Category: Measurable Training

This Blog posts about measurable training.

Surveys Don’t Get Degrees

Surveys Don’t Get Degrees

The Survey Proposal A few weeks ago, I was sitting in class going over details of our upcoming exam. One of my fellow classmates asked our professor how the exam would be graded. My professor responded, “How about I just give you all a survey asking how well you think you’re performing in the class […]

Design Analytics: Translating Learning Objectives into Business Outcomes

Design Analytics: Translating Learning Objectives into Business Outcomes

One of the biggest challenges for L&D is showing how we contribute to business success. Often business leaders have difficulty understanding our contribution. This is because they do not understand, or relate to, the terms used by learning professionals. In other words, business leaders do not know how to interpret learning results as business results. […]

The Essential Need For Feedback in Learning and Behavior Change

The Essential Need For Feedback in Learning and Behavior Change

Have you ever found yourself doing something, only to learn later that it was not beneficial (or even harmful) to you? I am sure at some point in your life you have made a remark like “why didn’t someone tell me” or “who knew”. In times like these, we become reminded of the value of […]

How to Successfully Integrate SMEs into L&D Roles there is a process to integrate SMEs into L&D

How to Successfully Integrate SMEs into L&D Roles

I’ve talked on this site many times about SMEs—the subject matter experts that L&D teams often rely on for content. I’ve also discussed how SMEs, due to their topical expertise, frequently are absorbed by L&D departments, becoming key players or team members. These folks provide rich wells of content that benefit learners, so the progression […]

4 Ways a Tight Labor Market Empowers L&D rollercoaster as metaphor for tight labor market

4 Ways a Tight Labor Market Empowers L&D

L&D leaders and their teams have been on a roller-coaster ride since (at least) 2008 and the Great Recession. When the economy pulls back, training and development are often the first casualties. L&D budgets and staff get cut when short-sighted companies believe learning to be a luxury. However, just like a roller coaster, once an […]

To Create Measurable Learning, What Do I Measure? young woman leading team of learning professionals to create measurable learning

To Create Measurable Learning, What Do I Measure?

What do I measure? For even the most experienced learning professionals, this question is the sticking point. It’s where most L&D professionals struggle when they try to create measurable learning. This question has been and remains a source of confusion for so many in our profession.

For Learning Professionals, Soft Skills Give the Hard Skills Meaning senior woman leading business meeting

For Learning Professionals, Soft Skills Give the Hard Skills Meaning

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.

The IMPACT of Data-Driven Performance Improvement woman in business meeting smiling

The IMPACT of Data-Driven Performance Improvement

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 […]

Bloom’s Taxonomy Is Essential for Measurable Learning people learning at seminar

Bloom’s Taxonomy Is Essential for Measurable Learning

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 […]