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This is a summary of the approach I use in helping clients evaluate the business impact of their learning programs.
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1Presented by Tom Hoverman
A Methodology for Measuring Results
2Presented by Tom Hoverman
Why Evaluate Learning?
A Strategic Approach to Learning
4 Levels of Learning Evaluation
A Learning Evaluation Methodology
Barriers to Evaluating Learning
3Presented by Tom Hoverman
“Never mistake activity for achievement.”
- John Wooden, UCLA Basketball Coach
4Presented by Tom Hoverman
Learning is a critical business process. The value it brings to the organization needs to be evaluated with the same rigor applied to other critical business processes.
Organizations that evaluate and continuously improve their learning programs enhance both individual performance and business results.
5Presented by Tom Hoverman
1. Partner with stakeholders
2. Agree on the relevant business needs
3. Target specific performance improvement goals
4. Identify enabling new knowledge and/or skills
5. Develop specific learning objectives
6. Design and deliver learning activities
7. Evaluate the costs and benefits related to learning
8. Use this analysis to plan future investments in learning
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Measurement of Results
Planning & Design
Evaluation of Results from Learning
Classroom & Online Learning Activities
Learning Objectives
Performance Goals
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Evaluation Supports Strategy
Learner Reaction Level 1
Growth in Knowledge and/or Skills Level 2
Performance Level 3
Business Impact Level 4
Strategy Frames Evaluation
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Learner Reaction Level 1
Growth in Knowledge and/or Skills Level 2
Performance Level 3
Business Impact Level 4
Did this learning measurably impact business results?
Have the learners applied their new knowledge and/or skill?
Did the learning result in a measurable increase in knowledge and/or skill?
Did the learners find the learning activity worthwhile and do they
intend to apply it?
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Content Development
Instructional Design
Learning
Training Delivery
Investments
InvestmentsReturns
Expanded Knowledge
Business Results
Improved Performance
Opportunity Costs
New Skills
Financial Return
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Learner Reaction
Focus of Measurements
Specific level of satisfaction and reaction to the learning solution as it is delivered to the participants.
Actions to Evaluate Learning
Measure employees’ initial reaction, satisfaction and planned action derived from learning event (examples: post-course survey assessing quality of course.)
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Growth in Knowledge and/or Skills
Focus of MeasurementsSpecific knowledge, skill(s), and/or attitude(s) to be developed/acquired
by the participants.
Actions to Evaluate LearningAnalyze learning with pre- and post-learning tests,
simulations and instructor evaluations.
12Presented by Tom Hoverman
Focus of MeasurementsParticipants’ behavior changes as the knowledge and skills are applied in
the work setting.
Actions to Evaluate LearningAnalyze knowledge and skills gained over time to see if on-the-job
behaviors changed as result of learning event.
Gather data on how employees are using new skills.
Identify barriers and enablers, and isolate the effects of the program from other factors that can influence behaviors.
Performance
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Focus of MeasurementsSpecific business measures that will change as a result of the
participants’ application of the training.
Business Impact
Actions to Evaluate LearningMeasure the business impact/benefits.
Determine the monetary value of the measured change.
Measure intangible benefits (e.g. increased job satisfaction among participants)
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Life cycle of the solution
Relevance to organizational strategy
Program costs
Learner audience size
Level of visibility
Level of management interest
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1. Make the business case for evaluating learning
2. Relate the learning curriculum directly to business goals
3. Choose the appropriate level of evaluation for each course
4. Design evaluation to reflect learning objectives
5. Integrate learning evaluation into existing processes
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“They’re just trying to make us look bad” the perception of evaluation as a fault-finding exercise
“It’s not worth the bother” the concern that evaluation is a poor investment
“We don’t know how” the issue of having access to the right expertise
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“What gets measured gets done.”
- Peter Drucker, Management Guru