In this session, you'll learn how to apply evidence-based Learning & Development practices. What's served with the coffee? • Learning, the evidence-based way • Zooming in on Learning techniques and tools • How to use these Learning techniques and tools • Tips for your backpack

1. Balance Freelance
Virtual Coffee
Starting with Evidence-Based Learning
A journey with Iulia Cioca, Natalie Moriau & Edward Vanhoutte from Balance HR • 2021

2. Welcome

4. What are you expecting to learn in
this Virtual Coffee?

5. What’s served with the coffee?
Quick refresh on Evidence-Based HR 🕓 5’
Learning & Development – where we’re standing 🕓 10’
Principles for your EB Learning backpack 🕓 5’
Starting with EB Learning in your organization 🕓 20’
What to expect on your journey? 🕓 5’
Resources 🕓 5’ 5’

6. Reinventing Balance HR
Quick refresh of Evidence-Based HR

7. Evidence =
any information, facts or data
which support or refute an
assumption

8. How to make Evidence-Based HR decisions

9. How we use evidence in everyday HR
decisions

10. Selection... The evidence-based way
Selection... The evidence-based way
Selection... The evidence-based way
Balance Evidence
Learning & Development – where we’re standing

11. Learning & Development
• LEARNING
• Universal human activity: the process of acquiring
new knowledge and behaviors as a result of practice,
study, or experience. It involves changes in how we
think, act, and feel.
• At the workplace: acquiring new knowledge, attitudes,
and behaviors which meet the business need.
• DEVELOPMENT
• Longer-term, more ample process of learning

12. Learning in organizations today
Billions
of
dollars

13. Are you open to reconsider these points?

14. I’ve learned so
much from my
mistakes,
I’m thinking of
making a few
more.

15. If you had a million € for L&D, what would
you invest it in?
A. Common practices, what
everyone is talking about,
even though there’s no
evidence to support it
B. Evidence-based
interventions which are
likely to bring effective
learning

16. How to quickly start with E-B Selection
Principles for EB Learning
Principles for your EB Learning Backpack

17. What are some general principles
for effective learning?

18. Principles for your EB Learning Backpack
PEOPLE LEARN BETTER WHEN…
Progress
You keep
persevering over
time and monitor
your progress
towards the goal.
Spaced repetition
You recall what
you’re learning with
some pause in
between.
Relevant practice
You exercise
reactivating
information in
relevant situations.
Motivation
You are convinced
that what you’re
learning is
important.

20. Quick guide for our upcoming quiz
YES
NO
MAYBE SO

21. Effective learning: evidence-based
• Basic principles of evidence-based learning
1) Before a learning intervention: needs analysis
2) Training
3) Coaching
4) On-the-job activities
5) Mentoring
6) Innovation in learning
7) After a learning intervention: evaluation
TOPICS WE’LL ZOOM IN ON:

22. How to quickly start with E-B Selection
Starting with EB Learning in Organisations

23. 1. Whatever intervention you choose, run a
needs analysis
• Employees are often not able to say what they
really need to learn
• Running a needs analysis is associated with better
learning outcomes (Salas, 2012)
YES
SCIENTIFIC RESEARCH

24. Look at tasks: identify the “need to know”
Remember teamwork as “task”
Look at the strategic priorities of the organization
Consider the context: resources, norms, limitations
Personalize: what the person needs to learn, how
motivated & confident they are
PRACTICAL TIPS FOR YOUR BACKPACK
1. Whatever intervention you choose, run a
needs analysis

25. 2. The good old Training
YES
SCIENTIFIC RESEARCH
= Planned and systematic activities designed to promote the acquisition of knowledge, skills, and
attitudes. Includes “classes” based on instruction, practice, workshops, and everything in-between.
• Training has medium to high positive effects on attitudes, learning, behaviours,
and results (Arthur, 2003)
• Positive effects of leadership training (Lacerenza, 2017), teamwork training
(McEwan, 2017), resilience training (Vanhove, 2015)
• Not so effective alone: diversity training (Bezrukova, 2016)
• “Traditional”, instructional lectures also work!

26. Build self-efficacy and learning goal orientation: use testimonials,
encourage reflection on past experiences.
Increase motivation: by linking training to needs
Provide support: allow it during work hours, encourage through
supervisors.
Ensure opportunities to apply learning
Incorporate 4 concepts in trainings: information, demonstration,
practice, feedback
the person needs to learn, how motivated & confident they are
PRACTICAL TIPS FOR YOUR BACKPACK
2. The good old Training

27. 3. The other most popular intervention: Coaching
YES
SCIENTIFIC RESEARCH
= A one-on-one systematic relationship aimed at learning, behavioral change, self-awareness and improved
performance.
• Positive effect on individual-level outcomes (goal achievement, well-being,
productivity, behaviors) which lasts for at least 3-6 months (Jones, 2016)
• Less studies on competency change and managerial skills (Grover, 2016)

28. Promote similarities between coach and coachee
Focus on the relationship
Methods: cognitive-behavioral coaching is a strong candidate
360 feedback might distract attention
Use blended delivery = same results as F2F
Short programs also work
Use properly trained internal coaches for increased effectiveness
PRACTICAL TIPS FOR YOUR BACKPACK
3. The other most popular intervention: Coaching

29. 4. On-the-job learning & its variants
Self-discovery learning
= Looking for information yourself & when you want / need it
• “Pure discovery learning does not work, but inquiry can still be effective with the right guidance and support”
(De Bruyckere)
• Especially novice learners need support.
Problem-based learning
= The learners themselves try to solve a problem, with the trainer having a supporting role.
• Not effective to learn new content
• Positive effect if used to further explore and remember sth. that the learner already knows.
Informal learning
= Acting with the deliberate intention of developing new skills or knowledge (shadowing, volunteering, asking Qs)
• Associated with higher performance (Cerasoli, 2018)
• But depends on many factors (individual, skills)
= Many definitions and terms. The same learning principles apply!
MAYBE SO

30. 5. Mentoring
SCIENTIFIC RESEARCH
= A more experienced or senior individual (mentor) dedicates time to encourage and help a less
experienced individual (mentee) to help the personal and professional growth of the mentee.
• Few studies on learning (Eby, 2012)
• Positively related to performance, motivation, satisfaction / commitment, and
interpersonal relations, BUT mentored people more likely to want to leave and
to experience stress (Eby, 2008)
• Career: mentored people have higher compensation, more promotions, are
more satisfied with their careers. (Allen, 2004)
MAYBE SO

31. Informal mentoring:
• Encourage informal mentoring: it works better!
Formal mentoring:
• Allow self-selection of mentors/mentees
• Allow gender, ethnical, or other similarities, without imposing
• Show organizational support (leaders’ sponsorship, resources,...)
PRACTICAL TIPS FOR YOUR BACKPACK
5. Mentoring

32. 6. Innovation in learning
E-learning (Thalheimer, 2017)
• As effective as classroom learning for adults
• Blended learning has the most benefits
• The methods matter, not the media!
Nudges (Thaler & Sunstein)
= Aspects of the environment which change people’s behaviour without
forbidding any options
• Strong evidence of their effects in the workplace is still missing
Gamified learning
= Using elements of game design in learning
• Serious games: developing fully fledged games with the primary
purpose of learning
• positive effects on knowledge, motivation, and behaviours compared to
other forms of learning (Sailer, 2020) (Wouters, 2013)
MAYBE SO
YES
YES

33. 7. ROI: evaluate your learning interventions
How do you currently evaluate
learning interventions?

34. 7. ROI: evaluate your learning interventions
WHAT to evaluate? (Kirkpatrick-Katzell)
• Reactions: people’s satisfaction, self-efficacy - J sheets
• Learning: acquiring of knowledge, skills, or attitudes
• Behaviours: people actually act differently
• Results: performance - what kind?
The criteria are only very weakly associated! (Alliger, 1997)
More advanced alternative:
L-TEM (Thalheimer)
HOWto evaluate?
• Measure before (Needs analysis) and compare with After
• Compare to peers who don’t participate
• Follow-up later on (measure again after 3 - 6 months, etc.)

35. To sum up:
Needs analysis & evaluation
Training (properly designed and
delivered, including on the job)
E-learning & blended training
Gamified learning
Coaching (yes/maybe so)
Mentoring
Learning without guidance and support
(self-directed, informal)
Nudges
Learning styles, 70:20:10, & Co.

36. What to take on the journey towards EB Learning

37. Resources to find your way (1/3)
FORUMS, ASSOCIATIONS
https://www.worklearning.com/
https://debunker.club/
https://ldaccelerator.com/
BOOKS

38. INCLUDING MODELS OF LEARNING
• The 5 Moments of Need
• Decisive Dozen
• Seek – Sense - Share
• Mager & Pipe
• HILL model
• …
Resources to find your way (2/3)

39. Resources to find your way (3/3)
SUMMARIES OF SCIENTIFIC RESEARCH
Thalheimer, W. (2017). Does elearning work? What the scientific
research says!
SCIENCEFORWORK
Training: Make Change Stick with Behaviour Modelling
Informal Learning: Your Essential Guide
What makes people apply what they learn during training
Training that works (hint: motivation matters more than you
think)
Workplace coaching – what’s the verdict?
A rapid evidence assessment of the research literature on work-
based learning by CEBMa

40. Meta-analyses, systematic reviews & other
research studies used
Training
• Salas, Tannenbaum, Kraiger, Smith-Jentsch (2012) The Science of Training and Development in Organizations: What Matters in Practice
• Arthur, Bennett, Edens, & Bell (2003) Effectiveness of Training in Organizations: A Meta-Analysis of Design and Evaluation Features
• Colquitt, LePine, Noe (2000) Toward an Integrative Theory of Training Motivation: A Meta-Analytic Path Analysis of 20 Years of Research
• Alliger, Tannenbaum, Bennett, Traver (1998) A Meta’Analysis of the Relations Among Training Criteria
• Cerasoli, Alliger, Donsbach, Mathieu, Tannenbaum, Orvis (2017) Antecedents and Outcomes of Informal Learning Behaviors: a Meta-Analysis
• Bezrukova, Spell, Perry, Jehn (2016). A Meta-Analytical Integration of Over 40 Years of Research on Diversity Training Evaluation.
• McEwan, Ruissen, Eys, Zumbo, Beauchamp (2017) The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A
Systematic Review and Meta-Analysis of Controlled Interventions.
• Vanhove, Herian, Perez, Harms, & Lester (2015). Can resilience be developed at work? A meta-analytic review of resilience-building
programme effectiveness.
• Lacerenza, Reyes, Marlow, Joseph, Salas )2017= Leadership training design, delivery, and implementation: A meta-analysis.

41. Meta-analyses, systematic reviews & other
research studies used
Coaching
• Grover & Furnham (2016) Coaching as a Developmental Intervention in Organisations: A Systematic Review of Its Effectiveness and the
Mechanisms Underlying It
• Jones, Woods, Guillaume (2015) The effectiveness of workplace coaching: a metaanalysis of learning and performance outcomes from
coaching
Gamification
• Connolly, Boyle, MacArthur, Hainey, Boyle (2012): A systematic literature review of empirical evidence on computer games and serious games
• Sailer & Homner (2020): The Gamification of Learning: a Meta-analysis
• Sitzmann (2011): A Meta-analytic Examination Of The Instructional Effectiveness Of Computer-based Simulation Games
• Wouters, van Nimwegen, van Oostendorp, van der Spek (2013) A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games
Mentoring
• Allen, Eby, Poteet, Lentz, Lima (2004) Career Benefits Associated With Mentoring for Prote´ge´s: A Meta-Analysis
• Eby, Allen, Evans, Ng, DuBois (2008) Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored
individuals
• Eby, Allen, Hoffman, Baranik, Sauer, Baldwin, Morrison, Kinkade, Maher, Curtis, Evans (2012) An Interdisciplinary Meta-Analysis of the
Potential Antecedents, Correlates, and Consequences of Protege Perceptions of Mentoring

42. Destination: better work for all!

43. There’s more to come

44. Thank you & take care!