ISO/TS 30437:2023

ISO/PRF TS 30437
ISO/TC 260/WG 2
Secretariat: ANSI
Date: 2022-12-152023-04-24
Title Human resource management — Learning and development
metrics
Management des ressources humaines — Indicateurs de mesure de l’éducation et développement des
compétences
FDIS stage

Warning for WDs and CDs
This document is not an ISO International Standard. It is distributed for review and comment. It is
subject to change without notice and may not be referred to as an International Standard.
Recipients of this draft are invited to submit, with their comments, notification of any relevant patent
rights of which they are aware and to provide supporting documentation.


A model manuscript of a draft International Standard (known as “The Rice Model”) is available at

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ISO TS30437:2022
© ISO 2022
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ISO/PRF TS 30437:(E)
© ISO 2023
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this
publication may be reproduced or utilized otherwise in any form or by any means, electronic or mechanical,
including photocopying, or posting on the internet or an intranet, without prior written permission. Permission can
be requested from either ISO at the address below or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: + 41 22 749 01 11
EmailE-mail: copyright@iso.org
Website: www.iso.orgwww.iso.org
Published in Switzerland
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ISO/PRF TS 30437:(E)
Contents
Foreword . vi
Introduction . x
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Measurement framework . 2
4.1 General . 2
4.2 Categories of users . 2
4.3 Reasons to measure . 2
4.4 Types of metrics . 3
4.5 Types of reports . 4
5 Recommended metrics . 5
5.1 General . 5
5.2 Senior organization leader . 11
5.2.1 General . 11
5.2.2 Outcome metrics. 11
5.2.3 Effectiveness metrics . 12
5.2.4 Efficiency metrics . 12
5.2.5 Example of a senior leader scorecard . 13
5.3 Group or team leader . 15
5.3.1 General . 15
5.3.2 Outcome metrics. 15
5.3.3 Effectiveness metrics . 15
5.3.4 Efficiency metrics . 15
5.3.5 Example of group leader scorecard . 16
5.4 Head of learning . 17
5.4.1 General . 17
5.4.2 Outcome metrics. 17
5.4.3 Effectiveness metrics . 18
5.4.4 Efficiency metrics . 18
5.4.5 Example of head of learning scorecard . 19
5.5 Programme manager . 22
5.5.1 General . 22
5.5.2 Outcome metrics. 22
5.5.3 Effectiveness metrics . 22
5.5.4 Efficiency metrics . 22
5.5.5 Example of programme manager scorecard . 23
5.6 Learner . 25
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ISO/PRF TS 30437:(E)
5.6.1 General . 25
5.6.2 Outcome metrics. 25
6 Description of recommended metrics . 27
6.1 General . 27
6.2 Active communities of practice . 27
6.3 Active members in communities of practice . 27
6.4 Application of learning (level 3) . 28
6.5 Average formal learning hours . 28
6.6 Budget . 29
6.7 Competency rating . 29
6.8 Completions . 29
6.9 Completion date . 30
6.10 Completion rate . 30
6.11 Cost reduction . 30
6.12 Courses available . 30
6.13 Courses used . 30
6.14 Documents accessed . 31
6.15 Documents available . 31
6.16 FTE in L&D . 31
6.17 Job performance . 32
6.18 Impact (level 4) . 32
6.19 Learning (level 2) . 32
6.20 Objective owner satisfaction (level 1) . 33
6.21 Objective owner expectations met . 33
6.22 Participant reaction (level 1) . 33
6.23 Percentage of courses available by type of learning . 34
6.24 Percentage of employees reached by learning . 34
6.25 Percentage of employees who have completed training on compliance and ethics . 34
6.26 Percentage of employees who participate in formal learning . 34
6.27 Percentage of employees who participate in formal learning by category . 34
6.28 Percentage of employees who participate in informal learning. 35
6.29 Percentage of employees with individual development plans . 35
6.30 Percentage of employees using the learning portal . 35
6.31 Percentage of leaders who have participated in leadership development programmes . 35
6.32 Percentage of leaders who have participated in training . 36
6.33 Percentage of courses developed on time . 36
6.34 Percentage of courses delivered on time . 36
6.35 Performance support tools available . 36
6.36 Performance support tools used . 37
6.37 Reach . 37
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ISO/PRF TS 30437:(E)
6.38 Results (level 4) . 37
6.39 Return on investment (level 5) . 38
6.40 Target audience . 38
6.41 Total cost (organization) . 38
6.42 Total documents accessed . 39
6.43 Total hours used . 39
6.44 Total participants . 39
6.45 Total performance support tools used . 39
6.46 Unique employees in L&D . 39
6.47 Unique hours available . 39
6.48 Unique hours used . 40
6.49 Unique participants . 40
6.50 Unique performance support tool users . 40
6.51 User satisfaction with learning portal (or content) . 40
6.52 User satisfaction with communities of practice . 41
6.53 User satisfaction with performance support tools . 41
6.54 Unique users of content. 41
6.55 Utilization rate . 41
6.56 Workforce competency rate . 41
7 Reporting of metrics . 41
7.1 General . 41
7.2 Senior organization leaders . 42
7.3 Group or team leaders . 42
7.4 Head of learning . 42
7.5 Programme managers . 43
7.6 Individuals . 43
Annex A (informative) Examples of reports . 44
A.1 Scorecards . 44
A.2 Dashboards . 45
A.3 Programme evaluation reports . 45
A.4 Management reports . 48
A.5 Programme management report . 49
A.6 Operations report . 50
A.7 Summary report . 52
Annex B (informative) Participant estimation methodology . 59
Bibliography . 62

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ISO/PRF TS 30437:(E)
1 Scope…………………………………………………………………………………………………………………………….1
2 Normative References……………………………………………………………………………………………………1
3 Terms and Definitions………………………………………………………………………………………………. ….1
4 Measurement framework………………………………………………………………………………….…….….1
4.1  General…………………………………………………………………………………………………………….….1
4.2  Categories of users…………………………………………………………………………………….……….2
4.3  Reasons to measure………………………………………………………………………………………………2
4.4  Types of metrics……………………………………………………………………………………………………3
4.5  Types of reports…………………………………………………………………………….……………….….4
5 Recommended metrics. . …….5
5.1  General ….….5
5.2  Senior organization leader…………………………………………………………….….………….……8
     5.2.1   Outcome metrics………………………………………………………………………….….….….9
     5.2.2   Effectiveness metrics…………………………………………………………………………………9
     5.2.3   Efficiency metrics………………………………………………………………………….…….…….9
5.2.4   Example of senior leader scorecard………………………………………….…….….….10
5.3  Group or team leader………………………………………………………………………………….………11
  5.3.1   Outcome metrics……………………………………………………………………………….….11
         5.3.2   Effectiveness metrics…………………………………………………………………………….11
        5.3.3   Efficiency metrics…………………………………………………………………………….…….12
        5.3.4   Example of group or team leader scorecard…………………………………….…….12
     5.4.  Head of learning………………………………………………………………………………………………….13
  5.4.1   Outcome metrics……………………………………………………………………………….…….13
         5.4.2   Effectiveness metrics………………………………………………………………………….……13
        5.4.3   Efficiency metrics……………………………………………………………………………….….13
        5.4.4   Example of head of learning scorecard……………………………………………………14
    5.5   Program manager………………………………………………………………………….….……….….….16
          5.5.1   Outcome metrics…………………………………………………………………………….….….15
          5.5.2   Effectiveness metrics………………………………………………………………………………16
          5.5.3   Efficiency metrics……………………………………………………………………….….……….16
5.5.4 Example of program manager scorecard……………………………………….………16
      5.6   Learner……………………………………………………………………………………………….…………….17
6   Description of recommended metrics……………………………………………………………….….…….18

7   Reporting of metrics………………………………………………………………………………………….…….……29
     7.1   General……………………………………………………………………………………………………………….29
     7.2   Senior organization leaders………………………………………………………….…………………….29
     7.3   Group or team leaders…………………………………………………………………………………………29
     7.4   Head of learning………………………………………………………………………………………………….29
     7.5   Program managers………………………………………………………………………………………………30
     7.6   Individuals………………………………………………………………………………………………………….30
Annex A (informative) Examples of Reports……………………………………………………….………….31
    Annex B (informative) Participation Estimation Methodology…………………………….…………38
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ISO/PRF TS 30437:(E)

Bibliography………………………………………………………………………………………….………………
…….….41
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ISO/PRF TS 30437:(E)
Foreword
ISO (the International Organization for Standardization) is a worldwide federation of national standards
bodies (ISO member bodies). The work of preparing International Standards is normally carried out
through ISO technical committees. Each member body interested in a subject for which a technical
committee has been established has the right to be represented on that committee. International
organizations, governmental and non-governmental, in liaison with ISO, also take part in the work. ISO
collaborates closely with the International Electrotechnical Commission (IEC) on all matters of
electrotechnical standardization.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for the
different types of ISO documentsdocument should be noted. This document was drafted in accordance
with the editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives).
Attention is drawnISO draws attention to the possibility that some of the elementsimplementation of this
document may beinvolve the subjectuse of (a) patent(s). ISO takes no position concerning the evidence,
validity or applicability of any claimed patent rights in respect thereof. As of the date of publication of
this document, ISO had not received notice of (a) patent(s) which may be required to implement this
document. However, implementers are cautioned that this may not represent the latest information,
which may be obtained from the patent database available at www.iso.org/patents. ISO shall not be held
responsible for identifying any or all such patent rights. Details of any patent rights identified during the
development of the document will be in the Introduction and/or on the ISO list of patent declarations
received (see ).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO -specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to the World
Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT), see
www.iso.org/iso/foreword.html.
This document was prepared by Technical Committee ISO/TC 260 WG2, Metrics.
A list of all parts in the ISO 34000 series can be found on the ISO website, Human resource management.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www.iso.org/members.html.
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ISO/PRF TS 30437:(E)
Introduction
A well-conceived measurement and reporting strategy is necessary to ensure organizational and
individual development processes are managed efficiently and effectively to produce the desired
outcomes. This document provides a framework and the concepts, metrics, descriptions and guidance
necessary to create a basic measurement and reporting strategy.
ISO 30422 – Human resource management – Learning and developmentISO 30422 provides guidance on
a systematic process model for learning and development (L&D) to help managers and others ensure that
learning and developmentL&D occurs in the most efficient and effective way to deliver intended
outcomes. While it includes a clause on evaluation, describing the reasons to measure and the benefits
expected to accrue from measurement, it does not include recommendations for specific metrics or
provide guidance on definitions, purpose or use.
ISO 30422 identifiedidentifies the need to address both individual and organizational outcomes as well
as the efficiency and effectiveness of the learning and development programs. (See Figure 1 fromL&D
programmes (see ISO 30422):2022, Figure 1).


Organizational context
• Strategies, values, goals
• Operating environment
• Workforce planning
• Policies, processes,
practices
Identfiy L&D needs
• Organization
• Group / teams
• Individual
Evaluate L&D effectiveness Plan L&D
and outcomes
• Identify learners and outcomes
• Indivdual competence
• Identify resources
• L&D process efficiency
• Select L&D methods
• Evaluates L&D outcomes
Implement L&D
• Deliver L&D Plan
• Assess learning
...

TECHNICAL ISO/TS
SPECIFICATION 30437
First edition
Human resource management —
Learning and development metrics
Management des ressources humaines — Indicateurs de mesure de
l’éducation et développement des compétences
PROOF/ÉPREUVE
Reference number
ISO/TS 30437:2023(E)
© ISO 2023

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ISO/TS 30437:2023(E)
COPYRIGHT PROTECTED DOCUMENT
© ISO 2023
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting on
the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address below
or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: +41 22 749 01 11
Email: copyright@iso.org
Website: www.iso.org
Published in Switzerland
ii
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ISO/TS 30437:2023(E)
Contents Page
Foreword .v
Introduction . vi
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Measurement framework .2
4.1 General . 2
4.2 Categories of users . 2
4.3 Reasons to measure . 3
4.4 Types of metrics . 3
4.5 Types of reports . 4
5 Recommended metrics . .5
5.1 General . 5
5.2 Senior organization leader . 9
5.2.1 General . 9
5.2.2 Outcome metrics . 9
5.2.3 Effectiveness metrics . 9
5.2.4 Efficiency metrics . 10
5.2.5 Example of a senior leader scorecard . 10
5.3 Group or team leader . 11
5.3.1 General . 11
5.3.2 Outcome metrics . 11
5.3.3 Effectiveness metrics .12
5.3.4 Efficiency metrics .12
5.3.5 Example of group leader scorecard .12
5.4 Head of learning . 13
5.4.1 General .13
5.4.2 Outcome metrics .13
5.4.3 Effectiveness metrics .13
5.4.4 Efficiency metrics . 14
5.4.5 Example of head of learning scorecard . 15
5.5 Programme manager . 16
5.5.1 General . 16
5.5.2 Outcome metrics . 17
5.5.3 Effectiveness metrics . 17
5.5.4 Efficiency metrics . 17
5.5.5 Example of programme manager scorecard . 17
5.6 Learner . 18
5.6.1 General . 18
5.6.2 Outcome metrics . 19
6 Description of recommended metrics .20
6.1 General . 20
6.2 Active communities of practice . 20
6.3 Active members in communities of practice. 21
6.4 Application of learning (level 3). 21
6.5 Average formal learning hours . 21
6.6 Budget.22
6.7 Competency rating . 22
6.8 Completions . . 22
6.9 Completion date . 22
6.10 Completion rate .22
6.11 Cost reduction . 22
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ISO/TS 30437:2023(E)
6.12 Courses available . 23
6.13 Courses used . .23
6.14 Documents accessed . .23
6.15 Documents available .23
6.16 FTE in L&D .23
6.17 Job performance . 23
6.18 Impact (level 4) . 24
6.19 Learning (level 2) . 24
6.20 Objective owner satisfaction (level 1) . 24
6.21 Objective owner expectations met . 25
6.22 Participant reaction (level 1) . .25
6.23 Percentage of courses available by type of learning . . 25
6.24 Percentage of employees reached by learning . 25
6.25 Percentage of employees who have completed training on compliance and ethics .26
6.26 Percentage of employees who participate in formal learning . 26
6.27 Percentage of employees who participate in formal learning by category .26
6.28 Percentage of employees who participate in informal learning . 26
6.29 Percentage of employees with individual development plans . 26
6.30 Percentage of employees using the learning portal . 26
6.31 Percentage of leaders who have participated in leadership development
programmes . . . 27
6.32 Percentage of leaders who have participated in training . 27
6.33 Percentage of courses developed on time . 27
6.34 Percentage of courses delivered on time . 27
6.35 Performance support tools available. 27
6.36 Performance support tools used .28
6.37 Reach .28
6.38 Results (level 4) .28
6.39 Return on investment (level 5) .28
6.40 Target audience .28
6.41 Total cost (organization) .29
6.42 Total documents accessed . 29
6.43 Total hours used .29
6.44 Total participants . .29
6.45 Total performance support tools used .29
6.46 Unique employees in L&D . 30
6.47 Unique hours available .30
6.48 Unique hours used . 30
6.49 Unique participants.30
6.50 Unique performance support tool users .30
6.51 User satisfaction with learning portal (or content) .30
6.52 User satisfaction with communities of practice . 31
6.53 User satisfaction with performance support tools . 31
6.54 Unique users of content . 31
6.55 Utilization rate . 31
6.56 Workforce competency rate . 31
7 Reporting of metrics .31
7.1 General . 31
7.2 Senior organization leaders . 32
7.3 Group or team leaders . 32
7.4 Head of learning . 32
7.5 Programme managers . 32
7.6 Individuals . 32
Annex A (informative) Examples of reports .33
Annex B (informative) Participant estimation methodology .42
Bibliography . 44
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ISO/TS 30437:2023(E)
Foreword
ISO (the International Organization for Standardization) is a worldwide federation of national standards
bodies (ISO member bodies). The work of preparing International Standards is normally carried out
through ISO technical committees. Each member body interested in a subject for which a technical
committee has been established has the right to be represented on that committee. International
organizations, governmental and non-governmental, in liaison with ISO, also take part in the work.
ISO collaborates closely with the International Electrotechnical Commission (IEC) on all matters of
electrotechnical standardization.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for the
different types of ISO document should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives).
ISO draws attention to the possibility that the implementation of this document may involve the use
of (a) patent(s). ISO takes no position concerning the evidence, validity or applicability of any claimed
patent rights in respect thereof. As of the date of publication of this document, ISO had not received
notice of (a) patent(s) which may be required to implement this document. However, implementers are
cautioned that this may not represent the latest information, which may be obtained from the patent
database available at www.iso.org/patents. ISO shall not be held responsible for identifying any or all
such patent rights.
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to
the World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT), see
www.iso.org/iso/foreword.html.
This document was prepared by Technical Committee ISO/TC 260, Human resource management.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www.iso.org/members.html.
v
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ISO/TS 30437:2023(E)
Introduction
A well-conceived measurement and reporting strategy is necessary to ensure organizational and
individual development processes are managed efficiently and effectively to produce the desired
outcomes. This document provides a framework and the concepts, metrics, descriptions and guidance
necessary to create a basic measurement and reporting strategy.
ISO 30422 provides guidance on a systematic process model for learning and development (L&D) to
help managers and others ensure that L&D occurs in the most efficient and effective way to deliver
intended outcomes. While it includes a clause on evaluation, describing the reasons to measure and
the benefits expected to accrue from measurement, it does not include recommendations for specific
metrics or provide guidance on definitions, purpose or use.
ISO 30422 identifies the need to address both individual and organizational outcomes as well as the
efficiency and effectiveness of the L&D programmes (see ISO 30422:2022, Figure 1).
Figure 1 — Learning and development process
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ISO/TS 30437:2023(E)
This document follows that guidance by focusing on three types of metrics (efficiency, effectiveness
and outcome) deployed over five categories of user (senior organization leader, group or team leader,
head of learning, programme manager and individual) to measure learning. This framework is used to
provide specific guidance on how to measure L&D, including recommended metrics by user and by size
of organization. A list of recommended metrics and an example of their use in a scorecard are provided
for each user. In total, more than 50 metrics for formal and informal learning are described, including
formulae and worked-out examples where appropriate. Guidance is also provided for selecting the most
appropriate report to share the metrics. Four types of reports are described and illustrated by example,
including scorecards, dashboards, programme evaluation reports and management reports.
NOTE Small-to-medium organizations will possibly not have a dedicated learning department or head of
learning. Instead, there could be one or more employees throughout the organization with responsibility for
learning.
This document also incorporates guidance from ISO 30414. All eight of the learning-related metrics
from ISO 30414 are included.
Detailed guidance on the limited number of learning-related metrics from ISO 30414 can be found in
ISO/TS 30428. The L&D metrics described in ISO/TS 30428 are included in this document but greater
detail is provided in ISO/TS 30428.
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TECHNICAL SPECIFICATION ISO/TS 30437:2023(E)
Human resource management — Learning and
development metrics
1 Scope
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.
2 Normative references
The following documents are referred to in the text in such a way that some or all of their content
constitutes requirements of this document. For dated references, only the edition cited applies. For
undated references, the latest edition of the referenced document (including any amendments) applies.
ISO 30400, Human resource management — Vocabulary
ISO 30414, Human resource management — Guidelines for internal and external human capital reporting
ISO 30422:2022, Human resource management — Learning and development
3 Terms and definitions
For the purposes of this document, the terms and definitions given in ISO 30400, ISO 30414 and
ISO 30422 and the following apply.
ISO and IEC maintain terminology databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at https:// www .electropedia .org/
3.1
programme
course or series of courses with similar learning objectives designed to accomplish an organizational
objective or need
Note 1 to entry: Programmes can include different types of learning, such as instructor-led, e-learning and
informal learning. For example, a programme to improve leadership could begin with some e-learning to convey
basic concepts, continue with an instructor-led course to discuss and role-play and end with the provision of
performance support tools and coaching.
1
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ISO/TS 30437:2023(E)
4 Measurement framework
4.1 General
In the case of L&D, there are multiple users of the metrics, multiple reasons to measure, more than 100
[9]
possible metrics and multiple ways to share the selected metrics. This document shares one possible
framework to facilitate understanding, selection and reporting of metrics. It also provides a common
basis for co
...