MEASURING TRAINING EFFECTIVENESS AND CONTRIBUTIONS TO ORGANIZATIONAL S

MEASURING TRAINING EFFECTIVENESS AND CONTRIBUTIONS TO ORGANIZATIONAL SUCCESS:

MEASURING TRAINING EFFECTIVENESS AND CONTRIBUTIONS TO ORGANIZATIONAL SUCCESS BY AHMED ABDUL CMD, KANO AREA OFFICE,KANO.

LEARNING OBJECTIVES:

At the end of the session, participants will be able to: develop shared values in human resource training and development evaluate training as a key element of training and development function identify methods that can be used in measuring training; LEARNING OBJECTIVES

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use training to drive organisational process enhance training programme delivery in their organisations

INTRODUCTION:

Training is a critical component in any organization's strategy, but organizations don't always evaluate the business impact of a training program. Given the large expenditures for training in many organizations, it is important to develop business intelligence tools that will help companies improve the measurement of training effectiveness. These tools need to provide a methodology to measure, evaluate, and continuously improve training, as well as the organizational and technical infrastructure (systems) to implement the methodology. INTRODUCTION

TRAINING CONCEPT:

The planned process designed to effect predetermined behavioural changes in individuals or groups The process by which behaviour is modified or new behaviour is introduced in order to meet the requirements of a particular job, new positions and responsibilities TRAINING CONCEPT

TRAINING CONCEPT (CONTD):

Class or job related activities that are designed to improve skills, attitudes, competencies, team effort, work climate and job performance Training is job specific and aims at utilisation of knowledge and development of skills TRAINING CONCEPT (CONTD)

TARGETS OF TRAINING AND DEVELOPMENT:

Training enhances performance and provides specific benefits to: Individuals Organisations Community, and Nation TARGETS OF TRAINING AND DEVELOPMENT

MEASURING TRAINING EFFECTIVENESS:

Training is an essential element to business success, but what’s even more crucial is the ability to measure the training's effectiveness. After your employees or management team have participated in a training session or event, it is important to evaluate how effective the training was. MEASURING TRAINING EFFECTIVENESS

TRAINING EFFECTIVENESS:

The determination of training effectiveness should address three categories: (1) Training activities; (2) Evaluation activities; and (3) Training effectiveness indicators. TRAINING EFFECTIVENESS

DISCUSSION:

HOW DOES YOUR ORGANIZATION EVALUATE THE SUCCESS OF A TRAINING PROGRAM? DISCUSSION

A. DONALD KIRKPATRICK'S TRAINING EVALUATION MODEL:

Donald Kirkpatrick's 1994 book Evaluating Training Programs defined his originally published ideas of 1959, thereby further increasing awareness of them, so that his theory has now become arguably the most widely used and popular model for the evaluation of training and learning. Kirkpatrick's four-level model is now considered an industry standard across the HR and training communities. A. DONALD KIRKPATRICK'S TRAINING EVALUATION MODEL

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So, how do you conduct an evaluation? The basic steps are: 1. Design the evaluation. This first step involves designing survey questionnaires, formulas and spreadsheets for data entry. 2. Collect the data. Here, you conduct the survey and focus group sessions and collect operational and business performance data. 3. Analyze the data. Analysis entails converting the raw data into useful information on which you can make evaluative judgments. 4. Report the results. In this final step, write and distribute the report and debrief client managers and other interested stakeholders. In designing your evaluation, you will need to think about your data sources. Where should you get your data? Here are some ideas on appropriate data sources for each level.

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The four levels of Kirkpatrick's evaluation model essentially measure: reaction of Participant - what they thought and felt about the training learning - the resulting increase in knowledge or capability behaviour - extent of behaviour and capability improvement and implementation/application results - the effects on the business or environment resulting from the trainee's performance

1.REACTION:

Reaction evaluation is how the delegates felt about the training or learning experience. for example: Did the trainees like and enjoy the training? Did they consider the training relevant? Was it a good use of their time? Did they like the venue, the style, timing, domestics, etc? Level of participation. Ease and comfort of experience. Level of effort required to make the most of the learning. Perceived practicability and potential for applying the learning. 1.REACTION

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The tools mostly used are: 'Happy sheets', feedback forms. Verbal reaction, post-training surveys or questionnaires. Its major advantages are; Quick and very easy to obtain. Not expensive to gather or to analyse.

RELEVANCE AND PRACTICABILITY:

Can be done immediately the training ends. Very easy to obtain reaction feedback Feedback is not expensive to gather or to analyse for groups. Important to know that people were not upset or disappointed. Important that people give a positive impression when relating their experience to others who might be deciding whether to experience same. RELEVANCE AND PRACTICABILITY

2.LEARNING:

Learning evaluation is the measurement of the increase in knowledge - before and after. Did the trainees learn what was intended to be taught? Did the trainee experience what was intended for them to experience? What is the extent of advancement or change in the trainees after the training, in the direction or area that was intended? Tools and methods used are; Typically assessments or tests before and after the training. Interview or observation can also be used. 2.LEARNING

RELEVANCE AND PRACTICABILITY:

Relatively simple to set up, but more investment and thought required than reaction evaluation. Highly relevant and clear-cut for certain training such as quantifiable or technical skills. Less easy for more complex learning such as attitudinal development, which is famously difficult to assess. Cost escalates if systems are poorly designed, which increases work required to measure and analyse . RELEVANCE AND PRACTICABILITY

3. BEHAVIOUR:

Behaviour evaluation is the extent of applied learning back on the job - implementation. Did the trainees put their learning into effect when back on the job? Were the relevant skills and knowledge used Was there noticeable and measurable change in the activity and performance of the trainees when back in their roles? Some of the tools used are; Observation and interview over time are required to assess change, relevance of change, and sustainability of change. Measurement of behaviour change typically requires cooperation and skill of line-managers. 3. BEHAVIOUR

RELEVANCE AND PRACTICABILITY:

Measurement of behaviour change is less easy to quantify and interpret than reaction and learning evaluation. Simple quick response systems unlikely to be adequate. Cooperation and skill of observers, typically line-managers, are important factors, and difficult to control. Management and analysis of ongoing subtle assessments are difficult, and virtually impossible without a well-designed system from the beginning. RELEVANCE AND PRACTICABILITY

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Evaluation of implementation and application is an extremely important assessment - there is little point in a good reaction and good increase in capability if nothing changes back in the job, therefore evaluation in this area is vital, albeit challenging. Behaviour change evaluation is possible given good support and involvement from line managers or trainees, so it is helpful to involve them from the start, and to identify benefits for them, which links to the level 4 evaluation below.

4. RESULTS:

Results evaluation is the effect on the business or environment by the trainee. Measures would typically be business or organisational key performance indicators, such as: Volumes, values, percentages, timescales, return on investment, and other quantifiable aspects of organisational performance e.g. numbers of complaints, staff turnover, attrition, failures, wastage, non-compliance, quality ratings etc Some of methods used are: Measures are already in place via normal management systems and reporting - the challenge is to relate to the trainee. 4. RESULTS

RELEVANCE AND PRACTICABILITY:

Individually, results evaluation is not particularly difficult; across an entire organisation it becomes very much more challenging, not least because of the reliance on line-management, and the frequency and scale of changing structures, responsibilities and roles, which complicates the process of attributing clear accountability. Also, external factors greatly affect organisational and business performance, which cloud the true cause of good or poor results. RELEVANCE AND PRACTICABILITY

B. BLOOM'S TAXONOMY: :

Cognitive: mental skills ( Knowledge) Affective: growth in feelings or emotional areas ( Attitude) Psychomotor: manual or physical skills ( Skills) This taxonomy of learning behaviors can be thought of as "the goals of the training process." That is, after the training session, the learner should have acquired new skills, knowledge, and/or attitudes. B. BLOOM'S TAXONOMY:

FACTORS AFFECTING EFFECTIVE TRAINING:

Lack of line management ownership Strong involvement and participation of training and line management are vital components of robust training programmes. Direct observation of training activities is a necessary input to the manager on the health of the training programme. Weak self-assessments Most stations perform self-assessments to identify weaknesses and areas for improvement in their training programmes. FACTORS AFFECTING EFFECTIVE TRAINING

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Participant dissatisfaction Often, participant dissatisfaction with training results in students not participating in the training, not asking questions, or not providing comments. Instructors should be aware of this sort of passive feedback. Managers observing training can identify these behaviors.

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Isolationism Learning from others is a necessary component of a robust training programme. Stations without benchmarking or other methods of learning from other stations often do not recognize when degradation begins in training content, methods, or other programme attributes.

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Weak use of a systematic approach In these cases, there is a poor link between known human performance problems and training being provided. In addition, some organizations created new positions as a result of organizational changes. These new positions required new knowledge or skills, but the analysis was not considered as part of the change process.

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Insufficient line management training expertise A working, practical knowledge of training processes and content by the responsible managers is necessary to maintain a robust training programme. When plant line managers donot fully understand their responsibilities for their training programmes, they rely on the training manager to identify and address training related weaknesses.

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Distractions from training “Distracting activities that focus management attention away from training.” Every organization has many varied concerns and activities, in addition to training, that must be managed in accordance with appropriate priorities.

CONTRIBUTIONS TO ORGANIZATIONS SUCCESS:

Improves the skills, attitudes and competencies of the work force. Closes the gap between what is provided in educational institutions and the demands of the job and life Helps people adjust and adapt to new situations and changes in their organisations and the environment; CONTRIBUTIONS TO ORGANIZATIONS SUCCESS

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Provides the individual with values and develops the human personality Provides shared values, direct effort and enhances commitment to organisational goals; Enables managers solve problems, take quality decisions, use new methods and processes and technology

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7. Improves communication, interpersonal relations, organisational health and teamwork 8. Enables organisations cope with challenges in goal achievement 9.The challenges include high cost, waste, deficiency in skills, inappropriate techniques, morale problems, etc

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9. Sharpens organisation’s response to market, competition, technological and other environmental factors 10. Improves the capability and overall performance of an organisation

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11. Forecast, the importance of continued learning is an overarching trend of societal needs, indicating that organizations must foster learning as a social responsibility to ensure they are competitive in the global marketplace. 12. Strategic positioning of training and development directly promotes organizational business goals and objectives.

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14. The social and moral responsibility of the organization to develop employees beyond their current job and offer opportunities to learn and grow, for career and social mobility. 15. The business advantages of continuous learning--expansion of human capital knowledge and business performance--place HR in the key leadership role to focus on strategy, design and implementation of training and development.

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16. Organizations that invest in opportunities for growth and learning generate significant returns on employee retention, motivation, trust and initiative. 17. To meet current and future business demands, training and development encompasses a wide range of learning actions, from training for tasks and knowledge sharing to improved customer service and career development, thus expanding individual, group and organizational effectiveness.

EXERCISES:

What factors drive training in your organisation What factors are expected to drive training? Take any two jobs in your organisation. Identify the objectives, functions and relevant knowledge, skills and attitude required to handle them How does your organization measure effectiveness of training. EXERCISES

CONCLUSION:

Traditionally, the purpose of training and development has been to ensure that employees can effectively accomplish their jobs. Today, the business environment has changed, with intense pressure on organizations to stay ahead of the competition through innovation and reinvention. T raining addresses specific individual and organisational needs for the achievement of goals CONCLUSION