ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 1

Transcription

1 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 1 ROI: A Useful Tool for Corporate Learning Evaluation Cheri L. Fenton Purdue University

2 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 2 ROI: A Useful Tool for Corporate Learning Evaluation Corporate instructional designers are constantly seeking ways to demonstrate the effectiveness of training they design. Management and company executives often want quantifiable ways to identify and measure the value from training as companies work to maximize cost benefits, train and retain employees, and keep company shareholders and boards of directors satisfied. According to Pine & Tingley (1993), learning professionals are under increasing pressure to direct their efforts toward satisfying their internal customers and many of those customers want to see a measureable, bottom-line impact from training. This translates into an effort to tie training directly to the business results that management is emphasizing increased productivity, fewer errors, higher employee morale, a stronger bottom line. (p. 56) One solution to evaluating training is to analyze the return on investment (ROI) of the training. According to Byerly (2005), An ROI effort measures a single, numerical business metric, such as sales revenue or customer satisfaction; considers its financial impact; and identifies potential improvements (para. 1). ROI can be used to forecast the value of training, plan for the most cost-effective training when multiple options are present, demonstrate business results and effectiveness of training, and guide decisions pertaining to future training (Mattox, 2011). Phillips (2010a), an advocate of ROI, outlines: As executives and managers watch learning budgets grow, there is prevailing frustration from the lack of evidence showing that learning programs can really help performance. Sponsors need to know how major investments of time, money, and resources are paying off and aligning with strategic business goals. A comprehensive measurement and evaluation process represents the most promising approach to meet rising accountability

3 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 3 challenges. Trends show that organizations with comprehensive measurement and evaluation systems in place have enhanced their program budgets while those without comprehensive measurement and evaluation systems have reduced or eliminated their program budgets. (para. 2) Like other tools, theories, and methods used by instructional designers, ROI has a purpose and place in learning and development. This paper seeks to identify conditions for when ROI is an appropriate tool for evaluating corporate learning. The use of ROI is explored to provide insight to and context for this type of evaluation. Arguments for the use of ROI to evaluate corporate training are presented to demonstrate a need for this tool. Arguments against the use of ROI as a means to evaluate corporate training are identified. A critical analysis of the literature follows, providing insight into appropriate uses of ROI in corporate training evaluation and alternatives to ROI. This paper concludes with recommendations for additional study. Literature Review How ROI is Used to Evaluate Corporate Learning Before an instructional designer can determine if ROI is the appropriate tool for corporate training evaluation needs, it is imperative to understand the purpose of ROI and how it is used. According to Phillips (2010a), An accurate ROI calculation requires data collection at four levels reaction, learning, application, and impact. The impact data is isolated from other influences and converted to monetary value. This monetary value is then compared to the cost of [training] (para. 4). The costs, savings, and results (impact data) include tangibles and intangibles. Best practices dictate that instructional designers should determine whether they plan to use ROI to evaluate corporate training as the training is being designed (Ellis, 2005). This way,

4 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 4 instructional designers and stakeholders determine outcomes for measurement in advance and link training to the outcomes for appropriate and accurate measurement (Pine & Tingley, 1993). Pine & Tingley recommend evaluators determine which levels of evaluation will be used and then work backward to ensure sufficient preparation for the data. Corporate instructional designers can find multiple methods to approach ROI. Byerly (2005) suggests a five-step method. Steps include agreeing on the ROI strategy and goals, selecting evaluation metrics, considering previous group performance, analyzing data, and properly presenting findings. A more popular method of calculating ROI, the Kirkpatrick/Phillips model, builds a fifth level of evaluation onto the Kirkpatrick model. With the Kirkpatrick/Phillips model, financial implications on a company s bottom line can be analyzed in addition to tracking reactions, learning, application, and business results. The assumption is that many organizations currently conduct evaluations of their training programs in terms of satisfaction, so companies can add another layer to the Kirkpatrick model to obtain ROI information in the evaluation process (Phillips, 1996). See Appendix A for figures and tables associated with the Kirkpatrick/Phillips model. Arguments for Using ROI to Evaluate Corporate Learning Many arguments advocating the use of ROI as an evaluation tool for corporate learning have been presented in recent decades. Primarily, ROI is used and requested by corporate leaders because it can demonstrate cost effectiveness, unlike many evaluation types. ROI resonates with corporate leaders who seek quantifiable data to justify training costs (Mattox, 2011; Phillips & Phillips, 2011). In addition, ROI is a concept that company leaders and shareholders understand. It takes into account tangible, intangible, and hidden costs, such as loss of productivity and employee turnover, which evaluators do not always account for when considering the

5 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 5 effectiveness and value of training. Translating training results into ROI calculations helps management to understand the financial impact of training to determine how much they are willing to invest in training teams and projects. Considering arguments for the use of ROI, it is not surprising that Mattox (2011) cites ROI is often viewed as the ultimate measure of effectiveness (p. 30). It is also not surprising that Phillips & Phillips (2011) were able to cite results from a 2009 Fortune 500 CEO survey indicating that 74 percent of top executives surveyed wanted to see ROI evaluations from learning and development (p. 35). Arguments Against Using ROI to Evaluate Corporate Learning Some authors and learning professionals support the use of ROI to evaluate corporate training while others call attention to drawbacks and recommend alternatives. Common arguments indicate there are four main areas of concern with the use of ROI: ROI lacks credibility and is difficult to measure, ROI is costly and time consuming to conduct, ROI is irrelevant to stakeholders, and ROI is outdated (Ellis, 2005; Hassett, 1992; Jacobs, 2011; Mattox, 2011; McGeough, 2011; Taylor, 2007). Credibility and measurement. While Phillips & Phillips (2011) disagree, detractors indicate that it is difficult to isolate the effects of training alone in order to precisely report ROI findings. Hassett (1992) notes external factors such as the economy and world that make isolating training effects difficult. According to Hassett, the results [of ROI] are never entirely unambiguous because it is so difficult to unravel the effects of training from other variables (pp ). Due to this problem with isolating quantitative data solely to training, estimates are often used, making ROI evaluations less credible and accurate.

6 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 6 Still, Phillips & Phillips (2011) claim that estimates can be credible and recommend using participant estimates as a best practice especially when other methods of calculation are not possible. Mattox (2011) agrees, citing that having learners estimate training impact and related improvements on learners ability to perform can allow for a downward adjustment, creating conservative and more credible data isolated to training alone. Phillips & Phillips refer to this process as the confidence factor, noting that estimates are made meaningful when they come from the most credible source of data the [participants] (p. 37). Costs and time. Detractors note concerns associated with the ROI analysis itself (Ellis, 2005; Jacobs, 2011; Mattox, 2011; Taylor, 2007). According to Taylor, complete and thorough ROI studies waste time and resources and people only request ROIs to force a discussion about performance problems or because they do not understand how to evaluate training s value in an organization. Ellis seems to agree, citing tight budgets and poor pre-solution data often create an environment where ROI takes a back seat (para. 15). While it may be difficult for instructional designers with limited resources and budgets to attempt a full ROI evaluation in addition to other duties, advocates of ROI seek ways to make this type of evaluation work. As an example, Anderson (2003) outlines a study in which a power company used ROI to determine business benefits of training for sales performance. Due to time constraints, ROI analysis relied on existing data (para. 2). Relevancy to stakeholders. Jacobs (2011) claims that ROI is not demanded by company executives and cites a 2006 study by ASTD and IBM that indicated company leaders evaluate learning more by perception than by quantitative metrics. Jacobs noted word-of-mouth support for training commonly measures effectiveness that trainers deem most important. However, satisfaction is one area of evaluation and quantitative display of results for the bottom line are

7 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 7 another, as indicated by their varying places in some evaluation methods including the Kirkpatrick/Phillips model. A positive view of training does not necessarily translate to improvements in learning, performance, or business results. Hassett (1992) notes that because ROI is time-consuming to conduct, results can become irrelevant before they are presented. According to Hassett, the most important training to evaluate is not last year s, it is next year s. That s the program you will go ahead with or cancel. And that s the program that will affect the bottom lines you care about most: this year s and next year s. (p. 55) Phillips & Phillips (2011) would have one note, however, that the inability to demonstrate training s contribution may lead training departments to lose support, influence, commitment, and yes, funding (p. 36). ROI is outdated. According to Jacobs (2011), ROI for training is an old technology used by older leaders or maybe just old thinking leaders (para. 1). Jacobs cites a 2009 study conducted by the ROI Institute that discovered only four percent of 96 companies surveyed measured ROI. The study also outlined that 58 percent of training managers are not required to report on effectiveness and 69 percent are not required to report on productivity (para. 5). Mattox (2011), however, disagrees with Jacobs s claim that ROI is outdated, citing: ROI is still alive and relevant. ROI has many more vital years to live. It is an excellent measure of cost effectiveness, and it resonates well with business leaders. The C-suite cares about investments and outcomes, not knowledge gain or satisfaction scores. ROI provides senior leaders with information about where their investments will produce the most benefit for the business. (p. 33)

8 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 8 Critical Analysis When ROI is the Appropriate Tool Due to the benefits and concerns surrounding the use of ROI to evaluate corporate learning, instructional designers must consider evaluation needs and to select the best tool for the situation. Different training projects have different goals and evaluation needs. For example, if a company s need is to reduce turnover or increase efficiency, perhaps ROI is not appropriate. Still, ROI should not be discounted for situations in which it would provide relevant and critical evaluation data. McGeough (2011) indicates only 15 to 20 percent of his company s training receives ROI analysis. He indicates: Our thought is if you try to put too much training under the ROI microscope, you spend too much time chasing numbers to justify programs. [ROI] must be reserved for select programs; it should be looked at as one more tool to add to the other measures, such as surveys, return on value, and balanced scorecard, used to evaluate training. (para. 2) Others agree that constant measurement is not cost effective (Ellis, 2005; Hassett, 1992). Instructional designers should contemplate setting limits on the number of ROI analyses and other types of evaluation. Phillips (1996) indicates that some organizations prefer to set a target for each of the five levels of evaluation in the Kirkpatrick/Phillips model. Typically, organizations require Level 1 evaluation (satisfaction) for 100 percent of programs, 40 to 70 percent at Level 2 (learning), 30 to 50 percent at Level 3 (application), 10 percent for Level 4 (business results), and perhaps five percent for Level 5 (ROI). According to Phillips (1996), advantages for setting evaluation targets includes measurable and focused goals for assessing

9 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 9 training, focus on accountability, and a message about the importance of measurement and evaluation to others in the organization. Jack Phillips, founder and president of the ROI Institute, promotes reserving ROI analysis for programs with a great deal of visibility, interest from management, or strong ties to the company s strategic objectives but not task-oriented or technical training (Ellis, 2005, para. 9). According to Jack Phillips (via Ellis): good candidates for the ROI level of evaluation include programs that are: Focused on an operational issue, such as solving a quality bottleneck. Targeted to a company-wide strategy, such as enhanced customer service. Expensive. Some companies find it helpful to develop a decision tree based on a cost factor. Highly visible. An ROI evaluation may turn critics into advocates. Of particular interest to management. Attended by a large audience. Permanent. (para. 30) More specifically, ROI may be suitable for large-scale strategic initiatives (Ellis), certification programs (Ellis), comparisons in the cost effectiveness of delivery methods ( How to, 2002), or a series of courses rather than multiple evaluations of single courses in a curriculum (Phillips, 1996). While many considerations for using ROI come from the nature of training and the amount of evaluation, other factors should play into the decision to use this evaluation type. Instructional designers should consider what is driving ROI evaluation, be that internal concerns over evaluation or requests from management. Hassett (1992) cites an article stating the

10 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 10 importance of company leaders supporting learning initiatives. If training teams are constantly struggling for buy in, concerns outside of ROI may need to be addressed before any training development or evaluation begins or continues. Alternatives to ROI. As with any tool in an instructional designer s set, there are alternatives to consider when selecting the appropriate evaluation tool. Detractors from ROI provide alternate methods of evaluation, some of which include quantitative measures. It is possible that ROI is not required when, for example, stakeholders are only looking at other measures, such as employee turnover and faster project completion rates, to evaluate training (Taylor, 2007). Some detractors also look to the Kirkpatrick model for inspiration while others approach different styles of evaluation. Two alternatives to ROI include ROE and Training Investment Analysis. Jacobs (2011) recommends using return on expectations (ROE) in place of ROI, but in fairness, the two measurements do not attempt to evaluate the same things. He claims that ROE is a collaborative, proactive, and customer-oriented way of ensuring the training delivered and the training expected is in synch with your customer (para. 27). Jacobs s ultimate argument is to look to the customer to see what expectations are there for the training and evaluation. Still, it is possible for ROI to be a part of an expectations-driven evaluation. As a part of ROE, Jacobs (2011) recommends the use of a Results Contract. This tool identifies what is important to stakeholders and allows them to rate satisfaction levels with or without a formulated, quantitative measure. The Results Contract contains a scorecard another evaluation tool to align business goals to performance objectives and training results. Refer to Table C2 for a sample scorecard. The Results Contract, which asks management and attendees to

11 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 11 commit to attending and participating in the training, could be used in a variety of training projects, regardless of associated evaluation. Hassett (1992) is an advocate of the Training Investment Analysis, which can also provide quantitative evaluation data to aid accountability for training initiatives. He claims that this approach is particularly suited in situations in which time and money are severely limited (p. 57). This modest four-step procedure can provide an alternative to ROI, helping instructional designers calculate a simple, straightforward estimate of the impact of any training program on your organization s bottom line (p. 53). While this tool utilizes estimates rather than hard numbers, instructional designers can involve decision makers in creating estimates so results are more credible. See Table C1 for a sample Training Investment Analysis worksheet. Recommendations for Further Study There are four main areas of recommendation for further study on the topic of using ROI to evaluate corporate learning. First, it is important to continue to evaluate ROI and other evaluation methods as tools, technology, and methods change. Some of the research cited in this paper is approximately 20 years old. In a field as new as instructional design, this research could be considered outdated. As Phillips (1996) indicates, Practitioners and researchers must continue to refine the techniques and show successful applications (p. 47). Second, this paper does not contain case studies, works, and recommendations directly from the ROI Institute. Since 1995, more than 3,000 professionals have been awarded the Certified ROI Professional designation from the ROI Institute (Phillips & Phillips, 2011, p. 37). Due to its focus and growth in past decades, the ROI Institute could provide additional insight into current trends, best practices, and detailed methods for accurately representing ROI for evaluation purposes in corporate learning.

12 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 12 Third, this paper does not begin to reflect upon the impact of ROI studies on specific learning and training teams or in specific industries or environments. Corporate instructional designers should conduct further analysis appropriate for their role, company size, and industry to pinpoint best practices and recommendations specific to them. The fourth and final area for of recommendation for further study relates to professional responsibilities associated with evaluating training and collecting or estimating data. At all times in any method of evaluation, ethics must be adhered to in order to ensure reported information is precise. ROI results can be used in key corporate decision making to enact change and organizational direction. Evaluators should ensure methods used to calculate ROI are appropriate to validate ROI results. Conclusion In a world in which corporate leaders seek to identify and measure the value from training, corporate instructional designers are becoming more involved with evaluating and justifying training initiatives. ROI, a solution to the needs to evaluate and justify training, is presented in this paper. While many advocates of ROI recommend use of this tool, corporate instructional designers should not approach ROI or any type of evaluation with an all or nothing approach. ROI has its place in training and development, and instructional designers must identify conditions that allow ROI to demonstrate value and corporate training evaluation needs.

13 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 13 Appendix A Appendix A highlights figures and tables related to the Kirkpatrick/Phillips model of evaluation. Figure A1 Questions Pertinent to the 5-Level Kirkpatrick/Phillips Model Note. Figure A1 is from Phillips (1996, p. 43). This figure outlines questions associated with a five-level Kirkpatrick/Phillips evaluation to demonstrate the thought process for instructional designers attempting evaluation using the Kirkpatrick/Phillips model and ROI. The Kirkpatrick/Phillips model leverages the four levels of the Kirkpatrick evaluation model and adds to it Jack Phillips s fifth level of ROI.

14 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 14 Figure A2 Jack Phillips s Model for Calculating ROI Note. Figure A2 is from Phillips (1996, p. 46). This figure identifies the key actions involved in an ROI calculation. Figure A3 ROI Institute Model for ROI Note. Figure A3 is from Phillips & Phillips (2011, pp ). This figure identifies the ROI process and key actions involved in an ROI calculation.

15 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 15 Table A1 Sample Data Collection Plan for a Kirkpatrick/Phillips Evaluation Note. Table A1 is from Phillips (2010d, pp ). This table identifies ways in which a company can plan for a 5-Level evaluation including ROI.

16 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 16 Table A2 Sample Use of Isolation and Confidence Data to Adjust ROI Calculations Note. Table A2 is from Phillips (2010f, p. 365). This table identifies an example of how isolation data and confidence ratings were obtained from learners and used to average and adjust ROI calculations. This adjustment makes ROI calculations more conservative and aid credibility.

17 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 17 Appendix B Appendix B contains case studies and samples from ROI analyses. Table B1 Outline of Case Studies Used in Jack Phillips s 1994 Research Note. Table B1 is from Phillips (1996, p. 45). This table exemplifies that ROI can be conducted by a variety of companies and in a multiple settings and industries. The evaluation process used and ROI results are also provided.

18 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 18 Table B2 Sample Objectives Associated with a Kirkpatrick/Phillips Evaluation Note. Table B2 is from Phillips (2010b, p. 25). This table demonstrates planning for evaluation and ROI by tying objectives to each level of measurement to forecast outcomes and create expectations for the evaluation.

19 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 19 Table B3 Using Action Plan Estimates to Calculate ROI Sample Note. Table B3 is from Phillips (2010c, p. 121). This table illustrates a sample project demonstrating the use of confidence estimates and isolating data to training impact for an appropriate ROI calculation.

20 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 20 Table B4 Leveraging Evaluation Results to Determine Course Impact and Recommendations Note. Table B4 is from Phillips (2010g, pp ). This table illustrates a sample course impact study to explain and contextualize evaluation results for a maintenance course.

21 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 21 Appendix C Appendix C provides samples from ROI alternatives. Table C1 Training Investment Analysis Note. Table C1 is from Hassett (1992, p. 57). This table displays a sample worksheet for conducting a Training Investment Analysis, an alternative to ROI.

22 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 22 Table C2 Training Scorecard Note. Table C2 is from Phillips (2010e, p. 352). This table provides insight into a scorecard some consider an alternative to ROI. In this table, however, the scorecard contains elements of the Kirkpatrick/Phillips model including ROI.

23 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 23 References Anderson, M. C. (2003). ROI on the fly: Using existing data to determine ROI. ASTD. Retrieved from Articles/2003/07/ROI-on-the-Fly-Using-Existing-Data-to-Determine-ROI.aspx Byerly, W. B. (2005). A look at ROI strategy. ASTD. Retrieved from Articles/2005/02/A-Look-at-ROI-Strategy.aspx Ellis, K. (2005). what's the ROI of ROI?. Training, 42(1), Retrieved from Freer, K. (2011). ROI power in educating colleagues. ASTD. Retrieved from Articles/2011/07/ROI-Power-in-Educating-Colleagues.aspx Hassett, J. (1992). Simplifying ROI. Training, 29(9), Retrieved from How to compute ROI for online vs. traditional training. (2002). HR Focus, 79(4), 10. Retrieved from ( ) Jacobs, S. A. (2011). ROI is DOA: How ROE is a better measure of training success than ROI: A results contract can prove it. ASTD. Retrieved from Articles/2011/05/ROI-Is-DOA-How-ROE-Is-a-Better-Measure-of-Training-Success- Than-ROI-a-Results-Contract-Can-Prove-It.aspx Mattox, J. (2011, August). ROI: The report of my death is an exaggeration. T+D,

24 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 24 McGeough, D. (2011). Measuring ROI. Training, 48(2), 27. Retrieved from Phillips, J. J. (1996). ROI: The search for best practices. T + D, 50(2), Retrieved from Phillips, J. J. (2010a). Calculating the ROI of e-learning. ASTD. Retrieved from Articles/2010/12/Calculating-the-ROI-of-E-Learning.aspx Phillips, J. J., & Phillips, P. P. (2011, August). Moving from evidence to proof: New directions for the way we think about metrics. T+D, Phillips, P. P. (2010b). Table 2-8: Levels 1-5 objectives for a software implementation project [Table]. ASTD handbook of measuring and evaluating training (25). Alexandria, VA: ASTD Press. Phillips, P. P. (2010c). Table 8-2: Case example: Using action plan estimates to measure business impact and ROI [Table]. ASTD handbook of measuring and evaluating training (121). Alexandria, VA: ASTD Press. Phillips, P. P. (2010d). Table 25-3: Data collection plan [Table]. ASTD handbook of measuring and evaluating training ( ). Alexandria, VA: ASTD Press. Phillips, P. P. (2010e). Table 25-5: Training scorecard [Table]. ASTD handbook of measuring and evaluating training (352). Alexandria, VA: ASTD Press. Phillips, P. P. (2010f). Table 26-1: Average performance ratings by participants [Table]. ASTD handbook of measuring and evaluating training (365). Alexandria, VA: ASTD Press.

25 ROI: A USEFUL TOOL FOR CORPORATE LEARNING EVALUATION 25 Phillips, P. P. (2010g). Table 26-5: Basic maintenance course impact study logic map [Table]. ASTD handbook of measuring and evaluating training ( ). Alexandria, VA: ASTD Press. Pine, J., & Tingley, J. C. (1993). ROI of soft-skills training. Training, 30(2), Retrieved from Taylor, D. (2007). ROI - is it any use? Training Journal, 12. Retrieved from