Four funerals and one wedding

ASTD 2008 International Conference & Exposition

Session TU121 –

HPI in love with Informal Learning:

Four Funerals and a Wedding

Jos Arets [email protected]

Vivian [email protected]

| © 2008 | Jos Arets | Vivian Heijnen | June 3rd 2008 |

Session Learning Objectives:1. Apply HPI in organization context

2. Use the tips and tricks to design and implement informal learning designs with

HPI-inside.

AgendaAgenda

1. Informal learningFuneral I & IIFuneral I & IIFuneral I & IIFuneral I & II

2. HPIFuneral IIIFuneral IIIFuneral IIIFuneral III


Funeral IIIFuneral IIIFuneral IIIFuneral III

3. Social software / Web 2.0Funeral IVFuneral IVFuneral IVFuneral IV

4. The Wedding?

At work 21At work 21stst century century think to be productivethink to be productive

The most important contribution

management needs to make in the


management needs to make in the

21st century is to increase the

productivity of knowledge work and

knowledge workers. It is on their

productivity, above all, that the future

prosperity and indeed the future

survival of the developed economies

will increasingly depend. Peter Drucker

Smart enterpriseSmart enterprise

‘A smart enterprise is a high-performing organization that

allows knowledge and capabilities, enabled by technology,

to grow and flow freely across departmental, geographical,

or hierarchical boundaries, where it is shared and made

actionable for the use and benefit of all. ‘


actionable for the use and benefit of all. ‘

– Focus on knowledge and application

– Effective use of technology

– Systematic and dynamic approach

– An emphasis on both individuals and teams

– A performance foundation

Marc Rosenberg (2006)

Informal learningInformal learning

•• Learning = adaptation = stay currentLearning = adaptation = stay current

•• Learning takes place in social networksLearning takes place in social networks

•• Context = kingContext = kingSearchingSharing


Referencing

Conversations

Modeling

Feedback

Collaborating

••PersonalPersonal

••JustJust--inin--timetime

••CustomizedCustomized

••More relevanceMore relevance



••More relevanceMore relevance

••More credibilityMore credibility

••Learner = more motivatedLearner = more motivated

••Learner = open for learningLearner = open for learning

Formal Formal

learninglearning


Informal Informal learninglearning

FuneralFuneral II


Separate formal and informal learning Separate formal and informal learning

Formal

learning

Performance

support


In context learning

Informal learning

Spending/Outcomes Paradox Spending/Outcomes Paradox corporate trainingcorporate training


However, there is no research to back up the amount of money spent on informal and formal learning

in the above chart. The numbers were simply pulled out of thin air (Cross, 2007).

workworkwork

Training Training -- separated from workseparated from work

work work work

learning


searching referencing collaborating

traintrain

Lance Dublin, 2007

"Executives don’t want learning; they want execution.”

They want performance. Companies use it to:

- Improve knowledge worker productivity 20% - 30%

- Increase sales by Google-izing product knowledge



- Generate fresh ideas and increase innovation

- Reduce stress, absenteeism, and healthcare costs

- Increase professionalism and professional growth

- Cut costs and improve responsiveness with self-service

learning“ Jay Cross, informal learning 2006

FuneralFuneral IIII


Separate work and trainingSeparate work and training

““Human Performance Improvement Human Performance Improvement

is a systematic and systemic approach to improving is a systematic and systemic approach to improving

performance using performance analysis, cause performance using performance analysis, cause

analysis, and intervention selection to improve both analysis, and intervention selection to improve both

productivity and competencies of employees. productivity and competencies of employees.

Human performance technologists take on Human performance technologists take on


Human performance technologists take on Human performance technologists take on

consulting roles and help their clients identify consulting roles and help their clients identify

barriers that hamper performance, select barriers that hamper performance, select

interventions to remove those barriers, and create interventions to remove those barriers, and create

measurable goals in determining the success of the measurable goals in determining the success of the

desired performance.”desired performance.”

HPIHPI--process process

CC

hh

aa

nn

gg

e e

MM

CC

hh

aa

nn

gg

e e

MM

• Determine

business goals

• Articulate

relationship

to human

performance

Desired

performance

state

• Knowledge

• Motives

• Physical Resources

• Structure/Process

• Information

• Wellness

• Type of root cause

• Match interventions

• Recommendations

Business Analysis Cause

Analysis

Performance

Analysis

Intervention

Selection

GapGap


MM

aa

nn

aa

gg

ee

mm

ee

nn

tt

MM

aa

nn

aa

gg

ee

mm

ee

nn

tt

performance

Actual

performance

state

• Wellness

• Manage the project

• Help the organization to adapt to the

changes

• Gather formative evaluation data

• Formative evaluation

• Summative evaluation

Intervention

ImplementationEvaluation

of Results

Co

ntin

uin

g p

erfo

rma

nce

imp

rov

em

en

t

custo

me

r serv

ice o

n te

am

/ pe

rform

er le

ve

l

•Measurements current situation

•Management: desired situation

•Performance gap

•Root cause analyses (performance barriers)

• Action plan (solutions)

•In small teams implementation action plans

• Support management and external coach

• Learning on the job

• Additional skills

FinancialObjectives

InternalProcesses

Change &Growth

Voice of theCustomer

Vision&

Strategy

Business ResultsC

on

tinu

ing

pe

rform

an

ce im

pro

ve

me

nt

custo

me

r serv

ice o

n te

am

/ pe

rform

er le

ve

l

• Additional skills

•Evaluation

• Measurements - best and bad practices

• Gap closed?

• Additional actions required

• Recommendations

•Additional actions taken

•From project to routine

�

�functionalities/structure

�Performance management system

�Strategy

�

organization

�

results design management


�Standards, ergonomics

�Design process (steps)

�Outputs performer clear

�Process results aligned

to client demands

process

performer ☺Knowledge, feedback

�Managing white spaces

Vision and goals customer service communicated in team?

�

�

checklist A Operational management

Customer service values determined by team?

�SWOT customer service team level?

�

�

�


Barriers customer service known by professionals and project organization?

Best practices customer service known by professionals and project organization? �

�

Best performers known by professionals?

Bad practices customer service known by professionals and project organization? �

�

�

�

Job criteria customer service known by and visible for professionals?

Competencies customer service used for improvement and monitoring?

�

�

�

�

�

�

�

�

�

Measurement system in use to monitor customer service improvements?

Monitoring individual improvement via HRM cycle?

Peer review customer service in use?

�

�

�

Checklist B Operational management


Current versus – performance customer service determined? �

�

�

Root causes determined? �

�

�

Peer review customer service in use?

Customer service on agenda team meetings?

Action plan customer service known professionals and project organization

(commitment)?Action plan customer service in action?

�

�

�

�

�

�

Example performancegaps & barriersExample performancegaps & barriers

• Mistakes (2-3 times a week)

• Complains customers

about standards care

(2-3 times a week)

Performance gap Performance barrier

•Unclear standards

• No formal standard

in documents

• Diversity materials

Solution

• Learning in de workplace

• Job aid produced and

introduced


• Unanswered

phone calls

10-15 times a day

• Customer unsatisfied:

outside activity – 10-10

•Responsibilities unknown

•Job description unclear

• Infrastructure

•Understaffed reception

in the morning

•Insufficient volunteers

available

• Insufficient resources

(wheelchairs)

Information

• Responsibilities renewed

and communicated

• New secretarial support

hired

• Wheelchairs sponsored by

community

• Recruit campaign for

Volunteers

Procedure information

Example action planExample action plan

Solution

• Job aid produced and

introduced

• Learning in workplace

Action plan

Who:

3 team

members

subject matter

experts

When

1-5-2008

• Preparation workgroup prototype

• Test and commitment team and

management

• Write job aid

• Introduction team/learning workplace

• Evaluation 3 weeks


• Responsibilities renewed

and communicated

• New secretarial support

hired

• Wheelchairs sponsored by

community

• Recruit campaign for

volunteers

Who

•Management

• Team

members

Who

• Management

• Community

• Team

members

When:

01-04

When

01-5

• Task analyses and observation

• Job descriptions renewed

• Job descriptions communicated

• Infrastructural redesign (copier)

• New secretarial support hired

• brainstorm team resources wheelchairs

• wheelchairs sponsored by community

•Recruit campaign for volunteers ( newspaper,

family)

• Procedure information during morning care

Kirkpatrick Evaluation Model: Kirkpatrick Evaluation Model:

Training Environment

Level 1:

Reactions

• Learner

• Client

Level 2:

Learning

• Learner

• Organization

Learning EventLearning Event


Adapted from Donald Kirkpatrick. Evaluating Training Programs: The Four Levels. Berrett-Koehler, 1996.

Work Environment

Level 3:

Behavior• Learner

• Organization

Level 4:

Results• Performance

• Financial

Level 5:

Results• ROI

Dr. Phillips

Evaluation level 1Evaluation level 1--55

Solutions Level 1 Level 2 Level 3 Level 4 Level 5

Management

checklist

Organizational

Results

Participant satisfaction Management satisfaction

Focus groups

performers,

management

Workplace

measurements

Costs – benefits financial control


Results

Solutions Action

Plan

Project

Management

Participant

satisfaction

Management

satisfaction

Member

satisfaction

Coach, problem

solving skills

responsibility,

assertiveness,

Increased

communication

skills

Focus groups

performers,

management

Management ,

structurend

projects

measurements

At Workplace:

customer

satisfaction,

organization level

measurements

financial control and management

Costs – benefits financial control

and management

ROIROI

Return-On-Investment percentage (ROI) =


(Total Benefits - Total Costs)

…………………… - ……………….

-------------------------------------- x 100 % = ……….....

Total Costs

………………

ROI or EVA?ROI or EVA?“Economic Value Added,” EVA for short, is a measure of ROI that takes the cost of funds into account. Unlike ROI, EVA is an amount, not a ratio. This keeps you focused on overall value. You won’t trade off a project with a 2000% ROI that only yields $10,000 in returns against a project with 30% ROI that nets $850,000.

EVA is not difficult to calculate. Assume you’re making the case for a new program that you


EVA is not difficult to calculate. Assume you’re making the case for a new program that you expect to return $32,000 for your $200,000 investment in its first year. Your ROI would be 32,000/200,000 = 16%. The EVA for this project deducts the cost of using the $200,000 ( x 10% = $20,000). Your EVA is based on your return less what you must pay for tying up the company’s capital, $32,000 - $20,000 = $12,000. Your EVA ratio is 12,000/200,000 = 6%.

EVA recognizes that there’s no free ride. Projects don’t get funded because they have a hefty ROI. They get funded when they are the best use of funds available. No company can afford to pursue all its upside opportunities.

EVA gets everyone thinking like owners. The carrying cost of excess inventory gripes the manager who’d like to use those funds for a new project.

Chief Chief PerformancePerformance OfficerOfficer

FinancialObjectives

Vision InternalProcesses

Change &Growth

Voice of theCustomer

Vision&

Strategy

FuneralFuneral IIIIII


Focus Focus onon training training insteadinstead of performanceof performance

Informal learning = Informal learning =

wirelesswireless


RSS

Tags

Blogs

Vlogs

Podcast

Vodcast

Youtube

Google

Wikis

Blikis

Social networks

Best practices /

performers

Web 2.0 basedWeb 2.0 based

Learning / performance landscapesLearning / performance landscapes

Networking Theory

Collaborative (in)formal learning


Social networks

Screencast

Mash ups

Twitter

E-learning

Wikipedia

EPSS

Games

E-mail

Reflection Peer Teaching /

reviewing

Practice

HPIHPI--insideinside

FuneralFuneral IVIV


Confuse EConfuse E--learning with Web 2.0 / social software learning with Web 2.0 / social software

Why should they marry?Why should they marry?Why should they marry?Why should they marry?Why should they marry?Why should they marry?Why should they marry?Why should they marry?

They don’t separate formal and Informal learning


They focus on performance instead of training

They don’t confuse e-learning with web 2.0 / social software

They don’t separate formal and Informal learning

They don’t separate work and training

WEDDING ANNOUNCEMENTWEDDING ANNOUNCEMENT


SAVE THE DATE SAVE THE DATE

SHE SAID SHE SAID

JUNE 3JUNE 3rd rd 20082008ASTD CONFERENCE CENTERASTD CONFERENCE CENTER

SAN DIEGO SAN DIEGO

HPIHPI

(IN)FORMAL LEARNING(IN)FORMAL LEARNING

Four funerals and one wedding

Business

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