Square peg. Round hole. This is the problem with learning measurement.
The most well-known learning measurement models have been around for decades, and yet the industry continues to struggle with its measurement practices. We’re great with surveys. We have plenty of test scores. We know who completed the training, how long they took and what they clicked along the way. But most learning and development teams still cannot answer critical stakeholder questions: Is the training actually working? Which tactics are having the greatest impact? Why should we invest more resources into employee development?
But it’s not for lack of trying. Measurement is a bigger L&D priority now than it has ever been. Ninety-six percent of L&D leaders say they want to measure learning impact, according to LEO Learning’s “Measuring the Impact of Learning 2019.” Donald Taylor’s 2020 L&D Global Sentiment Survey includes multiple data-related entries among the list of the year’s hottest industry topics, such as learning analytics (No. 1), artificial intelligence (No. 5), consulting more deeply with the business (No. 7) and showing value (No. 9). However, less than 20 percent of companies say they are highly effective at learning measurement, according to Brandon Hall Group’s 2018 Modern Learning Measurement study.
L&D wants to fix learning measurement. Stakeholders are demanding accountability. Plenty of models are available from which L&D pros can choose. So then what’s the issue?
Read the full article from Chief Learning Officer