Effective Training: Systems, Strategies, and Practices, 4 th Edition

Effective Training: Systems, Strategies, and Practices, 4th

Edition

Chapter NineP. Nick Blanchard and James W.

Thacker

9-1

Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

9-2

Evaluation Phase

Input Process Output

Evaluation Objectives

Design Issues

Organizational Constraints

Evaluation Strategy

and Design

ProcessMeasures

OutcomeMeasures- Reaction- Learning- Behavior- Results


9-3

Potential Questions to Be Addressed in a Process Analysis (Before Training) – Part 1 of 2

Were needs diagnosed correctly? • What data sources were used? • Was a knowledge/skill deficiency identified? • Were trainees assessed to determine their prerequisite KSAs?

Were needs translated into training objectives? • Were all objectives identified? • Were the objectives written in a clear, appropriate manner?

Was an evaluation system designed to measure objectives?

Was the training program designed to meet all the training objectives? • Was previous learning that supports or inhibits training identified? • Were individual differences assessed/factored into training design? • Was trainee motivation to learn assessed?


9-4

Potential Questions to Be Addressed in a Process Analysis (Before Training) – Part 2 of 2

• What steps were taken to address trainee motivation to learn?• Were processes built into training to facilitate recall and transfer? • Were steps included to call attention to key learning events? • What steps are included in the training to aid trainees in symbolic coding and cognitive organization?• What opportunities are included in the training to provide symbolic

and behavioral practice? • What actions are included in the training to ensure transfer of

learning to the job?

Are the training methods appropriate for the learning objectives?


9-5

Potential Questions to Be Addressed in a Process Analysis (During Training)

• Were the trainer, training techniques, and training/learning objectives well

matched?

• Were lecture portions of the training effective? Was involvement encouraged/solicited?

Were questions used effectively? • Did the trainer conduct the various training methodologies (case study, role play, etc.) appropriately?

Was enough time allotted? Did the trainer use the allotted time for activities?

Was enough time allotted? Did trainees follow instructions

Was there effective debriefing following exercises?

• Did the trainer follow the training design and lesson plans? Was enough time given for each of the requirements? Was time allowed for questions?


9-6

Who Is Interested in the Process Data

Training Department

Trainer: Yes, to determine what works well and what does not. Other trainers: Yes, to the extent that process is generalizable. Training manager: Only if training is not successful or a

problem is present with a particular trainer.

Customers Trainees: No Trainees’ supervisor: No Upper management: No


9-7

Reaction Questionnaire for the Trainer – Part 1 of 2

Please circle the number that reflects the degree to which you agree or disagree with the following statements.1= Strongly disagree, 2= Disagree, 3= Neither agree nor disagree 4= Agree 5 =Strongly agree

1. The trainer did a good job of stating the objectives at the beginning of training ……….………..…………………..1 2 3 4 5

2. The trainer made good use of visual aids (easel, white board) when making the presentations ……………....……….1 2 3 4 5

3. The trainer was good at keeping everyone interested in the topics ……………………………………………..………. 1 2 3 4 5

4. The trainer encouraged questions and participation from trainees …………………………….……………………..1 2 3 4 5


9-8

Reaction Questionnaire for the Trainer – Part 2 of 2

5. The trainer made sure everyone understood the concepts before moving on to the next topic…………………………..1 2 3 4 5

6. The trainer summarized important concepts before moving to the next module……………………………………1 2 3 4 5

7. Overall, how would you rate this trainer (check one)____1. Poor; I would not recommend this trainer to others.____2. Adequate; I would recommend this trainer only if no others were available.____3. Average____4. Good; I would recommend this trainer above most others.____5. Excellent; this trainer is among the very best I’ve ever worked with.

8. Additional comments:


9-9

Steps to Consider in Developing a Reaction Questionnaire – Part 1 of 2

1. Determine what you want to find out (consider training objectives).

2. Develop a written set of questions to obtain the information.

3. Develop a scale to quantify respondents’ data.

4. Make forms anonymous so participants will feel free to respond honestly.

5. Ask for information useful in determining differences in reactions by subgroups (e.g., young vs. old; minority vs. non-minority). This could be valuable in determining effectiveness of training for different cultures, for example, which may be lost in an overall assessment.


9-10

Steps to Consider in Developing a Reaction Questionnaire – Part 2 of 2

Note: Care must be taken when asking for this information. If you ask too many questions about race, gender, age, tenure, and so on, participants will begin to feel that they can be identified without their name on the questionnaire.

6. Allow space for “Additional Comments” in order to allow participants the opportunity to mention things you might not have considered.7. Decide the best time to give the questionnaire to get the information you

want.a. If right after training, ask someone other than the instructor to

administer and pick up the information.b. If some time later, develop a mechanism to obtain a high response

rate (e.g., encourage the supervisor to allow trainees to complete the questionnaire on company time).


9-11

Procedures for Developing a Multiple Choice Test

1. Examine objectives to gain a clear understanding of the content area you wish to test.

2. Write the questions in a clear manner. Shorter is better.3. Choose alternatives to the correct response from typical errors made during

training. Make alternatives realistic.4. Do not consistently make the correct response always longer than incorrect

responses.5. Provide four options. More than four takes longer to read, and it is difficult

enough to write three reasonable alternatives along with the correct answer.

6. Pretest items by giving the test to those expected to know the material. Ask for feedback on clarity. Note any questions that many of them get wrong

7. Give revised items to a group of full trained (experienced) employees and a group of untrained (inexperienced) employees. The former should score well and the latter should do poorly..


9-12

Test of Knowledge Organization for Civil Engineers 1 of 2

The following list of concepts is related to road construction. Use them tofill in the appropriate blank boxes in the map. Try to fill in the boxes so that related terms or concepts are clustered together. Concepts can be related because they occur at the same time, one is necessary for the other, or one leads to the other.Each of the listed concepts is used only once. Note that some of the concepts are already mapped for you.

Concepts:Asphalt placement Prime/tack coat StriperCompaction/rolling Rollers StripingCut/fill Signage SurveyDump truck Site access TrafficHot Materials


9-13

Test of Knowledge Organization for Civil Engineers 2 of 2

Water Trucks Compaction

earthwork

Safety

Heavy equipment

curing

finishing

safety

paver

Spray truck

Safety

Road access


9-14

Example of an Attitudinal Measure

Attitudes Toward EmpowermentPlease indicate the degree to which you agree or disagree with the following statements.1 = Strongly disagree 2 = Disagree 3 = Neither agree nor disagree 4 = Agree 5 = Strongly agree

1. Empowering employees is just another way to get more work done with fewer people. (reverse scored)…………..1 2 3 4 5

2. Empowering of employees allows everyone to contribute their ideas to the betterment of the company….1 2 3 4 5

3. The empowerment program has improved my relationship with my supervisor………………………………………………1 2 3 4 5

4. Empowerment has brought more meaning to my life at this company……………………………………………………..1 2 3 4 5

5. Empowerment interventions should be introduced in other plants in this company…………………………………………..1 2 3 4 5

6. The empowerment process has been a positive influence in labor-management relations…………………………………….1 2 3 4 5


9-15

Guidelines for Writing Effective Questionnaires – Part 1 of 4

2. Ask one question at a time.Bad: Both the organization’s goals and my role within the

organization are clear.

1. Write simply and clearly, and make the meaning obvious.

Bad: To what extent do supervisors provide information regarding the quality of performance of people at

your level?Good: How often does your boss give you feedback on your job?

Good: The organization’s goals are clear. My role within the organization is clear.


9-16


Good: During the past three months how often did you receive feedback on your work?

1 2 3 4 5

not once 1–3 times about once 2-4 times once a a month a week a week day or

more

3. Provide discrete response options.

Bad: During the past three months how often did you receive feedback on your work?

1 2 3 4 5 rarely occasionally frequently


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4. Limit the number of response options.

Bad: What percent of the time are you sure of what your compensation will be?

1 2 3 4 5 6 7 8 9 10

0–10% 11–20% 21–30% 31–40% 41–50% 51–60% 61–70% 71–80% 81–90% 91–100%

Good: What percent of the time are you sure of what your compensation will be?

1 2 3 4 5

0–20% 21–40% 41–60% 61–80% 81–100%


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5. Match the response mode to the question.

Bad: To what extent are you satisfied with your job?

1 2 3 4 5strongly disagree agree stronglydisagree agree

Good: To what extent are you satisfied with your job?

1 2 3 4 5

not at all a little bit some quite a lot very much


9-19

Scripted Situation Item for Evaluation of a School Superintendent

The following is a scenario about a school superintendent. Read the scenario and place an X next to the behavior you believe your superintendent would follow.

The administrator receives a letter from a parent objecting to the content of the science section on reproduction. The parent strongly objects to hisdaughter having exposure to such materials and demands something bedone. The effective administrator would most likely: (check one)

____ Ask the teacher to provide handouts, materials, and curriculum content for review.

____ Check the science curriculum for the board-approved approach to reproduction, and compare board guidelines to course content.

____ Ask the head of the science department for his or her opinion about the teacher’s lesson plan.

____ Check to see if the parent has made similar complaints in the past. Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

9-20

Types of Outcomes and Examples of Factors Affecting those Outcomes

Perceived match between trainee Exceptions and what training provided

Reactions

Trainee readiness for the course Trainee motivation to learn Design, materials, and content Trainer(s) behaviors

Learning

Transfer of training Motivational forces in the job setting Opportunity to applying training on the job KSAs

Job Behavior

External environment of the organization: Economy, regulations, suppliers, etc Internal environment of the organization: Policies, procedures, systems Employee performance, KSAs, and needs

Organizational

Results


9-21

Cost Savings for Grievance Reduction Training

Pretraining Post training Management time (for those going to 3rd step) 10 hours per grievance

10 hrs. X 63 grievances = 630 hrs. 10 hrs. X 8 grievances = 80 hrs.

Union Reps time

(paid by management) 7.5 hrs per grievance

7.5 X 63 grievances = 472 ½ hrs 7.5 X 8 grievances = 60 hrs.

Total Cost

Management time

Union reps time

Total

630 hrs X $50 per hr. = $31,500.00

472 ½ hrs X $25 per hr.= $11,812.50 $43,312.50

80 hrs. X $50 per hr. = $4,000.00

60 hrs. X $25 per hr. = $1,500.00 $5,500.00

Reduction in cost of grievances going to the third step 43,312.50 – 5,500.00 = $37,812.50 Cost of training -32,430..00

Cost saving for the first year $ 5,382.50 Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

9-22

Training Investment Analysis Work Sheet—Part 1 of 5

Objective:

Audience:

Returns measured over: One year:

Other:


9-23

Training Investment Analysis Work Sheet--Part 2 of 5

Part 1: Calculating the Revenue Produced by Training

Option A-Itemized Analysis

Increased sales: Additional sales per employee

X Revenues (or margin) per sale

X Number of employees

= Revenue Produced by Training

Higher Productivity: Percent increase in productivity

X Cost per employee (salary plus

benefits plus overhead)




9-24

Reduced errors: Average cost per error

X Number of errors avoided per employee



Client retention: Average revenue per client

X Number of clients retained




9-25


Employee retention: Average cost of a new employee

( training plus lost productivity)

Number of employees retained

X Revenue Produced by Training

Other: =

Total Revenue Produced by Training

Option B-Summary Analysis

$ - =

Revenue Revenue Revenue

After Training Without Training Produced by Training


9-26

Training Investment Analysis Work Sheet Part--5 of 5

Part 2: Calculating the Return

- =

Revenue Cost of Total Return

Produced Training on Training

By Training Investment


9-27

Calculation of the Utility of the Grievance Training – Part 1 of 2

Formula: U = (N)(T)(DT)(SDY) - C

N = 30 T = 1 year (This is probably an overly conservative estimate) DT = .2 DT = Xt – Xu

SD (r yy)

Xt = average job performance of the trained supervisors Xu = average job performance of the untrained supervisors SD =standard deviation of job performance for the untrained

supervisors r yy = reliability of job performance measure


9-28

Calculation of the Utility of the Grievance Training – Part 2 of 2

DT is a measure of the improvement (in standard deviation units) in performance that trained supervisors will exhibit.

SDY = $14,000 This is based on: .40 X $35,000 = $14,000

The above assumes average salary of 35,000 dollars. The .40 comes from the 40% rule, which is a calculation based on 40% of the average salary of trainees.

So based on the above information, the utility of the training based on this formula is:

30 X 1 X .2 X 14,000 - 32,020 = $51,980


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Who Is Interested in the Outcome Data

Outcome Data

Reaction Learning Behavior Results

Training Department

Trainer Yes Yes Yes No

Other Trainers Perhaps Perhaps Perhaps No

Training Manager Yes Yes Yes Yes

Customers

Trainees Yes Yes Yes Perhaps

Trainees’ Supervisor Not really Only if no transfer

Yes Yes

Upper Management No No Perhaps Yes


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Effective Training: Systems, Strategies, and Practices, 4 th Edition

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