Four funerals and one wedding

ASTD 2008 International Conference & Exposition
Session TU121 –
HPI in love with Informal Learning:
Four Funerals and a Wedding
Jos Arets
arets@bnote.nl
Vivian Heijnen
heijnen@bnote.nl
| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |
Session Learning Objectives:
1. Apply HPI in organization context
2. Use the tips and tricks to design and
implement informal learning designs with
HPI-inside.

AgendaAgenda
1. Informal learning
Funeral I & IIFuneral I & IIFuneral I & IIFuneral I & II
2. HPI
Funeral IIIFuneral IIIFuneral IIIFuneral III
Funeral IIIFuneral IIIFuneral IIIFuneral III
3. Social software / Web 2.0
Funeral IVFuneral IVFuneral IVFuneral IV
4. The Wedding?

At work 21At work 21stst centurycentury
think to be productivethink to be productive
The most important contribution
management needs to make in the
management needs to make in the
21st century is to increase the
productivity of knowledge work and
knowledge workers. It is on their
productivity, above all, that the future
prosperity and indeed the future
survival of the developed economies
will increasingly depend.
Peter Drucker

Smart enterpriseSmart enterprise
‘A smart enterprise is a high-performing organization that
allows knowledge and capabilities, enabled by technology,
to grow and flow freely across departmental, geographical,
or hierarchical boundaries, where it is shared and made
actionable for the use and benefit of all. ‘
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 foundation
Marc Rosenberg (2006)

Informal learningInformal learning
•• Learning = adaptation = stay currentLearning = adaptation = stay current
•• Learning takes place in social networksLearning takes place in social networks
•• Context = kingContext = king
SearchingSharing
Referencing
Conversations
Modeling
Feedback
Collaborating

••PersonalPersonal
••JustJust--inin--timetime
••CustomizedCustomized
••More relevanceMore relevance
••More relevanceMore relevance
••More credibilityMore credibility
••Learner = more motivatedLearner = more motivated
••Learner = open for learningLearner = open for learning

FormalFormal
learninglearning
InformalInformal
learninglearning

FuneralFuneral II
Separate formal and informal learningSeparate formal and informal learning

Formal
learning
Performance
support
In context learning
Informal learning

Spending/Outcomes ParadoxSpending/Outcomes Paradox
corporate trainingcorporate training
However, there is no research to back up the amount of money spent on informal and formal learning
in the above chart. The numbers were simply pulled out of thin air (Cross, 2007).

workworkwork
TrainingTraining -- separated from workseparated from work
work work work
learning
searching referencing collaborating
traintrain
Lance Dublin, 2007

"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 knowledge
- Generate fresh ideas and increase innovation
- Reduce stress, absenteeism, and healthcare costs
- Increase professionalism and professional growth
- Cut costs and improve responsiveness with self-service
learning“ Jay Cross, informal learning 2006

FuneralFuneral IIII
Separate work and trainingSeparate work and training

““Human Performance ImprovementHuman Performance Improvement
is a systematic and systemic approach to improvingis a systematic and systemic approach to improving
performance using performance analysis, causeperformance using performance analysis, cause
analysis, and intervention selection to improve bothanalysis, and intervention selection to improve both
productivity and competencies of employees.productivity and competencies of employees.
Human performance technologists take onHuman performance technologists take on
Human performance technologists take onHuman performance technologists take on
consulting roles and help their clients identifyconsulting roles and help their clients identify
barriers that hamper performance, selectbarriers that hamper performance, select
interventions to remove those barriers, and createinterventions to remove those barriers, and create
measurable goals in determining the success of themeasurable goals in determining the success of the
desired performance.”desired performance.”

HPIHPI--processprocess
CC
hh
aa
nn
gg
ee
MM
CC
hh
aa
nn
gg
ee
MM
• Determine
business goals
• Articulate
relationship
to human
performance
Desired
performance
state
• Knowledge
• Motives
• Physical Resources
• Structure/Process
• Information
• Wellness
• Type of root cause
• Match interventions
• Recommendations
Business Analysis Cause
Analysis
Performance
Analysis
Intervention
Selection
GapGap
MM
aa
nn
aa
gg
ee
mm
ee
nn
tt
MM
aa
nn
aa
gg
ee
mm
ee
nn
tt
performance
Actual
performance
state
• Wellness
• Manage the project
• Help the organization to adapt to the
changes
• Gather formative evaluation data
• Formative evaluation
• Summative evaluation
Intervention
ImplementationEvaluation
of Results

Continuingperformanceimprovement
customerserviceonteam/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 skills
Financial
Objectives
Internal
Processes
Change &
Growth
Voice of the
Customer
Vision
&
Strategy
Business Results
Continuingperformanceimprovement
customerserviceonteam/performerlevel
• Additional skills
•Evaluation
• Measurements - best and bad practices
• Gap closed?
• Additional actions required
• Recommendations
•Additional actions taken
•From project to routine

functionalities/structure Performance management systemStrategy
organization
results design management
Standards, ergonomics
Design process (steps)
Outputs performer clear
Process results aligned
to client demands
process
performer ☺Knowledge, feedback
Managing white spaces

Vision and goals customer service communicated in team?
checklist A Operational management
Customer service values determined by team?
SWOT customer service team level?
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?

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
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?

Example performancegaps & barriersExample performancegaps & barriers
• Mistakes (2-3 times a week)
• Complains customers
about standards care
(2-3 times a week)
Performance gap Performance barrier
•Unclear standards
• No formal standard
in documents
• Diversity materials
Solution
• Learning in de workplace
• Job aid produced and
introduced
• Unanswered
phone calls
10-15 times a day
• Customer unsatisfied:
outside activity – 10-10
•Responsibilities unknown
•Job description unclear
• Infrastructure
•Understaffed reception
in the morning
•Insufficient volunteers
available
• Insufficient resources
(wheelchairs)
Information
• Responsibilities renewed
and communicated
• New secretarial support
hired
• Wheelchairs sponsored by
community
• Recruit campaign for
Volunteers
Procedure information

Example action planExample action plan
Solution
• Job aid produced and
introduced
• Learning in workplace
Action plan
Who:
3 team
members
subject matter
experts
When
1-5-2008
• Preparation workgroup prototype
• Test and commitment team and
management
• Write job aid
• Introduction team/learning workplace
• Evaluation 3 weeks
• Responsibilities renewed
and communicated
• New secretarial support
hired
• Wheelchairs sponsored by
community
• Recruit campaign for
volunteers
Who
•Management
• Team
members
Who
• Management
• Community
• Team
members
When:
01-04
When
01-5
• 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

Kirkpatrick Evaluation Model:Kirkpatrick Evaluation Model:
Training Environment
Level 1:
Reactions
• Learner
• Client
Level 2:
Learning
• Learner
• Organization
Learning EventLearning Event
Adapted from Donald Kirkpatrick. Evaluating Training Programs: The Four Levels. Berrett-Koehler, 1996.
Work Environment
Level 3:
Behavior
• Learner
• Organization
Level 4:
Results
• Performance
• Financial
Level 5:
Results
• ROI
Dr. Phillips

Evaluation level 1Evaluation level 1--55
Solutions Level 1 Level 2 Level 3 Level 4 Level 5
Management
checklist
Organizational
Results
Participant
satisfaction
Management
satisfaction
Focus groups
performers,
management
Workplace
measurements
Costs – benefits
financial control
Results
Solutions Action
Plan
Project
Management
Participant
satisfaction
Management
satisfaction
Member
satisfaction
Coach, problem
solving skills
responsibility,
assertiveness,
Increased
communication
skills
Focus groups
performers,
management
Management ,
structurend
projects
measurements
At Workplace:
customer
satisfaction,
organization level
measurements
financial control
and management
Costs – benefits
financial control
and management

ROIROI
Return-On-Investment percentage (ROI) =
(Total Benefits - Total Costs)
…………………… - ……………….
-------------------------------------- x 100 % = ……….....
Total Costs
………………

ROI or EVA?ROI or EVA?
“Economic Value Added,” EVA for short, is a measure of ROI that takes the cost of funds
into account. Unlike ROI, EVA is an amount, not a ratio. This keeps you focused on overall
value. You won’t trade off a project with a 2000% ROI that only yields $10,000 in returns
against 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
EVA is not difficult to calculate. Assume you’re making the case for a new program that you
expect to return $32,000 for your $200,000 investment in its first year. Your ROI would be
32,000/200,000 = 16%. The EVA for this project deducts the cost of using the $200,000 ( x
10% = $20,000). Your EVA is based on your return less what you must pay for tying up the
company’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 a
hefty ROI. They get funded when they are the best use of funds available. No company can
afford to pursue all its upside opportunities.
EVA gets everyone thinking like owners. The carrying cost of excess inventory gripes the
manager who’d like to use those funds for a new project.

ChiefChief PerformancePerformance OfficerOfficer
Financial
Objectives
Vision Internal
Processes
Change &
Growth
Voice of the
Customer
Vision
&
Strategy

FuneralFuneral IIIIII
FocusFocus onon trainingtraining insteadinstead of performanceof performance

Informal learning =Informal learning =
wirelesswireless

RSS
Tags
Blogs
Vlogs
Podcast
Vodcast
Youtube
Google
Wikis
Blikis
Social networks
Best practices /
performers
Web 2.0 basedWeb 2.0 based
Learning / performance landscapesLearning / performance landscapes
Networking Theory
Collaborative (in)formal learning
Social networks
Screencast
Mash ups
Twitter
E-learning
Wikipedia
EPSS
Games
E-mail
Reflection Peer Teaching /
reviewing
Practice
HPIHPI--insideinside

FuneralFuneral IVIV
Confuse EConfuse E--learning with Web 2.0 / social softwarelearning with Web 2.0 / social software

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
They focus on performance instead of training
They don’t confuse e-learning with web 2.0 / social software
They don’t separate formal and Informal learning
They don’t separate work and training

WEDDING ANNOUNCEMENTWEDDING ANNOUNCEMENT
SAVE THE DATESAVE THE DATE
SHE SAIDSHE SAID
JUNE 3JUNE 3rdrd 20082008
ASTD CONFERENCE CENTERASTD CONFERENCE CENTER
SAN DIEGOSAN DIEGO
HPIHPI
(IN)FORMAL LEARNING(IN)FORMAL LEARNING

Four funerals and one wedding

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