Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Demonstrating Value Back at Work (OEB11)


Published on

Used for the learning cafe 'Demonstrating Value Back At Work' at Online Educa Berlin 2011.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Demonstrating Value Back at Work (OEB11)

  1. 1. Demonstrating ValueBack at Work Learning doesn‟t HAVE value. Learning GETS value.BUS25 – Online Educa Berlin 2011
  2. 2. Welcome. I‟m Bert De Coutere.Nice to meet you.
  3. 3. “How can we better demonstratethe value of learning initiatives?”
  4. 4. Short termThis session is also in itself an experiment todrive the impact of a learning activity. Long term
  5. 5. Short termIndividual Exercise• What‟s your learning mojo?• Write down a few learning initiatives you want to demonstrate value for. Long term
  6. 6. In my experience way more energy goes intodiscussing evaluation than doing it. (Tom Gram)
  7. 7. But surely people are ourgreatest asset...
  8. 8. Kirkpatrick and friends and enemies
  9. 9. Kirkpatrick critiques“... then why don’t we just “... it dates from anotherdo it?” age.”• Ownership What if it is not a formal• Cost classroom event?• Complexity
  10. 10. The Valhalla of ROI
  11. 11. ROI critiques“... how valid is that “... who will pay for thenumber really for calculation?”learning?” Are our CEOs only looking• Intangible for ROI numbers anyway?• Indirect• Time span• Multiple goals
  12. 12. The dominant model in corporate learning measurement isthe 4 level Kirkpatrick evaluation model, or a variation on it.Half of the model usually gets done because we can, theupper two levels mostly remain on the to do list. That isactually the half model that really counts. Besides thepragmatic issues of time, money and ownership to applythe whole model, the model itself is a child of a time whenwe thought training was learning and learning was a formalevent. Since then learning professionalshave recognized the other 80% or learning(informal, social). What if learning is also in the flow andprocess and connections rather than in a piece of contentor event? What with learning by reflecting on experienceand by doing? What if our aim is to build and model thelearning ecosystem (high impact culture, workscape, ...)rather than training programs?
  13. 13. Table talks• Hello, my name is...• Hello, my learning initiative is...• Hello, this is how we demonstrate its value at present (and the good and bad of that)
  14. 14. Why do we Who are our measure stakeholders? impact? What do they For whom? expect? How do you What are theknow the most consequences and least of not proving impactful impact? training?
  15. 15. “Learning doesnt HAVE value. Learning GETSvalue. It gets value through performanceand behavior, and always within context.”(Source: You should say this.)
  16. 16. So much to potentially measure
  17. 17. Table talks• What does this bring to my learning initiatives?• Any lightbulbs?
  18. 18. How do you assess whether yourinformal learning, sociallearning, continuouslearning, performance supportinitiatives have the desired impact orachieve the desired results?
  19. 19. WhatWhat is the end measurements game? exist that you can leverage? How do otherCan we better business steer the services„inflow‟ of our demonstrate trainings? value?
  20. 20. “Performance is everything. Forget everythingelse. (Harold Geneen.)”
  21. 21. In all their complexitiy, corporationsare easy organisations...
  22. 22. There seem to be really only 2kinds of metrics...
  23. 23. Value is...
  24. 24. Table talks• A brave new world...• Take 1 example per table to work around• Report out to the group• That will be our „cook book‟
  25. 25. What is your How would you„world view‟ on visualise the learning? evidence? Working Is the new backwards, holi model stic and actionable? adaptive.
  26. 26. Bad news !You haven‟t learnedanything from thissession yet 50