Ten Actions to Make Learning Measurement a Reality

actions to make

learning evaluation a reality

learning | Development | Consulting

makelearning measurementa priority

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Make learning measurement a priority

start...

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start...

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...with the enD in mind!

start...

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Don’t design your learning until you have defined the measures

...with the enD in mind!

start...

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...with the END in

mind!

START...

...with the END in

mind!

START...

or you will find learning measurement

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DiffiCult

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inaCCurateDiffiCult

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anD nonsensiCal



inaCCurateDiffiCult

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sounDs oBvious?You’d be surprised how often the

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aCtivitiesContent


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are decided upon before the intended results are clarified with

key stakeholders

aCtivitiesContent


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You must make sure you and your learning provider are clear about the measures from the outset

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and about how they will be reported


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real CHange is dependent on it!

and about how they will be reported



don’tstrugglealonetake a stakeholder approach

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#2 Don’t struggle alone – take a stakeholder approach

Defining measures is not easy, especially when you sit in l&D and

may not be

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may not be enougH Close

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Business areato the

enougH Close


may not be

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Question those who Will know

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conduct one-to-one interviews


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or focus groups

conduct one-to-one interviews


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ask them

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ask them

• What will the participants be doing differently if this programme works?

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ask them

• What impact will it have on those around them?

•Whatwilltheparticipantsbedoingdifferentlyifthisprogrammeworks?

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ask them


• What specific business /department KPi’s would you want to see improve as a result of the programme?

•Whatimpactwillithaveonthosearoundthem?

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ask them

• What will success look like for the learners and the business?


•Whatspecificbusiness/departmentKPI’swouldyouwanttoseeimproveasaresultoftheprogramme?

•Whatimpactwillithaveonthosearoundthem?

#1



this will

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this will

• give them something to work from

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this will

• show you have insight into their business and their challenges

•Givethemsomethingtoworkfrom

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this will

•Showyouhaveinsightintotheirbusinessandtheirchallenges

• Build your CreDiBility


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this will


•BuildyourcrediBility


• Demonstrate your intent to make a visible difference

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•BuildyourcrediBility

• strengthen your business relationship

this will


•Demonstrateyourintenttomakea visible difference


measurewhat reallymatters

#2#1


#3 measure what really matters

People often talk about

#2#1




return on investment

#2#1



and create complex numerical systems and equations


return on investment

#2#1



this can be important but we believe it is also important to focus on

return on eXPeCtations

#2#1



What will people really expect to

see & Hear if this learning works?

#2#1



Don’t get sidetracked by level 1 data...

#2#1



• How was the training room temperature?

• Did lunch go down well?

• Was the trainer friendly?


#2#1



• How was the training room temperature?

• Did lunch go down well?

• Was the trainer friendly?


#2#1



•Wasthetrainingroomtoocold?

•Howwaslunch?

•Wasthetrainerfriendly?

it is important, but

senior managers may care more about

#2#1



How the learning will lead to

#2#1



inDiviDual


#2#1



andDePartmental

improvements

inDiviDual


#2#1



WHat Will Be Different on monDay?

andDePartmental

improvements

inDiviDual



take thetemPeratureestablish the baseline measures

#4#2 #3#1


take the temPerature –establish the baseline measures

find the data which currently exists – and log this as the start of the learning journey

#4#2 #3#1



for example

if a KPi is a reduction in the number of customer complaints,how many complaints is the department currently getting?

find the data which currently exists – and log this as the start of the learning journey

#4#2 #3#1



Be specific in asking more and more questions until you get the data you need

#4#2 #3#1



for example

What are they seeing and Hearing now?

Be specific in asking more and more questions until you get the data you need

if a colleague says improved morale will be a measure, ask for details on how they will measure this in practice

#4#2 #3#1



ensure that the data is, in most cases, data which is normally collected by the business

#4#2 #3#1



ensure that the data is, in most cases, data which is normally collected by the business

Do not make this difficult or onerous.

this should not be seen as an extra task costing additional time and money


BuilDmeasurement

learning experienceinto the

#2 #3 #4#1


BuilD measurementinto the learning experience

#5

When you have measures agreed

#2 #3 #4#1



#5

When you have MEASURES agreed

ensure you design the learning experience

around them

#2 #3 #4#1



#5

When you have MEASURES agreed

Ensure you design the learning experience

around them

#2 #3 #4#1



#5

Here are 8 key techniques to

help you drive the aPPliCation of learning

#2 #3 #4#1



#5

involve line managers in the design of the programme – ensure they are partnering with you• Contextualises learning• Builds engagement



#2 #3 #4#1



#5

encourage pre-learning meetings between the learner and line manager• Plans for application of learning• engages the learner• Demonstrates the importance

of the learning event to the business

Involve line managers in the design of the programme – ensure they are partnering with you• Contextualises learning• Builds engagement



#2 #3 #4#1



#5

Encourage pre-learning meetings between the learner and line manager• Plans for application of learning• Engages the learner• Demonstrates the importance of the

learning event to the business


Design relevant pre-learning activity• Builds momentum• engages the learner• Clarifies the ‘why this?’, ‘why now?’,

‘what’s expected of me?’



#2 #3 #4#1



#5

make learning contextually relevant and realistic• learners relate to the

programme• they see how it will support

them in their performance

Encourage pre-learning meetings between the learner and line manager• Plans for application of learning• Engages the learner• Demonstrates the importance

of the learning event to the business


Design relevant pre-learning activity• Builds momentum• Engages the learner• Clarifies the ‘why this?’, ‘why

now?’, ‘what’s expected of me?’



#2 #3 #4#1



#5

Create multiple opportunities for practice and feedback• increases confidence• improves capability• incentivises to apply back

at work



#2 #3 #4#1



#5

make time for ‘application planning’. not just 15 minutes at the end of the day but throughout the learning – what will you apply and when? • increases chances of learners

applying their learning• Prepares learners to overcome

potential obstacles in advance of their return to work

Create multiple opportunities for practice and feedback• Increases confidence• Improves capability• Incentivises to apply back

at work



#2 #3 #4#1



#5

Make time for ‘application planning’. Not just 15 minutes at the end of the day but throughout the learning – what will you apply and when? • Increases chances of learners



allow learners to share the impact this programme has had – on them and their results - through presentations and work-based projects• encourages learners to work hard on

making sure the learning makes a difference


at work



#2 #3 #4#1



#5

Make time for ‘application planning’. Not just 15 minutes at the end of the day but throughout the learning – what will you apply and when? • Increases chances of learners




at work

Allow learners to share the impact this programme has had – on them and their results. Through presentations and work-based projects for example• Encourages learners to work

hard on making sure the learning makes a difference

encourage post-learning reviews with learners’ managers• identifies golden opportunities

to try new skills – with defined objectives

• an opportunity to gain line managers’ support




Clearmake learning

agenda item

measurement a

Make learning measurement a Clear agenda item

#2 #3 #4 #5#1


#6

make sure you discuss the impact of learning

at inDiviDual


#2 #3 #4 #5#1


#6


at inDiviDual and Business


#2 #3 #4 #5#1


#6


PerformanCe revieWs

and Businessat inDiviDual


#2 #3 #4 #5#1


#6

make it a Clear agenda item at appraisals


#2 #3 #4 #5#1


#6

and management meetings

make it a Clear agenda item at appraisals


everyone’s

make learning

businessmeasurement

#2 #3 #4 #5 #6#1


#7Make learning measurement

everyone’s business

it’s all about holding all stakeholders accountable

• the trainer

#2 #3 #4 #5 #6#1




• the trainer


• the learner

#2 #3 #4 #5 #6#1




• their line manager

• the learner

• the trainer


#2 #3 #4 #5 #6#1




• their line manager

• their senior managers

• the learner

• the trainer


#2 #3 #4 #5 #6#1




the role played by the learners’ managers is critical

#2 #3 #4 #5 #6#1





Be briefed from the start on how this will add value

they need to:

#2 #3 #4 #5 #6#1





encourage pre- and post-meetings with learners


they need to:

#2 #3 #4 #5 #6#1





Provide active and visible sponsorship

Encourage pre- and post-meetings with learners


they need to:


trenDsaccept the

#2 #3 #4 #5 #6 #7#1


accept the trenDs #8

often you will be working with

#2 #3 #4 #5 #6 #7#1



often you will be working with trenD line Data

#2 #3 #4 #5 #6 #7#1



for measuring business benefits

often you will be working with trenD line Data

#2 #3 #4 #5 #6 #7#1



for measuring business benefits trenD line Data

often you will be working with

tHis is oK!

#2 #3 #4 #5 #6 #7#1



look for tr

ends

trends

trends

trends

trends

trends

trends

trends

trends

#2 #3 #4 #5 #6 #7#1



in the rigHt dire

ction

look for tr

ends

#2 #3 #4 #5 #6 #7#1



and measure in

ways

MULTIPLEMULTIPLEMULTIPLEmultiPle

in the rigHt dire

ction

look for tr

ends

#2 #3 #4 #5 #6 #7#1



ways at MULTIPLEMULTIPLEMULTIPLEmultiPlelevels

look for tr

ends

in the rigHt dire

ction

and measure inMULTIPLEMULTIPLEMULTIPLEmultiPle

#2 #3 #4 #5 #6 #7#1



it may not always be possible to isolate

#2 #3 #4 #5 #6 #7#1




results

#2 #3 #4 #5 #6 #7#1




results

But having enough indicators in the right direction is helpful

#2 #3 #4 #5 #6 #7#1




results

But having enough indicators in the right direction is helpful


rePortresultsregularly

#2 #3 #4 #5 #7#6 #8#1


#9rePort results regularly

what gets measureD gets done!

67 mm

20 mm

20 mm

67 mm

#2 #3 #4 #5 #7#6 #8#1



what gets measureD 113.21mm

113.21mm

14.887mm14.887mm

gets Done

#2 #3 #4 #5 #7#6 #8#1



what gets

add ‘results from training programmes’ to the monthly management meeting agenda

and ask managers to demonstrate the impact any spend is having

measureD 113.21mm

113.21mm

14.887mm14.887mm

297mm

gets Done


realistiCbe practical and

#2 #3 #4 #5 #7#6 #8 #9#1

be PraCtiCal and realistiC


#10

Don’t be too precious

#2 #3 #4 #5 #7#6 #8 #9#1



#10


there will always be the occasion where the reason for learning is simply to

#2 #3 #4 #5 #7#6 #8 #9#1



#10

‘tick a box’



#2 #3 #4 #5 #7#6 #8 #9#1



#10

‘motivate the team’

or to ‘tick a box’



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#10

there will always be managers who say

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#10


#2 #3 #4 #5 #7#6 #8 #9#1



#10

and who are not able or willing to engage in value conversations


#2 #3 #4 #5 #7#6 #8 #9#1



#10

the Key is to be realistic

#2 #3 #4 #5 #7#6 #8 #9#1



#10

• What can you measure in these cases?

• What is good enough?

the Key is to be realistic

#2 #3 #4 #5 #7#6 #8 #9#1



#10

start someWHere

#2 #3 #4 #5 #7#6 #8 #9#1



#10

start someWHere

measure

#2 #3 #4 #5 #7#6 #8 #9#1



#10

CruCially, report back what you can as often as you can

start someWHere

measure

#2 #3 #4 #5 #7#6 #8 #9#1



#10

so, in summary, is measuring learning and proving value the ‘Holy grail’ that many have described?

#2 #3 #4 #5 #7#6 #8 #9#1



#10

not really

so, in summary, is measuring learning and proving value the ‘Holy grail’ that many have described?

#2 #3 #4 #5 #7#6 #8 #9#1



#10

it’s simPle if you

#2 #3 #4 #5 #7#6 #8 #9#1



#10

Create meaningful and insightful relationships within the business


#2 #3 #4 #5 #7#6 #8 #9#1



#10



understand your colleagues’ challenges

#2 #3 #4 #5 #7#6 #8 #9#1



#10


Create learning that drives application back at work


Understand your colleagues’ challenges

#2 #3 #4 #5 #7#6 #8 #9#1



#10

Create meaningful and insightful relationships within the businessUnderstand your colleagues’ challengesCreate learning that drives application back at workreally start with tHe enD in mind



We have so much more to share

reaD tHe full artiCle:

www.jsbonline.com/learning-and-development

£49 billion and counting! What impact does

learning really have?


http://www.jsbonline.com/knowledgebank/post/179/39-billion-and-counting-what-impact-does-learning-really-have

http://www.jsbonline.com/learning-and-development