From educational controlling to learning value management

Learning Value Management
From Return on Invest to Return on Expectations
Professional Learning, Cologne, September 22, 2011
Dr. Christoph Meier

© scil All rights reserved.
swiss centre for innovations in learning
2 27.04.2013Dr. Christoph Meier

Key issues
Dr. Christoph Meier 3 27.04.2013
Why
Learning Value
Management?
How is it
different?
What is the current status
of implementation?
How can
be implemented?
ROI  ROE

Educational controlling:
current status and extensions required
› What is the goal of evaluation /
controlling?
› "Do we provide good training?"
› What is evaluated?
› Formal training
› How are results acted on?
› No systematic procedures;
impressionistic interpretation;
Source: scil Trendstudien 2010 und 2008

Key issues
Why
Learning Value
Management?
How is it
different?
How can
be implemented?
ROI  ROE
of implementation?

© scil All rights reserved.Dr. Christoph Meier 6 27.04.2013
Established approaches to educational controlling
"Measure things easy to measure" Kirkpatrick levels & ROI
Input – Process - Output
Balanced Scorecard & Strategy Map

› Management of division / product line
› ...
› (Training) Management in regional markets
› ...
› Management dealerships / Person responsible for training
› ...
› Training participants
› ...
› …
Extension 1:
Stakeholder
landscape
What do different stakeholder groups
expect from the L&D unit?

The learnscape
Sources: Jay Cross, Informal Learning 2.0, August 2009
http://www.internettime.com/2009/08/informal-learning-2-0/; http://static.scribd.com/profiles/images/ebjlsdeybukv5-full.jpg
Peter Casebow, http://goodpractice.com/blog/how-effective-are-employers-in-supporting-new-managers/
Extension 2:
Learnscape

Identifying & tapping training
value that was missed
Application of new competences
with measurable results
Partial application
of new competences
with uncertain results
No application of
new competences
value realized
(captured in ROI analysis)
value not realized
Based on: Brinkerhoff (2006): Telling trainings' story, p 26.
› Identify training participants with highest / lowest success in learning & transfer
› Identify circumstances that contribute to highest / lowest success in learning & transfer
› Adapt training program & adjust organisational parameters
Extension 3:
meaningful evaluation

Evaluation of value creation
in communities & networks
› Notion of cycles
› activities resulting from
networked interaction
› relationships
› application of knowledge
acquired through networked
interaction
› benefit from application of
knowledge
› benefits from further
developing networks
› Set of indicators for each cycle
Extension 3:
meaningful evaluation
Source: Wenger et al. (2011): Promoting and assessing value creation in communities and networks, p 39

Reports designed for
different stakeholders
Extension 4:
Reports designed
for stakeholders

Key issues
Why
Learning Value
Management?
How is it
different?
How can
be implemented?
ROI  ROE
of implementation?

scil innovation circle LVM:
key benchmarking results (1)
Systematic consideration of expections
of different stakeholder groups
Transfer orientied design of
training & development
Involvement of supervisors / managers
in training & development activities
highly evolved non-existent

scil innovation circle LVM:
key benchmarking results (2)
Evaluation of training & development
Review of extent to which stakeholder
expectations have been fulfilled
Systematic communication of
performance / value realized
towards different stakeholder groups
Context conditions for informal learning

Key issues
Why
Learning Value
Management?
How is it
different?
How can
be implemented?
ROI  ROE
of implementation?

The basic model
Define goals Evaluate Interpret &
communicate
Derive follow-up
action
Involve stakeholder groups
What has been
achieved?
What are potential
benefits not harvested?
What do results
mean?
How are results
communicated?
Where to start?
What are potential
barriers?
What are the goals
of the LVM initiative?
Speed and scope of
implementation?
Who wants to achieve what? Was is valuable for whom? Who contributes how to goal attainment?
Who is involved in what way in the definition of follow-up actions?

Activities in each step of the process
Define goals Evaluate
Interpret &
communicate
Derive follow-up
action
 Improved training
effectiveness
 Improved training
efficiency
 Analysis of
context conditions
for learning
 Meaningful
evaluation, e.g.
- strategy fit
- transfer success
- missed value
 Procedures,
sources of data,
instruments
 Measurements
 Analysis of results
 Interpretation of
results
 Design of reports /
dashboards etc.
to fit stakeholder
requirements
- focus
- detail
- visualization
 Relevant actions
& procedures
 Possible sources of
resistance & ways
of coping
 Identify & prioritize stakeholders
 Identify value proposition for stakeholders
 Get stakeholders to commit to goals & their contribution towards them
 Get stakeholders to participate in defining follow-up actions

A growing portfolio of
methods, procedures & instruments
Define goals Evaluate
Interpret &
communicate
Derive follow-up
action
 Educational
Management
Navigator
 ...
 Training process
evaluation form
 scil transfer
evaluation form
 KA-MTM-survey
 Success-Case-
Method
 ROI-Process
 Cycles model for
evaluating
informal learning
 Dashboards /
Mgmt. Cockpits
 Impact profiles /
Success stories
 PE branding
 Educational
marketing
checklist
 …
 scil Change-
Management-Modell
 Radar on resistance
to change
 Checklist on change
processes
 …
 Strategy Map & Balanced Scorceard
 Organizational & personal learning impact maps
 ...

Conclusion
Why
Learning Value
Management?
How is it
different?
What is the status
of implementation?
How can
be implemented?
ROI  ROE
1) It is not sufficient to demonstrate the value of learning.
It needs to be actively managed.
2) Stakeholder expectations are the starting and the end
point for learning value management.

Dr. Christoph Meier
swiss centre for innovations in learning (scil)
University of St. Gallen
Mail: christoph.meier@unisg.ch
Phone: +41 71 224 7595
Web: www.scil.ch / www.scil-blog.ch
Contact & further information:
20 27.04.2013Dr. Christoph Meier

From educational controlling to learning value management

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From educational controlling to learning value management