We have been collecting polling data from our webinar participants during the past few years. To date, we’ve collected data from more than 1,000 individuals. We placed several statements in front of our audiences and asked if they were mostly true or mostly false. The answers to these two questions are often interesting and, at the same time, disturbing.
Statement No. 1: Most learning is wasted (not used) after a program is conducted.
Seventy-eight percent of respondents said this is mostly true.
Statement No. 2: Most learning providers do not have data that shows they make a difference in the organization.
Eighty-one percent of respondents said this is mostly true.
These results likely do reflect reality, since the responses are not connected to the names of the individuals. The audiences for the polling are primarily L&D providers, managers and coordinators.
The first question focuses on a challenging issue — ensuring that individuals use what they have learned. Otherwise, we are suggesting it’s wasted, because a chain of value occurs as participants react, learn, apply, and have an impact and ROI. If there is no application, there is no impact. If there is no impact, the ROI is negative 100 percent.
The second question brings up another issue — making a difference. You make a difference by not only having individuals do something (use the learning), but use it for a purpose, a consequence, and that is the impact. In the learning and development field, evaluation usually involves data collection for reaction and learning, simultaneously, because reaction affects learning, and learning will affect reaction. The same is true for application and impact. A participant won’t have an impact without application, and when there is impact success, it often motivates more application. These go together.
Now for the challenge. Recently, more effort has been focused on learning transfer to ensure participants use what they have learned. For many programs, particularly those focused on soft skills, the goal is behavior change. L&D teams seem quite comfortable suggesting that the evaluation is complete when you have behavior change. But this is not necessarily true. Behavior change without a corresponding impact is just being busy. If there is no consequence, why should you even need the behavior change? In reality, there is a consequence for most behavior change, though it’s often ignored. But it is there, and the time to think about it is at the beginning of the learning program.
In our Phillips ROI Model, the very first step is to start with why, connecting the program to business measures. It’s beginning with the end in mind. The end is not behavior, but the consequence of the behavior.
It’s not that difficult. For example, assume a leadership program is being implemented with impressive competencies. You can clearly connect it to the business simply by having the participants who will be involved in the program think about their important key performance indicators — business measures such as productivity, quality, time, accidents, incidents, retention, sales and customer complaints. Then ask the question, can you improve these two KPIs using these competencies with your team? The answer is usually yes. This is the second step of the model: Making sure you have the right solution. Starting with the end in mind with a clear impact measure that is important to the participants, and having them suggest that they can improve the measure using the content you are offering, connects the proposed solution to the impact measure. Then you can set objectives for application and impact, moving beyond learning objectives. The design, focus and delivery are aimed at the impact. The results will follow.
There are five important reasons why you need to focus on impact for learning and development.
1. Executives want it. Research constantly shows that business impact is the No. 1 measure desired from learning and development by executives.
2. Participants need it. With impact, participants ask, why are we taking this program? Why do I need this new behavior? The impact clearly shows them why.
3. The designers, developers, facilitators and implementers must have it. This approach lets them design for success at the application and impact levels.
4. The managers of the learners will appreciate it. Impact connects the success of the learner to their manager’s KPIs because the impact driven by the learner is a KPI of their manager. Now, they will support the program.
5. Funding is much easier. When you connect your programs to the business, it’s much easier to obtain funding for new programs. If you focus just on application or behavior change without knowing why that behavior change is needed, you’re missing an important opportunity.
In short: Please connect your major programs to the business.
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July 18, 2022 at 11:01PM
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Behavior change without impact is just being busy - Chief Learning Officer
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