Entries by Will Thalheimer

The Difficulty of Analyzing Comment Questions — And a Solution

As I preach in my workshops on how to create better learner-survey questions (for example my Gold-Certification workshop on Performance-Focused Smile Sheets), open-ended comment questions are very powerful questions. Indeed, they are critical in our attempts to truly understand our learners’ perspectives. Unfortunately, to get the most benefit from comment questions, we have to take […]

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Will Thalheimer Announces The Work-Learning Academy

I’d like to announce that the first certification workshop for my new Work-Learning Academy is almost ready to launch. The first course? Naturally, it’s a course on how to create effective learner surveys—on Performance-Focused Smile Sheets. I’m thrilled—ecstatic really—because I’ve wanted to do something like this for years and years, but the elements weren’t quite […]

Using LTEM to Communicate the Strength of Credentials (and the Effectiveness of Learning)

LTEM, the Learning-Transfer Evaluation Model, was designed as an alternative to the Kirkpatrick-Katzell Four-Level Model of learning evaluation. It was designed specifically to better align learning evaluation with the science of human learning. One way in which LTEM is superior to the Four-Level Model is in the way it highlights gradations of learning outcomes. Where […]

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What Learning Evaluation Metrics are We Using? Indexed by LTEM!

For years, we have used the Kirkpatrick-Katzell Four-Level Model to evaluate workplace learning. With this taxonomy as our guide, we have concluded that the most common form of learning evaluation is learner surveys, that the next most common evaluation is learning, then on-the-job behavior, then organizational results. The truth is more complicated. In some recent […]

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Bob Mager’s Was Only Half Right about Learning Objectives

This is NOT a post about Bob Mager. It is something else entirely. In probably the best video I will ever create, I made the case that learning professionals and learners should NOT receive the same set of learning objectives. The rationale is this: Because objectives are designed to guide behavior, how could one statement […]