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Evaluating Learning

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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
  • 7. Evaluation Supports Strategy Strategy Frames Evaluation Learner Reaction Level 1 Growth in Knowledge and/or Skills Level 2 Performance Level 3 Business Impact Level 4
  • 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

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