Conference 2010
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| Value is not always quantifiable | |||||||||||||
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Ken Ingram, Head of e-Learning, National School of Government | ||||||||||||
 Sometimes it is impossible to quantify the impact of a training programme, but still know it has added value. Last year security considerations meant the National School of Government had to train over 230,000 people to a deadline. An impact assessment will come, but the programme has already been declared successful. How is that possible? The value of anecdotal evidence The risk of bad metrics Can you quantify the immeasurable? Is it worth trying? |
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| Be sure what success looks like | |||||||||||||
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Kenny Henderson, Head of Talent Development Operations, Sky | ||||||||||||
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Sky invests heavily in its people, and wants to know its money is spent wisely. So it has a clearly defined model for understanding value and a team member devoted to it. Before introducing their new e-learning induction programme, they first selected three measures that would demonstrate success. How did they get on? Why it's crucial to define your direction from the start Let the metrics guide your choice of vendor - not vice versa Mixing cost-saving with improved efficiency |
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| Let the business define 'value' | |||||||||||||
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David Beckett, Assistant Director Organisational Development, Identity and Passport Service | ||||||||||||
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A general formula for training's value does not exist - it is different for each organisation. At the Identity and Passport Service, David Beckett has worked with the business to understand and specify a complex training programme for some 600 staff. Success criteria were defined at the start and exceeded at the end - that's quantifiable success, in the business's own terms. From 'training on process' to 'developing behaviours' Continued post-training evaluation and improvement Moving L&D from 'production' to 'performance' |
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| Delivering e-learning for all learners | |||||||||||||
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Steve Coe, E-learning Manager, Boots UK | ||||||||||||
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When UK retailer Boots began their e-learning roll-out in August 2008, their 65,000 learners were based in 2,500 stores across the UK. 20% of them were over 50 years old, and many had not used a computer before. With meticulous attention to detail, Boots piloted and launched the programme, and ensured that staff members had the time, space and confidence to start learning on a PC. The result: a year later, 84% had completed at least one e-learning module. Project planning for success Crucial to success: user-friendly, clear training that is useful Using the management structure to 'cascade down' training Sustaining the momentum Linking the learning to sales and customer satisfaction figures |
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| Creating content across time zones | |||||||||||||
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Andrew McNeill, Global Learning & Development Manager, Fugro NV | ||||||||||||
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The Fugro Group consists of over 200 operating companies in over 50 countries. Their field - oil and gas exploration - requires great technical expertise. How do they build and maintain it across more than 13,000 employees? The answer: by a collaborative, web-based approach. SMEs and trainers, often split over several time-zones, create high-quality technical content that shares best practice and weeds out misconceptions. Getting SMEs enthusiastic about sharing their expertise Maintaining quality with de-centralized production Overcoming the hurdles: technical and cultural Why good project management is essential Shifting to a collaborative culture |
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| Building workforce capability with experiential learning | |||||||||||||
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Charles Jennings, Director, Duntroon Associates | ||||||||||||
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Most learning takes place outside formal training events. It comes from our daily experiences and from practice. It also comes from conversations and from reflecting on our experiences and on those of others. Smart organisations and managers recognise this, and make space for staff to cultivate these different approaches to developing their capability. In this revolutionary session, Charles Jennings draws on his considerable experience in the field of learning to discuss: - The four learning channels: experience, practice, conversation and reflection - How to maximise experiential learning at work - Examples of how experiential learning can be supported with web 2.0 and other technologies - The death of content-centric training in the new age of agile minds - The skills set that today's workforce needs to be productive and effective |
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