Measuring Training Effectiveness and Contributions to Organizational Success

8/8/2019 Measuring Training Effectiveness and Contributions to Organizational Success

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BY AHMED ABDUL

CMD, KANO AREA OFFICE,KANO.



At the end of the session, participants will be able to:develop shared values in human resource trainingand development

evaluate training as a key element of training anddevelopment function

identify methods that can be used in measuringtraining;



use training to drive organisational process

enhance training programme delivery in their organisations



` Training is a critical component in any organization'sstrategy, but organizations don't always evaluate thebusiness impact of a training program.

` Given the large expenditures for training in many

organizations, it is important to develop businessintelligence tools that will help companies improve themeasurement of training effectiveness.

` These tools need to provide a methodology tomeasure, evaluate, and continuously improve training,as well as the organizational and technical

infrastructure (systems) to implement themethodology.



The planned process designed to effectpredetermined behavioural changes in individualsor groups

The process by which behaviour is modified or new behaviour is introduced in order to meet therequirements of a particular job, new positions andresponsibilities



` Class or job related activities that are designed toimprove skills, attitudes, competencies, teameffort, work climate and job performance

` Training is job specific and aims at utilisation of knowledge and development of skills



Training enhances performance and providesspecific benefits to:

` Individuals

` Organisations

` Community, and

` Nation



` Training is an essential element to business

success, but what¶s even more crucial is the ability

to measure the training's effectiveness.

` After your employees or management team haveparticipated in a training session or event, it is

important to evaluate how effective the training

was.



` The determination of training effectiveness should

address three categories:

` (1) Training activities;

` (2) Evaluation activities; and` (3) Training effectiveness indicators.



` HOW DOES YOUR ORGANIZATION EVALUATE

THE SUCCESS OF ATRAINING PROGRAM?



` Donald Kirkpatrick's 1994 book Evaluating

Training Programs defined his originally published

ideas of 1959, thereby further increasing

awareness of them, so that his theory has nowbecome arguably the most widely used and

popular model for the evaluation of training and

learning.

` Kirkpatrick's four-level model is now consideredan industry standard across the HR and training

communities.



` So, how do you conduct an evaluation? The basic steps are:

1. Design the evaluation.This first step involves designing survey questionnaires, formulasand spreadsheets for data entry.

2. Collect the data.Here, you conduct the survey and focus group sessions andcollect operational and business performance data.

3. Analyze the data. Analysis entails converting the raw data into useful information onwhich you can make evaluative judgments.

4. Report the results.In this final step, write and distribute the report and debrief clientmanagers and other interested stakeholders.

In designing your evaluation, you will need to think about your data sources. Where should you get your data? Here are someideas on appropriate data sources for each level.



` The four levels of Kirkpatrick's evaluation model

essentially measure:

` reaction of Participant - what they thought and felt

about the training

` learning - the resulting increase in knowledge or

capability

` behaviour - extent of behaviour and capability

improvement and implementation/application

` results - the effects on the business or environment

resulting from the trainee's performance



` Reaction evaluation is how the delegates felt about thetraining or learning experience. for example:

` Did the trainees like and enjoy the training?` Did they consider the training relevant?` Was it a good use of their time?` Did they like the venue, the style, timing, domestics, etc?` Level of participation.` Ease and comfort of experience.` Level of effort required to make the most of the learning.` Perceived practicability and potential for applying the

learning.



The tools mostly used are:

` 'Happy sheets', feedback forms.

` Verbal reaction, post-training surveys or

questionnaires.Its major advantages are;

` Quick and very easy to obtain.

` Not expensive to gather or to analyse.



` Can be done immediately the training ends.

` Very easy to obtain reaction feedback

` Feedback is not expensive to gather or to analyse

for groups.` Important to know that people were not upset or

disappointed.

` Important that people give a positive impression

when relating their experience to others who mightbe deciding whether to experience same.



` Learning evaluation is the measurement of theincrease in knowledge - before and after.

` Did the trainees learn what was intended to be taught?` Did the trainee experience what was intended for them

to experience?` What is the extent of advancement or change in the

trainees after the training, in the direction or area thatwas intended?Tools and methods used are;` T

ypically assessments or tests before and after thetraining.` Interview or observation can also be used.



` Relatively simple to set up, but more investment and

thought required than reaction evaluation.

` Highly relevant and clear-cut for certain training such

as quantifiable or technical skills.

` Less easy for more complex learning such as

attitudinal development, which is famously difficult to

assess.

` Cost escalates if systems are poorly designed, which

increases work required to measure and analyse.



` Behaviour evaluation is the extent of applied learning back onthe job - implementation.

` Did the trainees put their learning into effect when back on the job?

` Were the relevant skills and knowledge used

` Was there noticeable and measurable change in the activity andperformance of the trainees when back in their roles?

Some of the tools used are;` Observation and interview over time are required to assess

change, relevance of change, and sustainability of change.

` Measurement of behaviour change typically requires cooperationand skill of line-managers.



` Measurement of behaviour change is less easy toquantify and interpret than reaction and learningevaluation.

` Simple quick response systems unlikely to be

adequate.` Cooperation and skill of observers, typically line-

managers, are important factors, and difficult tocontrol.

` Management and analysis of ongoing subtleassessments are difficult, and virtually impossiblewithout a well-designed system from the beginning.



` Evaluation of implementation and application is an

extremely important assessment - there is little point in

a good reaction and good increase in capability if

nothing changes back in the job, therefore evaluation

in this area is vital, albeit challenging.

` Behaviour change evaluation is possible given good

support and involvement from line managers or

trainees, so it is helpful to involve them from the start,

and to identify benefits for them, which links to thelevel 4 evaluation below.



` Results evaluation is the effect on the business or environment by the trainee. Measures would typicallybe business or organisational key performanceindicators, such as:

` Volumes, values, percentages, timescales, return oninvestment, and other quantifiable aspects of organisational performance e.g. numbers of complaints, staff turnover, attrition, failures, wastage,non-compliance, quality ratings etc

Some of methods used are:` Measures are already in place via normal

management systems and reporting - the challenge isto relate to the trainee.



` Individually, results evaluation is not particularly

difficult; across an entire organisation it becomes very

much more challenging, not least because of the

reliance on line-management, and the frequency and

scale of changing structures, responsibilities and

roles, which complicates the process of attributing

clear accountability.

` Also, external factors greatly affect organisational and

business performance, which cloud the true cause of good or poor results.



` Cognitive: mental skills (Knowledge)

` Affective: growth in feelings or emotional areas

( Attitude)

` Psychomotor: manual or physical skills (Sk i lls)` This taxonomy of learning behaviors can be

thought of as "the goals of the training process."

That is, after the training session, the learner

should have acquired new skills, knowledge,and/or attitudes.





` Participant dissatisfaction

` Often, participant dissatisfaction with training

results in students not participating in the training,

not asking questions, or not providing comments.` Instructors should be aware of this sort of passive

feedback. Managers observing training can

identify these behaviors.



` Isolationism

` Learning from others is a necessary component of

a robust training programme. Stations without

benchmarking or other methods of learning fromother stations often do not recognize when

degradation begins in training content, methods,

or other programme attributes.



` Weak use of a systematic approach

` In these cases, there is a poor link between known

human performance problems and training being

provided.` In addition, some organizations created new

positions as a result of organizational changes.

These new positions required new knowledge or

skills, but the analysis was not considered as partof the change process.



` Insufficient line management training expertise

` A working, practical knowledge of training

processes and content by the responsible

managers is necessary to maintain a robusttraining programme.

` When plant line managers donot fully understand

their responsibilities for their training programmes,

they rely on the` training manager to identify and address training

related weaknesses.







4. Provides the individual with values and developsthe human personality

5. Provides shared values, direct effort andenhances commitment to organisational goals;

6. Enables managers solve problems, take quality

decisions, use new methods and processesand technology



7. Improves communication, interpersonal relations,organisational health and teamwork

8. Enables organisations cope with challenges ingoal achievement

9.The challenges include high cost, waste,deficiency in skills, inappropriate techniques,morale problems, etc



9. Sharpens organisation¶s response to market,competition, technological and other environmental factors

10. Improves the capability and overall performanceof an organisation



11. Forecast, the importance of continued learning

is an overarching trend of societal needs,

indicating that organizations must foster learning

as a social responsibility to ensure they arecompetitive in the global marketplace.

12. Strategic positioning of training and

development directly promotes organizational

business goals and objectives.



14. The social and moral responsibility of the

organization to develop employees beyond their

current job and offer opportunities to learn and

grow, for career and social mobility.15. The business advantages of continuous

learning--expansion of human capital knowledge

and business performance--place HR in the key

leadership role to focus on strategy, design andimplementation of training and development.



16. Organizations that invest in opportunities for growth

and learning generate significant returns on employee

retention, motivation, trust and initiative.

17. To meet current and future business demands,

training and development encompasses a wide range

of learning actions, from training for tasks and

knowledge sharing to improved customer service and

career development, thus expanding individual, group

and organizational effectiveness.



1. What factors drive training in your organisation2. What factors are expected to drive training?3. Take any two jobs in your organisation. Identify

the objectives, functions and relevant

knowledge, skills and attitude required to handlethem

4. How does your organization measureeffectiveness of training.



` Traditionally, the purpose of training anddevelopment has been to ensure that employeescan effectively accomplish their jobs. Today, thebusiness environment has changed, with intense

pressure on organizations to stay ahead of thecompetition through innovation and reinvention.

` Training addresses specific individual andorganisational needs for the achievement of goals

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Measuring Training Effectiveness and Contributions to Organizational Success