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