Education controlling

Education controlling serves to ensure the professional management of the knowledge of the organization members within the framework of company education systems. A company-specific education controlling system offers tools, models, procedures and approaches that support entrepreneurial educational work that can be used as appropriate to the situation on the central question of "What contribution to corporate success (effectiveness) and what contribution to profitability (efficiency) are made by the supporters of the company's learning culture". Education controlling regards education as an investment and provides quantitative and qualitative information for the planning, analysis, management and control of company-wide learning processes.
Operationally, educational controlling aims to make the necessary development measures economical and effective in learning (efficiency). The strategic focus is on checking whether goals and priorities are set in such a way that they are in line with the strategic corporate goals (effectiveness).

The aim of education controlling is to determine and analyze the need for learning on the basis of actual data and the assessment of future developments (trends) and to condense it into efficient planning and control of the programs in quantitative and qualitative terms. Education controlling is therefore a customer-oriented, holistic planning, analysis and control system for educational investments in order to achieve strategic competitive advantages through optimally developed human resources.

Bildungscontrolling wirkt als Teilsystem des Personalcontrolling. Die Steuerung der Wirtschaftlichkeit des „Servicecenters Bildung“ benötigt ein ganzheitliches Personalinformationssystem, das die für die Bewirtschaftung des unternehmensweiten Wissens in- und externen Daten- und Informationsquellen digitalisiert. Dazu gehört eine entsprechende Kostenrechnung (Kosten- und Leistungsrechnung) in Form einer Kostenarten-, Kostenstellen- und Kostenträgerrechung, die auch imputed costs und Reisekosten für Bildung berücksichtigt.

Based on Porter's “value chain”, the education system consists of a series of processes that create value for “internal and external customers” through valuable programs that exceeds the sum of the costs. In this respect, the education system has its own value chain, which uses its value creation potential to open up opportunities for value creation optimization.

The situation-appropriate evaluation with its seminar, legitimation, transfer or development-oriented dimension ensures the application in the functional field and thus the job-related professional ability to act. However, incurring income can never be clearly (monocausally) assigned to educational measures. The high art of education controlling is therefore more to develop, justify, implement and evaluate learning concepts in such an innovative way that subsequent legitimation is no longer necessary.
Education controlling is thus directed towards the future as a steering function that tries to influence future developments in the sense of defined goals. The business control function, on the other hand, looks at the past and analyzes deviations in order to derive measures for future minor deviations (ex post consideration of ex ante influence).

Bildungscontrolling im Verständnis eines ROI-Ansatzes (unternehmenswertorientierte Performancemaße) zwingt Bildungsverantwortliche in den Legitimationsdruck, die Wirksamkeit von Lernprozessen in Geldeinheiten nachzuweisen und damit auch für Nicht-Bildungsleute nachvollziehbar zu machen. Anhänger dieses Denkansatzes sehen im Bildungscontrolling das geeignete Instrument, um allen Zweiflern in unantastbaren Zahlen die Wichtigkeit von Bildungsarbeit zu beweisen. Stattdessen jedoch allein in betriebspädagogischen Kategorien auf den Selbsterklärungseffekt des Nutzens von Bildung im Allgemeinen zu hoffen (da Personal- und Organisationsentwicklung einen langen Atem benötigen), entspricht nicht dem Anspruch, Bildung als Investition in Human capital zu verstehen. Bildung verursacht Kosten und lässt (zumindest langfristig) Erträge erwarten.

Limits of education controlling

Evidence of a closed causal chain between educational and corporate success cannot be clearly proven, since the transfer success is significantly influenced by a wide variety of influencing factors in the learning and functional field.

The goals and success criteria of further training measures are difficult to quantify or can only be captured by qualitative assessments, since the time of success measurement is often not congruent with the time of success.

The objective measurability of the results in the education sector is only possible to a limited extent under the aspect of attribution problems, so that subjective assessments and qualitative assessments are necessary.

There is a growing danger that the one-sided economic view of educational work will only allow programs with short-term successes to come to the fore.

Without a corresponding educational information system, there is a high level of personal effort, which quickly turns education controlling, as a producer of cemeteries of numbers, into a cost factor and not a value-added factor.

Chances of education controlling

Increase in added value through planning, measurement and assessment of the contribution to the learning culture to the company's success.

Strengthening entrepreneurial activity by improving the goal-setting process in line with the company's mission statement (early warning system).

Recognition of the development potential and raising of presumed performance reserves that offer real competitive advantages.

Transparency of education costs and time.

Situation-based integration of managers in the preparation, support and follow-up of the learning processes.

Planning of the learning programs based on the specific requirements of the workplace and the needs of the job holder with a result-oriented benefit that is based on practice.

The educational work based on indicators considers data from the most varied of origins (internal and external benchmarks), which lead to new perspectives (synergy).

Impact dimensions can be evaluated in a differentiated manner (knowledge, attitudes, behavior, results, didactic diversity).

Moving away from “static control” to a dynamic feedback process of lifelong learning.

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