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Evaluation of TRAINING (METHODS & TOOLS).pptx

  1.  Many companies implement training to improve their employee productivity and work performance. But how can you actually tell that it works? And how do you know what you should fix in your courses to make them more effective? The best way is to start evaluating training programs.
  2.  Training program evaluation is the regular analysis of how efficient and effective training programs are. It involves feedback from learners, comparing their job performance before and after the program, accomplishing the company’s strategic priorities, and much more
  3.  Evaluation of training helps companies find out whether training programs meet their goals and objectives. The results of training evaluation are used to improve training programs, or cancel them if they prove unsuccessful
  4.  Discover loopholes in courses. A part of training evaluation is to assess the quality of employees’ work, which might reveal some loopholes in training programs. Let’s say the quiz results show that almost all of your workers failed the question on data security. Then, upon checking the course, you discover that this issue is not addressed adequately. As a result, you might add a module on data security to the training program.
  5.  Save money. By comparing training costs to results achieved by training, companies can see how profitable courses are, which training programs are worth investing in, and which are a waste of money and time.
  6.  Improve materials and tools. Without training evaluation, it’s impossible to gauge the quality of the learning content and the effectiveness of the tools they use to build courses. Do learners drop courses after a few slides? Your introduction might not be engaging enough. Try shooting a motivational video to trigger their interest and explain why the course is important. By analyzing the evaluation results, you can see both weak and strong points, and adjust training programs accordingly.
  7.  Kirkpatrick’s Four-Level Training Evaluation Model  One of the oldest and, without a doubt, the most famous one is Kirkpatrick’s model. It is still used more than sixty years after its development.  According to this model, training programs should be evaluated on 4 levels: Reaction, Learning, Impact, and Results.
  8.  Level 1: Reaction  When learners complete your course, assess their reactions. Ask them to complete a survey with questions like:  How satisfied are you with the learning experience?  Did the training content meet your expectations?  Did you learn anything new?  How would you rate the quality of the training?  Do you find this training useful?
  9.  Level 2: Learning  Measure how much was learned in the course. For example, create online quizzes to see what knowledge and skills they have and haven’t acquired during the training. In order to gain the most precise results, some companies also choose to create pre-quizzes. In this way, you will know for sure what your learners knew before the course, and what they learned from taking it
  10.  Level 3: Behavior  See if an employee’s behavior has changed after taking the training program. And if it has, how much? The most effective way to do this is to compare 360-degree reviews (feedback from the employee’s colleagues, supervisors, subordinates, and others) on the employee both before and after they took the course.
  11.  Level 4: Results  This is the most important level of training evaluation. After all, better results are the primary goal of corporate training. Evaluate what impact your course has had on business by analyzing quality, efficiency, productivity, and customer satisfaction ratings.
  12.  The Phillips ROI Model  The Phillips ROI model can be thought of as an extended version of Kirkpatrick’s taxonomy. They both have the same levels, except for an extra one in the end – Return on investment (ROI). While Kirkpatrick’s model evaluates only a return on expectations (ROE), the ROI model can actually tell you if it was the right decision to invest in a training program.
  13.  How to measure ROI with the Phillips model:  Gather business data from before, during, and after the course, and measure the impact that a training had on your company’s profit, productivity, performance, etc. – depending on what the program was aiming for. Then, compare the training cost to the value it provided. If the value exceeds the training cost, you’re doing great. If not, you need to find which level or levels turned out to be ineffective and improve your training.
  14.  Kaufman’s Five Levels of Evaluation  Another method building off of Kirkpatrick’s model is Kaufman’s five levels of evaluation. He divided the first level into two, grouped Kirkpatrick’s levels 2 and 3 as ‘micro’ levels, and added a fifth level to evaluate results for both customers and society
  15.  How to use Kaufman’s five levels of evaluation:  Level 1a: Input  Measure the amount of resources, such as time and money, that were invested in your training program.  Level 1b: Process  Assess learners’ reactions to the course.
  16.  Level 2: Acquisition  Evaluate individual or micro benefits of your training by stating whether training objectives for individual learners or small groups were met. This means you should find out if your students acquired new knowledge and skills and applied them in their work tasks.  Level 3: Application  Gauge how well learners utilize new knowledge and skills in their on-the-job performance.
  17.  Level 4: Organizational payoffs  Measure payoffs for your company as a whole. A payoff can be an improvement in performance, a reduction of costs, or increased profitability.  Level 5: Societal Outcomes  At the final level, you are to evaluate the impact that your course had on what Kaufman termed ‘mega-level clients.’ By these, he means business clients or society as a whole.
  18.  Kaufman’s model isn’t entirely applicable to real life. Measuring how much impact your training had on society is far too expensive, complicated, and impractical. Still, Kaufman offered some useful ideas, such as splitting the first level into two and evaluating the content you provide and the resources you invest separately
  19.  The CIRO Model  CIRO stands for Context, Input, Reaction, and Output. Unlike other models, it is designed specifically for management training evaluation. So, if you need to assess management courses, this model might be your best option.
  20.  Stage 1: Context  Evaluate your company’s current situation. Try to list all the factors that may affect the results of a training. Meanwhile, during this stage, find out what your organization is lacking in terms of performance.
  21.  Stage 2: Input  Your goal at this stage is to identify the best training intervention option. Gather information about all potential methods and training techniques. Also, think about how you will design, manage, and deliver your course to your learners. Analyze your company’s resources and determine the best way to use them to achieve your objectives
  22.  Stage 3: Reaction  At this stage, ask your learners’ opinions of the course. Focus on three aspects: 1)Program content 2)Approach 3)Value addition  What you’re interested in at this point is not only whether learners liked or disliked the course, but also what changes they would like to see in this training program.
  23.  Stage 4: Output  At this stage, you present the results of the training. There are four levels of measurement: 1)Learner 2)Workplace 3)Team or department 4)Business  Choose one of them in accordance with the purpose of the evaluation and available resources.
  24.  Anderson’s Model of Learning Evaluation  Imagine there’s a company that produces wooden furniture. In order to increase sales, they invested in salesperson training programs. The training turned out to be highly effective – sales increased. But here’s the problem: the factory workers didn’t receive the training, so they couldn’t build furniture fast enough to finish new orders. As a result, clients’ waiting time increased, and it affected the company’s business negatively. Anderson’s model helps to prevent such situations.
  25.  Unlike other models, Anderson’s model of learning evaluation, also known as Anderson’s Value of Learning Model, focuses on a company’s entire learning strategy, rather than a particular training program. It consists of three stages that help to determine the best learning strategy for an organization’s needs.
  26.  Stage 1  Determine whether the current training programs target the strategic priorities of your company. Let’s return to our example. Let’s say the company’s strategic priority is to increase the number of sales and expand its position on the market. Does salesperson training aim for these goals? Yes.
  27.  Stage 2  Measure the contribution of learning to strategic results. At this point, our company uses different measures to assess how much effect the training has had on accomplishing the primary goals. Collecting the research results, we can see that the program helped increase the number of sales, but it didn’t lead to an increase in the company’s market share. Moreover, over time, the number of customers started decreasing because the waiting time was too long.
  28. Stage 3 Set the most relevant approaches for your company. The choice of an approach depends on stakeholders’ goals and values. Anderson offered 4 categories of measure:  Emphasis on short-term benefits  Emphasis on long-term benefits  Senior management trust in learning contribution  The organization requires learning value metrics  Here’s a table that might help you find the best approach for your organization
  29.  Training evaluation tools are the means you use to evaluate training programs. They are usually divided into 4 categories: questionnaires, interviews, focus groups, and observations. We’ll add one more – LMS Reporting. To obtain the deepest and most accurate assessment, these methods are often used collectively
  30. Questionnaires  Questionnaires are the training evaluation method most often used. They consist of a set of questions that aim to obtain useful information from the participants. This tool is great for assessing the reaction of learners after a program
  31. Questionnaires Pros:  Allows accumulation of a large amount of information  Cost-efficient  Time-efficient  Covers a large group of participants Cons:  Low response rate  Some unreliable responses  Cannot clarify vague answers  Subjective interpretation of questions by employees
  32. Interviews  The aim of interviews is to gather both opinions and facts. Unlike questionnaires, interviews can reveal some insights into employees’ attitudes, behaviors, and mindsets. Apart from a classical face-to-face session, you can also conduct an interview by telephone or via the internet.
  33. Interviews  Pros:  A better understanding of employees’ perspectives  Allows asking clarifying questions  Flexible  Cons:  Time-consuming  Doesn’t cover a lot of learners – one at a time
  34. Focus groups  One can think of this method as a mixture of a questionnaire and an interview, because it enables you to both cover a large group of people and get insights. If you’re looking for qualitative data, in an endeavor to get a clear picture of employees’ perspectives, but don’t have enough resources to conduct interviews with all workers, focus groups may be what you need
  35. Focus groups Pros:  Receive detailed feedback from many people at the same time  Ability to ask determining questions Cons:  Time-consuming  Several people are required to manage (moderator and assistant)  Comfortable environment required for people to speak freely and honestly
  36. Observations  An observation is perhaps the best way to see changes in behavior and attitude after training. Unlike all other methods, observation doesn’t rely on what employees say about themselves or each other. By just watching a person working, you can see with your own eyes whether they apply new skills and knowledge in their job. Nevertheless, it has its limitations.
  37. Observations Pros:  Cost-saving  Gives a more realistic view, not being based on opinions  Gathers valuable non-verbal information  Can be conducted while a person is completing the course Cons:  Time-consuming (one person at a time)  May provide unreliable information, as people tend to behave better when someone’s watching  An observer may misinterpret what they see  Doesn’t lead to better understanding reasons for an employee’s attitude or behavior
  38.  LMS reporting  A learning management system (LMS) is software for delivering online programs to your learners. Within this system, there is another system, LMS Reporting, that collects and analyzes data from your online programs. With its help, you can reveal the weak points of your courses. For example, you’ve designed a training program and assigned it to your employees. Time goes by, but you can’t see any results. This is when you might want to take a look at LMS reports
  39.  LMS reporting  Pros:  Time-saving  Automatic process  Objective feedback provided by the system  Helps to find weaknesses in training programs easily  Works 24/7  Cons:  Can only be applied to online programs  Doesn’t lead to better understanding reasons behind an employee’s attitude or behavior