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Four funerals and one wedding

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About the power of Human Performance Improvement interventions to set the stage for measurable impact for learning in organizations.

About the power of Human Performance Improvement interventions to set the stage for measurable impact for learning in organizations.

Published in: Business

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  • 1. ASTD 2008 International Conference & ExpositionSession TU121 –HPI in love with Informal Learning:Four Funerals and a WeddingJos Aretsarets@bnote.nlVivian Heijnenheijnen@bnote.nl| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |Session Learning Objectives:1. Apply HPI in organization context2. Use the tips and tricks to design andimplement informal learning designs withHPI-inside.
  • 2. AgendaAgenda1. Informal learningFuneral I & IIFuneral I & IIFuneral I & IIFuneral I & II2. HPIFuneral IIIFuneral IIIFuneral IIIFuneral III| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |Funeral IIIFuneral IIIFuneral IIIFuneral III3. Social software / Web 2.0Funeral IVFuneral IVFuneral IVFuneral IV4. The Wedding?
  • 3. At work 21At work 21stst centurycenturythink to be productivethink to be productiveThe most important contributionmanagement needs to make in the| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |management needs to make in the21st century is to increase theproductivity of knowledge work andknowledge workers. It is on theirproductivity, above all, that the futureprosperity and indeed the futuresurvival of the developed economieswill increasingly depend.Peter Drucker
  • 4. Smart enterpriseSmart enterprise‘A smart enterprise is a high-performing organization thatallows knowledge and capabilities, enabled by technology,to grow and flow freely across departmental, geographical,or hierarchical boundaries, where it is shared and madeactionable for the use and benefit of all. ‘| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |actionable for the use and benefit of all. ‘– Focus on knowledge and application– Effective use of technology– Systematic and dynamic approach– An emphasis on both individuals and teams– A performance foundationMarc Rosenberg (2006)
  • 5. Informal learningInformal learning•• Learning = adaptation = stay currentLearning = adaptation = stay current•• Learning takes place in social networksLearning takes place in social networks•• Context = kingContext = kingSearchingSharing| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |ReferencingConversationsModelingFeedbackCollaborating
  • 6. ••PersonalPersonal••JustJust--inin--timetime••CustomizedCustomized••More relevanceMore relevanceInformal learningInformal learning| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |••More relevanceMore relevance••More credibilityMore credibility••Learner = more motivatedLearner = more motivated••Learner = open for learningLearner = open for learning
  • 7. FormalFormallearninglearning| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |InformalInformallearninglearning
  • 8. | © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |
  • 9. FuneralFuneral II| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |Separate formal and informal learningSeparate formal and informal learning
  • 10. FormallearningPerformancesupport| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |In context learningInformal learning
  • 11. Spending/Outcomes ParadoxSpending/Outcomes Paradoxcorporate trainingcorporate training| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |However, there is no research to back up the amount of money spent on informal and formal learningin the above chart. The numbers were simply pulled out of thin air (Cross, 2007).
  • 12. workworkworkTrainingTraining -- separated from workseparated from workwork work worklearning| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |searching referencing collaboratingtraintrainLance Dublin, 2007
  • 13. "Executives don’t want learning; they want execution.”They want performance. Companies use it to:- Improve knowledge worker productivity 20% - 30%- Increase sales by Google-izing product knowledgeInformal learningInformal learning| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |- Generate fresh ideas and increase innovation- Reduce stress, absenteeism, and healthcare costs- Increase professionalism and professional growth- Cut costs and improve responsiveness with self-servicelearning“ Jay Cross, informal learning 2006
  • 14. FuneralFuneral IIII| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |Separate work and trainingSeparate work and training
  • 15. ““Human Performance ImprovementHuman Performance Improvementis a systematic and systemic approach to improvingis a systematic and systemic approach to improvingperformance using performance analysis, causeperformance using performance analysis, causeanalysis, and intervention selection to improve bothanalysis, and intervention selection to improve bothproductivity and competencies of employees.productivity and competencies of employees.Human performance technologists take onHuman performance technologists take on| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |Human performance technologists take onHuman performance technologists take onconsulting roles and help their clients identifyconsulting roles and help their clients identifybarriers that hamper performance, selectbarriers that hamper performance, selectinterventions to remove those barriers, and createinterventions to remove those barriers, and createmeasurable goals in determining the success of themeasurable goals in determining the success of thedesired performance.”desired performance.”
  • 16. HPIHPI--processprocessCChhaannggeeMMCChhaannggeeMM• Determinebusiness goals• Articulaterelationshipto humanperformanceDesiredperformancestate• Knowledge• Motives• Physical Resources• Structure/Process• Information• Wellness• Type of root cause• Match interventions• RecommendationsBusiness Analysis CauseAnalysisPerformanceAnalysisInterventionSelectionGapGap| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |MMaannaaggeemmeennttMMaannaaggeemmeennttperformanceActualperformancestate• Wellness• Manage the project• Help the organization to adapt to thechanges• Gather formative evaluation data• Formative evaluation• Summative evaluationInterventionImplementationEvaluationof Results
  • 17. Continuingperformanceimprovementcustomerserviceonteam/performerlevel•Measurements current situation•Management: desired situation•Performance gap•Root cause analyses (performance barriers)• Action plan (solutions)•In small teams implementation action plans• Support management and external coach• Learning on the job• Additional skillsFinancialObjectivesInternalProcessesChange &GrowthVoice of theCustomerVision&StrategyBusiness ResultsContinuingperformanceimprovementcustomerserviceonteam/performerlevel• Additional skills•Evaluation• Measurements - best and bad practices• Gap closed?• Additional actions required• Recommendations•Additional actions taken•From project to routine
  • 18. functionalities/structure Performance management systemStrategyorganizationresults design management| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |Standards, ergonomicsDesign process (steps)Outputs performer clearProcess results alignedto client demandsprocessperformer ☺Knowledge, feedbackManaging white spaces
  • 19. Vision and goals customer service communicated in team?checklist A Operational managementCustomer service values determined by team?SWOT customer service team level?| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |Barriers customer service known by professionals and project organization?Best practices customer service known by professionals and project organization?Best performers known by professionals?Bad practices customer service known by professionals and project organization?Job criteria customer service known by and visible for professionals?Competencies customer service used for improvement and monitoring?
  • 20. Measurement system in use to monitor customer service improvements?Monitoring individual improvement via HRM cycle?Peer review customer service in use?Checklist B Operational management| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |Current versus – performance customer service determined?Root causes determined?Peer review customer service in use?Customer service on agenda team meetings?Action plan customer service known professionals and project organization(commitment)?Action plan customer service in action?
  • 21. Example performancegaps & barriersExample performancegaps & barriers• Mistakes (2-3 times a week)• Complains customersabout standards care(2-3 times a week)Performance gap Performance barrier•Unclear standards• No formal standardin documents• Diversity materialsSolution• Learning in de workplace• Job aid produced andintroduced| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |• Unansweredphone calls10-15 times a day• Customer unsatisfied:outside activity – 10-10•Responsibilities unknown•Job description unclear• Infrastructure•Understaffed receptionin the morning•Insufficient volunteersavailable• Insufficient resources(wheelchairs)Information• Responsibilities renewedand communicated• New secretarial supporthired• Wheelchairs sponsored bycommunity• Recruit campaign forVolunteersProcedure information
  • 22. Example action planExample action planSolution• Job aid produced andintroduced• Learning in workplaceAction planWho:3 teammemberssubject matterexpertsWhen1-5-2008• Preparation workgroup prototype• Test and commitment team andmanagement• Write job aid• Introduction team/learning workplace• Evaluation 3 weeks| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |• Responsibilities renewedand communicated• New secretarial supporthired• Wheelchairs sponsored bycommunity• Recruit campaign forvolunteersWho•Management• TeammembersWho• Management• Community• TeammembersWhen:01-04When01-5• Task analyses and observation• Job descriptions renewed• Job descriptions communicated• Infrastructural redesign (copier)• New secretarial support hired• brainstorm team resources wheelchairs• wheelchairs sponsored by community•Recruit campaign for volunteers ( newspaper,family)• Procedure information during morning care
  • 23. Kirkpatrick Evaluation Model:Kirkpatrick Evaluation Model:Training EnvironmentLevel 1:Reactions• Learner• ClientLevel 2:Learning• Learner• OrganizationLearning EventLearning Event| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |Adapted from Donald Kirkpatrick. Evaluating Training Programs: The Four Levels. Berrett-Koehler, 1996.Work EnvironmentLevel 3:Behavior• Learner• OrganizationLevel 4:Results• Performance• FinancialLevel 5:Results• ROIDr. Phillips
  • 24. Evaluation level 1Evaluation level 1--55Solutions Level 1 Level 2 Level 3 Level 4 Level 5ManagementchecklistOrganizationalResultsParticipantsatisfactionManagementsatisfactionFocus groupsperformers,managementWorkplacemeasurementsCosts – benefitsfinancial control| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |ResultsSolutions ActionPlanProjectManagementParticipantsatisfactionManagementsatisfactionMembersatisfactionCoach, problemsolving skillsresponsibility,assertiveness,IncreasedcommunicationskillsFocus groupsperformers,managementManagement ,structurendprojectsmeasurementsAt Workplace:customersatisfaction,organization levelmeasurementsfinancial controland managementCosts – benefitsfinancial controland management
  • 25. ROIROIReturn-On-Investment percentage (ROI) =| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |(Total Benefits - Total Costs)…………………… - ……………….-------------------------------------- x 100 % = ……….....Total Costs………………
  • 26. ROI or EVA?ROI or EVA?“Economic Value Added,” EVA for short, is a measure of ROI that takes the cost of fundsinto account. Unlike ROI, EVA is an amount, not a ratio. This keeps you focused on overallvalue. You won’t trade off a project with a 2000% ROI that only yields $10,000 in returnsagainst a project with 30% ROI that nets $850,000.EVA is not difficult to calculate. Assume you’re making the case for a new program that you| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |EVA is not difficult to calculate. Assume you’re making the case for a new program that youexpect to return $32,000 for your $200,000 investment in its first year. Your ROI would be32,000/200,000 = 16%. The EVA for this project deducts the cost of using the $200,000 ( x10% = $20,000). Your EVA is based on your return less what you must pay for tying up thecompany’s capital, $32,000 - $20,000 = $12,000. Your EVA ratio is 12,000/200,000 = 6%.EVA recognizes that there’s no free ride. Projects don’t get funded because they have ahefty ROI. They get funded when they are the best use of funds available. No company canafford to pursue all its upside opportunities.EVA gets everyone thinking like owners. The carrying cost of excess inventory gripes themanager who’d like to use those funds for a new project.
  • 27. ChiefChief PerformancePerformance OfficerOfficerFinancialObjectivesVision InternalProcessesChange &GrowthVoice of theCustomerVision&Strategy
  • 28. FuneralFuneral IIIIII| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |FocusFocus onon trainingtraining insteadinstead of performanceof performance
  • 29. Informal learning =Informal learning =wirelesswireless| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |
  • 30. RSSTagsBlogsVlogsPodcastVodcastYoutubeGoogleWikisBlikisSocial networksBest practices /performersWeb 2.0 basedWeb 2.0 basedLearning / performance landscapesLearning / performance landscapesNetworking TheoryCollaborative (in)formal learning| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |Social networksScreencastMash upsTwitterE-learningWikipediaEPSSGamesE-mailReflection Peer Teaching /reviewingPracticeHPIHPI--insideinside
  • 31. FuneralFuneral IVIV| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |Confuse EConfuse E--learning with Web 2.0 / social softwarelearning with Web 2.0 / social software
  • 32. Why should they marry?Why should they marry?Why should they marry?Why should they marry?Why should they marry?Why should they marry?Why should they marry?Why should they marry?They don’t separate formal and Informal learning| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |They focus on performance instead of trainingThey don’t confuse e-learning with web 2.0 / social softwareThey don’t separate formal and Informal learningThey don’t separate work and training
  • 33. WEDDING ANNOUNCEMENTWEDDING ANNOUNCEMENT| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |SAVE THE DATESAVE THE DATESHE SAIDSHE SAIDJUNE 3JUNE 3rdrd 20082008ASTD CONFERENCE CENTERASTD CONFERENCE CENTERSAN DIEGOSAN DIEGOHPIHPI(IN)FORMAL LEARNING(IN)FORMAL LEARNING