Learning professionals are essential to organizational success because they build employee capability that drives business results. They create programs that generate employee skills, change performance, and lead to improved business outcomes. [Read more…]
Over the past several years I have noticed an increase in roles responsible for the evaluation and analysis of learning programs. This change reflects how learning professionals focus on data more now than ever. L&D job titles like Learning Analytics Director, Learning Measurement and Evaluation Analyst, or Learning Impact Director have become commonplace.
I attribute the increase in these roles to companies recognizing a business need to quantify the value of learning programs. This is logical as the spend for learning in the U.S. in the past year— including payroll and spending on external products and services—was $87.6 billion! [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…]
I often wonder why measuring learning has not always been required in our professional practice. Honestly, how do you know if your programs are any good if you do not measure them? Measuring learning is not that difficult. You simply determine the outcomes you expect from your learning program and measure against those outcomes. This should be a basic standard of professionalism in our field.
In fact, measuring learning is only difficult if: 1) you cannot determine what your outcomes should look like or, 2) you do not know what you did to make learning happen.
In my experience, both challenges are linked and addressed in learning design. It is in learning design that you clarify the outcomes you are looking for. It is in design that you create a plan to achieve the outcomes. Therefore, our professional practice of measurement is all about verifying design decisions. [Read more…]
People are getting the message. Because that message is coming from executive business leaders, senior learning leaders, and industry agencies. Business and learning leaders are insisting on proof that learning programs are working. Consequently, they demand that learning professionals implement a measurement strategy.
The Learning Profession Falls Short at Measurement
Despite much talk for years in our industry on the importance of showing learning ROI, most organizations struggle to implement an effective measurement strategy. [Read more…]
Over the years we have discussed why surveys are a poor measurement for learning. The prime reason is because they collect self-reported data. Surveys ask participants what they think, believe, or feel about training (its content or usefulness). They provide no evidence of actual learning gains or application. Surveys have their place in gathering the thoughts, beliefs, and feelings of a large population, but they are not reliable tools to verify learning outcomes. [Read more…]
To run any successful business, there are a few things that must be done. You need to:
- Ensure you have a product or service that supplies a need
- Focus on production, distribution, and marketing
- Expertly manage your finances and resources
To run a learning department or business, the means for success are the same. Specifically, for the learning business you need to: [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…]
Recently while presenting to a local ATD group, I asked the attendees if they felt measuring learning was an important part of professional practice. All 50 learning professionals in attendance raised their hand. Next I asked, “How many of you conduct learning measurement at your company?” Only half the attendees raised their hand.
That result immediately revealed one thing: We believe measurement is important, but we don’t do it. Hmm. [Read more…]