Consequently, "we can benchmark against a decade of surveys, looking at courseware and facilities, and how individual courses affect the organization's performance," says Dr. Chris Hardy, director of Strategic Planning and Learning Analytics, DAU.
Hundreds of thousands of post-training surveys on course quality and instructor effectiveness are completed each year immediately after course completion and 60 days later to assess the effect of the course upon students' job performance and business outcomes.
Key findings indicate that courseware quality is more important for younger learners-who prefer e-learning-and for those with some graduate-level education, than for older learners, who prefer traditional classrooms and effective instructors.
Instructor effectiveness was earmarked for improvement because analysis revealed "a huge relationship between instructor effectiveness and courseware quality.
By comparing benchmarked data, Dr. Hardy
learned that DAU
instructors are more influential at DAU than at other organizations.
Guest speakers triggered higher levels of individual learning, which were reflected later in job impact and business results.
is advancing DAU's capabilities with a new learning analytics team that performs trends analysis across business lines.
"Looking reactively, you don't see the trends," he
"But when analyzing data for things such as graduates vs. return rates, perceived course quality, course location, business unit differences, etc., trends become evident.
Then, their root causes can be identified and any issues can be addressed.
For example, we used Knowledge Advisors' Metrics that Matter software to analyze why distance learning return rates were dropping.
We learned the government shutdown and furloughs had lowered morale," so students weren't completing surveys or attending classes.
Currently, Dr. Hardy
says, "we're connecting the system to the student information system to link business outcomes to training.