eParamus Blog

Why You Must Shift from Opinion Data to Empirical Data As Your Go-To Measurement Tool woman giving presentation using empirical data

Why You Must Shift from Opinion Data to Empirical Data As Your Go-To Measurement Tool

Over the years we have discussed why surveys are a poor measurement for learning. The prime reason is because they collect self-reported data. Surveys ask participants what they think, believe, or feel about training (its content or usefulness). They provide  no evidence of actual learning gains or application. Surveys have their place in gathering the […]

What Happens When You Align Learning Strategy with Business Strategy businesswoman addressing meeting around boardroom table

What Happens When You Align Learning Strategy with Business Strategy

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 […]

What You Need to Know to Run a Learning Business learning professionals need to know the importance of learning levels

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, […]

Why Instructional Design Strategy Matters instructional designers meet to talk strategy

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 […]

Learning Process or Learning Outcome—Where Do You Focus?

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 […]

Is It True That Soft Skills Are Harder to Define and Measure? two business women talking about soft skills

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 […]

It’s Not About Measurement; It’s About Professionalism In Learning adults with raised hands

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 […]

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 […]

Only 3 Data Points Really Matter For Learning Professionals, Part 2 data points matter to stakeholders

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.

There’s Lots of Learning Program Data—But It Measures the Wrong Things, Part 1 heated discussion among business people

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?