Evaluating the impact of training (Mr brahim baghbagha)

1. Welcome

2. Evaluating The Impact Of Leadership Training Prepared by BAGHBAGHA Brahim Supervisor : Mr. LAZHER Chine 2010

3. Case of Study

4. Table of Contents

5. CHAPTER ONE: INTRODUCTION CHAPTER TWO: LITERATURE REVIEW CHAPTER THREE: CONCEPTUAL FRAMEWORK CHAPTER FOUR: RESEARCH METHODOLOGY CHAPTER FIVE : DATA PRESENTATION CHAPTER SIX : DATA ANALYSIS CHAPTER SEVEN: FINDING AND CONCLUSIONS

14. CHAPTER ONE

15. CHAPTER ONE: INTRODUCTION CHAPTER TWO: LITERATURE REVIEW CHAPTER THREE: CONCEPTUAL FRAMEWORK CHAPTER FOUR: RESEARCH METHODOLOGY CHAPTER FIVE : DATA PRESENTATION CHAPTER SIX : DATA ANALYSIS CHAPTER SEVEN: FINDING AND CONCLUSIONS Background Statement of the Problem Significance of the Problem Purpose of Research Statement of Hypotheses Demarcations Outline of the study

17. CH1 INTRODUCTION Background 85 % of U.S. companies examined offer leadership training to their employees (2003) the use of teams in organisations. change : good leaders help people to deal with change. Globalization and competition: need for conflict resolution & problem solving skills. Tichy (2002) : the key ability of winning organizations is creating leaders

18. CH1 INTRODUCTION Background WHAT ? L Management E A Human DResources E Training & Development R S Evaluation H I Impact P

19. CH1 INTRODUCTION Background WHERE ?

20. CH1 INTRODUCTION Background WHY ? Interest: Training 2003 start: 2005 Leadership 2008 start: 2009

21. CH1 INTRODUCTION Background WHY ? Experience: Leadership Training 20/11/2009 05/07/2010 : 100 hours

22. CH1 INTRODUCTION Background WHY ? Belief : After a significant results “Leadership is one of the greatest laws, we should know about, in this universe”

23. CH1 INTRODUCTION Background WHOM ? Resources of the study : Donald, L. Kirkpatrick

24. CH1 INTRODUCTION Background WHOM ? Resources of the study : Donald, L. Kirkpatrick and James, D. Kirkpatrick

25. CH1 INTRODUCTION Background WHOM ? Resources of the study : James, M. Kouzes & Barry, Z. Posner.

26. CH1 INTRODUCTION Background WHOM ? Resources of the study : Dr . Warren Bennis

27. CH1 INTRODUCTION Background WHOM ? Resources of the study : Dr. Peter Drucker

28. CH1 INTRODUCTION Background WHOM ? Resources of the study : Organizations

32. CH1 INTRODUCTION Background WHOM ? Resources of the study : Universities

35. CH1 INTRODUCTION Background WHOM ? Resources of the study : Videos offered by

40. CH1 INTRODUCTION PRO Statement of the Problem the Need for LT Time Cost Significant of the Problem 1959 : training evaluation 1960 : leadership training in business little research provided TMS need for LTE

42. CH1 INTRODUCTION PRO Purpose of Research Explore: training design, implementation, evaluation Provide TMS with evaluative info ‘LTP’ for more control Determine the impact elements of ‘LTP’… guiding by Is the LTP well designed, managed & evaluated ? In what ways does ‘LTP’ impact learners behavior? What are the main obstacle that have prevented the effectiveness of ‘LTP’ ?

44. CH1 INTRODUCTION HYP Research Hypothesis 1 before, during and after (a short term) the training program 1. The training program was well designed, managed and evaluated 2. The participants were satisfied about the training overall; and their expectations were met 3. The learning objectives for the workshop were met 4. The participants have developed new knowledge and skills during the training program

45. CH1 INTRODUCTION HYP Research Hypothesis 2 the Impact after (a long term) the training program 1. The participants applied the new knowledge and skills on their work place 2. They found that it works effectively and worthy, by evidence of results 3. There is a linear relationship between the Job Performance and the leadership (8 competencies)

49. CHAPTER TWO & THREE

50. CHAPTER ONE: INTRODUCTION CHAPTER TWO: LITERATURE REVIEW CHAPTER THREE: CONCEPTUAL FRAMEWORK CHAPTER FOUR: RESEARCH METHODOLOGY CHAPTER FIVE : DATA PRESENTATION CHAPTER SIX : DATA ANALYSIS CHAPTER SEVEN: FINDING AND CONCLUSIONS Training and development Concept of training Techniques of Training Training process Leadership Training and Development Goals of leadership training Effectiveness Assessment Challenge Organizational support Application

51. L. REVIEW/ C. CH2/3 FRAMEWORK LT Training Concept “the process of developing skills. Habits. Knowledge and attitudes in employees for the purpose of increasing effectiveness of employees in their present government positions as well as preparing employees for future government positions” William G. Torpey

53. L. REVIEW/ C. CH2/3 FRAMEWORK LT Training Process (10 steps of Kirkpatrick) 1. Determining Needs 6. Selecting Appropriate Facilities 2. Setting Objectives 7. Selecting Appropriate Instructors 3. Determining Subject Content 8. Selecting and Preparing 4. Selecting Participants Audiovisual Aids 5. Determining the Best Schedule 9. Coordinating the Program 10. Evaluating the Program

54. CHAPTER ONE: INTRODUCTION CHAPTER TWO: LITERATURE REVIEW CHAPTER THREE: CONCEPTUAL FRAMEWORK CHAPTER FOUR: RESEARCH METHODOLOGY CHAPTER FIVE : DATA PRESENTATION CHAPTER SIX : DATA ANALYSIS CHAPTER SEVEN: FINDING AND CONCLUSIONS Evaluating part of ten step-procces Reasons for Evaluating planning for evaluation types of evaluations Evaluation Kirkpatrick model (4 level) Methods for Long-Term Evaluation Evaluation of Leadership Training Center for Creative Leadership Research

55. L. REVIEW/ C. CH2/3 FRAMEWORK LT Evaluation Training ( 4 Levels of Kirkpatrick)

58. L. REVIEW/ C. CH2/3 FRAMEWORK LT Leadership Training/Development Concept “the process of becoming a leader is much the same as the process of becoming an integrated human being” W, Bennis “In many programs leadership development is a process of self-development” Kouzes & Posner

60. L. REVIEW/ C. CH2/3 FRAMEWORK LT Leadership Training Goals increase the supervisor’s human relationship knowledge, skills, and abilities, in order to solve interaction problems between the supervisor and his or her subordinates. “the effective leader is a fully functioning person” Giber in 2000, found that the top leadership competencies taught in leadership programs included individual, team, and organizational aspects such as building teamwork, understanding the business, conceptual thinking, and emotional intelligence

62. L. REVIEW/ C. CH2/3 FRAMEWORK LT Leadership Training evaluation “the success of a leadership development program should be observed in how participants use their education and respond to it” Phillips and Stone

64. L. REVIEW/ C. CH2/3 FRAMEWORK LT Leadership Training effectiveness Assessment Challenge Organizational Support Application

66. L. REVIEW/ C. CH2/3 FRAMEWORK LT CCL study 2006 Seven competencies were identified as most critical for success, now and in the future

67. L. REVIEW/ C. CH2/3 FRAMEWORK LT CCL study 2006 1. Leading people. 2. Strategic planning. 3. Managing change. 4. Inspiring commitment. 5. Resourcefulness. 6. Doing whatever it takes. 7. Being a quick learner.

68. CHAPTER FOUR

69. CHAPTER ONE: INTRODUCTION CHAPTER TWO: LITERATURE REVIEW CHAPTER THREE: CONCEPTUAL FRAMEWORK CHAPTER FOUR: RESEARCH METHODOLOGY CHAPTER FIVE : DATA PRESENTATION CHAPTER SIX : DATA ANALYSIS CHAPTER SEVEN: FINDING AND CONCLUSIONS Research purpose Research approach Research strategy Data collection methods Sample Selection Questionnaire form

73. CH4 RESEARCH Questionnaire METHODOLOGY forme Before, during & after the training program Before & after self assessment SELF-ASSESSMENT OF YOUR KNOWLEDGE BEFORE TRAINING AFTER TRAINING ABSENT AND SKILLS RELATED TO: 1 2 3 4 5 Session 1: Communication 1 2 3 4 5 1 2 3 4 5 Session 2: Managing Change 1 2 3 4 5 1 2 3 4 5 Session 3: Managing Teamwork 1 2 3 4 5 1 2 3 4 5 Session 4: Managing Conflicts 1 2 3 4 5 Session 5: Solving Problems Techniques 1 2 3 4 5 1 2 3 4 5 Session 6: Making Decisions Techniques 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Session 7: Delegation 1 2 3 4 5 1 2 3 4 5 Session 8: Negotiation Techniques 1 2 3 4 5 1 2 3 4 5 Session 9: Managing Meeting 1 2 3 4 5

74. CH4 RESEARCH Questionnaire METHODOLOGY forme Before, during & after the training program Course Facilitation Strongly strongly Disagree Agree Disagree Agree Overall, I was satisfied with the facilitator 1 2 3 4 The facilitator explained new terms/theories clearly 1 2 3 4 Facilitator was supportive and encouraging 1 2 3 4 Acceptable answers were given to my questions 1 2 3 4 Facilitator was available for help when it was asked for 1 2 3 4 There was sufficient time allocated to cover each subject 1 2 3 4

75. CH4 RESEARCH Questionnaire METHODOLOGY forme Before, during & after the training program Workshops Feedback Strongly strongly Disagree Agree Disagree Agree Overall, I was satisfied with the workshops 1 2 3 4 I understood the objectives of the workshops 1 2 3 4 My learning objectives for the workshops were met 1 2 3 4 T he workshops were well structured and easy to follow 1 2 3 4 There were sufficient practical exercises in the workshops 1 2 3 4 There was sufficient time allocated to cover each subject 1 2 3 4 The workshops’ content was relevant to our business 1 2 3 4 I gained practical knowledge of coaching 1 2 3 4 The program improved my skill level 1 2 3 4 The knowledge and skills will have an impact in the field 1 2 3 4

76. CH4 RESEARCH Questionnaire METHODOLOGY forme Before, during & after the training program Short Term Feedback 1 = Never 3 = sometimes 5 = Always 2 = Almost never 4 = Almost always I applied these skills on It works effectively and worthy workplace Communication 1 2 3 4 5 1 2 3 4 5 Managing Change 1 2 3 4 5 1 2 3 4 5 Managing Teamwork 1 2 3 4 5 1 2 3 4 5 Managing Conflicts 1 2 3 4 5 1 2 3 4 5 Solving Problems Techniques 1 2 3 4 5 1 2 3 4 5 Making Decisions Techniques 1 2 3 4 5 1 2 3 4 5 Delegation 1 2 3 4 5 1 2 3 4 5 Negotiation Techniques 1 2 3 4 5 1 2 3 4 5 Managing Meeting 1 2 3 4 5 1 2 3 4 5

77. CH4 RESEARCH Questionnaire METHODOLOGY forme The impact of training program (long term) 360° Feedback 1 = Never 3 = sometimes 5 = Always 2 = Almost never 4 = Almost always Supervi not Self Peer Staff sor attended Be a Visionary and Strategic Thinker Demonstrate Effective Leadership Communicate Effectively Facilitate Cooperation and Teamwork Serve Externals and Internal Customers Well Manage People Effectively Manage Project Effectively Manage Conflict Effectively

78. CH4 RESEARCH Questionnaire METHODOLOGY forme The impact of training program (long term) Now applications & reasons Now Which ones (skills) you mean most? Why? I keep trying them(skills) on workplace I went back to old behavior

79. CH4 RESEARCH Questionnaire METHODOLOGY forme The impact of training program (long term) most encourage/discourage things 3 things encourage you to apply 3 things discourage you to apply 1 2 3

80. CH4 RESEARCH Questionnaire METHODOLOGY forme Comments What did you like most about the workshop? What are the main topics in the program should be the priority? What changes would you suggest for the program? Anything else you would like to add?

81. CHAPTER ONE: INTRODUCTION CHAPTER TWO: LITERATURE REVIEW CHAPTER THREE: CONCEPTUAL FRAMEWORK CHAPTER FOUR: RESEARCH METHODOLOGY CHAPTER FIVE : DATA PRESENTATION CHAPTER SIX : DATA ANALYSIS CHAPTER SEVEN: FINDING AND CONCLUSIONS Organization history Organization chart Leadership training program Participants Trainer Observation data collection

83. CH5 DATA PRESENTATION TMS history TMS ?

84. CH5 DATA PRESENTATION TMS history TMS ? Started up 1996 Now By Hadj Saeed HAMMOUDA Field stationery, hospitality, fine arts.. Kind Ltd. Vision Market Leadership on 2015 Focus on human capital , strategy

85. CH5 DATA PRESENTATION TMS history TMS ? International Exclusive Brand mark as

87. CH5 DATA PRESENTATION L T program Topics & lengths length Topic (days) (hours) 1 Communication 2 12 2 Solving Problems Techniques 2 12 3 Making Decisions Techniques 2 12 4 Managing Conflicts 2 12 5 Managing Meeting 1 6 6 Managing Change 1 6 7 Managing Teamwork 1 6 8 Negotiation Techniques 1 6 9 Delegation 1 6 / total 13 d 78 h

88. CH5 DATA PRESENTATION L T program The Daily program Timing Length Part 9 AM _ 10:45 AM 105 min starting the training program – part 1 - 10:45 AM _ 11 AM 15 min break (coffee/ the ) 11 AM _ 1:30 PM 150 min training program – part 2 - 1:30 PM _ 2:30 PM 60 min break ( lunch & el-Thoher prayer ) 2:30 PM _ 4:15 PM 105 min training program – part 3 - 4:15 PM _ 4:30 PM 15 min break ( coffee/ the & el- Aser prayer ) All the time 450 min 7.5 hours total without breaks 360 min 6 hours

90. CH5 DATA PRESENTATION Participants Background NBR of participant in NBR of % of the Structure leadership training questionnaires’ program sample sample DRH 5 3 0.60 IT 7 4 0.57 TECHNOMODERNE holding company DG 5 3 0.60 FINANCES 4 2 0.50 MRKT 3 2 0.67 COMMERCIALE 3 1 0.33 ACHATS 2 1 0.50 COMPTBLT 3 2 0.67 DEPOTS 6 3 0.50 Total 38 21 0.55

91. CH5 DATA PRESENTATION Participants Background TM Stationery 7 4 0.57 LBM 4 3 0.75 TECHNOMODERNE TECHNO CHERAGA 4 0 0.00 Subsidiaries of HYDRA OFFICE 2 0 0.00 SMART OFFICE 5 0 0.00 CIRTA OFFICE 2 2 1.00 BUREAU MAGIC 1 0 0.00 MPS 1 0 0.00 FOURSOUTAI 1 0 0.00 27 9 0.33 Total 65 30 0.46

92. CH5 DATA PRESENTATION Participants Background percentage of respondents 30% Subsidiaries of TECHNOMODERNE 70% holding company TECHNOMODERNE

93. CH5 DATA PRESENTATION Participants Background Number of participants in leadership training program and questionnaire sample in term of affiliation 40 35 30 nbr of participants 25 20 15 10 5 0 holding company TECHNOMODERNE Subsidiaries of TECHNOMODERNE NBR of participant in leadership training 38 27 program NBR of questionnaires’ sample 21 9

94. CH5 DATA PRESENTATION Participants Age more than 45 no answer 25 years old or years old 7% less 41 to 45 years old 10% 3% 3% 36 to 40 years old 20% 26 to 30 years old 44% 31 to 35 years old 13%

95. CH5 DATA PRESENTATION Participants Gender 100 % male

96. CH5 DATA PRESENTATION Participants Education level graduate school no answer degree 3% some graduate 10% school 7% Less than 12 years 20% some college 7% college degree 53%

97. CH5 DATA PRESENTATION Participants Occupation COMPTBLT DEPOTS no anwser 7% 3% 6% COMMERCIAL 13% DG 27% MRKT 7% FINANCES 10% IT 20% DGH 7%

98. CH5 DATA PRESENTATION Participants Experience no answer less than 12 3% months 7% 12 to 23 months 7% 24 to 35 more than 48 months months 10% 46% 36 to 47 months 27%

99. CH5 DATA PRESENTATION Participants The number of subordinates more than 20 persons 16 to 20 persons no one 17% 7% 36% 11 to 15 persons 3% 5 or less 37%

101. CH5 DATA PRESENTATION Trainer Mr. Omar BAKELLI An Algerian expert trainer qualification experience motivation

103. CH5 DATA PRESENTATION Observation Expert Observer Rating Background Information Observer Brahim BAGHBAGHA ; researcher Date of Observation 6 ,7, 8, 19 ,20,21,22,26 & 27 July 2010 9 days from 13 Duration of Observation: 70 % of the leadership training program Total Number of Attendees 30 ; (2nd group) Name of Presenter Mr. Omar BAKELLI holding company (TECHNO MODERNE place TMS) ; Algiers

104. CH5 DATA PRESENTATION Observation Trainer’s Skills: Competencies Checklist Background Information FAKHAR ELHADJ Observer (training department manager in “TECHNOMODERNE”) Date of Observation the whole leadership training program Duration of Observation: 100 % of the leadership training program Total Number of Attendees 35 ;30 (1st & 2nd group) Name of Presenter Mr. Omar BAKELLI place holding company (TECHNO MODERNE TMS) ; Algiers

106. CHAPTER SIX

107. CHAPTER ONE: INTRODUCTION CHAPTER TWO: LITERATURE REVIEW CHAPTER THREE: CONCEPTUAL FRAMEWORK CHAPTER FOUR: RESEARCH METHODOLOGY CHAPTER FIVE : DATA PRESENTATION CHAPTER SIX : DATA ANALYSIS CHAPTER SEVEN: FINDING AND CONCLUSIONS Analyze and Communicate Evaluation Results Questionnaire’s reliability test Questionnaire’s analysis design Kirkpatrick’s four levels model of training evaluation Other evaluations Participants comments

109. CH6 DATA ANALYSIS reliability test Questionnaire’s reliability test sufficient time for each subject sufficient time for each subject (facilitator part) (workshops part) N Valid 30 30 Missing 0 0 Average 2.47 2.40 Median 2 2 Mode 2 2 Sum 74 72

112. 4 levels of CH6 DATA ANALYSIS Evaluation 1 Kirkpatrick’s four levels model of training evaluation Level 1 – Reactions Course facilitator & workshop satisfaction facilitator satisfation Strongly no workshops satisfation Strongly no Disagree answer Disagree Stongly answer 0% 3% 0% Stongly agree 4% Disagree Disagree agree 23% 0% 7% 20% Agree Agree 73% 70%

113. 4 levels of CH6 DATA ANALYSIS Evaluation 2 Kirkpatrick’s four levels model of training evaluation Level 2 – Learning Self Assessment: “before & after” Communication "before/after" 16 14 nbr of respondings 12 10 8 6 4 2 0 No almost no Some almost a lot A lot of no answer knowledge or knowledge or knowledge or of knowledge knowledge or absent skills skills skills or skills skills communication "before" 1 3 6 14 5 0 1 communication "after" 0 0 0.0 5.0 15 9 1

114. 4 levels of CH6 DATA ANALYSIS Evaluation 2 Kirkpatrick’s four levels model of training evaluation Level 2 – Learning Self Assessment: “before & after” The Whole Training Program "before & after" 4.50 Av: 3,94 4.00 3.50 3.00 Av: 2,26 degree 2.50 2.00 1.50 1.00 0.50 0.00 solving making communicatio managing managing managing negotiation managing problems decision delegation n change teamwork conflicts techniques meeting techniques techniques before 2.77 2.03 2.40 2.20 2.03 2.07 2.07 2.37 2.37 after 4.20 3.63 4.03 3.77 3.87 3.77 4.00 4.10 4.07

115. 4 levels of CH6 DATA ANALYSIS Evaluation 2 Kirkpatrick’s four levels model of training evaluation Level 2 – Learning Facilitator's Evaluation sufficient time for each subject (f) 2.47 facilitator: available help 3.40 facilitator: accepted answers 3.27 facilitator support 3.60 facilitator explanation 3.27 overall,facilitator satisfation 3.13

116. 4 levels of CH6 DATA ANALYSIS Evaluation 2 Kirkpatrick’s four levels model of training evaluation Level 2 – Learning Workshop's Evaluation The knowledge and skills will have an impact in the field 3.50 The program improved the skill level 3.33 practical knowledge of coaching was gained 3.10 workshops' content was relevant 3.33 sufficient time for each subject (w) 2.40 sufficient practical exercises (w) 2.57 workshops' structure easy to follow 2.97 workshops' objectives gained 2.70 workshops' objectives understood 3.17 overall,workshops satisfation 3.03

117. 4 levels of CH6 DATA ANALYSIS Evaluation 3 Kirkpatrick’s four levels model of training evaluation Level 3 – Behaviors 360-degree Feedback 6.00 5.00 4.00 degree 3.00 SUP SELF 2.00 PEER 1.00 STAFF N/AT 0.00 Be a Visionary Demonstrate Communicate Facilitate Serve Manage Manage Manage and Strategic Effective Effectively Cooperation Externals and People Project Conflict Thinker Leadership and Internal Effectively Effectively Effectively Teamwork Customers Well

118. 4 levels of CH6 DATA ANALYSIS Evaluation 3 Kirkpatrick’s four levels model of training evaluation Level 3 – Behaviors Now Behaviors 20 15 nbr of respondings 10 5 now: most applied 0 went back to old behaviors -5 -10

119. 4 levels of CH6 DATA ANALYSIS Evaluation 3 Kirkpatrick’s four levels model of training evaluation Level 3 – Behaviors Applications & Effectiveness 4.50 4.00 3.50 3.00 2.50 degree 2.00 application effectiveness 1.50 1.00 0.50 0.00 managing managing managing solving making delegation negotiation managing communication change teamwork conflicts problems decision techniques meeting techniques techniques

120. 4 levels of CH6 DATA ANALYSIS Evaluation 3 Kirkpatrick’s four levels model of training evaluation Level 3 – Behaviors Applications & Priorities 18 16 14 12 Titre de l'axe 10 8 now: most applied PRIORITY TOPICS 6 4 2 0 communication managing managing managing solving making decision delegation negotiation managing change teamwork conflicts problems techniques techniques meeting techniques

121. 4 levels of CH6 DATA ANALYSIS Evaluation 4 Kirkpatrick’s four levels model of training evaluation Level 4 – Results

123. CH6 Other DATA ANALYSIS Evaluations Languages Level 60 50 40 30 20 ENGLISH 10 0 FRENCH very good good ARABIC medium poor very poor no answer

124. CH6 Other DATA ANALYSIS Evaluations Favorite Language 3rd favorite 2nd favorite ENGLISH FRENCH ARABIC 1st favorite % 0 10 20 30 40 50 60 70 80 90

126. CH6 Participants DATA ANALYSIS Comments Three encouraging/ discouraging aspects Encouraging 1. Agreement among the group toward serious implementation 2. Helpful weather (personnel & material ) 3. Effective & measured evaluation system 4. Belief on the effectiveness of training 5. Clarity of objectives in macro & micro level 6. Superior interest, and feedback 7. Motivation 8. Peers’ communication level

127. CH6 Participants DATA ANALYSIS Comments Three encouraging/ discouraging aspects Discouraging 1. No common vision 2. No motivation 3. Full Agenda; no enough time 4. Routine 5. Old values and beliefs 6. No authority & chance to do the NEW 7. No superiors’ feedback after change

128. CH6 Participants DATA ANALYSIS Comments Three encouraging/ discouraging aspects Discouraging 8. Procrastination 9. No model leader (leaders do not apply as much as they ask for) 10. Lack of communication between leaders and their staff 11. Lack of confidence between leaders and their staff

129. CH6 Participants DATA ANALYSIS Comments What was liked most? Workshops 1. Integrity 2. Pattern 3. Diversity 4. Practice 5. Subject (human development skills)

130. CH6 Participants DATA ANALYSIS Comments What was liked most? Instructor 1. The quality of training 2. Abilities and skills 3. Experience 4. Motivation 5. Modesty

131. CH6 Participants DATA ANALYSIS Comments What was liked most? Training management 1. Organization 2. Training Planning 3. Diversity of experiences 4. Meeting branches ( subsidiaries’ members) 5. Issues selection 6. Service

132. CH6 Participants DATA ANALYSIS Comments What need to be changed? 1. Time + 6. Reviewing grp. act 2. Severity on TM 7. Place 3. Duration + 8. Pre & post Test 4. Focus 9. Other experts 5. Practice +

133. CH6 Participants DATA ANALYSIS Comments Suggestions 1. Print resources. Bfr 2. Summaries, refce. Afr 30 % 3. Monitoring . Afr 4. Obejectives’Identification 20 % 5. Evaluation 6. Diversity of trainers

135. CHAPTER SEVEN

136. CHAPTER ONE: INTRODUCTION CHAPTER TWO: LITERATURE REVIEW CHAPTER THREE: CONCEPTUAL FRAMEWORK CHAPTER FOUR: RESEARCH METHODOLOGY CHAPTER FIVE : DATA PRESENTATION CHAPTER SIX : DATA ANALYSIS CHAPTER SEVEN: FINDING AND CONCLUSIONS Hypotheses Testing Findings General remarks about TMS The results of the study Limitations Recommendations Final conclusion

138. Hypotheses CH7 Findings & conclusions Testing 1 Research Hypothesis 1: Before, during and after (a short term) the training program 1. The training program was well designed, managed and evaluated 1. Determining Needs × 4. Selecting Participants × 2. Setting Objectives × 5. Determining the Best Schedule 3. Determining Subject Content 6. Selecting Appropriate Facilities

139. Hypotheses CH7 Findings & conclusions Testing 1 Research Hypothesis 1: Before, during and after (a short term) the training program 1. The training program was well designed, managed and evaluated 7. Selecting Appropriate Instructors 8. Selecting and Preparing Audiovisual Aids × 9. Coordinating the Program 10. Evaluating the Program ×

140. Hypotheses CH7 Findings & conclusions Testing 1 Research Hypothesis 1: Before, during and after (a short term) the training program 2. The participants were satisfied about the training overall; and their expectations were met 90%

141. Hypotheses CH7 Findings & conclusions Testing 1 Research Hypothesis 1: Before, during and after (a short term) the training program 3. The learning objectives for the workshop were met there was an interesting improvement through the three levels (reaction, knowledge and behavior).

142. Hypotheses CH7 Findings & conclusions Testing 1 Research Hypothesis 1: Before, during and after (a short term) the training program 4. The participants have developed new knowledge and skills during the training program. Actually, they have developed from 2.26/5 to 3.94/5 , which equals feedback gap 1.68

143. Hypotheses CH7 Findings & conclusions Testing 2 Research Hypothesis 2: The Impact after (a long term) the training program 1. The participants applied the new knowledge and skills on their work place. The application in workplace was done with different averages rates, based on variety of reasons mostly, the participants were more interested about relevant topics to their business furthermore the effectiveness of those new skills and behaviors.

144. Hypotheses CH7 Findings & conclusions Testing 2 Research Hypothesis 2: The Impact after (a long term) the training program 2. They found that, it works effectively and worthy, by evidence of results They did, the most effective S / K rated as follows : a) Communication b) Delegation c) Managing Teamwork d) Making Decision Techniques

145. Hypotheses CH7 Findings & conclusions Testing 2 Research Hypothesis 2: The Impact after (a long term) the training program 3. There is a linear relationship between the Job Performance and the leadership Competencies of : 1. Be a Visionary and Strategic Thinker 2. Demonstrate Effective Leadership 3. Communicate Effectively 4. Facilitate Cooperation and Teamwork

146. Hypotheses CH7 Findings & conclusions Testing 2 Research Hypothesis 2: The Impact after (a long term) the training program 3. There is a linear relationship between the Job Performance and the leadership Competencies of : 5. Serve Externals and Internal Customers Well. 6. Manage People Effectively. 7. Manage Project Effectively. 8. Manage Conflict Effectively.

148. CH7 Findings & conclusions Findings Leadership can be thought, by an effective training process Effective leadership training had: assessment, challenge, organizational support, application Kirkpatrick’s levels provide a useful framework for training evaluation selection of appropriate measurement approaches Kirkpatrick’s Ten steps of training process provide a useful framework for training planning TMS, there was no formal plan in place to measure the success of the program and its value to the company

150. CH7 Findings & conclusions TMS Leadership: inspiration, strategic planning, vision & mission. Members: young, loyal, educated, qualified, selected by system, overall motivated System: procedures charts, clear, flexible Organization: structured Innovation: fresh area of creativity IT: highly technology systems Training & development Innovation High customer Service Infrastructure

152. CH7 Findings & conclusions Results Participants : Reported New KSA New KSA were noticed by who worked close to Overall Satisfaction about LTP LTP impact workplace, business Significant difference between the attendees & N/A STAFF level were able to show L.B even better than SUP LTP could be better by some changes..

154. CH7 Findings & conclusions Limitations This study only on 46% only Male 100% only three level of Kirkpatrick's four levels of EVA no “overview” about LTP in Algeria was provided no ROI no specific topic impact

156. CH7 Findings & conclusions Recommendations This study provided recommendation for : Training management Training Workshops Training Topics Instructors Managers Who want to be a leader Further research

157. CH7 Findings & conclusions Recommendations Training management Focus Achieve Potential participants Write your plan Quality rather than quantity Apply what you wrote Measurement/ Management Evaluate, Measure the Gaps Check out of the box Make decisions fats Believe Develop plan , get to action Invest on HR capital Deal with believers Share stakeholders Don’t wait out OK

158. CH7 Findings & conclusions Recommendations Training workshops Time control No interruptions Less number More suitable meals 10 steps of TMS plan

159. CH7 Findings & conclusions Recommendations Training topics The need 1st “Put the 1st things 1st“ Relevant Easy to understand Easy to apply Updating; C, S, R..

160. CH7 Findings & conclusions Recommendations Instructor Preparation, Preparation, Preparation Know participants’ background “Begin with the end in mind” Determine needs, outcomes, focus Assess the program dosage Make things easy to: U.S. A Never be boring..

161. CH7 Findings & conclusions Recommendations Who want to be the world wanted LEADER? Kouzes & Posnes Study Since 1985 till now (2010) 1.5 million participants 6 continents (including Arab C) Published in 6 books The same top 5 practices required on LEADERS listed

162. CH7 Findings & conclusions Recommendations The world wanted LEADER

165. “Leadership development is a Leadership young but growing field that we about” still know very little about

166. THANK YOU

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