Group Members: 1)Priya Dhondwad. 2) Nitin shedage.

To study the Effectiveness of major training programs in terms of their program contents, pedagogy, duration and effectiveness. The training audit measures one of the three aspects of the continuous improvement program - the people. The audit can be used as a stand-alone for customers who have not entered into the CIP program.

PURPOSE:

To ascertain the effectiveness of the template design of major training programs. Match the inputs in light of desired role & competencies. Adequacy or inadequacy of program content. Program efficacy in terms of its duration, pedagogy. To make suggestions / recommendations on the basis of the study for enhancing the effectiveness of these programs in terms ofDesign Duration Pedagogy

OBJECTIVE & SCOPE OF STUDY:

Combination of Focused group, Questionnaire & interview method. Respondents will be the participants who have attended the program. Interview the trainer(s) and course developer(s).

Methodology:

Data Collection formats design Questionnaire deployment

Interviews & focused group Interviews Data Analysis

Report Writing & Presentation

Process:

Is there a formal training plan that identifies and coordinates

training requirements?

Are the skill requirements identified for each job function? Is training certified and recorded? Are there enough trained operators, technicians and engineers

for the number of lines and shifts?

Is there documentation available and is it used effectively? Is there an escalation procedure?

Things to be audited:

Development Process

A Task List was created and validated from analysis of performer(s) job(s).

Task detailings were derived from analysis and are provided to course participants for each task.

All or most lessons of the course were piloted and adjusted as

required.

An ongoing evaluation plan is in place that emphasizes performance results.

Criteria for Evaluation of Training Programs and Courses:

Objectives

There is a list of course performance objectives and it is based on the Task List (above), and thus the

course of objectives is complete and valid for the trainee(s). All objectives have valid conditions and standards.

All objectives are worded clearly and avoid common errors.

Criteria for Evaluation of Training Programs and Courses:

Course Map

There is a course map with proper sequencing for all course objectives.

The course has no missing enabling skills.

The course map has adequate horizontals (built-in flexibility) for meeting individual differences.

There is a course prerequisites list; each prerequisite is stated as a performance.

Criteria for Evaluation of Training Programs and Courses:

Individual Lessons (Modules) for Each Objective There is a Lesson Planning Form (LPF) for each lesson on the Course Map. All students are checked for competency on each objective with a skill test. Each skill check is valid and fair (matches the objectives standards and conditions), and if the objective calls for a hands-on test, that is what is used. The opportunity for practice is provided for each skill and sub-skill. Each practice activity has a plan for intermediate and final feedback.

Criteria for Evaluation of Training Programs and Courses:

Criteria for Evaluation of Training Programs and Courses:

Support Materials There is a sign-off sheet which lists all of the course objectives in short-form. There is a written procedure or job aid for every task on the Task List. Each written procedure is accurate (it works) and clear (can be followed without confusion or wasted time). Each written procedure is the best way for doing it (based on comparative study, the procedure provided is the BKM). Each job aid (for examples: flow chart, block diagram) is accurate (it works) and clear (can be followed without confusion or wasted time).

Course Delivery (Based on Sample Modules) Instructor introduces lesson by reading objective and telling about the test plan. Instructor followed the content delivery plan, without adding irrelevant material. Instructor allowed adequate time for practice so that repeated or supplementary practice was afforded until mastery of the objective was achieved. Instructor applied appropriate principles of feedback during practice and at other times when appropriate. Instructor used the skill check appropriately. Instructor promoted an atmosphere of comfort, not anxiety or frustration. Individual differences were skillfully managed. Course equipment was available as needed.

Criteria for Evaluation of Training Programs and Courses:

Result presentation:

Report consists of

Efficacy of the training programs in terms of design, duration and pedagogy.

Recommended design of the 3 programs consisting of design,

duration and pedagogy.

Project deliverables:

1) Training matrix:

This is an excel spreadsheet that dynamically tracks the individuals within the organization and identifies their training requirements.

It records the training they have received and highlights

what is missing. It also offers a useful status indicator in the

form of a percentage.

Audit support tools:

Training matrix:

2) Skills matrix:
This is a list of all the skills required on site.

Audit support tools:

Skills matrix:

3) Training modules and units:

This covers all aspects of printer support including operation, maintenance and programming as well as machine options and advanced processes.

Each module is sub-divided into smaller units to allow the

customer to focus their training budget on specific areas.

It help coordinate training whenever is convenient to their production schedules.

Audit support tools:

Training modules and units: