hiroshima
i am doing hr project on training effectiveness on performance of the employees any body having some questionnares please send
From India, Kochi
PROFESSIONALS AND BUSINESSES PARTICIPATING IN DISCUSSION
Nashbramhall
Learning & Teaching Fellow (retired)
S.Chandrasekar
Hr-manager, Trainer, Writer
Leolingham2000
Management Consultant
+2 Others

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nashbramhall
1611

Please see my posts on Research Methodology (ppt slides attached) and also on MBA projects (links given to websites). Simhan A retired academic in UK
From United Kingdom
arunvr
Hai, Greetings from victor. Can you give me a call so that i can help you to do your project. I have got around 250 projects. thanks regards, Victor _______________________________________________
From India, Madras
S.Chandrasekar
39

Mr.Narasimhan, I think the reply of Mr.Victor has puzzled you. Quite true. I don't know how he managed to get all those in stock. For you, a very experienced person settled in the UK and looking after the training needs, this number is absolutely nothing. Your reply shows your humble modesty.
Regards,
Chandru

From India, Madras
leolingham2000
256


Here is some useful material.
regards
LEO LINGHAM
================================================
IT IS NECESSARY / ESSENTIAL TO MEASURE
THE TRAINING EFFECTIVENESS AT FIRST.
THE FOLLOWING ARE THE MOST POPULAR AREAS
FOR MEASUREMENT.

1.Efficiency
Efficiency is a measure of the amount of learning achieved relative to the amount of effort put in. In practical terms this means the amount of time it takes to complete a piece of training. Efficiency has a direct relation to cost – the more efficient a training method is, the less it will cost.
2.Reactions
Reactions are what you measure with the ‘happy sheet’. Reactions are important because, if employees react negatively to your courses, they are less likely to transfer what they learned to their work and more likely to give bad reports to their peers, leading in turn to lower employees numbers.
3.Learning
Learning, in terms of new or improved skills, knowledge and attitudes, is the primary aim of a training event. Learning can be measured objectively using a test or exam or some form of assessed exercise. If an employee has to achieve a certain level of learning to obtain a ‘pass mark’, then the number of passes may be used as an evaluation measure. Another important aspect of learning is the degree of retention – how much of the learning has stuck after the course is over.
4.Behaviour change
If an employee has learned something from a course, you hope that this will be reflected in their behaviour on the job. If an employee employs what they have learned appropriately, then their work behaviour will meet desired criteria. Behaviour can be measured through observation or, in some cases, through some automated means. To assess behaviour change requires that the measurements are taken before and after the training.
5.Performance change
If, as a result of training, employees are using appropriate behaviours on the job, then you would expect that to have a positive impact on performance. A wide variety of indicators can be employed to measure the impact of training on performance – numbers of complaints, sales made, output per hour and so on. It is hard to be sure that it is training that has made the difference without making comparisons to a control group – a group of employees who have not been through the training.
================================================

THE DATA PROVIDED BY THE PRE AND POST TRAINING ANALYSIS HELPS
THE TRAINING MANAGER IN A NUMBER OF WAYS.

1.To validate training as a business tool
Training is one of many actions that an organisation can take to improve its performance and profitability. Only if training is properly evaluated can it be compared against these other methods and expect, therefore, to be selected either in preference to or in combination with other methods.

2.To justify the costs incurred in training

We all know that when money is tight, training budgets are amongst the first to be sacrificed. Only by thorough, quantitative analysis can training departments make the case necessary to resist these cuts.

3.To help improve the design of training

Training programmes should be continuously improved to provide better value and increased benefits for an organisation. Without formal evaluation, the basis for changes can only be subjective.

4.To help in selecting training methods

These days there are many alternative approaches available to training departments, including a variety of classroom, on-job and self-study methods. Using comparative evaluation techniques, organisations can make rational decisions about the methods to employ.

5.Efficiency
Efficiency is a measure of the amount of learning achieved relative to the amount of effort put in. In practical terms this means the amount of time it takes to complete a piece of training. Efficiency has a direct relation to cost – the more efficient a training method is, the less it will cost.

6.Performance to schedule

Sometimes with a training programme, ‘time is of the essence’ – the training needs to be completed by a given date if a particular business objective is to be achieved. In these situations, the extent to which a training programme performs to schedule is a critical measure of success.

7.The extent to which trainees mix

A justification often made for training, particularly group events, is that it provides an opportunity for students who work in different departments or regions to meet with each other, share experiences and make contacts. Because this is a valued outcome of training, it needs to be considered when comparing training methods. Similarly, some training may be regarded as a perk, a benefit of some value, even if this is not directly related to learning.

8.Reactions

Reactions are what you measure with the ‘happy sheet’. Reactions are important because, if students react negatively to your courses, they are less likely to transfer what they learned to their work and more likely to give bad reports to their peers, leading in turn to lower student numbers.

9.Learning

Learning, in terms of new or improved skills, knowledge and attitudes, is the primary aim of a training event. Learning can be measured objectively using a test or exam or some form of assessed exercise. If a student has to achieve a certain level of learning to obtain a ‘pass mark’, then the number of passes may be used as an evaluation measure. Another important aspect of learning is the degree of retention – how much of the learning has stuck after the course is over.

10.Behaviour change

If a student has learned something from a course, you hope that this will be reflected in their behaviour on the job. If a student employs what they have learned appropriately, then their work behaviour will meet desired criteria. Behaviour can be measured through observation or, in some cases, through some automated means. To assess behaviour change requires that the measurements are taken before and after the training.

11.Performance change

If, as a result of training, students are using appropriate behaviours on the job, then you would expect that to have a positive impact on performance. A wide variety of indicators can be employed to measure the impact of training on performance – numbers of complaints, sales made, output per hour and so on. It is hard to be sure that it is training that has made the difference without making comparisons to a control group – a group of employees who have not been through the training.

12.Return on investment as a measure
Return on investment (ROI) is a measure of the monetary benefits obtained by an organisation over a specified time period in return for a given investment in a training programme. Looking at it another way, ROI is the extent to which the benefits (outputs) of training exceed the costs (inputs).
ROI can be used both to justify a planned investment and to evaluate the extent to which the desired return was achieved. However, it can not measure all aspects of training success:
whether students liked the training or not
the numbers of students participating in the training
the extent to which students' personal objectives were achieved
================================================== ===============
THERE ARE VARIOUS FORMS USED IN THE EVALUATION
OF THE TRAINING.

FORMAT 1.
REVIEW THE TRAINING PLAN CHECKLIST
BY HRM.

1. An assessment of the current situation.
2. A statement of purpose, outlining what is to be accomplished.
3.Identification of the training needs.
4. A statement of planning premises -significant asssumptions,
constraints, and parameters.
5. A forecast statement of factors that might help or hinder
the end results.
6. Desired behaviors are specified.
7.Desired competences are identified and specified.
8.Knowledge, skills, and characteristics desired are specified.
9. Constraints like time, budget and participants attitude are identified.
10.Participants' characteristics are identified / listed.
11. Training objectives are defined / listed.
12.Training program contents are outlined.
-identifying topic areas to be covered.
-specific concepts are listed
-key points are specified
-determining the emphasis required on each topic.
-sequencing the topics into a logical progression.
-establishing a learning pace.
13. Selection of instructor(s)
-in terms of scholastic records
-in terms of delivery skills
-in terms of personality
etc etc
14. Physical facilities
-location
-settings
-conference room [ size / layout /light/acoustics/ etc]
-seating arrangements
-case study rooms
etc

15. Conference room facilities
-equipments required
-stationery required
-dining / coffee room facilities
-writing materials
etc etc

16. Training Teaching materials
-training agenda
-trainer's manual
-participants' manual
-case studies
-role plays
etc etc

17. Training Methods
-lecture
-conference method
-management games
-case study
-senstivity training
-programed instructions.
18. Evaluations.
19. Training schedule.
20. Training Budget
************************************************** ************************************
FORMAT 2
--TRAINER'S EVALUATION BY HRM

1.TOTAL EDUCATIONAL QUALIFICATIONS.
2. TRAINING QUALIFICATIONS.
3.TOTAL WORK EXPERIENCE.
4. TRAINING EXPERIENCE.
5. ANY SPECIAL TRAINING WORK EXPERIENCE.
6. ANY SPECIAL TRAINING COURSE ATTENDED
7.TRAINING JOB KNOWLEDGE
-demonstrable knowledge of training / development
8.WORK ACCOMPLISHMENT
-shown ability to accomplish
9. INITATIVES
-took initiatives to be effective
10.ORGANIZATION SKILLS
-organize training / development programs
11.WORK QUALITY
-demonstrated ability to achieve standards
12.WORK ATTUDE
-demonstrate through personal characteristics
13.SELF APPRAISAL/DEVELOPMENTS
-attended course to improve oneself
14.COMPETENCES
-training skills, knowledge, attitude etc
15.CULTURE COMPTENCES
-ability to understand/ appreciate.
=========================================
YOU CAN EVALUATE THESE ELEMENTS
-BY rating 5=exception
4=very good
3=good/ acceptable
2=satisfactory
1= unsatisfactory
************************************************** ***********************************
FORMAT 3
--TRAINER'S EVALUATION BY EMPLOYEE PARTICIPANTS
This should be completed by participants right after the TRAINER finishes her or his session. .
TRAINER -evaluation form.
Name Subject
Date Course
Check the appropriate rating for each item listed
5-Excellent. 4-Very good. 3-Adequate. 2-Needs improvement. 1-Poor.
------------------------------------------------------------------------------------------------------------
1. How well did the individual "break the ice"-get the group warmed up to him or her?
2. How well did the individual introduce her or his topic and generate interest and enthusiasm?
3. How well did the individual outline goals and purposes?
4. How well did he or she keep the session alive and interesting?
5. How well did the individual encourage group participation?
6. How well did she or he clarify key points?
7. How well did he or she welcome and answer questions?
8. How well did he or she come across personally?
9. How well did the individual summarize and wrap up at the end of his or her
session?
10. To what extent was her or his presentation clear and logical?
11. What is your overall rating of this teacher?
Excellent. Very good. Average. Below Average. Poor.


12. Was there a good balance between instructor inputs (lecture) and participant inputs (involvement via discussion and case-study reports)?
Yes -------------- No -------------------- Undecided---------------------
13. Explain the ways in which this instructor could have been more effective in
a) public speaking:
b) organization:
c) responses to questions:
d) attitude toward participants:
14. What other suggestions do you have to help this instructor improve?
************************************************** ******
==================================================
FORMAT 4
--PARTICIPANTS' FEEDBACK TO HRM
1.How did you find the quality of the program
poor/below average/average/good/excellent .
---------------------------------------------------------------------------------------------
2.Briefly give your reasons for the above ratings.
----------------------------------------------------------------------------------------
3.To what extent did this program measure up to your expectation
far least/somewhat less/met expectations/somewhat more/far exceed
4.Do you feel that this program was worthwhile in terms of its cost
and your time away from normal job duties.
5.Would you recommend this program to other peers.
6.Rate this program using the following ratings
5-outstanding,4-good, 3-average, 2-below average,1-poor.
a.Practical value-----------------------
b.Thoroughness-----------------------
c.New ideas gained----------------
d.Helpfulness to self development -------------------
e.Relevance to the job-----------------------------------
7.Which topics did you find most helpful.
8.Which topics did you find lease helpful.
9.Which topics would you recommend eliminating
10.Which topics would you recommend enlarging
11.What other topics would you recommend adding
12.Rate the content of each session , in terms of value using
5=very valuable,4=valuable,3=undecided,2=little value,1=no value
a.session 1 ---------------------------------------
b.session 2-----------------------------------------
c.session 3---------------------------------------
d.session 4-------------------------------
e.session 5-----------------------------------------
13. Rate the trainer for each session , in terms of their
teaching [ getting ideas across]
5=very effective,4=effective,3=neutral,2=little effective,1=not effective
a.session 1 ---------------------------------------
b.session 2-----------------------------------------
c.session 3---------------------------------------
d.session 4-------------------------------
e.session 5-----------------------------------------
14. What are the strengths / weaknesses of each trainers
15.Which of the teaching / training methods very effective
16.Which of the teaching / training methods ineffective
17.How satisfied were you with
a. quality/quantity of case studies
b. quality/ quantity of reading materials
c. quality/ quantity of assignments

18.How satisfied were you with the following services/facilities
5=very satisfied,4=satisfied,3=neutral,2=dissatisfied,1=v ery poor.
a.conference room
b.case study rooms
c.bed rooms
d.quality of food
e.quantity of food
f.recreation facilities
g.transportation
h. others
19. Overall organization and coordination of the programs.
20. From each session , list one or two key ideas you
gained from each session.

YOU CAN EVALUATE THESE ELEMENTS
-BY rating 5=exception
4=very good
3=good/ acceptable
2=satisfactory
1= unsatisfactory
************************************************** *****
FORMAT 5
---EVALUATION OF TRAINING ELEMENTS

-program content.
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-teaching materials used.
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-sequencing of topics.
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-topic emphasis
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-learning pace
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-selection of training methods
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-location of training
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-physical facilities for learning
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-physical settings for learning
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-physical layout for learning
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-the meeting room [ size / layout ]
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-seating arrangements for learning
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?

-syndicate rooms for workshop
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?

-lightings for learning situations
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-noise level for learning
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-acoustics for learning
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-ventilation for learning
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-room temperature for learning
Q 1. HOW SATISFACTORY WERE....................?
Q 2. HOW WOULD YOU RATE...........................?
Q 3. WHAT IMPROVEMENTS WOULD YOU SUGGEST......?
-LEARNING IMPACT ON THE PARTICIPANTS [ INDIVIDUAL BENEFITS]
-LEARNING IMPACT ON THE ORGANIZATION [ ORGANIZATION BENEFITS]
-LEARNING IMPACT ON THE BUSINESS RESULTS.
=================================================
FORMAT 6
Level 3 Evaluation - Transfer of knowledge
Evaluations at this level attempt to answer the question of whether the
training has been transferred back to the job. This evaluation is typically
performed three to six months after training. The evaluator would ask
questions such as "Are the newly acquired knowledge, skills or attitude being
used in the environment of the learner"? This evaluation represents the
truest assessment of a program's effectiveness but is costly. It is often
impossible to predict when changes in behavior will occur. Careful planning
decisions are needed for this level of evaluation in terms of when to
evaluate, how to evaluate and how often to evaluate.


Evaluation questions for the SUPERVISOR / MANAGER
• 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?
• Was the change in behavior and new level of knowledge sustained?
• Would the trainee be able to transfer their learning to another person?
• Is the trainee aware of their change in behavior, knowledge, skill
level?
======================================
========================== ==========================
QUESTIONNAIRE FOR THE SUPERVISOR / MANAGER
TO CONDUCT THE LEVEL 3 POST TRAINING REVIEW.
FOR EACH OBSERVATION, RATE THE OBSERVATION
10 =outstanding performance of knowledge/ skills.
8 = very good performance of knowledge / skills.
6 = good performance of knowledge / skills.
4= average performance of knowledge / skills.
below 4 = poor performance of knowledge / skills.
[ for scores of 6, 4 , & below, list the areas that needs improvement]
============================================
FORMAT 7
Post Evaluation can be done through some of these types of evaluation

I - 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.

II - 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).

III - 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.).
Other measures
• 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).

================================================== =======
FORMAT 8
ANOTHER APPROACH TO ''BEHAVIOR'' EVALUATION ---COMPETENCES.
The COMPETENCES STANDARDS forms a basis for evaluation .The basis of evaluation and the METHOD of collection of information necessary for evaluation should be determined at the planning stage.
=========================================
BEHAVIOR ON THE JOB--USING COMPETENCE STANDARDS
LEVEL THREE.
-take the competence standards developed prior to training program
and conduct a fresh evaluation / do comparison between
pre/post training programs.
1. 4 weeks after the program.
2. 8 weeks after the program
3. 12 weeks after the program.
-IF competence standards was developed prior to training program
and then conduct a fresh evaluation / use it for comparison
for the future.
BY THE DIRECT BOSS OF THE PARTICIPANTS
[SUPERVISORS / MANAGERS ]
----------------------------------------------------------------------
FORMAT 9
IMPACT ON THE BUSINESS OVER THE NEXT 6 MONTHS.
LEVEL FOUR.

This evaluation measures the use of training, learning and change in the job behavior
of the department/organization in the form of

SALES
-increased sales turnover
-increased sales of some productlines
-increased gross margins
-more customers gained
etc

PRODUCTION
-increased production
-improved productivity
-improved quality
-decreased cost per unit
etc
====================================
1.LEARNING --KNOWLEDGE OF THE SUBJECT
-this could be evaluated using a questionnaire on the subject matter
1. 4/5 weeks after the program
2.12/13 weeks after the program.
BY HR / THE DEPARTMENT MANAGER
------------------------------------------------------------------
2. BEHAVIOR ON THE JOB--USING COMPETENCE STANDARDS
-take the competence standards developed prior to training program
and conduct a fresh evaluation / do comparison between
pre/post training programs.
1. 4 weeks after the program.
2. 8 weeks after the program
3. 12 weeks after the program.
-IF competence standards was developed prior to training program
and then conduct a fresh evaluation / use it for comparison
for the future.
BY THE DIRECT BOSS OF THE PARTICIPANTS
[SUPERVISORS / MANAGERS ]
----------------------------------------------------------------------
3.IMPACT ON THE BUSINESS OVER THE NEXT 6 MONTHS.

This evaluation measures the use of training, learning and change in the job behavior
of the department/organization in the form of

SALES
-increased sales turnover
-increased sales of some productlines
-increased gross margins
-more customers gained
etc

PRODUCTION
-increased production
-improved productivity
-improved quality
-decreased cost per unit
etc

BY HR / DEPARTMENTAL MANAGERS
----------------------------------------------------------------------------------------------
4. GENERAL / HR FACTORS
-IMPACT ON THE MORALE OF THE PARTICIPANTS
-IMPACT ON THE TEAMWORK OF THE PARTICIPANTS
-IMPACT ON THE COORDINATION AMONG THE PARTICIPANTS.
-ALIGNMENT WITH COMPANY OBJECTIVES / STRATEGY

This should be conducted by HR,
-discussion with participants , randomly selected, individually or group,
5/6 weeks after the program.

THE HR SHOULD ALSO CONDUCT --ROI
COST / BENEFIT ANALYSIS.
================================================== ======
################################################## ########



From India, Mumbai
jentil breez
hey der......i nid sm help asap. cud smbdy plz send me sm info on HR policies. any project report done in dis field. thnx a ton.
From India, Mumbai

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