I am a MBA student with Personnel specialization.I need to frame a questionnaire for studying the effectiveness of Training and effectiveness policies in ITES organizatoins.One questionnaire would be to find the meployees effectiveness before the training programme .The second would be during the programme and the third would be after the programme.
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Am attaching herewith the following methods/means which may serve your purpose..
Measuring Training Effectiveness / Impact
Training can be measured in a variety of ways including [List (Items I-V) are in increasing order of business value]:
I - Prior to training
• The number of people that say they need it during the needs assessment process.
• The number of people that sign up for it.
II - At the end of training
• The number of people that attend the session.
• The number of people that paid to attend the session.
• Customer satisfaction (attendees) at end of training.
• Customer satisfaction at end of training when customers know the actual costs of the training.
• A measurable change in knowledge or skill at end of training.
• Ability to solve a "mock" problem at end of training.
• Willingness to try or intent to use the skill/ knowledge at end of training.
III - Delayed impact (non-job)
• Customer satisfaction at X weeks after the end of training.
• Customer satisfaction at X weeks after the training when customers know the actual costs of the training.
• Retention of Knowledge at X weeks after the end of training.
• Ability to solve a "mock" problem at X weeks after end of training.
• Willingness to try (or intent to use) the skill/ knowledge at X weeks after the end of the training.
IV - On the job behavior change
• Trained individuals that self-report that they changed their behavior / used the skill or knowledge on the job after the training (within X months).
• Trained individuals who's managers report that they changed their behavior / used the skill or knowledge on the job after the training (within X months).
• Trained individuals that actually are observed to change their behavior / use the skill or knowledge on the job after the training (within X months).
V - On the job performance change
• Trained individuals that self-report that their actual job performance changed as a result of their changed behavior / skill (within X months).
• Trained individuals who's manager's report that their actual job performance changed as a result of their changed behavior / skill (within X months).
• Trained individuals who's manager's report that their job performance changed (as a result of their changed behavior / skill) either through improved performance appraisal scores or specific notations about the training on the performance appraisal form (within X months).
• Trained individuals that have observable / measurable (improved sales, quality, speed etc.) improvement in their actual job performance as a result of their changed behavior / skill (within X months).
• The performance of employees that are managed by (or are part of the same team with) individuals that went through the training.
• Departmental performance in departments with X % of employees that went through training ROI (Cost/Benefit ratio) of return on training dollar spent (compared to our competition, last year, other offered training, preset goals etc.).
• CEO / Top management knowledge of / approval of / or satisfaction with the training program.
• Rank of training seminar in forced ranking by managers of what factors (among miscellaneous staff functions) contributed most to productivity/ profitability improvement.
• Number (or %) of referrals to the training by those who have previously attended the training.
• Additional number of people who were trained (cross-trained) by those who have previously attended the training. And their change in skill/ behavior/ performance.
• Popularity (attendance or ranking) of the program compared to others (for voluntary training programs).
THE TRAINING EFFECTIVENESS QUESTIONNAIRE
(Developed by T V Rao)
This questionnaire is intended to assess the effectiveness of the training function in an organisation. It is suggested that this test be administered to line managers as well as HR personnel. The scores for individual respondents is noted after each of them takes this test. The average score for all the respondents is calculated to arrive at the score for your organisation. Click for an interpretation of the score for your organisation.
S. NO. QUESTION NOT AT ALL TRUE A LTTLE TRUE SOME WHAT TRUE TRUE TO A GREAT EXTENT VERY TRUE
1. Induction training is given adequate importance in your organisation.
2. Induction training is well-planned.
3. Induction training is of sufficient duration.
4. Induction training provides an excellent opportunity for newcomers to learn comprehensively about the organisation.
5. The norms and values of the company are clearly explained to the new employees during induction.
6. Senior management takes interest and spends time with the new staff during induction training.
7. The new recruits find induction training very useful in your organisation.
8. The induction training is periodically evaluated and improved.
9. The employees are helped to acquire technical knowledge and skills through training.
10. There is adequate emphasis on developing managerial capabilities of the managerial staff through training.
11. Human relations competencies are adequately developed in your organisation through training in human skills.
12. Training of workers is given adequate importance in your organisation.
13. Employees are sponsored for training programmes on the basis of carefully identified developmental needs.
14. Those who are sponsored for the training programmes take the training seriously.
15. Employees in the organisation participate in determining the training they need.
16. Employees sponsored for training go with a clear understanding of the skills and knowledge they are expected to acquire from the training.
17. The HR department conducts briefing and debriefing sessions for employees sponsored for training.
18. In-company programmes are handled by competent faculty.
19. The quality of in-company programmes in your organisation is excellent.
20. Senior line managers are eager to help their juniors develop through training.
21 Employees returning from training are given adequate free time to reflect and plan improvements in the organisation.
22 Line managers provide the right kind of climate to implement new ideas and methods acquired by their juniors during training.
23. Line managers utilise and benefit from the training programmes.
24. External training programmes are carefully chosen after collecting enough information about their quality and suitability.
25. There is a well-designed and widely shared training policy in the company.
Home ->Organisation-related Tests -> The Training Effectiveness Questionnaire
Training for effective feedback
By Bina Feldman
“Feedback” can be defined as “information about past or current performance that guides a person to maintain or change a specific behaviour.”
Giving and receiving feedback is a life skill we use frequently at work and at home. Sometimes we give and receive feedback in a training session, while at other times we give feedback to colleagues during the business day. Just think about all the times you give casual feedback: “Hey, Bruce, good meeting!” Or, “Marcie, this report needs work.” Even, “Mom, great dinner!” is informal feedback.
But has anyone ever taught you how to give feedback professionally? Have you ever evaluated how well you deliver feedback?
In today’s team environment, business people have to communicate good and not-so-good news to their direct reports, their peers and leaders daily. When such feedback is well given and well taken you can expect to see higher productivity, fewer mistakes and higher morale.
Consequently, there is a resurgence of interest in giving and receiving effective feedback and trainers are responding. Here are some strategies that will help you to deliver successful training programs that develop this skill.
Anticipate mild resistance
Typically, participants think they already know all about feedback and they’ll let you know either directly or through their body language. Because they give feedback all day long and usually get the results they need they don’t want a complex, time-consuming model, so your first steps are to:
acknowledge their experience and
validate their success.
Define the framework
Frame the course as a “refresher.” Let participants know that it is an opportunity to take stock, review and upgrade. You’ll be asking them to self-evaluate and set one small goal for improvement. Set aside time for participants to:
assess their skill and
identify one area for development.
Work from a model
There are many models available. The model I use is the observations/thoughts/feelings/wants model. Both positive and constructive feedback are more meaningful when we express our observations, thoughts, feelings and wants. Here are some examples of how the model works:
1. “Hey Bruce, I noticed that you came to the meeting with an agenda. I think that helped you stay focused and finish the meeting on time. I was so grateful to be done by 3 p.m. I really want you to come prepared with an agenda every week.”
2. “Marcie, I see that this report doesn’t have the categories that are usually found in year-end reports. I think that will make it harder for people to compare this year’s results with last year’s. I’m concerned that you didn’t follow the format we talked about. I’d like you to re-do those pages that have missing categories.”
3. “Hi Mom, it’s great that you made a beef dish and a vegetable dish for Sunday dinner. It really helps those of us who want to stay away from red meat. Personally, I was delighted to have the choice. Will you do that every time from now on?”
Familiarize participants with the model and ask them to use it many times throughout the training. Demonstrate the model by using it in a natural, conversational way. Participants can practise:
writing out the feedback;
delivering feedback aloud in pairs; and
practising the skill in triads.
Demonstrate and discuss the
benefits of the more structured approach
When you use a more structured approach like this:
People will be more likely to give you what you want the next time.
It’s more likely that you will describe behaviour and not become judgmental.
People will feel less defensive.
Frame the model as part of the learning curve
Using a model like the four-part one above may sound cumbersome initially. Remind people that it takes time to become comfortable with any new skill. Tips you might share with participants are to:
practise out loud;
use contractions to sound less formal; and
use a tone of voice that sounds natural.
Watch out for non-verbals
Feedback can easily be waylaid when verbal and non-verbal messages are even slightly mixed. This is when self-assessment and peer feedback are critical in the training program.
For example, when giving positive or constructive feedback, do you:
look away from the person?
sound or look apologetic?
smile or laugh from your own discomfort?
Strong body language is crucial to delivering effective feedback, so review these common pitfalls and best practices for assertive non-verbal communication. Be sure to pay attention to tone of voice, gestures, eye contact, posture and physical proximity. Structure the practice session to include feedback on non-verbal delivery.
Frame “role-playing” as “skills practice”
Many participants shy away from “role-playing.” Framing role-playing as “an opportunity to practise this skill” gives it a positive twist. Divide participants into groups of three, in which one participant is the feedback giver (FG), one receives feedback (FR) and one observes (O).
After a relevant case study exercise, the FG practises self-assessment — “This is what I did well; this is what I can do better next time.” The FR and the O practise giving feedback to the FG. The FG receives the feedback non-defensively. Everyone has a turn at each position.
Can you take it as well as you give it?
Feedback training also provides an excellent opportunity to review the guidelines for receiving feedback without defensiveness. All professionals need to review what’s expected of them when on the receiving end of feedback. Framing the following guidelines for receiving feedback as “professionalism” will help participants feel less defensive.
Own what you believe to be true.
Thank the giver for the feedback.
Whether you deliver a training program on effective feedback, whether you are a trainer of other courses who both gives and receives general feedback from participants, or whether you are a professional seeking to upgrade your own communication skills, these guidelines will serve you well.
Measuring Training Effectiveness
[Appendix 4200-T1 Training Course Development --- Rev. April 19, 2002 ]
Training can be considered successful only if the desired outcomes are achieved. As part of a course's initial design and subsequent revisions, the design and development teams shall consider what outcomes are useful measures of training effectiveness. A strategy for assessing the outcomes shall be made part of the course. Outcome measures include but are not limited to the following:
Demonstrated proficiency. This may be an end-of-class test, a practical exercise, accurate responses in an interactive-media format, or a combination of these.
Written course evaluation by the students. As a minimum, this should focus on how well the instructor(s) presented the material, how useful the content and materials were, and how they could be improved.
Feedback from supervisors, EH&S staff, and safety wardens on their observations of employees' skills and knowledge that they have put to use as a consequence of the training.
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