Transcript Slide 1

By group-3
executive batch 2009-10
MEASUREMENT OF TRAINING
AND DEVELOPMENT
WHAT TRAINING REFERS TO
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It is a learning process that involves the acquisition of
knowledge, sharpening of skills, concepts, rules or
changing of attitudes and behaviours to enhance the
performance of employee.
Training is activity leading to skilled behavior.
-it’s not what you want in life, but its knowing how to
reach it.
Training is about knowing where you stand ( no matter
how good or bad the current situation looks) at present and
you will be after some point of time.
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OBJECTIVES OF TRAINING AND
DEVELOPMENT
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The principal objectives of training and development
division is to make sure the availability of a skilled and
willing workforce to an organization.
Individual objectives – help employee in achieving their
personal goals ,which in turn enhance the individual
contribution to an organization.
Organizational objectives- assist the organization with
its primary objective by bringing individual objectives.
Functional objectives- maintain the department’s
contribution at a level suitable to the organization’s needs.
Societal objectives- ensure that an organization is
ethically and socially responsible to the needs and
challenge of the society.
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WHY MEASURING?
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Measurement of learning is one of the best ways for
trainers to choose the most effective teaching methods.
The investment of time and money there should be a return
greater than the investment.
To know the followings:- How well did someone learn?
- How effectively did he or she apply the learning, most
importantly from a business standpoint?
- What difference did it make to the business imperatives?
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KNOWLEDGE MANAGEMENT
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At knowledge praxis, we define knowledge management as
a business activity with two primary aspectsexecutive batch 2009-10
-Treating the knowledge component business activities as an
explicit concern of business reflected in strategy ,policy and
practice at all levels of the organization.
-Making the direct connection between an organizational
assets- both explicit (recorded) and tacit(personal know
how) – and positive business result.
 KM can be broken into four steps:-Collect information
-Organize it
-Disseminate it
-Evaluate its utility
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KNOWLEDGE MANAGEMENT AND
ORGANIZATIONAL LEARNING PRACTICES
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It yields four types of improvements:-
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Cost reduction by reducing time away from work to
learn.
Improved quality through finding errors earlier in the
process.
Reduced risk and uncertainty by focusing investment in
activities with a higher probability of success.
Improved technology transfer by sharing insights within
the community on how to do something and thus cutting
time to learn on one’s own.
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STAGES IN DEVELOPING A KMOL WITH
EVALUATION OF EACH STAGE
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Offering people an opportunity to come together around a
common interest .
Expansion
Comparison of previous internal performance levels as well
as to external benchmarks. Show quantitative returns on
investment like reduction in cost, improvement in customer
retention , increased sales etc.
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Vision
To convince others that there can be improvements in
productivity , quality or service. Benchmarking within the
industry or region can be an effective tool for making the
case.
Strategy
The process of turning the vision into reality takes place.
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CONTD.
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Institutionalization
Top management must be very visible in its
support.
Funding as well as personal involvement, is
necessary.
Climate assessment is necessary.
“Balanced Scorecard” can be developed.
T&D SCORECARD.xlsm
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IC MATRICS
Learning : Hours of training per Headcount
Percent of staff in company sponsored education
Invested dollars per Headcount in T&D
 K containment Rate: Percent of Key staff with
more than X years in position.
 Organization Capacity: Average number of years
of education per employee.
 Diversity: Percent of exempt positions held by
members of affected classes.
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KM MACRO METRICS
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KM PROCESS METRICS
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Innovation: Percent of revenue from new products R&D
expenditure as percent of sales.
Drag: Span of control(employees per supervisor)
Cost to supervise, No. of employees self service on
intranet, G&A cost as a percent of sales.
Team effectiveness: Percent of team projects that achieve
their objectives.
Outsource Factor: Percent of G&A services
outsourced(payroll, maintenance , IT etc.
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HCVA: Revenue – Purchased services per FTE
HCROI: Ratio of profit to Remuneration per FTE
HEVA:NOPAT- Capital Cost per FTE
HMVA: Market value- Book value per FTE
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MEASURING THE EFFECT OF T & D
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Three general measures of training :Cost : expense per unit of training delivered.
 Change: gain in skill or knowledge or positive change
in attitude by the trainee.
 Impact : results or outcomes from the trainee’s use of
new skills , knowledge or attitude that are
measurable in monetary terms in the organization’s
productivity, quality or service result.
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TRAINING COST FACTOR
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TCF=(CC+TR+S+RC+TL+TS+PS+OH)/PT
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TCF= cost per trainee
CC= consultant cost
TR= training facility rental
S= supplies , workbooks, paper and pencils
RC= refreshments
TL= travel and lodging for trainees and trainers
TS= trainers’ salaries and benefit
PS= participants’ salaries and benefits
OH= training department overhead
PT= number of people trained
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TRAINING COST PER HOUR
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TCH=TC/TH
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TCH= training cost per hour
 TC= total cost of training
 TH= total training hours(number trained x hours of
training)
Compare the program costs between internal and external
sources. Mostly it depends on the following:
The scale of the program?
Is this a common topic or a special topic?
Will there be travel involved?
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INPUT ANALYSIS
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people
Diagnosis
material
Inputs, in
Rupees
equipment
facilities
total
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It is a systemic method of identifying and
comparing the many costs involved in two or
more training programs.
Design
Developme
nt
Delivery
Evaluation
Total
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KNOWLEDGE CHANGE
KC= KA/KB
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KC= knowledge change
 KA= knowledge level after training
 KB= knowledge level before training
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Skill (Behaviour) Change
CS=SA/SB
SC= observable change in skills as a result of
training.
 SA= skill demonstrated after training by work output
, critical incidents of interpersonal relations, or other
observable phenomena.
 SB= skill level existing before the training , using the
criteria above.
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ATTITUDE CHANGE
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AC=AA/AB
AC= attitude change
 AA=Attitude after training
 AB= attitude before training
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Performance Change
PC=PA/PB
 PC=change in work performance as measured by the
organization’s performance appraisal system.
 PA= latest review rating or score from a performance
appraisal conducted at least 90 days after the
training
 PB= performance review score or traning from the
performance appraisal conducted before the training.
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VALUE ANALYSIS
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It consist of four steps:
Situational analysis:-study the business problem or
opportunity looking for its sources and the factors
and forces driving it.
 Intervention:- if training is deemed to be part of the
solution , design and deliver it in a skill form that is
visibly linked with the business problem.
 Impact:-when the data on performance change are in,
did performance change?
 Value:- calculation of the value of the impact in
monetary and, if applicable , human terms.
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DEVELOPING AND MEASURING
LEADERSHIP
Peter Koestenbaum’s simple model divided into two
aspects Authenticity:- invisible ,inherent character.
 Competence
Leadership Metrics
 Leaders depends on followers , without followers there is no
leader. Behavior of a leader include some of the following:
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Provides an exciting vision for others to follow
Outlines a strategy and makes a commitment to it
Describes a preferred corporate culture
Acts in accordance with the culture
Is consistent in word and behavior
Treats all people with respect
Acts ethically
Develops talent
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MEASUREMENT OF BDAL
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Five key elements of BDAL: Involvement and support of senior executives.
 Work on real business issues exploration of new
strategic opportunities.
 Action research focus on internal and external
business experience.
 Leadership development through teamwork.
 Implementation of recommendations and follow up
on the issues.
executive batch 2009-10
BDAL-Business Driven Action Learning
Yuri Boshyk described BDAL change company’s
strategy and behavior of its people.
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THE NEW LOOK OF EMPLOYEE
DEVELOPMENT
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Tried to fit people to the job or job to the people
Three issues for better career development
 First need to understand the business
 Second development requirement is interpersonal skills
 Analytical ability
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Traditional approach: Job or Organization and Employee
view point
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THE DEVELOPMENT TREND
Specific development is becoming more prized
 Quality, productivity and service issue can be solved costeffectively
 Shift toward self directed and self-paced development
 Employees must take active role in self development
Development Process
 Formation of career development team:
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First, a representative of line management must be included from
the area we plan for servicing
Representation from HR, Staffing and career development
Trainer who will design and deliver
Selection of Target development area
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E.g: Develop people in customer service area
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Select people based on the feedback from managers and customer
CAREER DEVELOPMENT MEASURES
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First thing we can show management is the volume of applicants
and placements handled each month
Second issue cost per placement. How much we save the
organization through internal placement
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One way to measure career development is to view the jobposting system as a career development activity
Third important issue is retention
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ORGANIZATIONAL SHIFTS
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Career Path Ration
CPR =
CTR =
P+T
T
P+T
Where CPR= Career Promotion Ratio
CTR= Career Transfer Ration
p= number of employee receiving a promotion
T= number of employee transferred
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P
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ORGANIZATIONAL DEVELOPMENT
executive batch 2009-10
Organizational Development: Past and Future
 1980 Organizational Development evolves from
the touchy-feely, humanistic psychology
 1990. OD took on more practical face. It is
actively partnering, creating and guiding change
management process
 OD practitioners are helping organization to
modify the business strategy, determine the gaps
between current condition and desired future
state
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ORGANIZATIONAL DEVELOPMENT AND THE
ORGANIZATION
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OD is an effort:
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Planned
Organization wide
Managed from the top
Increase organization effectiveness and health
through
Planned inventions in the organization process, using
behavior science knowledge
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OD OPPORTUNITIES
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Benchmarking, Reengineering and other forms of
process improvement can use OD skills
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EVALUATED
First, some feel that since evaluation is not demanded
in past why offer it now
People do not know how to measure beyond basic
production and financial variables
Many people including some OD people do not want
to measure
People don’t want to accept the constraints imposed
by science and business impose
Zealous, so don’t want to speak OD in business terms
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WHY OD IS NOT QUANTITATIVELY
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MEASURE OF EFFECTIVENESS
FOR
ORGANIZATION DEVELOPMENT
Productivity
 Quality
 service
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Intermediate
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Six Factors:
 Short Term
Responsiveness
 Development
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Long Term
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Survival
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ENTERPRISE FACTOR
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Productivity
Quality
Service
Responsiveness
Development
Survival
Subsystem
Productivity
Quality
Service
Change measure
Scorecarding
Value Chain
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executive batch 2009-10
Thank You
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