2. Acknowledgement
I got the inspiration to write this article from the discussions I had
with my fellow members on LinkedIn groups. I want to specially
thank Ms. Karin Rigas (Consultant-Leadership Development,
Denmark) for kick starting the discussion specifically aimed at
starting or improving Learning & Development function.
Finally appreciate the efforts of Mr. Amulya Sah (HR-Samsung),
Ms. Ritu Pandhi (HR-People Factor) and Mr. Harvinder Singh(HR
-Aircel) for providing useful insights on the subject.
3. CONTENT
Context Setting
Sharing a common vision with Management
Creating roadmap for L & D
Learning Model
Gap Identification
Program Design Methodology
ROI - Return on Investment
Business case for ROI
Evaluation framework
Metrics and their Purpose
Conclusion
About the Author
4. Learning and Development function is one of the key aspect of Human Resource
department in any organization. In some of the industries/sectors L & D might as
well enjoy highest priority for example Information Technology (IT) which highly
depends upon quality of their Human resources. And there is no denying the fact
that it is one of the areas which regards Human resources of paramount im-
portance and the end objective of the function is their development and individual
goal aligning with Organizational goals. L & D holds the key for HR department to
reserve a permanent seat in the organizations round table meetings during busi-
ness planning exercise.
Organization Goals
L & D function’s key role is to
bridge the performance gap and
align individual goals to Organ-
izational Goals
Individual Individual Individual Individual
Goals Goals Goals Goals
But there is the catch, many L & D professionals tend to
be focused on the development of the Human Resources only and pay little or inad-
equate attention to the organizations objectives. This leads to the point where L &
D function in most of the companies is considered a cost center, which is why is
the first one to feel the heat in the time of cost cutting. This fact was pretty evident
in the Bersin L & D report published in 2012 in UK. The report shows that there
was 5% - 7% cut in the training staff and 10% - 12% reduction in the annual budg-
et during the recent meltdown in Europe.
5. But frankly speaking, the Top Management is not to be
blamed for the measures they take to cut down the overall cost of HR. Unless L &
D professionals takes complete ownership of the each intervention and make it a
point to sell it the Top management and not get it approved::
To consume the allocated budget;
To maintain status quo of L & D;
To justify the existence as a function;
OR the meanest of all, Just in case, if ever required.
May be I am being blunt but lets face it, L & D function doesn't always comes as
the most credible departments in HR domain. But the function has evolved over
the years and there are ways and methods to regain the confidence of Top Manage-
ment and other relevant stakeholders. The article will take readers through very
basic and fundamental aspects of Learning & Development function.
The areas covered in the article might seem basic but form the core of any L & D
function.
The article may be useful to:
Professionals planning to initiate the Learning and Development function
OR provide a formal structure to the already existing function
Human resource students looking for a generic understanding of the function
(don't copy it for your assignment)
Non-HR professionals for a quick perspective of Learning and Development
6. Sharing a common vision with the Management
Starting a Learning & Development functions can definitely But whatever challenges start-
be a challenging assignment, keeping in mind its direct rela- ing a L & D function has,
tion with the overall productivity of the Human resources in there is no running away that
it is the most enriching experi-
the organization. L & D professionals need to ensure that
ence in the career of a L& D
they have the complete understanding of the business objec-
professional.
tives, so that the mission and supporting programs are al-
ways aligned .
Answering following questions can provide clarity on the business objectives:
What are their expectations of the champions of the function?
(CLO or HR-Head or Business Head or CEO/MD)
How are they willing to show their support?
What resources are available for the learning interventions?
Based on the inputs on the above from stakeholders one can start creating the
broad roadmap for the function. This would
help to map out what the function should
look like at different time points like three
years or five years and backtrack what
needs to be put in place to achieve that and
stages for attaining that. The roadmap may
look something like figure 1 “Roadmap for
L & D “ . The illustration has macro level
target for the learning function which can
elaborated on a monthly even weekly basis.
It purely depends upon the top manage-
ment’s involvement and intent to measure
the progress on timely basis. Also, while
defining the strategy 5A’s as described
Figure 1: Roadmap for L & D
in the below section must be taken into
consideration.
1) Alignment: Performance improvement goals and the organization's strategic
goals are aligned.
2) Anticipation: Everyone shares the same high expectations for performance im-
provement
3) Alliance: Supervisor of learner is active in setting learning goals and helping
learner learn
4) Application: Learner has opportunity to apply learning immediately
5) Accountability: Learning is measured and learner receives feedback on impact
of learning and performance improvement
7. Training Model
To begin with one can use following model figure 2 “Systematic model” for creating
a structured framework for L & D.
Figure 2: Systematic Model
Gap Identification
The first step after creating a broad framework of L & D function, ‘Gap Identifica-
tion’ (GI). And the basic question during GI is;
Where do employees need to be now and in the future to achieve the business
results?
The first stage is the most important and will set the momentum for achieving the
desired L & D objective and ulti-
mately business targets. Doing a
strategic needs analysis will help
identify the top level company driv-
ers and behaviors that help your or-
ganization (departments, etc.) meet
its goal. Knowing the key results
and the measures that affect those
key results will help one focus on the
right areas for development first.
This forms the basis for your train-
ing plan. The gaps can identified us-
ing methods illustrated in figure 3:
Methods of Gap Identification.
These might seem conventional and
Figure 3: Methods of Gap Identification
basic but are very effective and advisa-
ble to begin with.
8. Tip: It may happen that Gap Identification activity is delayed or stretches because of certain
reasons. In that case, to establish credibility and be seen as responsive– identify the biggest
and the burning development need of the organization, deliver on that ASAP and publish
the results to the stakeholders. Sometimes it is a basic program like Telephone Skills, or
New Supervisor. Do not do it at the expense of the foundation work, that is ultimately more
important but it is easy for L & D people to be view as too academic if we spend too much
time on assessment. The business side is usually looking for results. So solve the biggest
pain point quickly. The only thing to keep in mind is to look for a need where too many re-
sources are not required or in other words it doesn’t result in budget overruns.
Program Design Methodology
The outcome of GI can be overwhelming and may in-
The development plan will have a
volve a lot of filtering to arrive at a comprehensive de- monetary impact as well. So due
velopment plan for a defined time period. L & D team diligence must be done before pre-
should prepare a modular framework for the develop- senting the budget to the approv-
ment sessions and start executing it as per the plan. ing authorities. In the next sec-
tion we will discuss about the
The six breakthrough Learning Disciplines may be Return on Investment (ROI) and
followed for every development module/session for ef- also, the business case for calcu-
fectiveness. lating ROI.
THE SIX BREAKTHROUGH LEARNING DISCIPLINES
Define (D1): Drive (D4):
Link session objectives to business needs Recognise transfer as critical part of the
Describe what participants will do differently process
Agree on definition of success Treat learning objective as business
objective
Design (D2): Put in place systems and processes to
support transfer
Include all four phases of learning; plan
prepare promote practice
Deploy(D5):
Manage the learning transfer process
Redine finish line as on-the-job results Engage participants managers
Provide job aids and performace support
Deliver (D3): systems
Ensure availiability of feedback and
Make utility and relevance of content clear
coaching
Provide time for practice and feedback
Use methods that make learning memorable
Document(D6):
Measure what matters to sponsers
Use insights to drive continous
improvement
Market the results to key stakeholders
9. While designing development E-learning: The new
programs L & D managers should utilize different types of generation will appre-
learning techniques also known as “Blended Learning”. The ciate that they can
managers can create programs using conventional ILT learn whenever they
(Instructor Led Trainings ), e-learning, social media learning, want, "just in time"
virtual classrooms, pod-cast, webinars, learning conventions and not "just in case".
et al. The list of different ways one can disseminate learning
is endless, since we live in a global village which is virtual
enough to reach anybody, anywhere, anytime.
Tip: Be cognizant of the concerns of front-line managers who feel the impact a little more di-
rectly when their employees are spending time on training assignments. This can mean be-
ing flexible when scheduling training. For example, at my last company the end of the month
was a productivity push, so I did not schedule training during this time.
ROI– Return on Investment
The most crucial and challenging phase in a training cycle is getting the Manage-
ment’s nod on the plan. This can be strenuous since the Top guys are looking for
numbers and not interested in the L & D jargons and outside trends. I remember
MD of one of the organization I worked with telling me that he doesn’t understands
A-Z but 0-9. The management will approve of any investment if they can see the re-
turns since any development program without return has in built flaws. As L & D
professionals it is our prime responsibility to eradicate those flaws and work out a
mechanism to quantify the gain from our programs. Below mentioned principles can
help calculate ROI for almost every program.
THE FIVE FOUNDATIONS OF CALCULATING TRAINING ROI
Get your head straight:: ROI is more than a calculation; it’s a way of think-
ing. Learning professionals often focus on the quality of their training rather than
the impact of the learning. Quality is certainly important, but it doesn’t go nearly
far enough in bridging that leap-of-faith. After all, the assumption is that quality
leads to learning and learning leads to impact, but that is not necessarily true. If
you are going to prove your value, then you are going to have to shift your thinking
from a quality mindset to an impact and results mindset.
Calculate Early and Often:: Although it is possible to calculate ROI after the
intervention, it is certainly not advisable. First, you would be missing out on one of
the core benefits of ROI—the opportunity to make adjustments to your training
program along the way. By calculating ROI continuously you always know how
much benefit your program is generating and, just as importantly, how it is trend-
ing. If the number is in the red or heading in that direction, you have the ability to
identify the root cause and take action.
10. Build a case:: Getting to ROI is like building a court case. You make argu-
ments and then present facts to support them. Ultimately, these arguments and
facts result in an obvious conclusion—that your training program generates more
value than it costs. The first step in proving ROI is to provide a layer of evidence
that supports the idea that value is being created. We tend to think of business
value as measured in dollars, and for ROI, it is. Expectations of Business
However, you can’t credibly jump straight from leaders from the L& D
training to dollars; you must first show where value
is being created in the business. In other words, you
need to prove:
Your training program improves the employee’s
ability to do the job;
That improvement has a positive impact on the
business;
That impact results in a financial benefit to the
company; and
That benefit is more than the cost of the training.
It stands to reason that if you can’t show job im-
pact, and the business results of that impact, then you can’t credibly prove ROI.
Validate your findings:: The more data points you have, the better. The
people who matter when it comes to making your case are typically analytical—
COO and CFO types—and they are likely going to want an explanation as to how
you reached your conclusions.
Tell the story:: Don’t let the narrative get lost in the data. Ultimately, this is
not about the numbers, it is about the story of your program—where it has been
and where it needs to go. Your story needs to be compelling and interesting.
Clearly state the goals of your program as you first envisioned it, the challenges
you faced and how you overcame them to make a difference for the business. If at
all possible, include testimonials from stakeholders to help tell the story.
Business case - ROI
Your organization, an IT company, is planning to hire fresh talent from engineering insti-
tutes for filling the talent gap. The management plans to deploy the new hired directly on
the job without providing any sort of training other than mandatory sessions on organiza-
tion culture and HR operations. The L & D manager proposes to the management for three
months development plan for the campus hires.
11. How to build the case::
Step 1: - Develop a detailed development plan for the fresh Hires.
A tentative plan or curriculum could be::
Two months of technology training (verified and approved by SME’s) with regu-
lar assignments and Assessments.
One month of project specific training coupled with process instructions, soft
skills training et al.
After the training the resources to be assessed followed by intense assessment
on their projects and technical know-how by Project leads.
Step 2 : - Calculate the Business gain from the intervention. For this ascertain the
level of resources after the training and compare it with the industry standards in
terms of number of years of experience. For calculation sake lets say that after 3
months of training the new hires would be as productive as lateral hires of 1-2 years
of experience.
Step 3 : - Show the numbers to the board/management. So in order to arrive at the
figure one would be required to do some study and collect facts. And these facts
could be::
Number of recruits/Training Cost/manpower cost of the resources v/s manpower cost
of the 1-2 lateral resources and any other that could be useful.
Examine the following figures::
There are 35 campus recruits hired at
3 LPA, with a internship fee of 5K/ Campus Cumu- Lat- Cumu-
Hired (in lative eral lative
Month during the internship period of Lacs) Cost (in Hires Cost (in
3 months. Lacs) ( in Lacs) Lacs)
Average salary of 1-2 years experience 1st year 3 + .55 106.5 4.5 135
software engineers 4.5 LPA. Training Cost
Training cost per campus hire 50K.
2nd 3.75 112.5 5.25 157.5
Year
The table above gives a snapshot of the 3rd 4.5 135 6 180
HR cost involved for the next three years Year
of campus and lateral hires. The organi- Total
354 472.5
zation would save 118.5 Lacs over a peri-
od of 3 years and also, has a check on at-
trition rate since the average stay of a campus hired is 1 to 1.5 years more than the
laterals.
Tip: Involvement of Project leads/SME’s/Managers is very important to get support and
approval of the management because ultimately the resources will be absorbed in their
teams. So the bottom line is they hold the key to the success of this intervention.
12. Evaluation Framework
For evaluation, there can’t be better and more effective way than Kirkpatrick’s four
level of Training evaluation model.
A brief snapshot of the framework is described below;
KIRKPATRICK’S FOUR LEVELS OF TRAINING EVALUATION
Level Type Description Tools and Practicability
Methods
How the dele- Feedback forms, Ver- Quick and very easy
1 Reaction gates felt about bal reaction, Post- to obtain. Not ex-
the training or training surveys or pensive to gather or
learning experi- Questionnaires. to analyze.
ence.
The measurement Typically assessments Relatively simple to
2 Learning of the increase in or tests before and af- set up; clear-cut for
knowledge - be- ter the training. Inter- quantifiable skills.
fore and after. view observation can Less easy for con-
also be used. cept based learning.
The extent of ap- Observation and inter- Measurement of be-
3 Behavior plied learning view over time are re- havior change typi-
back on the job - quired to assess cally requires coop-
implementation. change, relevance of eration and skill of
change, and sustaina- line-managers.
bility of change.
The effect on the Measures are already Individually not dif-
4 Results business or envi- in place via normal ficult; unlike whole
ronment by the management systems organization.
trainee. and reporting - the Process must attrib-
challenge is to relate ute clear accounta-
to the trainee. bilities.
13. Metrics and their purpose
L & D function of being ambiguous and I still feel that to a certain extent it is. But
we can lower the levels of ambiguity by making it metric oriented. I have tried to list
very basic and common metrics in the following table. These reports can be derived if
we follow the 6th discipline of learning religiously. All the reports may or may not be
published to top management at the frequency mentioned I the table but they
should be maintained for timely analysis.
Metrics Focus Frequency Relevance
Monthly/ To gauge the overall development efforts in
Employee
Quarterly the organization
Depart- Monthly/ This helps in focusing on the departments
ment Quarterly where development efforts are weak
Training
Hours Grade/ Monthly/ This helps in equal distribution of effort at all
Level Quarterly levels
This would help keep a check on all the four
Areas of Monthly/
areas of development: Behavior/Technical/
training Quarterly
Project/Processes
Employee Monthly To have a check on the allocated budget
Depart- This helps in focus on the specific depart-
Budget Monthly
ment ments as per the allocated budget
Grade/ This helps in equal distribution of budget at
Monthly
Level all levels
Internal This would help in creating internal talent
Number Trainers Quarterly
pool of trainers
Training To build capability to develop modules inter-
Hours Content
Quarterly
nally
14. The first habit of “7 Habits of highly effective people”
Conclusion
states that before we begin anything we should have an
end in mind.
A clear purpose and confidence of the stakeholders would help achieve the end
objective. Though there will be challenges at every stage but what moves L & D
professionals is the possibility of creating a difference in people’s professional
life. The concepts described in the document would help L & D team reach se-
cond level of People Capability Maturity Level. From there the role of L & D
becomes much strategic and consultative.
Hope the document will help the readers develop some perspective of Leaning
and Development. Please share your feedback and suggestions at the below
mentioned contact details
About the Author
Human resource professional and Learning and Development enthusiast with
6 years of Post qualification experience (IT , Manufacturing and Consumer
Durables) in Training & development, Change management, Talent Acquisi-
tion & Management and Organization Development in varied industries
across sectors.
Connect with me on ::
LinkedIn ::http://www.linkedin.com/profile/view?d=27311295&trk=tab_pro
E-mail or Facebook :: deepakubs@gmail.com
Skype :: deeecee2
Tweet :: @oshod
Blog :: http://d-ki-gyanshala.blogspot.com
