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?
I like to keep my eye on industry and business trends. There is a foundation of knowledge that all skilled L&D teams need, but trends do affect our profession. They often impact how we approach our own jobs and practices. Let’s examine some common business trends having an impact on the L&D profession.
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
The article, No Status Quo for the CLO, on the Chief Learning Officer magazine website describes what those of us in this profession have known for quite some time: There’s no single path to the learning leader role. Learning leaders are a diverse bunch and the story of how we all arrived in this profession
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
It never fails to surprise me how many of my colleagues hold on to the nonsense belief that measuring ROI is just too difficult. Far too many in our profession hold onto that notion that we simply cannot accurately determine the value of the product we provide. So let me say again: Measuring ROI is
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
Thank you for your interest in eParamus. We look forward to helping you meet your design and measurement goals.