Maximising the Business Impact of Learning

9/26/2016 1© Copyright Fosway Group Limited. All Rights Reserved.

Maximising the Business Impact of Learning

David Wilson, CEO / [email protected] / @dwil23 @fosway

mailto:[email protected]


Maximising the Business Impact of Learning

With all the change and new technology options in learning and development, it is sometimes easy to focus only on the "what?" and the "how?", and not on the "why?".

Learning should be a strategic investment to drive business performance and to build business capability. But how do you measure the impact it really has, or maximise that impact?


Opportunities & Challenges

Focus on Impact not Activity

Real Examples

Role of Metrics and Analytics


POLL QUESTION #1

How good are you at measuring and reporting learning impact in your organisation?- Good consistently

- Good but inconsistent

- OK

- Poor


Problem 1:

Proving Value of Learning


An old question for L&D : How can you measure or prove what you do is worth doing and makes a difference?

But a new challenge :How can we optimise what we do to maximise the impact we make in the business?

... in a more complicated world!


POLL QUESTION #2

In your organisation, who is the main audience for learning impact information? (choose one)- Learners

- Line Managers

- L&D Management

- Business Management

- Executive Management


THE TYPICAL L&D RESPONSE

Kirkpatrick (1959)

The Typical Corporate Profile …- Level 1 : Reaction Generally extensive

- Level 2 : Learning Sporadic, major programmes

- Level 3 : Application Rare, selected programmes

- Level 4 : Impact Even rarer! one or two programmes it at all

- … and sometimes Jack Phillips Level 5 : ROI

Who is this really for?

Does the Business care or consider this useful?


Realities - Methodologies

Kirkpatrick?- The standard training industry communication model

- Missing pieces, implication of false causality, start with L1

- But is probably too ingrained to change

ROI? The equation is simple, it’s the data that isn’t - ROI is not another level, it’s a way of presenting business information

- Very difficult to get to attributable impact data in most cases

- Typically retrospective and defensive

- Estimation by learners is just that, an estimate

- What’s the ROI of working out the ROI?


And Happy Sheets?

KP L1 (Reaction) is not a measure of value- Feedback on the learning process only

- Some use for learners = opportunity for constructive feedback

- And learning management = opportunity to tune learning process

Recommendation - Should be a background process, not a primary focus for valuable resources

unless specifically demanded by the intervention- E.g. pilots, high cost, high sensitivity

- Sample in scale

- Better to capture activity information and focusing on the other levels!


Examples

BUSINESS IMPACT IN ACTION


POLL QUESTION #3

In your organisation, what would be the primary goal in measuring the impact of learning? (choose one)- To ensure proper engagement with learners and managers

- To ensure that current learning solutions are effective and fit for purpose

- To improve the effectiveness or design of current learning solutions

- To demonstrate value of learning investment to senior management

- To justify increased investment in learning


Problem 2:

Learning is not an Event!


L e a d e r s h i p & M A N A G E M E N T

Opt im ised


INCREASING COMPLEXITY

Many learning strategies

Many learning contexts

Many learning outcomes


RETHINKING THE QUESTION

Proving value needs to be about “Impact” not activity or simple outputs

To be meaningful, impact must align with business outcomes and be business credible

Must shape what we will do as well as measure what we did - more Predictive less Retrospective

Impact needs to be central to the L&D engagement process


MOTIVE PRINCIPLES

PROCESS

What are your desired Business Outcomes?

What’s the Value (£) of that to the Business?

[cost reduction, sales drive, implications costs]

What are your desired Learning Outcomes?

[What does good look like?]

What will people need to be able to do/know to

enable them to be ‘good’?

How will you measure that they know what they need

to know? Indicator

How will you measure that they are doing what they

should be doing? Indicator?

How will you measure that you’re on track/been

successful? Indicator?

MEASUREMENT

PAST PREDICTIVEPRESENT

To prove what

we have

delivered had

impact

•Specific

•Retrospective

To review and

improve

efficiency or

effectiveness of

existing

solutions

To inform the

design of future

solutions to

enable learning

that has impact

on the Business

• There must be defined business and learning outcomes before

commencing design

• We will establish the £ of success

• We will agree how, and to what level, to measure

• The measurement of the learning approach is flexible

dependent upon the situation

•The learning from this activity will be used to constantly

review, and inform, how we can improve the efficiency and

effectiveness of the learning environment

VALUE £

What is the business outcome

worth?

EFFECTIVENESS

What does it look like when

I’m doing it well?

ACTIVITY

What do I need to do to get

there?

ABILITY

“Do I have the

knowledge, and

have the skills,

to do it?”

APPLICATION

“Am I actually

doing it for

real?”

RESULTS

“Is what I’m

doing impacting

the business”

IMPACT OF

LEARNINGINFLUENCING

FACTORS


Examples



& create a GREAT learning experience!?!

How can we truly engage learners in the

learning cycle?


Plan

Learn

ApplySustain

Measure

Analyse

Plan = What do I need to know, understand, be able to do?

Learn = How can I learn that knowledge, develop that skill, build that proficiency? (Acquire, Practise)

Apply = How am I using my learning? (Do)

Sustain = What am I doing to consistently achieve the right levels of skill and performance? (Be)

Measure = How well I doing ? Am I on / off target?

Analyse = Where should I be going next ?

The PLASMALearning Cycle

Each stage can be anything from a few seconds to days long… The process is not linear! Learning can start at any phase!


Plan- Diagnostics / Self Assessment, 180 & 360

- Competency, Capability,

- Process, Task or Context Assessment

- Psychometrics

- Personal Development Agenda

- What should I be developing / learning overall

- Provide Individual Focus

- - Where should I be focusing within a programme to get the most value

Plan

Learn

ApplySustain

Measure

Analyse


Learn

- Multi Modal Learning Channels – F2F & Distance

- Synchronous / Asynchronous

- Digital v Formal v On the Job v JIT

- Digital Learning Anytime Anywhere,- “Time, pace and place convenient to me…!”

- Scale & Reach

- Maximise impact of high value events

- Ensure I meet the prerequisites

Plan

Learn

ApplySustain

Measure

Analyse


Apply

- Self Recognition of Applying Learning - Learning Journals

- Cohort based Learning Blogs – Coach & Mentor

- On the Job Assignments

- Observation- Manager Observation Checklists

- Quality Assessment

- Coaching

- Collaboration - Quality Circles

- Continuous Improvement / Kaizen

- Communities of Practice

Plan

Learn

ApplySustain

Measure

Analyse


Sustain- Ongoing Coaching – Machine, Community, Coach

and Mentor – Peer to Peer Social Learning- Stage Gate Video Diaries

- Manager or SME Coaching

- Peer to Peer Support

- After Action Reviews

- Training & Mentoring others

- Assignments & Feedback

- Machine Prompts & Interim Sentiment Analysis (Confidence v Competence Input)

- Just In Time Support- Performance Support Checklists

- Reference Material,

- Memory Joggers,

- Knowledge Shoot-Outs

Plan

Learn

ApplySustain

Measure

Analyse


Measure

- Stage Diagnostics- Periodic Assessment i.e. Online Test or Scenario

based

- Task or Competency Assessment by Self, 180 - 360 assessment from peers, managers and customers

- Quality Assessment Feedback

- Performance Metrics & KPIs

- Manager’s Performance Assessment

- Specific Benchmark Assessment / Test

- Mystery Shopper Feedback

- Accredited Assessor Checklists & Contextual Assessment

Plan

Learn

ApplySustain

Measure

Analyse


Analyse

- Diagnostics Review & Evaluation- Automated Recommendation from online test,

quizzes and / or questionnaires suggesting most appropriate next steps or Machine Intelligence Recommendations – people who excelled at the next level have done…

- Professional Review – expert feedback and reflection on next developmental goals

- Coaching Review - coach feedback & reflection on developmental targets and goals

- Manager Review – manager feedback and reflection on next performance goals

…. In preparation for next development planning stage

Plan

Learn

ApplySustain

Measure

Analyse


The Promise of Analytics


ANALYTICS

Lack of data historically has meant L&D has had to invent its own measures of effectiveness

Now less true as more business and HR processes are automated and tracked

Analytics tools enable us to cross-analyse L&D data and business data to show correlation and impact …

… or not!?

IS THIS THE HOLY GRAIL or A BETTE NOIR ???


ANALYTICS

Fosway Analytics Maturity Model


HOW MUCH OF A PRIORITY IS HR ANALYTICS TO YOUR ORGANISATION

1%Not a

Priority

51%High

Priority

85%High or

Medium

PrioritySource: Fosway Group Research with HRN - HR in Europe: Critical Realities Research 2015


KEY DRIVERS FOR ANALYTICS

76% Major

Driver is to

to be a stronger strategic business partner

Source: Fosway Group Research with HRN - HR in Europe: Critical Realities Research 2015

58%Optimise Service Quality& Provision

58% Enable better

leadership &

management


BUT …

KEY CHALLENGES

Nearly 90% SEE LACK OF SKILLED RESOURCES AS A

CHALLENGE

Nearly

90%cite

Poor Data Quality as a

Major Challenge

>80% see

Lack of Data Integration across

HR Silos and with

Business Data as

a ChallengeSource: Fosway Group Research with HRN - HR in Europe: Critical Realities Research 2015


Examples



KEY TAKEAWAYS

Impact should be central to L&D’s ethos and purpose, not something we measure afterwards

Impact must be a business outcome, not just a learning outcome

Impact can be measured in many ways, but is most valuable when related to what the business already measures and values

Longer term, Analytics will provide a powerful tool to assess real impact (for good or bad for L&D!)


Fosway GroupEurope’s #1 HR Analyst

David Wilson, CEO / [email protected] / @dwil23

THANK YOU

mailto:[email protected]


Fosway Group - Europe’s #1 HR Analyst

Maximising the Business Impact of Learning

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