Mindset
This is the belief system of how an organization thinks about “training and learning.” The mindset among leadership greatly influences the process and the technology that is implemented and supported, which ultimately impacts the outlook of an organization. Arguably, mindset is the most influential factor when evaluating decision criteria.
Training Viewed As
Organizations make strategic decisions regularly when it comes to how they will train their workforce. Undoubtedly, there are an endless number of iterations into how this comes to life. This category evaluates the mindset of how an organization specifically thinks about their approach to “training and learning,” which results in strategy, technology and process decisions.
Table Stakes
Training exists because it’s necessary and mandatory for a myriad of reasons (i.e., employee safety, regulatory compliance, baseline job performance, etc.). When viewing training as “table stakes”, it means it is a got-to-do. No choice. The implication is that training is not viewed as “strategic” or a source of “competitive advantage,” but rather something that simply needs to get done (i.e., check the box).
Core
Contrary to “table stakes”, organizations that view training as mission critical to their business or operational success, build training and learning into the everyday fabric of their strategy. When training is core and continuous, it is well resourced and supported.
Knowledge
The information and skills acquired and retained by individuals through their training and learning experience. To make the connection between training and performance, an organization must continuously measure each employee’s knowledge against role-based competencies.
Not Measured
If knowledge is “not measured”, organizations generally do not have the means to do so. Consequently, they are unable to tie knowledge to job performance or KPI’s.
Measured/Verified
How do you know the employees know what they need to know? When knowledge is measured and verified, leaders have the ability to track and link job performance to role-based requirements, allowing them to really know if someone knows how to perform in their role.
OTJ Performance
Measuring the causal link between on-the-job (OTJ) performance and knowledge acquired during training.
Not Linked to Training
This is commonplace in the majority of companies. Without linking “On-the-job” performance to training, it becomes difficult to support the ROI on learning and development.
Linked to Training
When linking on-the-job performance with training, it becomes possible for companies to reduce their risk profile knowing that their employees are confident, competent and capable.
Tech
This category specifically isolates the primary technology an organization relies on to deliver and support its training operations.
Primary Mode
Primary mode and methodology of delivery for training and development.
Classroom/ILT
Training materials and primary learning experiences are delivered via traditional classroom settings with an instructor/facilitator(ILT), and/or via remote learning modes with an instructor.
Digital/AI-Powered
Training materials and primary learning experiences are delivered in dynamic, adaptive fashion, adapting in real-time to each specific employee to optimize their learning experience, powered by an intelligent, machine learning engine.
System Interoperability
Evaluating the ability for an organization’s primary learning technologies to interoperate with one another to create an end-to-end solution.
Standalone Tools/Systems
An array of various tools and technology that do not integrate with one another in a meaningful way. Thus, solutions are often single-purpose point-solutions versus complete end-to-end solutions that can scale.
End-to-End Integrated Ecosystem
Technology that integrates easily and seamlessly into your environment. Ability to create adaptive, engaging learning experiences at scale that your leaders, trainers and employees have always dreamed of.
Process
The outcome and manifestation of an organization’s mindset and technology in terms of day-to-day training and learning processes and operations.
Primary Measurement
What cannot be measured, cannot be improved. What is measured - becomes the focal point for resources and support.
Completion
Traditional, legacy approach to validating training or learning. The question is asked, “Did they complete their training assignment?”
Competency
Progressive approach to validating an individual’s ability to perform in the role. The measurement focus here is verifiable knowledge and skills, not “did they complete the training?”
Learning Delivery
How instruction and learning materials are disseminated and delivered throughout the organization.
One-Size-Fits-All
Traditional. One-size-fits-all delivers instruction and materials generally in one format, broadly requiring everyone to adapt to that one format. Unfortunately, one-size-fits-all fits no one.
Individualized / Contextualized
The opposite of one-size-fits-all. Every learner absorbs information differently and at a different pace. Adapting the learning experience to be contextualized for each learner along several dimensions drives relevancy, which drives engagement, which drives achievement.
Learning Efficiency
Learning is not an outcome, it is a tool — Performance is the outcome. The natural consequence of any process is how efficiently and effectively it deploys resources to achieve its outcomes.
Redundant/Waste
Employing one-size-fits-all approaches to learning leads to significant amounts of redundancy and waste in terms of time and money for the enterprise (and its employees).
Optimized/Precise
When learning can be repeatably tailored to each learner’s knowledge gaps (at scale), the process can be optimized to maximize outputs while minimizing inputs.
Learning Modality
Training and learning happens in one medium or another. In some cases, one primary mode may be used and in other cases, multiple modalities are used. Where is the locus of training occur in your organization?
Heavy Classroom
Specifically, instructor-led training (ILT) in a traditional classroom setting or virtually in a more remote context (VILT). Learning tends to be more static and less interactive.
In the Flow of Work
Learning in the flow of work is more dynamic and enables employees to learn just what they need to know precisely when they need to know it.
Learning Data
It’s one thing to generate data. It’s another thing to act on that data. It’s still another thing to act on the data in real-time versus post-mortem. How does your organization make use of learning data generated by its training operations?
Collected/Unused
Data may be generated and/or collected. It may even be warehoused. But, it is rarely if ever analyzed and acted upon rendering it useless.
Analytics/Actionable
Leaders don’t want data, they want answers. Good data analytics are instantly actionable to impact learner and organizational outcomes in the near-term. Calibrating training operations to maximize impact requires data that can be operationalized.
CURRENT OUTCOMES
All of the time, energy and money your organization invests in training and learning is for specific purposes (i.e., results, outcomes). How effective is your organization at achieving its desired outcomes based on the Mindset, Technology and Processes in play today?
Stakeholder Satisfaction
Overall, how satisfied are the key stakeholders in your organization with the results of your training and learning programs?
ROI (Investment in Training & Learning)
Is there a measurable return on investment in your current learning and training efforts?
Unclear
Difficult to measure, not clear.
Clear
Partially measurable, reasonable connections made.
Compelling
Consistently measured and linked to performance.