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Technology Drives Restructuring of Measurement Teams in Learning Organizations: Doing More With Less in the Professional Services Industry
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| Presenter(s):
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| John Mattox,
KPMG,
jmattox@kpmg.com
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| Darryl Jinkerson,
Abilene Christian University,
darryl.jinkerson@coba.acu.edu
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| Carl Hanssen,
Hanssen Consulting LLC,
carlh@hanssenconsulting.com
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| Abstract:
Technology is an enabling tool that creates efficiencies on a grand scale. This presentation examines how technology has changed the organizational structure of measurement teams in learning organizations for the professional services industry (a.k.a., The Big 4 Accounting Firms). The technology in the learning analytics space is becoming robust enough to accommodate the needs of extremely large and complex organizations like the Big 4 professional services firms. Consequently, the organizational structure of the measurement function changes. Technology helps organizations do more with less. In the late 1990's Arthur Andersen employed 35 evaluation professionals to handle standard and custom evaluations for internal and external clients. Today, the evaluation groups can be as small as one person.
During the presentation, tools and organization structure will be described. The presenters will also create an open forum for 10 – 15 minutes to allow attendees to share how their organizations have changed.
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The Challenge of Responders/Non-responders in Evaluative Data Collection
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| Presenter(s):
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| Judith Steed,
Center for Creative Leadership,
steedj@leaders.ccl.org
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| Emily Hoole,
Center for Creative Leadership,
hoolee@leaders.ccl.org
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| Tracy Patterson,
Center for Creative Leadership,
pattersont@leaders.ccl.org
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| Bill Gentry,
Center for Creative Leadership,
gentryb@leaders.ccl.org
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| Abstract:
The challenge in evaluation is not just analyzing the available data but also understanding what data we might have missed. In this paper, the authors share our efforts to engage and understand the non-responders in our evaluative assessments of our Business Executives Leadership Development Programs. Typically our programs are in three phases: 1) pre-work, 2) Face to Face classroom portion and 3) follow on work-based practice period. It is in this third phase that we believe the most learning/ impact of the program design is occurring. It is also in this third phase that we are administering our evaluative / developmental assessment. Our challenges are to keep our participants voluntarily connected and to get them to engage with and complete the evaluative/ developmental assessment so that we may gather quality data with generalizable, useful and actionable findings. This paper presents what we have found in our pursuit of these challenges.
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