Training 2003 Presentation: Wednesday, February 26 Roger Anderson Senior Consultant Tel (Brussels): +32 2 424 3423 Conducting Effective Assessment, Measurement

Training 2003 Presentation: Training 2003 Presentation: Wednesday, February 26Wednesday, February 26Training 2003 Presentation: Training 2003 Presentation: Wednesday, February 26Wednesday, February 26

Roger AndersonSenior Consultant

Tel (Brussels): +32 2 424 3423

Conducting Effective Conducting Effective Assessment, Measurement & Assessment, Measurement &

Evaluation of TrainingEvaluation of Training

Conducting Effective Conducting Effective Assessment, Measurement & Assessment, Measurement &

Evaluation of TrainingEvaluation of Training

“Conducting Effective Assessment, Measurement & Evaluation of Training”Roger Anderson, Linkage, Inc.: +32 2 424 3423; www.LinkageInc.com

Introduction to the SessionIntroduction to the SessionIntroduction to the SessionIntroduction to the Session


Organizational Opportunity/Problem

EvaluationMaking a decision on

basis of the measurement,

regarding the effect of the intervention on

opportunity/problem.

AssessmentDetermining the correct thing to do in order to

address the opportunity/problem.

MeasurementQuantify the outcome of what is done

vis-à-vis the opportunity/problem

Performance Measures:

Efficiency

Effectiveness

Quality

Assessment, Measurement and Assessment, Measurement and Evaluation CycleEvaluation CycleAssessment, Measurement and Assessment, Measurement and Evaluation CycleEvaluation Cycle


Select Best Intervention

Begin Collecting Data

Implement Intervention

Analyze the Data

Evaluate the Impact

Identify Client, Sponsor, and Stakeholder

Question Basic Assumptions

Define the Needed Intervention

Plan Evaluation

Determine Metrics for Measuring Impact

Performance Consulting System ModelPerformance Consulting System ModelPerformance Consulting System ModelPerformance Consulting System Model

Assessment

Measurement

Evaluation


Unit 1: Unit 1: Assessment ToolsAssessment ToolsUnit 1: Unit 1: Assessment ToolsAssessment Tools


ObjectivesObjectivesObjectivesObjectives

By the end of this unit, you will– Identify stakeholders, clients, and sponsors of the projected

intervention– Accurately identify the problem or opportunity by questioning

basic assumptions– Define needs in terms of business, performance, and/or training

as determined through the problem identification process– Identify operational indicators that are linked to the defined

needs and establishes measures for these indicators– Plan an evaluation strategy so that resources are properly

assigned


The Cultural Context

Learning

Strategic Vision/

Purpose

Individualand Team

Competencies

Support Structures/

Systems

Work Flow/Process

Strategic Context of HR InterventionsStrategic Context of HR InterventionsStrategic Context of HR InterventionsStrategic Context of HR Interventions


Identifying the Client, Sponsor, and Identifying the Client, Sponsor, and StakeholdersStakeholdersIdentifying the Client, Sponsor, and Identifying the Client, Sponsor, and StakeholdersStakeholders

• Stakeholders—those whose work will be directly impacted by the changed produced by the intervention

• Client—the person who will “own” the program; the person most directly affected by the success of the intervention

• Sponsor—the highest-level advocate of the intervention; the person who provides the power to implement the changes required


Business Need

Performance Need

Training Need

Work Environment Need

Identifying the Expressed Level of NeedIdentifying the Expressed Level of NeedIdentifying the Expressed Level of NeedIdentifying the Expressed Level of Need


Identifying the Expressed Level of NeedIdentifying the Expressed Level of NeedIdentifying the Expressed Level of NeedIdentifying the Expressed Level of Need

• Training Need: A specific knowledge, skill, or process that a participant must learn to perform successfully.

• Performance Need: Behaviors that must be performed by participants in order to achieve business needs.

• Business Need: Strategic goals of an organization, business unit, or department that are expressed in operational terms.

• Work Environment Need: A process, system, or condition that must be changed in order to help participants perform successfully.


Metrics for Measuring ImpactMetrics for Measuring ImpactMetrics for Measuring ImpactMetrics for Measuring Impact

• Business: What will attainment of business goals look like?

• Performance: What behaviors are being performed effectively?

• Training: What knowledge, skill, or process has an employee successfully learned?

• Work Environment: What has been influenced as a result of environmental redesign?


Types of EvaluationTypes of EvaluationTypes of EvaluationTypes of Evaluation

• Formative Evaluation

• Needs Analysis

• Stakeholder Analysis

• Objective Identification

• Program Design

• Pilot Testing

• Summative Evaluation


Unit 2: Unit 2: Linking HR, Organizational Strategy, Linking HR, Organizational Strategy, and Individual Performanceand Individual Performance

Unit 2: Unit 2: Linking HR, Organizational Strategy, Linking HR, Organizational Strategy, and Individual Performanceand Individual Performance



By the end of this unit, you will

– Differentiate between strategic and program evaluation

– Identify the components of a balanced scorecard

– Identify organizational measures of high performance work systems


The Impact of High Performance The Impact of High Performance Work Systems on Organizational Work Systems on Organizational PerformancePerformance

The Impact of High Performance The Impact of High Performance Work Systems on Organizational Work Systems on Organizational PerformancePerformance

• It is increasingly important today to build and maintain a skilled and motivated workforce in order to achieve strategic goals.

– Organizations face changing demands based on shifts in the marketplace.

– Organizational structures are changing to include broader spans of control.

• With a shift away from command and control culture, comes the need for employee to have increasing amounts of knowledge and to be able to apply it in a way which adds value to the organization.

– Employees are a competitive advantage, not a cost


The Balanced Scorecard Links The Balanced Scorecard Links Performance MeasuresPerformance MeasuresThe Balanced Scorecard Links The Balanced Scorecard Links Performance MeasuresPerformance Measures

STRATEGYGoals Measures

Financial Perspective

Goals Measures

Innovation and Learning Perspective

Goals Measures

Internal Business Perspective

Goals Measures

How is our financial health?

What must we excel at?

Can we continue to improve and create value?

How do customers see us?

Customer Perspective


Example Balanced Scorecard: Hi-Tech Example Balanced Scorecard: Hi-Tech ManufacturerManufacturerExample Balanced Scorecard: Hi-Tech Example Balanced Scorecard: Hi-Tech ManufacturerManufacturer

Financial

SurviveSucceed

Prosper

• Cash flow• Quarterly sales growth and

operating income by division• Increased market share and

return-on-equity

Internal Business

Technologycapability

Manufacturingexcellence

Designproductivity

New productintroduction

• Cycle time• Unit Cost• Yield• Engineering efficiency• Actual Introduction schedule vs.

plan• Silicon Efficiency• Manufacturing geometry vs.

competition

End User

New products

ResponsivesupplyPreferredsupplierCustomerpartnership

• Percent of sales from new products• Percent of sales from proprietary

products• On-time delivery (defined by

customer)• Share of key accounts’ purchases• Ranking by key accounts• Number of cooperative engineering

efforts

Innovation and Learning

Technologyleadership

Manufacturinglearning

Time to market

• Time to develop next generation

• Process time to maturity

• New product introduction vs.competition

OBJECTIVES MEASURESOBJECTIVES MEASURES

OBJECTIVES MEASURESOBJECTIVES MEASURES


Telling a “Story” with a Balanced Telling a “Story” with a Balanced ScorecardScorecardTelling a “Story” with a Balanced Telling a “Story” with a Balanced ScorecardScorecard

BroadenRevenue

Mix

ImproveOperatingEfficiency

ImproveReturns

IncreaseCustomer

ConfidenceIn Our

FinancialAdvice

IncreaseCustomer

SatisfactionThroughSuperior

Execution

UnderstandCustomerSegments

Develop New

Products

Cross-Sellthe Product

Line

Shift toAppropriate

ChannelMinimizeProblems

ProvideRapid

Response

DevelopStrategic

Skills

AlignPersonal

Goals

IncreaseEmployee

Productivity

Access toStrategic

Information

FinancialPerspective

CustomerPerspective

InternalPerspective

LearningPerspective


Unit 3: Unit 3: Measurement: Metrics and Operational Measurement: Metrics and Operational IndicatorsIndicators

Unit 3: Unit 3: Measurement: Metrics and Operational Measurement: Metrics and Operational IndicatorsIndicators




– Understand issues related to measurement of employee output

– Understand the fundamentals of survey design and Level Three (on-the-job application) evaluation


The total value added to the organization by an employee; the sum of all relevant performance.

Ultimate Measure

The Ultimate MeasureThe Ultimate MeasureThe Ultimate MeasureThe Ultimate Measure


The Linkage Competency ParadigmThe Linkage Competency ParadigmThe Linkage Competency ParadigmThe Linkage Competency Paradigm

BEHAVIOR

SKILL

KNOWLEDGE

COMPETENCIES

BELIEFS

TRAITS VALUES

MOTIVES

Observed

Inferred

PERFORMANCE/RESULTS OUTCOMES


Begin with the End in MindBegin with the End in MindBegin with the End in MindBegin with the End in Mind

• What does your client value?

• What sorts of decisions need to be made?

• How will you summarize the results?

• Is qualitative or quantitative data needed?


Types of DataTypes of DataTypes of DataTypes of Data

Qualitative

– Data collected via open-ended questions:

• Subjective

Quantitative

– Data collected via close-ended questions:

• More objective


-1

0

1

2

3

4

Participants

Gain


Qualitative DataQualitative DataQualitative DataQualitative Data

Advantages

– Enables the participants to express their evaluation of the intervention in their own terms.

– Provides greater depth of critique data

Disadvantages

– Data is more open to interpretation

– Can be difficult to collect & compare like to like.

– Individual responses cannot be statistically compared one to one.


Quantitative DataQuantitative DataQuantitative DataQuantitative Data

Advantages

– Data can be statically compared across modules and courses

– Data is more efficiently collected and analyzed

Disadvantages

– Expertise is needed to ensure results are not biased.

– Participants are forced to respond in a predetermined way.


Summarizing Results - Summarizing Results - Counts/FrequencyCounts/FrequencySummarizing Results - Summarizing Results - Counts/FrequencyCounts/Frequency

Rating

# o

f P

arti

cip

ants

Post

No Job Relevant information

Highly Applicable

Information

1

10

5


Summarizing Results - Average (Mean)Summarizing Results - Average (Mean)Summarizing Results - Average (Mean)Summarizing Results - Average (Mean)

1

2

3

4

5

Pre Post

Mea

n S

core


What to Measure?What to Measure?What to Measure?What to Measure?

– Whole job vs. part of job

– One measure vs. several measures

– Individual employees vs. group of employees

– Reactions, learning, application, impact

Criteria:

– Important to your client

– Linked to project objectives and scope

– Subject to relatively short-term change


Level One: ReactionLevel One: Reaction

Level Two: LearningLevel Two: Learning

Level Three: ApplicationLevel Three: Application

Level Four: ImpactLevel Four: Impact

Kirkpatrick ModelKirkpatrick ModelKirkpatrick ModelKirkpatrick Model


Level One: ReactionLevel One: ReactionLevel One: ReactionLevel One: Reaction

Purpose

To gain feedback for course development and/or improvement by measuring participants’ reactions to the intervention.

Format

– Questionnaire/Survey

– Immediate Feedback

Data Collected Regarding

– Course content/concepts

– Instructor style

– Applicability of material to current job

– Course materials

– Facilities

– Work environment (transfer facilitators/inhibitors)


Level One: ReactionLevel One: ReactionLevel One: ReactionLevel One: Reaction

Step One: Determine specific information you wish to gather.

Step Two: Determine the specific questions to get the data.

Step Three: Determine the scale.

Step Four: Determine the scale descriptors.


Level Two: LearningLevel Two: LearningLevel Two: LearningLevel Two: Learning

Purpose

To determine participants’ level of mastery of course objectives.

Format

– Performance Simulations

– Written Tests


– Participants’ knowledge of course materials

– Participants’ ability to demonstrate the skills

– Participants’ fluency (speed) at using the skills

– Accuracy or quality of participants’ output

– Procedural automaticity


Level Two: LearningLevel Two: LearningLevel Two: LearningLevel Two: Learning

Step One: Design learning measures.

Step Two: Consider test use.

Step Three: Develop means of increasing validity or reliability. (Optional)


Level Three: ApplicationLevel Three: ApplicationLevel Three: ApplicationLevel Three: Application

Purpose

To determine the extent to which skills/behaviors developed during the intervention are being used on the job.

Format

– Questionnaire/Survey– Behavioral Checklist– Frequency Checklist– 360-Degree Survey– Managerial Appraisal


– Participants’ on-the-job application– Factors encouraging application– Factors hindering application– Follow-up support required to assist in continued development


Level Three: ApplicationLevel Three: ApplicationLevel Three: ApplicationLevel Three: Application

Step One: Determine basis for evaluating on-the-job application.

Step Two: Decide how to collect information, and when to collect the information

Step Three: Design the evaluation instrument.

Step Four: Pilot the evaluation instrument.

Step Five: Develop means of increasing objectivity of data.(Optional)

1. Use multiple observers

2. Train observers

3. Use 360-degree methodology


Level Four: ImpactLevel Four: ImpactLevel Four: ImpactLevel Four: Impact

Purpose

To determine the impact on the organization of participants’ application of training on-the-job.

Format

– Review of Records

– Observation

– Efficiency Ratios


– Change in individual/organizational output

– Change in economic performance


Level Four: ImpactLevel Four: ImpactLevel Four: ImpactLevel Four: Impact

Step One: Develop a system for measuring impact.

1.What are the business needs/objectives of the course?

2. What operational indicators reflect these needs/objectives?

3. What specific knowledge and skills being developed in the intervention are linked to the indicators being tracked?

4. What indicators currently exist; do you want to develop others?

5. What time intervals will you use to determine that the impacts are taking place?

Step Two: Develop a means for collecting data.

1. Measure current performance for each operational indicator.

2. Involve line personnel in the collection of Level Four data.


Unit 4: Unit 4: Evaluation StrategyEvaluation StrategyUnit 4: Unit 4: Evaluation StrategyEvaluation Strategy




– Understand how to develop evaluation strategies that will allow you to discern the effectiveness of the intervention by:

• Separating the impact of your intervention from other organizational forces

• Identifying the factors that can destroy your evaluation efforts

• Ensuring that your sample matches the situation that you are making decisions about


Separating Effects of Training from Separating Effects of Training from Other InfluencesOther InfluencesSeparating Effects of Training from Separating Effects of Training from Other InfluencesOther Influences

Proving Causes

versus

Providing Evidence


Separating Effects of Training from Separating Effects of Training from Other InfluencesOther InfluencesSeparating Effects of Training from Separating Effects of Training from Other InfluencesOther Influences

• Know the business you are consulting for.

• Reach agreement with your client as to what the most appropriate measures are; get your clients to “own” the measures.

• Obtain pre-measures.

• Use control groups.

• Use multiple sources of information

• Identify level of performance required for business need/opportunity.

• Plan timing of data collection.


Control GroupsControl GroupsControl GroupsControl Groups

Example 1: Other Organizational Influences

T

C

T

C

Perform

ance

+

0Pre Training

MeasureTraining Picnic Post Training

Measure



Example 2: Remedial Training

T

CC

Perform

ance

+

0Pre

MeasureTraining Post Training

Measure

T



Example 3: Alternative Interventions

Classroom Training

Self Training

Perform

ance

Pre Post Training



Example 4: Predetermined Level of Need

Pre Post

Trained Group

Defined Needed

Performance


Designing Control GroupsDesigning Control GroupsDesigning Control GroupsDesigning Control Groups

• Control groups should be as similar as possible in terms of relevant attributes and performance.

– Matched Control Groups

– Random Control Groups

– Convenience Control Groups


Multiple Sources of Information in Multiple Sources of Information in EvaluationEvaluationMultiple Sources of Information in Multiple Sources of Information in EvaluationEvaluation

ReactionReaction

KnowledgeKnowledge

ApplicationApplication

ImpactImpact


Maintenance of Training’s Effect Maintenance of Training’s Effect (Transfer)(Transfer)Maintenance of Training’s Effect Maintenance of Training’s Effect (Transfer)(Transfer)

Pre Training

Time 4Time 3Time 2Time 1Training Time 5

Manager Training

Technical Training

Pe

rfo

rman

ce


What Supports/Inhibits Transfer?What Supports/Inhibits Transfer?What Supports/Inhibits Transfer?What Supports/Inhibits Transfer?

• Organization supports/inhibitors

• Manager supports/inhibitors

• Trainer supports/inhibitors

• Participant supports/inhibitors


Steps for Evaluation StrategySteps for Evaluation StrategySteps for Evaluation StrategySteps for Evaluation Strategy

Step One: Define the problem or opportunity.

Step Two: Identify the population affected.

Step Three: Identify the performance factors and metrics associated with the problem/opportunity.

Step Four: Establish a baseline for current performance.

Step Five: Determine the most effective form of intervention.

Step Six: Crosswalk the objectives.

Step Seven: Implement the intervention.

Step Eight: Evaluate effectiveness/impact.

Step Nine: Assess impact on problem or opportunity.


Framing Meeting TopicsFraming Meeting TopicsFraming Meeting TopicsFraming Meeting Topics

• Problem/opportunity to address• Client, sponsor, stakeholders• Operational indicators and metrics• Time frame in which measures will be taken• Communication agreements and plans• Roles and accountabilities:

– Assessment– Design of evaluation– Design of intervention– Implementation of intervention– Data collection– Data analysis


Methods for SamplingMethods for SamplingMethods for SamplingMethods for Sampling

Step One: Begin with complete list of people involved in the intervention.

Step Two: Identify relevant demographics for examining differences between groups.

Step Three: Select a sampling strategy:

– Simple random sampling

– Systematic sampling

– Stratified sampling

– Convenience sampling

– Matched sampling


Determining Sample SizeDetermining Sample SizeDetermining Sample SizeDetermining Sample Size

• Focus on what your evaluation goals and strategy are.

• Don’t get bogged down with exact numbers.

• Assume low return rate for surveys.

• Consider:

– What resources are available?

– How strong an impact do you anticipate from the intervention?

– How many variables are you using in stratifying the sample?


Methods of Increasing Return RateMethods of Increasing Return RateMethods of Increasing Return RateMethods of Increasing Return Rate

Hand Deliver

Group Administration

Supervisors Responsible

Random Drawing/Prize

Call Backs

Share Results

Mail Surveys

High Return Rates

Low Return Rates


Unit 5: Unit 5: Appendix: Costs of HR InterventionsAppendix: Costs of HR InterventionsUnit 5: Unit 5: Appendix: Costs of HR InterventionsAppendix: Costs of HR Interventions




– Understand the process for calculating costs associated with the development and implementation of an HR intervention

– Recognize that there are many assumptions being made when conducting a cost-benefit analysis (i.e., this is not an exact science)

– Determine the method for computing the benefit or impact of the intervention


Glossary of TermsGlossary of TermsGlossary of TermsGlossary of Terms

• Cost Benefit Analysis - An analysis, which compares the costs and benefits of the program.

• Direct (out-of-pocket) Costs - Expenses you actually pay out money for in delivering a service.

• Fully Loaded Labor Costs - The dollar value of the time of all people directly involved in delivering a service, including fringe benefits and overhead costs.

• Labor Multiplier - A constant for a particular position that is used to calculate the fully loaded cost of a person’s time. Direct Labor x Labor Multiplier = Fully Loaded Labor Cost

• Opportunity Cost - Money the organization loses by using people and resources one way rather than another, e.g. sales or production lost when people attend a training program instead of performing their normal job functions.


Measurement Tools and Action StepsMeasurement Tools and Action StepsMeasurement Tools and Action StepsMeasurement Tools and Action Steps

Step One: Establish metrics/measures.

Step Two: Estimate costs for proposed/established intervention.

Step Three: Estimate benefits of proposed/established intervention.

Step Four: Calculate the resulting cost benefit ratio for program:

Cost benefit ratio = Gain {return} Costs {investment}

Return on investment {%}= Gain {return} - Cost {investments} Costs {investment}


Cost of DeliveryCost of DeliveryCost of DeliveryCost of Delivery

• Direct (out-of-pocket) costs

• Fully loaded labor costs

• Opportunity costs


BenefitsBenefitsBenefitsBenefits

• Benefits can be obtained in two ways:

– Increase in production

– Decrease in operating costs

• Determining potential benefits is a crucial part of the performance consulting process.

• Your client provides you information on:

– What are the important operational indicators?

– What are the expected goals of the intervention?

– What are the dollar figures attached to the operational indicators?

• Your role as a consultant is to:

– Ask the right questions that will give you answers to the questions above.

– Help your client identify what changes might be expected from the intervention.


Realizing the Benefits of TrainingRealizing the Benefits of TrainingRealizing the Benefits of TrainingRealizing the Benefits of Training

Costs

BenefitsOptions:

Reduce Operating CostsIncrease Benefits (Improve Productivity)


Key TermsKey TermsKey TermsKey Terms

Direct Costs (out of pocket)– Expenses you pay out

• Meals• Travel• Materials

Fully Loaded Labor Costs– $ value of the time people spend delivering a service

• Payroll• Benefits (25% of payroll)• Overhead (120% of payroll and benefits) (labor multiplier)

Opportunity Costs– $ the organization loses by using people and resources one way rather than another

• Sales lost when sales people attend training• Production lost when operations manager attend training


Cost is Only Meaningful in Light of Cost is Only Meaningful in Light of Benefits...Benefits...Cost is Only Meaningful in Light of Cost is Only Meaningful in Light of Benefits...Benefits...

February September

Begin

ProjectComplete

Project

January August

Conduct

Proj. Mgt.

Training Complete

Project

February

Begin

Project

$$Saved


The Cost of a Learning CurveThe Cost of a Learning CurveThe Cost of a Learning CurveThe Cost of a Learning Curve

Existing Employee

New HireCost of Learning

Close the gap with training

Direct LaborCost/Day

# of Days

% Below Effectiveness

Labor MultiplierX X X


Measure Estimated Benefit

Turnover 6 Months to 2 Years of Salary

Absenteeism Cost of Replacement/Temps

Scrap Cost per Unit of Scrap

Project Completion Time Labor Costs


Biography: Roger Anderson, Biography: Roger Anderson, Senior Consultant, Linkage, Inc.Senior Consultant, Linkage, Inc.Biography: Roger Anderson, Biography: Roger Anderson, Senior Consultant, Linkage, Inc.Senior Consultant, Linkage, Inc.

Roger Anderson has over twenty-five years of experience in training and organizational development. He is currently a member of the Leadership and Strategy Group at Linkage and his practice is focused on leadership development and executive coaching. His recent coaching and leadership development clients include The United Nations, Adgas, Pfizer Consumer Health Care, the Belgian Armed Forces, monster.com and the Washington Hospital Center.

Roger has provided his clients with the assessment of their leadership needs, designed and implemented leadership development systems at the organization level, provided one-on-one executive coaching, and designed and implemented programs to develop the capability of leadership teams. He has designed and developed action learning programs for his clients which have enabled the organization’s leaders to develop their leadership activities while accomplishing critical work outcomes.

Roger has developed competency models and competency-based leadership development systems, performance management systems, selection systems, and succession management systems in a variety of industries including financial services, government, technology, and health care.

Roger’s other clients at Linkage have included Federal Express, Brigham & Women’s Hospital, AT&T, LEGO Systems, the International Organization for Migration in Geneva, Switzerland, Kodak, Centura Health Systems, and the Children’s Television Network, the U.S. Department of Labor, and the Virginia Department of Transportation.

As an undergraduate, Roger was involved in voter registration drives in the Watts area of Los Angeles. He spent two years as a Peace Corps Volunteer in Ahvaz, Iran. He received his Master of Human Resource Education Degree from Boston University where his work focused on the development of a model for determining the value-added benefit of training and development programs.


About Linkage, Inc.About Linkage, Inc.About Linkage, Inc.About Linkage, Inc.

Linkage, Inc. is an internationally recognized leadership and organizational development consulting firm:

Founded in 1988, with offices in Atlanta, Minneapolis, San Francisco, Brussels, and London, and headquarters in Lexington, Massachusetts.

Dedication to creating successful programs and customized materials/tools that address specific development needs, combining assessments, strategic education, skill-building, and global networks.

Leading provider of competency-based training on leadership and management development.

Designing and facilitating training programs that are highly interactive, practical, memorable, compelling, and offering skills and tools for on-the-job use.

Instructors and designers who are Principal and Senior Consultants with extensive experience developing and delivering development for a wide variety of leading organizations.

Commitment to a comprehensive solution that combines theoretical expertise and practical experience into a clear sequence of developmental opportunities with measurable impact.

Creator of the High Performance Leadership Model (in conjunction with Warren Bennis).

Assessment and evaluation expertise and resources to measure the business impact of development programs, as well as to evaluate the strengths and developmental opportunities of individuals and the organization.

Training 2003 Presentation: Training 2003 Presentation: Conducting Effective Assessment, Measurement Conducting Effective Assessment, Measurement

& Evaluation of Training& Evaluation of Training

Training 2003 Presentation: Training 2003 Presentation: Conducting Effective Assessment, Measurement Conducting Effective Assessment, Measurement

& Evaluation of Training& Evaluation of Training

To contact presenter, Roger Anderson:

Tel (Brussels): +32 2 424 3423

For more information about Linkage, Inc. products and services:

Tel: (781) 862-2355E-mail: [email protected]

Web: www.LinkageInc.com

Documents

Training 2003 Presentation: Wednesday, February 26 Roger Anderson Senior Consultant Tel (Brussels): +32 2 424 3423 Conducting Effective Assessment, Measurement