How to determine the usefulness of your leadership training

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Leadership training has a significant positive relationship with employee performance and organizational output. According to a study conducted in Chain Hotels located in Addis Ababa, the result shows a significant positive relationship between training and employee performance.

Employees of the organization improve their professional skills and become more competent when they are trained. Research shows that 70.4% (115) of hotel employees believe that the training program helps them to develop further, can work more efficiently and are interested in work to achieve job satisfaction.

In addition, 93.18% of employees believe that their productivity is only due to their training. 71% of respondents think their path is clearer and let them know what they are doing after the training. 84.42% of candidates claim that their social interaction, skills, knowledge and attitude improve by attending the training sessions. However, although these studies indicate that training plays a critical role in employee performance, there is a gap as there are few or no published evaluation studies on the contribution of training to employee performance in the workplace. case of many industries.

However, while these studies indicate that training plays a critical role in employee performance, there is a gap as there are few or no published evaluation studies on the role of training in employee performance. …

This problem then brings us to the question of what organizations can do to measure the effectiveness of their training programs. How do organizations assess the impact of training on their employees?

It is relevant to note that evaluation research answers the question of whether an organization should implement or repeat a training program or not? and “if so, what changes should be made?” To categorize domains of assessment, the most widely used method of assessment training programs is Kirkpatrick’s four-level assessment model: reaction, learning, behavior, and outcome. The American Society for Training Development survey, which reports feedback from nearly 300 HR executives and managers, found that 67% of organizations that conduct assessments use the Kirkpatrick model.

1. Reaction

The evaluation model seeks to find out how trainees felt about the learning and training experience by seeking answers to questions such as:

a. Did the trainees enjoy the training?

b. Did they consider it relevant in terms of time invested?

vs. What was the level of participation?

D. How useful do they think the training has been in helping them in their day-to-day work roles?

Answers to these questions can be obtained using “happy cards”, which are pencils or online surveys usually administered immediately after the training event is over. Trainers and managers also analyze trainees’ verbal reactions. The evaluation of the response is essential to rationalize the efforts of the organization towards the learning activities deemed important. Additionally, upset or disappointed trainees are likely to spread negative word-of-mouth to others who may decide whether or not to participate in such learning experiences.

2. Learn

In assessing learning, the model seeks to quantify the actual increase in knowledge or intellectual ability from before to after the learning experience. This is done by asking questions like:

a. Did the trainees learn what needed to be taught?

b. Did they experience what was designed for them?

vs. In the specific skills/knowledge to be transmitted, what is the degree of advancement or change among the trainees?

Written assessments or face-to-face interviews before and after training are used to gather information on this front. Reliable, consistent, and accurate grading metrics are used to analyze how well learning has been delivered. However, this is easier said than done when measuring abstract skills such as attitude development or emotional intelligence.

Read also: How effective is your leadership?

3. Behavior

Behavioral assessment is how trainees apply learning and modify their behavior. This usually requires soft skills on the part of the manager, who may try to find answers to questions such as:

a. Have the skills acquired during the training been applied on the job?

b. Was there a noticeable and measurable change in participants’ activity and performance?

vs. Is the behavior change sustainable?

D. Would the trainee be able to transfer their learning to another person?

More emphasis is placed on subtle techniques such as observation and interviewing to interpret learner reactions and assess behavioral changes. The evaluation of behavior change is possible with good support and involvement from line managers or trainees. Therefore, it is advisable to gain the trust of the trainees from the start by identifying the benefits for them.

4. Results

It is the ultimate test of training effectiveness as it assesses the effect on the business or environment resulting from improved trainee performance. This is achieved by deriving answers to questions such as

a. Is the training program giving good returns on investment?

b. Is there an increase in business performance indicators such as volumes, values, percentages, customer base, market share, etc. ?

vs. Is there a reduction in the number of complaints, incidents, waste, etc.? ?

While assessing individual outcomes is not particularly difficult, the challenge is to identify measures related to trainee input and influence. Also, external factors significantly affect organizational and business performance, obscuring the cause of good or bad results.

Despite some considerations regarding time and cost factors, especially for organizations that do not have a dedicated training department, Kirkpatrick’s model is the most popular training evaluation model because it helps simplify the process of measuring the effectiveness of training programs.

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