Wrong questions generate useless learner feedback claims Scott Bradbury podcast

One of the biggest mistakes learning and development professionals make when collecting learner feedback is not being clear about how they are going to use the data to make improvements, according to the podcast conversation. Knowing why you’re collecting the data in the first place and what you are seeking to achieve must be the starting point for designing any learner feedback questionnaire, points out Chris Wigglesworth, who founded CourseCheck, in 2013. 

With more than a decade’s experience of helping HR and learning professionals to gather, collate and analyse their learners’ feedback, Chris shares examples of good and poor practice, including the downsides of using subjective and star-rating type questions, which deliver relatively useless information.  

Chris reminds the listener why it’s so important to use impact-orientated questions which deliver valuable information for stakeholders and data on how the learning experience is making a difference. “We need to ask questions geared towards the outcomes, it’s all about what the learners are going to do differently as a result of the training”, explains Chris.  

Catherine de Salvo, Managing Director of Scott Bradbury comments, “We all think we know how to write learner feedback questionnaires but it takes a lot of thought to do it well. Chris shares some extremely valuable advice and this interview makes a great addition to our Quick Wins series of podcasts for learning and development professionals.” 

The Quick Wins podcast, ‘Using Learning Feedback to Drive Improvement’ and its accompanying 4-minute guide, is available from the Scott Bradbury website at https://www.scottbradbury.co.uk/what-we-do/podcasts-quick-wins/.

Contacts
CourseCheck
Chris Wigglesworth 
[email protected] 
www.coursecheck.com