评断训练的好坏方式

1、Ref:TRAINING/TT/6MEASURE/rc1Ogilvy & MatherRef:TRAINING/TT/6MEASURE/rc2Ogilvy & MatherMeasurement评断训练的好坏方式Ref:TRAINING/TT/6MEASURE/rc Identify 确认需求 Select methods of measurement 选定评估方法 Design the programme 设计课程3Ogilvy & MatherRun the programme 执行课程Set objectives 设立目标Measure the change in performance

2、 评估行为 / 表现上的改变needsThe Training Cycle训练循环图Ref:TRAINING/TT/6MEASURE/rc Training forced on people (they need to want development)强迫性的(必需是发於内心的) Training disconnected from strategic thinking and job reality与策略性思考及工作内容无关 One size fits all.Lack of tailoring to needs没有因材施教.需要依据每个人不同的需求设计课程.4Ogilvy & Mathe

3、rIneffective Training Practices:Before没有效果的训练: 训练前Ref:TRAINING/TT/6MEASURE/rc Were only got them for a short while so lets give them everything we know填鸭式教学,因为训练的时间通常很短 School teaching models (not adult learning models)像学校式的教学 (不是成人式的教学方式) Making people feel good (rather than adding value)只让人感觉很舒服 (

4、而不是增加他们的知识)5Ogilvy & MatherIneffective Training Practices: During没有效果的训练: 训练中Ref:TRAINING/TT/6MEASURE/rc Participants are brought into a classroom, get excited, then return to an environment that doesnt always match what they have been taught工作的内容与上课的内容无关 Lack of senior management support缺乏资深管理阶层人员的

5、支持 No appreciation for critical mass (too few to affect change)不被大多数的人接受 (太少人不能产生影响) Intermittent and one-shot training中断或一次性的训练6Ogilvy & MatherIneffective Training Practices:After没有效果的训练: 训练後Ref:TRAINING/TT/6MEASURE/rc7Ogilvy & MatherEvaluation评估训练课程的成效Ref:TRAINING/TT/6MEASURE/rc1. Has the programm

6、e satisfied its stated objectives to a major extent?课程是否有达到原先设想的目标?2. Has the programme satisfied the personal objectives of the participants to a major extent?课程是否有满足参加者的个人目标?3. Is the programme cost & time effective to O&M?课程是否对奥美来说是符合时间成本的?4. Have participants put the learning into effective acti

7、on on return to work?学员是否在返回工作岗位之後能够将所学施展出来?8Ogilvy & MatherQuestions We Are Trying To Answer我们试著要回答以下问题Ref:TRAINING/TT/6MEASURE/rcAt the end of the programme essentially asks participants to rate the session on a five point scale and leave sheet behind on leaving session在课程结束後,请学员填写一个五点量表,并且请在离 开时把

8、填写的问卷留下.Will tell you if participants are unhappy (e.g. the tone is wrong).Almost everything else will be clouded9Ogilvy & MatherHappy Sheets - The Traditional Approach快乐表 - 传统的方式Ref:TRAINING/TT/6MEASURE/rc1. Open questionnaire自由发挥的问卷2. Open-question questionnaire开放式申论题问卷3. Scoring questionnaires计分式

9、的问卷a) Likert scale (喜好度量表)b) Semantic differential(语意差异表)10Ogilvy & MatherEnd Of Course Feedback (Moving Beyond Happy-Sheets)课程结束的回应 (除了快乐表以外)Ref:TRAINING/TT/6MEASURE/rc4. Validation questionnaires符合期望量表5. Action planning行动计划6. Pre-Post questionnaires事前-後问卷11Ogilvy & MatherEnd Of Course Feedback (Mo

10、ving Beyond Happy-Sheets)课程结束的回应 (除了快桨表以外)Ref:TRAINING/TT/6MEASURE/rcPlease make any comments which you feel are important or significant on any aspects of this programme. You may wish to add your name12Ogilvy & MatherOpen QuestionnaireRef:TRAINING/TT/6MEASURE/rc1. Which parts did you find most usef

11、ul?2. Which parts did you find least useful?3. What are your directions for improvement?4. Which aspects are you most likely to implement?5. Any other comments?Please add your name if you wish to do so13Ogilvy & MatherThe Open - Question QuestionnaireRef:TRAINING/TT/6MEASURE/rcPlease rate each facto

12、r on the scale by marking a cross in the appropriate box654321Learned a lotLearned a littleEnjoyed the sessionDidnt enjoy the sessionTheoreticalPracticalUnderstood everythingUnderstood nothingHelpfulUnhelpful14Ogilvy & MatherScoring Questionnaire SemanticDifferentialRef:TRAINING/TT/6MEASURE/rc Scori

13、ng Questionnaire Likert ScalePlease register views on the following statements by ringing the appropriate box SA= strongly agreeD= disagreeA= agreeSD= strongly disagree U= uncertainAt least half the money we spend on training andSAAUDSD development is wasted because learning is not takenback.Too muc

14、h of our training is BRIAN.SA A U D SD Senior management dont give enough support to T&D.SA A U D SD We need to put more emphasis on day to daySA A U D SD coaching on the job.Sending people overseas for training is an inefficientSA A U D SD use of limited resources15Ogilvy & MatherRef:TRAINING/TT/6M

15、EASURE/rc Validation Questionnaire1. Did you obtain what you hoped for from this programme?Please ring the relevant answerYesMore than expectedLess than expectedNo2. How useful did you find the following?Please ring the relevant score (1 = low to 5 = high)a.Trainer Types12345If you gave a rating 1,

16、2 or 3 please state why you have given this rating.If you have given a rating or 4 or 5 please state how you intend to use this learning.16Ogilvy & MatherRef:TRAINING/TT/6MEASURE/rc Validation Questionnaireb. Kolblearning cycle12345If you gave a rating 1, 2 or 3 please state why you have given this

17、rating.If you have given a rating or 4 or 5 please state how you intend to use this learning.c. Process techniques (Buzz groups etc.)12345If you gave a rating 1, 2 or 3 please state why you have given this rating.If you have given a rating or 4 or 5 please state how you intend to use this learning.1

18、7Ogilvy & MatherRef:TRAINING/TT/6MEASURE/rc Validation Questionnaired. End of course feedback12345If you gave a rating 1, 2 or 3 please state why you have given this rating.If you have given a rating or 4 or 5 please state how you intend to use this learning.3.What specific directions for improvemen

19、t would you suggest to enhance the effectiveness of the programme?18Ogilvy & MatherRef:TRAINING/TT/6MEASURE/rc Validation Questionnaire4. What was/were the most significant event(s) for you on the programme. And why?5. What have you learned from the programme which you intend to put into practise on

20、 your return to work?19Ogilvy & MatherRef:TRAINING/TT/6MEASURE/rc20Ogilvy & MatherWhat I intend to do to implement the learning fromthis programmeHow I intend todo itWith what resources/helpBy whenAction PlanningRef:TRAINING/TT/6MEASURE/rc21Ogilvy & MatherTransferRef:TRAINING/TT/6MEASURE/rcThe Reten

21、tion Curve Is The Enemy Of Learning记忆曲线是学习的敌人% 10025-50%slipsLaway in 4 weeksby 3 months mostE75在四周内is gone unlessA25-40% 立即下滑practicedR除非练习,否则三N50个月後都消失了ING25学习012345678910111213周 数 WeeksOgilvy & Ma22therRef:TRAINING/TT/6MEASURE/rcManagerParticipant经理人学员CONTRACTS合约Trainer讲师23Ogilvy & MatherRef:TRAI

22、NING/TT/6MEASURE/rc What parts of the performance of your country /unit do you want to improve?你国家/单位中的哪些表急需改进? What do you want to change?你想要改变什麽? How are we going to measure the change?你要如何衡量改变? What sort of training do we need?我们需要何种训练? What sort of after sales service/follow up do we need to emb

23、ed the change?哪一种 售後服务 是创造改变必备的?24Ogilvy & MatherTrainer - Manager Contracting讲师与经理人之间的合约Ref:TRAINING/TT/6MEASURE/rc What would you like to take away from here at the end of the programme?课程结束後你想学到什麽? What would you like to be able to do that you cant do now, or do better than you do now?有什麽是你想做而做不到

24、, 做不好的? (During, at end) What do you need from your boss in order to use what you have learned?(在训练中及後)为了运用所学,你期望老板支授什麽?25Ogilvy & MatherTrainer - Participant Contracting讲师与学员间的合约Ref:TRAINING/TT/6MEASURE/rc Discuss why the training is taking place讨论为什麽有这个训练 Discuss what are participants needs 讨论学员需求

25、company needs 讨论公司需求 Discuss what support the participant will need from boss on return to practice skills讨论学员返回工作後, 需要什麽协助才能运用这些技能 Agree what will happen as a result of the training双方同意训练後的结果 feedback 反馈 transmission 传承 recognition & reward26Ogilvy & MatherManager - Participant Contracting(Often No

26、t Done)经理人与学员的合约 (通常没有做)Ref:TRAINING/TT/6MEASURE/rcFrom Training & Development Activities Back Into The Job In The Agency27Ogilvy & MatherWhat Trainers Can Do To Improve The Transfer Of LearningRef:TRAINING/TT/6MEASURE/rc Align programme with agencys core strategiesand priorities Involve participant

27、s and their managers Systematically design the programme Plan participation opportunities Develop participant readiness Design a peer-coaching component for the programme and its follow-up activities28Ogilvy & MatherBeforeRef:TRAINING/TT/6MEASURE/rc Develop application - orientated objectives Manage

28、 the unlearning process (competencies model) Answer the hat in it for me? question Provide realistic work-related tasks Provide visualisation experiences Give individualised feedback Provide job performance aids29Ogilvy & MatherDuringRef:TRAINING/TT/6MEASURE/rc After Convince trainees that they can

29、and will transfer the training (Pygmalion effect) Provide follow up support Conduct evaluation surveys and provide feedback Develop and administer recognition systems Provide refresher sessions30Ogilvy & MatherRef:TRAINING/TT/6MEASURE/rc31Ogilvy & MatherWhat Managers Can Do to Help Improve the Trans

30、fer of Learning to the JobRef:TRAINING/TT/6MEASURE/rc Involve trainees in needs analysis and programme planning Brief trainees on importance of the training, what it will cover and how it will apply to their jobs Provide time to complete pre-course assignments Offer rewards & promotional preference

31、to those who demonstrate new behaviours Select trainees carefully Previous trainees to brief new trainees Send co-workers to training together Plan to participate yourself as faculty32Ogilvy & MatherBeforeRef:TRAINING/TT/6MEASURE/rc Prevent interruptions Transfer work assignments to others Communica

32、te Management support for the programme Monitor timekeeping Recognise completion (certificates etc.) Join in transfer/action planning Plan assessment of transfer of new skills to the job33Ogilvy & MatherDuringRef:TRAINING/TT/6MEASURE/rc Plan trainees re-entry Give positive re-inforcement Support lea

33、rning transfer Provide a reality check Provide a opportunities to practice new skills Reduce job pressures initially on return Schedule participant briefings for co-workers Set mutual expectations for improvement Arrange refresher sessions Give promotional preference34Ogilvy & MatherAfterRef:TRAINING/TT/6MEASURE/rc Being a member of the audience is a passive role Audience participation is stage managed by the