For eight years, Chief Learning Officer magazine has honored top L&D organizations with their LearningElite awards. They say these awards go to “organizations that employ exemplary workforce development strategies that deliver significant business results.” The process is rigorous and peer-reviewed. The ultimate winner is chosen after the top five competitors compete in a final capstone project. Winners represent the elite when it comes to learning program success. Their secret is aligning their learning strategy with business strategy. [Read more…]
What You Need to Know to Run a Learning Business
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, for the learning business you need to: [Read more…]
Why Instructional Design Strategy Matters
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 are defined, the instructional designer then must choose the teaching method that will accomplish the objectives. Choosing the right instruction method is an essential skill for the instructional designer to have. [Read more…]
Learning Process or Learning Outcome—Where Do You Focus?
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 what the impact of the learning will be.
Why does that happen? There are a few reasons. [Read more…]
Is It True That Soft Skills Are Harder to Define and Measure?
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 among learning professionals. It’s a topic we’ve been writing about for years and in today’s business landscape it is of even greater concern, which is why I thought we should revisit the topic. [Read more…]
It’s Not About Measurement; It’s About Professionalism In Learning
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 immediately revealed one thing: We believe measurement is important, but we don’t do it. Hmm. [Read more…]
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 for business. But what role does BT play in creating measurable learning? [Read more…]
Only 3 Data Points Really Matter For Learning Professionals, Part 2
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. [Read more…]
There’s Lots of Learning Program Data—But It Measures the Wrong Things, Part 1
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? [Read more…]
Brace for Impact — Why an Impact Model Must Be the Basis of Your Learning Design
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. [Read more…]
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Paige Goss, Director of Operations at The Select Group
Marilyn Pearson Morales, PhD, RN-BC, FNP
UNC Health Care Director Nursing Professional Development, Practice and Research