Measurement of training efficiency

1. Measurement of training efficiency Tools in use Radka Tomandlová Dana Pivrncová TRW Automotive Czech s.r.o. EMOLL Project – meeting in Prague September 7., 2011

2. Qualified and competitive workforce &successors Continuous improvement of productivity & bus. efficiency Satisfaction of stakeholders Measurement of training efficiency Training & People Development MOPs EPDP Question. Test Knowledge Competency matrix Measurement of effectiveness

3. Return of Investment • Test Through this method we can quickly find out the level of knowledge, it is an easy tool for administration, employees feel own responsibility for passing the test.. Done at the end of each mandatory training • Questionnaire We use it in TRW to immediately evaluate satisfaction with performance of trainers/lecturers, training materials, training content to be sure that money where effectively invested and that employees received really what they needed for the own job. With regard to the immediate feedback from seminars/courses we can communicate and specified company requirements

4. Return of Investment Knowledge evaluation • To monitor fulfilment of employee’s development goals for the particular year and level of skills/knowledge utilization • Done 1 per year during the EPDP by the direct manager • Resp. of managers is to monitor the progress in development of own employees/teams Benefit • Monitoring of knowledge utilization – overview how effectively were money invested • Using of the learned aspect in practice – sufficiency of the provided training program • Possibility of the supra-structured training

5. Return of Investment • Measurement of performance (MOPs) ensured by training - training hours/days per an employee - costs - productivity growth through : * assured savings (improvement workshops, zero absence at work, sickness – we monitor it for the whole production units, productivity growth through the higher performance) * quality level (0 PPM) - preparation of successors for key position and management position

6. Return of Investment Benefit of MOPs • Regular monitoring of key elements with influence on company profitability • Overview about department’s performance, possibility to react immediately – implementation of corrective actions to ensure continuous improvement of a company. • Benchmarking with other sites within the BU EBS and the whole TRW

7. Competence management Organization's goals Positions - required competencies for different positions and categories • Employees • competencies • motivation • potential ≠  room for improvement, training needs

8. Competence management • The competence management makes possible to: • get an overview of skills demanded by the position (professional & personal) • establish required level of competencies for different categories within the position • assess employee to get an overview of his/her competencies • ensure continuous development of employees´ potential and their performance improvement through the development of job-related competencies • establish a development plan (self-learning, internal and external training activities, learning from gained experience) and to analyze training efficiency – monitor employee's progress • reach the target of the organization with appropriately trained people • align people's development with organization´s goals

9. Competence management_categories Example: Designer • 4 categories – Engineer 1 – Engineer 4 • Engineer 1 – entry level, bachelor or master degree • knows fundamental concepts, practices and procedures of particular field of specialization, uses established procedures and works under immediate supervision, performs assigned tasks. • work is routine and instructions are usually detailed • little evaluation, originality or ingenuity is required • Engineer 2 - 1- 4 years prof. experience • knows and applies the fundamental concepts, practices and procedures of particular field of specialization. • under supervision, performs work that is varied and that may be somewhat difficult in character, but usually involves limited responsibility • some evaluation, originality or ingenuity is required.

10. Competence management_categories • Engineer 3 – senior level, 4-8 years prof. experience • fully competent professional. • possesses and applies a broad knowledge of principles, practices, and procedures of particular field of specialization to the completion of difficult assignments. • usually works with minimum supervision, conferring with superior on unusual matters, may be assisted by Entry/Junior or Intermediate Level personnel, assignments are broad in nature, originality and ingenuity. • has appreciable latitude for unreviewed action or decision. • Engineer 4 – principal level, 8 + years prof. experience • possesses and applies comprehensive knowledge of particular field of specialization to the completion of complex assignments. • may cross fields. • under general supervision, plans, conducts and supervises assignments. Reviews progress and evaluates results, Plans and assigns personnel for given projects or tasks, recommends changes in procedures, operates with substantial latitude for unreviewed action or decision, reviews progress with management.

11. Competence management_levels

12. Competence management_levels • Advantages: • detailed description of every position • regular assessment of employees´ competencies • assessment of his/her progress and training quality and efficiency • assignation of further development according to employee's potential, motivation and the organization's needs (general role x specialist) • Disadvantages: • time-consuming and labour-intensive preparation • regular update needed

13. Training efficiency measurement at TRW

14. Pilot testing, September 2., 2011 Simulation game – education efficiency as a system • Goal of the game: • to simulate the management of training/development process and monitor impacts of our decisions on business. • to understand links within the educational system, roles of delay, accumulation of other effect, which aim at the situation that the system behaves non-linearly. • to receive a feedback Game is user friendly, easy understandable • Participants were from operations and technical centre to ensure a different approach to the final topics

15. Outcomes from the pilot testing Next step • Creation of the strategic map – mental model of education at TRW - indicators which can measure IMPACT of education on goals of the strategic management • Productivity measurement of engineers from the technical centre • Calculation : 1 CZK spent on training versus MPBT (management profit before tax)

16. Measurement of training efficiency Questions ???