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Measure for Measure: Doing The “ROI” Thing #687: Don't Fall Into The "Just Because It's There" Syndrome Use e-Learning for what it does best - provide small chunks of knowledge when you need it ("guerilla learning") or as an online reference tool, or as a prerequisite for foundational knowledge. Don't compare or treat it like classroom learning. And then only measure what's appropriate for the way you're using the e-Learning. Just because you CAN measure other things doesn't mean that you SHOULD. Randy Ranaudo Thomson/NETg #688: Where Are We? Where Should We Be? Learning assessments are a tremendous tool to provide enormous value to both you and your learners. An assessment test is normally comprised of questions that help determine knowledge gaps and a good assessment tool will map those gaps automatically to learning solutions to provide a student with a personalized learning path. This is an area in which Internet delivery truly shines. Learning paths efficiently focus student efforts, time and money in areas most needed and as an aggregate, the data that is provided back to the management team provides an overview of knowledge gaps across the organization and therefore a very accurate compass to predict future content development areas. Sabine Steinbrecher The Learning Library #689: Early and Ongoing Build in ways to measure the content, use, completion etc. on an ongoing basis. And do it early. Christel Block Convergys #690: Gotta Prove It If you do not assess thoroughly the learning results and the satisfaction of your learners, forget about success. You'll never be able to prove it, even if it is real! Victoria Penacca Telefonica #691: The Right Tool For The Survey Job If you are surveying your audience, use a tool that is designed to provide outcomes that you can analyze appropriately. Not all assessment tools provide feedback with analytical options. Michelle LeBlanc Blair John Wiley & Sons, Inc. #692: Pay Attention To This KEY Question At the end of an e-Learning course, be sure to ask the simple question "Would you recommend this course to a colleague or friend?" Pay careful attention to the answers - you can learn a lot from just this one question. Mark Freeman University of Sydney #693: Build Metrics Into Reporting Make sure that the evaluation metrics are scoped and built into the reporting capability of your e-Learning course at the start. This ensures that management get the data they need to measure learning performance and ROI while the programmer can build a neater application faster. Delivery time will be expedited and users will have to perform the user acceptance testing cycle once rather than in an iterative way until reporting requirements are nailed down. Guy Wilkins ntl Group Limited 701 e-Learning Tips by The MASIE Center www.masie.com 136
Measure for Measure: Doing The “ROI” Thing #694: Show Me The Money If you want to demonstrate that your e-Learning was money well spent, then pre and post test. Wayne Soutter SkillWise #695: Think In Skills (Not Training) Metrics Find the person (or persons) responsible for e-Learning within your organisation and ask them if they believe they’re responsible for training or skills. Their answer will tell you a lot. If they believe they are responsible for training, their key metrics will be the number of training events they have organised, the number of attendees, the analysis of the critique sheets, and the average occupancy in the learning centre. But if they believe they’re responsible for skills, the key metrics they’ll talk about are the competency frameworks they’ve implemented, their assessment and testing processes, the size and impact of the skills gaps they’ve identified, the competency centres they’ve worked with, and the public value of the incremental skills that they’ve developed in employees over the last 12 months. Now, which conversation would you prefer to have? I’ll bet it’s the latter! Colin Steed UK Institute of IT Training #696: Measure The Gap Start with knowing the gap between the reality in your company and where you want to go. This can be a performance gap, a knowledge gap, etc. You can then use the gap(s) to understand if the e-Learning project was successful or not. Rodrigo Fernandez IN2 #697: If It Gets Measured, It Gets Done Our program is designed with planned, prioritized groups of learners and a specific end date. Sanctions are imposed on those who do not complete the program in the time allotted unless it is with good reason. Sound harsh? We have found that people still have a problem with the perception of e-Learning not really mattering. They tend to regard it as second best and appear unable to manage the time to complete learning. However, if the learning is part of a program supported by their managers (and where these are judged and evaluated on the outcomes), students will complete it as required. Left to their own devices it is put off ad infinitum! Mary Vaughan West Mercia Constabulary #698: If Important, It Should Be Core Build e-Learning into the Performance Management process if you want to increase the usage of e-Learning. Peter LeCornu #699: Alter Measures As Learning Evolves Don't put all your evaluation time into completion rates. At a corporate level, proven knowledge and skills transfer is more relevant. And as just-in-time learning becomes more attractive to organizations, we must alter our evaluation methods to provide for just-in-time evaluation. Paul Allman The Edgeworks 701 e-Learning Tips by The MASIE Center www.masie.com 137
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