How Assured is Your ROTI - Free Tips for CXOs

8/14/2019 How Assured is Your ROTI - Free Tips for CXOs

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How assured is your

ROTIReturn-On-Training Investment

10 must-ask questions forCXOs before they commit the

next training dollar


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ROTI is not about measuring trainingROTI is not about measuring training

effectiveness, as a post-mortem effectiveness, as a post-mortem

It is taking the right measures to ensure

effectiveness.

It is about making a C-level mindset shiftfrom training to learning not

semantically, but systemically.

It is about the executive sponsor askingdifficult questions and not resting tillsatisfied with the answers.

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QUESTION #1

What is the Executive Intent towardsenterprise learning? Does theenterprise learning strategy and focus

fit into the overall enterprise context?

It is not enough anymore for individuals to learn anddevelop - functionally, technically and behaviorally, to beable to impart their responsibilities in given roles.

It is imperative now to examine what the enterprise, asa whole, needs to learn, in line with its growth strategiesand commit to this learning with strategic intent.



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QUESTION # 2

How ready are the employees to learnand unlearn?

While learning is natural and organic, resistance to learnis conditioned over ages.

It is estimated that more than 80% of learning initiativesand investment goes to waste as the learners are notready to learn.

It is important not only to ensure that the cups areempty but are also turned face upwards. And if they are,in most cases informal learning is good enough.



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QUESTION #3

Is there a need and intent for learningamongst the employees?

Ideally, all humanistic learning initiatives and trainingsare meant to offer a facilitative space and opportunity forlearners to experiment, experience, explore and examineto take away learnings, by choice of the learner.

It is absolutely essential for learners to consider that theonus of learning lies with them and that they need totake ownership for the same.




QUESTION #4

Are the employees learnability andlearnagility assessed before thenature and design of the learning

intervention is decided?

It is known and accepted that individuals come withdifferential ability and agility to learn.

A one-size-fits-all cookie-cutter approach towards grouplearning may leave half the target audience un-impacted(due to low learnability) while the other half may end upbeing disinterested (due to hi learnability).




QUESTION #5

How effective are the coaches / trainers/ learning enablers (internal / external)that you engage?

Do they breathe your business and understand thebusiness context in totality? Can they engage with thelearners and influence the process of group learning in amanner that the business context is addressed?

It may not be necessary for the coach to be a subjectmatter expert. However, it is absolutely essential for oneto relate to the business realities and be able to steerthe learning in that direction.



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QUESTION #6

Are we sure about the effectiveness ofthe methodologies to be used forenabling learning in a group?

It is quite possible that those with a hammer will look atevery problem as a nail.

Beware of coaches who come with favoritemethodologies. No matter what the nature of group or

their learning needs are, they could be so married to themethodologies that it might end-up being an exercise inproving the effectiveness of the methodology, whichinevitably leads to sub-optimal learning in the enterprisecontext.



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QUESTION #7

Are we ready with provisioning forsufficient time-out, a conduciveambience and other logistical

consideration for the learningintervention to be effective?Repairing a ship while it is sailing is always a challenge.

It requires executive wisdom and will to assess thecriticality of the learning need and take a call. However,cutting corners to compromise on time required forlearning can do more harm than good.

Ambience plays a significant role. Appropriateinvestment for the same is crucial to ensure maximumreturn on the overall investment.



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QUESTION #8

Are the employees facilitated to committo a plan for application and sustenanceof their learning?

Cognitive understanding is not learning. It is also notenough to learn experientially in a controlledenvironment. For maximum return on investment it isessential that each learner commit to tangible andmeasurable action items, for transitioning learning to

living in the enterprise context.



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QUESTION #9

How often are the commitment plansand the progress thereon reviewed forprogress and course correction?

Investment in management resources and time isrequired for observing post-intervention application oflearning.

Learners need to be given periodical feed-back onconsistent their application of learning at workplace andcoached for course correction, if required.



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QUESTION #10

Has learning been integrated with theperformance management system?

A survey carried out in 2005 covering 900 learnersemployed with corporations across industries and size,across responsibility bands, reveals 7 out of 10respondent did not know exactly why they werenominated to attend a training workshop on more than50% of the occasion.

Such sheer waste can be avoided by integrating learningwith individual performance and development plans, forreview and career progression.

How Assured is Your ROTI - Free Tips for CXOs

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