Training

Evaluation

Clase 6- Alejandro Gómez

Class
objectives
1. Explain why evaluation is important.
2. Identify and choose outcomes to evaluate a training program.
3. Discuss the process used to plan and implement a good training
evaluation.
4. Discuss the strengths and weaknesses of different evaluation designs.
5. Choose the appropriate evaluation design based on the characteristics
of the company and the importance and purpose of the training.
Training Evaluation

Training effectiveness refers to the benefits that the company and the trainees receive from training.
• Benefits for trainees may include learning new skills or behaviors.
• Benefits for the company may include increased sales and more satisfied customers.

A training evaluation measures specific outcomes or criteria to determine the benefits of the program.
• Training outcomes or criteria refer to measures that the trainer and the company use to evaluate
training programs.
• Training evaluation refers to the process of collecting the outcomes needed to determine
whether training is effective.
• For Turtle Bay, the outcomes included engagement, guest satisfaction, and
financial measures such as occupancy rates

The evaluation design refers to the collection of information—including what, when, how, and from whom—
that will be used to determine the effectiveness of the training program.
Reasons for evaluating training

• Companies are investing millions of dollars in training programs to help gain a

competitive advantage.

• Companies invest in training because learning creates knowledge; often, it is this

knowledge that distinguishes successful companies and employees from those who are
not.

• Research summarizing the results of studies that have examined the linkage between
training and human resource outcomes (such as attitudes and motivation, behaviors,
and human capital), organizational performance outcomes (performance and
productivity), or financial outcomes (profits and financial indicators) has found that
companies that conduct training are likely to have more positive human
resource outcomes and greater performance outcomes.

• The influence of training is largest for organizational performance outcomes and

human resource outcomes and weakest for financial outcomes.

• Because companies have made large dollar investments in training and education and
view training as a strategy to be successful, they expect the outcomes or benefits
related to training to be measurable.
Reasons for evaluating training

Asurion developed a leadership development program for high-potential employees.2

The program includes on-the-job rotations, mentoring and coaching from senior
leaders,
and classroom and on-the-job training. Asurion conducted an evaluation to determine
the
program’s influence on both high-potential employees and business results.
Evaluation
showed that since it was developed, 71 percent of program participants have
received
promotions. Also, program participants have rated professional development as one
of the
top three strengths on the company’s engagement surveys. Departments have found
that
projects completed during the job rotations have led to positive business results,
including
reducing product handling time and improved quality scores.
The Program Design
Process
Some considerations in designing training programs
1. Selecting & preparing the training site

A good training site offers the following features:

• It is comfortable and accessible.
• It is quiet, private, and free from interruptions.
• It has sufficient space for trainees to move around easily, offers enough room for trainees to have
adequate workspace, and has good visibility for trainees to see each other, the trainer, and any
visual displays or examples that will be used (e.g., videos, product samples, charts, and slides).

• Training sites can be on-site in a training room located at company offices or off-site at a hotel,
resort, conference center, or college campus.

• The benefits of off-site training include

• actual and perceived savings of transportation, food and beverage costs, space and
equipment rental costs, and ease of using local employees to serve as instructors for some or
part of the training.
• less chance of business-related disruptions resulting in improved trainee focus, a more
memorable training setting and experience, providing a message that the company values
training by investing in it, and better opportunities for networking.
Some considerations in designing training programs
2. Seating Arrangements

Seating arrangements at the training site should be based on an understanding of the desired type of
trainee interaction and trainee-trainer interaction.

• Fan-type seating is conducive to allowing trainees to see from any point in the room. Trainees can
easily switch from listening to a presentation to practicing in groups, and trainees can
communicate easily with everyone in the room. Fan-type seating is also effective for training that
includes trainees working in groups and teams to analyze problems and synthesize information.

• If the training primarily involves knowledge acquisition, with lecture and audiovisual presentation
being the primary training method, traditional classroom–type seating is appropriate.
Traditional classroom instruction allows trainee interaction with the trainer, but it also makes it
difficult for trainees to work in teams (particularly if the seats are not movable to other locations in
the room)

• If training emphasizes total-group discussion with limited presentation and no small group
interaction, a conference-type arrangement may be most effective.

• If the training requires both presentation and total-group instruction, the horseshoe
arrangement is useful.
Some considerations in designing training programs
2. Seating Arrangements
Some considerations in designing training programs
3. Audience Analysis

• An audience analysis identifies the who, what, why, when and how needed to develop and conduct
a successful employee training program.
• Demographic Information
• How many people will be trained? What percentage of the audience are Baby Boomers,
Gen Xers, or Millennials? What percentage have a high school diploma, undergraduate
degree, master's degree? How many have been in the role less than a year, 1-2 years, 3-5
years, or more?
• Subject Matter Expertise
• What is the level of knowledge they possess? How experienced are they in their role? Do
they know how their role fits into the big picture?
• Attitude
• What drives their performance? What does it take to get buy-in from this group? Are there
barriers or enablers to training? Are they motivated and open to learning new material?
Are they a high performing group?
• Tools/Systems
• Do they have a computer, and if not, have access to one? What is their level of experience
with computers and technology? Do they have internet access? What systems are they
currently familiar with? What systems do they rely upon to perform their job?
Some considerations in designing training programs
3. Audience Analysis

• Language and Culture

• What is the primary spoken and written language of the group? Are there any special
considerations to be considered? Are they part of a union or association? Do they tend to
be collaborative or competitive?
• Environment
• What is the workspace like? Are they hourly, salary, or temporary employees? Do they
work in shifts? How many shifts are there? Do employees on multiple shifts need to be
trained? What safety considerations, if any, must be considered during training?
• Training
• How are these employees currently trained? Where do they go when they need questions
answered? What materials are currently being used, and can we have a copy of them? Can
the entire audience be trained at the same time or does coverage need to be always
maintained? What is the best time of day to train? Are there any days or times each day,
week or month that must be avoided? Can they be absent from their day-to-day
responsibilities for several days to attend training?
Some considerations in designing training programs
3. Know the Audience: Age, Generation, and Personality Differences

• Baby boomers prefer classroom learning. Baby boomers respond well to interactive training
activities—they like group activities and well-organized training materials with an overview of the
information and an easy way to access more detailed information.
• They are especially motivated to learn if they believe that training content will benefit them
personally. Baby boomers need to work on translating the knowledge they have into skills. This
means trainers should ensure that within courses and programs there are opportunities for
boomers to put knowledge gained into practice.

• Generation X (Gen Xers) prefer a self-directed learning environment that includes technology-
delivered methods. They respond best to training methods that allow them to work at their own
pace: web-based training, for instance.
• Gen Xers are highly motivated learners who view training to increase their employability.
They like to learn by doing, through experimentation and feedback. They respond best to training
materials that provide visual stimulation with relatively few words. Question and answer sessions
help meet Gen Xers’ need for giving and receiving feedback.
Some considerations in designing training programs
3. Know the Audience: Age, Generation, and Personality Differences

• Millenniums like to learn by working alone and helping others to learn. They prefer a blended
learning approach that involves self-paced online learning for acquiring basic concepts, ideas, and
knowledge, followed by group activities and hands-on practice in which they work with others on
questions, cases, and role-playing.
• They are motivated to learn skills and acquire knowledge that will help make their working lives
less stressful and increase their employability. They place a high value on money so linking
training to monetary incentives may facilitate learning. Millennials value experiences that can help
them grow, want meaning from their work, access to great technology, space for socialization and
collaboration, and honest feedback.

• Nexters (like Gen Xers) prefer interactive training activities that are visually stimulating with more
images than text. Training should be interactive, use multimedia presentation (visuals, voice, and
music), and incorporate gaming, if possible
Some considerations in designing training programs
4. Provide an Overview of the Course

• When beginning a course or workshop, it is important to give learners an idea of the “big picture”
(i.e., what will be covered), including the objectives, timeline, activities, assignments, and
other relevant information.

• The overall concept, usefulness of the course, the objective, and its relevance to the job should be
presented first, followed by an explanation of how the course is structured to achieve its objectives

• A concept map includes concepts shown in boxes, with the relationships between the concepts
indicated by connecting lines.
Some considerations in designing training programs
4. Provide an Overview of the Course
Some considerations in designing training programs
5. Design Document

• A design document can be used to guide the development of training and to explain the
training to managers, SMEs, reviewers, or other trainers.
Some considerations in designing training programs
5. Course or Lesson Plan

• Lesson plans are typically more detailed than the design document. They include the specific steps involved
in the lesson, instructor and trainee activities, and the time allocated to each topic included in the lesson.
Top Instructional Design Models

1. ADDIE

• ADDIE is an acronym for Analyze, Design, Develop, Implement, and Evaluate. The ADDIE
model is arguably the best-known model for instructional design.
• provides a structured framework that helps to ensure that you create an effective learning
product.
• helps to identify the learning need in a structured way.
• it ensures that all learning activities serve that goal.
• it offers an integrated approach to learning.
• it helps in determining learning effectiveness because the relevant job behaviors and their
required knowledge and skills are clearly defined in the ADDIE framework.
Top Instructional Design Models
Top Instructional Design Models

2. Gagne’s Nine Events Of Instruction

• Gagne stated that 9 conditions/events must be met for learners to assimilate and retain the
information.

1. You must grab their attention with high-quality instruction (AKA content) and
stimulate their minds.
2. Clarify the objectives and outcomes so they know what’s in store, as well as how their
performance will be evaluated.
3. Tie it into pre-existing knowledge before you bring in new subject matter; recall is
paramount to the learning process.
4. Deliver new content in a way that’s easy to absorb and comprehend to avoid
cognitive overload.
5. Give them guidance and support to supplement the learning experience.
6. Engage and encourage them to apply what they’ve learned by eliciting performance.
7. Offer feedback to reinforce what they know and spot hidden gaps.
8. Assess learner performance using the criteria you outlined in the second event.
9. Improve retention and give them the opportunity to apply their knowledge in the
real world
Top Instructional Design Models
Top Instructional Design Models

3. Kemp Instructional Design Model

• It involves 9 distinct stages that are non-linear.

1. Identify issues with your current approach and clarify goals.

2. Evaluate learner traits and behaviors that require your attention.
3. Identify the subject matter and break it down into individual task elements.
4. Clearly outline the objectives and outcomes for your learning audience.
5. Arrange content in a way that improves knowledge comprehension for every unit.
6. Create Instructional Design strategies that allow learners to achieve the objectives.
7. Develop an effective ID delivery method and clarify the takeaways/core message.
8. Create evaluation criteria based on the objectives.
9. Determine the best support resources and activities.
Top Instructional Design Models

4. ASSURE

• ASSURE is the brainchild of Heinrich and Molenda, and it’s ideally suited for blended learning
environments.
• It consists of 6 stages: analyze, statement, selection, utilization, requirements, and
evaluation
Top Instructional Design Models

4. ASSURE

• ASSURE is the brainchild of Heinrich and Molenda, and it’s ideally suited for blended learning
environments.
• It consists of 6 stages: analyze, statement, selection, utilization, requirements, and
evaluation
Asignación y Trabajo Final

• Presente propuesta de adiestramiento

• Estudio de caso
incluyendo su business case. Explique el
“gap” identificado e indique si es
Knowledge, Skills o Abilities.
• Prepare su “design document” según el
tema seleccionado en su análisis de
necesidades.
• Incluya un “concept map” detallado del
tema.
• Desarrolle su “lesson plan”.