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1、培训效果评估英文版培训效果评估英文版Training ProcessnNeeds AnalysisnDesignnDeliverynEvaluation2Level One: ReactionQuestionnaire: scalesnExcellentWellFairPoornExcellentVery GoodGoodFairPoornStrongly Agree Disagree 7 6 5 4 32 1nHigh Low109 87 6 5 4 32 1 9Level One: ReactionAdvantagesnEasy to executenParticipants are fr
2、eenSome 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, we would like you to give us your honest opi
3、nionnTo 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 accurate than scoresTip 3: Set up baseline sc
4、oresHistorical dataBenchmarking dataPilot group data (Formative evaluation)Tip 4: Combine questionnaires, interviews, focus groupsTip 5: instant feedback for multi subject courses12Level Two: LearningHow to evaluate?nTestnDemonstrationnPresentationnDiscussionnRole Play13Level Two: LearningAdvantages
5、nPressure 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 knowledge based trainingFunctional skillsNew
6、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 Two: LearningTip 2: Set up rules in advance fo
7、r 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 from 11nTopic requirementnTime and assessors
8、nPracticenRight 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 of a relationship. Be sure to cover:qWhat mo
9、tivated 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 feedback (oral or written)nCustomer feedback
10、(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-effect”22Level Three: BehaviorTip 1: Select pro
11、gram carefullynBehavior basedCompany behaviorProfessional skillsManagerial skillsCustomer service (smile, response)nTrainers cooperationTrainers expertise in evaluationDocuments ready before training23Level Three: BehaviorTip 2: Evaluation time in accordance with skills practiceTip 3: Supervisors co
12、operation 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 TrainingnOnly % of classroom learning was t
13、ransferred 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” /All -Prior Knowledge RatenB: “N” /All -Incom
14、prehension 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 purposeIssuesnTime consumingnExpertise scarcitynCooperation f
15、rom 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 Study三茅活动平台 HR的借力成长通道：http:/
