Ten Actions to Make Learning Measurement a Reality

actions to make

learning
evaluation

a reality

make
learning
measurement

a priority
Learning | Development | Consulting

#1

Make learning
measurement a priority

START...

#1

Make learning

...with the
END in
mind!

START...

#1

Make learning

...with the
END in
mind!

START...

Don’t design your learning until you have

defined the measures


#1

Make learning

...with the
END in
mind!

START...



or you will find learning measurement

#1

Make learning

difficult



#1

Make learning

difficult

inaccurate



#1

Make learning

difficult

inaccurate

and nonsensical




#1

Make learning

SOUNDS OBVIOUS?
You’d be surprised how often the


#1

Make learning

SOUNDS OBVIOUS?

CONTENT

ACTIVITIES


#1

Make learning

SOUNDS OBVIOUS?

CONTENT

ACTIVITIES

are decided upon before the intended
results are clarified with

key stakeholders


#1

Make learning

You must make sure you and your
learning provider are clear
about the measures from the outset


#1

Make learning

and about how they
will be reported


#1

Make learning

and about how they
will be reported
REAL CHANGE is dependent on it!

don’t
struggle
alone
Take a stakeholder approach


#1

#2

Don’t STRUGGLE ALONE –
take a stakeholder approach

Defining measures is not easy,
especially when you sit in L&D and
may not be


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#2


may not be

CLOSE

ENOUGH


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#2


may not be

CLOSE

ENOUGH

to the

business area

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#2


Question those who WILL know


#1

#2


Conduct one-to-one
interviews


#1

#2


Conduct one-to-one
interviews
or focus groups


#1

#2


Ask them


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#2


Ask them
• What will the
participants
be doing
differently
if this
programme
works?


#1

#2


Ask them
• What will the
participants
be doing
differently
if this
programme
works?

• What impact
will it have
on those
around
them?


#1

#2


Ask them
• What will the
participants
be doing
differently
if this
programme
works?

• What impact
will it have
on those
around
them?

• What specific
business /
department
KPI’s would
you want to
see improve
as a result
of the
programme?


#1

#2


Ask them
• What will the
participants
be doing
differently
if this
programme
works?

• What impact
will it have
on those
around
them?

• What specific
business /
department
KPI’s would
you want to
see improve
as a result
of the
programme?

• What will
success look
like for the
learners
and the
business?


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#2


This will


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#2


This will
• ive them something to work from
G


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#2


This will
G
• how you have insight into their business
S
and their challenges


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#2


This will
G
S
• uild your credibility
B


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#2


This will
G
S
B
• emonstrate your intent to make a
D

visible difference


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#2


This will
G
S
B
• emonstrate your intent to make a
D

visible difference

• trengthen your business relationship
S

measure

what really

matters


#1

#2

#3

MEASURE
what really matters
People often talk about


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#2

#3

MEASURE
what really matters

RETURN ON INVESTMENT


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#2

#3

MEASURE
what really matters

RETURN ON INVESTMENT
and create complex
numerical systems and
equations


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#2

#3

MEASURE
what really matters

This can be important but we believe it is
also important to focus on

return on EXPECTATIONS

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#2

#3

MEASURE
what really matters

What will people
really expect to

SEE & HEAR
if this learning
works?


#1

#2

#3

MEASURE
what really matters

Don’t get sidetracked by level 1 data...


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#2

#3

MEASURE
what really matters

Don’t get sidetracked by level 1 data...
• How was the training room temperature?
• Did lunch go down well?
• Was the trainer friendly?


#1

#2

#3

MEASURE
what really matters

It is important, but

senior
• Was the training room too cold?
managers
may care
• How was lunch?
more about
• Was the trainer friendly?


#1

#2

#3

MEASURE
what really matters

How the learning will lead to


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#2

#3

MEASURE
what really matters


INDIVIDUAL


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#2

#3

MEASURE
what really matters


INDIVIDUAL
and

DEPARTMENTAL
improvements


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#2

#3

MEASURE
what really matters


INDIVIDUAL
and

DEPARTMENTAL
improvements

WHAT WILL BE DIFFERENT ON MONDAY?

take the

TEMPERATURE

establish the

baseline measures


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#3

#4

take the TEMPERATURE –
establish the baseline measures

Find the data
which currently
exists – and log
this as the start
of the learning
journey


#1

#2

#3

#4


Find the data
which currently
exists – and log
this as the start
of the learning
journey

If a KPI is a reduction
in the number of
customer complaints,
how many complaints
is the department
currently getting?

for example

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#3

#4


Be specific in
asking more
and more
questions until
you get the
data you need


#1

#2

#3

#4


Be specific in
asking more
and more
questions until
you get the
data you need

If a colleague says
improved morale will
be a measure, ask for
details on how they
will measure this in
practice
What are they SEEING
and HEARING now?

for example

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#4


Ensure that
the data is, in
most cases,
data which
is normally
collected by
the business


#1

#2

#3

#4


Ensure that
the data is, in
most cases,
data which
is normally
collected by
the business

Do not make this
difficult or onerous.
This should not be
seen as an extra task
costing additional
time and money


BUILD
measurement
into the
learning experience


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#5

BUILD MEASUREMENT
into the learning experience

When you have
MEASURES agreed


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#4

#5

When you have
MEASURES agreed

BUILD MEASUREMENT
Ensure you design the
learning experience
around them


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#4

#5

BUILD MEASUREMENT

Here are 8 key
techniques to
help you drive the

application
of learning


#1

#2

#3

Here are 8 key
techniques to
help you drive the

application
of learning

#4

#5

BUILD MEASUREMENT

Involve line managers
in the design of the
programme – ensure they
are partnering with you
• Contextualises learning
• Builds engagement


#1

#2

#3

Here are 8 key
techniques to
help you drive the

application
of learning

#4

#5

BUILD MEASUREMENT

Involve line managers in the
design of the programme –
ensure they are partnering
with you

Encourage pre-learning
meetings between the learner
and line manager


• Plans for application of learning


• Engages the learner
• Demonstrates the importance
of the learning event to the
business


#1

#2

#3

Here are 8 key
techniques to
help you drive the

application
of learning

#4

#5

BUILD MEASUREMENT

with you

Encourage pre-learning meetings
between the learner and line
manager




• Demonstrates the importance of the


learning event to the business

Design relevant pre-learning activity
• Builds momentum
• Clarifies the ‘why this?’, ‘why now?’,
‘what’s expected of me?’


#1

#2

#3

Here are 8 key
techniques to
help you drive the

application
of learning

#4

#5

BUILD MEASUREMENT

with you

Encourage pre-learning
meetings between the learner
and line manager




• Demonstrates the importance


of the learning event to the
business

Design relevant prelearning activity

Make learning contextually
relevant and realistic

• Builds momentum

• Learners relate to the

• Clarifies the ‘why this?’, ‘why
now?’, ‘what’s expected of
me?’

programme
• They see how it will support
them in their performance

#1

#2

#3

Here are 8 key
techniques to
help you drive the

application
of learning

#4

#5

BUILD MEASUREMENT

Create multiple opportunities
for practice and feedback
• Increases confidence
• Improves capability
• Incentivises to apply back
at work


#1

#2

#3

Here are 8 key
techniques to
help you drive the

application
of learning

#4

#5

BUILD MEASUREMENT

Create multiple
opportunities for practice
and feedback
at work

Make time for ‘application
planning’. Not just 15 minutes
at the end of the day but
throughout the learning – what
will you apply and when?
• Increases chances of learners
applying their learning
• Prepares learners to overcome
potential obstacles in
advance of their return to
work


#1

#2

#3

Here are 8 key
techniques to
help you drive the

application
of learning

#4

#5

BUILD MEASUREMENT

Create multiple
and feedback
at work

potential obstacles in advance of
their return to work

Allow learners to share the impact this
programme has had – on them and their
results - through presentations and workbased projects
• Encourages learners to work hard on
making sure the learning makes a
difference


#1

#2

#3

Here are 8 key
techniques to
help you drive the

application
of learning

#4

#5

BUILD MEASUREMENT

Create multiple
and feedback
at work

potential obstacles in advance of
their return to work

Allow learners to share the
impact this programme has
had – on them and their
results. Through presentations
and work-based projects for
example
• Encourages learners to work
hard on making sure the
learning makes a difference

Encourage post-learning reviews
with learners’ managers
• Identifies golden opportunities
to try new skills – with defined
objectives
• An opportunity to gain line
managers’ support

make learning

measurement a

clear
agenda item

#1

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#6

Make learning
measurement a CLEAR
agenda item

Make sure you discuss the
impact of learning

at individual


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#6

Make learning
measurement a CLEAR
agenda item

impact of learning

at individual

and business


#1

#2

#3

#4

#5

#6

Make learning
measurement a CLEAR
agenda item

impact of learning

at individual

and business

performance reviews

#1

#2

#3

#4

#5

#6

Make learning
measurement a CLEAR
agenda item

Make it a clear
agenda item at
appraisals


#1

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#3

#4

#5

#6

Make learning
measurement a CLEAR
agenda item

Make it a clear
agenda item at
appraisals
and management
meetings


make learning

measurement

everyone’s

business

#1

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#4

#5

#6

#7

Make learning measurement
EVERYONE’S business

It’s all about holding all
stakeholders accountable

• The trainer

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#7



• The learner
• The trainer

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#7



• Their line manager
• The learner
• The trainer

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#3

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#5

#6

#7



• Their senior managers
• Their line manager
• The learner
• The trainer

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#7


The role played by the
learners’ managers is critical


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#7


They need to:
Be briefed from the start on how this will
add value


#1

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#4

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#6

#7


They need to:
add value
Encourage pre- and post-meetings with
learners


#1

#2

#3

#4

#5

#6

#7


They need to:
add value
Encourage pre- and post-meetings with
learners
Provide active and visible sponsorship

accept the

trends


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#8

accept the TRENDS

Often you will be working with


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#8

accept the TRENDS

trend line data

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#7

#8

accept the TRENDS

trend line data
for measuring business benefits

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#6

#7

#8

accept the TRENDS

THIS IS OK!
trend line data
for measuring business benefits

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#6

#7

#8

accept the TRENDS

tr

s

d
en

trends

tr

s

d
en

s
d

trends

ok
lo

or
f

en
tr

trends

tr

s

d
en

trends

trends


#1

#2

#3

#4

#5

#6

#7

#8

accept the TRENDS

tr
r

fo
k

o
lo

in

t

e
h

en

s
d

t
h

ir
d

n
io

ct
e

ig
r


#1

#2

#3

#4

#5

#6

#7

#8

accept the TRENDS

and measure in

in

ds on
en cti
tr
or dire
f
ok ht
lo ig
r
he
t

MULTIPLE
MULTIPLE
MULTIPLE
MULTIPLE
ways


#1

#2

#3

#4

#5

#6

#7

#8

accept the TRENDS

and measure in

in

ds on
en cti
tr
or dire
f
ok ht
lo ig
r
he
t

MULTIPLE
MULTIPLE
MULTIPLE
MULTIPLE
ways
at

MULTIPLE
MULTIPLE
MULTIPLE
MULTIPLE
levels


#1

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#3

#4

#5

#6

#7

#8

accept the TRENDS

It may not always
be possible to isolate


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#7

#8

accept the TRENDS

It may not always
RESULTS


#1

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#4

#5

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#7

#8

accept the TRENDS

It may not always
RESULTS
BUT having enough indicators in
the right direction is helpful

REPORT

results
regularly


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#8

#9

REPORT results regularly
20 mm

what gets
67 mm

measured

67 mm

gets done!
20 mm


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#9


what gets measured
gets DONE
113.21mm

14.887mm

14.887mm

113.21mm


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#6

#7

#8

#9


what gets measured
gets DONE
113.21mm

14.887mm

14.887mm

113.21mm

297mm

Add ‘Results from training programmes’ to
the monthly management meeting agenda
and ask managers to demonstrate the
impact any spend is having

be practical and

realistic


#2

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#8

#9

#10

be PRACTICAL and REALISTIC

e too prec
’t b
io
n
o

us

D

#1


#2

#3

#4

#5

#6

#7

#8

#9

#10


e too prec
’t b
io
n
o

us

D

#1

There will always be the occasion where
the reason for learning is simply to


#2

#3

#4

#5

#6

#7

#8

#9

#10


e too prec
’t b
io
n
o

us

D

#1


‘tick a box’

#2

#3

#4

#5

#6

#7

#8

#9

#10


e too prec
’t b
io
n
o

us

D

#1


‘tick a box’

or to

‘motivate
the team’

#1

#2

#3

#4

#5

#6

#7

#8

#9

#10


There will always be managers who say


#1

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#6

#7

#8

#9

#10


There will always be managers who say
and who are not
able or willing to
engage in value
conversations


#1

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#7

#8

#9

#10


The KEY is to be realistic


#1

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#9

#10


The KEY is to be realistic
• What can you measure in these cases?
• What is good enough?


#1

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#9

#10

start
somewhere


#1

#2

#3

#4

#5

#6

#7

#8

#9

#10

start
somewhere
measure


#1

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#4

#5

#6

#7

#8

#9

#10

start
somewhere
measure

CRUCIALLY, report
back what you can
as often as you can

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#7

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#9

#10


So, in summary, is measuring learning
and proving value the ‘Holy Grail’ that
many have described?


#1

#2

#3

#4

#5

#6

#7

#8

#9

#10


So, in summary, is measuring learning
and proving value the ‘Holy Grail’ that
many have described?

NOT REALLY

#1

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#8

#9

#10


IT’S SIMPLE IF YOU


#1

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#9

#10


Create meaningful and insightful
relationships within the business


#1

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#4

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#9

#10


Understand your colleagues’
challenges


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#5

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#10


challenges
Create learning that drives
application back at work

#1

#2

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#4

#5

#6

#7

#8

#9

#10


challenges
Create learning that drives
application back at work
Really start with the end in mind

We have so much more to share
Read the full article:

£49 billion and counting!
What impact does
learning really have?
www.jsbonline.com/learning-and-development


Ten Actions to Make Learning Measurement a Reality

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