Measuring ROI in training : a practical implementation guide / Marius Meyer, Catherina Opperman, Chris Dyrbye.

Format:

Book

Author/Creator:

Meyer, Marius, author.

Opperman, Catherina, author.

Dyrbye, Chris, author.

Language:

English

Subjects (All):

Employees--Training of.

Employees.

Organizational learning.

Physical Description:

1 online resource (185 p.)

Edition:

1st ed.

Place of Publication:

Randburg, Republic of South Africa : Knowres Publishing, 2003.

Language Note:

English

Contents:

Cover; Copyright; CONTENTS; Foreword; About the authors; Preface; Chapter 1: The Need For Roi In Training; Demystifying ROI; Why do people resist ROI?; Reasons for ROI; Examples of ROI measurements; Pitfalls to avoid; Guidelines for implementing ROI; Outline of the book; How to use this book; Conclusion: Chapter 1; Chapter 2: Competency Analysis linked to Business PerformanceManagement; Performance management process; Step 1: Determine what data needs to be collected to conducta gap analysis and assess competence

Time spent on measuring performance management as part .......of the process of calculating the ROI in trainingTraining process sequence; Why do we need to train people?; Learning aligned to the principles of the South AfricanQualifications Authority (SAQA) Act and the Skills DevelopmentAct; Objectives of the NQF; Competency analysis; The critical cross-field outcomes; Emotional intelligence (quotient) (EQ) and the criticalcross-field outcomes; Step 2: Identify the key performance indicators and the interpersonalskills of the job; Step 3: Attach a weighting to the competencies

Criteria for the weighting of the key performance indicatorsStep 4: Determine the outputs to be delivered; Link outputs to the balanced score card (BSC); How do we define the balanced score card?; Customer perspective; Internal perspective; Learning and growth perspective; Financial perspective; The scorecards are combined to measure individual,departmental and the business unit's performance; Step 5: Identify unit standards and link assessment criteria tooutput; Performance management and unit standards; Step 6: Determine the time needed to accomplishcompetence; How to calculate time

Step 7: Complete the performance documentsStep 8: Performance review meeting; 360-degree multi-rater feedback; Best practice suggestions; Multi-rater checklist; Perform a gap analysis by comparing the actual to therequired competency level; Point scale according to organisational levels; Step 9: Complete the skills development matrix; Checklist upon completion of the performance managementprocess; Conclusion: Chapter 2; Chapter 3: Implementing Skills Development Initiatives; Skills implementation process; Step 1: Collate the results from the performance managementprocess and skills audit

Step 2: Align these competencies to organisational strategiesStep 3: Select learning material aligned to the principles of theNQF; (a) Competence; (b) Unit standards; - Knowledge; - Skills; - Behaviour/Personal expression; (c) Allocation of credits; (d) Applied competence; Step 4: Decide whether internal or external material will beused; Step 5: Identify level descriptors when selecting material; Step 6: Ensure the learning material covers the unit-standardcriteria

Step 7: Use the information on the WSP and annual trainingreport (ATR) to calculate the ROI and estimate the budget for thefollowing year

Notes:

Description based upon print version of record.

Description based on online resource; title from PDF title page (ebrary, viewed August 4, 2015).

ISBN:

1-86922-385-3

1-299-19048-0

OCLC:

842860073