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
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
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
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
Most learning professionals have heard of Bloom’s Taxonomy (BT), the set of three hierarchical models that classify learning objectives into levels of difficulty. The first volume of the taxonomy was published in 1956. Since that time, the three domains addressed in BT (cognitive, affective, and psychomotor) have been used in both traditional education and training
In my last post, I noted there are lots of data points we measure in our learning programs. Yet most fail to answer the questions that our stakeholders want answered. This week, we’ll dive deeper into that and figure out how to change it.
For learning programs to matter, they must make an impact. What does that mean? It means that learning must make a measurable, discernible difference to an organization. Measures of perception or opinion don’t reveal the difference. Hard data and metric changes do. That’s why choosing an impact measurement model is the best choice.
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?
I recently watched this video from Chief Learning Officer magazine. In it, Michael Nehoray, PhD, VP, Head of Global Learning and Organization Development at Mattel describes Mattel’s process for grooming leaders within the company. However, he mentions one thing rarely discussed in the professional learning and development field. He says, “You create change through a
“Expert skill or knowledge in a particular field.” That’s the definition of expertise. Many learning and development (L&D) practitioners landed in this profession because of their expertise. Companies often conscript people gifted in a certain area to become teachers and trainers of others. That mainly happens because learning programs are tied to a particular subject.
Thank you for your interest in eParamus. We look forward to helping you meet your design and measurement goals.