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Training and Development

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Training and Development

  1. 1. ORGANIZATION AS SOCIOORGANIZATION AS SOCIO TECHNICAL SYSTEMTECHNICAL SYSTEM
  2. 2. Organization DevelopmentOrganization Development A planned change effort involving theA planned change effort involving the total system managed from the toptotal system managed from the top to increase organizationalto increase organizational effectiveness through plannedeffectiveness through planned interventions using behavioralinterventions using behavioral science knowledgescience knowledge (Richard Beckhard)(Richard Beckhard)
  3. 3. Organization DevelopmentOrganization Development A process of planned organizationalA process of planned organizational change which centers around achange which centers around a change agent who in collaborationchange agent who in collaboration with a client’s system attempts towith a client’s system attempts to apply valued knowledge from theapply valued knowledge from the behavioral sciences to clientbehavioral sciences to client problems (Warren Bennis)problems (Warren Bennis)
  4. 4. Planned ChangePlanned Change – Systemic diagnosis of the organizationSystemic diagnosis of the organization – Development of a strategy for plannedDevelopment of a strategy for planned improvementimprovement Total system effortTotal system effort – OD effort is related to a total companyOD effort is related to a total company changechange
  5. 5. Top Management involvementTop Management involvement – Actively participates by its commitmentActively participates by its commitment to the goals of the program and supportto the goals of the program and support the methods used.the methods used. Increased organizationalIncreased organizational effectiveness and healtheffectiveness and health – Work is managed against goals andWork is managed against goals and plans for achievement of set objectivesplans for achievement of set objectives
  6. 6. Relationship of OD to other ChangeRelationship of OD to other Change effortsefforts Human Resource Development- seriesHuman Resource Development- series of organized activities, conductedof organized activities, conducted within a specified time and designedwithin a specified time and designed to produce behavioral changeto produce behavioral change
  7. 7. Training – Designed to enable theTraining – Designed to enable the employee to function moreemployee to function more effectively on the jobeffectively on the job Education – Designed to prepare theEducation – Designed to prepare the individual for future but fairly well-individual for future but fairly well- defined job.defined job.
  8. 8. Development – Designed to open theDevelopment – Designed to open the individual to new jobs andindividual to new jobs and performance pattern based on theperformance pattern based on the possible future directions of thepossible future directions of the organizationsorganizations
  9. 9. Human Resource Utilization (HRU) –Human Resource Utilization (HRU) – recruitment, selection, placement,recruitment, selection, placement, appraisal and compensationappraisal and compensation Human Resource DevelopmentHuman Resource Development (HRD) – various kinds of learning(HRD) – various kinds of learning experiences which contribute toexperiences which contribute to individual and organizationalindividual and organizational effectivenesseffectiveness
  10. 10. LEARNING PRINCIPLESLEARNING PRINCIPLES Executive DevelopmentExecutive Development
  11. 11. Learning is an experience activatedLearning is an experience activated by and occurring with the learner.by and occurring with the learner. – Learners are not “taught”Learners are not “taught” – Motivated to seekMotivated to seek KnowledgeKnowledge SkillsSkills BehaviorBehavior
  12. 12. Learning is an experience activatedLearning is an experience activated by and occurring with the learnerby and occurring with the learner Learning is the discovery of personalLearning is the discovery of personal meaning and relevancemeaning and relevance
  13. 13. Learning is sometimes a painfulLearning is sometimes a painful processprocess Learning results from experienceLearning results from experience Learning habits richest resources isLearning habits richest resources is the learner’s SELFthe learner’s SELF
  14. 14. Learning is both unique andLearning is both unique and individualindividual Learning is both an emotional andLearning is both an emotional and intellectual processintellectual process
  15. 15. Learning is a cooperative andLearning is a cooperative and collaborative processcollaborative process Learning is an evolutionary processLearning is an evolutionary process
  16. 16. Learning ConditionsLearning Conditions An environment of active peopleAn environment of active people A climate of respectA climate of respect A climate of acceptanceA climate of acceptance An atmosphere of trustAn atmosphere of trust
  17. 17. A climate of self-discoveryA climate of self-discovery A non-threatening psychological climateA non-threatening psychological climate A climate of opennessA climate of openness An emphasis on the unique, personalAn emphasis on the unique, personal nature of learningnature of learning
  18. 18. A climate in which differences isA climate in which differences is determined to be good and desirabledetermined to be good and desirable A climate which recognizes individuals toA climate which recognizes individuals to make mistakesmake mistakes An atmosphere that tolerates ambiguityAn atmosphere that tolerates ambiguity An emphasis on cooperative evaluationAn emphasis on cooperative evaluation and self evaluationand self evaluation
  19. 19. Training ProcessTraining Process Contextualization of Training GoalsContextualization of Training Goals and Needsand Needs – Identify sources of training needs, bothIdentify sources of training needs, both proactive and reactive (vision, mission,proactive and reactive (vision, mission, strategy and plansstrategy and plans Validation of Training NeedsValidation of Training Needs
  20. 20. Training ProcessTraining Process Formulate Training Goals andFormulate Training Goals and ObjectivesObjectives Provide Training ContentProvide Training Content Design Training InterventionDesign Training Intervention
  21. 21. Training ProcessTraining Process Training DeliveryTraining Delivery Evaluation of Training ProgramEvaluation of Training Program
  22. 22. Conduct Training Needs Analysis Develop Training Objectives Design Training Curriculum Design/ Select Training Methods Design Training Evaluation Approach Implement/Conduct Training Program Measure Training Results •Job Analysis •Trainee Analysis • Training Needs AssessmentDetermine Training Objectives
  23. 23. Conduct of Training NeedsConduct of Training Needs Training Need – may be described asTraining Need – may be described as existing; an actual condition thatexisting; an actual condition that differs from a desired condition indiffers from a desired condition in the human or “people” aspect ofthe human or “people” aspect of organization performanceorganization performance
  24. 24. Conduct of Training NeedsConduct of Training Needs more specifically when a change inmore specifically when a change in present human knowledge, skills orpresent human knowledge, skills or attitudes can bring about the desiredattitudes can bring about the desired performanceperformance
  25. 25. STEPS in conducting NEEDSSTEPS in conducting NEEDS AssessmentAssessment Perform a “GAP” AnalysisPerform a “GAP” Analysis – To check the actual performance of ourTo check the actual performance of our organizations and our people againstorganizations and our people against existing standards, or to set newexisting standards, or to set new standards.standards. Current situationCurrent situation: Determine the current: Determine the current state of skills, knowledge, and abilities ofstate of skills, knowledge, and abilities of our current and/or future employees. Theour current and/or future employees. The analysis should examine our organizationalanalysis should examine our organizational goals, climate, internal & externalgoals, climate, internal & external constraintsconstraints
  26. 26. STEPS in conducting NEEDSSTEPS in conducting NEEDS AssessmentAssessment Desired or necessary situationDesired or necessary situation: Identify the: Identify the desired or necessary conditions fordesired or necessary conditions for organizational and personal success. Thisorganizational and personal success. This analysis focuses on the necessary jobanalysis focuses on the necessary job tasks/standards, as well as the S, K, Atasks/standards, as well as the S, K, A needed to accomplish. Must also distinguishneeded to accomplish. Must also distinguish our actual needs from our perceived needs,our actual needs from our perceived needs, our wants.our wants.
  27. 27. Identify priorities and importance.Identify priorities and importance. Examine the “needs” in view of theirExamine the “needs” in view of their importance to your organizationalimportance to your organizational goals, realities and constraints.goals, realities and constraints. – Cost-effectivenessCost-effectiveness – Legal MandatesLegal Mandates – Executive pressureExecutive pressure – PopulationPopulation – CustomersCustomers
  28. 28. Identify causes of performanceIdentify causes of performance problems and / or opportunitiesproblems and / or opportunities – Are our people doing their jobsAre our people doing their jobs effectively?effectively? – Do they know how to do their job?Do they know how to do their job?
  29. 29. Identify possible solutions andIdentify possible solutions and growth opportunitiesgrowth opportunities – If people are doing their jobs effectively,If people are doing their jobs effectively, perhaps we should leave well enoughperhaps we should leave well enough alone. (“If ain’t broke, don’t fix it!”)alone. (“If ain’t broke, don’t fix it!”) – Some training and other interventionsSome training and other interventions might be called for if sufficientmight be called for if sufficient importance is attached to moving ourimportance is attached to moving our people and their performance into newpeople and their performance into new directionsdirections
  30. 30. But if our people ARE NOT doingBut if our people ARE NOT doing their jobs effectively…their jobs effectively…
  31. 31. Determining Training NeedsDetermining Training Needs 1.1. INTERVIEW – an interview revealsINTERVIEW – an interview reveals feelings, and causes of and possiblefeelings, and causes of and possible solutions to problems. It extendssolutions to problems. It extends maximum opportunity for themaximum opportunity for the expression of opinion and giving ofexpression of opinion and giving of suggestions.suggestions. – Informal or FormalInformal or Formal – Nondirective or DirectiveNondirective or Directive
  32. 32. Determining Training NeedsDetermining Training Needs 2. QUESTIONNAIRES – useful tools for2. QUESTIONNAIRES – useful tools for gathering information from whichgathering information from which training needs may be derived.training needs may be derived. They give employees anThey give employees an opportunity to express their feelingsopportunity to express their feelings anonymously, without any of theanonymously, without any of the embarrassment or anxiety whichembarrassment or anxiety which can accompany the more personalcan accompany the more personal technique.technique.
  33. 33. Determining Training NeedsDetermining Training Needs – Employee Attitude SurveyEmployee Attitude Survey – Supervisory Improvement NeedsSupervisory Improvement Needs SurveySurvey – Slip Survey TechniqueSlip Survey Technique
  34. 34. Determining Training NeedsDetermining Training Needs 3. TESTS – are useful as diagnostics3. TESTS – are useful as diagnostics tools to identify specific areas oftools to identify specific areas of deficiencies. It is helpful indeficiencies. It is helpful in determining whether the cause of adetermining whether the cause of a recognized problem is a deficiencyrecognized problem is a deficiency in knowledge, skill or attitudein knowledge, skill or attitude
  35. 35. Determining Training NeedsDetermining Training Needs – Performance or achievement testsPerformance or achievement tests – Aptitude testsAptitude tests – Practical testsPractical tests – Trade information testsTrade information tests – Supervisory Judgment testsSupervisory Judgment tests
  36. 36. Determining Training NeedsDetermining Training Needs 4. Group Problem Analysis – where4. Group Problem Analysis – where supervisors, managers orsupervisors, managers or executives analyze together theexecutives analyze together the problems of their organizationsproblems of their organizations
  37. 37. Determining Training NeedsDetermining Training Needs 5. Records and Reports Analysis –5. Records and Reports Analysis – Management records and reportsManagement records and reports can also provide valuable data tocan also provide valuable data to training needstraining needs – Organizational plansOrganizational plans – Supervisory Selection policySupervisory Selection policy – Employee RecordsEmployee Records – Management AuditsManagement Audits
  38. 38. Determining Training NeedsDetermining Training Needs 6. Job Analysis and Performance6. Job Analysis and Performance ReviewReview – Determine the specific duties of the jobDetermine the specific duties of the job – Evaluate the adequacy with which theEvaluate the adequacy with which the employee performs each of theseemployee performs each of these dutiesduties – Locate significant improvements thatLocate significant improvements that can be made by trainingcan be made by training
  39. 39. TNA TechniquesTNA Techniques Survey Technique – ranges from aSurvey Technique – ranges from a one page yes or no sheet to highlyone page yes or no sheet to highly sophisticated methods requiring asophisticated methods requiring a multi-disciplinary approach from themulti-disciplinary approach from the felt needs response of thefelt needs response of the participants to the carefulparticipants to the careful constructed questionnaires whichconstructed questionnaires which scientifically cross-checks thescientifically cross-checks the responses two or more timesresponses two or more times
  40. 40. TNA TechniquesTNA Techniques Types of Survey:Types of Survey: – Employee Attitudes SurveyEmployee Attitudes Survey – Slip Survey Technique/ Problem SurveySlip Survey Technique/ Problem Survey – Customer SurveyCustomer Survey – Delphi TechniqueDelphi Technique
  41. 41. Delphi TechniqueDelphi Technique – A method of systematically soliciting,A method of systematically soliciting, collecting, evaluating, and tabulatingcollecting, evaluating, and tabulating expert opinions usually in long-rangeexpert opinions usually in long-range forecastingforecasting – It is conducted anonymously in order toIt is conducted anonymously in order to reduce distorting factors common inreduce distorting factors common in committee decisions such as thecommittee decisions such as the willingness to contradict publiclywillingness to contradict publicly expressed opinionsexpressed opinions
  42. 42. Delphi TechniqueDelphi Technique – Based on a combination of experience,Based on a combination of experience, judgment and a sort of intuitivejudgment and a sort of intuitive perception-perception- – It is conducted anonymously in order toIt is conducted anonymously in order to reduce distorting factors common inreduce distorting factors common in committee decisions such as thecommittee decisions such as the willingness to contradict publiclywillingness to contradict publicly expressed opinionsexpressed opinions
  43. 43. Delphi TechniqueDelphi Technique – In terms of assessing training needs, itIn terms of assessing training needs, it would probably be most useful forwould probably be most useful for forecasting future needs in relation toforecasting future needs in relation to long-range company plans or objectiveslong-range company plans or objectives
  44. 44. Delphi TechniqueDelphi Technique – An opinion is asked on a particular question orAn opinion is asked on a particular question or problem. The statistical results are then gatheredproblem. The statistical results are then gathered indicating the distribution of responsesindicating the distribution of responses – The results are then again distributed to theThe results are then again distributed to the respondents who are asked to reconsider theirrespondents who are asked to reconsider their answers and revise them if they want to.answers and revise them if they want to. – The results of the second survey are gathered. TheThe results of the second survey are gathered. The reasons for the extreme answers are also summarizedreasons for the extreme answers are also summarized and presentedand presented – The results are redistributed a third time andThe results are redistributed a third time and respondents are asked to revise their opinions oncerespondents are asked to revise their opinions once they choose. The median of the final responsesthey choose. The median of the final responses gathered is taken to represent the group consensusgathered is taken to represent the group consensus
  45. 45. TNA TechniquesTNA Techniques Organizational Audits – managementOrganizational Audits – management records and reports can also providerecords and reports can also provide valuable data to training needs andvaluable data to training needs and excellent clues to trouble spots; it isexcellent clues to trouble spots; it is advisable to study audit and inspectionadvisable to study audit and inspection reports, personnel record (grievances,reports, personnel record (grievances, turnover, absenteeism…) costs and otherturnover, absenteeism…) costs and other records; they are best used asrecords; they are best used as supplements to and checks on other kindssupplements to and checks on other kinds of need determinationof need determination
  46. 46. TNA TechniquesTNA Techniques – Efficiency and Production RecordsEfficiency and Production Records – Personnel RecordsPersonnel Records TurnoverTurnover Absence RateAbsence Rate Accident RateAccident Rate Grievance RateGrievance Rate Performance Appraisal RatingsPerformance Appraisal Ratings – Functional AuditsFunctional Audits – Skills InventorySkills Inventory – Manpower Planning DataManpower Planning Data – Annual Personnel InventoryAnnual Personnel Inventory
  47. 47. TNA TechniqueTNA Technique Individual Needs Determination – the endIndividual Needs Determination – the end result of this approach is the design of aresult of this approach is the design of a developmental plan or activity for adevelopmental plan or activity for a specific personspecific person – InterviewInterview – Training Needs QuestionnaireTraining Needs Questionnaire – Needs Analysis Rating MethodNeeds Analysis Rating Method – TestsTests – Performance Appraisal DataPerformance Appraisal Data – Observation and Measurement of BehaviorObservation and Measurement of Behavior
  48. 48. Needs AnalysisNeeds Analysis Determine Training needs consist ofDetermine Training needs consist of the process/procedures used tothe process/procedures used to locate those elements in the worklocate those elements in the work situation that present obstacles insituation that present obstacles in the way of orderly and effectivethe way of orderly and effective achievement of individual, group orachievement of individual, group or organization objectivesorganization objectives
  49. 49. Needs AnalysisNeeds Analysis It is the investigation of aIt is the investigation of a management problem to determinemanagement problem to determine to what lack of knowledge, skills orto what lack of knowledge, skills or improper attitudes, and habits are aimproper attitudes, and habits are a contributing factorcontributing factor
  50. 50. Needs AnalysisNeeds Analysis ASK concept (Attitude, Skills andASK concept (Attitude, Skills and Knowledge)Knowledge) ASK – required in the jobASK – required in the job minus ASK - present in the employeesminus ASK - present in the employees ASK - difference (training needs)ASK - difference (training needs)
  51. 51. Needs AnalysisNeeds Analysis In order that people will be moreIn order that people will be more productive in their present jobs and beproductive in their present jobs and be ready for advancement, needs ofready for advancement, needs of individual employees must beindividual employees must be considered and met within aconsidered and met within a framework of the needs. This requiresframework of the needs. This requires a study of organizational anda study of organizational and operating problems as well as theoperating problems as well as the appraisal of performance andappraisal of performance and potentials of individualspotentials of individuals
  52. 52. Needs AnalysisNeeds Analysis Educational, training and developmentEducational, training and development programs should be a response to aprograms should be a response to a need,need, not merely a reaction to anot merely a reaction to a problemproblem. When a problem has been. When a problem has been identified, the next step is to developidentified, the next step is to develop alternative solutionsalternative solutions
  53. 53. What is a Training Objective?What is a Training Objective? ““If you are not certain of where you areIf you are not certain of where you are going… you may very well end up …going… you may very well end up … SOMEWHERE ELSE.SOMEWHERE ELSE. (and not even know it)!”(and not even know it)!” It is a statement of theIt is a statement of the Terminal BehaviorTerminal Behavior required of a trainee, or group of trainees,required of a trainee, or group of trainees, following a period of training.following a period of training.
  54. 54. Determining Training Objectives…Determining Training Objectives… Characteristics of EffectiveCharacteristics of Effective Objectives:Objectives: – SSpecificpecific – MMeasurableeasurable – AAttainablettainable – RResult-orientedesult-oriented – TTime-boundime-bound
  55. 55. General Objectives…General Objectives… Skills – abilities, techniques,Skills – abilities, techniques, approaches, strategies, methodsapproaches, strategies, methods Knowledge – concepts, theories,Knowledge – concepts, theories, constructs, models, rules, principles,constructs, models, rules, principles, guidelines, procedures, frameworkguidelines, procedures, framework Attitudes- personality, characteristics,Attitudes- personality, characteristics, traits and behaviortraits and behavior Orientation – values/belief, philosophiesOrientation – values/belief, philosophies
  56. 56. Specific Objectives…Specific Objectives… Specific objectives are derived from theSpecific objectives are derived from the prioritized lists of general objectives, thusprioritized lists of general objectives, thus becoming the Training objectives of thebecoming the Training objectives of the particular Training Design.particular Training Design. Being clear about the specific objectives willBeing clear about the specific objectives will help designers select/create the type ofhelp designers select/create the type of activities and inputs desired and needed, on aactivities and inputs desired and needed, on a session by session basissession by session basis
  57. 57. Specific Objectives…Specific Objectives… Well written training objectives will provide aWell written training objectives will provide a trainer with observable behavioral indicatorstrainer with observable behavioral indicators of the success of a training program- which inof the success of a training program- which in effect, becomes the evaluation tool that willeffect, becomes the evaluation tool that will help answer the following question:help answer the following question: Is the training program achieving itsIs the training program achieving its objectives and are learners attaining theirobjectives and are learners attaining their learning goals?learning goals?
  58. 58. Specific categories:Specific categories: Skills – what participants will be sayingSkills – what participants will be saying or doing individually and interpersonallyor doing individually and interpersonally at the end of the programat the end of the program Knowledge- theories, concepts orKnowledge- theories, concepts or principles used as input that will aid inprinciples used as input that will aid in developing the skillsdeveloping the skills
  59. 59. Specific categories:Specific categories: Attitude / Orientation – outlook, valuesAttitude / Orientation – outlook, values useful to develop skillsuseful to develop skills On-the-job or on-site behavior-actualOn-the-job or on-site behavior-actual behavior change apparent or communitybehavior change apparent or community sitesite
  60. 60. An objective is a precise statementAn objective is a precise statement that answers the question:that answers the question: – What does the participant have to do inWhat does the participant have to do in order to show that he has learned?order to show that he has learned? – What you want him to learn? It will help toWhat you want him to learn? It will help to give direction to your efforts.give direction to your efforts.
  61. 61. Essential steps in writingEssential steps in writing objectives…objectives… Start with the phrase: “At the end of theStart with the phrase: “At the end of the session/ training program, participants willsession/ training program, participants will be able to…”be able to…” Follow the phrase with an action verb thatFollow the phrase with an action verb that describes a specific behavior or activity bydescribes a specific behavior or activity by the learner:the learner: …… namename …… makemake …… comparecompare
  62. 62. Essential steps in writingEssential steps in writing objectives…objectives… Add to the action verb a contentAdd to the action verb a content reference that describe the subjectreference that describe the subject being treatedbeing treated End with the performance standardEnd with the performance standard that indicates the minimumthat indicates the minimum acceptable accomplishment inacceptable accomplishment in measurable termsmeasurable terms
  63. 63. COURSE DESIGNCOURSE DESIGN Is the concept paper that describesIs the concept paper that describes what a specific training program is allwhat a specific training program is all about and how it will be conductedabout and how it will be conducted
  64. 64. COURSE DESIGNCOURSE DESIGN It is used:It is used: – To show management soundness of theTo show management soundness of the programprogram – To show participants the purpose andTo show participants the purpose and mechanics of the programmechanics of the program – To facilitate negotiation for securing resourceTo facilitate negotiation for securing resource from management and understand and acceptfrom management and understand and accept target participationtarget participation
  65. 65. COURSE DESIGN must be:COURSE DESIGN must be: Flexible / Brief/ ConciseFlexible / Brief/ Concise
  66. 66. Details of the Course Design:Details of the Course Design: RationaleRationale ObjectiveObjective Course ContentCourse Content MethodologyMethodology Operating detailsOperating details Work ProgramWork Program Budgetary requirementBudgetary requirement Evaluation schemeEvaluation scheme
  67. 67. RationaleRationale An overview of the training programAn overview of the training program which states the reason forwhich states the reason for undertaking the activity andundertaking the activity and management expectations on themanagement expectations on the outcome of the program which willoutcome of the program which will ultimately meet the organizationalultimately meet the organizational goalgoal
  68. 68. MethodologiesMethodologies Refers to the various ways by whichRefers to the various ways by which the dissemination ofthe dissemination of concepts/ideas/knowledge and skillsconcepts/ideas/knowledge and skills can be affected.can be affected. This may include the definition ofThis may include the definition of instructional media and the materialsinstructional media and the materials to be used as aids in facilitating theto be used as aids in facilitating the learning processlearning process
  69. 69. Operating DetailsOperating Details ParticipantsParticipants VenueVenue ScheduleSchedule Resource PersonResource Person
  70. 70. Budgetary RequirementBudgetary Requirement MealsMeals AccommodationAccommodation Supplies, materials and costSupplies, materials and cost TransportationTransportation CommunicationsCommunications Honoraria/ stipend/ feeHonoraria/ stipend/ fee Reproduction, printing, handoutsReproduction, printing, handouts
  71. 71. DOING THE PLAN for eachDOING THE PLAN for each SESSIONSESSION Grade the content – check theGrade the content – check the sessions to avoid an informationsessions to avoid an information overload:overload: – What the traineesWhat the trainees must knowmust know (essential(essential elements/ key points)elements/ key points) – What traineesWhat trainees should know (should know ( reason forreason for doing: clearer understanding)doing: clearer understanding) – What the traineeWhat the trainee could knowcould know (( additional, supplementary info/additional, supplementary info/ knowledge)knowledge)
  72. 72. ““ Present a littlePresent a little and present itand present it well”well”
  73. 73. Arrange the contentArrange the content – Identify the current knowledge of theIdentify the current knowledge of the traineestrainees – Presenting the new information in easilyPresenting the new information in easily “digested” steps“digested” steps – Moving from the “known” to theMoving from the “known” to the “unknown”. When the “unknown”“unknown”. When the “unknown” becomes “known” move on to the nextbecomes “known” move on to the next
  74. 74. Select resourcesSelect resources Select Training techniquesSelect Training techniques – Structured Learning ExperienceStructured Learning Experience Estimate TimeEstimate Time
  75. 75. Training EvaluationTraining Evaluation A means of identifying the strengthsA means of identifying the strengths and weaknesses of a particularand weaknesses of a particular activity or program with the aim ofactivity or program with the aim of making decision about it.making decision about it.
  76. 76. Training EvaluationTraining Evaluation Reaction EvaluationReaction Evaluation Learning EvaluationLearning Evaluation Performance EvaluationPerformance Evaluation Impact EvaluationImpact Evaluation
  77. 77. Other Evaluation tools…Other Evaluation tools… Anecdotal Record FormAnecdotal Record Form Expert Review ChecklistExpert Review Checklist Focus Group ProtocolFocus Group Protocol Formative Review LogFormative Review Log Implementation LogImplementation Log Interview ProtocolInterview Protocol QuestionnaireQuestionnaire
  78. 78. 1.What is / was the significance of the1.What is / was the significance of the subject in your profession/ worksubject in your profession/ work 2.What insights did you gain (from our2.What insights did you gain (from our discussion) that might assist you in your:discussion) that might assist you in your: – WorkWork – CareerCareer – Personal LifePersonal Life
  79. 79. 3.Based on the learning/ insights you3.Based on the learning/ insights you got: What concrete actions…got: What concrete actions… – I will start…I will start… – I will continue…I will continue… – I will stop…I will stop… 4.Comments/ Suggestions4.Comments/ Suggestions

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