11: Training Evaluation

Silver Linings Learning

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Black Jack/Shutterstock

When we look back at this time of pandemic crisis, it will, no doubt, be framed in the lens of ‘before’ and ‘after.’ ‘Before’ will be the time when we learned together in physical spaces, such as classrooms and lecture halls. ‘After’ will be the time when we adapted to learn in isolation through remote access and online technology.

If history has taught us anything, it is that crisis forces ingenuity and seismic shifts to get from ‘before’ to ‘after.’ This article from the Harvard Business Review provides us with a brief exploration of the future for post-secondary education. It also highlights the significant changes that are required to make technology-based learning sustainable in a post-pandemic world.

As noted in the article, faculty all over the country are scrambling to make their existing and future courses accessible through remote or online learning platforms. There is a collective push for academic learning in place. Faculty want to provide students with the means to achieve the credentials that they set out to earn. At the same time, faculty are trying to figure out how to provide effective learning to others in the midst of learning how to do so for themselves. To say that it is challenging is an understatement—made worse in this time of fear and uncertainty about health concerns for those whom we love.

The article also addresses the traditional notion of post-secondary education as a commodity. In order to receive accredited and institutional learning, one must “pay to play.” Now, we know that learning materials can be open and accessible to anyone with internet access. This means that the commodity of education is shifting in its value. Learning can be affordable—it may even be free!

In the ‘before,’ access to education was unattainable for some because the metaphorical door, representing the commodification of education, was closed. Through this crisis, that door has been forced open. It will be difficult to close in the future. Once we move into the ‘after,’ in the post-pandemic world, we may see that learning and education will become an egalitarian opportunity, accessible by and for, everyone.

Discussion Questions:

  1. If you had to choose between in-class or online learning, which one would you prefer?
  2. Are there specific online courses that you think achieve the same learning results as those provided through an in-class environment?
  3. What type of classes or courses do you think still need to be offered through a physical (in-class) learning environment?

Does It Work in the Real World?

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Olivier Le Moal/Shutterstock

In our training and development studies we spend a lot of time discussing the need for proper measurement and evaluation of employee learning or training programs. While these discussions may be theoretical in nature, it is critical to find resources and supports that provide us with practical strategies to be applied in the ‘real world’ that exists beyond the classroom.

The American-based Association for Talent Development (ATD) is one of the many resources used by learning and training professionals around the globe. Recently, ATD posted some very practical advice on how organizations can use data analytics effectively to track, monitor, and evaluate the success of employee learning, training, and development programs.

Click here to read Part 1 on how to use L&D data effectively.

Click here to read Part 2 on how to use L&D data effectively.

As noted in both articles, the methodology for determining what types of learning or training data should be collected and used for evaluation purposes is fairly simple. It follows the basic practice of asking the 5W questions (Who? What? Where? When? Why?) from the beginning of the planning process for collecting, monitoring, and evaluating data in order to ensure the effectiveness of learning and development programs. In fact, both articles suggest using the 5W framework in order to perform a data-based needs analysis.

As we have learned elsewhere in our training and development studies, the needs analysis process is one of the critical first steps that must be taken when applying the structure of the Instructional Systems Design (ISD) model. It is both comforting and encouraging to note that these theoretical tools do make the transition into the practical application of processes that evaluate learning and training programs. When used effectively, they also provide the path to organizational outcomes that drive and thrive on data-based decision making.

Keep your textbooks, the need for data-based evaluation is real.

 

Discussion Questions:

  1. How does your current workplace keep track of employee learning and development?
  2. How would you apply the needs analysis process to training-related data collection for your current workplace?
  3. As an employee, how do you know what types of training or learning programs you are required to achieve? Who is responsible for keeping track of your professional learning plans?
  4. How can an organization’s Human Resource Management System (HRMS) be used to track and measure organizational learning and development programs? What types of employee learning and training data do you think should be collected through the HRMS?

Measuring What is Needed

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Image of young businesswoman sitting on chair under spot of light
Sergey Nivens/Shutterstock

The Human Resources professional’s role is not always in the organizational spotlight. That space is reserved for the organizational leader. Once in the spotlight, all of the characteristics of the leader are highlighted, from both a positive and a negative perspective. In either case, there is increased focus on the need for the leader to improve upon any perceived negative leadership traits in order to increase the level of positive leadership.

 

Where then should the focus be in order to support positive leadership development?

We need to let the statistics do the talking.

As noted in a recent article provided by the Society for Human Resource Management, there is an alarming rate of leadership development programs resulting in failure for the very leaders these programs are intended to assist.

Why? The statistics seem to indicate that the professional development being provided is not in line with the practical needs of the leader. What is needed by the leader is not what is evaluated by the organization. Evaluation comes with measuring real results and adjusting the organizational course when it is clear that those results do not meet organizational needs.

Click here to read the article.

The article raises an important distinction between ‘edu-trainment’ and true learning based on objective measures for the development of sustainable leadership capabilities. The Human Resources role is integral in maintaining learning programs where results are intentional, observable and measurable, ensuring the right kind of leadership development programs for all leadership roles within the organization.

As Human Resources professionals, we have the capacity to observe what is needed outside of the glare of the spotlight. From that perspective, we can see what is real; where the problems are; discern the difference between insipid inspiration and true leadership competencies; and establish learning outcomes for leaders that are measurable and sustainable. The Human Resources professional has the capacity and the obligation to ensure that valid organizational metrics are established. These should evaluate leadership development through a direct connection to the performance of employees and the results of the organization that the leader serves.

Human Resources will have its time in the spotlight when it is needed. In the meantime, there is always leadership work to be designed and done.

Discussion Questions:

  1. From your reading of the article, why do you think the author recommends that we ‘stop chasing inspiration’ as part of leadership development?
  2. Identify five specific metrics that an organization should implement that measure leadership development and provide a connection to organizational impact.
  3. Do you agree that HR is able to design programs that leadership development in a positive way? Why or why not?

Education, Skills and Experience – Willing to Relocate?

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Maybe Not!

Source: Slavoljub Pantelic/Shutterstock
Source: Slavoljub Pantelic/Shutterstock

It seems to be a ridiculous notion, that, by having to move from one location to another, one might become less valuable in the economic marketplace.  This concept becomes even more ridiculous when considering the level of highly competent individuals who have worked diligently to earn formal professional credentials and carry with them years of professional training, expertise, and experience.  Yet, when these highly competent and trained individuals move from their home location to a new part of Canada, this is exactly what happens.

A recent report, Brain Gain 2015: The State of Canada’s Learning Recognition System issued by the Conference Board of Canada focuses on this issue.

Click Here to Read the Full Report

Click Here to Read a Summary Article

As noted in this article, Canadian workers stand to gain billions of dollars in economic gains should provinces recognize formal accreditation, training, and standards acquired from different places around the world.  When Canadian workers gain economically, there is a direct connection to the Canadian economy gaining as a whole.  However, this seems to be an untapped area of possibilities and opportunities.

This lack of recognition of credentials and learned expertise is not a new concept.  We see, hear, and read numerous accounts about the loss of employment credentials particularly focused on internationally trained immigrants coming to Canada.  There are numerous stories of dedicated and trained professionals landing in Canada who end up taking employment opportunities well below their career capacities.

What is not often highlighted, however, is the notion of province to province employment migration resulting in a similarly significant potential loss of credential recognition.

As Human Resources professionals, we too must face this challenge.  For those of us practicing in Ontario, we are able to earn credentials through the Human Resources Professionals Association resulting in one of three Canadian designations; CHRP, CHRL or CHRE.  Other provinces have their own credentialing bodies or professional association requirements.

It would certainly be a shame to lose the credibility of these earned credentials if one moved from Ontario to another province or vice versa.  Should fully trained, competent Human Resources professionals with years of experience, knowledge, expertise, and credentials expect to lose economically when transferring from one province to another?

There does not seem to be any benefit from this potential loss to anyone. The gains, on the other hand, from recognizing what has been legitimately earned seem to be significant.

Discussion Questions:

  1. Would you move to another location/country for work purposes if you knew your earned credentials or learned experience would not be recognized?
  2. How would provincial economies benefit from recognizing external credentials?
  3. Why do you think out of province and/or out of country credentials are not recognized?
  4. What is the value of learned experience from your perspective?
  5. Would you rather get advice from an HR professional who has ‘education’ credentials and ‘minimal’ experience or from an HR Professional who has years of experience and ‘minimal’ credentials?