Traninig Implementation And Evaluation Practices
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TRANINIG IMPLEMENTATION AND EVALUATION PRACTICES Amit Patel Chirag Patel Deepak Rao Jaydev Joshi
To:- Prof.Arvind Rajshekher
07/04/09
Training And Development
1
Training Process evaluation
A vital aspect of any sort of evaluation is its effect on the person being evaluated. Always look for positives in negative results. Encourage and support - don't criticize without adding some positives, and certainly never focus on failure, or that's just what you'll produce. Evaluation is not just for the trainer or teacher or organisation or policy-makers - evaluation is absolutely vital for the learner too, which is perhaps the most important reason of all for evaluating people properly, fairly, and with as much encouragement as the situation allows.
07/04/09
Training And Development
2
Evaluation of workplace learning and training For
effective training and learning evaluation, the principal questions should be: To what extent were the identified training needs objectives achieved by the programme? To what extent were the learners' objectives achieved? What specifically did the learners learn or be usefully reminded of?
07/04/09
Training And Development
3
Back at work, How
successful were the trainees in implementing their action plans? To what extent were they supported in this by their line managers? To what extent has the action listed above achieved a Return on Investment (ROI) for the organization, either in terms of identified objectives satisfaction or, where possible, a monetary assessment. 07/04/09
Training And Development
4
Organizations commonly fail to perform these evaluation processes especially
where: The HR department and trainers, do not have sufficient time to do so, and/or The HR department does not have sufficient resources - people and money to do so.
07/04/09
Training And Development
5
Evaluation of training
There are the two principal factors which need to be resolved: Who is responsible for the validation and evaluation processes? What resources of time, people and money are available for validation/evaluation purposes? (Within this, consider the effect of variation to these, for instance an unexpected cut in budget or manpower. In other words anticipate and plan contingency to deal with variation.)
07/04/09
Training And Development
6
Responsibility for the evaluation of training The
'Training Evaluation Quintet' advocated consists of: Senior management The trainer Line management The training manager The trainee Each has their own responsibilities 07/04/09
Training And Development
7
Senior management - training evaluation responsibilities
Awareness of the need and value of training to the organization. The necessity of involving the Training Manager (or equivalent) in senior management meetings where decisions are made about future changes when training will be essential. Knowledge of and support of training plans. Active participation in events. Requirement for evaluation to be performed and require regular summary report. Policy and strategic decisions based on results and ROI data.
07/04/09
Training And Development
8
The trainer - training evaluation responsibilities
Provision of any necessary pre-programme work etc and programme planning. Identification at the start of the programme of the knowledge and skills level of the trainees/learners. Provision of training and learning resources to enable the learners to learn within the objectives of the programme and the learners' own objectives. Monitoring the learning as the programme progresses. At the end of the programme, assessment of and receipt of reports from the learners of the learning levels achieved. Ensuring the production by the learners of an action plan to reinforce, practise and implement learning
07/04/09
Training And Development
9
The line manager - training evaluation responsibilities
Work-needs and people identification. Involvement in training programme and evaluation development. Support of pre-event preparation and holding briefing meetings with the learner. Giving ongoing, and practical, support to the training programme. Holding a debriefing meeting with the learner on their return to work to discuss, agree or help to modify and agree action for their action plan. Reviewing the progress of learning implementation. Final review of implementation success and assessment, where possible, of the ROI.
07/04/09
Training And Development
10
The training manager - training evaluation responsibilities
Management of the training department and agreeing the training needs and the programme application Maintenance of interest and support in the planning and implementation of the programmes, including a practical involvement where required The introduction and maintenance of evaluation systems, and production of regular reports for senior management Frequent, relevant contact with senior management Liaison with the learners' line managers and arrangement of learning implementation responsibility learning programmes for the managers Liaison with line managers, where necessary, in the assessment of the training ROI.
07/04/09
Training And Development
11
The trainee or learner - training evaluation responsibilities
Involvement in the planning and design of the training programme where possible Involvement in the planning and design of the evaluation process where possible Obviously, to take interest and an active part in the training programme or activity. To complete a personal action plan during and at the end of the training for implementation on return to work, and to put this into practice, with support from the line manager. Take interest and support the evaluation processes.
07/04/09
Training And Development
12
Motivation Ennobling Enabling
Empowering
Encouraging
07/04/09
Training And Development
13
Ennoblement Show
Respect Nurture Dignity Expect Excellence Provide Connectivity
07/04/09
Training And Development
14
Enablement Provide Knowledge Skills Tools
Develop
07/04/09
Key Values
Training And Development
15
Empowerment Grant
License for Action Invoke Responsibility
07/04/09
Training And Development
16
Encouragement Inspire
Confidence Stimulate Further Action Provide Feedback Mentor
07/04/09
Training And Development
17
Change Process Mental States Requirement
Strategy
Desire
Reason
Ennobling
Vision
Intention
Way
Enabling
Mission & Goals
Action
Trust
Empowering
Strategies & Values
Results
Encouraging
Feedback
Motivation 07/04/09
Process
Change
Training And Development
Innovation 18
Recommendations Articulate
and model the vision Nurture care and trust Share space, time and resources Build on commonality and celebrate differences Encourage interconnectedness Respect and integrate diversity Elevate and reinforce the purpose
07/04/09
Training And Development
19
To:- Prof.Arvind Rajshekher
07/04/09
Training And Development
1
Training Process evaluation
A vital aspect of any sort of evaluation is its effect on the person being evaluated. Always look for positives in negative results. Encourage and support - don't criticize without adding some positives, and certainly never focus on failure, or that's just what you'll produce. Evaluation is not just for the trainer or teacher or organisation or policy-makers - evaluation is absolutely vital for the learner too, which is perhaps the most important reason of all for evaluating people properly, fairly, and with as much encouragement as the situation allows.
07/04/09
Training And Development
2
Evaluation of workplace learning and training For
effective training and learning evaluation, the principal questions should be: To what extent were the identified training needs objectives achieved by the programme? To what extent were the learners' objectives achieved? What specifically did the learners learn or be usefully reminded of?
07/04/09
Training And Development
3
Back at work, How
successful were the trainees in implementing their action plans? To what extent were they supported in this by their line managers? To what extent has the action listed above achieved a Return on Investment (ROI) for the organization, either in terms of identified objectives satisfaction or, where possible, a monetary assessment. 07/04/09
Training And Development
4
Organizations commonly fail to perform these evaluation processes especially
where: The HR department and trainers, do not have sufficient time to do so, and/or The HR department does not have sufficient resources - people and money to do so.
07/04/09
Training And Development
5
Evaluation of training
There are the two principal factors which need to be resolved: Who is responsible for the validation and evaluation processes? What resources of time, people and money are available for validation/evaluation purposes? (Within this, consider the effect of variation to these, for instance an unexpected cut in budget or manpower. In other words anticipate and plan contingency to deal with variation.)
07/04/09
Training And Development
6
Responsibility for the evaluation of training The
'Training Evaluation Quintet' advocated consists of: Senior management The trainer Line management The training manager The trainee Each has their own responsibilities 07/04/09
Training And Development
7
Senior management - training evaluation responsibilities
Awareness of the need and value of training to the organization. The necessity of involving the Training Manager (or equivalent) in senior management meetings where decisions are made about future changes when training will be essential. Knowledge of and support of training plans. Active participation in events. Requirement for evaluation to be performed and require regular summary report. Policy and strategic decisions based on results and ROI data.
07/04/09
Training And Development
8
The trainer - training evaluation responsibilities
Provision of any necessary pre-programme work etc and programme planning. Identification at the start of the programme of the knowledge and skills level of the trainees/learners. Provision of training and learning resources to enable the learners to learn within the objectives of the programme and the learners' own objectives. Monitoring the learning as the programme progresses. At the end of the programme, assessment of and receipt of reports from the learners of the learning levels achieved. Ensuring the production by the learners of an action plan to reinforce, practise and implement learning
07/04/09
Training And Development
9
The line manager - training evaluation responsibilities
Work-needs and people identification. Involvement in training programme and evaluation development. Support of pre-event preparation and holding briefing meetings with the learner. Giving ongoing, and practical, support to the training programme. Holding a debriefing meeting with the learner on their return to work to discuss, agree or help to modify and agree action for their action plan. Reviewing the progress of learning implementation. Final review of implementation success and assessment, where possible, of the ROI.
07/04/09
Training And Development
10
The training manager - training evaluation responsibilities
Management of the training department and agreeing the training needs and the programme application Maintenance of interest and support in the planning and implementation of the programmes, including a practical involvement where required The introduction and maintenance of evaluation systems, and production of regular reports for senior management Frequent, relevant contact with senior management Liaison with the learners' line managers and arrangement of learning implementation responsibility learning programmes for the managers Liaison with line managers, where necessary, in the assessment of the training ROI.
07/04/09
Training And Development
11
The trainee or learner - training evaluation responsibilities
Involvement in the planning and design of the training programme where possible Involvement in the planning and design of the evaluation process where possible Obviously, to take interest and an active part in the training programme or activity. To complete a personal action plan during and at the end of the training for implementation on return to work, and to put this into practice, with support from the line manager. Take interest and support the evaluation processes.
07/04/09
Training And Development
12
Motivation Ennobling Enabling
Empowering
Encouraging
07/04/09
Training And Development
13
Ennoblement Show
Respect Nurture Dignity Expect Excellence Provide Connectivity
07/04/09
Training And Development
14
Enablement Provide Knowledge Skills Tools
Develop
07/04/09
Key Values
Training And Development
15
Empowerment Grant
License for Action Invoke Responsibility
07/04/09
Training And Development
16
Encouragement Inspire
Confidence Stimulate Further Action Provide Feedback Mentor
07/04/09
Training And Development
17
Change Process Mental States Requirement
Strategy
Desire
Reason
Ennobling
Vision
Intention
Way
Enabling
Mission & Goals
Action
Trust
Empowering
Strategies & Values
Results
Encouraging
Feedback
Motivation 07/04/09
Process
Change
Training And Development
Innovation 18
Recommendations Articulate
and model the vision Nurture care and trust Share space, time and resources Build on commonality and celebrate differences Encourage interconnectedness Respect and integrate diversity Elevate and reinforce the purpose
07/04/09
Training And Development
19
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