GAC Borderless Learning


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GAC Borderless Learning

  1. 1. Borderless LearningInnovating the ROI Damien O’Donoghue General Manager GAC Corporate Academy
  2. 2. What happens if we spend money on training our people and they leave? What happens if we don’t and they stay?2
  3. 3. Overview 1. 2. 3. Corporate e-Learning Return on Learning and learning investment Organisations without (ROI) boundaries (CLO) is the key to can deliver success establish the effective culture of learning learning outcome3
  4. 4. PART 1 –Corporate LearningOrganisations
  5. 5. The Learning Organisation • Learning is seen as a strategic enabler to growth • Competition is based on being able to learn and adapt quicker than rivals • People challenged to continuously expand and create • Collaboration and innovation nurtured for competitive advantage5
  6. 6. Training ---> Learning TRAINING LEARNING Skills development Behaviour change and skill development Externally applied Internally accepted Short term skill uplift Long term change Equips for known challenges Equips for ambiguous future Primarily structured Primarily organic ‘Doing’ ‘Understanding’ A “lead” measure A “lag” measure6
  7. 7. Evolution of Corporate Learning 2008+… Collaborative, Talent-Driven Learning Formalize informal learning Collaboration and Talent Management by design 1995-today Blended and informal Learning Mixing all forms of media with informal learning Learning On-Demand and Integrated Programs 1998-2004 The e-Learning Era Put materials online, information vs. instruction Web-Based courseware, virtual classroom, and Learner-Facing LMS 1980s-1990s Traditional and Computer-Assisted Training Instructor and Computer-Based (CBT) Automated Training Management Systems7
  8. 8. The early adopters lead the way: McDonalds Motorola Hamburger University University8
  9. 9. Why Corporate Learning Organisations? Strategic alignment (L&D + corporate strategy) Central transmission station for corporate culture Drive culture of measurement in all L&D activities Increase employee involvement and collaboration Develops appropriate pedagogy Employer branding and alignment with HR9
  10. 10. NOW Growth of Corporate Learning Organisations is estimated to be 200% faster than the vocational and academic sectors. Source: Corporate University Exchange10
  11. 11. PART 2 –Emergence of e-Learning andLearning without Boundaries
  12. 12. A Quick Survey: e-Learning –vs- classroom education e-Learning is: 1. less-effective than classroom education. 2. an effective substitute for classroom education. 3. superior to classroom education.12
  13. 13. “Today’s students are no longer the people our educational system was designed to teach” 13Mark Prensky 2001, “Digital Natives, Digitial Immigrants”.
  14. 14. Cost effectiveness of e-Learning –vs- face to face corporate learning • Travel costs eliminated • Eliminates facilities and equipment • Does not take participants out of work environment • Enables out of hours learning • Reduced instructor salaries • Eliminates printing costs14
  15. 15. Social constructivism • Puts learners at the centre of learning • Views learning as a social process • Says knowledge is socially constructed • Believes in the importance of learning by doing15
  16. 16. SMART pedagogy in course design Specific Measurable Action-based Relevant Time-specific16
  17. 17. Limitations of “off-the-shelf” e-Learning • Poor pedagogy and user-engagement • Competes with abundant internet information • Unduly prescriptive • Expensive • Lack context • No social engagement17
  18. 18. Generation Y “Never memorise something that you can look up”18 Albert Einstein
  19. 19. Blending technology and social constructivism • Teaching –vs- Facilitation, Student –vs- Participant • Social engagement and learning from each other • Building connections, establishing communities • Moodle – an open source learning management system.19
  20. 20. PART 3 –Innovating Return on Investment
  21. 21. Possible benefits of corporate learning and development • Improves employee performance • Enhances company profits • Saves money • Improves a companys competitive edge. • Increases worker productivity. • Saves supervisory and administrative time and costs • Improves customer satisfaction • Improves employee satisfaction and retention22
  22. 22. So what should we measure to find out how we are doing?23
  23. 23. How we measure ROI depends on how the company VALUES the learning programme24
  24. 24. The Value Continuum in Corporate Learning In general there are three points on the value continuum: Corporate learning as a publicity exercise Corporate learning brokering training Corporate learning as a strategic enabler25
  25. 25. Costs of Corporate Learning Potential cost models: 1. Corporate overhead 2. Cost distribution 3. 100% Cost recovery 4. Profit centre26
  26. 26. GCA’s ROI measurements GAC Strategic Objectives for GCA: • Learning organisation • Skillful and motivated people Measurement through: • CSF5: We must have motivated and trained personnel. • KPI: Number of training hours (target vs actual) • Employee Engagement Survey measuring perception of GAC people about progress towards these objectives27
  27. 27. GAC Annual Employee Engagement Survey28
  28. 28. GCA ROI Calculation • If the following conditions are met: – Full cost recovery, and – EES measures >= target, and – Training Hours >= target, then: • ROI is +ve29
  29. 29. CONCLUSION
  30. 30. Corporate Learning Organisations e-Learning and learning without boundaries Return on Investment31
  31. 31. Moving from awareness, to knowledge, to skill View from the Wading in shallow Swimming with shore aka water aka the fish aka “Deep “Shoreline” “Shallow Dive” Dive” I’m kept informed I have basic knowledge; I’m teaching others and/or enough to answer to high- applying knowledge in level questions or refer customer situation people to others33 Moving from awareness, to knowledge, to skill
  32. 32. How a corporation values its learning and development programs directly influences how it is run.34
  33. 33. Kirkpatrick’s Learning and Training Evaluation Theory Level 1: To what degree participants react favourably to the Reaction learning event Level 2: To what degree participants acquire the intended Learning knowledge, skills, and attitudes based on their participation in the learning event. Level 3: To what degree participants apply what they learned Behaviour during training when they are back on the job. Level 4: To what degree targeted outcomes occur as a result of Results the learning event and subsequent reinforcement Source: Training on Trial: How Workplace Learning Must Reinvent Itself to Remain Relevant – James D. Kirkpatrick35
  34. 34. Traditional ROI Measurements Public Relations/ Brokering Value of CLO Training Usually tangible objectives like: • Create an awareness of the company as Objectives committed to learning and development • Meeting the specific learning needs of various departments Transactional measurement of ROI like: • Number of participants Measuring Results/ ROI • Number of training hours • Awareness surveys • Improvement in specific measures like reduced HSSE incidents36
  35. 35. Evolving ROI Measurements Value of CLO Strategic Enabler Both tangible and intangible objectives like: • Build a learning organisation culture • Establishing communities of common practice Objectives • Promoting transference of knowledge • Involvement in developing corporate strategy • Facilitating the implementation of corporate strategy37
  36. 36. Evolving ROI Measurements (cont.) Transactional measures: As discussed previously Measuring Results/ ROI PLUS Strategic measures such as: • How effectively knowledge is being transferred throughout the organisation • How are learning pathways being developed • How are customer relations being improved • How is the learning organisation playing a role in the future development of the strategic plan • How all this is translating into a more profitable and productive organisation38