Abstract
The role and competencies of the chief learning officer (CLO) have been evolving, demonstrating a need to identify them from research-based evidence. In this qualitative study based on the interviews of 12 chief learning officers, we address the different roles performed by CLOs and the essential professional competencies needed for them to perform the role of a CLO, as contextualized in organizations in the United States. We developed a Chief Learning Officer Competency Model that includes 6 competency domains, 13 roles, and 31 competencies for CLOs. The findings have implications for current CLOs and professionals aspiring to serve as CLOs. The results also have implications for education and leadership graduate and professional development programs that support learning and development and business professionals with the knowledge and skills needed to grow and function as a CLO.
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