Chief Learning Officer - May 2007 - (Page 40) productivity Inside the Latest Measurement Techniques Corinne Miller Conferences, journals, books and articles on measurement abound. Many assert various methods and hours of discussion take place among learning professionals. It sometimes seems as if we’re wandering about in search of the elusive “measurement” Holy Grail. Having spent most of my career in a line position before coming to Motorola University, I have to admit that the learning measurement conundrum was quite a mystery to me. From where I came, measurements were based on the goals we wanted to achieve: customer satisfaction, costs, margins, earnings, innovative growth, productivity, defects, cycle time, sales, market share, waste, retention, etc. Basically, it boiled down to three fundamental focus areas: your customers, your business operations and your talent. We used a very simple but purposeful approach called “goal, question, metric” (GQM) that NASA originated and Victor Basili perpetuated. Measuring costs money. On a recent CLO panel, I referred to this as the “ROI of the ROI” or “ROI2” because a great deal of the learning community is fascinated with the concept. Seeking to measure things that don’t need to be measured or are not convincingly measured is a waste of money. As Albert Einstein said, “Not everything that can be counted counts, and not everything that counts can be counted.” What counts for your learning function? What counts for my organization might be different than what counts for yours — our organizational cultures might differ. We might be at different points in the evolution of our learning function, or we might have different business needs, speak a different language, have different target audiences, etc. In other words, your goals might be different from mine. Thus, although I certainly will share some measures Motorola University uses, I’ll more seek to provide you a thought process or a measurement strategy by which to determine the right measures for your learning function. Goals are the Most Critical The most important question is: What are your goals? The answer will drive your measurement suite. Basili expresses goals in terms of: • Objects (what’s under study). • Purpose (motivation behind the goal). • Focus (attribute of the goal). • Viewpoint (whose perspective of the goal). • Environment (context or scope of the measurement program). In regard to objects, an organization’s success is based on many dimensions. At Motorola University, we have goals established in the three basic “object” areas: customer (at Motorola University, we say “client”), business operations and talent. These categories have the flavor of the balanced-score card approach, but they are not as comprehensive. May 2007 I www.clomedia.com I Chief Learning Officer 40 Think in Terms of Value, Not Worthiness What is your purpose or motivation for measuring? Your goals should be positive and business-oriented. Too many times, I see learning function goals aimed at what I refer to as the “I’m not worthy” syndrome. People say, “We have to prove our worth.” Think about that thought process — what are you conveying, that you’re not worthy? http://www.clomedia.com Table of Contents for the Digital Edition of Chief Learning Officer - May 2007 Editor’s Letter Table of Contents Strategies Selling Up, Selling Down Ttake Five Imperatives Improving Productivity Through Coaching and Mentoring Lennox International Inc. Finds Value in Mentoring CLO Profile Managing Succession Plans and Career Paths Destination Hotels: Leveraging Technology for Effective Succession Planning Technologies to Support Leadership Development Domino’s Pizza:Supporting Leadership Development in 30 Minutes or Less Inside the Latest Measurement Techniques University Health Systems: Measures of Success The CLO Role Conversation CLO Results and Related Responsibilities Case Study Business Intelligence Advertisers’ Index Editorial Resources In Conclusion Chief Learning Officer - May 2007 Chief Learning Officer - May 2007 - (Page Cover1) Chief Learning Officer - May 2007 - (Page Cover2) Chief Learning Officer - May 2007 - (Page 3) Chief Learning Officer - May 2007 - Editor’s Letter (Page 4) Chief Learning Officer - May 2007 - Editor’s Letter (Page 5) Chief Learning Officer - May 2007 - Editor’s Letter (Page 6) Chief Learning Officer - May 2007 - Editor’s Letter (Page 7) Chief Learning Officer - May 2007 - Editor’s Letter (Page 8) Chief Learning Officer - May 2007 - Table of Contents (Page 9) Chief Learning Officer - May 2007 - Table of Contents (Page 10) Chief Learning Officer - May 2007 - Table of Contents (Page 11) Chief Learning Officer - May 2007 - Strategies (Page 12) Chief Learning Officer - May 2007 - Strategies (Page 13) Chief Learning Officer - May 2007 - Strategies (Page 14) Chief Learning Officer - May 2007 - Selling Up, Selling Down (Page 15) Chief Learning Officer - May 2007 - Selling Up, Selling Down (Page 16) Chief Learning Officer - May 2007 - Ttake Five (Page 17) Chief Learning Officer - May 2007 - Imperatives (Page 18) Chief Learning Officer - May 2007 - Imperatives (Page 19) Chief Learning Officer - May 2007 - Imperatives (Page 20) Chief Learning Officer - May 2007 - Imperatives (Page 21) Chief Learning Officer - May 2007 - Improving Productivity Through Coaching and Mentoring (Page 22) Chief Learning Officer - May 2007 - Improving Productivity Through Coaching and Mentoring (Page 23) Chief Learning Officer - May 2007 - Improving Productivity Through Coaching and Mentoring (Page 24) Chief Learning Officer - May 2007 - Improving Productivity Through Coaching and Mentoring (Page 25) Chief Learning Officer - May 2007 - Lennox International Inc. Finds Value in Mentoring (Page 26) Chief Learning Officer - May 2007 - Lennox International Inc. Finds Value in Mentoring (Page 27) Chief Learning Officer - May 2007 - CLO Profile (Page 28) Chief Learning Officer - May 2007 - CLO Profile (Page 29) Chief Learning Officer - May 2007 - CLO Profile (Page 30) Chief Learning Officer - May 2007 - CLO Profile (Page 31) Chief Learning Officer - May 2007 - Managing Succession Plans and Career Paths (Page 32) Chief Learning Officer - May 2007 - Managing Succession Plans and Career Paths (Page 33) Chief Learning Officer - May 2007 - Destination Hotels: Leveraging Technology for Effective Succession Planning (Page 34) Chief Learning Officer - May 2007 - Destination Hotels: Leveraging Technology for Effective Succession Planning (Page 35) Chief Learning Officer - May 2007 - Technologies to Support Leadership Development (Page 36) Chief Learning Officer - May 2007 - Technologies to Support Leadership Development (Page 37) Chief Learning Officer - May 2007 - Domino’s Pizza:Supporting Leadership Development in 30 Minutes or Less (Page 38) Chief Learning Officer - May 2007 - Domino’s Pizza:Supporting Leadership Development in 30 Minutes or Less (Page 39) Chief Learning Officer - May 2007 - Inside the Latest Measurement Techniques (Page 40) Chief Learning Officer - May 2007 - Inside the Latest Measurement Techniques (Page 41) Chief Learning Officer - May 2007 - University Health Systems: Measures of Success (Page 42) Chief Learning Officer - May 2007 - University Health Systems: Measures of Success (Page 43) Chief Learning Officer - May 2007 - The CLO Role Conversation (Page 44) Chief Learning Officer - May 2007 - The CLO Role Conversation (Page 45) Chief Learning Officer - May 2007 - CLO Results and Related Responsibilities (Page 46) Chief Learning Officer - May 2007 - CLO Results and Related Responsibilities (Page 47) Chief Learning Officer - May 2007 - Case Study (Page 48) Chief Learning Officer - May 2007 - Case Study (Page 49) Chief Learning Officer - May 2007 - Business Intelligence (Page 50) Chief Learning Officer - May 2007 - Business Intelligence (Page 51) Chief Learning Officer - May 2007 - Business Intelligence (Page 52) Chief Learning Officer - May 2007 - Business Intelligence (Page 53) Chief Learning Officer - May 2007 - Business Intelligence (Page 54) Chief Learning Officer - May 2007 - Business Intelligence (Page 55) Chief Learning Officer - May 2007 - Business Intelligence (Page 56) Chief Learning Officer - May 2007 - Editorial Resources (Page 57) Chief Learning Officer - May 2007 - In Conclusion (Page 58) Chief Learning Officer - May 2007 - In Conclusion (Page Cover3) Chief Learning Officer - May 2007 - In Conclusion (Page Cover4) http://www.nxtbookMEDIA.com
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