Is Your Training Progamme Effective?


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New Zealand, 2006

Published in: Education, Technology
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Is Your Training Progamme Effective?

  1. 1. Is Your Training Program Effective? Phil Garing, Managing Director Lisa Galarneau, eLearning Solutions Director
  2. 2. What we’ll cover… • What does ‘effective’ mean? • Are you setting the right goals? • Are you mapping business and training strategy? • Are you delivering the right way? • Are you getting a ROI? • Steps in the right direction
  3. 3. What does ‘effective’ training mean? • Makes the organisation more productive • Changes behaviour/shifts perspective • Involves employees in the process of learning, respects their time and helps them understand how their learning contributes to the organisation • Makes demonstrable improvements to the bottom line
  4. 4. What does ‘effective’ mean? (cont.) • Ineffective programs leave trainees bored, uninspired and frustrated • They can be superfluous – informal learning may take precedence • Show little or no return on investment • Result in no measurable organisational change
  5. 5. Have you heard: I know my training program is effective because…” • “we rolled out 25 new training modules in one month” • “1024 trainees attended the course” • “646 trainees completed the course” • “234 trainees completed assessments” • “trainees said they enjoyed the course” • “we saved $24,240 in travel expenses • “I finished the project on time and on budget” • “no one complained”
  6. 6. Are you setting the right goals? • Must be explicit about the goals and process of accountability • Learning should be the focus, not training – Application of learning should be the goal – Learning means changed behaviour • Creating a culture of learning and knowledge sharing • The benefits of a good ‘employer brand’ • Training program should support business strategies
  7. 7. Are you aligning training with strategy? • Doing the wrong thing efficiently does not help • Organisational objectives are often unhooked from training design – Knowledge management, but ‘discrete’ resources – Organisational change, but same learning • So: – Identify the resources you want people to use – Articulate the behaviours you want – Design training around them
  8. 8. Are You Delivering the Best Way? • Are you selecting the best mix of resources for your learners? • Are you ensuring that training is relevant? • Are you setting context for your learners and helping them to understand the big picture?
  9. 9. From Strategy to Return: Measuring ROI Why not ROC? • Good training takes an investment • Results (change) often take time • It involves more than just $ A cost-driven focus • May drive down the quality of the learning experience • Probably won’t recognise the true returns over time: a spiral of contraction
  10. 10. The Theory • Measure the investment • Measure the return • Provides a static measure of ROI • Improve the learning process • Measure the improvement
  11. 11. For example: • Add up the delivery costs • The number of people • How much time has training • Time spent training saved? • Travel cost • Calculate the salary saving • Facilities and technology • Compare to delivery cost costs • Compare to remote delivery costs Fasttrack Consulting, U.K.
  12. 12. Real Measurement
  13. 13. Indicators Training Delivery Learning Changed Business behaviour Indicators • Training time • Completion rate • Training cost • Pass rate • Organisational • Productivity Page clicks culture • Customer • Travel expenses • • Enterprise satisfaction • Reduced skills • Employee downtime • Motivation turnover • Strength of • Wastage brand
  14. 14. Measurement
  15. 15. Quantitative or Qualitative? Quantitative Qualitative • Easier to measure • Often intangible • Can be converted to $ • Results get ‘contaminated’ • Can be automated • Anecdotal results seem less • Often measures training, not reliable learning • • More likely to measure learning Inputs focused • Outputs focused
  16. 16. Getting useful information Some Principles: • If the information isn’t useful, don’t bother gathering it • Ensure you have a real benchmark • Measure the change you are seeking to achieve • Look for: – Subjective analysis – Longitudinal information – Anecdotal value
  17. 17. Approaching Projects Some practice: • Pilot projects to measure results • Approach projects iteratively • Look for the most bang for your bucks (focused change)
  18. 18. Steps in the Right Direction • Addressing training as a strategic activity • Aligning the entire organisation behind one strategy (including training department, management, HR, IT, etc.) • Using an educational design process – Learner profile analysis – Best mix of resources – Looking at the overall lifecycle of learning
  19. 19. In Conclusion • Training cannot occur in a vacuum, nor can a training department operate in one • Delivery of training doesn’t mean people are learning and that the learning is carried back into the organisation • Employees want to learn: make it relevant, practical, engaging, and help them understand why it matters