Leadership Management International\'s clients are different. They expect results and it\'s LMI\'s mission to deliver. Here\'s a small bit of information about how we deliver results every time.
How and why the LMI proven process worksFRANKKREZE
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The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) program for producing client results through training. The LMI program uses spaced repetition, multi-sensory impact, and goal setting. It involves participants and their companies in setting goals and measuring results. The program includes classes, assignments, and meetings to help participants apply learning on the job and achieve goals.
The document summarizes Dr. Donald Kirkpatrick's four levels for evaluating training programs: reaction, learning, behavior, and results. The levels progress from immediate reactions to a program (level 1) to long-term impact on business results (level 4). The rest of the document outlines Life Management Institute's facilitation system for training programs, which uses spaced repetition, multi-sensory learning, and goal setting to increase retention, application, and behavior change, ultimately delivering business results. The system involves pre-course meetings, kick-off meetings, bi-weekly classes, mid-course reviews, and end-of-course reviews to track progress toward goals.
The document discusses Dr. Donald Kirkpatrick's model for evaluating training programs. The model includes four levels: reaction, learning, behavior, and results. Reaction refers to participants' satisfaction with the program. Learning measures knowledge gain. Behavior evaluates changes in job performance. Results determines final outcomes such as increased quality, quantity, or profits. The goal is to increase retention of information, improve application of skills, change behaviors, and deliver tangible results.
Project Management: Initiating Process Group - Lesson 1 JMBOKAcademy
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This document contains 5 questions from the Initiating Process Group chapter of the PMBOK Guide. Each question is multiple choice and is followed by an explanation of the correct answer. The questions cover topics such as the definition of ongoing work versus projects, the meaning of "temporary" in relation to projects, examples of projects versus ongoing work, the process group that precedes planning, and examples of project constraints.
This document outlines the schedule and objectives for a training session on monitoring progress and quality assurance. The day will include evaluating quality assurance procedures, discussing the trainer's role in quality assurance, and reviewing policies and regulations related to their subject. Participants will debate the strengths and weaknesses of quality assurance methods, identify which regulations apply to their subject, and complete online learning and assessment to prepare for a professional discussion. The afternoon segment will focus on defining outstanding teaching and learning, including what the education regulator Ofsted looks for, and reflecting on their own teaching practices.
Every employee and trainee will receive a weekly feedback form to complete. Within 24 hours, improvement actions will be taken based on the answers. An education and procedures buddy/manager system will be implemented, where buddies will manage feedback forms, set goals, provide career planning tools, and maintain constant communication. A local control board made up of specialists in different programs will check exchange quality, and bring solutions and improvements if any issues arise regarding program quality.
Implementation Evaluation Of Manufacturing Training Program J Porter Hrd849 ...jforkin
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The implementation of a new manufacturing training program was evaluated over its first three months. Data was collected through surveys and interviews with employees at various levels. The evaluation found that the program was generally being implemented as planned and making progress towards its goals of structured cross-training, documented training, and improved operator knowledge and quality. Some challenges included adapting to lower production orders and revising training tools. Recommendations included developing standardized training times and improving the job rotation process.
4.evaluation of training effectivenessHarvey Allen
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The document discusses evaluating the effectiveness of training programs. It explains that evaluation should happen after training to measure outcomes. Evaluation helps provide feedback to learners, control training programs, and ensure actual outcomes align with expected outcomes. The evaluation process involves assessing learner skills and knowledge before, during, and after training. Techniques for evaluation include observation, questionnaires, interviews, and comparing pre- and post-training assessments. Effective evaluation is part of the training lifecycle which includes analyzing needs, designing solutions, delivering training, reinforcing learning, and gathering feedback to improve future programs.
The document summarizes the evaluation of a training program for students on Nissan/Infiniti vehicle technology using the Kirkpatrick Model and Success Case Model.
The Kirkpatrick Model evaluation showed positive reactions from students. Students reported enjoying the combination of lessons and hands-on practice. Post-training tests showed students acquired new skills and were able to repair vehicles more quickly with fewer mistakes. Students helped each other learn, which improved performance and increased sales and reputation and therefore profits.
The Success Case Model evaluation identified the most and least successful students. The most successful students reported using their new skills daily, allowing more efficient work. The least successful students did not notice improvements and felt the training was not relevant to their work.
The document provides an overview of the Program Management Professional (PgMP) certification process. It discusses the differences between project and program management. To obtain the PgMP, candidates must pass a three-part evaluation consisting of an application review, multiple-choice exam, and multi-rater assessment. Eligibility requires a combination of project and program management experience along with education. The process involves submitting documentation, undergoing an application audit, and panel review before concluding with the multi-rater assessment.
Pfizer led various process optimization and redesign initiatives to improve efficiency and customer satisfaction. This included redesigning the country and site selection process, which increased customer satisfaction by over 200% while decreasing cycle times. Pfizer also implemented a clinical trial contracting and budgeting process to focus on customer satisfaction, agile workflows, and waste reduction. Continuous improvement efforts in business technology and finance operations achieved $21 million in cost savings in 2009. Pfizer created deployment strategies for a global travel and expense system and established a European financial shared services contact center supporting multiple languages across 19 European markets.
Pfizer led various process optimization and redesign initiatives to improve efficiency and customer satisfaction. This included redesigning the country and site selection process, which increased customer satisfaction by over 200% while decreasing cycle times. Pfizer also implemented a clinical trial contracting and budgeting process to focus on customer satisfaction, agile workflows, and waste reduction. Continuous improvement efforts in business technology and finance operations achieved $21 million in cost savings in 2009. Pfizer created deployment strategies for a global travel and expenses system and established a European financial shared services contact center supporting multiple languages across 19 European markets.
The course provides necessary knowledge and skill in client intervention and also management intervention process an essential tools to undertaking any improving organizational strategy which is a part of the graduate programme
The document discusses outcome challenges and progress markers/indicators for projects. An outcome challenge is the ideal change a project hopes to support in key partners. Progress markers are gradual changes that indicate transformation over time towards the outcome challenge. They start from current practices and initial reactions to a project and evolve to vision-level changes. Examples are provided for informal milk traders, ranging from attending trainings to promoting clean milk values to consumers. Recordable observations are also suggested to track progress markers.
Impada O2-A3 - O2-A3 - Quality Improvement Action Plan Andrea Ciantar
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This document outlines a Quality Improvement Action Plan (QIAP) for an unnamed organization. The plan identifies key areas for improvement across leadership and management, teaching/learning/assessment, and learner outcomes. Specific actions and targets are listed to address each issue, along with personnel responsible and deadlines. Progress will be reviewed at least quarterly using a Red-Amber-Green rating system to evaluate impact, especially for disadvantaged groups. The overarching goal is to drive continuous improvement across all assessed domains.
This document provides information about a PgMP preparation course offered by ACEPROconsulting. It includes:
- The objective of the course is to gain knowledge about program management as described by PMI and to pass the PgMP certification exam.
- The PgMP exam contains 170 psychometric questions to be completed in 4 hours, requiring higher-level thinking skills than the PMP exam.
- The course will cover program management fundamentals, standards, critical thinking skills and experience required to pass the PgMP exam over several stages involving both online and offline work over 12-16 weeks.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) program for delivering training in a structured way to increase retention, application of learning, and proven results. The LMI program uses spaced repetition, multi-sensory impact, and goal setting. It involves participants and their companies in a facilitation system with pre-course meetings, bi-weekly classes, mid-course and end-of-course reviews to help participants achieve their goals.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) program for delivering training in a structured way to increase retention, application of learning, and proven results. The LMI program uses spaced repetition, multi-sensory impact, and goal setting. It involves participants and their companies in a facilitation system with meetings before, during, and after the program to ensure goals are set and progress is tracked.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the LMI program for training participants, which aims to increase retention, application, and proven results. The LMI program uses spaced repetition, multi-sensory impact, and goal setting. It involves initial and end of course meetings between participants and their companies, bi-weekly facilitated classes, and communication through a triangle system to ensure goals are met.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) program for delivering training in a structured way to increase retention, application of learning, and proven results. The LMI program uses spaced repetition, multi-sensory impact, and goal setting. It involves initial and end meetings between participants, companies, and LMI facilitators to set goals and measure results. Bi-weekly classes are held to review goals and assignments and set new ones.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) facilitation system for training programs which is designed to increase retention, application of skills, and measurable results. The LMI system uses spaced repetition, multi-sensory learning, goal setting, and a triangle of communication between the participant, facilitator, and company to help participants achieve goals.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) training program, which aims to increase retention, application of skills, and measurable results through a facilitated process involving biweekly classes, assignments, and meetings with participants and their companies to set goals and track progress. The LMI system uses spaced repetition, multi-sensory learning, and goal setting to help clients achieve results from training in a controlled, cost-effective environment.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) facilitation system for training programs which is designed to increase retention, application of skills, and measurable results. The LMI system uses spaced repetition, multi-sensory learning, goal setting, and a triangle of communication between the participant, facilitator, and company to help participants achieve goals.
The document discusses Dr. Donald Kirkpatrick's model for evaluating training programs. The model includes four levels: reaction, learning, behavior, and results. Reaction refers to how participants react to and feel about the program. Learning refers to the knowledge and skills gained from the program. Behavior examines how job behaviors have changed as a result of the program. Results evaluates final outcomes such as quality, quantity, profits, and return on investment. The rest of the document describes the LMI facilitation system for training programs which aims to increase retention, application, and behavior change through spaced repetition, multi-sensory impact, and goal setting.
The document summarizes Dr. Donald Kirkpatrick's four levels for evaluating training programs: reaction, learning, behavior, and results. The levels progress from immediate reactions to a program (level 1) to long-term impact on business results (level 4). The rest of the document outlines Life Management Institute's facilitation system for training programs using spaced repetition, multi-sensory learning, goal setting, and communication between the company, facilitator, and participant to increase retention, application, and measurable behavior change and results.
The document summarizes Dr. Donald Kirkpatrick's four levels for evaluating training programs: reaction, learning, behavior, and results. The levels progress from immediate reactions to a program (level 1) to long-term impact on business results (level 4). The rest of the document outlines Life Management Institute's facilitation system for training programs using spaced repetition, multi-sensory learning, goal setting, and communication between the company, facilitator, and participant to increase retention, application, and measurable behavior change and results.
This document provides an overview of an 8-step process for developing and presenting effective safety training. The steps include: 1) assessing learner needs; 2) setting goals and objectives; 3) designing the curriculum; 4) selecting methods and media; 5) writing the course outline; 6) coordinating logistics; 7) presenting the training; and 8) documenting and evaluating the training. The overall goal is to help students improve their knowledge, skills, and ability to develop, present, and evaluate safety training outcomes.
The document summarizes the evaluation of a training program for students on Nissan/Infiniti vehicle technology using the Kirkpatrick Model and Success Case Model.
The Kirkpatrick Model evaluation showed positive reactions from students. Students reported enjoying the combination of lessons and hands-on practice. Post-training tests showed students acquired new skills and were able to repair vehicles more quickly with fewer mistakes. Students helped each other learn, which improved performance and increased sales and reputation and therefore profits.
The Success Case Model evaluation identified the most and least successful students. The most successful students reported using their new skills daily, allowing more efficient work. The least successful students did not notice improvements and felt the training was not relevant to their work.
The document provides an overview of the Program Management Professional (PgMP) certification process. It discusses the differences between project and program management. To obtain the PgMP, candidates must pass a three-part evaluation consisting of an application review, multiple-choice exam, and multi-rater assessment. Eligibility requires a combination of project and program management experience along with education. The process involves submitting documentation, undergoing an application audit, and panel review before concluding with the multi-rater assessment.
Pfizer led various process optimization and redesign initiatives to improve efficiency and customer satisfaction. This included redesigning the country and site selection process, which increased customer satisfaction by over 200% while decreasing cycle times. Pfizer also implemented a clinical trial contracting and budgeting process to focus on customer satisfaction, agile workflows, and waste reduction. Continuous improvement efforts in business technology and finance operations achieved $21 million in cost savings in 2009. Pfizer created deployment strategies for a global travel and expense system and established a European financial shared services contact center supporting multiple languages across 19 European markets.
Pfizer led various process optimization and redesign initiatives to improve efficiency and customer satisfaction. This included redesigning the country and site selection process, which increased customer satisfaction by over 200% while decreasing cycle times. Pfizer also implemented a clinical trial contracting and budgeting process to focus on customer satisfaction, agile workflows, and waste reduction. Continuous improvement efforts in business technology and finance operations achieved $21 million in cost savings in 2009. Pfizer created deployment strategies for a global travel and expenses system and established a European financial shared services contact center supporting multiple languages across 19 European markets.
The course provides necessary knowledge and skill in client intervention and also management intervention process an essential tools to undertaking any improving organizational strategy which is a part of the graduate programme
The document discusses outcome challenges and progress markers/indicators for projects. An outcome challenge is the ideal change a project hopes to support in key partners. Progress markers are gradual changes that indicate transformation over time towards the outcome challenge. They start from current practices and initial reactions to a project and evolve to vision-level changes. Examples are provided for informal milk traders, ranging from attending trainings to promoting clean milk values to consumers. Recordable observations are also suggested to track progress markers.
Impada O2-A3 - O2-A3 - Quality Improvement Action Plan Andrea Ciantar
油
This document outlines a Quality Improvement Action Plan (QIAP) for an unnamed organization. The plan identifies key areas for improvement across leadership and management, teaching/learning/assessment, and learner outcomes. Specific actions and targets are listed to address each issue, along with personnel responsible and deadlines. Progress will be reviewed at least quarterly using a Red-Amber-Green rating system to evaluate impact, especially for disadvantaged groups. The overarching goal is to drive continuous improvement across all assessed domains.
This document provides information about a PgMP preparation course offered by ACEPROconsulting. It includes:
- The objective of the course is to gain knowledge about program management as described by PMI and to pass the PgMP certification exam.
- The PgMP exam contains 170 psychometric questions to be completed in 4 hours, requiring higher-level thinking skills than the PMP exam.
- The course will cover program management fundamentals, standards, critical thinking skills and experience required to pass the PgMP exam over several stages involving both online and offline work over 12-16 weeks.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) program for delivering training in a structured way to increase retention, application of learning, and proven results. The LMI program uses spaced repetition, multi-sensory impact, and goal setting. It involves participants and their companies in a facilitation system with pre-course meetings, bi-weekly classes, mid-course and end-of-course reviews to help participants achieve their goals.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) program for delivering training in a structured way to increase retention, application of learning, and proven results. The LMI program uses spaced repetition, multi-sensory impact, and goal setting. It involves participants and their companies in a facilitation system with meetings before, during, and after the program to ensure goals are set and progress is tracked.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the LMI program for training participants, which aims to increase retention, application, and proven results. The LMI program uses spaced repetition, multi-sensory impact, and goal setting. It involves initial and end of course meetings between participants and their companies, bi-weekly facilitated classes, and communication through a triangle system to ensure goals are met.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) program for delivering training in a structured way to increase retention, application of learning, and proven results. The LMI program uses spaced repetition, multi-sensory impact, and goal setting. It involves initial and end meetings between participants, companies, and LMI facilitators to set goals and measure results. Bi-weekly classes are held to review goals and assignments and set new ones.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) facilitation system for training programs which is designed to increase retention, application of skills, and measurable results. The LMI system uses spaced repetition, multi-sensory learning, goal setting, and a triangle of communication between the participant, facilitator, and company to help participants achieve goals.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) training program, which aims to increase retention, application of skills, and measurable results through a facilitated process involving biweekly classes, assignments, and meetings with participants and their companies to set goals and track progress. The LMI system uses spaced repetition, multi-sensory learning, and goal setting to help clients achieve results from training in a controlled, cost-effective environment.
The document describes Donald Kirkpatrick's four levels for evaluating training programs: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. It then discusses the Leadership Management International (LMI) facilitation system for training programs which is designed to increase retention, application of skills, and measurable results. The LMI system uses spaced repetition, multi-sensory learning, goal setting, and a triangle of communication between the participant, facilitator, and company to help participants achieve goals.
The document discusses Dr. Donald Kirkpatrick's model for evaluating training programs. The model includes four levels: reaction, learning, behavior, and results. Reaction refers to how participants react to and feel about the program. Learning refers to the knowledge and skills gained from the program. Behavior examines how job behaviors have changed as a result of the program. Results evaluates final outcomes such as quality, quantity, profits, and return on investment. The rest of the document describes the LMI facilitation system for training programs which aims to increase retention, application, and behavior change through spaced repetition, multi-sensory impact, and goal setting.
The document summarizes Dr. Donald Kirkpatrick's four levels for evaluating training programs: reaction, learning, behavior, and results. The levels progress from immediate reactions to a program (level 1) to long-term impact on business results (level 4). The rest of the document outlines Life Management Institute's facilitation system for training programs using spaced repetition, multi-sensory learning, goal setting, and communication between the company, facilitator, and participant to increase retention, application, and measurable behavior change and results.
The document summarizes Dr. Donald Kirkpatrick's four levels for evaluating training programs: reaction, learning, behavior, and results. The levels progress from immediate reactions to a program (level 1) to long-term impact on business results (level 4). The rest of the document outlines Life Management Institute's facilitation system for training programs using spaced repetition, multi-sensory learning, goal setting, and communication between the company, facilitator, and participant to increase retention, application, and measurable behavior change and results.
This document provides an overview of an 8-step process for developing and presenting effective safety training. The steps include: 1) assessing learner needs; 2) setting goals and objectives; 3) designing the curriculum; 4) selecting methods and media; 5) writing the course outline; 6) coordinating logistics; 7) presenting the training; and 8) documenting and evaluating the training. The overall goal is to help students improve their knowledge, skills, and ability to develop, present, and evaluate safety training outcomes.
The document discusses various methods and models for evaluating training programs, including:
- The Kirkpatrick model which evaluates training at four levels: reaction, learning, behavior, and results.
- The CIRO model which evaluates training context, inputs, reactions, and outputs at the learner, workplace, and organizational levels.
- The Phillips ROI model which adds a fifth level to the Kirkpatrick model to specifically measure return on investment through a cost-benefit analysis.
The key aspects of evaluating training discussed include determining indicators of effectiveness, choosing an appropriate evaluation model, and selecting the right data collection methods to gather feedback and assess the training against objectives.
Training requires time, energy and money. Therefore an organization needs to know whether the investment made in training is being effectively and is worth the effort. As a part of lesson Effective Hr training and Development Strategy, brought to you by Welingkars Distance Learning Division.
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This document discusses Kirkpatrick's four levels of training evaluation: reaction, learning, behavior, and results. It provides an overview of each level and guidelines for evaluating training at each level. It also presents a case study of Cisco Systems evaluating a new training program on their return-to-vendor process using all four levels. Level 1 evaluated reactions to the training. Level 2 evaluated learning through embedded tests. Level 3 evaluated changes in behavior by observing trainees. Level 4 evaluated results such as reductions in costs and inventory from the new process.
The 10-day training program provides new hires with training on their roles through online courses and interactive sessions. Trainees learn about major components like education, employment, health licenses, and how to use the Veriflow system. The training methodology ensures knowledge is understood. Trainers engage trainees daily and keep discussions open for feedback. Trainees practice tasks in the Veriflow system and have mock call trainings. The training objectives are to prepare, educate, and build understanding of concepts and the Veriflow system. Evaluation includes theory and practical assessments to test trainees' process understanding and Veriflow knowledge.
The document outlines a 5-step approach to improve cooperation between departments in a company. The steps are: 1) Assessing the current situation by reviewing needs and performance with department heads, 2) Defining areas for improvement by identifying strengths, weaknesses, and causes of issues, 3) Defining actions using a SMART approach, 4) Developing a customer-supplier model to increase accountability, and 5) Implementing the plan then following up after 3 months to review progress and make corrections. The overall goal is to create productive energy and understanding between departments to achieve company goals.
This document discusses measuring the return on investment (ROI) of training programs. It outlines a 4-level model for evaluating training effectiveness: 1) reaction, 2) learning, 3) behavior change, and 4) business impact. It also discusses guidelines for measuring each level, such as using surveys to measure reaction or tests to measure learning. Finally, it covers calculating the ROI of training by isolating the effects of training, converting performance data to monetary values, and comparing program costs to monetary benefits.
Does your learning solution solve business performance problems?Javier Amaro Castillo
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This document discusses how to better measure and demonstrate the value of training programs. It suggests moving beyond simply measuring inputs and reactions to training, and instead focusing on outcomes like learning, application of skills on the job, impact on business metrics, and financial return on investment. The document provides examples of different levels of evaluation for training programs from reaction to ROI. It emphasizes the importance of aligning training objectives and evaluation with organizational needs and goals to demonstrate how training contributes to business performance.
Silvana Richardson: Weighing the Pig Doesn't Make it Fatter or Does iteaquals
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This document discusses evaluating continuing professional development (CPD) programs using Guskey's five levels of evaluation. It begins by establishing the importance of evaluation in determining a CPD offer's impact. Level 1 evaluates participants' reactions; Level 2, learning; Level 3, organizational support for change; Level 4, application of new knowledge and skills; and Level 5, students' learning outcomes. Various tools are provided for each level. The document encourages considering all levels and discusses challenges, like timing. It concludes by having participants reflect on their organization's evaluation practices and how to strengthen them.
3. Four Levels Evaluating Training Programs by Dr. Donald Kirkpatrick 4. 3. 2. 1. Reaction Reaction What kind of reaction did you get from the participants? How do the participants feel about the program? (Customer Satisfaction)
4. Four Levels Evaluating Training Programs by Dr. Donald Kirkpatrick 4. 3. 2. Learning 1. Reaction Learning To what extend did the participants increase knowledge, improve skills, and/or change attitudes? (Pre & Post Testing)
5. Four Levels Evaluating Training Programs by Dr. Donald Kirkpatrick 4. 3. Behavior 2. Learning 1. Reaction Behavior To what extent did their job behavior change? (Observation)
6. Four Levels Evaluating Training Programs by Dr. Donald Kirkpatrick 4. Results 3. Behavior 2. Learning 1. Reaction Results What final results occurred? Tracking & Measuring (Quality, quantity, safety, sales, costs, profits, ROI)
7. Four Levels Evaluating Training Programs by Dr. Donald Kirkpatrick 4. Results 3. Behavior 2. Learning 1. Reaction
8. What are the most common resources available today? Seminars and Lectures Books and Magazines Night School Courses University Extension Courses
9. They are all good But they lack three things! Retention Application Proven Results
11. How does the LMI Program help us produce client results? We Use Spaced Repetition ----------- Multi Sensory Impact ----------- Goal Setting
12. Our program is UNIQUE Controlled environment for meetings Facilitated classes vs. teaching or lecturing Selected participants Cost effective based on R.O.I.
13. 1. Pre-course meetings with Company Representative and Participant - Determine SMART goals - Agree on how results will be measured - Set up Triangle of Communication LMI Facilitation System
15. LMI Facilitation System Triangle of Communications Company Facilitator Participant Company communicates goals and objectives to LMI Representative/Facilitator and to the Participant
16. LMI Facilitation System Triangle of Communications LMI Representative/Facilitator communicates assignments to Participant and informs Company on assignments and progress of Participant Company Facilitator Participant
17. LMI Facilitation System Triangle of Communications Company Facilitator Participant Participant communicates and reviews weekly progress on assignments and goals to the Company and LMI Representative/Facilitator
18. LMI Facilitation System Triangle of Communications Company Facilitator Participant Everyone communicates with everyone else. Any adjustments or tuning toward the set goals can be made on a weekly basis.
19. 2. Kick-off Meeting - Goals are reviewed - Each participant receives a program along with CDs - Review lesson and application assignments - Set 7 day goals LMI Facilitation System
20. 3. Weekly classes for 90 to 120 minutes in length. Class limited to 15 people - Review 7 day goals - Review of lesson assignment - Review application assignment - Assign new lesson and application assignments - Set new 7 day goals LMI Facilitation System
21. 4. Mid-Course review meeting with Company and Participant - Determine accomplishments - Insure we are on track with goals - Determine what changes still need to be made - Future development discussions LMI Facilitation System
22. 5. Weekly classes for second half of course - Review 7 day goals - Review of lesson assignment - Review application assignment - Assign new lesson and application assignments - Set new 7 day goals - Final lesson - Graduation LMI Facilitation System
23. 6. End of course review meeting with Company and Participant - Determine accomplishments - Review goals accomplished - Determine what changes still need to be made - Referrals LMI Facilitation System
24. 1. 2. 3. 4. 5. 6. Pre-course meetings with Co. and Participant Kick-off meetings Weekly classes for first half of course Mid-course meetings with Co. and Participant End of course meetings with Co. and Participant Weekly classes for second half of course LMI Facilitation System Review
25. The LMI Marketing System gets Results Facilitate the program to the goals No one ever accomplishes anything of consequence without a goal. Paul J. Meyer