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Success Beyond a Test: The Importance of Application in Performance Improvement

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Leadership came to you with a request for training. You organized a training session where the employees seemed to have learned something. You received positive feedback, and you sent them a post-training quiz. Job well done, right?

Not exactly. A study from Robert O. Brinkerhoff found that we spend only 15 percent of our current training resources on the actual on-the-job application that a training event independently yields. We spend the majority on the design, development and delivery. That means we spend more time designing what the training will look like than evaluating how the training is helping our employees in their job roles day-to-day.

This interactive webinar, brought to you by BizLibrary, will provide easy-to-understand insights on:

- What you should do before training begins to assist with measurement

- Ways to drive behavior change post-training

- Diverse post-training tools and methods of measuring behavior

Published in: Recruiting & HR
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Success Beyond a Test: The Importance of Application in Performance Improvement

  1. 1. Presenting Today Daniel Binkholder Client Success Consultant BizLibrary Katie Miller Marketing Specialist BizLibrary
  2. 2. www.bizlibrary.com/demo
  3. 3. • What you should do before training begins to assist with measurement • Ways to drive behavior change post-training • Diverse post-training tools and methods of measuring behavior Key Objectives
  4. 4. EVIDENCE NOT PROOF
  5. 5. ROI RETURN ON EXPECTATIONS
  6. 6. Amount of training resources on training resources of design, development, and delivery* 90% Amount of on-the-job application that a training event, independently, yields** 15% *Robert O. Brinkerhoff, (2006) "Increasing impact of training investments: an evaluation strategy for building organizational learning capability“ **Kirkpatrickpartners.com. “Kirkpatrick Foundational Principles” Application of Training
  7. 7. SHIFT FROM LEARNING TO PERFORMANCE
  8. 8. WHAT TYPE OF EMPLOYEE DO YOU THINK IS VALUED THE MOST?
  9. 9. A) Employees who knew more, had greater skills and competencies, and scored higher on relevant tests B) Employees who were busy all the time C) Employees who consistently produced outstanding results that drove the corporate strategy and initiatives Group Chat Question
  10. 10. What CEOs Want ROI Institute and ATD research show that the data CEOs receive are not demonstrating they are getting what they want out of their talent investment Measures Currently Measure Should Measure Importance Measures and Indicators 94% 86% 6 Efficiency 78% 82% 7 Reaction 53% 22% 8 Learning 32% 28% 5 Awards 40% 44% 3 Application 61%11% 4
  11. 11. Measures Currently Measure Should Measure Importance Impact ? 96% 1 ROI ? 74% 2 What CEOs Want 8% 4% ROI Institute and ATD research show that the data CEOs receive are not demonstrating they are getting what they want out of their talent investment
  12. 12. Progression of Training Pre-Training Preparation STEP 1 Training Event STEP 2 Reinforcement/ Ongoing Evaluation STEP 3 Connecting Behavior Change to Business Outcomes STEP 4
  13. 13. • Defining ongoing evaluation • Post-training activities - strategic • Post-training activities - tactical • What to do prior to training? Agenda
  14. 14. PART 1 Ongoing Evaluation-What Does It Mean? How? Why?
  15. 15. Dummy Title 2 SUPPORT ON-THE-JOB APPLICATION
  16. 16. Preparation Tracking Event On-the-Job Remembering Organizational Results Understanding On-the-Job Prompting On-the-Job Learning On-the-JobApplication Individual Results BEFORE TRAINING TRAINING SITUATION ON-THE-JOB PERFORMANCE SITUATION RESULTS Learning-Performance Flow Diagram
  17. 17. Elements of Ongoing Evaluation Ongoing evaluation Manage stakeholder relationships Support/reinforce Define improvement & goals Compare/measure
  18. 18. LEVEL 3LEVEL 1 What skills were learned? LEVEL 2 Are new skills displayed on the job? Did targeted outcomes occur as a result of the training? LEVEL 4 REACTION LEARNING BEHAVIOR RESULTS Did you like the training? Kirkpatrick’s Four Levels
  19. 19. Surveys Questionnaires Observation Interviews Focus groups Tests/quizzes Demonstrations Simulations Action Planning/improvement Plans Performance contracting Performance monitoring Method Kirkpatrick Level Data Collection Methods 1 2 3 4
  20. 20. Reinforcements
  21. 21. WHAT DO YOU DO AFTER TRAINING ENDS? - STRATEGIC PART 2
  22. 22. Strategic
  23. 23. Poll Managers and employees, as you are preparing for a training event/session when do you usually meet? a) Before the event b) After the event c) Before and after the event d) Neither
  24. 24. Meet With Managers Regularly Communicate Information to Stakeholders Collect Data & Testimonials Strategic – Communicate Regularly
  25. 25. Meet with Managers ON-THE-JOB REMEMBERING ON-THE-JOB PROMPTING ON-THE-JOB LEARNING LEARNING PROFESSIONALS Coach managers to support learning effects Evaluate on-the-job application Create workplace learning systems Remind workers to apply learning Provide learning reinforcement Evaluate remembering MANAGEMENT & WORKPLACE Remind workers to apply learning Reinforce/enable workplace learning Remove obstacles to performance Motivate workers to perform Clarify job responsibilities Provide feedback efforts
  26. 26. Strategic – Communicate Regularly Meet With Managers Regularly Communicate Information to Stakeholders Collect Data & Testimonials
  27. 27. Regularly Communicate With Stakeholders ORGANIZATIONAL RESULTS INDIVIDUAL RESULTS LEARNING PROFESSIONALS Objectively evaluate results Honestly discuss outcomes Convey results to stakeholders Plan improvements MANAGEMENT & WORKPLACE Help evaluate results Honestly discuss outcomes Plan improvements
  28. 28. Leadership Buy-in Example: Last month course completions Consistent meetings with leadership Increase of 64% First six months course completions 771 1,200
  29. 29. Strategic – Collect Data & Testimonials Collect Data & TestimonialsMeet With Managers Regularly Communicate Information to Stakeholders
  30. 30. Business Priority Learning & Development Goal Critical Behavior Measurement Time Frame Target Metrics Previous Metric Trend Note Reducing Risk Improved safety training and engagement Completion of required safety training courses (3/year) Annually 3 or more 2 2 # of safety incidents Annually 5 or less 1 1 # of total employee absentees Quarterly 10 or less 3 3 Q2 Compliance Scorecard - For Individual Department
  31. 31. - Steve, VP Officer Team Course review: “Increasing Team Effectiveness” “Teamwork is the most powerful force in construction – it’s how we get projects built. This video interactive is short. It touches on topics such as setting specific and challenging [stretch] goals, selecting team members, and inviting diverse opinions, among other things” Survey response: sharing success stories – evidence of ROE “The financial training I attended informed me of a process that I wasn’t aware of before, which actually came up as my team was working on a project internally. Because of what I learned in this training, we were able to avoid a costly error that would have led us to purchase a redundant system that would have cost us about $60,000.” - Mary, IT
  32. 32. WHAT DO YOU DO AFTER TRAINING ENDS? – TACTICAL PART 3
  33. 33. Learning-Performance Flow Diagram Measurement Reinforcement Recognition Support
  34. 34. Critical Behaviors Pass the video test – what does the behavior “LOOK” like? Only those that is unacceptable NOT to do Keep less than 10 per initiative
  35. 35. Organizational Development Scorecard Business Priority Learning & Development Initiative Critical Behavior Measurement Method of Measurement Time Frame Improved cross-department collaboration Create a culture of continuous learning/sharing Course launches LMS reporting Quarterly Q1 - 2018 > 17 Avg. penetration percentage by department above 10% LMS reporting Quarterly # of recognitions - "Bravos" - made for external departments LMS/engagement software reporting Monthly Foster effective productivity applications Avg. completion time of projects - by department Project management software - managers Bi-Annually # of documents added to shared knowledge base site Knowledge base comparison count Quarterly
  36. 36. Organizational Development Scorecard Learning & Development Initiative Critical Behavior Measurement Method of Measurement Time Frame Current Metric Previous Metrics Trend Create a culture of continuous learning/sharing Course launches LMS reporting Quarterly 6732 11382 59.15% Q1 - 2018 > 17 3361 2575 130.52% Q1 - 2018 > 17 3371 2890 116.64% Q1 - 2018 > 17 3049 0.00% Q1 - 2018 > 17 2868 0.00% Avg. penetration percentage by department above 10% LMS reporting Quarterly 22 34 64.71% # of recognitions - "Bravos" - made for external departments LMS/engagement software reporting Monthly 3 5 60.00% # of documents shared on Slack Slack Weekly 3 10 30.00%
  37. 37. Organizational Development Scorecard Learning & Development Initiative Critical Behavior Measurement Method of Measurement Time Frame Current Metric Previous Metrics Trend Foster effective productivity applications Avg. completion time of projects - by department (in days) Project management software - managers Bi-annually 37 54 68.52% # of documents added to shared knowledge base site Knowledge base comparison count Quarterly 25 20 125.00% Positive scores (above 50%) on “productivity" checklist Checklist - filled by manager Monthly 2 3 66.67%
  38. 38. • Keep it within 1-2 weeks of the training • Track previous completion, compare to new one (incorporate into scorecard, potentially) • Correlate with department/tenure/etc. Pre-Test Post-Test Delayed Post-Training Surveys/Knowledge Check
  39. 39. Checklists AREA SPECIFIC COMPETENCIES: Cutting Est. Hrs Competency Learning Objective(s) Assessment Method: Evaluator Position Signature Date Delivery Method - OJT with tL or Operator Describe the wrap check procedure Describe the Lathe Maintenance requirements/schedule. Explain the log flow requirements Explain tape application requirements Skills(s) Lathe Cutting Process Interview Operator/TL Perform the knife change setup. Perform the cut quality check. Perform lathe maintenance requirements. Operate the lathe. Determine types of knives and grinds. Observation Observation Observation Observation Observation Observation/TL Observation/TL Observation/TL Observation/TL Observation/TL 1 2 3 4 5
  40. 40. Checklists Checklist For Active Listening – Observation Sheet Date Manager Employer Category: Giving Feedback Did employee try to paraphrase what has been said before responding to a customer? Do employee questions at the end of the speaker’s statement in order to completely understand what has been said? Category: Demonstrating Awareness Did employee use brief positive vocal prompts to demonstrate engagement with customer? Did employee make effort to understand speaker’s point of view? Did employee questions at the end of the speakers statement in order to completely understand what has been said?
  41. 41. “Don’t ask: “Will you be able to apply what you’ve learned into your job?” Surveys: ASK THE RIGHT QUESTIONS Ask “Share an example of how you’ve applied what you learned in your job. Please be specific.”
  42. 42. Other Methods • Signs/cubical handouts • Electronic bulletin boards • Delayed post-training surveys/quizzes • Observations • Interviews • Refreshers/reminders that also track engagement • 30-day follow ups • Job aids following up with training • For managers to monitor employees - specific directions on how/what to coach • Suggestions for recognition/rewards - track results, send via email and retain emails • Individual development plans
  43. 43. WHAT TO DO PRIOR TO TRAINING? PART 4
  44. 44. Before Training PREPARATION LEARNING PROFESSIONALS Understand business needs Determine learning needs (if any) Create learning-performance plan Create evaluation plan Develop learning (if needed) MANAGEMENT & WORKPLACE Clarify business needs Accept learning-performance plan Accept evaluation plan Motivate participants to engage
  45. 45. Training Needs Analysis The responses will also be success measure criteria Objective Why Now? Success Impact? Strategy Alignment? Stakeholders? Audience? Other Initiatives/Programs Timeframe? Resources Senior Level Questions Success Criteria What business results do you expect and how do those expectations differ from the current reality? What performance behaviors do you need from employees to meet your business results expectations? What are employees doing to meet those expectations? What are they not doing?
  46. 46. bizlibrary.com | YOUR ONLINE LEARNING PARTNER 50 • Define critical behaviors before building training • Define baseline current behaviors • Define business goal training will ALIGN to • if you can, link to existing competencies, KPIs, performance review outcomes. • Find and define the root cause, not the symptom • Provide evidence, not “Proof” Operationalize Improvement
  47. 47. WHAT IS ONE IDEA YOU CAN APPLY FROM THIS SESSION?
  48. 48. KEY TAKEAWAYS • Focus on application/reinforcement/on-the-job support • Involve managers • Operationalize success - evidence not proof • Define critical behaviors before building training • Define baseline current critical behaviors - compare/measure • Link to existing competencies, KPIs, performance review outcomes • Define business goals training will align to
  49. 49. Questions?
  50. 50. Learning Retention Strategies In this video course, Professor Art Kohn discusses why and how people forget. Further, he provides a proven strategy for increasing learner retention. Research shows that learners forget about 70% of what they learn in 24 hours, but when after-training boosts are used, learning retention increases. Professor Kohn explains the benefits of boosts, the types of boosts, the suggested frequency of boosts, and much, much more. 15-Part Video Course
  51. 51. Click the link to learn more! www.bizlibrary.com/demo Try out this video lesson and more!
  52. 52. Thank you for attending! Katie Miller Marketing Specialist BizLibrary Daniel Binkholder Client Success Consultant BizLibrary

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