ISO/TS 30437:2023
Human resource management — Learning and development metrics
This document provides recommendations on how to measure learning. Since the selection of metrics depends on the reason to measure and the user of the metrics, and since a balanced set of metrics is important to avoid unintended consequences, the document begins with a framework for organizational learning and development (L&D), including five categories of users, four broad reasons to measure and three types of metrics. This framework is then used to recommend 50 metrics organized by user, type of metric and size of organization, and provide a description of each. The document concludes with guidance on reporting metrics, including a description of the different types of reports and guidance on their selection based on the user’s reasons for measuring.
Metrics for both formal and informal learning are included. The guidance is intended for all types of organizations, including commercial and nonprofit, as well as for all sizes. No previous knowledge of L&D metrics is required, although those new to L&D measurement can consult the suggested references on matters of frameworks, metrics and programme evaluation to learn more.
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Foreword
Introduction
1 Scope
2 Normative references
3 Terms and definitions
4 Measurement framework
4.1 General
4.2 Categories of users
4.3 Reasons to measure
4.4 Types of metrics
4.5 Types of reports
5 Recommended metrics
5.1 General
5.2 Senior organization leader
5.2.1 General
5.2.2 Outcome metrics
5.2.3 Effectiveness metrics
5.2.4 Efficiency metrics
5.2.5 Example of a senior leader scorecard
5.3 Group or team leader
5.3.1 General
5.3.2 Outcome metrics
5.3.3 Effectiveness metrics
5.3.4 Efficiency metrics
5.3.5 Example of group leader scorecard
5.4 Head of learning
5.4.1 General
5.4.2 Outcome metrics
5.4.3 Effectiveness metrics
5.4.4 Efficiency metrics
5.4.5 Example of head of learning scorecard
5.5 Programme manager
5.5.1 General
5.5.2 Outcome metrics
5.5.3 Effectiveness metrics
5.5.4 Efficiency metrics
5.5.5 Example of programme manager scorecard
5.6 Learner
5.6.1 General
5.6.2 Outcome metrics
6 Description of recommended metrics
6.1 General
6.2 Active communities of practice
6.3 Active members in communities of practice
6.4 Application of learning (level 3)
6.5 Average formal learning hours
6.6 Budget
6.7 Competency rating
6.8 Completions
6.9 Completion date
6.10 Completion rate
6.11 Cost reduction
6.12 Courses available
6.13 Courses used
6.14 Documents accessed
6.15 Documents available
6.16 FTE in L&D
6.17 Job performance
6.18 Impact (level 4)
6.19 Learning (level 2)
6.20 Objective owner satisfaction (level 1)
6.21 Objective owner expectations met
6.22 Participant reaction (level 1)
6.23 Percentage of courses available by type of learning
6.24 Percentage of employees reached by learning
6.25 Percentage of employees who have completed training on compliance and ethics
6.26 Percentage of employees who participate in formal learning
6.27 Percentage of employees who participate in formal learning by category
6.28 Percentage of employees who participate in informal learning
6.29 Percentage of employees with individual development plans
6.30 Percentage of employees using the learning portal
6.31 Percentage of leaders who have participated in leadership development programmes
6.32 Percentage of leaders who have participated in training
6.33 Percentage of courses developed on time
6.34 Percentage of courses delivered on time
6.35 Performance support tools available
6.36 Performance support tools used
6.37 Reach
6.38 Results (level 4)
6.39 Return on investment (level 5)
6.40 Target audience
6.41 Total cost (organization)
6.42 Total documents accessed
6.43 Total hours used
6.44 Total participants
6.45 Total performance support tools used
6.46 Unique employees in L&D
6.47 Unique hours available
6.48 Unique hours used
6.49 Unique participants
6.50 Unique performance support tool users
6.51 User satisfaction with learning portal (or content)
6.52 User satisfaction with communities of practice
6.53 User satisfaction with performance support tools
6.54 Unique users of content
6.55 Utilization rate
6.56 Workforce competency rate
7 Reporting of metrics
7.1 General
7.2 Senior organization leaders
7.3 Group or team leaders
7.4 Head of learning
7.5 Programme managers
7.6 Individuals
Annex A (informative) Examples of reports
Annex B (informative) Participant estimation methodology
Bibliography
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Foreword
Introduction
1 Scope
2 Normative references
3 Terms and definitions
4 Measurement framework
4.1 General
4.2 Categories of users
4.3 Reasons to measure
4.4 Types of metrics
4.5 Types of reports
5 Recommended metrics
5.1 General
5.2 Senior organization leader
5.2.1 General
5.2.2 Outcome metrics
5.2.3 Effectiveness metrics
5.2.4 Efficiency metrics
5.2.5 Example of a senior leader scorecard
5.3 Group or team leader
5.3.1 General
5.3.2 Outcome metrics
5.3.3 Effectiveness metrics
5.3.4 Efficiency metrics
5.3.5 Example of group leader scorecard
5.4 Head of learning
5.4.1 General
5.4.2 Outcome metrics
5.4.3 Effectiveness metrics
5.4.4 Efficiency metrics
5.4.5 Example of head of learning scorecard
5.5 Programme manager
5.5.1 General
5.5.2 Outcome metrics
5.5.3 Effectiveness metrics
5.5.4 Efficiency metrics
5.5.5 Example of programme manager scorecard
5.6 Learner
5.6.1 General
5.6.2 Outcome metrics
6 Description of recommended metrics
6.1 General
6.2 Active communities of practice
6.3 Active members in communities of practice
6.4 Application of learning (level 3)
6.5 Average formal learning hours
6.6 Budget
6.7 Competency rating
6.8 Completions
6.9 Completion date
6.10 Completion rate
6.11 Cost reduction
6.12 Courses available
6.13 Courses used
6.14 Documents accessed
6.15 Documents available
6.16 FTE in L&D
6.17 Job performance
6.18 Impact (level 4)
6.19 Learning (level 2)
6.20 Objective owner satisfaction (level 1)
6.21 Objective owner expectations met
6.22 Participant reaction (level 1)
6.23 Percentage of courses available by type of learning
6.24 Percentage of employees reached by learning
6.25 Percentage of employees who have completed training on compliance and ethics
6.26 Percentage of employees who participate in formal learning
6.27 Percentage of employees who participate in formal learning by category
6.28 Percentage of employees who participate in informal learning
6.29 Percentage of employees with individual development plans
6.30 Percentage of employees using the learning portal
6.31 Percentage of leaders who have participated in leadership development programmes
6.32 Percentage of leaders who have participated in training
6.33 Percentage of courses developed on time
6.34 Percentage of courses delivered on time
6.35 Performance support tools available
6.36 Performance support tools used
6.37 Reach
6.38 Results (level 4)
6.39 Return on investment (level 5)
6.40 Target audience
6.41 Total cost (organization)
6.42 Total documents accessed
6.43 Total hours used
6.44 Total participants
6.45 Total performance support tools used
6.46 Unique employees in L&D
6.47 Unique hours available
6.48 Unique hours used
6.49 Unique participants
6.50 Unique performance support tool users
6.51 User satisfaction with learning portal (or content)
6.52 User satisfaction with communities of practice
6.53 User satisfaction with performance support tools
6.54 Unique users of content
6.55 Utilization rate
6.56 Workforce competency rate
7 Reporting of metrics
7.1 General
7.2 Senior organization leaders
7.3 Group or team leaders
7.4 Head of learning
7.5 Programme managers
7.6 Individuals
Annex A (informative) Examples of reports
Annex B (informative) Participant estimation methodology
Bibliography