Performance support supports 70:20:10 and will reduce formal training with 50%. Give managers and professionals 24/7 resources instead of courses!

1. Jos
Arets
Business
case:
working
smarter
Fact
Sheet

2. Business
case:
working
smarter
Agenda
1.
Knowledge-­‐intensive
organiza4ons
.
2.
Working
smarter.
3.
The
Business
case
working
smarter.
4.
Roadmap.
Introduc8on
Knowledge-­‐intensive
organiza2ons
can
work
more
smartly
in
the
21st
century
by
providing
knowledge
workers
with
intelligent
forms
of
knowledge
and
informa2on
while
working
–
naturally
based
on
the
aims
of
the
organiza2on,
so
that
working
smarter
(Cross,2010)
supports
people
&
organiza2on
to
achieve
sustainable,
measurable
results.
In
this
way,
working
smarter
becomes
a
tool
for
knowledge
workers
to
eliminate
the
ar2ficial
dis2nc2on
between
working
and
learning,
in
support
of
flexible
working.
This
is
working
smarter
as
a
contemporary
alterna2ve
to
the
more
tradi2onal
forms
of
knowledge
development
in
organiza2ons
such
as
training
courses.
In
the
21st
century,
working
smarter
is
synonymous
with
smarter
use
of
people
and
money.
This
is
possible
with
a
qualita2ve
and
quan2ta2ve
business
case.
“In
the
21st
century,
the
most
valuable
assets
of
an
organiza9on
(profit
or
non-­‐profit)
are
the
knowledge
workers
and
their
produc9vity.
-­‐
Peter
Drucker

3. Knowledge-­‐intensive
organiza8ons
How
is
knowledge
produc2on
assured
in
your
organiza2on?
Massive
growth
of
knowledge
produc6on
and
sharing
through
internet,
o8en
mobile:
The
informa,on
used
from
the
internet
on
1
day
would
fit
onto
168
million
DVDs.
294
billion
e-­‐mails
are
sent
every
day.
1
million
blogs
are
published
every
day
(enough
to
fill
Time
Magazine
for
770
years).
250
million
photos
are
taken
every
day.
864,000
hours
of
video
are
uploaded
onto
YouTube
daily.
By
2015,
it
would
take
you
5
years
to
watch
all
the
videos
distributed
over
the
internet
in
the
space
of
1
second.
ansomalex.com

4. Knowledge-­‐intensive
organiza8ons
How
does
your
organiza2on
produce
knowledge
using
mobile
internet?
History
of
7
mass
media
Art
of
prin6ng
-­‐
1500
Tape
recording
of
music
&
films
-­‐
1890
Cinema
-­‐
1910
Radio
-­‐
1920
TV
-­‐
1950
Internet
-­‐
1995
Mobile
Internet
-­‐
2000
The
growth
of
mobile
Internet
is
historic;
see
the
figure
above.
The
result
is
that
everyone
is
online
24/7,
producing
and
sharing
knowledge
in
a
contemporary
way
Growth
rates
1970 1990 20101975 1980 1985 1995 2000 2005
TV
PC
Internet
Mobile

5. Knowledge-­‐intensive
organiza8ons
Do
you
s2ll
believe
in
the
impact
of
training?
Key
figures
for
business
training
from
Sta4s4cs
Netherlands
(2010):
•The
market
for
business
training
amounts
to
1.7
billion
euros.
That
is
1200
euros
per
par4cipant
or
an
average
of
460
euros
per
employee.
•Approximately
40%
of
employees
follow
training
courses,
with
big
differences
between
sectors
(the
greatest
numbers
in
construc4on).
•60%
of
employees
are
not
reached!
•The
average
dura4on
of
a
training
program
or
course
is
nearly
1
working
week.
•Nearly
half
of
course
hours
are
spent
on
technical,
prac4cal
and
professional
skills.
•The
results
of
efficiency
measurements
for
business
training
remain
unclear
and
low.
Training
Work
Hours
a
year
Tradi9onal
learning
in
organiza9ons
is
not
keeping
pace
with
knowledge
produc9on
using
the
internet
(in
organiza9ons)!

6. Knowledge-­‐intensive
organiza8ons
How
much
training
is
just-­‐in-­‐
8me
in
your
organiza2on?
Unfortunately, most process and product training offers only
cursory practice opportunities. There’s usually not enough time
allowed for extensive practice as there’s so much ‘knowledge’ to
impart, or there is no access to the system/product prior to rollout
and any practice that does occur is often on some cut-down
system, the ‘training’ servers or a simple simulation.
Truth 3: Post-Training Drop-Off has a Major Impact
Post-training drop-off is another reason why formal pre-rollout
training simply can never be the most effective approach to
developing user competence.
Harold Stolovitch & Erica Keeps carried out some very
interesting research on desired vs. actual knowledge acquisition
and performance improvement. The data from their research
uncovered some important facts about human memory and
processing. The graph below shows the results.
Following an initial dip during the training event (the ‘typing/golf
pro dip’) - where performance drops as new ways of carrying out
tasks are tried out and tested - knowledge and performance then
improve during the training session. The individual walks out the
door knowing more than they did prior to the training session and
usually with higher levels of task performance than when they
started the training.
September 2010 Edition
Ebbinghaus
The
‘forgeng
curve’
shows
that
people
typically
forget
90%
of
the
informa4on
from
the
training
program
within
30
days,
unless
it
is
consistently
repeated.
See
the
figure
shown
here
on
the
impact
of
training
on
an
organiza4on’s
performance.
John
Medina
7-­‐9
units
of
informa4on
can
be
stored
in
a
person’s
short-­‐term
memory.
It
can
only
be
remembered
through
repe44on
and
it
takes
ten
years
before
the
long-­‐term
memory
has
integrated/stored
this
informa4on
at
system
level.
How
effec9ve
is
it
if
the
training
for
the
implementa9on
of
new
soGware
took
place
two
months
before
‘go
live’?
Will
employees
s9ll
know
how
the
system
works
by
the
actual
‘go
live’
date?
For
most
training
courses
in
subjects
designed
to
improve
the
performance
of
organiza9ons,
it
is
literally
physically
impossible
to
plan
training
just-­‐in-­‐9me.

7. Knowledge-­‐intensive
organiza8ons
What
impact
does
this
figure
have
on
your
thinking
and
ac8ons?
The
figure
shows
that
tradi6onal
learning
in
organiza4ons
through
training
courses,
for
example,
does
not
sufficiently
keep
pace
with
the
needs
of
organiza4ons
to
adapt
or
with
knowledge
produc6on
and
sharing
through
social
media/
learning.
knowledge
produc2on
&
sharing
via
social
media
/
learning
Adapta2on
organiza2ons
tradi2onal
learning
in
organiza2ons
Time
Performance

8. Knowledge-­‐intensive
organiza8ons
Do
you
make
the
jump
towards
knowledge
produc8on
-­‐and
sharing
in
the
21
century?
Industrial
economy
Training
Knowledge
Knowledge
possession
9/5
working
of
learning
Learning
=
working
Formal
learning
One-­‐way
traffic
Hierarchy
knowledge
economy
Working
smarter
Informa6on
Knowledge
sharing
24/7
knowledge
produc6on
-­‐and
sharing
Working
=
learning
Informal
learning
Two-­‐way
traffic
Network
st

9. How
can
you
support
the
applica2on
of
knowledge
in
prac2ce
other
than
through
training?
Working
smarter
Employees
o_en
have
a
lot
of
knowledge,
gained
from
books
or
during
their
previous
educa4on.
But
applying
this
theory
in
daily
work
prac4ce
o_en
proves
hard
for
them.
Even
so,
most
training
courses
focus
on
increasing
the
knowledge
of
employees
and
there
is
li`le
support
available
for
applying
that
knowledge
and
suppor4ng
daily
work.
This
is
a
result
of
the
rather
strict
division
between
the
classroom
and
support
in
the
workplace.
It
is
therefore
not
surprising
that
training
courses
have
hardly
any
measurable
impact
on
the
results
of
organiza4ons
at
all.
Knowledge
from
books
Training
in
a
classroom
Par9cipants
more
competent
During
work
no
training
or
support
With
problems
or
innova9on
no
support
Demonstrate
difficult
to
measure
performance
The
chain
of
formal
training
learning
not
on
workplace no
support
during
work

10. Working
smarter
Do
you
see
that
working
=
learning?
Instead
of
making
one
working
week
of
training
available
to
40%
of
employees
per
year
and
focusing
training
courses
on
increasing
knowledge,
it
is
also
possible
to
make
available
all
possible
resources
which
support
work
ac4vi4es
to
everyone.
This
can
be
done
by
offering
e-­‐performance
support.
This
is
an
electronic
form
of
support
for
tasks
which
are
cri4cal
to
an
organiza4on’s
results
–
for
example
checklists,
videos,
demonstra4ons,
etc.
Or
by
offering
short
e-­‐learning
(micro
learning)
which
can
help
employees
to
learn
cri4cal
tasks.
The
advantage
of
this
is
that
the
electronic
resources
for
all
appear
to
be
nearly
limitless.
Knowledge
and
informa4on
for
everyone
in
the
workplace
changes
from
a
situa4on
of
scarcity
(too
few
resources
to
develop
everyone)
to
a
free
provision
at
lower
costs
than
formal
training.
The
chain
of
working
smarter
24/7
support
during
work
Business
case
for
working
smarter
measurable
performance
organiza9on
possible
During
work
and
linked
to
tasks
Micro-­‐learning
&
performance
support
50-­‐70%
reduc9on
formal
training
24/7
access
to
resources
for
everybody

11. Working
smarter
How
future-­‐proof
is
your
organiza2on
in
terms
of
working
smarter?
In
our
view,
working
smarter
means
people
having
access
to
the
right
knowledge
or
informa4on
while
at
work,
enabling
them
to
do
their
work
be`er.
Tradi4onally,
learning
takes
place
in
a
classroom,
and
li`le
or
no
support
is
offered
while
you
are
actually
working.
In
other
words,
precisely
at
the
moment
when
you
need
knowledge
and
informa4on,
it
is
not
available.
This
changes
with
working
smarter.
Working
smarter
involves
providing
knowledge
by
means
of
short
e-­‐learning
units
(micro
learning)
and
prac4cal
task
support
(performance
support).
Task
support
is
based
on
the
cri4cal
tasks
of
the
organiza4on
and
follows
the
standards
which
have
been
drawn
up.
In
this
way,
working
and
learning
are
consistently
4ed
to
the
desired
results
of
the
organiza4on.
The
figure
shown
here
demonstrates
that
tradi4onal
learning
and
working
are
separated
–
whereas
working
smarter
makes
it
possible
to
support
competent
professionals
and
experts
in
their
work
with
the
desired
knowledge
and
informa4on
in
electronic
form.
And
naturally
this
support
can
also
take
place
while
learning.
The
delivery
of
working
smarter
is
consistently
4ed
to
the
desired
results
of
the
organiza4on.
Working
Learning
Novice
Advanced
beginner
Competent
Proficient
Expert Organiza9onal
results
offer
working
smarter
with
social
learning,
micro
learning
&
performance
support

12. Working
=
learning
in
small
teams
with
the
improvement
approach
Small
teams
work
together
methodically
with
an
improvement
approach.
Firstly,
the
desired
results
of
the
organiza,on
are
iden,fied.
Then
the
problem
is
defined
in
measurable
terms:
the
gap
between
the
current
and
the
desired
situa,ons.
Only
once
the
causes
of
the
problem
are
completely
clear
are
interven,ons
selected
and
implemented
–
consistently,
with
measurable
results
for
the
organiza,on
as
a
consequence.
Plan Do
Check Act
Organiza9onal
results
Contemporary
resources
in
the
cloud
24/7
for
all
employees:
Social
learning
via
wikis,
blogs,
forum
a.o.
Micro
learning,
e-­‐performance
support,
social
learning,
e-­‐pdp,
360
degrees
feedback
completed
with
workplace
learning
,
improvement
projects
and
70%
less
formal
training.

13. Working
smarter
In
transit
to
working
smarter?
Tradi6onal
learning/training
E-­‐learning
Classroom
Instruc8on
/
training
Target
groups
Knowledge
by
training
Class
Teaching
Documents
&
presenta8ons
Catalogue
course
offer
Push
Working
smarter
E-­‐working
Workplace
Informa8on
personalized
/
Internet
Just-­‐in-­‐8me
informa8on
at
workplace
through
micro
learning
&
performance
support
&
social
learning
Community
Coaching
&
(e-­‐)collabora8on
Wiki,
podcast,
blogs
etc.
Knowledge
&
informa8on
24/7
accessible
Pull

14. Working
smarter
Are
you
also
interested
in
a
sustainable
solu8on
to
support
working
smarter?
The
digital
working
and
learning
world
can
be
accessed
on
a
mobile
placorm
and
consists
of
a
results-­‐
focused
combina4on
of
technological
interven4ons
with
other
forms
of
working
=
learning.
Knowledge
produc8on
-­‐
and
sharing
Micro
learning Social
learninge-­‐PDP
Performance
support
Workplace
learning
training,
coaching,
communi8es
Digital
work-­‐
and
learning
world

15. Working
smarter
The
effects
of
working
smarter
with
the
digital
working
and
learning
world.
•
Knowledge
and
informa4on
support
at
work
•
Spectacular,
measurable
increase
in
knowledge
produc4on
and
sharing
•
24/7
(mobile)
access
to
all
resources
(knowledge
and
informa4on)
for
every
employee
within
the
organiza4on
•
More
manageable
for
board
and
management,
because
everyone
has
access
to
relevant
knowledge
and
informa4on
that
can
be
updated
real-­‐4me.
Employees
can
no
longer
claim
they
‘didn’t
know
something’.
Making
it
easier
for
the
board
and
management
to
target
the
desired
performance
of
tasks
in
accordance
with
the
standards
of
the
organiza4on
•
Working
=
learning
is
supported
by
technology
•
Informal
learning
in
the
workplace
is
supported
and
disseminated
•
Knowledge
and
informa4on
are
no
longer
a
scarce
good
for
all
employees
•
Increased
sa4sfac4on
among
employees
about
this
contemporary
way
of
support
at
work
•
Business
case
with
regard
to
formal
training
is
always
present
for
larger
organiza4ons

16. Business
case
working
smarter
The
business
case
for
working
smarter
as
a
rou8ne?
The
working
smarter
business
case
has
the
following
proper4es:
•
Qualita4ve
•
Quan4ta4ve
in
ROI
and
in
measurable
increase
in
knowledge
produc4on
or
other
business
metrics
Slimmer'werken'
'als''business'case'
Resources(
(In)formeel'leren'wordt'
met'technologie'op'de'
werkplek''ondersteund''
Meer(bereik(
Lagere'kosten'via'micro<
learning'en'leren'wordt'
schaalbaar'
Verbinding(met(de(
core(business(
Van'leerdoelen'naar'
organisa>eresultaten''
(
Uitsluitend'
leerinterven>es'als'de'
oorzaak'een'
kennistekort'is.''
Werken(=(leren(
Meetbaar'minder'verlet'
en'meer'draagvlak'bij'
professionals''
Working
smarter
as
a
business
case
Tied
to
the
core
business,
from
learning
objec2ves
to
organiza2onal
results
Learning
interven2ons
only
if
the
root
cause
is
a
lack
of
knowledge
Greater
reach.
Lower
costs
thanks
to
micro
learning
and
learning
becomes
scalable
Resources.
Formal/informal
learning
is
supported
through
technology
in
the
workplace
Working
=
learning.
Measurably
fewer
lost
hours
and
more
support
among
professionals

17. Business
case
working
smarter
Business
case
qualita2ve:
‘soc
indicators’.
•
Working
=
learning
•
24/7/365
accessibility
•
Learning
is
a
process
•
Context-­‐defined
learning
•
Pull
versus
push
•
More
sa4sfac4on/contemporary
•
Working
=
learning
=
relevant
for
the
business

18. Business
case
working
smarter
Business
case
quan2ta2ve:
‘hard
indicators’.
•
Lower
costs
training
/
par4cipant
•
Measurable
increase
knowledge
produc4on
-­‐and
sharing
•
ROI
possible
•
Measurable
contribu4on
to
organiza4onal
results
50%
less
lost
hours
cost
50-­‐70%Decrease
of
budget
formal
training
30%
Cost
digital
work-­‐
and
learning
world
in
comparison
to
tradi4onal
training
100%
Spectacular
higher
reach.
From
40%
to
100%
of
all
employees

19. Business
case
working
smarter
Tradi6onal
learning
/
training Digital
work-­‐and
learning
world
Cost
per
par6cipant
Total
cost
4000
employees
€
75 €
300.000
absenteism
cost
€
80 €
320.000
300
managers €
300 €
150.000
absenteism
cost
€
200 €
60.000
Total €
830.000
year
1 year
2 year
3
Digital
work-­‐
and
learning
world
€
150.000 €
125.000 €
125.000
Cost
training
employees
€
50.000 €
25.000 €
25.000
absenteism
cost
€
0 €
0 €
0
Cost
training
managers
€
50.000 €
50.000 €
50.000
absenteism
cost
€
0 €
0 €
0
Business
case+ €
580.000 €
630.000 €
630.000
ROI 132% 320% 320%

20. Business
case
working
smarter
Working
smarter
=
learning
with
business
case.
•
Scalability
•
Formal
&
informal
learning
•
Working
=
learning
•
Micro
learning
&
performance
support
•
Connec4on
with
the
measurements
of
the
organiza4on.
O_en,
the
Balanced
Score
Card
is
used
to
measure
performance
in
four
important
areas
(defined
by
the
organiza4on)
•
Measurable
increase
in
knowledge
produc4on
and
sharing
•
Measurable
increase
in
knowledge
networking
in
the
organiza4on.
•
Working
smarter
is
a
measurable
investment
with
a
posi4ve
business
case.

21. Roadmap
Slimmer
werken
voor
organisa2es
op
hoofdlijnen.
1.Choice
of
strategic
(cri6cal)
issue
for
organiza6on
2.Main
points
of
business
case
3.Digital
working
and
learning
world
opera6onal
within
six
months
4.Quick
wins
in
costs,
reach
and
quality
5.Basic
elements
of
working
smarter
vision
and
strategy
in
place
1.Working
smarter
vision
and
strategy
completed
and
implemented
2.Choice
of
second
and
possibly
third
strategic
issue/theme
3.Business
case
posi6ve
in
qualita6ve
and
quan6ta6ve
terms
4.Working
smarter
annual
report
with
outputs,
predic6ons
and
points
for
improvement
1.Working
smarter
with
digital
working
and
learning
worlds
pay
off
measurably
with
posi6ve
ROIs,
increased
quality
and
greater
sa6sfac6on
in
the
organiza6on
2.Possibly
use
digital
working
and
learning
world
in
order
to
improve
customer
service
Year
1
Year
2
Year
3

22. Working
smarter
with
business
case:
๏
Are
you
interested
in
a
sustainable
improvement
approach
on
the
work
floor?
๏
For
management
and
employees?
๏
Would
you
like
to
organize
advice
and
development
for
management
and
employees?
๏
To
make
e-­‐learning
available
to
all
employees?
๏
To
have
task
support
made
available
electronically
for
everyone
in
accordance
with
the
organiza4on’s
own
standards?
๏
To
offer
opportuni4es
to
all
employees
in
order
to
share
best
prac4ces
24/7
online
and
measurably
produce
and
share
more
knowledge
with
each
other?
๏
Do
you
want
to
be
a
contemporary
employer
with
a
posi4ve
image
among
clients
and
employees?
๏
In
short:
do
you
want
to
implement
‘working
smarter’
too?
๏
With
a
posi4ve
business
case?
Tulser
www.tulser.com
|
info@tulser.com
Knowledge
produc8on
-­‐
and
sharing
Micro
learning Social
learning
e-­‐PDP
Performance
support
Workplace
learning
training,
coaching,
communi8es
Digitale
work-­‐
and
learningworld

23. bibliography
•Arets, J. & V. Heijnen. (2008). Kostbaar misverstand. Den Haag: Academic Service
•CBS.nl (2010) Bedrijfsopleidingen
•Cross, J. (2010). The Working Smarter Fieldbook. Berkely: Internet Time Press.
•Gery.G.(1991). Electronic Performance Support Systems. Tolland: Gery Performance Press.
•Quinn, C. (2011). Designing Mlearning. Tapping into the mobile revolution for organizational
performance. San Francisco: Pfeiffer.
•Medina, J. (2008). Brainrules. Seattle: Pear Press
•Rossett, A. & A.(2007). Job aids & Performance Support. San Francisco: Pfeiffer.
•Stolovitch, H.D. & E.J. Keeps (2004). Training ain’t Performance. Alexandria: ASTD press.