Learning organisation

Peter Synge: The Fifth Discipline where people continually expand their capacity to create the results they truly desire where new and expansive patterns of thinking are nurtured where collective aspiration is set free where people are continually learning how to learn together

Features ..... Personal mastery Mental models Shared vision Team learning Systems thinking

Traditional v Learning organisation

Strategy as a learning process Rapid change means each worker should take responsibility for changes in work area Should share experiences with others, develop teamwork Learning is integral to strategy & vice-versa Learning focussed on desired future goal

Evaluation of learning Kirkpatrick (1959): reactions – ‘liking or feelings’ learning - ‘principles, facts absorbed’ behaviour - ‘using learning on the job’ results - ‘increased production, reduced costs’.

Proving the value of training Improving quality of training Purposes of learning Proving the value of training Improving quality of training Contribute to learning process Control over training

From happy sheet to follow-through ... Shift from learning in isolation Target relevant, integrated & continuous learning Identify line managers’ views on suitable measures Ensure trainers understand the business

Questions to ask ... in training How far were identified training needs/ objectives achieved? How far were learners' objectives achieved? What specifically did the learners learn? What commitment have learners made about learning they are going to implement on return to work?

Questions to ask ... At work How successful were trainees in implementing action plans? How far were they supported in this by line managers? How much has action achieved a Return on Investment for the organization - objectives satisfaction - monetary assessment.

Relatively ‘hard’ metrics Relatively ‘soft’ measures Measurable results Relatively ‘hard’ metrics Relatively ‘soft’ measures Proving – relating training to data about reduced production and process costs (or times) increased sales, market share, numbers of new customers etc increased service quality, stakeholder satisfaction etc Improving – relating training to indications of greater harnessing of other available learning and development processes more courses perceived to be effective, valuable, truly tailored, organisationally- focused etc Controlling – relating training to reduced problems – for example accidents following health and safety training, grievances following employee relations training shorter, ‘smarter’ courses more comprehensive / equitable training - for example, covering all staff, access to prestigious events for those truly in need/able to apply the learning etc Learning (reinforcing) continually-improving skills/competencies – for example, better analysis, problem solving and decision making evidence that people are deriving a multiplicative effect from combining courses with learning on the job, coaching, personal development plans etc

Responsibility for evaluation senior management trainer line management training manager trainee

Line manager Work-needs and identifying people Involvement in training and evaluation development Pre-event preparation/briefing meetings with learner Ongoing, and practical support to the training Debriefing with learner on return to work - discuss, agree or help to modify action plan - agree action for plan Reviewing progress of learning implementation Review of success and assessment of changed behaviour

Return on investment (ROI) Controversial, time-consuming, resource- heavy Best possible approach – useful indicators: - Sales: increased sales, increased value - Motivation: absentee rates - Management: internal promotions Link back to Training needs analysis Identify value-added