Application: Outcomes and Evaluation design

Outcomes and Evaluation Design

             

In order to determine if the CD- ROM approach is more or equally as effective as hands on training, my evaluation would be summative in nature and identify the strengths and weaknesses of the training program, determine financial benefits and costs of the program, marketing of programs to name a few reasons and purposes (Noe, 2013). The evaluation process for Domino’s pizza would have begun with the needs analysis and would have identified the knowledge, skills, and behavior required, driven the purpose, resource identification, and “outcomes that will provide evidence that the program has been effective,” (Noe, 2013, p 237).  There are six categories of training outcomes to take into consideration, reaction outcomes, learning or cognitive outcomes, behavior and skill-based outcomes, affective outcomes, results and return on investment (Noe, 2013, p238). These categories may also be aligned to the Kirkpatrick five-level framework.  Reaction outcomes relate to Kirkpatrick level 1, Learning or Cognitive outcomes relate to Kirkpatrick level two, Behavior and skill-based outcomes align to Kirkpatrick level two or three, Affective outcomes correlate to level two or three, Results outcome line up with Kirkpatrick level four, and lastly Return on Investment is associated with Kirkpatrick level five.

The outcome criteria include the ability of the trainee to properly massage the pizza dough, roll the doll out on the pizza pan, shape the dough on a consistent basis to meet the quality guidelines, customer satisfaction, and manager and peer feedback.  I would assess several outcomes for the Domino’s CD-ROM training program.  My evaluation would include Reaction, Cognitive, Skill-Based, Affective, and Results outcomes.  Noe (2013) states the importance of reactions as they correlate to “post-training motivation, trainee self-efficacy, and declarative knowledge when technology is used for instructional delivery,” (p 240).  For example, I would want to understand if the computer-based application was meaningful and if the application was easy to access and use (Noe, 2013, p 240).  The cognitive outcomes would measure what knowledge was actually acquired.  For the Domino’s example it particular processes and practices and would could include a paper and pencil test that their acquired knowledge of decision making skills.  Here I would consider a pre/post test evaluation to fully understand the knowledge gained.  Skill based outcomes measure the level of technical or motor skills and behaviors (Noe, 2013).  Domino’s skill-based outcomes include demonstration of the proper procedure for rolling the dough ball and quality standards for the characteristics of the pizza. Feedback during the observation would greatly benefit the trainee (Noe, 2013).  Affective outcomes are most often measured via a survey and are focused on attitudes and motivation.  I would evaluate the trainees motivation to learn and customer service orientation. Lastly, the results outcome would determine the actual impact on performance.  For example how much money did the CD-ROM program save the organization? Of the outcomes I selected to include in the evaluation, three of them can be used to evaluate transfer of training as well.  They include, skill-based, affective, and results outcomes. 

The evaluation design I would utilize is the random assignment method to determine the effectiveness of the CD-ROM program (Noe, 2013).  If the training classes are large, I would split the class in half and assign half the computer based option and the other half would proceed with a live instructor led training.  If there are multiple training sessions, I would designate computer based training for even number classes and instructor led training for odd numbered classes. Along with feedback from managers, peers and customers it would provide me with a clear understanding of the training effectiveness of the computer based learning.   The random assignment will allow me to compare and contrast the two different options and support the validity of the survey results. Based on this outcomes and evaluation design I should be able to determine if the computer based program is an effective option and provides the expected desired performance and learning outcomes. 

           

References

Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.

Needs Assessment

Needs Assessment

            “Mission and values: It’s our m.o. yo” (Wholefoods.com) is how Wholefoods introduces their page on Core Values. As you continue to read about their mission, you can see the importance they place on high standards, quality, customer satisfaction, health and well-being, sustainability and environmental responsibility. Whole foods values “team member happiness and excellence” as well.  Needs assessment is the first step in the instructional design process.  Needs assessment refers to “the process used to determine whether training is necessary” (Noe, 2013, p 114).  If Wholefoods was my client, my needs assessment would include the specific teams who would benefit from the recommended solution. Besides including the first line leader, their direct report, and cross functional departments I would also include the second line leaders and the executive leadership team.  I would also consider including customer focus groups to gain the perspectives of the consumer.  Specific buy in would come from the upper level and mid level managers and trainers.

There are three levels of analysis I would include, organizational, person and task.  Organizational analysis “involves determining the appropriateness of training given the organizations business strategy, its resources available for training, and support by managers and peers for training activities” (Noe, 2013, p 114).  I would discuss the following questions with the executive leadership team: “What might suppliers, customers, or partners need to know about our training programs? How does this program align with the strategic needs of the business?, Should organizational resources be devoted to this program? What do we need from managers and peers for this training to succeed? How might the training content affect our employees’ relationship with our customers? (Noe, 2013, p 122)”.  Next, I would interview the second and first line leaders and ask the following questions: “What features of the work environment might interfere with training? Do we have experts who can help us develop the program content and ensure that we understand the needs of the business as we develop the program? Will employees perceive the training program as an opportunity? Reward? Punishment? Waste of time?” (Noe, 2013, p 122).

In conducting the person analysis, I would include the employees performing the job and who would be the target of the solution.  I would evaluate person characteristics, input, output, consequences and feedback (Noe, 2013).  These elements impact the motivation to learn as well.  I would utilize interviews and surveys to assess these areas (Noe, 2013).  The person analysis identifies if employees are ready to learn.  I would want to identify if a competency model exists, what the basic skill level is among the team, self awareness level, and the age and generation of the group (Noe, 2013).  It will be important to understand the current performance level and the desired state to understand the gap.  I would ask Managers and employees what training has been provided, what the basic job requirements were, what evaluation process is used to determine if the new hire met the job requirements, and what plan was devised to help close the gaps in knowledge.  I would gather existing job descriptions, competency model descriptions, any historical data and documentation associated with the roles being examined. 

I would follow up with a task analysis and this would help provide a “description of work activities, including tasks performed by the employee and the knowledge, skills, and abilities required to complete the tasks (Noe, 2013, p 135)”.   This process would help me understand what is needed to “get the job done” in detail. Through this process I would also understand the priority of each of the tasks a person completes and which will impact performance if not completed correctly.  I could then determine if a knowledge gap exists, if competency is an issue or if performance is related to ability. The task analysis also highlights if the conditions under which the role is performed is causing a problem. According to Noe (2013), the task analysis should only be performed once the organizational analysis has been completed and clear understandings of business needs are determined.  There are a few ways to perform a task analysis but the most effective seems to be direct observation.  A survey or questionnaire can be used in conjunction with direct observation.  For Wholefoods, I believe direct observation of various persons in the specific role(s) will be very useful. 

Wholefoods is a company devoted to living their mission and upholding their values.  I believe the needs assessment would be a collaborative effort yielding a holistic analysis of the gaps that are affecting performance in the specific area.  I also believe they would wholeheartedly pursue the recommendations to correct the issue and drive performance.

References

Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.

Wholefoods.com http://www.wholefoodsmarket.com/

The Truth about Training

The Truth about Training-Elevator Speech

One of our organizational goals is to become a learning organization with an enhanced capacity to learn, adapt and change (Noe, 2013).  The goal of training is for employees to master the knowledge, skills, and behaviors, emphasized in training and apply them to their day to day activities (Noe, 2013).  Training is an important part of a learning strategy that includes formal training and development and informal learning (Noe, 2013).  Tacit knowledge is a result of informal learning that is personal and based on individual experiences (Noe, 2013).  Each person has their own body of tacit knowledge (Noe, 2013).  Effective training includes the linking of strategic business goals and objectives to training outcomes and the sharing of tacit knowledge (Noe, 2013). Creating and sharing knowledge develops organizational human capital. By expanding the scope of training we can improve performance and generate valuable accomplishments (Stolovitch &  Keeps, 2004).

Key Points

Training, education, and instruction all play a role in developing the human capital within an organizational (Laureate Ed, 2013).  When training is strategic it can be very effective and deliver fantastic results (Noe, 2013).  Training is essential to deliver the knowledge, skills and behaviors employees require to get their jobs done (Noe, 2013).

Informal training via social networks, wikis, and similar vehicles, allows employees to learn as they need the information and build on their tacit knowledge (Noe, 2013).  Tacit knowledge is more difficult to transfer and often lost when employees leave the organization.

Human capital is a competitive advantage for an organization.  Creating and sharing knowledge develops the human capital within the organization (Noe, 2013).  Human capital includes cognitive knowledge, advanced skills, system understanding and creativity, and self motivated creativity (Noe, 2013). Strategic training and development ties into the business strategy and theoretically produces training that will demonstrate an impact on the strategic initiatives of the organization.

References

Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.

Stolovitch, H. D., & Keeps, E. J. (2004). Training ain’t performance. ASTD Press.