2. Pre-training test and post-training test.
3. Post-training test.
4. The basic process of time series analysis
Scientific training evaluation is very important for understanding the effect of investment, clarifying the contribution of training to the organization and proving the results of employee training. At present, the biggest problem in enterprise training is that limited training investment can not guarantee the ideal training effect, and the training effect is difficult to evaluate. At the same time, many enterprises attach importance to training evaluation, but its evaluation is out of touch with actual work. The test of training effect is limited to the training process, not in the actual work, which leads to the disconnection between training and actual production services. Following a good training evaluation process is the key to successfully and effectively carry out training evaluation activities! Generally speaking, an effective training evaluation should include twelve basic steps as shown on the right: training demand analysis is the first step of training project design and training evaluation. If we evaluate the training program without sufficient demand analysis, the evaluation results are mostly disappointing. For many managers, training is "both important and vacant". The fundamental problem is that enterprises are not clear about their training needs but realize the importance of training. The lack of scientific and detailed analysis of the training needs of enterprise employees makes the training work of enterprises very blind and arbitrary. Many enterprises only arrange training temporarily when there are big management problems and poor business performance, just to meet short-term needs and immediate interests.
For the formulation of training needs, some enterprises put forward training needs entirely by employees themselves, and the training authorities simply agree or disagree; Some corporate training directors do not make demand analysis, but make their own training plans mechanically based on experience and imitation of others, or make their current plans according to the plan of the previous year, rather than the actual situation; Some enterprises even define the training needs only according to the boss's words. In a word, the enterprise did not combine the development goal of the enterprise with the career design of employees, carefully designed and actively strengthened the training of employees.
Before training, there is no detailed and in-depth demand analysis and reasonable course and facility design, which makes the training demand unclear, and the training of some enterprises has become a fire-fighting, emergency, irregular and accidental work. No matter what causes a training program, the training supervisor should identify the defects of specific knowledge, skills and attitudes through training demand analysis. The most typical methods of training demand analysis are interview, investigation and questionnaire. The survey targets mainly focus on future trainees and their supervisors. At the same time, it is necessary to investigate the environment of inefficient management institutions and employees to determine whether the environment also affects work efficiency. Obviously, the ultimate goal of training is to create value for enterprises. Because the demand for training is increasing, the direct and indirect costs of training are also rising, so it is not necessary to evaluate all the training after the training. We believe that we should mainly assess the following situations:
Newly developed courses. Emphasis should be placed on training needs, curriculum design, application effect and so on.
New teacher courses. We should pay attention to teaching methods, quality and other comprehensive abilities.
New training methods. Emphasis should be placed on curriculum organization, teaching materials, curriculum design, application effect and so on.
Training conducted by external training enterprises. Emphasis should be placed on curriculum design, cost accounting, application effect and so on.
Training on problems and complaints. About the complaint. Only by choosing a good evaluation object can we effectively formulate effective questionnaires, test questions, interview outlines and so on for these specific evaluation objects! Before training evaluation, the training supervisor must collect all the data before and after training, because training data is the object of training evaluation, especially in the process of training level 3 and level 4 evaluation. Training data can be divided into two categories according to whether it can be measured by numbers: hard data and soft data. Hard data is the main measure of promotion. It is an indisputable fact that it appears in the form of proportion and is easy to collect. This is the ideal data that needs to be collected most. Hard data can be divided into four categories: output, quality, cost and time, which are representative performance measures in almost all organizations. Sometimes it is difficult to find hard data. At this time, soft data is very meaningful in evaluating human resource development training programs. Commonly used soft data types can be summarized into six parts: work habits, atmosphere, new skills, development, satisfaction and initiative.
For example, an enterprise needs some hard data when conducting a four-level evaluation. If the finance department has an average of $7 million in accounts receivable every day, you can give them a course to teach them how to recover their debts more effectively. Level 4 assessment only needs to check whether the daily receivables have dropped. As the responsibility for improving employees' job performance falls on managers, they need the training department to establish a three-level and four-level evaluation system to measure whether employees' job performance has improved. Therefore, it is not only the training department that is interested in these evaluations. The most famous training evaluation model was put forward by kirkpatrick. Judging from the depth and difficulty of evaluation, kirkpatrick's model includes four levels: reaction layer, learning layer, behavior layer and result layer. Human resource developers should determine the final training evaluation level, because this will determine the type of data to be collected.
Response layer evaluation refers to the trainees' views on training programs, including teaching materials, teachers, facilities, methods and contents. The main method of response level evaluation is questionnaire survey. Questionnaire survey is to collect trainees' responses to the effectiveness and usefulness of the training program at the end of the training program, which is very important for redesigning or continuing the training program. Answering the questionnaire is easy to implement and usually takes only a few minutes. If properly designed, the questionnaire can be easily analyzed, listed and summarized. The disadvantage of the questionnaire survey is that its data is subjective and based on the opinions and emotions of the trainees during the test. Deviation of personal opinion may exaggerate the evaluation score. Moreover, in the last class before the end of the training course, students' judgment on the course is easily influenced by the inspirational concluding remarks of experienced training coordinators or leaders of training institutions. In addition, some students take care of their own feelings, which may weaken the students' original bad impression of the course during the evaluation, thus affecting the effectiveness of the evaluation results.
Learning layer evaluation is the most common and commonly used evaluation method at present. It measures the trainees' mastery of principles, facts, technologies and skills. The methods of learning layer evaluation include written test, skill training and work simulation. Training organizers can know how much knowledge and skills of students have improved before and after training through written examination and performance appraisal. Written examination is the most direct way to know the degree of knowledge mastery, and for some technical jobs, such as lathe workers and locksmiths in factories, their technical improvement can be mastered through performance appraisal. In addition, emphasizing the evaluation of learning effect is also conducive to enhancing students' learning motivation.
Behavior level evaluation is often carried out after the training, and superiors, colleagues or customers observe whether the trainees' behaviors are different before and after the training, and whether they apply the knowledge learned in the training to their work. This level of evaluation can include students' subjective feelings, the comparison of behavior changes between subordinates and colleagues before and after training, and students' self-evaluation. This evaluation method requires human resources departments to establish a good relationship with functional departments in order to continuously obtain employee behavior information. The purpose of training is to change the incorrect operation of employees or improve the work effect. Therefore, if the result of training is that the behavior of employees has not changed much, it also means that the previous training is invalid.
The evaluation of the result level rises to the height of the organization, that is, does the organization run better because of training? This can be measured by some indicators, such as accident rate, productivity, employee turnover rate, quality, employee morale and enterprise service to customers. Through the analysis of such organizational indicators, enterprises can understand the benefits brought by training. For example, human resource developers can analyze and compare the accident rate and the extent to which the decline in accident rate is attributed to training, so as to determine the contribution of training to the whole organization. After the decision to evaluate the training is made, the evaluation can be started during the training period. At this time, the main method adopted is to train the management personnel of the competent department or relevant departments to attend classes in person, and observe the students' reaction, the atmosphere of the training place and the organizational level of the trainer's explanation. Although first-hand data and information can be obtained in this way, because the training is not over yet, unless special attention is paid to major training projects, in order to obtain complete data, the evaluation usually begins after the training is over.
The evaluation content mainly includes the evaluation of the training course itself and the evaluation of the training effect. According to the evaluation time, it is divided into evaluation at the end of training and evaluation after the trainees return to work for a period of time. Evaluation methods include filling in evaluation questionnaire, evaluation interview and case analysis.
It should be noted that the purpose of evaluation is to improve the training quality, improve the training effect and reduce the training cost. In view of the evaluation results, it is important to take corresponding corrective measures and keep tracking, rather than just completing the evaluation. Many enterprises attach importance to training evaluation, but its evaluation is out of touch with actual work. The test of training effect is limited to the training process, not in the actual work, which leads to the disconnection between training and actual production services. In the process of training evaluation, people often ignore the communication of training evaluation results. Although the analyzed and interpreted evaluation data will be passed on to someone, problems will arise when the person who should get the information does not get it. The training department must be fair and efficient when conveying information about training evaluation. Generally speaking, there are four kinds of people in the enterprise who must get the training evaluation results:
The most important person is the training supervisor, who needs this information to improve the training plan. Only by improving on the basis of feedback can we improve the training plan. Management is another important group, because some of them are decision makers and decide the future of training programs. One of the basic purposes of evaluation is to provide basis for correct decision-making. Should more money be invested to continue this work? Is this project worth doing? These questions and their answers should be communicated to management. The third group is trainees, who should know how their training effect is and compare it with others' performance. This kind of feedback will help them to continue their efforts and also help those who will participate in the training program in the future. The fourth group is the direct manager of the trainees.