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Establishing value: success with & business impact of learning

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Establishing value: success with & business impact of learning

  1. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 11 Contact & more information Dr. Christoph Meier swiss centre for innovations in learning (scil) University of St. Gallen christoph.meier@unisg.ch

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