6. #1
Make learning
measurement a priority
...with the
END in
mind!
START...
Don’t design your learning until you have
defined the measures
Learning | Development | Consulting
7. #1
Make learning
measurement a priority
...with the
END in
mind!
START...
Don’t design your learning until you have
defined the measures
or you will find learning measurement
Learning | Development | Consulting
8. #1
Make learning
measurement a priority
difficult
Don’t design your learning until you have
defined the measures
or you will find learning measurement
Learning | Development | Consulting
9. #1
Make learning
measurement a priority
difficult
inaccurate
Don’t design your learning until you have
defined the measures
or you will find learning measurement
Learning | Development | Consulting
10. #1
Make learning
measurement a priority
difficult
inaccurate
and nonsensical
Don’t design your learning until you have
defined the measures
or you will find learning measurement
Learning | Development | Consulting
11. #1
Make learning
measurement a priority
SOUNDS OBVIOUS?
You’d be surprised how often the
Learning | Development | Consulting
12. #1
Make learning
measurement a priority
SOUNDS OBVIOUS?
You’d be surprised how often the
CONTENT
ACTIVITIES
Learning | Development | Consulting
13. #1
Make learning
measurement a priority
SOUNDS OBVIOUS?
You’d be surprised how often the
CONTENT
ACTIVITIES
are decided upon before the intended
results are clarified with
key stakeholders
Learning | Development | Consulting
14. #1
Make learning
measurement a priority
You must make sure you and your
learning provider are clear
about the measures from the outset
Learning | Development | Consulting
15. #1
Make learning
measurement a priority
You must make sure you and your
learning provider are clear
about the measures from the outset
and about how they
will be reported
Learning | Development | Consulting
16. #1
Make learning
measurement a priority
You must make sure you and your
learning provider are clear
about the measures from the outset
and about how they
will be reported
REAL CHANGE is dependent on it!
Learning | Development | Consulting
18. #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
Learning | Development | Consulting
19. #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
CLOSE
ENOUGH
Learning | Development | Consulting
20. #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
CLOSE
ENOUGH
to the
business area
Learning | Development | Consulting
21. #1
#2
Don’t STRUGGLE ALONE –
take a stakeholder approach
Question those who WILL know
Learning | Development | Consulting
22. #1
#2
Don’t STRUGGLE ALONE –
take a stakeholder approach
Question those who WILL know
Conduct one-to-one
interviews
Learning | Development | Consulting
23. #1
#2
Don’t STRUGGLE ALONE –
take a stakeholder approach
Question those who WILL know
Conduct one-to-one
interviews
or focus groups
Learning | Development | Consulting
25. #1
#2
Don’t STRUGGLE ALONE –
take a stakeholder approach
Ask them
• What will the
participants
be doing
differently
if this
programme
works?
Learning | Development | Consulting
26. #1
#2
Don’t STRUGGLE ALONE –
take a stakeholder approach
Ask them
• What will the
participants
be doing
differently
if this
programme
works?
• What impact
will it have
on those
around
them?
Learning | Development | Consulting
27. #1
#2
Don’t STRUGGLE ALONE –
take a stakeholder approach
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?
Learning | Development | Consulting
28. #1
#2
Don’t STRUGGLE ALONE –
take a stakeholder approach
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?
Learning | Development | Consulting
30. #1
#2
Don’t STRUGGLE ALONE –
take a stakeholder approach
This will
• ive them something to work from
G
Learning | Development | Consulting
31. #1
#2
Don’t STRUGGLE ALONE –
take a stakeholder approach
This will
• ive them something to work from
G
• how you have insight into their business
S
and their challenges
Learning | Development | Consulting
32. #1
#2
Don’t STRUGGLE ALONE –
take a stakeholder approach
This will
• ive them something to work from
G
• how you have insight into their business
S
and their challenges
• uild your credibility
B
Learning | Development | Consulting
33. #1
#2
Don’t STRUGGLE ALONE –
take a stakeholder approach
This will
• ive them something to work from
G
• how you have insight into their business
S
and their challenges
• uild your credibility
B
• emonstrate your intent to make a
D
visible difference
Learning | Development | Consulting
34. #1
#2
Don’t STRUGGLE ALONE –
take a stakeholder approach
This will
• ive them something to work from
G
• how you have insight into their business
S
and their challenges
• uild your credibility
B
• emonstrate your intent to make a
D
visible difference
• trengthen your business relationship
S
Learning | Development | Consulting
39. #1
#2
#3
MEASURE
what really matters
This can be important but we believe it is
also important to focus on
return on EXPECTATIONS
Learning | Development | Consulting
42. #1
#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?
Learning | Development | Consulting
43. #1
#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?
Learning | Development | Consulting
44. #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?
Learning | Development | Consulting
48. #1
#2
#3
MEASURE
what really matters
How the learning will lead to
INDIVIDUAL
and
DEPARTMENTAL
improvements
WHAT WILL BE DIFFERENT ON MONDAY?
Learning | Development | Consulting
50. #1
#2
#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
Learning | Development | Consulting
51. #1
#2
#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
If a KPI is a reduction
in the number of
customer complaints,
how many complaints
is the department
currently getting?
for example
Learning | Development | Consulting
52. #1
#2
#3
#4
take the TEMPERATURE –
establish the baseline measures
Be specific in
asking more
and more
questions until
you get the
data you need
Learning | Development | Consulting
53. #1
#2
#3
#4
take the TEMPERATURE –
establish the baseline measures
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
Learning | Development | Consulting
54. #1
#2
#3
#4
take the TEMPERATURE –
establish the baseline measures
Ensure that
the data is, in
most cases,
data which
is normally
collected by
the business
Learning | Development | Consulting
55. #1
#2
#3
#4
take the TEMPERATURE –
establish the baseline measures
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
Learning | Development | Consulting
58. #1
#2
#3
#4
#5
When you have
MEASURES agreed
BUILD MEASUREMENT
into the learning experience
Ensure you design the
learning experience
around them
Learning | Development | Consulting
59. #1
#2
#3
#4
#5
When you have
MEASURES agreed
BUILD MEASUREMENT
into the learning experience
Ensure you design the
learning experience
around them
Learning | Development | Consulting
60. #1
#2
#3
#4
#5
BUILD MEASUREMENT
into the learning experience
Here are 8 key
techniques to
help you drive the
application
of learning
Learning | Development | Consulting
61. #1
#2
#3
Here are 8 key
techniques to
help you drive the
application
of learning
#4
#5
BUILD MEASUREMENT
into the learning experience
Involve line managers
in the design of the
programme – ensure they
are partnering with you
• Contextualises learning
• Builds engagement
Learning | Development | Consulting
62. #1
#2
#3
Here are 8 key
techniques to
help you drive the
application
of learning
#4
#5
BUILD MEASUREMENT
into the learning experience
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
• Contextualises learning
• Plans for application of learning
• Builds engagement
• Engages the learner
• Demonstrates the importance
of the learning event to the
business
Learning | Development | Consulting
63. #1
#2
#3
Here are 8 key
techniques to
help you drive the
application
of learning
#4
#5
BUILD MEASUREMENT
into the learning experience
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
• Contextualises learning
• Engages the learner
• Builds engagement
• Demonstrates the importance of the
• Plans for application of learning
learning event to the business
Design relevant pre-learning activity
• Builds momentum
• Engages the learner
• Clarifies the ‘why this?’, ‘why now?’,
‘what’s expected of me?’
Learning | Development | Consulting
64. #1
#2
#3
Here are 8 key
techniques to
help you drive the
application
of learning
#4
#5
BUILD MEASUREMENT
into the learning experience
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
• Contextualises learning
• Engages the learner
• Builds engagement
• Demonstrates the importance
• Plans for application of learning
of the learning event to the
business
Design relevant prelearning activity
Make learning contextually
relevant and realistic
• Builds momentum
• Learners relate to the
• Engages the learner
• Clarifies the ‘why this?’, ‘why
now?’, ‘what’s expected of
me?’
programme
• They see how it will support
them in their performance
Learning | Development | Consulting
65. #1
#2
#3
Here are 8 key
techniques to
help you drive the
application
of learning
#4
#5
BUILD MEASUREMENT
into the learning experience
Create multiple opportunities
for practice and feedback
• Increases confidence
• Improves capability
• Incentivises to apply back
at work
Learning | Development | Consulting
66. #1
#2
#3
Here are 8 key
techniques to
help you drive the
application
of learning
#4
#5
BUILD MEASUREMENT
into the learning experience
Create multiple
opportunities for practice
and feedback
• Increases confidence
• Improves capability
• Incentivises to apply back
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
Learning | Development | Consulting
67. #1
#2
#3
Here are 8 key
techniques to
help you drive the
application
of learning
#4
#5
BUILD MEASUREMENT
into the learning experience
Create multiple
opportunities for practice
and feedback
• Increases confidence
• Improves capability
• Incentivises to apply back
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
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
Learning | Development | Consulting
68. #1
#2
#3
Here are 8 key
techniques to
help you drive the
application
of learning
#4
#5
BUILD MEASUREMENT
into the learning experience
Create multiple
opportunities for practice
and feedback
• Increases confidence
• Improves capability
• Incentivises to apply back
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
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
Learning | Development | Consulting
72. #1
#2
#3
#4
#5
#6
Make learning
measurement a CLEAR
agenda item
Make sure you discuss the
impact of learning
at individual
and business
performance reviews
Learning | Development | Consulting
82. #1
#2
#3
#4
#5
#6
#7
Make learning measurement
EVERYONE’S business
The role played by the
learners’ managers is critical
They need to:
Be briefed from the start on how this will
add value
Encourage pre- and post-meetings with
learners
Learning | Development | Consulting
83. #1
#2
#3
#4
#5
#6
#7
Make learning measurement
EVERYONE’S business
The role played by the
learners’ managers is critical
They need to:
Be briefed from the start on how this will
add value
Encourage pre- and post-meetings with
learners
Provide active and visible sponsorship
Learning | Development | Consulting
91. #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
Learning | Development | Consulting
92. #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
Learning | Development | Consulting
95. #1
#2
#3
#4
#5
#6
#7
#8
accept the TRENDS
It may not always
be possible to isolate
RESULTS
BUT having enough indicators in
the right direction is helpful
Learning | Development | Consulting
96. #1
#2
#3
#4
#5
#6
#7
#8
accept the TRENDS
It may not always
be possible to isolate
RESULTS
BUT having enough indicators in
the right direction is helpful
Learning | Development | Consulting
100. #1
#2
#3
#4
#5
#6
#7
#8
#9
REPORT results regularly
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
Learning | Development | Consulting
103. #2
#3
#4
#5
#6
#7
#8
#9
#10
be PRACTICAL and REALISTIC
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
Learning | Development | Consulting
104. #2
#3
#4
#5
#6
#7
#8
#9
#10
be PRACTICAL and REALISTIC
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
‘tick a box’
Learning | Development | Consulting
105. #2
#3
#4
#5
#6
#7
#8
#9
#10
be PRACTICAL and REALISTIC
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
‘tick a box’
or to
‘motivate
the team’
Learning | Development | Consulting
108. #1
#2
#3
#4
#5
#6
#7
#8
#9
#10
be PRACTICAL and REALISTIC
There will always be managers who say
and who are not
able or willing to
engage in value
conversations
Learning | Development | Consulting
114. #1
#2
#3
#4
#5
#6
#7
#8
#9
#10
be PRACTICAL and REALISTIC
So, in summary, is measuring learning
and proving value the ‘Holy Grail’ that
many have described?
Learning | Development | Consulting
115. #1
#2
#3
#4
#5
#6
#7
#8
#9
#10
be PRACTICAL and REALISTIC
So, in summary, is measuring learning
and proving value the ‘Holy Grail’ that
many have described?
NOT REALLY
Learning | Development | Consulting
118. #1
#2
#3
#4
#5
#6
#7
#8
#9
#10
be PRACTICAL and REALISTIC
IT’S SIMPLE IF YOU
Create meaningful and insightful
relationships within the business
Understand your colleagues’
challenges
Learning | Development | Consulting
119. #1
#2
#3
#4
#5
#6
#7
#8
#9
#10
be PRACTICAL and REALISTIC
IT’S SIMPLE IF YOU
Create meaningful and insightful
relationships within the business
Understand your colleagues’
challenges
Create learning that drives
application back at work
Learning | Development | Consulting
120. #1
#2
#3
#4
#5
#6
#7
#8
#9
#10
be PRACTICAL and REALISTIC
IT’S SIMPLE IF YOU
Create meaningful and insightful
relationships within the business
Understand your colleagues’
challenges
Create learning that drives
application back at work
Really start with the end in mind
Learning | Development | Consulting
121. 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
Learning | Development | Consulting
Learning | Development | Consulting