To plan learning and development of work skills and capabilities that links to business performance improvement you must first identify the performance needs, gaps, and priorities.
To help you identify the development needs you may want to consider the following which may give rise to training needs. These are a few examples of typical development needs and drivers which give rise to training needs.
This will help you prioritise the learning and development needs and work towards the achievement of the improvements required by your business.
Here is what the Chartered Institute of Personnel and Development (CIPD) think.
http://www.cipd.co.uk/hr-resources/factsheets/identifying-learning-talent-development-needs.aspx
Establish clear objectives
Wherever possible, objectives should be SMART (Specific, Measurable, Agreed, Resourced, and Trackable)
Training objectives typically set out what the trainee will be able to do as a result of the training. This can include improvements in knowledge, skills, attitude and capability.
Where possible, identify quantitative indicators that can be measured.
Indicators often relate to business performance. For example, training in the use of equipment might be expected to lead to less wastage or fewer accidents, for example.
Indicators might also include levels of punctuality, absenteeism and staff turnover.
Evaluating training and development helps ensure you make the best possible use of your training budget.
It allows you to understand which training activities work – and which don’t – and how they can be improved. Evaluation also helps you assess how cost-effective any investment has been, allowing you to plan for future training with confidence.
Kirkpatrick set out a fairly simple model showing at what ‘levels’ we should seek to evaluate learning and development to see if it was successful.
This grid illustrates the basic Kirkpatrick structure at a glance.
| Level | Evaluation type (what is measured) | Evaluation description and characteristics | Examples of evaluation tools and methods | Relevance and practicability |
|---|---|---|---|---|
| 1 | Reaction | Reaction evaluation is how the delegates felt about the training or learning experience. | 'Happy sheets', feedback forms. Verbal reaction, post-training surveys or questionnaires. |
Quick and very easy to obtain. Not expensive to gather or to analyse. |
| 2 | Learning | Learning evaluation is the measurement of the increase in knowledge - before and after. | Typically assessments or tests before and after the training. Interview or observation can also be used. |
Relatively simple to set up; clear-cut for quantifiable skills. Less easy for complex learning. |
| 3 | Behaviour | Behaviour evaluation is the extent of applied learning back on the job - implementation. | Observation and interview over time are required to assess change, relevance of change, and sustainability of change. | Measurement of behaviour change typically requires cooperation and skill of line-managers. |
| 4 | Results | Results evaluation is the effect on the business or environment by the trainee. | Measures are already in place via normal management systems and reporting - the challenge is to relate to the trainee. | Individually not difficult; unlike whole organisation. Process must attribute clear accountabilities. |
Measure performance before the training starts to establish a benchmark against which you can judge improvements. Effective training delivers lasting benefits, therefore you may need to evaluate training outcomes repeatedly over a long period.
Obtain feedback after each training activity. You may do this verbally or by evaluation form asking the questions in Kirkpatrick’s evaluation model above.
Ask trainees what they thought of the training experience while it is fresh in their minds. Find out what they feel worked and what was less effective. (Level 1).
Encouraging the trainees to think about the training they have received can also help reinforce it. What did they learn/did it meet the objectives. (Level 2).
Ask the trainees whether the training will be useful to them in their jobs and how they will put it into practice. (Level 3).
Find out whether the training achieved their objectives and if they think any further training is required.
Ask employees about their overall thoughts on any training they have received, how it as affected their work performance and what they think their current training and development needs are. Decide what impact it had on the business. What it what was planned? (Level 4).
Agreeing and regularly reviewing a personal development plan can help manage an employee’s longer term development.
Assess Changes in the employee’s work performance
Look at whether the trainee is now able to undertake the tasks the training was designed to achieve.
If the answer is no, ask why. Perhaps the training was effective but the employee lacks the right motivation and/or tools to do the job or they require additional support and training.
Look at whether improvements in employee performance have led to the business outcomes you wanted. Are key indicators improving?
Look for changes in trends that could be evidence of training and development effectiveness. Ask trainees whether they think their performance has improved and what the effect of any training has been.
Measuring the final results of the training is the biggest challenge to identify which outcomes and benefits are most closely linked to the training. Outcomes to consider, depending on the objectives of your training: Increased employee retention, increased production, increased sales, increased customer satisfaction, reduced waste, improved Trip Adviser ratings.
Calculate direct costs.
In house training costs might include an appropriate proportion of the salaries of employees who deliver training activities.
You may want to assign a portion of indirect costs, such as the cost of meeting rooms used for training.
The cost of buying training might include fees paid to external training providers and the purchase of training materials.
Include hidden costs such as time off work for employees attending training activities.
Compare costs and benefits for individual training activities. Assess the overall return on investment for your training and development and how it has had an impact on the business objectives.
Regularly review alternative training options, look for opportunities to use lower cost training methods, such as distance learning. Consider opportunities to transfer training in-house rather than sending multiple employees on an external training course.
Consider your training budget in light of the overall cost-effectiveness of your training activities. Should you be investing more in training, or cutting back on less productive activities?
Follow up training with continuing support and encouragement and offer refresher courses if appropriate. Make sure skills and knowledge are put into practice so individuals can see the training benefits.
Wide variations exist in how the term ‘talent’ is defined across differing sectors, and organisations may prefer to adopt their own interpretations rather than accepting universal or prescribed definitions. That said, it's helpful to start with a broad definition and, from our research, we've developed a working definition for both ‘talent’ and ‘talent management’:
These interpretations underline the importance of recognising that it’s not sufficient simply to attract individuals with high potential. Developing, managing and retaining those individuals as part of a planned strategy for talent is equally important, as well as adopting systems to measure the return on this investment.
Many organisations are also now broadening their definitions, looking at the ‘talents’ of all their staff and working on ways to develop their strengths. At its broadest, then, the term ‘talent’ may be used to encompass the entire workforce of an organisation.
Developing, managing and retaining your staff with high potential is key as they will be of particular value to your business, either in view of their potential for the future or because they are key to your business as they fulfil critical roles in the business.
For you to gain competitive advantage as a business you need to consider your strategy to suit your business and to develop their strengths to get the best out of your people.
Managers should be involved in managing performance and for identifying and developing talent and for smaller businesses this would be the owner/managers.
The development of your ‘talent’ should be linked to other learning and development initiatives and the process of succession planning in particular helps prepare future potential supervisors, heads of departments and managers to fill key positions.
http://www.cipd.co.uk/hr-resources/factsheets/talent-management-overview.aspx
It is important to highlight the potential for the individuals career development clearly at the outset of employment. During the Induction process talk through a good ‘case study’ explaining the career pathway and the support they received to help them achieve their goal. e.g. commis chef to chef. Introduce them to the person so they can highlight their progression route and the development they received to achieve their goal.
To inspire staff set up internal ‘sharing experiences’ of progression, you may have some staff that have progressed rapidly and want to share their career progression and skills to motivate and inspire other staff.
Do your staff know that People 1st have an interactive career map?
http://www.hospitalityguild.co.uk/A-Career-in-Hospitality/Career-tools/Career-Map