The Google Analytics Approach to Measuring Learning: Allowing HR to move at the speed of business

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A strategic partner to the business is able to prove the effectiveness and efficiency of their organization. Today, we measure time-in-training, completion rates and test scores. Unfortunately, these don’t tell you if the training you are providing is actually working. The business wants more. They want low-level, actionable metrics. This can be accomplished when we take a Google analytics approach to measuring learning.

What if we had a set of learning analytics that could be plugged into the corporate scorecard? And, what if we could take immediate action on these analytics to make course corrections at the speed of business?

In her session at the ASTD 2014 Conference, Xyleme VP of Marketing Dawn Poulos, addressed these questions through a series of real-world use cases that showed learning data aligned to functional performance indicators. Attendees left the session with the analytical tools they need to prove the ROI of their training initiatives.

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  • Now let’s talk about how we currently measure learning. I’m going to go ahead and launch another poll. If you choose ‘other’ use the chat box to elaborate.Let’s go through each of these and the questions we need to ask ourselves:Do these metrics talk the language of business?Let’s look at the LMS dataAs you saw on the previous slide, LMS metrics are proprietary to the LMS you are using and can only measure formal learning. The problem is that corporate does not want to hear anymore about how many hours or days you’ve spent in training because it doesn’t tell them if the training is efficient or effective.Completion rates don’t help because there are a lot of smart people in companies that never complete courses. Let’s look at MOOCsMOOCs are all about very, very low completion rates, but lots of people learn from them –why?Because they go in, find what they need, say goodbye and move on and go apply it.It has nothing to do with whether a course was good or not, so poor data leads to poor decisions. What about Level 1 evaluations (smile sheets) or Level 2 assessments: Can an ID take that information and act on it?E.g. she gets the feedback that the course was good for the first 10 minutes, then irrelevant.The ID doesn’t know what to do with this information so right now they are afraid to ask because RAT do not allow them to measure any aspect of the content created. – That’s a bummer.If necessary, touch on Level 3 & 4. Difficult and not scalable.
  • The Google Analytics Approach to Measuring Learning: Allowing HR to move at the speed of business

    1. 1. The Google Analytics Approach to Measuring Learning Allowing HR to move at the speed of business Dawn Poulos Vice President of Marketing Xyleme, Inc.
    2. 2. Agenda • How we create and measure training today. • What is a Google Analytics approach to learning. • Practical application to a course. • Why it’s necessary to measure both formal and informal learning content. • How do you get there? The right approach and toolkit. ©2014 Xyleme, Inc. – All Rights Reserved 2
    3. 3. High Impact Learning Organizations ©2014 Xyleme, Inc. – All Rights Reserved 3 Content capability is top predictor of being HILO “High impact learning organizations (HILO) affect their organizations in positive and measurable ways to a degree that distances themselves from everyone else and separates them from their competitors” -David Mallon, VP of Research at Bersin
    4. 4. Tools of choice are not high impact 4©2014 Xyleme, Inc. – All Rights Reserved
    5. 5. Neither is the learning paradigm • Content is wrapped inside a course • Performance support is a PDF • Reporting is proprietary to the LMS • Learners can’t find the content they need ©2014 Xyleme, Inc. – All Rights Reserved
    6. 6. How we measure now 6 Poor Report Poor Decision Decline in attendance Get rid of course Poor passing scores Make certification test easier Increase in course requests More courses, cheap delivery High “smile sheet” scores Higher course investments Decline in eLearning completions Cut online course ©2014 Xyleme, Inc. – All Rights Reserved
    7. 7. (Not) the language of business 7©2014 Xyleme, Inc. – All Rights Reserved What Learning Says What the Business Says Course Learning Completions Performance Rapid Authoring Tools Content Management Performance Support Context Customer Satisfaction Customer Experience
    8. 8. So we don’t have meaningful data 8©2014 Xyleme, Inc. – All Rights Reserved
    9. 9. HR is just getting started 9©2014 Xyleme, Inc. – All Rights Reserved
    10. 10. 10 Approach to Measuring Learning ©2014 Xyleme, Inc. – All Rights Reserved The Analytics“ ”
    11. 11. What a web site owner looks at each day: 11©2014 Xyleme, Inc. – All Rights Reserved
    12. 12. When it comes to measurement . . . Web Site Owners Learning Content Owners Who looks at my content? Visitors Learners What are they accessing? Web site Training materials What are they viewing? Pages Learning objects 12 . . . Learning content & web site content aren’t that different ©2014 Xyleme, Inc. – All Rights Reserved
    13. 13. The only difference 13 Web Content Learning Content ©2014 Xyleme, Inc. – All Rights Reserved
    14. 14. So you need to be able to dig deep inside the course 14©2014 Xyleme, Inc. – All Rights Reserved “ i ? ? l p l i ? p ? p ? l i ? p ? l ? ? l l
    15. 15. We want the same things: like a large audience! 15 Metric: Visitors How many unique learners visited the training materials and how many learning objects were visited? ©2014 Xyleme, Inc. – All Rights Reserved
    16. 16. And what our audience is looking for 16 Metric: Content / Keyword What content or keyword was used to find our training materials? We measure learning objects that perform best. ©2014 Xyleme, Inc. – All Rights Reserved
    17. 17. Is my audience engaged? 17 Metric: Time on Site How much time did learners spend on our training materials and individual learning objects? ©2014 Xyleme, Inc. – All Rights Reserved
    18. 18. What device are they using? 18 Metric: Device What type of device(s) is the learner using to access our training materials? ©2014 Xyleme, Inc. – All Rights Reserved
    19. 19. Are they sharing content? 19 Metric: Social Did our training materials get shared? ©2014 Xyleme, Inc. – All Rights Reserved
    20. 20. Tying content to business results 20©2014 Xyleme, Inc. – All Rights Reserved
    21. 21. 21 Don’t forget most learning is informal ©2014 Xyleme, Inc. – All Rights Reserved
    22. 22. How do we get there? • Content agility • Disaggregate content • Develop a content strategy • Track outside the LMS • Perform content analysis 22©2014 Xyleme, Inc. – All Rights Reserved
    23. 23. Content Management 23 Source: The Radicati Group ©2014 Xyleme, Inc. – All Rights Reserved
    24. 24. Track Formal and Informal Learning ©2014 Xyleme, Inc. – All Rights Reserved
    25. 25. Learning Record Store FORMAL INFORMAL Passed Observed Completed Mentored Liked Discussed Task completion time Provided Evidence Searches Successes The list goes on and on What can we measure with the LRS? ©2014 Xyleme, Inc. – All Rights Reserved
    26. 26. 26 Measure learner and content data ©2014 Xyleme, Inc. – All Rights Reserved
    27. 27. ©2014 Xyleme, Inc. – All Rights Reserved 27 Wrap-up • Need to adopt a content management system • Standardize on one tool • Need a LRS – a system of record • Put reporting and analytics tools in place
    28. 28. 28 Thank you! dawn.poulos@xyleme.com @dawnpoulos @xylemelearning dpoulos www.xyleme.com ©2014 Xyleme, Inc. – All Rights Reserved

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