《朗讯科技培训效果评估分析报告英文版》由会员分享，可在线阅读，更多相关《朗讯科技培训效果评估分析报告英文版（36页珍藏版）》请在金锄头文库上搜索。
1、Measure Training Results nSome ConceptsnSome experiencesnSome lessonsFrank CaoLucent T1Training ProcessnNeeds AnalysisnDesignnDeliverynEvaluation2Four Evaluation LevelsnReactionHow do participants feel about the program?nLearningTo what extent did the participants increase knowledge, improve skills,
2、 and/or change attitude?nBehaviorTo what extent did their job behavior change?nResultsWhat final results occurred? (Quantity, quality, safety, sales, costs, profits, ROI)3Level One: ReactionWhat is evaluated?nContentnTrainernMethodologynMaterialnFacilitiesnLogisticsnRegistration4Example QuestionsnPr
3、obability you will use ideas from this session in your worknContent relevance to my jobnPractical examples and experiencenSpeakers knowledge of subject areanSpeakers presentation/facilitation skillsnSpeakers ability to respond to questionsnGroup participation5Level One: ReactionWhat is evaluated?nOv
4、erall6Example 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 at
5、tend? Rank in order of importance)7Level One: ReactionHow to evaluate?nQuestionnairesnInterviewnFocus GroupnPhone survey8Level One: ReactionQuestionnaire: scalesnExcellentWellFairPoornExcellentVery GoodGoodFairPoornStrongly Agree Disagree 7 6 5 4 32 1nHigh Low109 87 6 5 4 32 1 9Level One: ReactionAd
6、vantagesnEasy to executenParticipants are freenSome relationship to on job performanceIssuesnPurely subjectiveHalo effect (smile sheet)Horn effectCentral tendencynTime pressure10Level One: ReactionTip 1: highlight purpose, solicit cooperationnTo determine the degree that the seminar met your needs,
7、we would like you to give us your honest opinionnTo 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.11Level One: ReactionTip 2: Encourage commentsComments are more a
8、ccurate than scoresTip 3: Set up baseline scoresHistorical dataBenchmarking dataPilot group data (Formative evaluation)Tip 4: Combine questionnaires, interviews, focus groupsTip 5: instant feedback for multi subject courses12Level Two: LearningHow to evaluate?nTestnDemonstrationnPresentationnDiscuss
9、ionnRole Play13Level Two: LearningAdvantagesnPressure to participantsnPressure to trainernFirst step to change behaviorIssuesnTensionnReliabilitynCreditabilitynDifficultynDifferentiationnNot the best indicator for on job change14Level Two: LearningTip 1: Fully utilize testnTest is good to evaluate k
10、nowledge based trainingFunctional skillsNew Employee OrientationSupervisor ABCnBe serious about test result of formal trainingnInstant self scoring and symbolic incentive for informal trainingnReliability, Creditability, Difficulty and DifferentiationnSet up baselinenFinal score vs. gain1516Level Tw
11、o: LearningTip 2: Set up rules in advance for demonstration and presentationTopicTimeCriteria to evaluateEvaluators are key success factorTip 3: People dont speak might be best learnerTip 4: People good at role play might not be good learner17Example:Management SkillsnParticipants selected 3 topics
12、from 11nTopic requirementnTime and assessorsnPracticenRight before the stage.Participants knew the topicnAssessors interacted with and provided feedback to participants18Example: Leadership StyleDescribe a situation when you used what you learned about leadership styles to improve the effectiveness
13、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 results19Example: Performance Appraisal20Level Three: BehaviorHow to evaluate?nObservationnPerformance Appraisal InformationnSupervisor f
14、eedback (oral or written)nCustomer feedback (oral or written) nEmployee feedback (oral or written)21Level Three: BehaviorAdvantagesnDirect purpose of trainingnRecognized by supervisor and management teamIssuesnTime consumingnExpertise scarcitynCooperation from supervisor/customernMultiple “cause-eff
15、ect”22Level Three: BehaviorTip 1: Select program carefullynBehavior basedCompany behaviorProfessional skillsManagerial skillsCustomer service (smile, response)nTrainers cooperationTrainers expertise in evaluationDocuments ready before training23Level Three: BehaviorTip 2: Evaluation time in accordan
16、ce with skills practiceTip 3: Supervisors cooperation is key success factorCommitment when registerMutual benefitBrief the key points24Level Three: BehaviorTip 4: “Take advantage” of vendorKey behavior identificationQuestionnaires designTimeResult analysis25Example: Time Management26TOT: Transfer of
17、 TrainingnOnly % of classroom learning was transferred to work!nThe transfer must be PLANNED!27TOT: Transfer of TrainingnA. Before taking, could you?nB. Can you currently?nC. How often are you applyingon your jobTOT occurred ifA is NB is YC is =1Y NY N0 1 2 3 4 5 28TOT: Transfer of TrainingnA: “Y” /
18、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%29Level Four:ResultsHow to evaluate?nQuantitynQualitynSafety nSales nCosts nProfits nROI30Level Four:ResultsAdvantagesnUltimate purposeIssuesnTim
19、e consumingnExpertise scarcitynCooperation from ManagementnMultiple “cause-effect”31Level Four:ResultsTip 1: Select programs that other causes are stablenQuality training - error ratenSafety training - accident ratenSales training - revenue growth rate/order lose rate32Level Four:ResultsTip 2: Use a control group if practicalTip 3: Allow time for possible results to take place33Example: Retention Skills34Example: EMS ProjectnShop ReengineeringnCost ReductionnImprove Customer Service ProcessnOrder Entry via Configuration SystemnChina CBU AR Improvement35ASTD 1997 Study36
