Outcomes-Based Learning

The views expressed are those of the author and do not necessarily reflect the views of ASPA as an organization.

By Thomas E. Poulin
June 24, 2024

To provide value to the community, training must focus on outcomes, however, often this is the exception to the rule. Frequently, in both professional training and academic programs, the focus is on the inputs. Attend this class. Engage in set hours. Spend this much money. The presumption is once a class is completed and a certificate awarded, optimal performance is assured. To create value for their communities, public agencies must ensure these employee development efforts make a difference to the community over time.

Many modern training programs are reflections of earlier models of education. In his book Future Shock, Alvin Toffler noted school systems were designed to prepare future employees, indoctrinating them to work to schedules, obey superiors and learn through rote memorization. Students attended school for a set time, took prescribed core classes, with success measured as the ability of students to repeat their lessons without critical interpretation or deviation. While harsh, this analysis was largely correct for education in the 19^th and 20^th centuries. Alarmingly, it is not too dissimilar to many existing professional training programs. What is missing? Critical thought and outcomes assessments. A focus on outcomes-based learning should fill both gaps.

None of this is to suggest current training programs are irrelevant. However, it does suggest public agencies must challenge themselves through an objective assessment of learning outcomes. If they find their training is effective, efficient and responsive, their current approaches are validated and should be continued as long as they remain relevant. If not, agencies should replace or refine current training programs with better ones designed to achieve stronger outcomes.

Note the focus is on current training programs. Periodically, these assessments should be made even when a previous assessment identified a training program as excellent. Communities, agencies, the workforce and technologies evolve, and over time any training program might become outdated and irrelevant.

At the employee level, individual skills are perishable. In some settings or disciplines, employees are presumed to be current, even if no refresher training, recertification programs or ongoing performance assessment exist. Employees who have undergone training might perform exceptionally over the short-term, but this performance might fade as the training becomes more distant, as agencies update tools and practices, or after peer pressure influences the adoption of front-line versions of “best practices.” By identifying any fade time, agencies garner valuable insight into a refresher training cycle to keep skills current.

Outcomes-based learning is premised on general systems theory, which has five machine-like components: inputs, processes, outputs, outcomes and feedback loops.

• Inputs: Inputs comprise everything put into the system. For a car, this includes fuel, oil, maintenance hours, and parts. For training, this include staffing, money and training hours.
• Processes: Process are how the inputs are manipulated, managed, and applied. For a car, this includes the working of the engine, transmission and other parts. In learning assessment, this includes instructional media, settings and methodologies.
• Outputs: For a car, miles traveled is a typical measure, while for training it is test scores.
• Outcomes: The outcome is the service the agency is trying to provide. It is reflective of Simon Sinek’s Start with Why. Public agencies exist to provide a higher quality of life for the community. Relative to cars, the analogy would be the most popular car. Relative to public service, it means the community values the services provided, finding they meet or exceeds their needs and expectations, even if they previously did not truly understand their own needs and expectations.
• Feedback Loops: Internal feedback is created through program evaluation. Better car maintenance translates as improved miles per gallon. Better training translates as more effective or efficient services. If the inputs and processes contribute to desired outputs, the program should be continued or reinforced. If not, the program should be replaced or refined until optimal outcomes are achieved. External feedback is typically assessed through customer satisfaction. If service delivery is valued by the community who believe it meets or exceeds their needs and expectations, it is continued. If not, programs are replaced or refined appropriately. A fundamental concept in this is that public agencies should ensure communities “pull” the services they want from the agency, and not simply accept the services “pushed” at them.

Within the context of systems theory, it is not about the number of classes, class hours provided, or the programs used to deliver the classes. Instead, the focus must be on the outcomes—a machine which ensures training contributes to a higher quality of life for the community. Employees must be capable of using critical thinking to assess challenges and opportunities, then apply their training to achieve optimal outcomes.

Communities rarely, if ever, are concerned with what training is documented, what classes have been conducted, or what certifications hang upon the walls of officials. Training should be designed and assessed to achieve optimal outcomes in the eyes of the community. If this takes more or fewer hours, old or new training programs, more or fewer financial resources, then this is the cost of high-quality service delivery, which is what our communities both expect and deserve.

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Author: Thomas E. Poulin, PhD, SHRM-CP, IPMA-CP is a training and development consultant and independent scholar. He served in local government for over 30 years, and has been teaching and consulting at the graduate level since 2004. He served two terms as President of the Hampton Roads Chapter of ASPA. He may be reached at [email protected]

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