Learning Circle 8: Learning ROI

LEARNING CIRCLES ABOUT LEARNING NO. 8

LEARNING R.O.I.

RESEARCH PROBLEM:

MEASURING LEARNING AND DEVELOPMENT ACTIVITY MAY BE CHALLENGING. AS SUCH, HOW DO WE KNOW IF WHAT WE DO ACTUALLY HAS ANY EFFECT TOWARDS THE BUSINESS RESULTS?

1. The role of the L&D leader

2. Dichotomy of L&D ROI

3. Types of Learning

4. Ideas to measure different types of learning

PRE-WORK 2: WHAT SHOULD BE THE ROLE OF L&D LEADERS? – Podcast Opinions

WHAT DOES A BUSINESS PARTNER LOOK LIKE?

Learning and Development is part of the life of a business. In order for L&D to be valuable it needs to deliver measurable results that prove the effects of what has been implemented objectively. This means that L&D activities must have a direct representation on business outcomes. Any new L&D initiative should start with identifying how it will effect organisational results in a metric way. For example, before implementing a new training program on customer service, L&D leaders must be able to anticipate how the training will increase in a specific % the customer satisfaction scores (hard metric). It should not be up for subjective interpretations.

Learning and Development is part of a support business function. As such, the main goal of any L&D initiative is not to present a specific R.O.I; rather to show a correlation to business outcomes. This means it is impossible to really measure L&D activity in specific R.O.Is. Rather, it is better to identify possible correlations as effects of the implementation of a L&D initiative. For example, after facilitating a customer service program observing if the learners’ behaviour has improved as a result of attending the program is a way to demonstrate the effectiveness of that particular learning solution.

PERHAPS…

MEASURE R.O.I BASED ON

WE NEED TO

DIFFERENT THE TYPES OF

LEARNING

Pre-work 1:

Your THOUGHTS

XXXXXXXX

You have recently rolled out a training program to increase the skill level of the Food and Beverage team about sequence of service for breakfast, lunch and dinner based on the LQA standards. How would you measure the effects of the training vs the level of skill of the learners who participated?

Pre-work 1: After using systematic observations and business data analysis you have come to conclude that there is a gap in terms of guest experience among the colleagues in the Front Office Department. The Front Office Team do not seem to engage the guests, they are not very friendly, their communication is very transactional, and they fail at explaining the different facilities and services available in the hotel. Your General Manager has asked you to design a learning solution to increase guest satisfaction, particularly at the check-in, concierge, guest relations and check-out touch points to resolve the issues currently experienced by the guests. However, your General Manager is requesting for you to present the ROI from the learning solution that you will implement. He wants to know specifically how you will measure the success of the training solution that you are going to implement. How would you measure the effects of your training program?

Your THOUGHTS

XXXXXXXX

TIPS:

1. ALWAYS apply a satisfaction survey after any session that is delivered. 2. Diversity the questions of the survey into categories of assessment: - Materials - Facilitator (level of knowledge and style of facilitation) - Quality of the experience (Set up, use of technology. Food offer). 3. OBSERVE actively the level of engagement of the audience during the actual workshop.

TIPS:

1. ALWAYS ask questions that are specific to the content. For example: - To what extend do you understand the xxxxx model presented in the session? 2. CORRELATE to their own job make it relevant. For example: - To what extent do you find beneficial to apply the XXXX model in your own job?

TIPS:

1. IDENTIFY the desirable behaviours that you are trying to influence or foster as part of the learning program.

2. CREATE behavioural assessment digital sheets for leaders to record observations of these behaviours.

3. INCLUDE in the materials behavioural descriptions of the expected outcomes.

Frame the problem:

FROM NEGATIVE BEHAVIOURS:

- Disengaged from guests - Not friendly - Transactional - Lack of facilities and services knowledge

TO DESIRABLE BEHAVIOURS:

- Engaging with guests - Friendly - Conversational - Solid product and services knowledge

BEHAVIOURAL DESCRIPTORS

DESIRED BEHAVIOURS

DESCRIPTORS (EXAMPLES)

ENGAGING WITH GUESTS

Demonstrates an interest in having conversations with guests. Approaches the guests first rather than waiting for guests to approach him. Asks multiple open ended questions to find out information about guests

FRIENDLY

Shows a genuine smile when interacting with everyone Keeps eye contact in a non-intrusive manner Shows open body language

CONVERSATIONAL

Asks questions about guest preferences to then offer products and services Tells the stories of the hotel and the brand to create emotional connections Spends time with guests when possible engaging in conversation Is able to describe the food and beverage offers including functional information. Speaks positively about the services throughout the hotel, referring to unique points.

SOID PRODUCT / SERVICES KNOWLEDGE

TIPS:

1. IDENTIFY DATA POINTS (variables) that will show the correlation from the learning session.

2. IDENTIFY semantic similarities in qualitative data (words).

3. SPEND time in the operations observing impact.

WHAT DO WE NEED TO DO AS L&D LEADERS TO BECOME MORE SYSTEMATIC IN MEASURING R.O.I?

LEARNING CIRCLES ABOUT LEARNING NO. 8

LEARNING R.O.I.

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18

Made with FlippingBook - professional solution for displaying marketing and sales documents online