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
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
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.
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?
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.
Learning programs can be measured—but only if they are designed to be measured. It’s good design that enables measurement. So the necessary question becomes: What makes for good design?
My previous post explained how using surveys as the main measurement method for so long harmed our profession. With surveys, our goal became keeping learners happy rather than changing their behaviors. “Effective practice” devolved into anything that would improve survey scores. This reliance eroded the professionalism of our field.
I’ve written often about the value of the learning profession. I’ve described how measurement is essential to show our value. But recently I read an article that said measuring ROI was detrimental to the learning profession. I was immediately skeptical, but soon I understood the author’s point. His argument was that the real goal of
I recently watched this video from Chief Learning Officer magazine. In it, Michael Nehoray, PhD, VP, Head of Global Learning and Organization Development at Mattel describes Mattel’s process for grooming leaders within the company. However, he mentions one thing rarely discussed in the professional learning and development field. He says, “You create change through a
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
Thank you for your interest in eParamus. We look forward to helping you meet your design and measurement goals.