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Effective Training: Strategies, Systems and Practices, 2 nd Edition

Effective Training: Strategies, Systems and Practices, 2 nd Edition. P. Nick Blanchard and James W. Thacker Chapter Eight. Process. Output. Input. Process. Measures. Evaluation Strategy and Design. Evaluation Objectives. Outcome Measures - Reaction - Learning - Behavior

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Effective Training: Strategies, Systems and Practices, 2 nd Edition

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  1. Effective Training: Strategies, Systems and Practices, 2nd Edition P. Nick Blanchard and James W. Thacker Chapter Eight

  2. Process Output Input Process Measures Evaluation Strategy and Design Evaluation Objectives Outcome Measures - Reaction - Learning - Behavior - Results Organizational Constraints Design Issues Evaluation Phase Chapter 8

  3. Potential Questions to Be Addressed in a Process Analysis   (Before Training) – Part 1 of 2 Were needs diagnosed correctly?   • What data sources were used?   • Was a knowledge/skill deficiency identified?   • Were trainees assessed to determine their prerequisite KSAs? Were needs translated into training objectives?   • Were all objectives identified?   • Were the objectives written in a clear, appropriate manner? Was an evaluation system designed to measure objectives? Chapter 8

  4. Potential Questions to Be Addressed in a Process Analysis (Before Training) – Part 2 of 2 Was the training program designed to meet all the training objectives?   • Was previous learning that supports or inhibits training identified?   • Were individual differences assessed/factored into training design?   • Was trainee motivation to learn assessed and addressed?   • Were processes built into training to facilitate recall and transfer?   • Were steps included to call attention to key learning events?   • Were aids for symbolic coding and cognitive organization designed? • Were opportunities included for symbolic and behavioral practice?   • Were steps included to ensure transfer of learning to the job? Are the training methods appropriate for the learning objectives? Chapter 8

  5. Potential Questions to Be Addressed in a Process Analysis (During Training) Was there a match between trainer, training techniques, and training/learning objectives?   • Were lecture portions of the training effective? Was involvement encouraged/solicited?   Were questions used effectively?  • Did the trainer appropriately conduct the various training methodologies (case study, role play, etc.)? Were they explained well?        Did the trainer use the allotted time for activities?        Was enough time allotted?        Did trainees follow instructions Was there effective debriefing following exercises?  • Did the trainer follow the training design and lesson plans? Was enough time given for each of the requirements? Was time allowed for questions? Chapter 8

  6. Who Is Interested in the Process Data Training Department Trainer: Yes, to determine what does and does not work well. Other trainers: To the extent that process generalizes to other training. Training manager: Only if training is not successful, or if there is a problem with a particular trainer. Customers Trainees: No Trainees’ supervisor: No Upper management: No Chapter 8

  7. Reaction Questionnaire for the Trainer – Part 1 of 2 Please circle the number that reflects the degree to which you agree or disagree with the following statements. 1= Strongly disagree, 2= Disagree, 3= Neither agree nor disagree 4= Agree 5 =Strongly agree • 1. The trainer did a good job of stating the objectives • at the beginning of training ……….………..…………………..1 2 3 4 5 • 2. The trainer made good use of visual aids (easel, white • board) when making the presentations ……………....………1 2 3 4 5 • 3. The trainer was good at keeping everyone interested • in the topics ……………………………………………..…….. 1 2 3 4 5 • 4. The trainer encouraged questions and participation • from trainees …………………………….………………1 2 3 4 5 Chapter 8

  8. 5. The trainer made sure everyone understood the concepts before moving on to the next topic…………………………..1 2 3 4 5 6. The trainer summarized important concepts before moving to the next module……………………………………1 2 3 4 5 7. Overall, how would you rate this trainer (check one) ____1. Poor; I would not recommend this trainer to others. ____2. Adequate; I would recommend this trainer only if no others were available. ____3. Average ____4. Good; I would recommend this trainer above most others. ____5. Excellent; this trainer is among the very best I’ve ever worked with. Reaction Questionnaire for the Trainer – Part 2 of 2 Chapter 8

  9. 1.  Determine what you want to find out (consider training objectives). 2.  Develop a written set of questions to obtain the information. 3.  Develop a scale to quantify respondents’ data. 4.  Make forms anonymous so participants will feel free to respond honestly. 5.  Ask for information useful in determining differences in reactions by subgroups (e.g., young vs. old; minority vs. non-minority). This could be valuable in determining effectiveness of training for different cultures, for example, which may be lost in an overall assessment. Steps to Consider in Developing a Reaction Questionnaire – Part 1 of 2 Chapter 8

  10. Steps to Consider in Developing a Reaction Questionnaire – Part 2 of 2 • 6. Allow space for “Additional Comments” in order to allow participants the • opportunity to mention things you might not have considered. • a. If right after training, have someone other than the instructor administer and pick up the information. • b. If some time later, develop a mechanism for obtaining a high response rate (e.g., encourage the supervisor to allow trainees to complete the questionnaire on company time). Chapter 8

  11. Procedures for Developing a Multiple Choice Test • Examine objectives to determine the content area you wish to test. • Write the questions in a clear manner. Shorter is better. • Choose alternatives to the correct response from typical errors made during training. Make alternatives realistic. • Avoid making the correct response always longer than incorrect responses. • Four alternatives are usually enough. • Pretest items. Ask for feedback on clarity. Note questions that most get wrong. Chapter 8

  12. Example of an Attitudinal Measure Attitudes Toward Empowerment Please indicate the degree to which you agree or disagree with the following statements. 1 = Strongly disagree 2 = Disagree 3 = Neither agree nor disagree 4 = Agree 5 = Strongly agree 1. Empowering employees is just another way to get more work done with fewer people. (reverse scored)…………..1 2 3 4 5 2. Empowering of employees allows everyone to contribute their ideas to the betterment of the company….1 2 3 4 5 3. The empowerment program has improved relationship with my supervisor………………………………………………1 2 3 4 5 4. Empowerment has brought more meaning to my life at this company……………………………………………………..1 2 3 4 5 5. Empowerment interventions should be introduced in other plants in this company…………………………………………..1 2 3 4 5 6. The empowerment process has been a positive influence in labor-management relations…………………………………….1 2 3 4 5 Chapter 8

  13. Guidelines for Writing Effective Questionnaires – Part 1 of 4 1.  Write simply and clearly, and make the meaning obvious. Bad:  To what extent do supervisors provide information regarding the quality of performance of people at your level? Good: How often does your boss give you feedback on your job? 2.  Ask one question at a time. Bad:  Both the organization’s goals and my role within the organization are clear. Good: The organization’s goals are clear. My role within the organization is clear. Chapter 8

  14. Guidelines for Writing Effective Questionnaires – Part 2 of 4 3.  Provide discrete response options. Bad:  During the past three months how often did you receive feedback on your work? 1 2 3 4 5 rarely occasionally frequently Good:  During the past three months how often did you receive feedback on your work? 1 2 3 4 5 not once 1–3 times about once 2-4 times once a a month a week a week day or more Chapter 8

  15. Guidelines for Writing Effective Questionnaires – Part 3 of 4 4.  Limit the number of response options. Bad:  What percent of the time are you sure of what your compensation will be? 1 2 3 4 5 6 7 8 9 10 0–10% 11–20% 21–30% 31–40% 41–50% 51–60% 61–70% 71–80% 81–90% 91–100% Good:  What percent of the time are you sure of what your compensation will be? 1 2 3 4 5 0–20% 21–40% 41–60% 61–80% 81–100% Chapter 8

  16. Guidelines for Writing Effective Questionnaires – Part 4 of 4 5.  Match the response mode to the question. Bad:  To what extent are you satisfied with your job? 1 2 3 4 5 strongly disagree agree strongly disagree agree Good:  To what extent are you satisfied with your job? 1 2 3 4 5 not at all a little bit some quite a lot very much Chapter 8

  17. Example of 360-Degree Feedback Results Chapter 8

  18. Scripted Situation Item for Evaluation of a School Superintendent The following is a scenario about a school superintendent. Read the scenario and place an X next to the behavior you believe your superintendent would follow. The administrator receives a letter from a parent objecting to the content of the science section on reproduction. The parent strongly objects to his daughter having exposure to such materials and demands something be done. The effective administrator would most likely: (check one) ____  Ask the teacher to provide handouts, materials, and curriculum content for review. ____  Check the science curriculum for the board-approved approach to reproduction, and compare board guidelines to course content. ____  Ask the head of the science department for his or her opinion about the teacher’s lesson plan. ____  Check to see if the parent has made similar complaints in the past. Chapter 8

  19. External environment of the organization: Economy, regulations, suppliers, etc Internal environment of the organization: Policies, procedures, systems Employee performance, KSAs, and needs Organizational Results Job Behavior Transfer of training Motivational forces in the job setting Opportunity to applying training on the job KSAs Learning Trainee readiness for the course Trainee motivation to learn Design, materials, and content Trainer(s) behaviors Reactions Perceived match between trainee Exceptions and what training provided Types of Outcomes and Examples of Factors Affecting those Outcomes Chapter 8

  20. Cost Savings for Grievance Reduction Training Chapter 8

  21. Calculation of the Utility of the Grievance Training – Part 1 of 2 Formula: U = (N)(T)(DT)(SDY) - C N = 30 T = 1 year (This is probably an overly conservative estimate) DT = .2 DT = Xt – Xu SD (r yy) Xt = average job performance of the trained supervisors Xu = average job performance of the untrained supervisors SD =standard deviation of job performance for the untrained supervisors r yy = reliability of job performance measure Chapter 8

  22. Calculation of the Utility of the Grievance Training – Part 2 of 2 DT is a measure of the improvement (in standard deviation units) in performance that trained supervisors will exhibit. SDY = $14,000 This is based on: .40 X $35,000 = $14,000 The above assumes average salary of 35,000 dollars. The .40 comes from the 40% rule, which is a calculation based on 40% of the average salary of trainees. So based on the above information, the utility of the training based on this formula is: 30 X 1 X .2 X 14,000 - 32,020 = $51,980 Chapter 8

  23. Who Is Interested in the Outcome Data Chapter 8

  24. Reaction to Training – Part 1 of 2 Answer the following questions about the training in Active Listening skills using the scale below: 1= Strongly disagree 2= Disagree 3= Neither agree nor disagree 4= Agree 5=Strongly agree 1. The training met the stated objectives 1 2 3 4 5 2. The information provided was enough so I understood the concepts being taught 1 2 3 4 5 3. The practice sessions provided were sufficient 1 2 3 4 5 to give me an idea of how to perform the skill 4. The feedback provided was useful in helping 1 2 3 4 5 me understand how to improve. Chapter 8

  25. Reaction to Training – Part 2 of 2 5. The training session kept my interest throughout 1 2 3 4 5 6. The pace of the Active Listening session was 1. Way too fast 2.   A bit fast 3.   Just right 4.   A bit slow 5. Way too slow 7. What did you like best about this part of the training 8. What would you have changed Additional Comments: Note: A similar scale would be used for each of the other components of training that were taught. Chapter 8

  26. Paper & Pencil Test for Evaluation of Learning Evaluation of learning There is no specific time limit on this test, but most should be able to finish in about one hour. Answers to the questions should be written in the booklet provided. Please read each question carefully as some of the questions have more than one part to them. 1. List four types of active listening and provide an example for each. 2. List the steps in the Conflict resolution model. After each step, provide a relevant example of a phrase that would represent that step. 3. And so forth….. Chapter 8

  27. Training Evaluation Documents for Active Listening – Part 1 of 8 Scenarios for evaluating learning of Active Listening Skills Part 1 Initiators Role Role Scenarios to Test Trainees (The initiator to be played by the same actor for all trainees) Test Scenario 1 You have just been asked by your supervisor (the trainee) to serve on the same committee again. You are angry that they always ask you. You Start. Say Angrily: "OH NO, YOU DON'T. I'VE BEEN ON THAT COMMITTEE THREE YEARS IN A ROW AND IT TAKES UP TOO MUCH TIME". Chapter 8

  28. Training Evaluation Documents for Active Listening – Part 2 of 8 Part 1 Initiators Role Test Scenario 2 Your supervisor has just talked to you about why you don’t follow procedures. You say angrily: "WHY ARE YOU PICKING ON ME ALL THE TIME. I'M NOT THE ONLY ONE WHO DOESN'T FOLLOW THESE STUPID PROCEDURES". You have just been asked by a your supervisor second time today whether you will be attending the weekly meeting. You say Angrily: "I ALREADY TOLD YOU, I CAN'T ATTEND THE WEEKLY MEETING BECAUSE I HAVE TO COMPLETE THE STAFF REPORTS FOR And so forth (for a total of 5) TOMORROW". Chapter 8

  29. Training Evaluation Documents for Active Listening – Part 3 of 8 Scenarios for evaluating learning of Active Listening Skills Part 2 Trainees instructions This test will require you to respond to 5 different short scenarios where you are a supervisor, and you say something to a subordinate that elicits an angry response. You will be expected to respond using the skills of active listening. Below is a description of each of the scenarios and what you have initially said to the subordinate. When you are ready for each of the scenarios to begin nod your head to the initiator. At that time the initiator will say something. You need to respond to the comment, and when complete, explain to the evaluator the rationale for your response. Chapter 8

  30. Training Evaluation Documents for Active Listening – Part 4 of 8 Scenario 1 You have asked a subordinate to continue working on a particular committee for another year. Listen then respond using active listening. Nod your head when ready…. Scenario 2 You have just talked to a subordinate regarding the importance of following procedures. Listen then respond using active listening. Nod your head when ready…. Scenario 3 Today is the day of your weekly meeting. You asked your subordinate if he/she would be attending the meeting, they said no. It is now time for the meeting and you call once more to check if they can make the meeting. Listen then respond using active listening. Nod your head when ready…. Chapter 8

  31. Training Evaluation Documents for Active Listening – Part 5 of 8 Part 3: General guidelines for evaluating active listening scenarios Trainee fails the scenario if his/her response is focused on the issue instead of reflecting back what the initiator says. Passing responses reflect back what the person is saying without being a mimic of what was said. Examples of  acceptable and poor responses are given in the following slides. Chapter 8

  32. Training Evaluation Documents for Active Listening – Part 6 of 8 Scenario 1 The supervisor (trainee being tested) asked the subordinate to continue working on a particular committee for another year. Listen to response and grade according to guidelines Unacceptable response: “I am willing to talk about reducing the work you have to do if you will be on it” Acceptable response "YOU DON'T WANT TO BE ON THAT COMMITTEE AGAIN BECAUSE IT INTERFERES WITH YOUR WORK AND YOU HAVE DONE YOUR SHARE." Chapter 8

  33. Training Evaluation Documents for Active Listening – Part 7 of 8 Scenario 2 The supervisor (trainee being tested) has just talked to a subordinate regarding the importance of following procedures. Listen to response and grade according to guidelines. Unacceptable response: “You are not the only one I have talked to about this” Acceptable response "YOU BELIEVE THAT YOU'RE THE ONLY ONE THAT I AM SINGLING OUT FOR NOT FOLLOWING PROCEDURES". Chapter 8

  34. Training Evaluation Documents for Active Listening – Part 8 of 8 Scenario 3 The supervisor (trainee being tested) called first thing in the AM, and asks the subordinate if he/she would be attending the weekly meeting and the subordinate said no they were busy. The supervisor has just called again at meeting time to check if they could make the meeting. Listen and grade. Unacceptable response: “The meeting will only be an hour”. Acceptable response: "YOU'RE NOT ABLE TO ATTEND THE MEETING BECAUSE YOU ARE FINISHING STAFF REPORTS THAT ARE DUE TOMORROW". Chapter 8

  35. Sources of Invalidity – Part 1 of 2 Chapter 8

  36. Sources of Invalidity – Part 2 of 2 Note: In the tables, a minus indicates a definite weakness, a plus indicates that the factor is controlled, a question mark indicates a possible source of concern, and a blank indicates that the factor is not relevant. It is with extreme reluctance that these summary tables are presented because they are apt to be “too helpful” and to be depended upon in place of the more complex analysis. No + or - indicator should be respected unless the reader comprehends why it is placed there. In particular, it is against the spirit of this presentation to create fears of, or confidence in, specific designs without an clear understanding of its strengths and weaknesses for a particular purpose. Chapter 8

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