Balance effective developing training program

These are the questions I ask participants to think about:. These questions help participants realize that they are no different than the learners for whom they design solutions. They have a tsunami of stuff awaiting them back at their jobs; so do their learners.

The largest, most painful or loud thing gets their attention when they return to the work world; this fact also is true for their learners. I am shocked at how few people can quantify their business problem or business opportunity. Study after study shows that employee turnover costs companies a lot of money and ACME has taken note! ACME has done a stellar job of needs assessment and confirmed that poor employee onboarding is the primary reason for its turnover problem. Sending Sally to training on how to design a better employee onboarding program seems like a great solution.

Its contents perfectly mirror what Sally needs to learn. She is focused during the workshop and takes copious notes.

Effective implementation requires more than Sally participating in the training program. When she returns from training, these things also have to happen:. Talent retention keeps the business profitable and yet more than that, it maintains the equilibrium of progress and propels it forwards. Filed under: Talent management. Talent management.

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Retrieved from 11 Moran, G. The most effective training also helps learners apply this information to their workplace, a process known as transfer of learning or simply learning transfer. Training effectiveness refers to how well your training supports learning and learning transfer. There are many ways to evaluate training effectiveness.

Look at the combined results for all learners to help you understand their learning and identify data trends that indicate challenging topics for your learners—which might show a need to improve course content or instruction. Design your evaluation to assess how successfully the learner can apply what they learned when they return to the workplace. Look at the combined results for all learners to help you understand if learning transfer is occurring and which topics are challenging for learners to apply—which might show a need for follow-up support for the learners.

Your data collection methods and timing will depend on your evaluation questions. Determine what information you need while considering what is feasible. Your time, resources, and training scope should drive your evaluation approach. The best way to evaluate any change in learning is through assessment before and after the training. Conduct a pretest before and a posttest after your training and then compare the results.

Build knowledge or skill assessment into the training, like knowledge checks, quizzes or observations. This can provide evaluation data and reinforce learning at the same time.

In many situations, you might only be able to gather information from your learners immediately after the training ends. You can design your postcourse evaluation to assess learning and predict learning transfer immediately after the course ends, while learners are available to respond.

Delayed evaluation, also called follow-up evaluation, is the best way to assess learning transfer. This helps training developers understand how much information learners retained, and if they have applied what they learned on the job. You can follow-up with learners to assess learning transfer after they have had time to go back to their workplace and apply what they have learned.

These questions focus on themes strongly associated with learning and learning transfer pdf icon [PDF — KB] that can be measured in-person or online with adult learners.