learning impact maps

800-556-9589education@LCE.com

Learning isChanging Behavior to

Produce Desired Results

Learning is a process – not an event

80% of learning takes place out side the

classroom

It starts with desired results.

What is the organization trying to achieve?

What I will learn(knowledge and skills)

What I will do(action)

Results I will get

Organization goals

Learning Impact Map

A Learning Impact Map will:

• Identify if the training can achieve the desired results in terms of broad business goals

• Prepare participants to learn and change their behavior based on the training

• Link the desired behavior with organizational performance and business goals

Learning Impact Map Show:

• Knowledge and skills the participant will learn in the training

• Behaviors driven by the new knowledge and skills

• Results that will be realized by the new behaviors

• Goals of the organization that the results will help accomplish

Four Key Roles

Participant

The individual who is the target of the learning intervention and the one expected to change behavior to produce a desired result.

Four Key Roles

Manager

The participants immediate manager.

Four Key Roles

Coordinator

The individual who is responsible for the success of the learning investment. They may also be the sponsor or funding source. Often this is someone on the organization’s learning and development team, but may also be someone in a specific functional area of the business.

Four Key Roles

Facilitator

The individual who delivers the training, often referred to as an instructor.

The starting point for using the map is the last column on the far right.

It identifies the organization goals advanced by the learning objectives.

The learning objectives are described in the first column on the left.

Focus on a few. Less is more. Three specific, active, measureable objectives is a practical number.

The coordinator meets with the manager

Reviews the organizational goalsDescribes the training learning objectives

Impresses on the manager how their engagement will impact the desired behavior change

Demonstrates how to “read” the LIM

Provides questions for the manager to use in the pre-training meetings with participants

Manager leads a meeting with the participant to complete the LIM.

The meeting should be held three to seven days before the class.

What are the business results you personally impact the most?

What are the key areas of training that can impact these results?

What are some actions you might take after training to reach these results?

The facilitator reviews the LIM’s and adapts the learning event to focus on the key objectives and behaviors.

At the end of the class the facilitator asks participants to revise their LIMs as necessary based on what they have learned in the class.

The manager leads a meeting with the participant and documents the results.

What did you think of the training?

Why did you make changes?

How can I support you?

Summarize the actions you will take to implement learning and summarize the actions you will take to support them.

Agree on how you will jointly monitor/measure progress.

Learning Impact Map Example

Results I will get

Organization goals

Create individual development plans (IDP)

Complete formal IDP for all direct reports

Direct reports who know they have a development plan and complete it

Engaged employees as measured by the Q12

Learning Impact Map Example

Results I will get

Organization goals

How to prepare and share detailed job plans

Standard job plans are created, updated, reviewed and stored for shared access

Jobs will be completed based on priority and increase schedule compliance

Improve OEE 10%

Learning Impact Maps will help:

Determine if the training initiative is worth doing

Defend the training initiative to top management

Communicate requirements for performance support both prior to and subsequent to any training activity

Learning Impact Maps will help:

Link training to specific performance and business goals

Determine what must be measured to evaluate if the training produced the desired results

Reinforce that the training is not about an event or knowledge and skills but changing behavior to produce desired results

Videos

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Bill Wilder800-556-9589

education@LCE.com

Life Cycle InstituteHigh Impact Learning

Learning Consultants

Training Solutions

Life Cycle Engineering www.LCE.com

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Documents

dynamic learning maps learning-maps.ncl.ac.uk

student learning maps

learning to interpret topographic maps: understanding

self organizing maps (som) unsupervised learning

learning p-maps param. learning - cs.cmu.edu

the private impact of public maps| landsat satellite

impact maps und story maps - liefern was wirklich zählt

effects driven scrum development using business impact maps

dynamic learning maps essential elements!! background on the...

teaching & learning ideas. passing mind maps

dynamic learning maps - northumbria university planning....

gis - stepping stones for learning conventional 2d maps...

learning p-maps param. learning

brain maps from machine learning? spatial regularizations

designing learning maps- the crucial elements

learning bounds for greedy approximation with explicit...

learning maps for indoor mobile robot navigation ·...

dynamic learning maps - presentation: alt-c 2012

dynamic learning maps essential elements

dynamic learning maps update