The learning profession is running on a streak of optimism. In the annual survey of the Chief Learning Officer Business Intelligence Board, 57% of executives surveyed say that their spending plans for the next 12 to 18 months will increase, while another 28% say spending plans will stay the same. An article about the survey results notes that since 2015, most learning leaders have reported positive feelings about their spending plans. That’s always good to see. I hope your L&D operation is among those feeling optimistic, especially as you consider your L&D budget planning for the new year. [Read more…]
I’ve talked in the past about how soft skills are the hard skills.
I’ve also discussed why soft skills are no more difficult to measure than hard skills.
Today, I’m going to approach this topic from a slightly new angle. [Read more…]
It surprises me daily how much confusion still surrounds how to measure learning ROI. It will never stop astounding me and will never stop motivating me. [Read more…]
Improvement. For learning professionals, that’s our goal, both for ourselves and for the employees in our learning programs. We’re always on the hunt for effective and efficient ways to deliver that improvement. That was one motivation behind our development of Business Impact 2.0, a first-of-its-kind cloud-based software that is purpose built to link instructional design with business outcomes. Impact 2.0 allows you to design, measure, and report on learning program results for data-driven performance improvement. [Read more…]
Easy to spot. Hard to teach. Most learning professionals understand the challenges with helping people learn soft skills. You know the type of skills I mean — those that support working with others. These skills cover areas such as communication, teamwork, and interpersonal relationships.
The development of these types of skills remains a hot topic among learning professionals. It’s a topic we’ve been writing about for years and in today’s business landscape it is of even greater concern, which is why I thought we should revisit the topic. [Read more…]
A learning object is the unit of measure for learning programs. Every learning professional needs to grasp this concept if they ever hope to create measurable learning programs. This is a simple concept but one many L&D pros struggle with. [Read more…]
Recently, I was a guest on The CLO Show. That’s a podcast produced by Riptide Software and led by moderator Patrick Hodgdon. Of course, we talked about one of my favorite topics: moving past the survey and learning how to measure by design. You can listen to that podcast here.
Following A Familiar Path To L&D
During the podcast we talked about something I’ve never discussed on my blog, which is how I entered the learning and development (L&D) profession. Like so many of us in this field, I got in through a backdoor. My undergraduate work was in marketing and I held a marketing position where I worked. Over time, I came to know their product so well that I was ultimately asked to train others about it.
This path is familiar to many current L&D professionals. You gain expertise in a product or service. To business leaders, that expertise seems like the perfect fit to lead training on the subject. This is a common L&D career path. [Read more…]
Learning and business outcomes. One should always lead to the other.
As I said in my last post (Why Is Behavior Change the Key to Learning Measurement?), there is a deep connection between the work we do and business outcomes.
Our goal is to make the business more capable through learning programs. We exist to help a business define and then meet its performance goals.
We connect learning and outcomes through measurement.
Why Is Measurement Often the “Missing” Link
Unfortunately, learning professionals remain unschooled on the means of effective measurement. This lack of skill often results in a missing link. Many in our profession seem unable to connect learning and clear, verifiable outcomes. [Read more…]
In the first post of this series, I explained how the “language of business” isn’t really about the terms we use as learning and development (L&D) leaders. Rather it’s a failure of education. In the second post, I explained how to use education to change the perception of L&D for the better. In this post, I’ll explain further how we change that perception with our instructional design professionalism and skill. Let’s delve into who designs learning programs for businesses. [Read more…]
In the first post of this series, I explained how the “language of business” isn’t really about the terms we use as learning and development (L&D) leaders. Rather it’s a failure of education, both for ourselves and others. We have not educated ourselves on how we impact our organizations and we have not educated our business partners on how L&D contributes to business success. This has created a need to change the perception of L&D, which leaves us with a problem.