培训效果评估英文版课件.pptx

1、1Training Process Needs Analysis Design Delivery Evaluation2Four Evaluation Levels Reaction How do participants feel about the program?Learning To what extent did the participants increase knowledge,improve skills,and/or change attitude?Behavior To what extent did their job behavior change?Results W

2、hat final results occurred?(Quantity,quality,safety,sales,costs,profits,ROI)3Level One:ReactionWhat is evaluated?Content Trainer Methodology Material Facilities Logistics Registration4Example Questions Probability you will use ideas from this session in your work Content relevance to my job Practica

3、l examples and experience Speakers knowledge of subject area Speakers presentation/facilitation skills Speakers ability to respond to questions Group participation5Level One:ReactionWhat is evaluated?Overall6Example Questions What did you like most about the program?What did you like least about the

4、 program?In what ways could this program be improved?Would you recommend this course to others who are interested in the subject?Which of the following features were important in your decision to attend?Rank in order of importance)7Level One:ReactionHow to evaluate?Questionnaires Interview Focus Gro

5、up Phone survey8Level One:ReactionQuestionnaire:scalesExcellentWellFairPoorExcellentVery GoodGoodFairPoorStrongly Agree Disagree 7 6 5 4 32 1High Low109 87 6 5 4 32 19Level One:ReactionAdvantages Easy to execute Participants are free Some relationship to on job performanceIssues Purely subjective Ha

6、lo effect(smile sheet)Horn effect Central tendency Time pressure10Level One:ReactionTip 1:highlight purpose,solicit cooperation To determine the degree that the seminar met your needs,we would like you to give us your honest opinion To make our future sessions as meaningful as possible,we would appr

7、eciate your candid evaluation of this program.Your comments will be used to improve future offerings of this seminar.11Level One:ReactionTip 2:Encourage comments Comments are more accurate than scoresTip 3:Set up baseline scoresHistorical dataBenchmarking dataPilot group data(Formative evaluation)Ti

8、p 4:Combine questionnaires,interviews,focus groupsTip 5:instant feedback for multi subject courses12Level Two:LearningHow to evaluate?Test Demonstration Presentation Discussion Role Play13Level Two:LearningAdvantages Pressure to participants Pressure to trainer First step to change behaviorIssues Te

9、nsion Reliability Creditability Difficulty Differentiation Not the best indicator for on job change14Level Two:LearningTip 1:Fully utilize test Test is good to evaluate knowledge based training Functional skills New Employee Orientation Supervisor ABC Be serious about test result of formal training

10、Instant self scoring and symbolic incentive for informal training Reliability,Creditability,Difficulty and Differentiation Set up baseline Final score vs.gain15ExperimentalGroupControl GroupPretestPosttestGain16Level Two:LearningTip 2:Set up rules in advance for demonstration and presentation Topic

11、Time Criteria to evaluate Evaluators are key success factorTip 3:People dont speak might be best learnerTip 4:People good at role play might not be good learner17Example:Management Skills Participants selected 3 topics from 11 Topic requirement Time and assessors Practice Right before the stage.Part

12、icipants knew the topic Assessors 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 motivated you to examine the style differ

13、enceqWhat did you find and howqWhat did you do to flex your styleqWhat were the results19Example:Performance Appraisal20Level Three:BehaviorHow to evaluate?Observation Performance Appraisal Information Supervisor feedback(oral or written)Customer feedback(oral or written)Employee feedback(oral or wr

14、itten)21Level Three:BehaviorAdvantages Direct purpose of training Recognized by supervisor and management teamIssues Time consuming Expertise scarcity Cooperation from supervisor/customer Multiple“cause-effect”22Level Three:BehaviorTip 1:Select program carefully Behavior based Company behavior Profe

15、ssional skills Managerial skills Customer service(smile,response)Trainers cooperation Trainers expertise in evaluation Documents ready before training23Level Three:BehaviorTip 2:Evaluation time in accordance with skills practiceTip 3:Supervisors cooperation is key success factor Commitment when regi

16、ster Mutual benefit Brief the key points24Level Three:BehaviorTip 4:“Take advantage”of vendor Key behavior identification Questionnaires design Time Result analysis25Example:Time Management26TOT:Transfer of Training Only%of classroom learning was transferred to work!The transfer must be PLANNED!27TO

17、T:Transfer of TrainingA.Before taking,could you?B.Can you currently?C.How often are you applyingon your jobTOT occurred if A is N B is Y C is=1Y NY N0 1 2 3 4 5 28TOT:Transfer of TrainingA:“Y”/All-Prior Knowledge RateB:“N”/All-Incomprehension RateC:“0”/All-Disconnect RateTOT RateAcceptable Rate0-66%

18、0-33%0-33%LowMidHigh0-33%34-66%67-100%29Level Four:ResultsHow to evaluate?Quantity Quality Safety Sales Costs Profits ROI30Level Four:ResultsAdvantages Ultimate purposeIssues Time consuming Expertise scarcity Cooperation from Management Multiple“cause-effect”31Level Four:ResultsTip 1:Select programs

19、 that other causes are stable Quality training-error rate Safety training-accident rate Sales 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 Skills1234567891 01 11 21 0%1 1%1

20、 3%1 3%9%8%6%7%3%3%2%2%34Example:EMS Project Shop Reengineering Cost Reduction Improve Customer Service Process Order Entry via Configuration System China CBU AR Improvement35ASTD 1997 Study050,000100,000150,000200,000250,000300,000350,000400,000Sales peremployeeGrossProfit perBottom halfTop half三茅活动平台 HR的借力成长通道：http:/