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Four Funerals & a wedding ASTD 2009
- 1. 1. Informal learning Funeral I & II 2. HPI Funeral III 3. Social so6ware / Web 2.0 Funeral IV 4. The Wedding? © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 2. The most important contribu?on management needs to make in the 21st century is to increase the produc?vity of knowledge work and knowledge workers. It is on their produc?vity, above all, that the future prosperity and indeed the future survival of the developed economies will increasingly depend. Peter Drucker © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 3. ‘A smart enterprise is a high‐performing organizaGon that allows knowledge and capabiliGes, enabled by technology, to grow and flow freely across departmental, geographical, or hierarchical boundaries, where it is shared and made acGonable for the use and benefit of all. ‘ – Focus on knowledge and applicaGon – EffecGve use of technology – SystemaGc and dynamic approach – An emphasis on both individuals and teams – A performance foundaGon Marc Rosenberg (2006) © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 4. Sharing Searching Collabora?ng Referencing Feedback Conversa?ons Modeling © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 9. 24/7/365 Formal learning Performance support Informal learning In context learning © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 10. However, there is no research to back up the amount of money spent on informal and formal learning in the above chart. The numbers were simply pulled out of thin air (Cross, 2007). © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 12. learning work work work work work work train train searching referencing collabora?ng Lance Dublin, 2007 © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 13. "ExecuGves don’t want learning; they want execuGon.” They want performance. Companies use it to: ‐ Improve knowledge worker producGvity 20% ‐ 30% ‐ Increase sales by Google‐izing product knowledge ‐ Generate fresh ideas and increase innovaGon ‐ Reduce stress, absenteeism, and healthcare costs ‐ Increase professionalism and professional growth ‐ Cut costs and improve responsiveness with self‐service learning“ Jay Cross, informal learning 2006 © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 16. Business Analysis Performance Cause IntervenGon Analysis Analysis SelecGon • Determine Desired • Knowledge • Type of root cause business goals performance • Mo?ves • Match interven?ons • Ar?culate state • Physical Resources • Recommenda?ons rela?onship • Structure/Process to human • Informa?on performance Gap • Wellness Actual performance IntervenGon EvaluaGon state ImplementaGon of Results • Manage the project • Forma?ve evalua?on • Help the organiza?on to adapt to the changes • Summa?ve evalua?on • Gather forma?ve evalua?on data © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 17. Financial Objectives Business Results Voice of the Vision & Internal Customer Strategy Processes Change & • Measurements current situa?on Growth • Management: desired situa?on customer service on team / performer level • Performance gap ConGnuing performance improvement • Root cause analyses (performance barriers) • Ac?on plan (solu?ons) • In small teams implementa?on ac?on plans • Support management and external coach • Learning on the job • Addi?onal skills • Evalua?on • Measurements ‐ best and bad prac?ces • Gap closed? • Addi?onal ac?ons required • Recommenda?ons • Addi?onal ac?ons taken • From project to rou?ne © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 18. results design management organiza?on Strategy func?onali?es/structure Performance management system process Process results aligned to client demands Design process (steps) Managing white spaces performer Outputs performer clear Standards, ergonomics Knowledge, feedback © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 19. checklist A Operational management Vision and goals customer service communicated in team? Customer service values determined by team? SWOT customer service team level? Barriers customer service known by professionals and project organiza?on? Best prac?ces customer service known by professionals and project organiza?on? Bad prac?ces customer service known by professionals and project organiza?on? Best performers known by professionals? Job criteria customer service known by and visible for professionals? Competencies customer service used for improvement and monitoring? | © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |
- 20. Checklist B Operational management Measurement system in use to monitor customer service improvements? Monitoring individual improvement via HRM cycle? Peer review customer service in use? Customer service on agenda team mee?ngs? Current versus – performance customer service determined? Root causes determined? Ac?on plan customer service known professionals and project organiza?on (commitment)? Ac?on plan customer service in ac?on? | © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |
- 21. Performance gap Performance barrier Solu?on • Mistakes (2‐3 ?mes a week) • Unclear standards • Complains customers • Learning in de workplace • No formal standard about standards care • Job aid produced and in documents (2‐3 ?mes a week) introduced • Diversity materials • Responsibili?es unknown • Responsibili?es renewed • Unanswered • Job descrip?on unclear and communicated phone calls • Infrastructure • New secretarial support 10‐15 ?mes a day • Understaffed recep?on hired in the morning • Insufficient volunteers • Wheelchairs sponsored by available community • Customer unsa?sfied: • Insufficient resources • Recruit campaign for outside ac?vity – 10‐10 (wheelchairs) Volunteers Informa?on Procedure informa?on © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 22. Solu?on Ac?on plan • Prepara?on workgroup prototype Who: • Job aid produced and 3 team • Test and commitment team and When management introduced members 1‐5‐2008 • Write job aid subject maier • Learning in workplace experts • Introduc?on team/learning workplace • Evalua?on 3 weeks • Responsibili?es renewed Who • Task analyses and observa?on • Job descrip?ons renewed and communicated • Management When: 01‐04 • Job descrip?ons communicated • New secretarial support • Team members • Infrastructural redesign (copier) hired • New secretarial support hired Who • Wheelchairs sponsored by • Management • brainstorm team resources wheelchairs • wheelchairs sponsored by community community • Community When • Team 01‐5 • Recruit campaign for volunteers ( newspaper, • Recruit campaign for members family) volunteers • Procedure informa?on during morning care © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 23. Training Environment Level 1: Level 2: Learning Event ReacGons Learning • Learner • Learner • Client • OrganizaGon Work Environment Level 5: Level 4: Level 3: Results Results Behavior • ROI • Performance • Learner Dr. Phillips • Financial • OrganizaGon Adapted from Donald Kirkpatrick. Evalua6ng Training Programs: The Four Levels. Berrei‐Koehler, 1996. © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 24. Solu?ons Level 1 Level 2 Level 3 Level 4 Level 5 Participant Focus groups Management satisfaction performers, checklist Management satisfaction management Costs – benefits Organiza?onal Workplace financial control Results measurements and management Par?cipant Coach, problem At Workplace: Focus groups customer Costs – benefits Solu?ons Ac?on sa?sfac?on solving skills responsibility, performers, sa?sfac?on, financial control Plan Management organiza?on level and management asser?veness, management sa?sfac?on measurements Increased Management , Project Member communica?on structurend Management sa?sfac?on projects skills © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 25. Return-On-Investment percentage (ROI) = (Total Benefits - Total Costs) …………………… - ………………. -------------------------------------- x 100 % = ………..... Total Costs ……………… © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 26. “Economic Value Added,” EVA for short, is a measure of ROI that takes the cost of funds into account. Unlike ROI, EVA is an amount, not a ratio. This keeps you focused on overall value. You won’t trade off a project with a 2000% ROI that only yields $10,000 in returns against a project with 30% ROI that nets $850,000. EVA is not difficult to calculate. Assume you’re making the case for a new program that you expect to return $32,000 for your $200,000 investment in its first year. Your ROI would be 32,000/200,000 = 16%. The EVA for this project deducts the cost of using the $200,000 ( x 10% = $20,000). Your EVA is based on your return less what you must pay for tying up the company’s capital, $32,000 - $20,000 = $12,000. Your EVA ratio is 12,000/200,000 = 6%. EVA recognizes that there’s no free ride. Projects don’t get funded because they have a hefty ROI. They get funded when they are the best use of funds available. No company can afford to pursue all its upside opportunities. EVA gets everyone thinking like owners. The carrying cost of excess inventory gripes the manager who’d like to use those funds for a new project. © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 27. Financial Objectives Vision Internal Voice of the & Customer Processes Strategy Change & Growth © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 30. RSS Tags Blogs Vlogs Podcast Vodcast Youtube Networking Best pracGces / Theory Google performers Wikis Blikis Social networks ReflecGon Peer Teaching / PracGce Screencast reviewing Mash ups Twiger E‐learning Wikipedia EPSS Games E‐mail © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220
- 32. They don’t separate formal and Informal learning They don’t separate work and training They focus on performance instead of training They don’t confuse e‐learning with web 2.0 / social sonware © 2009 | Jos Arets | Vivian Heijnen | Lei Ortmans | TU220