Why do you want to make an evaluation? The answer can't be the following: some people try to prove their worth, some people try to meet the challenge of leaders, and some people always doubt the value of training. ...
The premise of evaluation is to have clear and measurable goals. Many people directly evaluate that training has no goals. What should they evaluate? This goal must be based on business problems and reach an understanding with stakeholders, not created behind closed doors in the office.
Setting goals requires only three questions:
1. What can students use through training?
2. What can the trainees output through training?
This is the thinking dimension of the result level. Just like the popular OKR, the output of the results is an important goal of the learning project.
3. What kind of person can students become through training?
This is a problem at the result level. Assuming that students will change through study, what kind of people will they become?
Explanation: 1) Not every project needs to set these three levels of goals; 2) There is a logical progressive relationship among the three objectives.
For example, I once interviewed the general manager of a branch of a large insurance company, and the company was going to hold a training camp for sales managers. His expectation for this project is that 10 reserve cadres can be selected, and students can make their own team performance appraisal plan in the first quarter.
Output what? First quarter performance appraisal plan
With what? Tools and methods such as knowledge extraction, curriculum development and courseware writing.
Output what? Courseware based on the working experience of internal trainers
Into what? Internal trainer
Obviously, the final TTT course alone cannot achieve the above goals. Next, we analyze the setting method of three-tier goals in detail.
First, the application layer: What will students use?
Many people still set the training goal at the vague vocabulary level of "knowing, understanding and mastering", and the result is impossible to evaluate. In Bloom's classification of teaching objectives, the setting of expressive objectives has long been explained clearly. Every training practitioner should skillfully use this methodology, and this article will not repeat it.
In the Internet age, pure knowledge learning can be completely solved online, and offline learning should focus on the application layer.
Before training, sort out the tools, methods, models and skills that students need to learn. The simplest requirement is that students should be able to use these tools. For example, the tools that students need to learn in the performance management course may include index decomposition, intelligent rules, index communication skills, follow-up counseling methods, performance evaluation tools, performance feedback methods and so on. The minimum requirement for students is to be able to use it.
We can divide this knowledge into three categories:
1, interpersonal skills, requiring students to do a lot of situation simulation;
2. Wisdom skill class: Ask students to practice according to the case given by the teacher or the students' own case;
3. Motor skills: Students are required to do a lot of exercises under the demonstration and guidance of teachers.
For example, I recently attended the Innovation Coach Training Camp of Chaos University. The first module has 12 innovative models, which obviously belongs to the category of wisdom and skills. Therefore, the teaching arrangement is to study the models every morning, and in the afternoon and evening, students will find cases to analyze and apply these models, and then PK the next morning.
Therefore, we can see that when the goal is determined, the teaching activities are also determined.
Second, the performance level: What can students output?
OKR has become another hot spot in the field of human resources, and the idea behind it is management philosophy. The full name of OKR system is objectives &; Key results, that is, objectives and key results, in addition to business indicators, also need to output practical results to evaluate. Every team should have goals, and personal goals should be consistent with the team. For individuals, the realization form of the goal is that individuals should have phased results.
In traditional training, we pay too much attention to the content itself and ignore the students' learning output. Although we are aware of the importance of applying what we have learned, we often acquiesce in students' spontaneous behavior. But in fact, our customers (often students' superiors or business department heads) have expectations and even have a clear understanding of the output results. For example, the training program of the insurance company mentioned above.
For another example, I once interviewed the business leaders of an education group who wanted to train new principals and provosts. When I asked her about her expectations of the project, she hoped to export the operation manual of the new campus, instead of relying on the guidance of tacit experience, and hoped to manage it in a clearer and clearer way.