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GLN LearnAbout: ChatGPT

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The Path - Goals

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Bobby Dodd Institute - Bridge Academy

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Segment 6 (2022) Collective Leadership

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Segment 10 (2022) Work Democratically

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Segment 5 (2022) Recap of Day 1 and Preview of Day 2

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Segment 9 (2022) Recap of Day 2 and Preview of Day 3

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Segment 7 (2022) Analyze Experience

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Segment 2 (2022) Open to the Contributions of Others

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Segment 8 (2022) Question

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Segment 3 (2022) Critical Reflection

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Blog Posts

What Are You Measuring?

Posted by Bill Crose on September 13, 2019 at 11:33am 1 Comment

A lifetime ago, my training department colleagues and I were satisfied with training data. We cranked out the requested ILT programs plus the "flavor of the year" content, we kept a busy training schedule, and made sure the coffee was always the right temperature. When accused of not delivering effective training because the learners didn't perform as they were trained, we took refuge in our management support role and not ultimately responsible or accountable for LEARNING or productivity.…



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GLN TeachAbout - The ROI of Learning - David Rudd - May 10, 2022

Update - May 30, 2022:

Dave's TeachAbout on May 10, 2022 resulted in the reopening of the Corporate L& D Affinity Group and renaming it as the "ROI of Learning" Affinity Group.

As an Affinity Group we use the "LearnAbout" format:

  • Host greets people and makes introductions if needed
  • The Learner will then:
    • State what they wish to learn
    • State why the want to learn it
    • Ask the others why they chose to attend (do they wish to learn, express their opinion, something else?)
    • Prepare a few questions to stimulate the conversation
  • In the last 5 minutes the host will ask ff there is interest in continuing
  • If the group wishes to continue we will select the time/date and next facilitator
  • If no one volunteers to facilitate – either the host or the Learner will select someone
  • If the group does not wish to continue - the group will "hibernate"

Affinity Group Sessions:

  1. May 25, 2022 Lisa McLeod
  2. June 7, 2022 Henry Liebling

Original TeachAbout

Expert: David Rudd


Four - 10 Minute Segments

  1. Facilitated conversation amongst LEARNERS (panelists) on the topic
    1. in the presence of an expert
    2. who is muted and off-camera
  2. Expert presentation
  3. Facilitated conversation amongst LEARNERS on the Presentation
    1. agree on questions to ask the expert
    2. who is again muted and off-camera
  4. Facilitated conversation including the expert
    1. who may or may not choose to answer the questions
    2. who may pose questions of their own!

Topic: GLN TeachAbout - David Rudd - ROI of Learning
Time: May 10, 2022 12:00 PM Eastern Time (US and Canada)

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Regarding ROI specifically and challenging matters generally:

  1. Knowing “what to do” is relatively easy
  2. Doing “it” is harder than “knowing” it
  3. Getting the expected results from doing “it” is harder to prove than doing “it”
  4. Proving that the results are directly related to doing “it” is nearly impossible
  5. Given that investments in learning are intended to produce long term results - how do we prove ROI in the short term?

What is the conversation that needs to occur with the business owner of the impacted measure, in advance of the learning intervention, to get buy-in?

I've never had a business leader say that learning is not needed or not important.  But 'learning' is such a general term - they don't differentiate the impact of the style of how learning occurs.  Can we use standards in our industry on the speed of the impact of styles?  Surely, knowledge sharing over time is slower than intensive performance-based experiential learning - but how many times more?

Fascinating - standards on the speed of impact of styles!

Fear can accelerate response. Is it the desired response? Is it sustainable?

I wonder about the impact of accountability?

How do we, as learning leaders, ensure we are looking at CAUSATION in learning interventions - by topics, objectives, and mode - rather than CORRELATION?

Perhaps in the past we only had correlation? Now with technology and mobility I believe that causation is readily available. Are we prepared for the consequences?

If we shift our mindset, will we need new tools - and if so - how will we acquire the skills?

Thanks to all that attended today's session!  As I stated during the TeachAbout, I would be happy to further discuss ROI with anyone interested.  Please contact me at 

Here's the presentation from the session.


Dave Rudd

Dave - thank you for leading this session - your expertise is welcome and beneficial. The 12 Guiding Principles were particularly beneficial! We are eager to continue to learn with you!

Hi group members, 

Thank you Paul, Dave, Katie, and Lisa.  I feel like I have learned so much during and since Dave Rudd's presentation.  In college I learned about cost-benefit analysis and in later years, I have worked on projects to increase revenue or company image and decrease expense or time to proficiency.    

Recently, I was thinking about the ROI of:

  • Conducting a needs assessment before a project (and not relying on what the client tells me).
  • Conducting synchronous (e.g. Zoom) virtual follow-up / reinforcement classes, after an initial class or course..
  • Similar to above, but using an asynchronous coaching platform.

Last week, I was thinking about a salesperson who came to one of my classes.  He was a high-performer.  He said, "Just give me a short document and a few PPT slides and I will go sell."  I wanted him to stay in the class, but he did not.  And yep, he outsold everyone else.

Today, I took a long walk.  Glorious day.  I kept thinking about ROI and even the ROI of my walk.

A bit of a ramble, but now it is written.

Some things are worth doing - just because...

As I apply my "jaded" mindset regarding ROI to the "ROI of Learning" - I am curious about 4 aspects of "learning" from the perspective of the learner.

  1. How might I learn about the usefulness of past experience - mine as well as the experiences of others - and not just the experiences of the "teacher?"
  2. What new knowledge might I acquire? Is it relevant? When will it be relevant? Will I be able to apply it effectively? Will I know if I have applied it effectively?
  3. What relationships will I improve or develop? How do I assure that these relationships continue to exist/improve and create mutual benefit?
  4. What outcomes do I expect? What outcomes do others expect of me? When? How will they or I know if the outcomes are achieved? How will conflicting outcomes be managed?

Paul, these are all very good, thank you.

I might add:

  1. What is important to learn to help me add more value to my customer or the next process?
  2. What do I need to learn so that I can make our department better (higher quality, produce more revenue, improve the adoption of the digital transformation project, and so forth)?
  3. How might I learn about the knowledge, skills, and behavior I need so that I create more value for our department / company?  What can I do to apply all that?

Thank you Henry.

How might we distinguish job/company returns and career/personal returns and then discover a way to assure that they reinforce each other - in the short term and long term?


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