New e-Learning Measurements: The Challenges + Advantages Facing Your Business
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To stay innovative and achieve business goals, companies know engaging their employees’ learning and development is crucial. However, outdated and ineffective ways of measuring learning can lead managers to miss crucial insights about their teams. How can businesses be certain that employees are getting the most out of their training and that organizations are getting the most out of their training investments? In this webinar, learning and development expert and Smarterer SVP Larry Israelite will explore how the learning environment has changed and what this means for knowledge retention and success.
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New e-Learning Measurements: The Challenges + Advantages Facing Your Business
- 1. New e-Learning Measurements: The Challenges + Advantages Facing Your Business &
- 2. About the presenter 2 Larry Israelite SVP Assessment Solutions, Smarterer Larry was born and raised on a small chicken farm in Upper Black Eddy, PA. Since moving to the big city, he has spent over 30 years trying to answer a very simple question – how can we improve business results through learning? Larry has held senior learning and talent management positions at several large organizations, including Liberty Mutual Insurance, Pitney Bowes and John Hancock. He holds a PhD from Arizona State University and has published two books, with a third, More Lies About Learning, coming out in early 2015.
- 3. About Smarterer • Smarterer helps you take control of your professional destiny by quantifying your skills, in as few 10 questions and 120 seconds. • Pluralsight acquired Smarterer in 2014. Together, we’re connecting the dots between proving and improving your skills. 3
- 4. LEARNING
- 6. About You
- 7. 7 1 Maximizing learning 2 Measuring effectiveness
- 10. Ebbinghaus Forgetting Curve 10 Retention(%) 0% 20% 40% 60% 80% 100% 100% Elapsed Time Since Learning
- 11. Ebbinghaus Forgetting Curve 11 58% 44% 36% 33% 28% 25% 21% Retention(%) 0% 20% 40% 60% 80% 100% 100% Elapsed Time Since Learning
- 12. Ebbinghaus Forgetting Curve 12 58% 44% 36% 33% 28% 25% 21% Retention(%) 0% 20% 40% 60% 80% 100% 100% Elapsed Time Since Learning How Long Does it Take?
- 13. Ebbinghaus Forgetting Curve 13 58% 44% 36% 33% 28% 25% 21% Retention(%) 0% 20% 40% 60% 80% 100% 100% Elapsed Time Since Learning
- 14. Ebbinghaus Forgetting Curve 14 58% 44% 36% 33% 28% 25% 21% Retention(%) 0% 20% 40% 60% 80% 100% 100% Elapsed Time Since Learning
- 15. Ebbinghaus Forgetting Curve 15 58% 44% 36% 33% 28% 25% 21% Retention(%) 0% 20% 40% 60% 80% 100% 100% Elapsed Time Since Learning
- 16. 16 Spaced Repetition/Review 1 day 1 week 1 month
- 17. 17 Spaced Repetition/Review 1 day 1 week 1 month Learning check scores or test results
- 18. 18 Spaced Repetition/Review 1 day 1 week 1 month Learning check scores or test results Work tasks or job assignments
- 19. 19 Spaced Repetition/Review 1 day 1 week 1 month Learning check scores or test results Work tasks or job assignments Manager and/or peer feedback and personal observations
- 20. 20 Reflection
- 25. Be honest with yourself—ask the hard questions Do frequent, small after-action reviews Find a friend Be open to learning from feedback 25
- 26. 26
- 27. 27 1 Maximizing learning 2 Measuring effectiveness
- 29. THEN 29 NOW
- 31. THEN • Management control • Learner control 31 NOW
- 32. THEN • Management control • Few choices • Learner control 32 NOW
- 33. THEN • Management control • Few choices • Learner control • Many choices 33 NOW
- 34. THEN • Management control • Few choices • Simple oversight • Learner control • Many choices 34 NOW
- 35. THEN • Management control • Few choices • Simple oversight • Learner control • Many choices • Complex oversight 35 NOW
- 36. THEN • Management control • Few choices • Simple oversight • Small vendor community • Learner control • Many choices • Complex oversight 36 NOW
- 37. THEN • Management control • Few choices • Simple oversight • Small vendor community • Learner control • Many choices • Complex oversight • Large vendor community 37 NOW
- 38. THEN • Management control • Few choices • Simple oversight • Small vendor community • Employer owned data • Learner control • Many choices • Complex oversight • Large vendor community 38 NOW
- 39. THEN • Management control • Few choices • Simple oversight • Small vendor community • Employer owned data • Learner control • Many choices • Complex oversight • Large vendor community • Employee owned data 39 NOW
- 41. 41 Reaction
- 42. Behavior
- 43. Learning
- 44. 44 Results
- 45. The Kirkpatrick Model 45 Did it work? Is it still relevant?
- 46. How do we make other purchases?
- 47. Would Structure Help? 47 Learning Dashboard Expectations Utility Format Value Comments
- 48. • Classroom • e-Learning • Informal learning • Other learning resources 48 Would it work for…
- 49. 49 Complexity Too simple / too complex / about right Would You Do It Yes / no / not sure Would You Use Results Yes / no / not sure Value High / medium / low
- 50. Measuring Learning Impact • Is it an old world concept, centrally driven? • In the new world, is it really about individual performance? • Isn’t that what really matters? 50
- 56. 56
- 57. Smarterer helps people take control of their professional destiny. www.smarterer.com | info@smarterer.com | @smarterer &
Editor's Notes
- The Forgetting Curve Audience poll How much time passes between learning something and forgetting nearly half of it (~20 minutes) The curve What it is? What it means? What can you do about it?
- In this webinar… We’ll cover two main topics: Maximizing learning Measuring effectiveness
- Intro to the Learning Curve Hermann Ebbinghaus was a German psychologist who pioneered the experimental study of memory, and is known for his discovery of the forgetting curve and the spacing effect. He was also the first person to describe the learning curve.
- The Forgetting Curve Audience poll How much time passes between learning something and forgetting nearly half of it (~20 minutes) The curve What it is? What it means? What can you do about it?
- The Forgetting Curve Audience poll How much time passes between learning something and forgetting nearly half of it (~20 minutes) The curve What it is? What it means? What can you do about it?
- The Forgetting Curve Audience poll How much time passes between learning something and forgetting nearly half of it (~20 minutes) The curve What it is? What it means? What can you do about it?
- The Forgetting Curve Audience poll How much time passes between learning something and forgetting nearly half of it (~20 minutes) The curve What it is? What it means? What can you do about it?
- The Forgetting Curve Audience poll How much time passes between learning something and forgetting nearly half of it (~20 minutes) The curve What it is? What it means? What can you do about it?
- The Forgetting Curve Audience poll How much time passes between learning something and forgetting nearly half of it (~20 minutes) The curve What it is? What it means? What can you do about it?
- The Forgetting Curve Audience poll How much time passes between learning something and forgetting nearly half of it (~20 minutes) The curve What it is? What it means? What can you do about it?
- Intentional on-the-job Reinforcement Learn -> Do -> Reflect -> Review cycle What happens to learning when you take time to reflect? How this works in the workplace
- Intentional on-the-job Reinforcement Learn -> Do -> Reflect -> Review cycle What happens to learning when you take time to reflect? How this works in the workplace
- Intentional on-the-job Reinforcement Learn -> Do -> Reflect -> Review cycle What happens to learning when you take time to reflect? How this works in the workplace
- Intentional on-the-job Reinforcement Learn -> Do -> Reflect -> Review cycle What happens to learning when you take time to reflect? How this works in the workplace
- Intentional on-the-job Reinforcement Learn -> Do -> Reflect -> Review cycle What happens to learning when you take time to reflect? How this works in the workplace
- Tips for learning reflection Guidelines for how to work through the cycle outlined in previous slide.
- Setting the stage for part 2 of the webinar Measuring effectiveness
- The Training Universe of Old vs New Old Management control Little choice Less oversight Centralized recordkeeping Data owned by employer Limited vendor community New Learner control Many choices Complex oversight Large vendor community Data “owned by employees”
- The Training Universe of Old vs New Old Management control Little choice Less oversight Centralized recordkeeping Data owned by employer Limited vendor community New Learner control Many choices Complex oversight Large vendor community Data “owned by employees”
- The Training Universe of Old vs New Old Management control Little choice Less oversight Centralized recordkeeping Data owned by employer Limited vendor community New Learner control Many choices Complex oversight Large vendor community Data “owned by employees”
- The Training Universe of Old vs New Old Management control Little choice Less oversight Centralized recordkeeping Data owned by employer Limited vendor community New Learner control Many choices Complex oversight Large vendor community Data “owned by employees”
- The Training Universe of Old vs New Old Management control Little choice Less oversight Centralized recordkeeping Data owned by employer Limited vendor community New Learner control Many choices Complex oversight Large vendor community Data “owned by employees”
- The Training Universe of Old vs New Old Management control Little choice Less oversight Centralized recordkeeping Data owned by employer Limited vendor community New Learner control Many choices Complex oversight Large vendor community Data “owned by employees”
- The Training Universe of Old vs New Old Management control Little choice Less oversight Centralized recordkeeping Data owned by employer Limited vendor community New Learner control Many choices Complex oversight Large vendor community Data “owned by employees”
- The Training Universe of Old vs New Old Management control Little choice Less oversight Centralized recordkeeping Data owned by employer Limited vendor community New Learner control Many choices Complex oversight Large vendor community Data “owned by employees”
- The Training Universe of Old vs New Old Management control Little choice Less oversight Centralized recordkeeping Data owned by employer Limited vendor community New Learner control Many choices Complex oversight Large vendor community Data “owned by employees”
- The Training Universe of Old vs New Old Management control Little choice Less oversight Centralized recordkeeping Data owned by employer Limited vendor community New Learner control Many choices Complex oversight Large vendor community Data “owned by employees”
- The Training Universe of Old vs New Old Management control Little choice Less oversight Centralized recordkeeping Data owned by employer Limited vendor community New Learner control Many choices Complex oversight Large vendor community Data “owned by employees”
- A Measurement Model for this Environment 1994 Donald Kirkpatrick - A Formal Measurement Model “Butts in seats” model → learning used to be measured by counting the # of people who showed up for a training. Kirkpatrick model Asks a series of questions: Reaction – Did they like it (smile sheets) Learning – Did they learn the content (tests) Behavior – Are they applying on the job (ratings) Results - Is there measurable business value (studies)
- Today’s Learning World Democratization – Learner in charge Many internal choices Complex oversight Very large vendor community Data partially owned by individual This slide talks about how we’re changing the way we evaluate everything, so why not learning too? Talks about the importance of reviews in learning.
- Would this be enough for all forms of learning Traditional, classroom based programs? Online programs (in company and out of company)? Other learning resources? Informal learning (collaboration tools, mentors, coaches, etc.)?
- Poll…
- What about Learning Impact? A review of the old and new world models; doesn’t individual performance matter most? When training was mostly centralized,, it might have made sense for large, expensive programs Now, maybe what matters is performance – plain and simple. Can employees do the jobs they are expected to do.. If so, then can we assume that training is deliver the results we expect it to deliver? Is separate, formal confirmation necessary or required?
- Final Thoughts + Key Takeaways Traditional methods have a role, but are no longer sufficient for the wide range of learning resources available both within and outside of an organization For some types of learning products, the Trip Advisor or Yelp model might work, but are they enough? Can we trust the star system, or do we need more? Promoting honest, fair evaluations will be a critical key to success
- Final Thoughts + Key Takeaways Traditional methods have a role, but are no longer sufficient for the wide range of learning resources available both within and outside of an organization For some types of learning products, the Trip Advisor or Yelp model might work, but are they enough? Can we trust the star system, or do we need more? Promoting honest, fair evaluations will be a critical key to success
- Final Thoughts + Key Takeaways Traditional methods have a role, but are no longer sufficient for the wide range of learning resources available both within and outside of an organization For some types of learning products, the Trip Advisor or Yelp model might work, but are they enough? Can we trust the star system, or do we need more? Promoting honest, fair evaluations will be a critical key to success
- Final Thoughts + Key Takeaways Traditional methods have a role, but are no longer sufficient for the wide range of learning resources available both within and outside of an organization For some types of learning products, the Trip Advisor or Yelp model might work, but are they enough? Can we trust the star system, or do we need more? Promoting honest, fair evaluations will be a critical key to success
- Final Thoughts + Key Takeaways Traditional methods have a role, but are no longer sufficient for the wide range of learning resources available both within and outside of an organization For some types of learning products, the Trip Advisor or Yelp model might work, but are they enough? Can we trust the star system, or do we need more? Promoting honest, fair evaluations will be a critical key to success