People learn from two different sources. They learn when they are presented with information and they learn from instruction. Information simply provides data about an event, about something or about someone. Instruction is when a learner is guided or assisted to learn some information or skill. Most information, however, can be improved by adding instructional design techniques to the information to assist the learner in learning the information more effectively. Some information will not benefit from instruction design techniques. It was just meant to inform.

For example information about the latest airplane crash is provided through various information media channels, such as newspaper, radio and television. Not much instructional design went into the creation of these presentations, although there is a fair amount of 'motivation' built into their delivery. On the other hand, information about an historical event could be advanced through instructional design techniques. The information could be related to other events during the same period, motivation could be provided to ensure history does not repeat itself, the information could be broken down into several other steps or events, it could be compared to a similar event which had a different outcome, etc. These techniques will improve the possibility of learning.

But how do we know when learning has occurred? Learning has occurred when the learner's performance has improved. Most organizations measure performance of the students through the test results of the course tests. Course test results are a small indicator of any possible performance improvement. The best measure is how well the information or skill can be applied to the non-classroom situation. For example, if an employee attends a 'Call Centre' training course and that person scored high on the course tests, this is small indicator of whether or not learning has occurred. If that same person has a measurable increase in the amount of successful calls, then that is the better indicator. The on-the-job results are the true indicators that performance has improved and therefore that learning has occurred. On the other hand, if the amount of successful calls has decreased or remained the same, then this is an indicator that learning has not occurred.

Instruction should be implemented with the main objective of improving an individual's performance. This improved performance will allow the learner to bring benefits to the organization. It is surprising that organizations implement a learning strategy with no consideration for performance improvement or performance improvement measurement. Some courses of instruction do not even include tests. While I do not agree with the course tests as a prime indicator of the learning that occurred, it does provide a certain amount of motivation and a small indication that learning has occurred. Testing and assessment is a whole complex subject on its own, and requires lot of experience and practice to perfect. Some tests are designed so poorly, that what they are actually testing is not how well the learner has learned the content, but how to take a test.

How do measure the success of instruction? The first measurement could be the results of the test scores. These scores can be tracked and observed by the individual and by the course. The next, more important, measurement is the direct performance results. These results should also be tracked by the individual and by the department. It may be difficult to isolate the direct impact of the training, however. Other external events could also impact the individual's performance and could skew the observation. The learner may have been doing their own research and study; they may now have more experience; etc. This is why the measurement should include past performance, current performance, performance of the individual, and performance of the department and any other statistical approach. All of these measurements can be compiled and compared with the results of the course tests to provide a good indicator of the effects of the instruction.

So, when implementing an organization learning strategy, it is important not to focus on the amount of training course that are being offered and taken. The true measurement of effective training is whether or not learning has occurred and whether or not the individual learner's performance has improved. This will ensure that business value is being provided by the instruction.