• 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