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Business case: working smarter


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Performance support supports 70:20:10 and will reduce formal training with 50%. Give managers and professionals 24/7 resources instead of courses!

Performance support supports 70:20:10 and will reduce formal training with 50%. Give managers and professionals 24/7 resources instead of courses!

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  • 1. Jos  AretsBusiness  case:  working  smarterFact  Sheet
  • 2. Business  case:  working  smarterAgenda1.  Knowledge-­‐intensive  organiza4ons  .2.  Working  smarter.3.  The  Business  case  working  smarter.4.  Roadmap.Introduc8onKnowledge-­‐intensive   organiza2ons   can   work   more   smartly   in   the   21st  century   by   providing   knowledge   workers   with   intelligent   forms   of  knowledge  and  informa2on  while  working  –  naturally  based  on  the  aims  of  the  organiza2on,  so  that  working  smarter  (Cross,2010)  supports  people  &   organiza2on   to  achieve   sustainable,   measurable   results.   In  this   way,  working  smarter  becomes  a  tool  for  knowledge  workers  to  eliminate  the  ar2ficial  dis2nc2on  between  working  and  learning,  in  support  of  flexible  working.   This   is   working   smarter   as   a   contemporary   alterna2ve   to   the  more  tradi2onal  forms  of  knowledge  development  in  organiza2ons  such  as  training  courses.  In  the  21st  century,  working  smarter  is  synonymous  with  smarter  use  of  people  and  money.  This  is  possible  with  a  qualita2ve  and  quan2ta2ve  business  case.“In  the  21st  century,  the  most  valuable  assets  of  an  organiza9on  (profit  or  non-­‐profit)  are  the  knowledge  workers  and  their  produc9vity.  -­‐  Peter  Drucker
  • 3. Knowledge-­‐intensive  organiza8ons  How  is  knowledge  produc2on  assured  in  your  organiza2on?Massive  growth  of  knowledge  produc6on  and  sharing  through  internet,  o8en  mobile:    The  informa,on  used  from  the  internet  on  1  day  would  fit  onto  168  million  DVDs.    294  billion  e-­‐mails  are  sent  every  day.    1  million  blogs  are  published  every  day  (enough  to  fill  Time  Magazine  for  770  years).    250  million  photos  are  taken  every  day.    864,000  hours  of  video  are  uploaded  onto  YouTube  daily.    By  2015,  it  would  take  you  5  years  to  watch  all  the  videos  distributed  over  the  internet  in  the  space  of  1
  • 4. Knowledge-­‐intensive  organiza8ons  How  does  your  organiza2on  produce  knowledge  using  mobile  internet?History  of  7  mass  mediaArt  of  prin6ng  -­‐  1500Tape  recording  of  music  &  films  -­‐  1890Cinema  -­‐  1910Radio  -­‐  1920TV  -­‐  1950Internet  -­‐  1995Mobile  Internet  -­‐  2000The   growth   of   mobile   Internet   is   historic;   see   the  figure  above.  The  result  is   that  everyone   is   online  24/7,   producing   and   sharing   knowledge   in   a  contemporary  wayGrowth  rates1970 1990 20101975 1980 1985 1995 2000 2005TVPCInternetMobile
  • 5. Knowledge-­‐intensive  organiza8ons  Do  you  s2ll  believe  in  the  impact  of  training?Key  figures  for  business  training  from  Sta4s4cs  Netherlands  (2010):•The   market   for   business   training   amounts   to   1.7   billion  euros.   That   is   1200   euros   per   par4cipant   or   an   average  of  460  euros  per  employee.•Approximately   40%   of   employees   follow   training   courses,  with  big  differences  between  sectors  (the  greatest  numbers  in  construc4on).•60%  of  employees  are  not  reached!•The   average   dura4on   of   a   training   program   or   course   is  nearly  1  working  week.•Nearly  half  of  course  hours  are  spent  on  technical,  prac4cal  and  professional  skills.•The  results  of  efficiency  measurements  for  business  training  remain  unclear  and  low.TrainingWorkHours  a  yearTradi9onal  learning  in  organiza9ons  is  not  keeping  pace  with  knowledge  produc9on  using  the  internet  (in  organiza9ons)!
  • 6. Knowledge-­‐intensive  organiza8ons  How  much  training  is  just-­‐in-­‐8me  in  your  organiza2on?Unfortunately, most process and product training offers onlycursory practice opportunities. There’s usually not enough timeallowed for extensive practice as there’s so much ‘knowledge’ toimpart, or there is no access to the system/product prior to rolloutand any practice that does occur is often on some cut-downsystem, the ‘training’ servers or a simple simulation.Truth 3: Post-Training Drop-Off has a Major ImpactPost-training drop-off is another reason why formal pre-rollouttraining simply can never be the most effective approach todeveloping user competence.Harold Stolovitch & Erica Keeps carried out some veryinteresting research on desired vs. actual knowledge acquisitionand performance improvement. The data from their researchuncovered some important facts about human memory andprocessing. The graph below shows the results.Following an initial dip during the training event (the ‘typing/golfpro dip’) - where performance drops as new ways of carrying outtasks are tried out and tested - knowledge and performance thenimprove during the training session. The individual walks out thedoor knowing more than they did prior to the training session andusually with higher levels of task performance than when theystarted the training.September 2010 EditionEbbinghausThe   ‘forgeng   curve’   shows   that   people   typically  forget   90%   of   the   informa4on   from   the   training  program   within   30   days,   unless   it   is   consistently  repeated.  See  the  figure  shown  here  on  the  impact  of  training  on  an  organiza4on’s  performance.John  Medina  7-­‐9  units  of  informa4on  can  be  stored  in  a  person’s  short-­‐term   memory.   It   can   only   be   remembered  through  repe44on  and  it  takes  ten  years  before  the  long-­‐term   memory   has   integrated/stored   this  informa4on  at  system  level.How   effec9ve   is   it   if   the   training   for   the   implementa9on   of   new  soGware   took   place   two  months  before  ‘go  live’?  Will  employees  s9ll  know  how  the  system  works  by  the  actual  ‘go  live’  date?For   most   training   courses   in   subjects   designed   to   improve   the  performance   of   organiza9ons,   it   is   literally   physically   impossible   to  plan  training  just-­‐in-­‐9me.
  • 7. Knowledge-­‐intensive  organiza8ons  What  impact  does  this  figure  have  on  your  thinking  and  ac8ons?The   figure   shows   that   tradi6onal   learning   in  organiza4ons   through   training   courses,   for  example,  does   not   sufficiently   keep  pace  with  the  needs  of  organiza4ons  to  adapt  or  with  knowledge  produc6on   and   sharing   through   social   media/learning.knowledge  produc2on  &  sharing  via  social  media  /  learningAdapta2on  organiza2onstradi2onal  learning  in  organiza2onsTimePerformance
  • 8. Knowledge-­‐intensive  organiza8ons  Do  you  make  the  jump  towards  knowledge  produc8on  -­‐and  sharing  in  the  21      century?Industrial  economyTrainingKnowledgeKnowledge  possession9/5  working  of  learningLearning  =  workingFormal  learningOne-­‐way  trafficHierarchyknowledge  economyWorking  smarterInforma6onKnowledge  sharing24/7  knowledge  produc6on  -­‐and  sharingWorking  =  learningInformal  learningTwo-­‐way  trafficNetworkst
  • 9. How  can  you  support  the  applica2on  of  knowledge  in  prac2ce  other  than  through  training?Working  smarterEmployees  o_en  have  a  lot  of  knowledge,  gained  from  books  or  during  their  previous  educa4on.  But  applying  this  theory  in  daily  work  prac4ce  o_en  proves  hard  for  them.  Even  so,  most  training  courses  focus  on  increasing  the  knowledge  of  employees  and  there  is  li`le  support  available  for  applying  that  knowledge  and  suppor4ng  daily  work.  This  is  a  result  of  the  rather  strict  division  between  the  classroom  and  support  in  the  workplace.  It  is  therefore  not  surprising  that  training  courses  have  hardly  any  measurable  impact  on  the  results  of  organiza4ons  at  all.Knowledge  from  booksTraining  in  aclassroomPar9cipants  more  competentDuring  workno  training  or  supportWith  problems  or  innova9on  no  supportDemonstrate  difficult  to  measureperformance  The  chain  of  formal  traininglearning  not  on  workplace no  support  during  work
  • 10. Working  smarterDo  you  see  that  working  =  learning?Instead  of  making  one  working  week  of  training  available  to  40%  of  employees  per  year  and  focusing  training  courses  on  increasing   knowledge,   it   is   also   possible   to   make   available   all   possible   resources   which   support   work   ac4vi4es   to  everyone.  This  can  be  done  by  offering  e-­‐performance  support.  This  is  an  electronic  form  of  support  for  tasks  which  are  cri4cal  to  an  organiza4on’s  results  –  for  example  checklists,  videos,  demonstra4ons,  etc.  Or  by  offering  short  e-­‐learning  (micro  learning)  which  can  help  employees  to  learn  cri4cal  tasks.  The  advantage  of  this  is  that  the  electronic  resources  for  all  appear  to  be  nearly  limitless.  Knowledge  and  informa4on  for  everyone  in  the  workplace  changes  from  a  situa4on  of  scarcity  (too  few  resources  to  develop  everyone)  to  a  free  provision  at  lower  costs  than  formal  training.The  chain  of  working  smarter24/7  support  during  workBusiness  casefor  working  smartermeasurable  performance  organiza9on  possibleDuring  workand  linked  to  tasksMicro-­‐learning  &performancesupport50-­‐70%  reduc9onformal  training24/7  access  to  resources  for  everybody
  • 11. Working  smarterHow  future-­‐proof  is  your  organiza2on  in  terms  of  working  smarter?In  our  view,  working  smarter  means  people  having  access  to   the   right   knowledge   or   informa4on   while   at   work,  enabling   them   to   do   their   work   be`er.   Tradi4onally,  learning  takes  place  in  a  classroom,  and  li`le  or  no  support  is  offered  while  you  are  actually  working.   In  other  words,  precisely   at   the   moment   when   you   need   knowledge   and  informa4on,  it  is  not  available.  This  changes  with  working  smarter.  Working  smarter  involves  providing  knowledge  by  means   of   short   e-­‐learning   units   (micro   learning)   and  prac4cal  task  support  (performance  support).  Task  support  is  based  on  the  cri4cal  tasks  of  the  organiza4on  and  follows  the   standards   which   have   been   drawn   up.   In   this   way,  working   and   learning   are   consistently   4ed  to   the   desired  results  of  the  organiza4on.The   figure   shown   here   demonstrates   that   tradi4onal  learning   and   working   are   separated   –   whereas   working  smarter   makes   it   possible   to   support   competent  professionals   and   experts   in   their   work   with   the   desired  knowledge   and   informa4on   in   electronic   form.   And  naturally   this   support   can   also   take   place   while   learning.  The  delivery  of  working  smarter  is  consistently  4ed  to  the  desired  results  of  the  organiza4on.WorkingLearningNoviceAdvancedbeginnerCompetent  ProficientExpert Organiza9onal  resultsoffer  working  smarter  with  social  learning,  micro  learning  &  performance  support  
  • 12. Working  =  learning  in  small  teams  with  the  improvement  approachSmall  teams  work  together  methodically  with  an  improvement  approach.  Firstly,  the  desired  results  of  the  organiza,on  are  iden,fied.  Then  the  problem  is  defined  in  measurable  terms:  the  gap  between  the  current  and  the  desired  situa,ons.  Only  once  the  causes  of  the  problem  are  completely  clear  are  interven,ons  selected  and  implemented  –  consistently,  with  measurable  results  for  the  organiza,on  as  a  consequence.Plan DoCheck ActOrganiza9onal  resultsContemporary  resources  in  the  cloud  24/7  for  all  employees:Social  learning  via  wikis,  blogs,  forum  a.o.  Micro  learning,  e-­‐performance  support,  social  learning,  e-­‐pdp,  360  degrees  feedback  completed  with  workplace  learning  ,  improvement  projects  and  70%  less  formal  training.
  • 13. Working  smarterIn  transit  to  working  smarter?Tradi6onal  learning/trainingE-­‐learningClassroomInstruc8on  /  trainingTarget  groupsKnowledge  by  trainingClassTeachingDocuments  &  presenta8onsCatalogue  course  offerPushWorking  smarterE-­‐workingWorkplaceInforma8onpersonalized  /  InternetJust-­‐in-­‐8me  informa8on  at  workplace  through  micro  learning  &  performance  support  &  social  learningCommunityCoaching  &  (e-­‐)collabora8onWiki,  podcast,  blogs  etc.  Knowledge  &  informa8on  24/7  accessiblePull
  • 14. Working  smarterAre  you  also  interested  in  a  sustainable  solu8on  to  support  working  smarter?The   digital   working   and   learning  world   can   be   accessed   on   a   mobile  placorm   and   consists   of   a   results-­‐focused  combina4on  of  technological  interven4ons   with   other   forms   of  working  =  learning.Knowledge  produc8on  -­‐  and  sharingMicro  learning Social  learninge-­‐PDPPerformancesupportWorkplacelearningtraining,coaching,communi8esDigital  work-­‐  and  learning  world
  • 15. Working  smarterThe  effects  of  working  smarter  with  the  digital  working  and  learning  world.•    Knowledge  and  informa4on  support  at  work•    Spectacular,  measurable  increase  in  knowledge  produc4on  and  sharing•    24/7  (mobile)  access  to  all  resources  (knowledge  and  informa4on)  for  every  employee  within  the  organiza4on•   More   manageable   for   board   and   management,   because   everyone   has   access   to   relevant   knowledge   and  informa4on   that   can   be   updated   real-­‐4me.   Employees   can   no   longer   claim   they   ‘didn’t   know   something’.  Making  it  easier  for  the  board  and  management  to  target  the  desired  performance  of  tasks  in  accordance  with  the  standards  of  the  organiza4on•    Working  =  learning  is  supported  by  technology•    Informal  learning  in  the  workplace  is  supported  and  disseminated•    Knowledge  and  informa4on  are  no  longer  a  scarce  good  for  all  employees•    Increased  sa4sfac4on  among  employees  about  this  contemporary  way  of  support  at  work•    Business  case  with  regard  to  formal  training  is  always  present  for  larger  organiza4ons
  • 16. Business  case  working  smarterThe  business  case  for  working  smarter  as  a  rou8ne?The  working  smarter  business  case  has  the  following  proper4es:•    Qualita4ve•    Quan4ta4ve  in  ROI  and  in  measurable  increase  in  knowledge  produc4on  or  other  business  metricsSlimmerwerkenalsbusinesscaseResources((In)formeellerenwordtmettechnologieopdewerkplekondersteundMeer(bereik(Lagerekostenviamicro<learningenlerenwordtschaalbaarVerbinding(met(de(core(business(Vanleerdoelennaarorganisa>eresultaten(Uitsluitendleerinterven>esalsdeoorzaakeenkennistekortis.Werken(=(leren(MeetbaarminderverletenmeerdraagvlakbijprofessionalsWorking  smarter  as  a  business  caseTied  to  the  core  business,  from  learning  objec2ves  to  organiza2onal  resultsLearning  interven2ons  only  if  the  root  cause  is  a  lack  of  knowledgeGreater  reach.  Lower  costs  thanks  to  micro  learning  and  learning  becomes  scalableResources.  Formal/informal  learning  is  supported  through  technology  in  the  workplaceWorking  =  learning.  Measurably  fewer  lost  hours  and  more  support  among  professionals
  • 17. Business  case  working  smarterBusiness  case  qualita2ve:  ‘soc  indicators’.•  Working  =  learning•  24/7/365  accessibility•  Learning  is  a  process•  Context-­‐defined  learning•  Pull  versus  push•  More  sa4sfac4on/contemporary•  Working  =  learning  =  relevant  for  the  business
  • 18. Business  case  working  smarterBusiness  case  quan2ta2ve:  ‘hard  indicators’.•  Lower  costs  training  /  par4cipant•  Measurable  increase  knowledge  produc4on  -­‐and  sharing  •  ROI  possible•  Measurable  contribu4on  to  organiza4onal  results50%less  lost  hours  cost50-­‐70%Decrease  of  budget  formal  training30%Cost  digital  work-­‐  and  learning  world  in  comparison  to  tradi4onal  training100%Spectacular  higher  reach.  From  40%  to  100%  of  all  employees
  • 19. Business  case  working  smarterTradi6onal  learning  /  training Digital  work-­‐and  learning  worldCost  per  par6cipantTotal  cost4000  employees€  75 €  300.000absenteism  cost€  80 €  320.000300  managers €  300 €  150.000absenteism  cost€  200 €  60.000Total €  830.000year  1 year  2 year  3Digital  work-­‐  and  learning  world€  150.000 €  125.000 €  125.000Cost  training  employees€  50.000 €  25.000 €  25.000absenteism  cost€  0 €  0 €  0Cost  training  managers€  50.000 €  50.000 €  50.000absenteism  cost€  0 €  0 €  0Business  case+ €  580.000 €  630.000 €  630.000ROI 132% 320% 320%
  • 20. Business  case  working  smarterWorking  smarter  =  learning  with  business  case.•  Scalability•  Formal  &  informal  learning•  Working  =  learning•  Micro  learning  &  performance  support•   Connec4on   with   the   measurements   of   the   organiza4on.   O_en,   the   Balanced   Score   Card   is   used   to  measure  performance  in  four  important  areas  (defined  by  the  organiza4on)•  Measurable  increase  in  knowledge  produc4on  and  sharing•  Measurable  increase  in  knowledge  networking  in  the  organiza4on.•  Working  smarter  is  a  measurable  investment  with  a  posi4ve  business  case.
  • 21. RoadmapSlimmer  werken  voor  organisa2es  op  hoofdlijnen.1.Choice  of  strategic  (cri6cal)  issue  for  organiza6on2.Main  points  of  business  case3.Digital  working  and  learning  world  opera6onal  within  six  months4.Quick  wins  in  costs,  reach  and  quality5.Basic  elements  of  working  smarter  vision  and  strategy  in  place1.Working  smarter  vision  and  strategy  completed  and  implemented2.Choice  of  second  and  possibly  third  strategic  issue/theme3.Business  case  posi6ve  in  qualita6ve  and  quan6ta6ve  terms4.Working  smarter  annual  report  with  outputs,  predic6ons  and  points  for  improvement1.Working  smarter  with  digital  working  and  learning  worlds  pay  off  measurably  with  posi6ve  ROIs,  increased  quality  and  greater  sa6sfac6on  in  the  organiza6on2.Possibly  use  digital  working  and  learning  world  in  order  to  improve  customer  serviceYear  1Year  2Year  3
  • 22. Working  smarter  with  business  case:๏  Are  you  interested  in  a  sustainable  improvement  approach  on  the  work  floor?๏  For  management  and  employees?๏  Would  you  like  to  organize  advice  and  development  for  management  and  employees?๏  To  make  e-­‐learning  available  to  all  employees?๏  To  have  task  support  made  available  electronically  for  everyone  in  accordance  with  the  organiza4on’s  own  standards?๏  To  offer  opportuni4es  to  all  employees  in  order  to  share  best  prac4ces  24/7  online  and  measurably  produce  and  share  more  knowledge  with  each  other?๏  Do  you  want  to  be  a  contemporary  employer  with  a  posi4ve  image  among  clients  and  employees?๏  In  short:  do  you  want  to  implement  ‘working  smarter’  too?๏  With  a  posi4ve  business  case?  |  Knowledge  produc8on  -­‐  and  sharingMicro  learning Social  learninge-­‐PDPPerformancesupportWorkplacelearningtraining,coaching,communi8esDigitale  work-­‐  and  learningworld
  • 23. bibliography•Arets, J. & V. Heijnen. (2008). Kostbaar misverstand. Den Haag: Academic Service• (2010) Bedrijfsopleidingen•Cross, J. (2010). The Working Smarter Fieldbook. Berkely: Internet Time Press.•Gery.G.(1991). Electronic Performance Support Systems. Tolland: Gery Performance Press.•Quinn, C. (2011). Designing Mlearning. Tapping into the mobile revolution for organizationalperformance. San Francisco: Pfeiffer.•Medina, J. (2008). Brainrules. Seattle: Pear Press•Rossett, A. & A.(2007). Job aids & Performance Support. San Francisco: Pfeiffer.•Stolovitch, H.D. & E.J. Keeps (2004). Training ain’t Performance. Alexandria: ASTD press.