Training Industry Magazine - July/August 2020 - 32

However, data in learning has
predominately been about completion
rates, time in content, hours delivered and
test scores. This data, while useful, isn't the
full picture. Furthermore, it's not the type
of information that excites stakeholders
or can be used to make strategic
decisions. This data ensures learning and
development (L&D) stays useful but not
integral to business success.

points inform your understanding of
learners. To continue, let's say we
are tracking 100 different data points
concerning performance with this piece
of technology. Why so many?

L&D must model the best practices of
other departments and industries to
ensure their value is seen. To have 51%
of L&D functions' ineffectively leveraging
data is unsustainable, especially as
COVID-19
places
unprecedented
challenges upon businesses. L&D
does have the ability to drive change,
galvanize a workforce and deliver
business results. The question is how
can L&D better connect to meaningful
data and how can they use it to articulate
their value?

*	 Additional data points are useful to
other business units when trying
to make decisions that impact the
organization.

BEYOND COMPLETION RATES
L&D must stop seeing data as
something only they create themselves.
Vast quantities of data exist outside
of learning. Human resources (HR)
systems, email, chat functions, social
events, technology platforms and even
shared personal data can be used
to broaden our understanding of our
audience. These may be familiar to many,
but we often use them in a simplistic
way, as part of a gap analysis or posttraining key performance indicators.
For example, employees are not using
a piece of technology correctly, training
is implemented and the same metric can
be used to see if things have improved.
But what is the value to the business
here? Is it sustainable or tailored to the
learner? This is where data science
comes in.
In the example above, we are only
looking at two data points: use of a
piece of technology and completion
of training. What about other factors
such as time in role, geographical
location, learning style, past training and
historical engagement with information
technology (IT) support? All these data

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*	 A greater number of data points
provides detail on what impacts
learning and what combination of
factors is best for success.

*	 More data directly ties L&D to other
business functions.
It is naive to believe that we can create
a training program for the learner to
consume and that it alone will move the
needle. Access to learning outside of
L&D is greater than ever, and ignoring this
external influence reduces our credibility.
Let's assume that there is a simpler
version of the software available. If
you track that those with access to the
simpler software first have a greater
speed to competency when introduced
to the full software, you could build
this into the instructional design of the
program. Maybe you notice that younger
team members pick up the technology
quicker, or that workers in one location
are using a frequently-asked question
(FAQ) guide and are having fewer issues.
These data points all add the value. It is
not simply about the creation of content.
L&D can evidence the way people are
learning and harness that to build better
programs and achieve greater return on
investment (ROI).
L&D is often siloed away from the
organization and, despite its best
attempts to partner, is often held at arm's
length. However, this does not have to be
the case. Continuing with the previous
example, let's see how additional data
can benefit other business functions
while building L&D's value.
"Simple" version of the software. IT can
make more informed decisions when

buying licenses for the product. They
learn that simple versions of software
will suffice for a while, and they do not
need to purchase the full version from
day one, resulting in instant cost saving.
The department may also experience
quicker installation and configuration
times. IT can also secure budget for a
software that is being well used while
making L&D integral to building the
business case.
Younger team members. If a younger
audience can get to grips with the tool
faster, they may not need the same
quantity of training. Reducing time can
increase speed to competency and gets
employees back to the business.

L&D MUST STOP
SEEING DATA AS
SOMETHING ONLY THEY
CREATE THEMSELVES.

FAQ usage. This piece of data could
wield so many possibilities. This is
evidence of collaboration aiding in the
learning process, as well as prompts
further questions. Can you provide
access to this document for other
learners? Can you use FAQs as a way
to communicate future changes in the
Training Industry Magazine - July/August 2020

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