only 3% of training reached kirkpatrick’s “level 4” of training evaluation results where there...
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• Only 3% of training reached Kirkpatrick’s “Level 4” of training evaluation results where there is an impact on the organisation
• 95% of training reached “Level 3” where participants liked the training
Research by
Year 2000
• US Firms spent ±156 billion on employee learning in 2011
• Little practical follow-up or meaningful assessment = 90% of new skills lost within a year
Research by
Year 2012
• Almost all organisational training is a marginal intervention and has only slight effects on performance improvement
Research by Brinkerhoff and Apking
Year 2001
• If training impact means ‘the transfer of knowledge and skills to on-the-job-performance’, research indicates that the impact of training is realised only for ±15% of all training participants
1. It confuses activity with improvement
2. The focus is on “repairing” an individual’s
weakness
3. Programmes lack a means of transferring
learning to the job
4. Management doesn’t support it
5. It has become a motivational lecture in
disguise
Training Fails When…
6. Trainers are not held accountable for
performance improvement
7. Management views training as a cost, not an
investment
8. There is no connection between a company’s
business needs and goals
9. The methods being used ignore how people
learn
10.It doesn’t get done at all
Training Fails When…
The ProcessH4
David StarkerChange Consultant and Author of ‘Changing Minds’
Jan HargraveForensic Body Language Expert
KnowConverse ThoughtsUnderstand
FeelAppreciate
BelieveContributeCreateLead
OwnershipContinueLifestyle
The H4 Process
Scott CullenUniversity of
Michigan
Reflection on Key Learnings
1.What have you learnt?
2.How do you feel about it?
3.What are you going to about
it?
Reflection on Key Learnings
Memorise This…= 1
= 4
= 3
= 2
= 5= 6= 7= 8= 9
Memorise This… = 1
= 4
= 3
= 2
= 5= 6= 7= 8= 9
1 2 3
4 5 6
7 8 9
Change Your Thinking Around Training
Jane Hart
1. Think activities, not course
2. Think learning space/places, not training
rooms
3. Think lightweight design, not instructional
design
4. Think continuous flow of activities
5. Think social when looking for training
technologies
Conversational Training Model
Tools For Engaging the Heart and Enabling the Hands
• Business Simulations
• Games
• Case Studies
• Group Discussions
Reflective Conversatio
ns
Why Conversations Improve Learning?
1. Stimulates Thinking
2. Improves Comprehension
3. Improves Validity (People believe
people)
4. Encourages Action
5. Inspires Commitment
Kolb’s Cycle for Experiential Learning
Bloom’s Taxonomy
Framework for Conversational Learning
Putting A Learning Platform In Place – Think Different…
• We are open and transparent
• We narrate and share our work
• We offer live and on-demand training
content as part of continuous learning
• We value conversation as a learning vehicle
• We make our work accessible to others
• We are a vanguard of change within the
company
• Our bottom line is business success
• Learning = Work + Work = Learning
• We are a learning Organisation
Putting A Learning Platform In Place – Think Different…
• We value time for self-development and
reflection
• We recognise that reflection and
communication is key to learning
Putting A Learning Platform In Place – Think Different…
Active Communication
Learning Network Primary Activity Conversations About…
Personal Network Connecting Discovery, sharing and personal
Work Team Collaboration Projects, co-creation
Communities of Practice
Cooperation Common interests, new developments
Company Social Network
Coordination Company-wide activity feed
The Internet Currency Diverse opinions, news, pointers, “The Commons”
Extended Enterprise Coherence Co-learning keeps all on the same wavelength
Standard and Poor’s 500 Underlying Value of Equities
Tangible Value
Intangible Value
1990 1999
Maccauvlei Cases
THE END
Thank you!
Jan HollenbachMaccauvlei Learning Academy
011 439 3900www.maccauvlei.co.za
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