Recently a colleague told me about a training conference she attended. She said there was a session on training ROI that was well attended. I asked her how the session went. She said it seemed like everyone wanted to understand learning measurement but there was no one in the group who could provide them clarity
“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.
Leaders sit at the executive table. They provide information valuable to running the business. They are the top minds in an organization. From their area of expertise, they create strategies. Those strategies improve outcomes and help the business reach its goals. Each comes from a different discipline—sales, marketing, engineering, and so on. From their realm
Does your organization employ full-time L&D professionals? I feel certain many of you answered no to that question. For many businesses, the learning role has become a side hustle rather than a full-time focus. I began thinking on this after reading The Future of Learning Careers in Chief Learning Office magazine. I wanted to touch
Play office politics. Use (other people’s) data. Stroke egos. Cater to pet projects. This was the advice that I read recently in an article aimed at learning professionals trying to secure their annual budget. There were a couple helpful nuggets in the article, but it mostly focused on the political side of the budget process.
A learning object is the unit of measure for learning programs. Every learning professional needs to grasp this concept if they ever hope to create measurable learning programs. This is a simple concept but one many L&D pros struggle with.
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
Part of the mystery surrounding learning measurement has to do with where in the process to measure learning. Verification of learning program impact can be made at several checkpoints. Let’s review them as we examine the various phases of learning.
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
Learning and business outcomes. One should always lead to the other. As I said in my last post (Why Is Behavior Change the Key to Learning Measurement?), there is a deep connection between the work we do and business outcomes. Our goal is to make the business more capable through learning programs. We exist to
Thank you for your interest in eParamus. We look forward to helping you meet your design and measurement goals.