Even in tight economic conditions, savvy leaders know the time for metrics and a tight focus on performance and results is now. But the time was also yesterday and will always be tomorrow!
When it comes to training and learning, the traditional way of evaluating impact is Donald L. Kirkpatrick's four-level model (2005), which recommends measuring four types of outcomes.
Level 1 focuses on reaction of the participants - what they thought and felt about the course. End-of-course evaluations serve this purpose.
Level 2 focuses on resulting increase in knowledge or capability. Trainers administer knowledge tests that focus on concepts and principles related to course content - very much like the exams used in high school and college. While these evaluations can help trainers improve their programs, they fall short of showing whether the training actually improved workplace performance.
By contrast, Level 3 evaluations focus on behavior. They address the transfer of
training - whether people are routinely performing in the workplace the skills they learned in the classroom. While this kind of evaluation can demonstrate whether a program has done its job, most organizations haven't settled on an effective solution.
Level 4 focuses on results - the effects on the business or environment resulting from the trainee's performance. These may be shorter term measures such as production levels, sales performance, or longer term changes in behaviors or attitudes
However, there is a simple, economical method for generating performance
improvement data.
BEFORE TRAINING - Administer a pre-course assessment.
The feedback surveys used in a typical Train-to-Ingrain process are perhaps the
most effective technique ever devised for measuring improvements in on-the-job
performance.
The procedure is simple. Set up a multi-source feedback survey consisting of questions that describe the behaviors taught in training. Administer the survey before training to gather feedback from participants' boss, coworkers and others.
Let participants know that the survey will be administered again several months after training. This pre-course diagnostic helps participants set quantified, behavior-based performance improvement goals, so their minds are more focused during learning activities. Knowing that follow-up measurements will be taken later increases their attention and motivation as they work with trainers - the ideal mindset for learning.
AFTER TRAINING - Administer a post-course assessment.
About six months after training, administer the first follow-up feedback survey, using the same respondent group. Since post-course assessments are derived from the pre-course assessment, scores may be easily compared. Improved scores will confirm improved performance.
The quantitative and qualitative data will reveal whether areas of performance have improved. Learners and direct managers will find out whether ongoing reinforcement has had the desired effect.
For continued feedback and measures of performance improvement, repeat the assessment at the twelve-month and eighteen-month marks.
This simple, commonsense approach to measuring performance improvement
requires a technology that can support it; a fully customizable multi-source survey system.
Assessment items need to be tailored to exactly mirror the desired behaviors taught in the training program. In other words, assessment and training
need to be integrated.
Also, the assessment system should have inexpensive unlimited assessment licenses for each participant, which makes it possible to give all the feedback they'll need after training without additional expense.
The
20/20 Insight GOLD onsite feedback platform meets these requirements and is extremely easy to use.
FINALLY - Hold the key players accountable.
Measuring performance improvement provides hard evidence of whether programs
are changing behavior, making it possible to hold the key players in the "learning
triangle" accountable:
- The learner, who must make a determined effort to change behavior patterns during the lengthy and sometimes frustrating period of reinforcement
- The direct manager, who observes and coaches the subordinate while
providing opportunities to apply skills in an encouraging environment
- Trainers, who present behavior-based training that is optimized for skill
transfer and who coordinate follow-up programs
Implementing these three simple, straightforward initiatives (Parts 1, 2 and 3 of this newsletter series) will profoundly improve the effectiveness of your training and development programs.
Learn more about the behavioral tendencies of managers in your organization now - help them understand how what they do impacts others - is it the effect they intend to create? Are there behavioral changes to be made that would improve their performance and results?
