ProgramsRegistration & Schedulenew-programsFree Learning Network

About the Programs > Learning Effectiveness Indicator™

Learning Effectiveness Indicator™

If you truly are seeking to enhance your overall effectiveness — either by boosting performance or leveraging potential, then you need to find strategies to unleash potential to perform better across more roles and functions. The core of potential is Learning Effectiveness: quickly learning and applying a lesson from experience.

Everyone is a learner. Our learning patterns range from analyzing all that needs to be done to use a new skill to accessing others who do something well in order to mimic the behavior to trial and error efforts. But, how quickly can you do this and apply the insight to real, everyday challenges? The purpose of the Learning Effectiveness Indicator™ is to identify important dimensions of Learning Effectiveness.

Purchase the Learning Effectiveness Indicator™

Useful Documents

Download the technical report (PDF file), the Sample Report (PDF file) and view an interactive video on effectively using the Learning Effectiveness Indicator™.

The Dimensions

After an extensive review of literature on adult learning with special focus on learning in managerial roles, a list of Effectiveness Dimensions was generated. The dimensions were defined by a panel of learning experts, and the definitions were later shared with a range of managers from all economic sectors (government, non-profit, for-profit, and military) for comment and suggestion. The responses from the expert panel to the pragmatic, real-time manager led to prioritizing the dimensions of Learning Effectiveness that are central to the speed of translating experience into actions. These dimensions are:

Factor Description
Energetic Actively extracts lessons from experience; initiates with others to access their perspectives; seeks feedback; pursues challenges.
Emergent Anticipates outcomes in situations; open to ideas; enjoys novel perspectives; stimulated by ambiguity.
Blended Thinks broadly, seeks divergent perspectives to simulate synthetic thinking; adjusts quickly to changing conditions; seeks "best practices."
Innovative Tests ideas; sees “failed” experiments as information; tries different ways of doing things; asks others for their learning strategies.
Explorative Analyzes for underlying reasons for situations; shows interest in others’ ideas; easily detaches to take perspective.

Since each individual is a learner, the question remained: If an individual is not Learning Effective, what factors are at play that create a Resistance to Learning Effectiveness? The expert panel agreed that each Effectiveness Dimension existed on a continuum, such that some behaviors created Effectiveness Resistance. These are defined as follows:

Passive Uses path of least resistance, cautious, waits for others to share, avoids feedback, prefers the familiar.
Single-Minded Sticks with "what" has happened in a situation; focuses on the present; comfortable with standardization.
Small Scope Comfortable with a general explanation for situations; perfectionistic; prefer simple analysis.
Stabilizer Seeks extensive evidence before acting; has narrow interests; avoids risks; uses a primary tactic when problem-solving.
Explanatory Prefers pragmatic, realistic information as the only source when problem-solving; sticks with answers and unlikely to change point of view; explains rather than asks; quick to decide based on history.

The LEI™ provides your personal scores for the Effectiveness Enablers and Effectiveness Resisters.

Leadership Performance Systems, Inc. owns and publishes the Learning Effectiveness Indicator™.