page 10
Mirror Analysis: How to Achieve Customer-Driven Human
Performance
by Pierre Mourier
Most companies are good at setting customer satisfaction targets, but few are good at monitoring the organization's customer satisfaction performance. And if they do measure customer satisfaction, even fewer companies understand how to translate the information into individual behavior change.
This article presents a step-by-step method to clearly understand how well an organization performs, seen with the customer's eyes, vis-à-vis the competition. The article further describes a step-by-step method for converting the external findings into action plans. The article also provides a systematic method to ensure that customer requirements are built into internal processes and management of internal customer/supplier relationships.
page 21
Evolution of the ID Process at Sprint: A Practitioner's
Perspective
by Michael W. Beard
Throughout the 1990s, employees witnessed the alignment of the corporate training function to better support business goals. Often, this alignment would include internal reorganization and consolidation of work units, as well as process improvement and standardization of corporate training. Sprint Corporation was no exception. An evolution of the instructional design and development process occurred at the same time that Sprint's University of Excellence was experiencing phenomenal growth and building its internal reputation. Key ingredients of this growth included the use of methodologies prescribing a systematic process for analyzing, designing, developing, implementing, and evaluating training interventions. A measure of success in the workplace is the degree to which employees are afforded opportunities to enhance their skill sets and improve their on-the-job performance through the continued availability of training experiences. Now in its 10th year of operation, Sprint's University of Excellence has been able to meet that challenge and address employee performance needs.
page 26
Linking Business Needs to Training Objectives and Delivery
Media
by William W. Lee and Diana Owens
Much has been written about connecting training objectives to business goals so the training function is viewed as impacting the organization and training products and services affect the bottom line. This article takes this concept one step further and demonstrates that the media for delivering training is dictated by those same business goals. The model connects all three concepts, showing the important interrelations. It also embodies an organizational assessment methodology that focuses on systemic and performance improvement, as well as training, with emphasis on the two former rather than the latter. Too often training is developed according to the medium that is "in fashion" or by what capabilities the training function has or finds comfortable. Our profession will never achieve its fullest recognition until those in the training industry become more aware of how and when our efforts can be most effective.
page 32
Effective Reaction Evaluation in Evaluating Training
Programs: Purposes and Dimension Classification
by Sung Heum Lee, PhD and James A. Pershing, PhD
It is a common mistake for training departments to use one reaction evaluation form for all training programs. Many corporate training programs use Kirkpatrick's "reaction" evaluation to determine the effectiveness of training programs. Often, reaction evaluation is the only method used, and it typically takes the form of a simple, end-of-course reaction questionnaire. Reactionnaires typically gather information to improve training or to decide whether to continue or terminate it. To collect valid data for such purposes, evaluators must carefully select evaluation dimensions and rigorously design and develop questionnaires. The areas of feedback used in reactionnaires should be tied directly to the nature and scope of the training program and the purpose of evaluation. An extensive literature review yielded a number of dimensions for reaction evaluations: program objectives; program materials; delivery methods; instructional activities; training environment; planned action/transfer expectation; and recommendations for program improvement. Selecting the most appropriate dimensions will make reaction evaluation a more useful and valuable tool.
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