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.
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
Generic vs. Specific Reactive vs. Strategic Unmeasured vs. Measured Order-Taker vs. Business Partner Where do you land on the scale of learning team efficacy and maturity?
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
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.
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.
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
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
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
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
Thank you for your interest in eParamus. We look forward to helping you meet your design and measurement goals.