The importance of objectives in HR
Strategic HR: How goal setting makes continuing education successes measurable
It is no secret that continuing education is central to the success of a company and its employees. Lifelong learning is a necessity to remain economically and professionally relevant. Nevertheless, continuing education measures in particular are often on the cross-off list when it comes to saving money. This is also due to the fact that some learning effects cannot be directly quantified in figures or only bear fruit after a delay. Measuring the success of learning opportunities should not be limited exclusively to financial aspects. Continuing education should be judged on the basis of its objectives.
How goal setting and measurability drive corporate learning
But which goals these are depends on the company and the employees. “What is the goal of personnel development in an organization or department? What are our goals in employee development? “A clear definition of goals and strategies forms the basis for the quality of continuing education offerings and performance measurement. And is therefore also the basis for securing the budget in personnel development. However, 50% of the HR developers surveyed are unable to recognize exactly this strategy in their company. [1] It is time to define goals and make them measurable.
Clearly defined goals provide focus and ensure understanding at all levels — among budget managers, stakeholders and employees. The definition not only involves the question of “What? “important. Selecting the right measurement methods and setting target values makes goal achievement verifiable. In turn, proven continuing education successes become a strong argument in budget discussions and an overview of the effects becomes the starting point for improving the quality of offers.
Strategic personnel development: “Measurable or not measurable, that is the question here”
The return on investment (ROI) provides an initial assessment of the success of continuing education offers. It compares the costs incurred with the monetary benefit and is calculated as follows:
Costs can be reflected very well in ROI, for example for trainers, travel costs or rental costs for training rooms. However, the situation is different when it comes to many positive effects. How can an increase in the company's innovative capacity, the development of a learning culture or the acquisition of skills and competencies among employees be directly quantified? Not to be neglected either: Some effects only occur after a time delay.
In addition, continuing education goals should also be realistic and achievable. It is important to set goals that are challenging but still within the limits of opportunity. In addition to realizability, the relevance of the goals to the vision of the company and the needs of employees must also be considered. The continuing education offer should be relevant to both your own professional and personal development and contribute to the company's success.
A pure cost-benefit analysis, such as ROI, is therefore not enough for a full evaluation of continuing education offers according to the possible goals. And certainly not when the defined goals are difficult to represent in monetary terms. Approaches that can measure more comprehensively are therefore required. Advanced measurement methods, such as the Kirkpatrick Model or the Learning Transfer Evaluation Model (LTEM), can provide a wider basis for evaluating continuing education offerings.
A wider evaluation base with the Kirkpatrick model
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The four levels of the Kirkpatrick model provide a comprehensive view of the effectiveness of continuing education offerings. In addition to the participants' reaction (“reaction”), actual learning success (“learning”) and the transfer of what has been learned into everyday working life (“behavior”) are also considered. On the fourth level (“Results”), the impact of the offer on the organization is analysed. This broad basis of analysis gives you the opportunity not only to comprehensively test the effects, but also in terms of their specific goals.
An even more precise basis is provided by the Learning Transfer Evaluation Model (LTEM), which provides an assessment scheme in eight phases and includes both the learners themselves and learning effects or the transfer of learning. In both models, both the advantages for the measurability of a Learning Management Systems (LMS) as well as one Learning Experience Platform (LXP) become effective and provide a reliable database.
Digital learning: simply keep an eye on personnel development goals
For better measurability, personnel development and managers can take advantage of the benefits of digital learning. For example, the use of learning platforms and digital learning content (for example, the e-learning offering of Content Collection) while increasing the measurability of the offer.
Learning platforms enable the automated evaluation of participation and graduation data, as well as test results and participant evaluations — in compliance with data protection regulations, of course. This database provides a solid basis for measuring participation figures, usage behavior and learning success. In addition, learners' assessments can be used to check and improve the quality and accuracy of continuing education offerings. Through its informal learning approach, for example, an LXP also promotes the securing and testing of learning effects, competencies and transfer to everyday working life.
In this way, learning platforms help you to review and develop continuing education opportunities and transfer learning content. In addition, digital continuing education offers give you an easily accessible and reliable all-round view of a wide range of data.
Setting goals in personnel development as a success factor
A clear objective is the basis for the success of continuing education offers in companies, whether in budget discussion or improving the quality of offers. It is important not only to make sure what the goals are, but also how you can measure them and when they will be successful.
ROI is a good tool, but it falls short here. Models are needed which, in addition to financial aspects, also consider learning success, the impact on participants and the transfer of learning. Examples include the Kirkpatrick Model or the Learning Transfer Evaluation Model. LMS and LXP support this measurement on a broad basis by ensuring a suitable data basis and promoting the transfer of learning.
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