Social Value Masterclass: go further in measuring and demonstrating social value
Demonstrating Value Back at Work (OEB11)
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Demonstrating Value Back at Work BUS25 – Online Educa Berlin 2011 Learning doesn’t HAVE value. Learning GETS value.
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Used for the learning cafe 'Demonstrating Value Back At Work' at Online Educa Berlin 2011.
Transcript of Demonstrating Value Back at Work (OEB11)
Demonstrating Value Back at Work
BUS25 – Online Educa Berlin 2011
Learning doesn’t HAVE value. Learning GETS value.
Welcome. I’m Bert De Coutere.Nice to meet you.
“How can we better demonstrate the value of learning initiatives?”
1 state of the art
2 divergence
3 convergence
0
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Short term
Long term
homocompetens.com
This session is also in itself an experiment to drive the impact of a learning activity.
Short term
Long term
homocompetens.com
Individual Exercise• What’s your learning mojo?• Write down a few learning initiatives
you want to demonstrate value for.
In my experience way more energy goes into discussing evaluation than doing it. (Tom Gram)
1 state of the art
But surely people are our greatest asset...
Kirkpatrick and friends and
enemies
Kirkpatrick critiques
“... then why don’t we just do it?”
• Ownership• Cost• Complexity
“... it dates from another age.”
What if it is not a formal classroom event?
The Valhalla of ROI
ROI critiques
“... how valid is that number really for learning?”
• Intangible• Indirect• Time span• Multiple goals
“... who will pay for the calculation?”
Are our CEOs only looking for ROI numbers anyway?
The dominant model in corporate learning measurement is the 4 level Kirkpatrick evaluation model, or a variation on it. Half of the model usually gets done because we can, the upper two levels mostly remain on the to do list. That is actually the half model that really counts. Besides the pragmatic issues of time, money and ownership to apply the whole model, the model itself is a child of a time when we thought training was learning and learning was a formal event. Since then learning professionals have recognized the other 80% or learning (informal, social). What if learning is also in the flow and process and connections rather than in a piece of content or event? What with learning by reflecting on experience and by doing? What if our aim is to build and model the learning ecosystem (high impact culture, workscape, ...) rather than training programs?
Table talks
• Hello, my name is...• Hello, my learning initiative is...• Hello, this is how we demonstrate its
value at present (and the good and bad of that)
Why do we measure impact?
For whom?
Who are our stakeholders?What do they
expect?
How do you know the most
and least impactful training?
What are the consequences of not proving
impact?
“Learning doesn't HAVE value. Learning GETS value. It gets value through performance and behavior, and always within context.” (Source: You should say this.)
2 divergence
So much to potentially measure
Table talks
• What does this bring to my learning initiatives?
• Any lightbulbs?
10. The Big Question
How do you assess whether your informal learning, social learning, continuous learning, performance support initiatives have the desired impact or achieve the desired results?
What is the end game?
What measurements exist that you can leverage?
Can we better steer the
‘inflow’ of our trainings?
How do other business services
demonstrate value?
“Performance is everything. Forget everything else. (Harold Geneen.)”
3 convergence
In all their complexitiy, corporations are easy organisations...
There seem to be really only 2 kinds of metrics...
Value is...
Table talks
• A brave new world...• Take 1 example per table to work
around• Report out to the group• That will be our ‘cook book’
What is your ‘world view’ on
learning?
How would you visualise the evidence?
Is the new model
actionable?
Working backwards, holistic and adaptive.
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You haven’t learned anything from this session yet
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