培训效果评估.ppt

Measure Training Results nSome ConceptsnSome experiencesnSome lessonsFrank CaoLucent Technologiesfcao@1Training ProcessnNeeds AnalysisnDesignnDeliverynEvaluation2Four Evaluation LevelsnReaction–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)3Level One: ReactionWhat is evaluated?nContentnTrainernMethodologynMaterialnFacilitiesnLogisticsnRegistration4Example QuestionsnProbability you will use ideas from this session in your worknContent relevance to my jobnPractical examples and experiencenSpeaker’s knowledge of subject areanSpeaker’s presentation/facilitation skillsnSpeaker’s ability to respond to questionsnGroup participation5Level One: ReactionWhat is evaluated?nOverall6Example QuestionsnWhat 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)7Level One: ReactionHow to evaluate?nQuestionnairesnInterviewnFocus GroupnPhone survey8Level One: ReactionQuestionnaire: scalesnExcellentWellFairPoornExcellentVery GoodGoodFairPoornStrongly Agree Disagree 7 6 5 4 32 1nHigh Low109 87 6 5 4 32 1 9Level One: ReactionAdvantagesnEasy to executenParticipants are freenSome relationship to on job performanceIssuesnPurely subjective–Halo effect (smile sheet)–Horn effect–Central tendencynTime pressure10Level One: ReactionTip 1: highlight purpose, solicit cooperationnTo 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.11Level One: ReactionTip 2: Encourage comments–Comments are more accurate than scoresTip 3: Set up baseline scores–Historical data–Benchmarking data–Pilot group data (Formative evaluation)Tip 4: Combine questionnaires, interviews, focus groupsTip 5: instant feedback for multi subject courses12Level Two: LearningHow to evaluate?nTestnDemonstrationnPresentationnDiscussionnRole Play13Level Two: LearningAdvantagesnPressure to participantsnPressure to trainernFirst step to change behaviorIssuesnTensionnReliabilitynCreditabilitynDifficultynDifferentiationnNot the best indicator for on job change14Level Two: LearningTip 1: Fully utilize testnTest is good to evaluate knowledge based training–Functional skills–New Employee Orientation–Supervisor ABCnBe serious about test result of formal trainingnInstant self scoring and symbolic incentive for informal trainingnReliability, Creditability, Difficulty and DifferentiationnSet up baselinenFinal score vs. gain1516Level Two: LearningTip 2: Set up rules in advance for demonstration and presentation–Topic–Time–Criteria to evaluate–Evaluators are key success factorTip 3: People don’t speak might be best learnerTip 4: People good at role play might not be good learner17Example:Management SkillsnParticipants selected 3 topics from 11nTopic requirementnTime and assessorsnPracticenRight before the stage…...Participants knew the topicnAssessors interacted with and provided feedback to participants18Example: Leadership StyleDescribe 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 differenceqWhat did you find and howqWhat did you do to flex your styleqWhat were the results19Example: Performance Appraisal20Level Three: BehaviorHow to evaluate?nObservationnPerformance Appraisal InformationnSupervisor feedback (oral or written)nCustomer feedback (oral or written) nEmployee feedback (oral or written)21Level Three: BehaviorAdvantagesnDirect purpose of trainingnRecognized by supervisor and management teamIssuesnTime consumingnExpertise scarcitynCooperation from supervisor/customernMultiple “cause-effect”22Level Three: BehaviorTip 1: Select program carefullynBehavior based–Company behavior–Professional skills–Managerial skills–Customer service (smile, response)nTrainer’s cooperation–Trainer’s expertise in evaluation–Documents ready before training23Level Three: BehaviorTip 2: Evaluation time in accordance with skills practiceTip 3: Supervisor’s cooperation is key success factor–Commitment when register–Mutual benefit–Brief the key points24Level Three: BehaviorTip 4: “Take advantage” of vendor–Key behavior identification–Questionnaires design–Time–Result analysis25Example: Time Management26TOT: Transfer of TrainingnOnly % of classroom learning was transferred to work!nThe transfer must be PLANNED!27TOT: Transfer of TrainingnA. Before taking…, could you…?nB. Can you currently…?nC. How often are you applying…on your jobTOT occurred if»A is N»B is Y»C is >=1Y NY N0 1 2 3 4 5 28TOT: Transfer of TrainingnA: “Y” /All -Prior Knowledge RatenB: “N” /All -Incomprehension RatenC: “0” /All -Disconnect RatenTOT RateAcceptable Rate0-66%0-33%0-33%LowMidHigh0-33%34-66%67-100%29Level Four:ResultsHow to evaluate?nQuantitynQualitynSafety nSales nCosts nProfits nROI30Level Four:ResultsAdvantagesnUltimate purposeIssuesnTime consumingnExpertise scarcitynCooperation from ManagementnMultiple “cause-effect”31Level Four:ResultsTip 1: Select programs that other causes are stablenQuality training - error ratenSafety training - accident ratenSales training - revenue growth rate/order lose rate32Level Four:ResultsTip 2: Use a control group if practicalTip 3: Allow time for possible results to take place33Example: Retention Skills34Example: EMS ProjectnShop ReengineeringnCost ReductionnImprove Customer Service ProcessnOrder Entry via Configuration SystemnChina CBU AR Improvement35ASTD 1997 Study36。