It’s important to examine the competencies you would like to see in your organization and compare them to the competencies that a professional certificate holder can bring. But when we analyze competencies, we need to look at both expressed and implied competencies. The expressed competencies are those that are stated in the program, and may be technical or functional in nature. The implied competencies are the ones that are not stated by the program and take some inference to determine. In other words, these are the competencies that the certificate holder will most likely have because he or she went through the program successfully. Also keep in mind that you’ll want to look for competencies that are not only technical and functional, but also related to leadership and management.
The PRM certification brings numerous expressed competencies to your organization’s collective table. The successful completion of the program means that a person is well versed in risk management theory as well as practice, through the mathematics of risk management. The certificate holder must also have the ability to apply theoretical knowledge, as the exam tests application of knowledge, conduct, and ethics through case studies. The expressed competencies in the PRM program are mainly technical and functional in nature.
By Bryant Nielson, Managing Director On March 27, 2012 NO COMMENTS
“As the chief learning officer, ask yourself, ‘Are we investing sufficiently in learning to generate the growth and return we need?’ We had a group of graduate students research the topic, plotting long-term shareholder returns against a number of factors. They discovered that investments in training and development were the single best predictor of shareholder return three to five years down the road.”
—Karen Franse, “Build Your Profits,” VARBusiness, January 18, 1999
It was true then (1999) it remains true today.
By Bryant Nielson, Managing Director On March 22, 2012 NO COMMENTS
“Who you become in the future will be a function of the books you read and the people you meet.” — Charlie “Tremendous” Jones
If you read 15 minutes a day you will read a book a month. That will put you in the top 1% of business people in the developed world.
The Book you don’t read won’t help you!
Make it a goal to build a great library and leave it as a legacy
By Bryant Nielson, Managing Director On March 20, 2012 NO COMMENTS
By Bryant Nielson, Managing Director On March 17, 2012 NO COMMENTS
By Bryant Nielson, Managing Director On March 15, 2012 NO COMMENTS
Now that your e-learning program is up and running, you’ve evaluated it, made changes, and the organization loves it. Can you sit back and relax? Absolutely not. Your e-learning program requires a constant eye on various areas to ensure that nothing goes off track. One tiny flaw can create large problems, and with large problems comes a loss of users. Organizations have made the mistake of letting the e-learning program “ride”, only to find that one day no one is using it. Let’s discuss how you can monitor your program at all times.
First, continue to monitor user data. This data includes the evaluations that you’ve taken the time to create and integrate. But remember to monitor at a deeper level than the evaluations. Are your user numbers up or down? Are the evaluations themselves changing in trend or tone? For example, a course evaluation that was consistently a 5 on a 5-point scale that moves to a consistent 4 is not exactly failing – but is it as good as it once was? You can also see from this type of data if your audience is growing and becoming more
By Bryant Nielson, Managing Director On March 14, 2012 NO COMMENTS
Your e-learning program has rolled out and has come under constant evaluation. What are you doing with the evaluation data? If you’re filing it away, that’s not quite enough. Every piece of data you receive, whether it seems small or not, can help you modify your e-learning program, keep it fresh, and move it into prominence with your organization. When you consider modifying your program, look at three common areas: system, course design and delivery, and marketing.
Remember that during evaluation you are looking at user data, evaluation data, and even survey data. When you look at modifications to your system, think about that data in system terms. Are users reporting problems with accessibility? If so, you may need to look at the number of users, the organization’s bandwidth, or its overall technical architecture. Any of these characteristics can show you specific and overall problems with the program. In specific areas, you may find that accessibility problems are caused by a slow running system, malfunctions in video streaming or interactivity, or overall system preparedness. If you determine that there are issues with your system, make a list of the problems. But don’t stop there. Make a list of the solution you’d like to see. For example, if the system is functioning slowly, know what the optimum time should be. Once you have a list of requirements and optimum functions, go back to the vendor or in-house IT department and present it.
By Bryant Nielson, Managing Director On March 13, 2012 NO COMMENTS
“We receive three educations, one from our parents, one from our schoolmasters, and one from the world. The third contradicts all that the first two teach us.”~ Charles Baron de Montesquieu (1689-1755)
By Bryant Nielson, Managing Director On March 13, 2012 NO COMMENTS
Evaluation of your training programs should be occurring at all times. But keep in mind that e-learning evaluation is different; the goal may be the same but your methods will change slightly. When you evaluate your e-learning program, there are two areas to focus on: learner and content. Let’s look at ways to evaluate these areas effectively using your program itself and your delivery system.
The initial evaluation of your e-learning program can take place both at the beginning of the program and throughout its lifetime. In the area of content, the first thing you’ll need to do is evaluate the course content. Remember that e-learning is new to your learners and may even be new to the training staff, so discovering how the content is being viewed is critical. You probably conduct “level one” evaluations in your traditional programs, sometimes referred to as “smile sheets” Although this evaluation has a light name, the act should not be taken lightly. The first evaluation is sometimes very valuable. So how do you carry out this task in an e-learning environment? Your LMS may give you the option of putting participants into an evaluation before they get to a test on the material – or immediately after. The best option is to get the evaluation while the audience is “captive”. Otherwise, you may not get the evaluation at all.
By Bryant Nielson, Managing Director On March 12, 2012 NO COMMENTS
Your content is ready to go. Your LMS is in place and ready to deliver quality online courses to your entire organization. Is the implementation simply a matter of flipping the switch? It can be, but that is not an effective way to change the organization’s mindset when it comes to online training. And a new e-learning program is certainly going to require a new mindset. When you’re ready to implement, you must market with a message – and look at changing how the organization thinks about training.
First, marketing is not reserved for the organization’s products. Marketing must occur with an e-learning implementation. You should determine how you want to “brand” your online learning. Do you want to use the organization’s brand and continue it into the program? Or do you want to create a secondary brand that’s used in-house? Either way, you may need to engage your in-house marketing department or an outside consultant to help you design the look and feel of the courses and their rollout. But overall, think about how e-learning is going to change the organization’s “life”: it’s learning that’s easy, effective, and a new and exciting way to meet learning requirements! Consider these aspects as you plan your marketing.