Meier 2016 05-30 svbs establishing value vs06 handout

1. Establishing value: Success & business impact for learning
SVBS, St.Gallen, 30.05.2016
Dr. Christoph Meier
swiss center for innovations in learning (scil)

2. 2
Who we are & what we do
Learning:
Innovation &
Impact
Strategy
Development
& Portfolio
Management
Change &
Culture of
Learning
Learning
Design
Learning
Professionals
Learning
Leadership
Learning
Value
Improvement

3. 3
Open resources by scil
• Reports
• Blogposts
• Presentations
• Scoops on scil topics
www.slideshare.net/
scil-info
www.scil.ch
www.scil-blog.ch
twitter.com/scilCH
http://www.scoop.it/t/
fundstucke

4. 4
Learning services – different modalities
Extended training
& performance
support
"Standard"
trainings & courses
(incl. eLearning)
Facilitated learning
& reflection in the
workplace
Collaboration,
exchange & learning
in networks
& communities
Curation of
content & tools

 Step 1
 Step 2
 Step 3
 Step 4

5. 5
• KPI
• Labour cost
equivalents
• Cost for
quality
• Expert
estimation
ROI Process (Phillips / ROI Institute)
Source:PhillipsROIMethodology,Version3(2006-03-15)
Planning Data collection Daten analysis
Communi-
cation
Data t3
(POST
program)
Data t1
(PRE
program)
Data t2
(DURING
program)
Goal
definition
&
evaluation
plan
Isolation
of
programm-
effects
Conversion
to
monetary
values
Caculation
ROI &
„intangibles“
Report
&
communi-
cation
• Goals for
training
• Goals for
evaluation
• Planning
ROI-
analysis
• Level 1:
- Participant
surveys
• Level 2:
- Tests
- Observations
- Peer assessments
• Control group
comparison
• Trend analysis
• Systematic
expert estimation
• KPI
measurement
• Level 3:
- Assignments
- Surveys
• Level 4:
- Surveys
- Observations
- Interviews
- Process data
• ROI formula
• Customer
satisfaction
• Employee
satisfaction
ROI (%) = Cost of program – Benefit of program
Benefit of program
x 100
Documentation of costs (planning, evaluation, report)

6. 6
Value: realized and not realized
Unterschiedliche Teilnehmende mit unterschiedlichen Rahmenbedingungen
Realisierter Nutzen /
Wert
Nicht realisiertes Nutzen- /
Wertpotenzial
InAnlehnungan:Brinkerhoff(2006):Tellingtrainings'story,p26.
Anwendung neuer Kompetenzen,
Ergebnisse mit Wertbeitrag
Teilweise Anwendung
neuer Kompetenzen,
keine Ergebnisse mit Wertbeitrag
Keine Anwendung
neuer Kompetenzen
Trainingsprogramm
ROI-Bestimmung:
• Welcher plausibel darstellbare
monetäre Nutzen wird realisiert?
Success Case Methode:
• Wie sehen (Miss-)Erfolgsgeschichten konkret aus?
• Welche Ergebnisse werden realisiert und was tragen diese
zum Organisationserfolg bei?
• Wie könnte der generierte Nutzen erhöht werden?

7. 7
Success Case Method
Communicating
findings
Drawing
conclusions
Agreeing on
recommendations
Focus &
planning
Impact model Identification
of best / worst
cases
Interviewing &
documenting
sucess cases
• What is the
purpose?
• Who are the
stakeholders &
what are their
needs?
• What program /
initiative is in
focus?
• Who are the
participants?
• What is the time
frame?
• What resources
are available?
• Which strategy
for the study
will work best?
• What would
success of the
program /
initiative look
like?
- behaviours
- results
- business
outcomes
• Identification of
success / non-
success cases
through e.g.
- asking around
- analysing
records
- conducting a
written survey
• 2-part interviews
that are both
open ended &
structured:
1) qualify the
case
2) identify
details
• Write-up of the
success case
Based on: Brinkerhoff (2003): The success case method.

8. 8
Learning services – different modalities
Extended training
& performance
support
"Standard"
trainings & courses
(incl. eLearning)
Facilitated learning
& reflection in the
workplace
Collaboration,
exchange & learning
in networks
& communities
Curation of
content & tools

 Step 1
 Step 2
 Step 3
 Step 4

9. 9
Monitoring & assessing "informal learning"
1. Monitoring / assessing "informal learning" activities of
particular job functions (e.g. software engineers)
2. Monitoring / assessing "informal learning" in the life cycle at
a particular job position (e.g. software engineer)
3. Monitoring / assessing particular types of informal learning
activities (e.g. participation in online communities)
4. Comparing competence levels in a relevant employee
population at different points in time
5. Monitoring activities via xAPI

10. 10
Establishing value
Extended training
& performance
support
"Standard"
trainings & courses
(incl. eLearning)
Facilitated learning
& reflection in the
workplace
Collaboration,
exchange & learning
in networks
& communities
Curation of
content & tools

 Step 1
 Step 2
 Step 3
 Step 4
ROI-process
SCM
Monitoring
Comparison of
comp. levels
Big data / xAPI

11. 11
Contact & more information
Dr. Christoph Meier
swiss centre for innovations in learning (scil)
University of St. Gallen
christoph.meier@unisg.ch