Achieving Quality Outcomes From InHouse Training Programs

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Achieving Quality Outcomes From In-House Training
Programs
Office of Human Resources February 23, 2006
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What Does the Employer Want?
Qualified, Competent, motivated employees who are
competent and who use their talents in support
of institutional goals.
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What do People Want?

• To Live
• To Love
• To Learn
• To Leave a Legacy

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The Answer - Training

• Classroom
• Off-site
• On-site
• Experiential
• Internships
• Job rotations
• Computer Based
• Vendor developed
• In house

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Does Training Improve Performance?

• Ford Weisbein estimate that less than 10 of
  training expenditures result in on-the-job
  applications.
• Broad Newstorm estimate that most knowledge and
  skills gained in training (80) is not fully
  applied by employees on the job.
• Robinson reported that on average, less than 30
  of what people learn in training actually gets
  used on the job.

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Why is it so Difficult to Improve Performance as
a Result of Training?

• What is trained is not supported in the work
  environment.
• Lack of management involvement in design,
  development, delivery, and follow-up of training.
• It takes effort to apply new skills and
  abilities. It is too difficult to change the
  existing environment.
• Trainees are not held accountable for applying
  their learning to job performance.
• Negative peer pressure.

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How to Develop Programs that Improve Performance

• Identify skills and abilities needed to achieve
  performance goals.
• Focus resources on the most important needs to
  maximize return on investment and demonstrate
  value.
• Get the right people to the right training at the
  right time.
• Create direct and clear linkage between
  institutional goals and training activities
  Clear expectations good performance.

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Clear Expectations Good Performance

• Communicate clearly what is required, include
  standards of performance meaningful to the
  employee
• Communicate expectations on a recurring basis
• Verify attainment of expectations frequently
• Reinforce success regularly

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Caution Training Needs to be Supported by
Managers

• Factors Affecting Performance
• Clear performance specifications (Manager)
• Support in the workplace (Manager)
• Effective feedback on performance vs.
  expectations (Manager)
• Employees have necessary capabilities to do the
  job (Manager)
• Employees have required skills and knowledge
  (Trainer)

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Lessons Learned

• Involve management in the development, delivery,
  and follow-up of training
• Focus on people and topics of greatest
  significance (short term and strategic views)
• Hold trainees accountable for applying learning
  to job performance
• Provide opportunities to practice, give
  assignments that require skills, coach learners
  in applying new skills, encourage and reward use
  of new skills
• Publicize learning application successes
• Make success in learning and improved performance
  important in the performance management process

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Evaluating Linking Learning to Performance
CSUNs Strategy and Model
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Kirkpatrick Levels of Evaluation
Level One Reaction of student what they
thought and felt about the training. Level Two
Learning the resulting increase in
knowledge or capability Level Three
Behavior extent of the behavior and
capability improvement and implementation/applic
ation Level Four Results the effects on the
environment resulting from the trainees
performance
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Competency Development Model
Performance Management Development Goal (Level
2, 3 4)
Transfer of Learning (Level 3 4)
Evaluate Learners Skills Perceptions (Level 1
2)
Deliver Aligned Training
Identify Core Competencies (Skills/Behaviors)
Clarify Return on Expectations
Identify Pilot Group
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Competency Model Pilot Program
Pilot Group Administrator III
ROE - Sound business judgment - Build
collaborative team culture - Build clarify
communication - Retain maintain talent -
Conflict management
Core Competencies (supports ROE) - Business
judgment - Conflict resolution - Problem
solving - Managing change - Team building -
Communication - Building cooperative working
relations
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Competency Model Pilot Program

• Delivery Method Blended Learning / Ninth House
• E-learning classroom active learning

Evaluate Level 1 Pre and post learning
perceptions Level 2 Ninth House Learning
Management System Level 3 Supervisor
participation
Transfer of learning Engagement with
supervisor(s) and colleagues

• Performance Management
• Establish development goals to align with
  competencies
• Create checklist of competencies to complete
  review
• Provide feedback on performance gaps

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Active Transfer of Learning

• Supervisors engage trainee in learning process
  by
• Identifying the performance need
• Needs assessment/core competencies
• Participating in any additional assessments
  required for training
• Involve learners and their co-workers in process
  explain importance
• Understanding training content and model behavior
• Creating action plan
• Share specific expectations about performance
• Supporting and encouraging learners
• Assist learners with arrangements for the course
• Reassign each learners workload during the
  training
• Reassure learners of your support

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Align with Performance Management

• Create list of competencies
• Clearly define each competency
• Utilize rating system
• Rate competencies at beginning of performance
  cycle
• Communicate competency expectations to employee
• Rate at year end performance cycle
• Identify performance gaps
• Create development plan

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Ninth House Blended Learning Process

• Two Core Interactive Programs Addressing
  Competencies
• Forging Breakthroughs October 2006
• Resolving Interpersonal Issues March 2006
• Process Program Length Schedule
• DVD self-paced 2.5 to 3.5 hours Complete within
  first two weeks of month
• Classroom interaction 2 hours Delivered third
  week of month

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Hard Data for Determining Effectiveness

• Performance gaps reduced performance ratings
  improve
• Projects completed on time and within budget
• Staff report satisfaction with their job and
  their competence
• Customer satisfaction rating is increasing
• People work collaboratively on projects / reduced
  conflict
• Change initiatives are successfully completed
• Staff complaints and grievances are decreasing
• Dollars saved (used in many areas for measurement)