Standard training evaluation is often taught and practiced without much critical engagement, historical context, or attention to other schools of thought. The result is that, while every aspect of learning and work is evolving and responding to complexity and change, evaluation of learning remains static and largely constrained by very narrow, outdated, and incomplete measurements and objectives. Those who accept current training evaluation models find it hard to see outside its key tenets, and those who attempt to modernize training evaluation often find themselves unwittingly accepting and leaving unquestioned many of its assumptions. In this webcast, Cheryl Abram reveals the mental models that support the use of outdated evaluation methods and practice. To embrace a new logic of learning, value creation, and measurement, we must first unlearn the old one.