This is a summary of the approach I use in helping clients evaluate the business impact of their learning programs.
Text of Evaluating Learning
1. A Methodology for Measuring Results
2.
Why Evaluate Learning?
A Strategic Approach to Learning
4 Levels of Learning Evaluation
A Learning Evaluation Methodology
Barriers to Evaluating Learning
3. Never mistake activity for achievement. - John Wooden, UCLA Basketball Coach
4.
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.
5.
Partner with stakeholders
Agree on the relevant business needs
Target specific performance improvement goals
Identify enabling new knowledge and/or skills
Develop specific learning objectives
Design and deliver learning activities
Evaluate the costs and benefits related to learning
Use this analysis to plan future investments in learning
6. Measurement of Results Planning & Design Evaluation of Results from Learning Classroom & Online Learning Activities Learning Objectives Performance Goals
8. 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?
9. Investments Investments Returns Content Development Instructional Design Learning Training Delivery Expanded Knowledge Business Results Improved Performance Opportunity Costs New Skills Financial Return
10. 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.)
11. Growth in Knowledge and/or Skills Focus of Measurements
Specific knowledge, skill(s), and/or attitude(s) to be developed/acquired by the participants.
Actions to Evaluate Learning
A nalyze learning with pre- and post-learning tests, simulations and instructor evaluations.
12. Focus of Measurements
Participants behavior changes as the knowledge and skills are applied in the work setting.
Actions to Evaluate Learning
Analyze 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
13. Focus of Measurements
Specific business measures that will change as a result of the participants application of the training.
Business Impact Actions to Evaluate Learning
Measure the business impact/benefits.
Determine the monetary value of the measured change.
Measure intangible benefits (e.g. increased job satisfaction among participants)
14.
Life cycle of the solution
Relevance to organizational strategy
Program costs
Learner audience size
Level of visibility
Level of management interest
15.
Make the business case for evaluating learning
Relate the learning curriculum directly to business goals
Choose the appropriate level of evaluation for each course
Design evaluation to reflect learning objectives
Integrate learning evaluation into existing processes
16.
Theyre just trying to make us look bad
the perception of evaluation as a fault-finding exercise
Its not worth the bother
the concern that evaluation is a poor investment
We dont know how
the issue of having access to the right expertise
17. What gets measured gets done. - Peter Drucker, Management Guru
