培训效果评估英文版.ppt

1 Measure Training Results nSome Concepts nSome experiences nSome lessons 2 Training Process nNeeds Analysis nDesign nDelivery nEvaluation 3 Four Evaluation Levels nReaction How do participants feel about the program? nLearning To what extent did the participants increase knowledge, improve skills, and/or change attitude? nBehavior To what extent did their job behavior change? nResults What final results occurred? (Quantity, quality, safety, sales, costs, profits, ROI) 4 Level One: Reaction What is evaluated? nContent nTrainer nMethodology nMaterial nFacilities nLogistics nRegistration 5 Example Questions nProbability you will use ideas from this session in your work nContent relevance to my job nPractical examples and experience nSpeakers knowledge of subject area nSpeakers presentation/facilitation skills nSpeakers ability to respond to questions nGroup participation 6 Level One: Reaction What is evaluated? nOverall 7 Example Questions nWhat did you like most about the program? nWhat did you like least about the program? nIn what ways could this program be improved? nWould you recommend this course to others who are interested in the subject? nWhich of the following features were important in your decision to attend? Rank in order of importance) 8 Level One: Reaction How to evaluate? nQuestionnaires nInterview nFocus Group nPhone survey 9 Level One: Reaction Questionnaire: scales nExcellentWellFairPoor nExcellentVery GoodGoodFairPoor nStrongly Agree Disagree 7 6 5 4 32 1 nHigh Low 109 87 6 5 4 32 1 10 Level One: Reaction Advantages nEasy to execute nParticipants are free nSome relationship to on job performance Issues nPurely subjective Halo effect (smile sheet) Horn effect Central tendency nTime pressure 11 Level One: Reaction Tip 1: highlight purpose, solicit cooperation nTo determine the degree that the seminar met your needs, we would like you to give us your honest opinion nTo make our future sessions as meaningful as possible, we would appreciate your candid evaluation of this program. nYour comments will be used to improve future offerings of this seminar. 12 Level One: Reaction Tip 2: Encourage comments Comments are more accurate than scores Tip 3: Set up baseline scores Historical data Benchmarking data Pilot group data (Formative evaluation) Tip 4: Combine questionnaires, interviews, focus groups Tip 5: instant feedback for multi subject courses 13 Level Two: Learning How to evaluate? nTest nDemonstration nPresentation nDiscussion nRole Play 14 Level Two: Learning Advantages nPressure to participants nPressure to trainer nFirst step to change behavior Issues nTension nReliability nCreditability nDifficulty nDifferentiation nNot the best indicator for on job change 15 Level Two: Learning Tip 1: Fully utilize test nTest is good to evaluate knowledge based training Functional skills New Employee Orientation Supervisor ABC nBe serious about test result of formal training nInstant self scoring and symbolic incentive for informal training nReliability, Creditability, Difficulty and Differentiation nSet up baseline nFinal score vs. gain 16 17 Level Two: Learning Tip 2: Set up rules in advance for demonstration and presentation Topic Time Criteria to evaluate Evaluators are key success factor Tip 3: People dont speak might be best learner Tip 4: People good at role play might not be good learner 18 Example:Management Skills nParticipants selected 3 topics from 11 nTopic requirement nTime and assessors nPractice nRight before the stage.Participants knew the topic nAssessors interacted with and provided feedback to participants 19 Example: Leadership Style Describe a situation when you used what you learned about leadership styles to improve the effectiveness of a relationship. Be sure to cover: qWhat motivated you to examine the style difference qWhat did you find and how qWhat did you do to flex your style qWhat were the results 20 Example: Performance Appraisal 21 Level Three: Behavior How to evaluate? nObservation nPerformance Appraisal Information nSupervisor feedback (oral or written) nCustomer feedback (oral or written) nEmployee feedback (oral or written) 22 Level Three: Behavior Advantages nDirect purpose of training nRecognized by supervisor and management team Issues nTime consuming nExpertise scarcity nCooperation from supervisor/customer nMultiple “cause- effect” 23 Level Three: Behavior Tip 1: Select program carefully nBehavior based Company behavior Professional skills Managerial skills Customer service (smile, response) nTrainers cooperation Trainers expertise in evaluation Documents ready before training 24 Level Three: Behavior Tip 2: Evaluation time in accordance with skills practice Tip 3: Supervisors cooperation is key success factor Commitment when register Mutual benefit Brief the key points 25 Level Three: Behavior Tip 4: “Take advantage” of vendor Key behavior identification Questionnaires design Time Result analysis 26 Example: Time Management 27 TOT: Transfer of Training nOnly % of classroom learning was transferred to work! nThe transfer must be PLANNED! 28 TOT: Transfer of Training nA. Before taking, could you? nB. Can you currently? nC. How often are you applyingon your job TOT occurred if A is N B is Y C is =1 Y N Y N 0 1 2 3 4 5 29 TOT: Transfer of Training nA: “Y” /All -Prior Knowledge Rate nB: “N” /All -Incomprehension Rate nC: “0” /All -Disconnect Rate nTOT Rate Acceptable Rate 0-66% 0-33% 0-33% LowMidHigh 0-33%34-66%67-100% 30 Level Four:Results How to evaluate? nQuantity nQuality nSafety nSales nCosts nProfits nROI 31 Level Four:Results Advantages nUltimate purpose Issues nTime consuming