Training effectiveness- clause 6.2
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Transcript of Training effectiveness- clause 6.2
Training Effectiveness, design and delivery-
an ISO-9000 perspective.By Saroj Ku. Behera
Training EvaluationTraining Evaluation
Objective
How the training is evaluated?
Factors affecting evaluation?
Evaluation- Myths
I Can’t Measure the Result of My Training Efforts.I Don’t Know What Information to Collect.If I Cannot Calculate the ROI, the Evaluation Is
Useless.My HR Head Does not Require Evaluation, So, Why
Should I Do It ?There Are Too Many Variables Affecting the
Behavior Change for Me to Evaluate the Impact of Training.
Evaluation Will Lead to Criticism.I Don’t Need to Justify My Existence; I Have a
Proven Track Record.
FactorFactor How Factor Influences Type of Evaluation How Factor Influences Type of Evaluation DesignDesign
Change potential Can program be modified?
Importance Does ineffective training affect customer service, product delivery, or relationships between employees?
Scale How many trainees are involved?
Purpose of training
Is training conducted for learning, results, or both?
Organization culture
Is demonstrating results part of company norms and expectations?
Time frame When do we need the information?
Questions we must answer …How do participants feel about our
training program?
Are participants learning?
Is their learning transferring to the job?
Does the organization benefit from our training efforts?
Donald Kirpatrick’sModel
for Training Evaluation
Finding answers …Kirkpatrick’s 4 Levels of Evaluation
Level 1: ReactionHow do participants feel about our training
program?
Level 2: LearningAre participants learning?
Level 3: BehaviorIs their learning transferring to the job?
Level 4: ResultsDoes the organization benefit?
DONALD KIRKPATRICK'S 4 LEVELS OF EVALUATING TRAINING
Levels Description Comments
Level 1 Reaction Trainee reaction to the course. Does the trainee like the course? Usually in the form of evaluation forms, sometimes called "smile sheets".
Most primitive and widely-used method of evaluation. It is easy, quick, and inexpensive to administer. Negative indicators could mean difficultly learning in the course.
Level 2 Learning Did trainees learn what was based on the course objectives?
Learning can be measured by pre- and post tests, either through written test or through performance tests.
Level 3 Behavior Trainee behavior changes on the job - are the learners applying what they learned?
Difficult to do. Follow-up questionnaire or observations after training class has occurred. Telephone interviews can also be conducted.
Level 4 Results Ties training to the company's bottom line.
Generally applies to training that seeks to overcome a business problem caused by lack of knowledge or skill. Examples include reductions in costs, turnover, absenteeism and grievances. May be difficult to tie directly to training.
Appeal of Kirkpatrick’s Model:
Assesses important areas
Widely known
Simple framework
Easy to explain and understand
However . . . Widely Know ≠ Widely Used
Level 1: Often (over 90%)Level 2: Sometimes (less than 35%)Level 3 & 4: Rarely (less than 15%)
Why is this a problem?Level 3 and 4 often perceived as:
Difficult to measure
Time consuming
Beyond the realm of most trainers
Level 1 result does not always mean similar Learning / Transfer / ROI results
Other problems …Undermines Management Partnership
Training ≠ “Silver Bullet”Training is only one strategy within entire
Performance SystemLevel 3 & 4 should include evaluations of entire
Performance System - not just training
Lacks Performance System FocusWhat about rest of Performance Environment?What factors impede / enable usage of training?
Feedback Goes to Wrong PeopleFeedback to training function only is incompleteMust include Performance Environment owners
In Summary:An evaluation tool must be integrated
into the training programs.
Kirkpatrick’s Four Levels of Evaluation is well known, but has limitations:Unlikely completion of all 4 LevelsLacks performance system focus
Training: for organizational needs
Training is 4-step processFor selecting and implementing training to
close the gaps between required and existing competence, management should monitor the following stages:
a) defining training needs;b) designing and planning training;c) providing for the training;d) evaluating the outcome of training.
The Training Process
Defining Training Needs4.2.1 General4.2.2 Defining the needs of the
organisation4.2.3 Defining the competence needs4.2.4 Reviewing Competence4.2.5 Defining Competence gaps4.2.6 Identifying solutions close to
competence gaps4.2.7 Defining the specifications for
training needs
Training Processes-1
Training Processes-2
Training Processes-3
Training Processes-4
Designing and planning training
4.3.1 General4.3.2 Defining the constraints4.3.3 Training methods and criteria
for their selection4.3.4 Training Plan specifications4.3.5 Selecting a training provider
Providing the training
1 General2 Providing Support
1. pre-training support2. training support3. end-of-training support
Evaluating training outcomes General Preparing evaluation report
Contents of evaluation report:– specification of training needs– Evaluation criteria and description of
sources, methods and schedule for evaluation.
– Analysis of data and interpretation– Review of training costs– Conclusions and recommendations for
improvement.
Monitoring and improving the training process
Generalvalidation of training process
Monitoring is the key tool:– Monitoring is to be done by competent
personnel only.– Monitor records at all stages. Detect
nonconformity at all stages. Take preventive and corrective actions.
– if procedures followed and requirements met, then update the personal competence records.
– if procedures not followed yet requirements are met, revise procedures and update training records.
– If procedures followed and requirement not met, either correct the training process or seek a non-training solution.
• Identify further opportunities for improvement.
Thank YouFor L&M
Saroj Ku. Behera