Making an impact – tricks for grabbing management attention Laura Overton, Managing Director, Towards Maturity When the whole organisation is under pressure, how do you get heard, get support and get going with innovative learning approaches? Often we only get one chance to make our case so we have to make it count. Concrete figures on the bottom line benefits of learning technologies at work are notoriously hard to establish but tend to speak the loudest. Independent not-for-profit organisation Towards Maturity has surveyed over 200 diverse organisations, to create a solid body of evidence – The Impact Indicator. The sole purpose of the research is to help you make an impact when it really matters. Follow Laura Overton in this session to find out how this latest research reveals invaluable tricks and tips to help you grab management attention for your L&D programme – and keep it. We’ll cover • How we create managerial indifference!• Why estimating benefits always sells you short• Reporting on impact not activity - why complex ROI methodology is unnecessary• How to use the Impact Indicator findings in your organisation• Tricks for tackling managerial indifference
This list was taken from Driving Business Benefits – the 2009 Towards Maturity Benchmark Study Full study – 300 organisationsSector comparison report compares health, education, service activities, public services, finance ,professional and technical and IT & Telecommunications10 top drivers above for health, least likely is compliance and yet health the top benefit reported for health is compliance , followed by flexibility, introducing new processes, customer satisfaction, reach & role out of new IT systems.Download at http://tinyurl.com/TMDBBresearch
In 2004, poor infrastructure was cited as one of the top 3 barriers, in 2006 the cost of set up was at number 1 but in 2008 the top 3 barriers are all to do with people: reluctance by staff to engage in e-learning remains the most likely barrier to be selected closely followed by a lack of knowledge and a lack of skill to implement within learning and development teams.
Once again we found that as organisations increased in maturity, they consistently reported an increase in real benefits. For example when comparing established and sporadic users we see that established users are: 6 times more likely to report improvements in quality of learning provision nearly 5 times more likely to report improvements in induction 3 times more likely to report improvements in customer satisfaction 3 times more likely to report that they are able to respond faster to business needs as a result of their use of learning technologiesWe also compare the drivers of these organisations with their actual benefits to see if organisations are achieving their objectives. We found that mature organisations are twice as likely to achieve what they set out to achieve.
112 implementation behaviours analysed
Lets turn this on its head – if we wanted to create those reactions – what would we do?Interactive discussion in chat
Why bother?Provide directionInfluence over learners – Allocate resources – time and moneyTo grab their attention , we need to be able to tell a compelling story both at the start of a project to secure resources and throughout the project to line managers and team leaders
The study set out to investigate 3 main impact indicators.Efficiency and business agility indicators are about helping you secure support for your projectsManagment perception – ongoing engagement
These numbers are only features of technology indicators , the actual benefit of these features will vary for individual companies, for L&D teams, for staff, for teams in the business.The benefit should be emphasised not the feature – what does this actually mean for you? – possible chatIf you are new or don’t have these figures, you can use our indicators but it is better if you have your own!
In the current economic climate, the strands of activity still proving criticalThose that are more mature in their use of learning technologies are shifting in implemenation behaviour to align learning to business, develop strategic enagagement plans, use technology appropriately to support skills development both formally and on the job and are not shy of talking about and demonstrating business value.
Slide up on screen when we have discussions from floor – can read & comment if they want – ( to cut time)These are the top actions that have the most impact on resultsWhat actions deliver results?
Business responsiveness and agility is an increasing priority in times of rapid change.We asked if introducing learning technologies in the mix impacted the time that staff reach and prove competency in their jobs. 20% of the sample did not measure time to competency but 69% of the remaining 153 participants reported that time for staff to reach and prove competency in their jobs was faster. The majority (57%) said that competency was reached ( and proven) more quickly than before but without quantifying, but an additional 12% were able to comment that staff were reaching time to competency in less than half of the time as a direct result of implementing learning technologies. Businesses need to adapt quickly to survive, the ability of L&D to respond faster to changing business demands is critical and 82% believed that they can deliver learning interventions faster with 26% able to deliver learning in less than half the time than before.59% reported improvements in ability to implement changes in products and process and 52% said that it improved their ability to roll out new IT systems faster.
Laura Overton at LP2010
Accelerating the results that matterImpact, staff motivation and retention!<br />Laura Overton<br />MD Towards Maturity<br />Laura@towardsmaturity.org<br />
Times are changing<br />What are the new opportunities in Local Government for<br />e-learning?<br />?<br />
85% participants are now using e-learning<br />But<br />Only 12% think it is amongst the most effective method<br />
My manager won’t give me the time.<br />Training isn’t my job!<br />You want to spend how much?!<br />E-learning – that’s not real work!<br />This is just not a priority right now!<br />I tried that before – it was awful!<br />Sound familiar?<br />
Mountains to climb<br />2004 <br /> IT infrastructure<br />2006 <br />Cost of set up<br />2008<br />Reluctance by staff to adopt new technology<br />Lack of knowledge about its potential use and implementation<br />Lack of skills amongst staff to implement and manage e-learning<br />
Embedded<br />Established<br />Developing<br />Sporadic<br />Novice<br />Established users are more likely to report benefits than sporadic users:<br />Quality (6x)<br />Customer satisfaction (x3)<br />Staff satisfaction (x3)<br />Ability to respond quickly (x3)<br />Three years of benchmarking<br />
So what are the secrets of their success?<br />
Defining<br />Need<br />Activities that help align implementation with both business and individual needs:<br />Strategy aligned with business need<br />Learning relevant to required business need<br />Learning aligned to personal need<br />
Creating indifference – it starts before we’ve even begun!<br />
Defining<br />Need<br />Learner<br />Context<br />Activities that provide learners with options that support their:<br />Choice – time, place, approach<br />Work-life balance<br />Career aspirations and motivation<br />
Only 13% agree that learners participation is recognised!<br />
Defining<br />Need<br />Learner<br />Context<br />Work<br />Context<br />Activities that help L&D to understand and address issues outside of their immediate control:<br />IT infrastructure<br />Managerial support and culture<br />
Teams in your business?</li></ul>28% time saving<br />47% volume increase<br />11% cost saving<br />
Defining<br />Need<br />Building<br />Capability<br />Learner<br />Context<br />Demonstrating<br />Value<br />Ensuring<br />Engagement<br />Work<br />Context<br />The strands intertwine<br />They all contribute to bottom line business results<br />They all require the involvement of stakeholders<br />