Top 6 Ways To Assess Employee Skills and Competencies ELearning Industry

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By Sergey Menshikov
March 26, 2017  0
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CORPORATE ELEARNING
Top 6 Ways To Assess Employee Skills

And Competencies
In this article you will nd a few ways how you, as an HR manager, can use to learn more
about abilities of your staff and be ready for different situations.
https://elearningindustry.com/top-6-ways-assess-employee-skills-and-competencies 1/16
How To Assess Employee Skills

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Corporations have to adapt fast to the changing environment; so do the employees of those
companies. To make the change smooth, HR managers should know precisely what skills the
company’s staff already have and what competencies they are lacking. Based on this
information, they can organize trainings and seminars - to ll the gaps in the knowledge
and skills. Here are just a few ways you, as an HR manager or business owner, can assess
employee skills and competencies.
1. Give Your Employees A Test
This is pretty traditional and ef cient way to assess technical and theoretical knowledge.
However, such tests are conducted in the “laboratory” conditions, so they do not give the
precise picture whether the employee will be able to use the knowledge in real life or not.
Use such test, but only occasionally - otherwise, you might be disappointed once it comes
to more realistic conditions.
2. Ask To Prepare Self-Assessment
You can send your personnel a questionnaire which they should ll in by themselves. On
the one hand it shows not only their abilities, but also their self-perception. On the other
hand, you might not bene t from such a subjective point of view in either way: Βe their
evaluation too optimistic or to pessimistic. Thus, this method should be used in
combination with some other, more objective one.
3. Get Feedback From The Teams
There is some subjectivity in what the team members would say, but it is for sure more
objective rather than just relying on the opinion of one person! Ask employees to share
their feedback on each other’s performance (make sure it does not go personal!) and see if
each of them can do his job on a high level.
4. Put Them In Real Situations
The most ef cient way to train and assess skills - nothing can be better than practice. But
what if you simply cannot risk and leave the “testing” until the time comes. What if in this
real time conditions, your employee fails? Can you take up this risk? To make sure that your
employees are able to perform the task it is safer to start with other methods. However, if
you are sure in high quali cations of your staff, you can put them in real life conditions to
challenge them and check their pro ciency.
5. Let Them Play A Business Game
Current trend of gami cation penetrated various aspects of our lives. Nowadays not only
children play the games, and many games have not only function of entertainment, but also
serve professional goals and are created for adults.
6. Ask For Clients’ Feedback
One type of the real life situation testing. The difference is that you assess the actions after
they have been performed. It is a good way not only to see how your employee works, but
also to communicate with the client and learn more about his/her needs. Use this great
opportunity, but make sure that your staff already have suf cient skills to be tested with
this method.
Final Word
It is up to each organisation to choose the best method. Normally, the combination of a few
of them would be a great set. Depending on the skill that you need to test and the
conditions (time, resources, etc) you are in - you can choose one of the methods offered
above or share with us the method that you are practicing.
 READ THE COMMENTS 47

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By Jos Arets
October 29, 2017  0
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CORPORATE ELEARNING
5 Myths About 70:20:10

Internationally there are all kinds of discussions about the sense and nonsense of 70:20:10.
The number of links is almost in nite and, in almost every language, there is something to
be found.
Discussions About 70:20:10
Typical patterns of these discussions again and again refer to the same so-called nonsense
of 70:20:10, such as:
70:20:10 is a learning model or a theory of learning;

The ratio of 70:20:10 is xed;
It is not based on solid research because ... and then, again, The Centre for Creative
Leadership’s research from 1996 was with a small group of US executives;
70:20:10 is an intervention matrix, where all learning activities have to be put in the three
categories;
70:20:10 is applicable in regular education and in the world of corporate learning (L&D).
How Informed Is This Discussion?
All of the above thoughts about 70:20:10 can be all rejected in a de nitive book about
70:20:10. This book was written based on Tulser's experience and practice in the
Netherlands, and on experiences gathered across the world. This book is now available in
Dutch, English and Korean and has been bought globally.
This ’70:20:10 Towards 100% Performance’ book describes the 70:20:10 methodology as a
contribution to enhancing L&D practices in the world of organizational learning by
expanding, renewing, and consistently connecting to the core business of organizations. It is
at the core of a performance-oriented approach, which will lead to a measurable business
impact for L&D.
Of course, neither the book nor the 70:20:10 Institute, are against formal learning, the 10. In
our view, formal and informal learning in the world of corporate and organizational learning
reinforce each other. But it is important to design any formal learning that is necessary as
part of a business solution on rigorous evidence-based principles. In our practice, we see
that this is often not the case. This is reinforced in this book by Clark Quinn.
The eld of informal learning is still an open one, because there has not been enough
research in the eld that is evidence-based. The exceptions are the domains of
performance support and the demonstration of correlation between experience and
deliverables. For instance, the many studies in medicine repeatedly show that experience
leads to less complications, rework and mortality. This link provides a meta-analysis of that
evidence.
There has also been signi cant (international) research on the time that people in
organizations spend on formal and informal learning. This insight into the economic
approach to learning in organizations is extremely informative with clear lessons for our
profession. Andries de Grip offers an excellent overview of the power of informal learning.
More recent studies show a shift in percentages of time people spend in formal and
informal learning. This is completely in line with the baseline of the 70:20:10 reference
model. Not in exact percentages, of course, but in underlying principles. Everyone
understands that Pareto's 80:20 ratios is a principle that remains unchanged if the
percentages do not exactly match 80:20. The same is true of 70:20:10. Even the initial Centre
for Creative Leadership studies showed different rations with different groups.
Many people in the world of L&D realize that it is more effective if their solutions include
more than offering formal learning interventions. With 70:20:10, we have developed a
reference model with a concrete methodology and a multitude of solutions. Our goal is to
strengthen L&D structurally and to further develop the 70:20:10 playing eld with anyone
who wants to join. Of course, we are open to work with a variety of researchers to develop
evidence-based solutions.
Of course, we also work with a variety of researchers to develop evidence-based solutions.

Let's take a look at the following myths:
1. Every Professional Learns According To 70:20:10
See the book in which 70:20:10 is described as a reference model aimed at strengthening
L&D in the world of organizational learning and expanding services with measurable
business impact. So, for us, 70:20:10 is not an intervention matrix, and the ratio is not
prescriptive. Nor is it our idea that 70:20:10 should form the basis for the formal education
system.
Confusion often occurs regarding whether 70:20:10 should also provide guidance for formal
training. A good example of this is, for instance, the fact that, during his/her initial
development, a surgeon will follow a formal education program rather than gaining
professional knowledge in the 70 through experimenting and learning from experience. Of
course, the 70 includes a wide range of activities to work better (learning) and it is not the
intention of the 70:20:10 reference model that surgeons should only learn through
experience or experiment. This example is unfortunate when arguing against informal
learning. Medical specialist training includes a strong and comprehensive practical
component (70 and 20) to improve working, see Chapters 7 and 8 in Duvivier's dissertation
(2012): Or, said differently, it has been found effective that a signi cant part of formal
education for doctors and medical specialists takes place in practice.
2. 70:20:10 As An Ideal Label
Of course, 70:20:10 may not be an ideal label. However, the principle is too important to
ignore in the world of organizational learning.
From a variety of sources, L&D’s focus is around 80-100% on formal learning (learning apart
from work), see ATD State and Industry Reports and or Towards Maturity benchmark studies.
For L&D then, it’s a challenging task to also make a relevant contribution to informal
learning (learning during work). We know that learning in organizations extends beyond the
offer of formal learning and, speci cally, onto the playing eld of informal learning and
work, where new opportunities for L&D arise. Who can resist that challenge?
3. Formal Learning And Training Is Only 10% And Therefore Useless
There is often a suggestion that a 10% spend on formal learning is too little. As explained
earlier, the numbers are not meant to be taken literally. However a Dutch study showed that
workers spend more than 1800 hours per year working in a full-time employment and a 36-
hour working week. If the 70:20:10 ratio were to be taken literally, and assuming that all
work provides a learning experience, it would mean that workers need to spend about 180
hours per year on formal learning. However, the CBS believes in practice that employees
spend 35 hours a year on formal learning activities.
The suggestion that the 70:20:10 reference model works against formal learning is simply
incorrect. There is certainly a shift of learning and a greater focus during and around work,
but that is not at the expense of formal learning.
As demonstrated by De Grip's research, formal learning reinforces informal learning.

Therefore, it is certainly useful to design and execute formal learning interventions
effectively – and (in the world of corporate and organizational learning) to connect all
learning with the core business of the organization.
4. There Are 3 Types Of Professional Learning (70, 20 And 10)
For us, 70:20:10 is not an end in itself. At the 70:20:10 Institute we see it as a movement that
is open to other approaches and (theory) formation. 70:20:10 is described in our book as the
Droste effect: during 70 activities and learning you can also do 10 and 20 activities and vice
versa. Of course, people might work and, at the same time, follow a MOOC, watch an
instructional video, carry out eLearning or read a work-related article. All of these activities
might be considered in the 10. The same principle applies to co-operation (20) or practical
simulations (often part of 70) within the 10.
5. 70:20:10 Highlights An L&D Problem
As mentioned in the myth 2 response, L&D's offerings in the corporate world are dominated
by 10 solutions. However, with this approach, L&D leaders often face a problem, or
challenge, because it is very important to be connected with the core business and to play
an active role in supporting better performance. In the corporate world, L&D often nds it
dif cult to demonstrate business impact with 10 solutions. That's why it's up to us as a
profession to tackle the challenge. The 70:20:10 methodology makes this possible.
What Does The Model Deliver?
The bene ts of the 70:20:10 reference model include:
Better connection of L&D services with core business objectives;

Opportunities to extend and renew L&D services;
Improved ability to demonstrate measurable business impact.
Often, Self Directed Learning (SDL) is mentioned as a bene t for L&D. However, this is not
always an advantage and also not in line with reality. An excellent blog by Mirjam Neelen
and Paul Kirschner (2017) provides a good overview of the SDL concept, along with the
possibilities and limitations of application of this concept in organizations.
And Last But Not Least
We invite everyone from the world of HRD, L&D, HR business partners, managers and other
interested parties to work with us and explore more deeply the possibilities and limitations
of the application of 70:20:10.
For us, 70:20:10 is not the ideal label, but it is the logical basis for re-structuring L&D and
aligning with the core business of organizations. The importance of this will only increase in
the present knowledge economy, where knowledge is no longer limited to following formal
training and eLearning. So let's move forward together, instead of conducting insuf ciently
informed discussions about a label named 70:20:10. The underlying principles – the
extension of services, the connection with the core business, and the improved business
impact - are too important for our professions to ignore.

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By Kurtis Brase
October 29, 2017  0
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ELEARNING MARKET
4 Fascinating Writing Tactics To Help

Your Business Grow
High performing organizations leverage speci c writing tactics to improve their marketing
efforts. In this brief article, we will explore 4 fascinating writing tactics that dramatically
improve the clarity and quality of content.
Writing Tactics To Help Your Business Grow And Thrive: 4 Useful Practices
High performing organizations use certain writing tactics to advantage their marketing
achievements. Here, we will explore 4 useful writing tactics that can de nitely better not
only the clarity, but also the quality of content as well.
1. Varied Sentence Length
If you take a moment to review spectacular business pieces, one common theme you will
notice is varied sentence length. Varying the amount of words per sentence reduces the
choppiness and drives clarity by alloying readers to interpret your words more dynamically.
Most writers clump together many sentences of similar size, which dramatically decreases
an article’s readability. Each paragraph should contain a similar usage of short and long
sentences.
Depending on the purpose for your writing, it may also be helpful to deploy lists, and other
forms of displaying information, especially for sales and marketing compositions.
You may be asking yourself just where can I nd an example of this tactic? Besides counting
the number of words used in competitor’s compositions, you will nd an extraordinary
usage of the tactic within ction novels. In the context of storytelling, writers will naturally
vary the length of their sentences to separate ideas, and provide a break point between
character dialogues. As made popular by marketers today, you may also look to employ
storytelling by telling the story behind your team, product, or service!
2. Conciseness
An often-overlooked writing tactic is to condense sentences. Most sentences can be

shortened, or re-written to convey the same idea with less words. "Fluff", as most readers
would call it, presents itself when writers are required to write a certain length or
demonstrate their grammar and vocabulary.
Readers appreciate concise writing because anything else seems to be a waste of time. The
last thing you want to do while writing is to make readers feel like they are wasting their
time!
This tactic is remarkably easy to employ, and can be done after initial drafts are complete.
Most writers opt to remain mindful of length, though you may also revisit the composition
while proofreading to reduce unnecessary words. Try to remove any super uous words, as
they offer little value to readers, and reduce your credibility as a reader.
3. Value Orientation
Every time you begin to write something for your business, remind yourself of the value
behind what your describing or trying to sell. This is especially important for businesses
with intangible offerings like services or digital products, as customers will subconsciously
build the case to purchase your offering. Tools like active voice can also help prospective
customers lean towards buying.
Making articles value-centric also provides readers with an opportunity to learn, not just
consume information. As a business owner, when I write my essay it should always be
centered around value, that way I can clearly understand the bene t of pushing it out to my
network, and using resources to market it.
4. Grammar
Many writers possess a diverse vocabulary; however, the best master grammar. Every
writer’s independent style is unique and should be cherished, though there is much to gain
by paying attention to grammar.
Known as the system and structure of language, grammar can also be used as a tool to
convey complex ideas in simple, easy to digest concepts which naturally ow from one
point to the next. Similar to our other fascinating writing tactics, paying close attention to
grammar will become second nature with practice, and can be leveraged in any scenario
imaginable.
These 4 tactics are among the easiest for writers to quickly add to their tool-set to improve
composition quality. The most challenging aspect is to consciously use them while
maintaining focus on the core purpose of your piece. Over time you will nd each of these
fascinating tactics will dramatically improve your business writing effectiveness and drive
conversions across the board.
Writing in marketing is very important, and the entire business wouldn’t function without it.
They highly depend on one another, because the writing part of the job is what connects
the various parts of the department, and allows them to help each other, and work together
in order for their project to function smoothly, and be a success. Being a successful writer in
the marketing world is bene cial because, the job is entirely based on copy-writing.

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11/16/2017 Top 6 Ways To Assess Employee Skills And Competencies - eLearning Industry

Top 6 Ways To Assess Employee Skills

How To Assess Employee Skills

ARTICLES  PRESS RELEASES  EVENTS  DIRECTORY

1. Give Your Employees A Test

2. Ask To Prepare Self-Assessment

3. Get Feedback From The Teams

4. Put Them In Real Situations

5. Let Them Play A Business Game

6. Ask For Clients’ Feedback

 READ THE COMMENTS 47

5 Myths About 70:20:10

4 Fascinating Writing Tactics To Help Your Business Grow

4 Common Pitfalls Of Redesigning Your eCommerce Website

6 Ways To Use Microlearning In Customer Service Online Training

8 Tips To Create Flexible Online Training Courses

eLearning Assessment eLearning Feedback Employee Performance Training Evaluation

5 Myths About 70:20:10

Discussions About 70:20:10

70:20:10 is a learning model or a theory of learning;

How Informed Is This Discussion?

Of course, we also work with a variety of researchers to develop evidence-based solutions.

1. Every Professional Learns According To 70:20:10

2. 70:20:10 As An Ideal Label

3. Formal Learning And Training Is Only 10% And Therefore Useless

As demonstrated by De Grip's research, formal learning reinforces informal learning.

4. There Are 3 Types Of Professional Learning (70, 20 And 10)

5. 70:20:10 Highlights An L&D Problem

What Does The Model Deliver?

The bene ts of the 70:20:10 reference model include:

Better connection of L&D services with core business objectives;

And Last But Not Least

 READ THE COMMENTS 212

4 Fascinating Writing Tactics To Help

1. Varied Sentence Length

An often-overlooked writing tactic is to condense sentences. Most sentences can be

 READ THE COMMENTS 13

The best collection of eLearning

Articles Press Releases Events Directory Jobs

Promote Your LMS

About Terms Of Use Privacy Policy Contact Support Advertise

ELEARNING INDUSTRY IN FRENCH

© 2011–2017 eLearning Industry.

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