1. Learning organisation

2. 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

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

4. Traditional v Learning organisation

5. 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

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

8. 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

9. 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

10. 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?

11. 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.

12. 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

13. Responsibility for evaluation
senior management
trainer
line management
training manager
trainee

14. 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

15. 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