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Answer
1. The typical training cycle involves at least the following points

a. TNA

b. Design Training

c. Deliver the training

d. Evaluate the training

2. The difference between education, development and training

Education: is an all-embracing academic study with identified outcomes to improve knowledge and
overall competence.

Development: is training people to acquire new horizons, technologies, or Viewpoints to increase the
possibility of improving job performance and growth.

Training: is learning that is provided in order to mainly mitigate a skill gap to improve performance on
the present job to the standard or to enable the usage of new technology or process. It includes on-
the-job and off-the-job training, workshop, conference, seminar and others.

3. Measure the effectiveness of a given training

Effectiveness of training can be measured using different methods. Among them the polar one It is
obvious that one-time measurement won’t provide us with the objective results. We will need to
have several control points separated in time periods. The Kirkpatrick levels framework suggests to
review a training from 4
perspectives:
1. Reaction (after-training feedback)
2. Learning (what was learned)
After some time, we can track:
3. Behavior (what was applied in practice)
4. Impact (performance results achieved; effectiveness)

4. Is measuring training impact necessary and how?

To achieve business impact in change projects and transformations, a change in behavior and an increase
in capabilities will typically be required. A common way of increasing capabilities is to offer training to the
persons concerned in order to increase their knowledge within the given area – in other words: tell them
what they are supposed to do, why they are supposed to do it, and train them in how to do it. To
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measure the actual impact of the training, Donald L. Kirkpatrick describes four different levels of
evaluation, each of which is a prerequisite for the next level:

1. Reaction & planned action are the measured reaction/evaluation of how the delegates felt about
the training or learning experience.
2. Learning & confidence evaluation is the measurement of the increase in knowledge – before and
after.
3. Behavioral impact is the extent of applied learning back on the job – are the participants actually
doing anything different after the training programme than before?
4. Business impact is the effect on the business or environment by the participant as a result of the
completed training programme.
This hypothesis is well known and well documented. Evaluation models (many inspired by Donald L.
Kirkpatrick) are widely used on levels 1 and 2, focus on the individual perception, and gain from the
training, typically because these are the easiest measurements to perform using e.g. exit polls and tests.
But how do we know if the learning actually leads to a behavioral change that in the end increases
performance and benefits for the organization?

5. The functions of talent Development

 Facilitate the whole process of World Vision Ethiopia’s staff performance management process
(agreement, ongoing coaching, appraisal and consequence management)
 Facilitate the process of organization development and change management (with the whole
organization, departments, work groups, or individuals within the organization)
 Assess, identify, prepare and compile staff training needs as per performance appraisal results and
submit annual training plan to P&C Department.
 In line with organizational priorities and ‘critical positions’, develop a strategy and design for
ensuring succession planning in the case of staff transition or exiting from the organization.
 Enhance the learning at organizational and individual levels through capacity building in change
management and organizational management.
 Ensure an NO-wide process is in place for assessing and maintaining high levels of employee
engagement including measurement and improvement planning.
 Coordinate staff development initiatives and provide guidance, counseling, and training to
managers and employees on staff career & capacity development.
 Provide training data including number of staff trained, area of training, training duration, training
cost (Monthly, Quarterly, Annually).
 Review and adapt the on-going staff development strategy to meet the current organizational
needs and/or to respond to context change requirements.
 Assist Department and Program Office leaders with strategic planning and forecasting needs
regarding organizational effectiveness & provide assistance and guidance to line management on a
broad range of organizational effectiveness policies, programs, and practices.
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