bigger hit.
Yikes. But here's what I find fascinating. There's this whole other approach emerging that I think could be game-changing for our field.
(01:25):
Instead of quietly disengaging, what if L&D professionals got louder about their boundaries and needs?
Lay it on me. What does that look like in practice?
Well, think about it this way. We spend so much time teaching others about sustainable learning and development,
but we're often the worst at modeling it ourselves. This concept of loud living is about being transparent and intentional with your boundaries,
(01:49):
instead of just quietly burning out or checking out.
Right, and that actually makes perfect sense for L&D folks. We're supposed to be the experts on human performance and development.
If we're not walking the walk when it comes to sustainable work practices, how can we credibly teach others?
Exactly! So let's break this down. The first piece is really redefining what success looks like.
(02:13):
For years, I thought being a great L&D professional meant saying yes to every training request,
staying late to perfect every course module, and being available 24-7 for learning emergencies.
Oh, I feel called out right now. I definitely used to wear those late nights designing curricula like a badge of honor.
But what are we talking about instead?
(02:34):
It's about asking yourself different questions. Did I deliver high-quality learning experiences that actually moved the needle?
Did I show up fully present for my team and my learners?
Did I maintain my own continuous learning without sacrificing my health or relationships?
Success becomes more holistic.
That's such a shift, especially in L&D, where we're often measured by completion rates and satisfaction scores.
(03:00):
But you're talking about measuring impact differently.
And I imagine this affects how we communicate with stakeholders too?
Absolutely. Here's where the loud part comes in.
Instead of just blocking busy time on our calendars, we get specific.
Curriculum design, deep work, learning analytics review, or even school pickup, if that's your reality.
(03:24):
I love that transparency, and honestly, it models something important for our learners too.
We're always talking about the importance of reflection time and processing.
But do we actually protect that time in our own work?
Right. And here's something that might make some L&D managers uncomfortable, clearly communicating your non-negotiables.
(03:46):
Maybe you're not available before 9am, because that's when you do your best strategic thinking.
Or you don't take meetings during lunch, because that's when you review learning data.
That does feel scary at first.
I remember thinking, if I tell my team I'm not available for training emergencies after 6pm,
will they think I'm less committed to learning outcomes?
(04:06):
But what did you discover when you actually tried it?
People respected it, and honestly, it forced better planning.
Instead of last-minute training requests, we started having more strategic conversations about learning needs.
The quality of our programs actually improved.
That's the thing. Boundaries aren't about doing less work.
(04:27):
They're about doing better work.
And here's something I started doing that felt revolutionary, using out-of-office messages even when I wasn't on vacation.
Tell me more about that.
So if I'm spending the day doing learning needs analysis and really need to focus,
I'll put up an OOO that says something like, deep in learning strategy work today.
We'll respond to emails by end of day tomorrow.
(04:50):
Or if I'm attending a conference and want to be fully present for the learning experience.
That's brilliant, because it normalizes that focused work time is just as important as being available for every immediate request.
And in L&D, we should be modeling that kind of intentional learning behavior.
Exactly. And this leads to what might be the most important piece,
(05:11):
having honest conversations with our teams and stakeholders about how we all work best.
You mean actually asking people what they need to do their best learning design work, revolutionary concept?
Ha! But seriously, when's the last time you asked your instructional designers what time of day they're most creative?
Or when your learning technology specialists prefer to do their deep systems work?
(05:35):
We collect learning preferences from our audiences all the time, but we rarely apply that thinking to our own teams.
That's such a good point.
We could be asking questions like, what's your non-negotiable learning time each week?
When do you do your best creative work?
What's one professional development activity you never want to miss?
(05:55):
And here's the part that used to terrify me, learning to say no without over-apologizing.
For years, when a stakeholder asked for a two-day turnaround on a complex training program,
I'd respond with this long apologetic explanation about why that wasn't possible.
Oh, the apology padding. I used to do that too.
I'm so sorry, but I can't possibly design a comprehensive leadership development program by Thursday.
(06:21):
I'm so sorry for the inconvenience. I feel terrible about this.
Right. Now it's more like, I can't deliver quality work with that timeline,
but I can have a solid draft by next Tuesday if we prioritize this over the other projects we discussed.
What works better for the business impact you're trying to achieve?
That's so much more professional and actually more helpful for everyone involved.
(06:45):
And it positions us as strategic partners rather than order takers.
Exactly. And I think this is especially important for L&D professionals
because we're often seen as the helpful department.
People assume we'll always say yes because learning and development is nice to have.
But when we're clear about our boundaries and capacity,
we can actually deliver higher impact learning experiences.
(07:08):
It's like we're applying adult learning principles to our own work environment.
I love that connection. We know that effective learning requires clarity, practice, and feedback.
Well, effective work requires clarity about expectations, practice setting boundaries, and feedback about what's working.
So for our L&D listeners who are thinking about making this shift from quiet quitting to loud living, where do they start?
(07:34):
I'd say start small. Pick one boundary that would make a real difference in your work quality.
Maybe it's protecting your curriculum development time
or being transparent about your availability for last-minute training requests.
Then communicate it clearly and stick to it.
And remember, this isn't about being difficult or less collaborative.
It's about being more intentional so you can show up better for your learners and your team.
(07:59):
We can't design sustainable learning experiences for others if we're running on fumes ourselves.
Absolutely. And here's the thing.
When L&D professionals model healthy work practices, it ripples out through the entire organization.
We become living examples of the work-life integration we're often asked to teach in our leadership development programs.
(08:20):
That's such a powerful point. We're not just designing learning experiences.
We're modeling what sustainable professional development looks like.
So maybe the question isn't whether you can afford to set these boundaries, but whether you can afford not to,
especially when employee engagement is dropping and people are looking to their learning and development teams
(08:41):
to help create more sustainable, meaningful work experiences.
Right. And for our listeners, I'd encourage you to think about one boundary you could implement this week
that would help you show up better for your learning community.
What would that look like?
Perfect challenge, Yakov. And remember, loud living isn't about doing less.
It's about doing better with intention and clarity.
(09:04):
Thanks for diving into this with me today and thanks to all of you for tuning in to Bite-sized L&D.
Until next time, keep learning, keep growing, and maybe try getting a little louder about what you need to do your best work.
See you next episode.
That wraps up today's podcast where we explored loud living for L&D professionals,
(09:30):
emphasizing the importance of setting boundaries and redefining success to create impactful learning experiences.
Don't forget to like, subscribe, and share this episode with your friends and colleagues
so they can also stay updated on the latest news and gain powerful insights.
Stay tuned for more updates.
(09:54):
.
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