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Training effectiveness
The document provides an extensive overview of training effectiveness, covering the importance of training needs analysis (TNA) and methods for evaluating training outcomes. It outlines the roles and qualities of effective trainers and offers various creative methodologies and delivery techniques to engage learners. It emphasizes the significance of identifying skill gaps, creating impactful training plans, and utilizing feedback for continuous improvement.
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Training effectiveness
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- 4. Ground Rules Oath – Asknow – Language
- 5. Session Agenda Introduction to Training EffectiveTNA Training Evaluation Quality of Good Trainers Measuring Training Effectiveness Making Training Interesting and Fun
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- 7. Why Training? Quality ControlMandatory Routine Calendar Policy Issue Based Problem Solving Competency Mapping Gap Filling Self Development Desire for Growth
- 8. Cost can bereduced Profits can be increased Enhanced Productivity can be achieved by TRAINING
- 9. The only thing worsethan training your employees and having them leave is not training them and having them stay - Henry Ford
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- 12. Analyze the TNA results Createa training profile Devise a Training and Development plan Publicize the Training and Development plan Implement the training Evaluate the training
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- 14. IMPORATNCE Not more than% of expenditures in training actually result in transfer to the job Broad and Newstrom 6-10
- 15. Definition A needs assessmentis the process of identifying performance requirements and the "gap" between what performance is required and what presently exists.
- 16. Training? Training helps to bridgethe gapExisting • Skills • Knowledge • Attitudes Required • Skills • Knowledge • Attitudes
- 17. Training Need Analysis(TNA) TNA is a tool to identify the gapExisting • Skills • Knowledge • Attitudes Required • Skills • Knowledge • Attitudes
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- 19. If a skilldeficiency.. • Provide Domain training • Provide practice • Provide feedback • Simplify the task • Develop a job aid • OJT • Transfer • Terminate
- 20. If Knowledge issue.. •Reading – Access to Resources • Conferences & Seminars • Discussion Groups
- 21. if it’s aproblem of will... • Remuneration Policy • Work Environment • Focus on Goals • Motivational Lecture/Training
- 22. And one lastquestion... Obstacles? Remove Obstacles
- 23. To solve aperformance issue • Training may not be the answer • Training may not be the only answer
- 24. Training will notbe the answer if.. • Problem is with the Organisation Structure • Remuneration & other policies are faulty • Work Environment is not good • Growth potential is not visible
- 25. Cause Solution • Ifskill or knowledge……….training • If lack feedback……………..feedback, standards • If not motivated…………….rewards, consequences • If unclear expectations…..std, measure, discuss • If job environment…………change environment • If potential……………………change personnel
- 26. If training isthe answer…. • Formal training • Self study • Technology based • Job related/workplace approaches
- 27. Diagnostic Interviews Direct Observation Assessments/ Surveys / Questionnaires /Tets Performance Management Tools Focus groups Work samples
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- 29. Analyze Learners Each oneof us is a Unique Personality and therefore Unique Learner
- 30. Profiling learners • Howmany participants will be there? • Who are the participants? • Where are the participants from? • What is their experience of training? • What is their experience of the training topic? • What is their motivation?
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- 32. • Create Triads •One Speaker • One Listener • One Observer • Rotate Roles
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- 34. Steps • Structure • GatherMaterial • Flow and Theme • Examples, Anecdotes and Stories • Visuals-Pictures, Graphs, Cartoons
- 35. Take Home • Agenda/ Content (TOC)/ Flow • Workbook – Print/CD • One Pagers / Posters / Handy Cards • Slide Presentation
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- 37. Role of ATrainer • Teacher • Coach • Counselor • Mentor
- 38. Qualities of GoodTrainers • Flexible • Empathy Oriented • Oratory • Friendly • Listener • Concern and Desire • Well Prepared • Sensitive • Energetic • Enthusiasm • Positive • Confident • Humorous • Assertive • Simple • Willing to accept mistake
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- 40. 10 % ofWhat we Hear 20% of what we Read 30% of what we See 50% of what we Hear & See 70 % of what we Say 90% of what we Say and Do
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- 43. A Picture isworth a thousand words -Chinese Proverb
- 44. Can you describethis in words? 45
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- 47. Say more thanwords!! 48
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- 50. Caution Do not becomeSLAVE of slides!
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- 54. Ice Breakers • Introductionwith Adjectives • 3 Questions • Line up as per Birth Date • Introduce Others • Bingo • Throw the Ball • Many Others
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- 64. Pen & PencilExercises
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- 72. Connecting with theLearners
- 73. Involve Them • EyeContact • Smile • Body Language • Humor • Interactive Opening • Ask Qs
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- 75. Environment • Physical &Emotional Security • Encouraging to participate and commit mistakes • Motivating • Explored vs Told • Seating Arrangement • Ambience • Facilities
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- 77. Why are TheyDifficult • Not Interested in the Topic • Attention Seekers • Arrogant Nature
- 78. Challenges For Facilitators •Taking control • Difficult questions • Managing conflict • Handling dominant people • Working with shy people
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- 80. The Most ImportantTool 81
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- 82. TEXTRA • Definition • Methods •Types – Formative – Process – Outcome – Impact
- 83. Donald Kirkpatrick Reaction - FeelGood Learning - Take Home Change in Behavior Results - ROI 4 Layers of Training Effectiveness
- 84. Observation Questionnaire Interview Self diaries Self recordingof specific incidents
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- 89. Constructive Feedback • Instant •Positive Tone • Non offending / Insulting • Sandwich between Positives • Verbal & Written
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