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Ardianto Prabowo Indira Dwiajeng A. Maria Angela Masruroh Susan Kuncoro.

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Presentation on theme: "Ardianto Prabowo Indira Dwiajeng A. Maria Angela Masruroh Susan Kuncoro."— Presentation transcript:

1 Ardianto Prabowo Indira Dwiajeng A. Maria Angela Masruroh Susan Kuncoro

2 Measuring Indicators, Satisfaction, and Learning

3 1. Indicators2. Satisfaction3. Learning4. Application5. Business Impact6. Return on Investment7. Intangible Benefits

4 Typical Indicators include: The number and variety of programs The number of employees participating in a leadership development program Total number of hours of learning activity per employee Various enrollment statistics, including demographics of participants, participation rates, completion rates, etc.

5 Investment in leadership development programs reported in a variety of ways. (Total cost, cost per employee, direct cost per participant, and cost as a percent of payroll are common ways.) Cost recovery, if there is a charge back system. The types of delivery mechanisms.

6 Indicators usually show the degree of management’s commitment to leadership development and provide a brief view of the mix of programs offered

7 The most widely used data source for reaction and satisfaction data is the program participants

8  Questionnaires  Used to obtain subjective information about participants, as well as to objectively document measurable business results for an ROI analysis.

9  Surveys  represent a specific type of questionnaire with several applications for measuring training success.  Used in situations where attitudes, beliefs, and opinions are captured only, whereas a questionnaire has much more flexibility and captures data ranging from attitude to specific improvement statistics.

10 Surveys can have yes or no responses a range of responses (strongly disagree…strongly agree) five-point scale Questionnaires open-ended question Checklist two-way question multiple-choice ranking scale

11  Determine the specific information needed  Involve management in the process  Select the type(s) of questions  Develop the questions  Check the reading level  Test the questions  Address the anonymity issue  Design for ease of tabulation and analysis  Develop the completed questionnaire and prepare a data summary

12 The most common types of feedback solicited:  Progress with objectives. To what degree were the objectives met?  Program content. Was the content appropriate?  Instructional materials. Were the materials useful?  Pre-work materials. Were the pre-work materials necessary? Helpful?

13  Assignments. Were the out-of-class assignments helpful?  Method of delivery. Was the method of delivery appropriate for the objectives?  Instructor/facilitator. Was the facilitator effective?  New information. How much new information was included?  Motivation to learn. Were you motivated to learn this content?

14  Relevance. Was the program relevant to your needs?  Importance. How important is this content to the success of  your job?  Registration/logistics. Were the scheduling and registration efficient?  Facilities. Did the facilities enhance the learning environment?

15  Potential barriers. What potential barriers exist for the application of the material?  Planned improvements/use of material. How will you apply what you have learned?  Recommendations for target audiences. What is the appropriate audience for this program?  Overall evaluation. What is your overall rating of the program?

16  Monitor customer satisfaction.  Identify strengths and weaknesses of the program.  Develop norms and standards.  Evaluate the leadership development staff.  Evaluate planned improvements.  Link with follow-up data.  Market future programs.

17  Use a simple questionnaire  Collect data early and react quickly  Pay attention to participants

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