Constructing the
Outcome Statement
by: Dave Vance
President, Manage Learning LLC
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Constructing the Outcome Statement
Introduction
Introduction
Talent Development Reporting principles (TDRp) recommends the creation of
an Outcome Statement in addition to Effectiveness and Efficiency Statements.
Many learning organizations already create some version of these latter two
statements to review progress and manage their function.1 The Outcome Statement, however, is new for most organizations. While simple in appearance, it
may be more challenging to develop.
The Outcome Statement collects the organization’s key goals and learning’s expected impact on achieving those goals. The statement should list the top (5-10
goals of the organization in priority order (either by priority number or by high/
medium/low) as rows in the statement. Goals should be listed even if no learning is planned to achieve them. The row(s) beneath each goal include the impact
or measure of success of the planned learning programs (if any) that support the
goal. For example, under a company goal to increase sales by 10%, we might
have a line called Impact of Training which would indicate that the stakeholder
and learning leaders expect training to increase sales by 3% (example of a level
4 impact), or to have an application rate of 70% (example of a level 3 measure),
or that 80% of the participants expect to apply it (example of a level 1 predictive
measure).
Step 1.
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Columns for the high-level Outcome Statement include, at a minimum, annual
data for Last Year’s Actual, Current Year Plan, and Year-to-Date Actual. Your
organization may also choose to generate a detailed Outcome Statement containing more frequently refreshed data (monthly or quarterly) and/or more granular
information (e.g., business unit or district level). The detailed statement does not
require a plan or target for each measure.
1. The Effectiveness Statement collects the Kirkpatrick-Phillips Level 1-5 measures and the
Efficiency Statement collects cost, activity, utilization and cycle-time measures.
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Constructing the Outcome Statement
Constructing
the Outcome
Statement
Tips for Getting to Agreement
on the Impact %
1. Ask the stakeholder to list all the
factors likely to lead to higher
sales.
2. Then ask the stakeholder to prioritize them. Then explain that the
next step is to assign percentages
to each so they add to 100%
3. Work your way down the list starting from the most important.
4. Revise as necessary until stakeholder is comfortable.
5. At the end, the stakeholder may
say something like, “I guess
training should contribute about
30%-40%” Tho which you might
say, “Shall we just use 30% to be
conservative?”
Construction of the Outcome Statement starts with identifying the key goals for
the coming year, usually through a discussion by the CLO with the CEO or other
senior leaders. This discussion should occur before the new fiscal year begins;
consequently, a written plan for the coming year will not likely be available for
review. (However, it would be good preparation to review the written plan for
the current year if one is available.) Ask the CEO what the goals are likely to be
for next year and their priority and who the other stakeholders will be, so you
can schedule meetings with them to better understand their goals and determine
what role learning has to play in achieving them.
Next, meet with the stakeholder of each high-priority goal. Engage in a good
discussion about the goal and what will be required in general to achieve the
goal. Then explore whether learning might help achieve the goal. If learning
can contribute, agree (at least in broad terms) on the types of programs, target
audience, completion dates, costs, and most importantly, the expected impact
of learning on the goal or at least some measure of success. Some goals will be
“carry over” goals and you may have had these discussions with the stakeholder
previously. In cases like these, you can just focus on any new programs for
the coming year and their expected impact. If the goal is new or you have not
worked with expected impact of learning may require multiple meetings.
Ensure you conduct these initial meetings with the senior stakeholder. Gaining
agreement on the broad program elements and the expected impact of learning
must occur with the individual who is ultimately accountable for the organization’s success in achieving the goal. Do not let the senior stakeholder (like the
SVP of Sales) delegate these meetings to their staff because staff cannot speak
for the stakeholder in agreeing on expected impact. Likewise, the CLO or VP of
Training should be in these initial meetings. Staff from both sides may be present and can work the detail later.
The goal is to engage in a healthy discussion and arrive at a reasonable and
mutually agreeable measure of success for the training program. For some
programs (like those in support of a goal to increase sales by 10%), it may be
possible to reach agreement on the expected impact of learning on achieving
the goal. For example, the stakeholder and CLO may agree that the proposed
training program, properly conceived, developed, delivered, supported, and reinforced, should contribute 30% towards the goal of a 10% increase in sales. In
this case, the impact of training would be a 3% (30% x 10%) increase in sales.
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Constructing the Outcome Statement
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The goal is to find
a measure that is
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meaningful, roughly
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right and mutually
agreed on.
TDRP Red:
100 M / 95Y
R 237 / G 28 / B 41
TDRP Gray:
60%K
R 128 / G 130 / B 133
Accent Colors
70 C / 10 M / 35Y
R 65 / G 174 / B 173
55 M / 90 Y
R 246 / G 139 / B 51
45 C / 80 Y
R 151 / G 203 / B 100
100 Y
R 252 / G 239 / B 71
However, in some cases it may not be possible or practical to get agreement on
a quantitative forecast for the expected isolated impact of learning. Instead, the
stakeholder and CLO may agree on a qualitative measure like High, Medium, or
Low impact of training. Agreement on a “High” impact would be appropriate if
learning was expected to play the major role (e.g., more than 50% contribution)
in achieving the goal. Agreement on a “Low” impact would be appropriate if
learning was expected to play a minor role (e.g., less than 20% contribution). In
this case, there are probably multiple other factors which are expected to have a
greater impact on the goal. Agreement on a “Medium” impact would be appropriate if the contribution of learning is expected to fall in between “High” and
“Low.” Again, the point is to have the discussion with the stakeholder and agree
on some measure of the isolated impact of learning before the program is begun.
For yet other programs, especially those that support goals only indirectly, it may
not be feasible or desirable to try to forecast the isolated impact of the training
(either quantitatively or qualitatively). Instead, the CLO and stakeholder may
agree on a proxy for impact or some other measure of success. An example of a
proxy measure for a learning program to teach leaders how to be better coaches
might be the time spent by leaders coaching their employees. The assumption is
that if leaders spend the time coaching they will apply their new skills and improve their coaching. Time spent coaching could be captured by a simple survey
from a sample of leaders. Another example would be the use of an application
rate (a level 3 measure) as a proxy for isolated impact. The assumption is that if
participants apply their learning, the program will have an impact on the goal.
Other proxies might include the participants’ predicted impact of training (a predictive level 3 measure), or customer or patient satisfaction ratings or supervisor
ratings of the program’s effectiveness (level 1 measures).
While ideally you would like to reach agreement on Level 4 measure of impact,
remember that no measure is perfect. If a Level 4 measure cannot be identified,
do the best you can. The goal is to find a measure that is meaningful, roughly
right, and mutually agreeable.
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Last, there are some programs (e.g., basic skill building for new hires) where
even use of a proxy may not make sense. The stakeholder and the CLO may
agree that the training is absolutely essential to the employee’s performance on
the job. In other words, the employee would be totally ineffective and may even
cause harm to fellow employees or customers if they are not properly trained. In
these cases, if no measure of isolated impact or proxy presents itself, the stakeholder and the CLO may agree to use “Essential” as the impact of training. Obviously, the use of “Essential” cannot be overused. A lot of learning, in fact, is not
essential. Learning may help the organization achieve its goals faster and at less
expense and is therefore worth undertaking, but in some cases, the organization
could still accomplish its goal without training.
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Constructing the Outcome Statement
The agreed-upon measure(s) of success are placed below each goal on the Outcome Statement. If there are multiple programs in support of a single goal, we
recommend you display the impact of the programs individually in the Outcome
Statement along with their combined impact (see Figure 3). If a learning program contributes in a significant way to more than one goal, it should be listed
under each goal. You might also add the number of expected participants to
show the size of the planned initiative. You might also elect to show multiple
measures of success for a single program. Whatever measures are chosen in the
end, it is important to retain the business-centric focus of the statement by organizing the information by business goal—not by learning program. Do not start
with the learning programs and list the business goals underneath them. While
it does require some effort, the Outcome Statement will help ensure that learning is aligned to the key goals for the organization and will clearly show the role
learning is expected to play in accomplishing those goals. The Outcome Statement also is a key source document used to create the L&D Summary Report.
Sample Outcome
Statements
Four sample Outcome Statements are provided to illustrate the possibilities.
The first three are examples of high-level Outcome Statements and the last is an
example of a detailed Outcome Statement.
• Figure 1: A Simple High-Level Outcome Statement
• Figure 2: An Expanded High-Level Outcome Statement
• Figure 3: A Complex High-Level Outcome Statement
• Figure 4: A Detailed Outcome Statement
Each meets the TDRp requirements for an Outcome Statement:
High-Level or Summary Outcome Statement
• Key organizational goals listed in priority order
• Impact of learning on achieving the goald and/or another measure(s)
of success
• Data for last year’s actual results, this year’s plan, year-to-date results, and
year-to-date results as a percentage of plan
Detailed Outcome Statement
• Key organizational goals listed in priority order
• Impact of learning included where possible (some impact measures are not
available on a monthly basis)
• Greater granularity than the high-level statement and/or more frequently refreshed data (monthly or quarterly rather than annual and year-to-date)
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Note: The detailed outcome statement cannot take the place of the high-level or
summary statement. The detailed statement is optional while the summary statement is required.
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Constructing the Outcome Statement
A Simple High-Level Outcome Statement
The High-Level Outcome Statement in Figure 1 lists six organizational goals
and learning’s expected impact on achieving five of those.
Figure 1
A Simple High-Level Outcome Statement
Priority
1
2011
Actual
Business Outcomes and Learning Impact
Included in Business Plan
Revenue: Increase in Sales
Corporate Goal or Actual
Application of Training: % Applying 3 key concepts
2
Leadership: Increase in EOS (1) Leadership Score
Corporate Goal or Actual
Impact of Training: Time spent coaching direct reports
3
Safety: Reduction in Injuries
Corporate Goal or Actual
Impact of Training: 70% reduction in injuries due to L&D
4
Call Center Satisfaction: Improve Score
Corporate Goal or Actual
Impact of Training: High, Medium, Low
5
Comply with New Regulations
Corporate Goal or Actual
Impact of Training: Essential for compliance
6
Innovation: Increase in New Patents
Corporate Goal or Actual
Impact of Training
For 2012
Jun YTD
Plan
% of Plan
%
%
10%
NA
20%
80%
17%
85%
85%
106%
points
min/wk
0 pts
NA
5 pts
60
3 pts
50
60%
83%
%
%
10%
5%
20%
14%
15%
11%
75%
79%
points
H/M/L
1.6
NA
4.0
High
2.9
High
73%
% in compliance
100%
NA
100%
Essential
100%
Essential
#
4
NA
10
NA
7
NA
70%
• For Priority 1, the application rate (a level 3 measure) is used as a proxy for
learning’s impact on increasing sales. The stakeholder believes that if 80%
of the participants apply the three key concepts in the first 60 days following
training, the training will have a significant impact on increasing sales. Of
course, it would be better to have a forecast of isolated impact, but the application rate is a good proxy and readily measurable.
• For Priority 2, time spent coaching is used as a proxy for the impact of the
training program on the goal to increase the leadership score from the semiannual employee opinion survey (EOS).
• For Priority 3, the stakeholder expects learning to deliver 70% of the planned
reduction in injuries. Since the plan is for a 20% reduction in injuries, learning is expected to reduce injuries by 14% (70% x 20%). In other words,
learning is expected to have an isolated impact (a level 4 forecast) of 70% on
achieving the goal to reduce injuries by 20%.
• For Priority 4, learning is expected to have a High impact on improving call
center satisfaction. Although not quantified, this implies that learning will play
the major role in increasing call center satisfaction.
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Constructing the Outcome Statement
• For Priority 5, the stakeholder has deemed that learning is Essential to complying with the new regulations. This means that if learning were to be withheld, the organization would definitely be out of compliance with the new
regulations.
• Note that no learning is planned for Priority 6, but the goal is still included.
It is just as important to know which goals will not be supported by learning. This may provoke someone to ask if learning could or should play a role
which is always a healthy discussion.
An Expanded High-Level Outcome Statement
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The High-Level
Outcome Statement
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The High-Level Outcome Statement in Figure 2 (on the next page) includes
important goals not in the organization’s high-level business plan and also adds
the number of participants. (Note: The goals, priorities, and programs of Figure
2 are consistent with those in Figure 1. Thus, Figure 2 represents an expanded
version of Figure 1.)
in Figure 2 includes
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important goals not
in the organization’s
high-level business
TDRP Red:
100 M / 95Y
R 237 / G 28 / B 41
TDRP Gray:
60%K
R 128 / G 130 / B 133
plan and also adds
Accent Colors
the number of
participants.
70 C / 10 M / 35Y
R 65 / G 174 / B 173
55 M / 90 Y
R 246 / G 139 / B 51
45 C / 80 Y
R 151 / G 203 / B 100
100 Y
R 252 / G 239 / B 71
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Constructing the Outcome Statement
Figure 2
An Expanded High-Level Outcome Statement
2011
Priority
Business Outcomes and Learning Impact
Actual
For 2012
Plan
Jun YTD
% of Plan
Included in Business Plan
1
Revenue: Increase in Sales
Corporate Goal or Actual
%
10%
20%
17%
85%
Application of Training: % Applying 3 key concepts
%
NA
80%
85%
106%
95
200
124
62%
points
0 pts
5 pts
3 pts
60%
min/wk
NA
60
50
83%
54
340
189
56%
10%
20%
15%
75%
Number of Participants
2
Leadership: Increase in EOS (1) Leadership Score
Corporate Goal or Actual
Impact of Training: Time spent coaching direct reports
Number of Participants
3
Safety: Reduction in Injuries
Corporate Goal or Actual
%
Impact of Training: 70% reduction in injuries due to L&D
%
Number of Participants
4
11%
79%
896
75%
73%
Corporate Goal or Actual
points
1.6
4.0
2.9
Impact of Training: High, Medium, Low
H/M/L
NA
High
High
24
96
88
100%
100%
100%
NA Essential
Essential
92%
Comply with New Regulations
Corporate Goal or Actual
% in compliance
Impact of Training: Essential for compliance
Number of Participants
6
14%
1,200
Call Center Satisfaction: Improve Score
Number of Participants
5
5%
458
4,612
5,000
2,463
49%
4
10
7
70%
NA
NA
NA
Innovation: Increase in New Patents
Corporate Goal or Actual
#
Impact of Training
Not Included in Business Plan
High
Business Acumen: Improve EOS (1) score
Corporate Goal or Actual
points
-2.1
10.0
5.0
Impact of Training: Increase acumen score on EOS
H/M/L
NA
High
Medium
NA
100
42
42%
1.0
3.0
1.9
67%
Low
Medium
Medium
9,450
12,000
5,478
Number of Participants
Medium
Employee Engagement: Increase in EOS (1) Total Score
Corporate Goal or Actual
points
Impact of Training: Provide 2 development courses per ee
H/M/L
Number of Participants
Note:
40%
46%
1. EOS is quarterly Employee Opinion Survey
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Constructing the Outcome Statement
A Complex, High-Level Outcome Statement
The high-level Outcome Statement in Figure 3 includes multiple programs for
the first and second goals. Also, notice that the leadership program supports the
first and second goals as well as the leadership goal. (Note: The goals, priorities,
programs, and number of participants in Figure 3 are not identical to those in
Figures 1-2 and 4. Consider Figure 3 a stand-alone example.)
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When there are
multiple programs in
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support of one goal,
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each program should
be listed separately if
possible.
TDRP Red:
100 M / 95Y
R 237 / G 28 / B 41
TDRP Gray:
60%K
R 128 / G 130 / B 133
Accent Colors
70 C / 10 M / 35Y
R 65 / G 174 / B 173
55 M / 90 Y
R 246 / G 139 / B 51
45 C / 80 Y
R 151 / G 203 / B 100
100 Y
R 252 / G 239 / B 71
When there are multiple programs in support of one goal, each program should
be listed separately if possible. Typically, you will want to also show the combined impact of the multiple programs. For Priority 1, both the impact and number of participants may be summed for the three learning programs that contribute to increased sales. For ease of reading, this combined impact is highlighted
in bold and the number of participants is italicized. For this goal, the planned
combined impact of the three learning programs is a 6% increase in sales for the
260 participants.
Priority 2 illustrates a situation where there are multiple programs but the impact
cannot be summed. This may be the case where the stakeholder is uncomfortable quantifying the impact of a particular learning program (New Hire in this
example). Since the number of participants can always be summed, it makes
sense to retain the lines for combined or total impact of training and simply indicate that the combined impact will be greater (>) than that of the program(s) that
can be quantified. Since the leadership program alone is expected to increase
the employee engagement score by 2 points, then the combined impact of the
leadership and new hire programs must surely be greater than 2 points.
The remaining four goals each have a single learning program so the treatment
is similar to that in the less complex outcome statements.
For more on multiple programs/multiple goals, see the “Multiple Learning
Programs in Support of One or More Goals” piece by the same name under the
Resources>Tips and Tools tab on the TDRp website (www.tdrprinciples.org).
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Constructing the Outcome Statement
Figure 3
A Complex, High-Level Outcome Statement
Priority Business Outcomes and Learning Impact
1
2
3
4
5
6
Increase Sales
Corporate Goal or Actual
Impact of Training Programs
Consultative Selling Skills
Total Participants
Product Features
Total Participants
Leadership Program
Total Participants
Total Impact of Training
Total Participants
2011 Actual
2012 Plan
2012 YTD
% of Plan
%
2%
10%
4%
40%
%
Number
%
Number
%
Number
%
Number
NA
NA
NA
NA
NA
NA
NA
NA
2%
100
3%
140
1%
20
6%
260
0.8%
80
1.2%
137
0.4%
19
2.4%
236
40%
80%
40%
99%
40%
95%
40%
91%
-1 pt
+4 pts
+2 pts
50%
Increase Employee Engagement
Corporate Goal or Actual
Impact of Training Programs
Leadership Program
Total Participants
New Hire Program
Total Participants
Total Impact of Training
Total Participants
Points
Number
Points
Number
Points
Number
NA
NA
NA
NA
NA
NA
+2 pts
20
High
500
>+2 pts
520
+1 pt
19
High
222
>+1 pt
241
50%
95%
Increase Leadership Score
Corporate Goal or Actual
Impact of Leadership Program
Total Participants
Points
Points
Number
-3 pts
NA
NA
+6 pts
+6 pts
20
+3 pts
+3 pts
19
50%
50%
95%
Reduce Injuries
Corporate Goal or Actual
Impact of Safety Program
Total Participants
%
%
Number
10%
5%
458
20%
14%
12,300
15%
11.0%
896
75%
79%
75%
Improve Call Center Satisfaction
Corporate Goal or Actual
Impact of Training Program
Total Participants
Points
Points
Number
+1.6 pts
NA
24
+4 pts
Medium
96
+2.9 pts
High
88
73%
92%
100%
Essential
4612
100%
Essential
5000
100%
Essential
2463
49%
Comply with New Regulations
Corporate Goal or Actual
Impact of Training Program
Total Participants
Points
% Compliance
Number
44%
50%
46%
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Constructing the Outcome Statement
A Detailed Outcome Statement
A detailed statement will include more granularity, more goals, and/or more
frequently refreshed data (monthly or quarterly instead of annual) and may not
always include the impact of learning since it is difficult to forecast or measure
at a more granular level more frequently. Detailed statements typically will not
include a plan for the year, although they could.
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A detailed statement
will include more
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granularity, more
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goals, and/or more
frequently refreshed
data and may not
TDRP Red:
100 M / 95Y
R 237 / G 28 / B 41
TDRP Gray:
60%K
R 128 / G 130 / B 133
always include the
Accent Colors
impact of learning.
70 C / 10 M / 35Y
R 65 / G 174 / B 173
55 M / 90 Y
R 246 / G 139 / B 51
45 C / 80 Y
R 151 / G 203 / B 100
100 Y
R 252 / G 239 / B 71
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Figure 4 is an example with more frequently refreshed data and is a complement
to, but NOT a replacement for, the high-level statement in Figure 2. Notice that
the percentage changes in business outcome measures and the participant totals
for both 2011 actual and 2012 YTD match the totals in Figure 2. For example,
in Figure 4 the percentage change in revenues for 2011 is 10%, which matches
the 10% in Figure 2. Likewise, the participant count for 2011 is 95 in both
tables. Similarly, the 2012 YTD percentage change in revenues is 17% and the
2012 YTD participant count is 124 in both. The detailed outcome statement
simply provides the quarterly (could also be monthly) detail behind the annual
and YTD totals in Figure 2.
In this example, Figure 4 also provides the source data for the percentage calculations, which is not provided in the high-level statement. So, Figure 4 shows that
sales were $3,052 million in 2011 and are $1,711 through June 2012. The YTD
sales of $1,711 for 2012 are 17% higher than the June YTD sales for 2011 [($1711
/ ($774+$689) - 1) = 17%]. It is generally better to focus on the change in the
business outcome in the high-level statement, but the level could also be shown
as part of the goal in Figure 2. (e.g., the first goal could read “Increase Sales to
$3,662” and the second goal could read “Increase Leadership Score to 73.5”)
The monthly or quarterly business outcome measures will typically be compared
to their levels the previous period (e.g., 2nd quarter to 1st quarter) or to the level
the same period in the prior year (e.g., 2nd quarter 2012 to 2nd quarter 2011). If
there is a seasonal pattern to the measure (e.g., sales are always higher during
the summer), then it is better to compare to the same period in the prior year. In
this example, sales, injuries, and patents will be compared to their year-earlier
levels while leadership, call center satisfaction, business acumen, and engagement scores will be compared to the previous quarter levels. The Total and YTD
levels will typically be a sum (or an average if the data are annualized) of the
individual quarters for measures like sales, costs, and number of injuries. For
measures like scores on an employee engagement or quality survey, the Total
and YTD levels will typically be the value for the last quarter (e.g., 68.5 for the
2011 leadership score). However, it could be calculated as the average for all
the periods (e.g., the average 2012 leadership score of 68.0 could be reported as
the 2012 Total). Whichever method is employed, just be sure to tell the reader
how the change was calculated.
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Constructing the Outcome Statement
Figure 4
A Detailed Outcome Statement
Priority Business Outcomes
1
Revenue
Millions of $
% change over year earlier
Application Rate for Training
Number of Participants
2
3
4
5
6
High
Leadership
EOS (1) leadership score (points)
Change over previous quarter (pts)
Time Spent Coaching in Minutes
Number of Participants
Safety
Number of injuries
% change over year earlier
Impact of Training: % Due to Training
Number of Participants
Call Center Satisfaction
Satisfaction score
Change over previous quarter (pts)
Impact of Training
Number of Participants
Q2
Q3
Q4
Total
2012
Q1
Q2
YTD
$774
7.2%
NA
19
$689
8.8%
NA
23
$764
10.7%
NA
27
$825
13.3%
NA
26
$3,052
10.0%
NA
95
$890
15.0%
83.0%
52
$821
19.2%
87.0%
72
$1,711
17.0%
85.0%
124
68.1
-0.4
NA
0
67.3
-0.8
NA
0
68.0
0.7
NA
27
68.5
0.5
NA
27
68.5
0.0
NA
54
69.5
1.0
40.0
67
71.5
2.0
60.0
122
71.5
3.0
50.0
189
174
165
639
-9.4% -11.6% -10.0%
-5.2% -5.5%
-5.0%
142
94
458
125
-12.6%
-8.8%
414
130
-17.2%
-12.0%
482
255
-15.0%
-10.5%
896
81.5
1.0
High
42
83.4
1.9
High
46
83.4
2.9
High
88
143
157
-8.5% -10.5%
-4.5% -4.8%
98
124
79.1
0.2
NA
6
78.4
-0.7
NA
7
80.1
1.7
NA
5
80.5
0.4
NA
6
80.5
1.6
NA
24
100%
NA
986
100%
NA
1145
100%
NA
1236
100%
NA
1245
100%
NA
4612
Innovation
Number of new patents
Change over year earlier
Impact of Training: None planned
Number of Participants
9
1
NA
0
7
-2
NA
0
10
2
NA
0
12
3
NA
0
38
4
NA
0
Business Acumen
EOS (1) business acumen score
Change over previous quarter
Impact of Training
Number of Participants
57.6
-0.3
NA
0
58.4
0.8
NA
0
56.9
-1.5
NA
0
55.8
-1.1
NA
0
55.8
-2.1
NA
0
57.3
60.8
60.8
1.5
3.5
5.0
Low Medium Medium
11
31
42
65.1
-0.3
Low
1963
924
2.1
64.9
-0.2
Low
2321
1186
2.0
65.3
66.4
0.4
1.1
Low Medium
3420
1746
1352
423
2.5
4.1
66.4
1.0
Low
9450
3885
2.4
67.1
68.3
68.3
0.7
1.2
1.9
Medium Medium Medium
2345
3133
5478
912
1112
2024
2.6
2.8
2.7
Comply with New Regulations
% in compliance
Impact of Training
Number of Participants
Medium Employee Engagement
EOS (1) total score
Change over previous quarter
Impact of Training
Number of Total Participants
Number of Unique Participants
Average Classes per Unique Participant
Note:
2011
Q1
100%
100%
100%
Essential Essential Essential
1196
1267
2463
11
2
NA
0
12
5
NA
0
23
7
NA
0
1. EOS is quarterly Employee Opinion Survey
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Constructing the Outcome Statement
Conclusion
Outcome Statements are an essential component of TDRp serving to bring
together, on one page, the organization’s key goals and the expected impact of
learning on those goals. The statement shows both the alignment of learning
to the organization’s goals and learning’s contribution to achieving those goals.
After reading an Outcome Statement, there should be no doubt that learning is a
strategic partner in achieving the organization’s goals.
The most challenging aspect of constructing the Outcome Statement is getting
agreement with the stakeholder on the contribution of learning to business goals.
The senior stakeholder and learning leader must agree on some measure of
impact or success to include in the Outcome Statement. Ideally, this impact will
be a forecast of the expected isolated impact of learning (either quantitative or
qualitative). If that is not possible or practical, then select a proxy. The point is
to agree on some measure of impact or success before the program is launched.
Once you have the measures, construct your own Outcome Statement following the TDRp format. You may construct a detailed statement(s) if desired, but
you must construct a high-level statement. Show multiple programs for a single
goal if each program has significant impact on achieving the goal. You can also
include the number of participants if you wish. The time spent on the Outcome
Statement will pay dividends in planning your learning for the year and in your
becoming a valued, strategic partner in your organization’s success.
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