What do I measure? For even the most experienced learning professionals, this question is the sticking point. It’s where most L&D professionals struggle when they try to create measurable learning. This question has been and remains a source of confusion for so many in our profession. [Read more…]
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…]
The article, No Status Quo for the CLO, on the Chief Learning Officer magazine website describes what those of us in this profession have known for quite some time: There’s no single path to the learning leader role. Learning leaders are a diverse bunch and the story of how we all arrived in this profession varies from person to person. [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…]
In our blog, we focus a lot on learning objectives and evaluations because these two things connect where we are going (objectives) and how we will know when we get there (evaluations). But, in between those two stages, comes a very important element: instructional methods.
After the goal and the learning objectives of a program are defined, the instructional designer then must choose the teaching method that will accomplish the objectives. Choosing the right instruction method is an essential skill for the instructional designer to have. [Read more…]
As a learning professional, has most of your work life been focused on the learning process or the learning outcome? If we’re honest, most of us would say much of our energy has been spent on the process. We focus more on the steps between the training request and course delivery than we do on what the impact of the learning will be.
Why does that happen? There are a few reasons. [Read more…]
Learning programs can be measured—but only if they are designed to be measured.
It’s good design that enables measurement.
So the necessary question becomes: What makes for good design? [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…]
U.S. businesses spend billions on training programs each year. That’s no small expense. As a result, stakeholders are demanding proof that the training is worth it. They want hard and fast measures of performance change. They want evidence that performance is improving and that money spent on learning is worth it.
Learning pros have been stumped by this request. They remain mystified about how to show measurable training results. [Read more…]
Businesses spend billions on training every year. According to a 2016 training report, total U.S. training expenditures reached $70.65 billion. Despite all this money spent, learning professionals—and the companies that employ them—remain mystified about how to show measurable training results from these programs. [Read more…]