Institute of People Development Advisor - April 2010
Try not to become men of success. Rather, become men of value - Albert Einstein

In this month's issue

  • What's new?
  • Game 1: Say What?
  • Measuring ROI
  • Public Training Schedule


With less than 70 days before the big kick off, IPD also decided to kick off a new feature….. During one of the CPD sessions, the value of games for learning were discussed and so we decided to feature a few appetizer games (tools, tips, icebreakers, etc.) during the forthcoming year.

The second intake of learners on the Continuous Professional Development for Adult Learning Practitioners Programme have completed their final tutorial on 20 March 2010 and we wish them success with the completion of their PoE's and assessment.



To illustrate how people sometimes get carried away with their own `impressive' vocabulary.


In a session on communication, define the term as a `mutual exchange of information and understanding'. In other words, communication is for the purpose of `expressing' not for `impressing'

Acknowledge that sometimes we get carried away with our own vocabulary and tend to get a bit esoteric. Particularly in modern society we are faced with high-tech, complex words and phrases. As a light example of how this can be carried to extremes, pass out copies of the Systematic Buzz Phrase Synthesizer: Ken Kovach. Ask the group to call out any three single numbers, (e.g. 6-1-9). You quickly respond with the corresponding phrase 'Optional Organizational Contingency'. Give the group a few minutes to'practice' on their own for other combinations.

Discussion Questions:

  1. Did this exercise make you aware of any of your own excess wording and 'impressing' foibles.
  2. Do you know anyone who tends to talk like this?
  3. What kinds of actions can we take to call attention to others' behaviours in this context?
  4. What are the likely consequences of using language like this?

Materials Required: Copies of download document: Systematic Buzz Phrase Synthesizer: Ken Kovach.

Approximate Time Needed: 5-8 minutes

Source: Kovach, K. et al., in Scannel, E. and Newstrom, W. 1994. Even More Games Trainers Play


How much money does you company get back for every rand invested in training? If you do not know the answer to this question, the chances are good that your company is not measuring Return on Investment (ROI) in training.

Diederick Stoel is a leading authority on Return in Investment and states that attempts to calculate the ROI of training go back to the late '70s. Scholars like Nickols constructed models and tools to compare the money spent on training with the value it generates for the organisation. In the beginning of the '80s, Jack Phillips introduced his ROI-methodology, a method that aims to reveal the golden connection between individual learning and organisational results.

Developing ROI for training requires modification of the classic model. The four-level learning transfer framework developed by Donald Kirkpatrick in 1959 did not focus directly on the ROI issue. To obtain a true ROI evaluation, the monetary benefits of the programme should be compared to the cost of implementation in order to calculate the value the investment. Phillips (1996) is of the opinion that the fifth level of evaluation is key to this and is calcuated by collecting level 4 data, converting the data to monetary values, and comparing them to the cost of the programme to represent the return on training investment.

Measuring ROI in training is often a major paradigm shift on the part of HRD and HR managers. Meyer and Opperman recommend that the following guidelines will assist you with the effective implementation of ROI measurement:

  • Create awareness for ROI in the organisation.
  • Build capacity for ROI by training staff to understand ROI.
  • Quantify information before the training in order to obtain a baseline
  • Convert this data to financial value.
  • Allocate resources for ROI.
  • Develop a culture of measurement and accountability among training staff.
  • Start with only one course as a pilot programme by practise ROI skills.
  • Communicate results to training staff and the whole organisation.
  • Design improvement plans for training programmes in order to increase ROI.
  • Once ROI results are available, use the date to market future learning programmes.

Human Resource Development (HRD) in essence is the systematic and planned development of people in order for them to acquire the competencies, which are necessary to optimally contribute to the overall objectives of the organisation. The value position of HRD is therefore underwritten by the fact that the higher the level of skills, the better the service that can be delivered to clients and achievement of the organisations goals. In order to achieve this objective, an integrated quality process has to be followed in line with a quality management system to ensure the ROI (Lotz, M).

Measuring the impact of training programmes in terms of ROI enables HRD managers to provide line management with hard evidence about the direct financial impact they receive from training investments.

Order CPD Toolkit Module: Evaluating HRD Interventions today for your own 6hrs 44min CD Presentation. Featuring contributions by Dr Marius Meyer, Dr Cookie Govender & Ronnie Phillips plus a 120 page Workbook, we teach you how to achieve this.


For more information about all our OD-ETDP training programmes, visit our website at and embark on an exciting journey of Outcomes-Based Learning through IPD. All programmes are available in other Provinces on demand.

Click the programme title below to download a detailed PDF brochure.

Learning Programme SAQA Registered Qualification Training Dates 2010
Recognition of Prior Learning 50332 - FET Certificate in OD-ETD Practices - NQF 4 (120 credits)
50334 - National Certificate in OD-ETD Practices - NQF 5 (120 credits)
50333 - National Diploma in OD-ETD Practices - NQF 5 (240 credits)
24 March 2010

21 April 2010
NQF 4 Qualification 50332 - FET Certificate in OD-ETD Practices - NQF 4 (120 credits) 31 May 2010
NQF 5 Qualification 50334 - National Certificate in OD-ETD Practices - NQF 5 (120 credits) 13 April 2010
NQF 5 Qualification 50333 - National Diploma in OD-ETD Practices - NQF 5 (240 credits) 13 April 2010
NQF 6 Qualification 50331 - National Certificate in OD-ETD Practices - NQF 6 (145 credits)
1-year programme - 8 x CPD modules
19 April 2010
NQF 6 Qualification 50331 - National Certificate in OD-ETD Practices - NQF 6 (145 credits)
Distance learning: CPD Toolkit + e-Tutor support
Purchase CPD Toolkit NOW!

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