Setting the Right Performance Goals for Learning Programs

By Tim Dickinson | Feb 26, 2020

In our last blog post, we covered the first step of the BALDDIE instructional design method—identifying business goals with measurable KPIs to link to learning initiatives. Now it’s time for the second step, which is identifying what the workforce needs to do differently or better to drive those KPI and achieve that goal.

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How to Identify Good Business Goals for Learning Programs

By Tim Dickinson | Feb 20, 2020

Last week we set out the BALDDIE model of instructional design. And the first step in the model is defining the business goal that your learning program will be designed to address. This is a vital step, as targeting the wrong business goal (or no goal at all) will mean the rest of your design will be working toward the wrong target.

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Watershed’s BALDDIE Method for Instructional Design

By Andrew Downes | Feb 12, 2020

In the introduction to this blog series, we promised to unveil our learning design model, which we’ve designated as BALDDIE. Just as we created Watershed’s 7 Steps of Learning Evaluation based on our favorite parts of other popular learning measurement models, BALDDIE brings together elements of the methods we’ve covered in the last few posts. And so, without further ado, we give you the BALDDIE model for instructional design.

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What’s LEO’s Chain of Evidence Learning Evaluation Model?

By Rose Benedicks | Feb 05, 2020

LEO Learning’s Chain of Evidence is a learning model that lets you make meaningful connections between business impact, behavior, learning, and learners. It roughly maps to Kirkpatrick’s learning evaluation levels one to four; however, LEO’s model has been developed through practical experience to be more pragmatic in a blended learning context. As a result, the model is based on identifying a clear chain of evidence from learning engagement to business shift.

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Training Needs Analysis & Learning Evaluation Overview

By Peter Dobinson | Jan 23, 2020

We all know effective training plays a vital role in growing and sustaining a successful workforce and organization. But even the best designed, most comprehensive learning programs can fail if they don’t provide what learners actually need to improve and grow their skill sets.

And this is where training needs analysis can play an important role. When executed properly, this process helps ensure the right training is delivered to meet learners’ and organizational needs while enhancing learning evaluation efforts. Thus, when it’s time to measure the effectiveness of your program, this data-driven approach ensures you have the metrics needed for analysis. 

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Action Mapping Instructional Design & Learning Evaluation

By Andrew Downes | Dec 12, 2019

As we covered in the ADDIE model, it’s important to stay aligned with the business goals and outcomes as you develop and deliver learning. And one way to ensure you stay aligned is by mapping how each step of the design process fits into the bigger picture of the organization. In this post, we’ll introduce you to the basics of a relatively new technique in the instructional designer’s toolkit named action mapping, including examples of when learning evaluation might go awry when using this technique.

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ADDIE: A 5-Step Process for Effective Training & Learning Evaluation

By Andrew Downes | Dec 05, 2019

In our previous blog post, we explained the challenges associated with learning evaluation. Simply put, when training isn't properly designed with specific goals in mind, it's nearly impossible to actually evaluate effectiveness or impact on overall organizational goals. In this post we’ll explore the five stages of the ADDIE model of instructional design—analysis, design, development, implementation, and evaluation—and how this process can help or hurt your learning evaluation methods.

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Why Is Learning Evaluation So Hard?

By Tim Dickinson | Nov 21, 2019

I regularly speak with organizations about measuring the effectiveness of training. And I’ve noticed a common challenge among L&D teams—learning evaluation is difficult. But it doesn’t have to be. In this post we'll explore how asking one question can not only uncover gaps in your training, but also surface how to align your training in a more measurable way.

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How to Design Effective Training for Learning Evaluation & Analytics

By Tim Dickinson | Nov 11, 2019

We talk a lot about learning evaluation and measuring the effectiveness of training on the overall business. But how can we design effective training in the first place? And what do we even mean by effective training? Inspired by our annual Measuring the Business Impact of Learning survey, this blog series is aimed at instructional designers, their managers, and anyone else interested in designing a learning program, experience, or resource that’s easy to measure and evaluate.

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Barriers in Measuring the Business Impact of Learning

By Lizelle Holstein | Oct 30, 2019

We’re entering the fourth year of our Measuring the Business Impact of Learning benchmarking survey with LEO Learning and Learning Technologies Group (LTG). That's why we’re excited to co-host a webinar on Tuesday, Nov. 5 to reflect on the results so far—specifically the biggest barriers in measurement planning and implementation, and how to overcome them.  

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