If there is one facet that has come to define the learning management system (LMS), it’s reporting. Such is the high demand for data that it’s probably fair to say that a lot of the time that’s been saved delivering learning in a more cost-efficient manner has now been reapportioned to the work needed to collect and report on learning activity and the remedial actions needed to ensure the quality of this data. Reporting issues top the list of things LMS administrators want to talk about and it’s often a high-level driver when choosing or replacing an LMS.
In my opinion, until we appreciate the scale of learning reporting and start thinking about reporting up-front – rather than as the after-thought once the content is created or the LMS procured – then we will always be chasing our tails. In this first of two posts, I will look at the need to look at reporting as part of our strategy and planning. In the second part, I will look at how we deliver our reporting activities. Continue reading “Developing your learning reporting strategy”
In my previous post I shared my thoughts about how we use ratings and recommendations as part of our evaluation strategies. In fact, I actually talked about how we may now use these as a way to overcome some of the challenges around relying on the traditional evaluation sheet and to increase overall response rates on the basis that something is better than nothing.
But I’d now like to turn back to the evaluation form itself and share what I’ve done in this space, starting a few years ago. Continue reading “Creating Simple but Valuable Training Evaluations”
Amazon…TripAdvisor…ao.com: all sites that use the now familiar five-star rating system for recording satisfaction.
This approach to recording how much we like something has well and truly entered the learning space too and the vast majority of learning management systems (LMSs) now offer learners the chance to rate content this way. It’s quick – no one really has the time to complete a formal training evaluation survey – and as a measure of the learner’s gut-feel, it doesn’t require much reflection and mental processing. It’s also easy to analyse and very simple to present in reports and provides the stakeholders with an instant barometer of a training programme’s success.
So looked at pragmatically – with the never-ending focus on evaluation – using a five-star rating makes a lot of sense. Or does it? Continue reading “Ratings and Recommendations”