The Learning Circuits Blog big question for April is "What would you like to do better as a Learning Professional?"The simple answer to this question is "push back more." This can be applied on many levels, but I am primarily speaking of pushing more on ROI and evaluations. I learned very early on that Analysis and Evaluations are the first things to get cut from a learning project. In actuality, the same is true for many technology related projects.
While some of the projects I'm involved in do include an Analysis and Evaluation, there are other times where customers and colleagues come to me with a problem worded as a solution (I need XYZ training), and given the lack of time (both at the project level and personally), quickly moving out seems to be the only viable option.
The good thing is that I work in an environment where there are many needs, and often times the first gut reaction is a piece to the larger puzzle. The bad thing is that this keeps me in the mind set of "I'm not doing anything wrong" and sometimes the large puzzle doesn't get put together.
I've posted before that I think the number one issue facing the field is the lack of ROI and evaluations being done. This was all fine and dandy for several years, but with the current "recession" and job market slow down, the Learning Professional will once again need to show the value added.
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Dr. Hamilton,
Although I am currently a graduate student at Bloomsburg University with relatively little experience in the “real world” of Instructional Design, I agree that evaluation is an extremely important step in the design process, and it should not be overlooked. Professors at Bloomsburg University routinely communicate to students the importance of evaluation, and they echo your concerns regarding the evaluation step being cut from the ID process for budget reasons. Many organizations are hesitant to conduct formative and summative evaluations based on their related costs.
The RFP for the Corporate Advisory Council at Bloomsburg University was centered on evaluation this semester, specifically the evaluation of training in the banking industry. As a student in the RFP class, I learned a great deal about evaluation and ROI. There is no shortage of books and articles on the subject, and as Dr. Kapp explained, evaluation is currently a “hot topic”. As a group, we studied in great detail Kirkpatrick’s Levels and Jack Phillips’ ROI Methodology. The RFP was invaluable to us as students, as it provided us with substantial experience in the often-neglected area of evaluation.
One of the most important pieces of information I took away from this class was during a conversation I had with Dr. Kapp on ROI models. He explained that while the Phillips ROI model was useful in the training industry, anyone outside of the training industry might actually be confused by the results. The Phillips ROI formula can theoretically yield incredible ROI percentages depending on how you calculate benefits to an organization and the actual costs of developing the training. In one instance, I calculated that the ROI for a risk-management course could yield a return of 1600%. Dr. Kapp warned that many accountants and business organizations would look at an ROI of 1600% as an absurd result, and would question the validity of training evaluation.
But of course evaluation is not limited to running numbers and calculating cost-benefit ratios. Evaluation is an entire process, one that is absolutely essential because it addresses whether training is valid and meets performance objectives. Ultimately, evaluation is about the learners, as it ensures that training is effectively meeting their needs.
-Brian Boyce
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