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,
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
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.
Everyone talks about the need to show learning program data that proves the impact of our efforts. Learning conferences, blogs, and meetings are filled with discussions on providing data to senior management. But for all this talk, what sort of progress are we making?
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.
My previous post explained how using surveys as the main measurement method for so long harmed our profession. With surveys, our goal became keeping learners happy rather than changing their behaviors. “Effective practice” devolved into anything that would improve survey scores. This reliance eroded the professionalism of our field.
I’ve written often about the value of the learning profession. I’ve described how measurement is essential to show our value. But recently I read an article that said measuring ROI was detrimental to the learning profession. I was immediately skeptical, but soon I understood the author’s point. His argument was that the real goal of
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
Thank you for your interest in eParamus. We look forward to helping you meet your design and measurement goals.