Segment 8(19) – BYOL Plus - Proof - Georgia LEARNS2024-03-28T17:08:12Zhttp://georgialearnsnow.ning.com/forum/topics/segment-8-19-enterprise-learning-leader?commentId=6555741%3AComment%3A17033&feed=yes&xn_auth=noI would like to challenge wha…tag:georgialearnsnow.ning.com,2019-11-05:6555741:Comment:170332019-11-05T16:49:32.669ZErickhttp://georgialearnsnow.ning.com/profile/Erick
<p>I would like to challenge what "proof" really means and why does learning feel it has to prove its relevancy in ways that other key functions do not. Is ROI and "proof" a trap that leaders are falling into and are there other ways to show value opposed to fighting to justify existence. </p>
<p>I would like to challenge what "proof" really means and why does learning feel it has to prove its relevancy in ways that other key functions do not. Is ROI and "proof" a trap that leaders are falling into and are there other ways to show value opposed to fighting to justify existence. </p> Hi Everyone! As a panelist,…tag:georgialearnsnow.ning.com,2019-10-28:6555741:Comment:169042019-10-28T16:21:54.343ZTim Spearinhttp://georgialearnsnow.ning.com/profile/TimSpearin
<p>Hi Everyone! As a panelist, my questions and thoughts regarding "Proof" center around discovering the effectiveness of learning events to assess what people actually have learned to improve their performance at work. The tools available to prove ROI of L&D programs tend to be much more descriptive and subjective, rather than numerical and objective. <span>Post-training quizzes, one-to-one discussions, employee surveys, participant case studies, and official certification exams are…</span></p>
<p>Hi Everyone! As a panelist, my questions and thoughts regarding "Proof" center around discovering the effectiveness of learning events to assess what people actually have learned to improve their performance at work. The tools available to prove ROI of L&D programs tend to be much more descriptive and subjective, rather than numerical and objective. <span>Post-training quizzes, one-to-one discussions, employee surveys, participant case studies, and official certification exams are some ways to measure training </span><span>effectiveness; yet, we all know that this takes time and implementing all levels of the Kirkpatrick model can be an expensive and time-consuming process. </span></p>
<p><span>So what are best ways to tell the learning story and "prove" investments made to positively impact performance back on the job? </span></p> What proof do we have (or nee…tag:georgialearnsnow.ning.com,2019-10-27:6555741:Comment:170052019-10-27T00:23:25.709ZPaul Terlemezianhttp://georgialearnsnow.ning.com/profile/34skzl1mtlumh
<p>What proof do we have (or need) that investments in learning have a positive impact to performance?</p>
<p>Have we set up control groups - and compared results?</p>
<p>Is there any proof that elearning is universally more effective or less effective than no learning, classroom learinng or social learning?</p>
<p>How would your role be different if validated proof was readily available to you?</p>
<p>What proof do we have (or need) that investments in learning have a positive impact to performance?</p>
<p>Have we set up control groups - and compared results?</p>
<p>Is there any proof that elearning is universally more effective or less effective than no learning, classroom learinng or social learning?</p>
<p>How would your role be different if validated proof was readily available to you?</p>