Enterprise training refers to the planned, purposeful and systematic educational activities organized and implemented by enterprises in order to improve the knowledge, skills, attitudes and behaviors of employees. Enterprise training is not only the need of employee personal development, but also the need of enterprise organization development. However, corporate training is not a once-and-for-all thing, but a process that needs to be constantly tested and improved. In order to ensure the effectiveness and quality of enterprise training, teaching evaluation is needed.

Teaching evaluation refers to the process of systematic collection, analysis and feedback of teaching activities and their results in order to judge and improve teaching. The purpose of teaching evaluation is to improve teaching quality, promote teaching reform, meet teaching needs and improve teaching effect. Teaching evaluation should follow the following principles:

-Goal-oriented: Teaching evaluation should be based on teaching objectives, guided by teaching effectiveness, and aimed at promoting teaching improvement.

-Diversification: Teaching evaluation should be carried out using multiple methods, multiple angles, multiple levels, and multiple standards.

-Participatory: Teaching evaluation should give full play to the role of various participants (such as trainers, trainers, managers, etc.), so that they become the main body and beneficiaries of the evaluation.

-Feedback: Teaching evaluation should timely feedback the evaluation results to the relevant personnel, so that they can adjust and improve their teaching behavior in a timely manner.

According to the above principles, this paper holds that the teaching evaluation of enterprise training should include the following ten aspects:

1. Training needs analysis: This is the most important step in the early stage of enterprise training and the basis of teaching evaluation. Training needs analysis refers to various methods (such as questionnaires, interviews, observations, etc.) to identify gaps in knowledge, skills, attitudes and behaviors of employees, as well as the problems and goals that training can solve. The results of the training needs analysis should clearly reflect the necessity, urgency, feasibility and expected effect of the training, so as to provide the basis for the subsequent training design and implementation.

2. Training target setting: this is a key step in the design stage of enterprise training and also the standard of teaching evaluation. Training goal setting refers to the specific, measurable, achievable, relevant and time-bound goals that training is expected to achieve according to the results of training needs analysis. Training objectives should include cognitive objectives (I. e., the knowledge to be mastered by employees), skill objectives (I. e., the skills to be mastered by employees), emotional objectives (I. e., the attitudes and values to be developed by employees), and behavioral objectives (I. e., the behaviors to be displayed by employees). Training objectives should be consistent with the strategic objectives of the enterprise and the personal development goals of employees in order to provide direction for subsequent training content, methods and evaluation.

3. Training content design: This is the core step in the implementation phase of enterprise training, and it is also the content of teaching evaluation. Training content design refers to the selection and organization of information and materials suitable for employees to learn knowledge, skills, attitudes and behaviors according to training objectives. The training content should have the following characteristics: effectiveness (that is, it is consistent with the training objectives), suitability (that is, it is suitable for the characteristics and level of employees), interest (that is, it can stimulate the learning interest and motivation of employees), practicality (that is, it can solve the problems and difficulties encountered by employees in their work), and innovation (that is, it can introduce new ideas and methods). The training content should be aligned with the company's culture and values to support subsequent training methods and processes.

4. Training method selection: This is an important step in the implementation stage of enterprise training and a means of teaching evaluation. The selection of training methods refers to the selection and application of teaching methods and techniques suitable for employees' learning styles and preferences according to the training content, objectives and objects. Training methods should have the following characteristics: diversity (I. e., the ability to impart knowledge, skills, attitudes and behaviors in a variety of forms and methods), interactivity (I. e., the ability to promote communication and communication between trainers and employees and between employees), participation (I. e., the ability to motivate employees to actively participate in learning activities and contribute their own ideas and experiences), experiential (I. e., the ability to enable employees to experience and experience knowledge, skills, attitudes and behaviors through simulation or practice and other applications in practical situations). Training methods should be coordinated with the philosophy and style of the enterprise in order to provide for subsequent training.

5. Training process management: This is a key step in the implementation phase of corporate training and a process of teaching evaluation. Training process management refers to the effective management and control of the organization, implementation, supervision and regulation of training activities to ensure the smooth progress and efficient completion of training. Training process management should include the following aspects: training plan (I. e., making arrangements for training time, place, personnel and resources), training implementation (I. e., implementing training activities according to the training plan and making necessary adjustments according to the actual situation), training supervision (I. e., tracking and checking the progress, quality and problems of training activities), training regulation (I. e., according to the results of training supervision, take timely measures to solve problems and improve deficiencies). Training process management should be in line with the specifications and requirements of the enterprise in order to provide data and basis for subsequent training evaluation.

6. Trainer quality: This is an important factor in the implementation stage of enterprise training and the object of teaching evaluation. The quality of trainers refers to the abilities and characteristics of trainers in terms of knowledge, skills, attitudes and behaviors, as well as their level and effectiveness in teaching activities. The quality of trainers should include the following aspects: professional knowledge (I. e. knowledge of theories, methods and cases related to the training content), teaching skills (I. e. the ability to use various teaching methods and techniques to impart knowledge, skills, attitudes and behaviors), communication skills (I. e. the ability to communicate and interact effectively with employees), guiding skills (I. e. to stimulate employees' interest and motivation in learning, the ability to guide employees to participate in learning activities and promote their learning and growth), and the ability to innovate (I. e., the ability to design and implement novel and interesting teaching activities to improve teaching effectiveness according to different teaching situations). The quality of trainers should be consistent with the expectations and standards of the company in order to provide reference and feedback for subsequent training evaluations.

7. Training satisfaction: This is the most direct evaluation after the end of corporate training, and it is also one of the results of teaching evaluation. Training satisfaction refers to the subjective feelings and evaluations of employees for training activities and their results, including satisfaction with training content, methods, processes, teachers, environment and other aspects. Training satisfaction can be collected and analyzed through questionnaires, interviews, observations and other methods. Training satisfaction can reflect the attitude and emotion of employees to training activities, as well as the recognition and gratitude for the attention and input of enterprises. However, training satisfaction does not fully represent the training effect, because employees may be affected by various factors (such as psychological expectations, emotional state, social expectations, etc.) and make non-objective evaluation, and training satisfaction can only reflect the short-term effect of training activities, but not the long-term effect of training activities.

8. Training learning effect: This is the most important evaluation after the enterprise training, and it is also one of the results of teaching evaluation. The effect of training and learning refers to the change and improvement of the knowledge, skills, attitudes and behaviors acquired by employees in training activities, as well as the application and transformation shown in their work. The effect of training and learning can be collected and analyzed through testing, assessment, observation, interview and other methods. The effect of training and learning can reflect the staff's mastery and understanding of the training content, as well as the achievement and realization of the training objectives. However, the effect of training learning can not fully represent the training performance, because employees may be affected by various factors (such as personal characteristics, working environment, organizational support, etc.) and lead to differences and fluctuations in learning effect, and training learning effect can only reflect the changes of employees at the individual level, but not the contribution of employees to the organizational level.

9. Training behavior transformation: This is the most difficult evaluation after the end of enterprise training, and it is also one of the results of teaching evaluation. Training behavior transformation refers to the change and improvement of the knowledge, skills, attitudes and behaviors that employees will learn in training activities, and continue to apply and demonstrate them at work, thereby forming new work habits and behavior patterns. Training behavior transformation can be collected and analyzed through observation, interviews, records, reports and other methods. Training behavior transformation can reflect the value and significance of employees for training activities, as well as the recognition and implementation of corporate goals and requirements. However, training behavior transformation does not fully represent training performance, because employees may be affected by various factors (such as personal motivation, job satisfaction, leadership support, etc.) that lead to the difficulty and obstacles of behavior transformation, and training behavior transformation can only reflect the changes of employees at the behavioral level, but not the impact of employees on the performance level.

10. Training performance impact: This is the final evaluation after the end of the enterprise training, but also one of the results of the teaching evaluation. The impact of training performance refers to the changes and improvements in the knowledge, skills, attitudes and behaviors acquired by employees in training activities, as well as the positive or negative impact and contribution of the application and transformation shown in their work to the performance and development of the enterprise. The impact of training performance can be collected and analyzed through data analysis, report comparison, cost-benefit and other methods.

The impact of training performance can reflect the support and cooperation of employees for the development strategy of the enterprise, as well as the improvement and enhancement of the profit and competitiveness of the enterprise. However, the impact of training performance is not easy to evaluate, because employee performance may be affected by various factors (e. g. market changes, customer needs, competitors, etc.) resulting in unstable and unpredictable performance, and the impact of training performance needs to be apparent within a certain time span and scope.

These are the ten aspects that should be included in the teaching evaluation of enterprise training in this paper, and we will briefly analyze the importance and implementation methods of these ten evaluations in the light of the specific cases of the clients of Shangpu Consulting Services.

Shangpu Consulting is a company specializing in corporate training and consulting services. It has many years of industry experience and excellent faculty team to provide customized training solutions for enterprises in all walks of life. Champ Consulting attaches great importance to teaching evaluation when conducting corporate training to ensure the quality and effectiveness of training. The following is a teaching evaluation case of a training project conducted by Champ Consulting in an automobile manufacturing enterprise:

1. Training needs analysis: After receiving the training needs of automobile manufacturers, Shangpu Consulting first conducted a detailed training needs analysis. Through in-depth communication and communication with the management and employees of the enterprise, we understand the development strategy, goals, problems and challenges of the enterprise, as well as the gaps and needs of employees in terms of knowledge, skills, attitudes and behaviors. According to the results of the training needs analysis, Shangpu Consulting has determined the theme, object, scope and objectives of the training, that is, to provide "lean production management" training for production line employees of automobile manufacturing enterprises. the aim is to improve employees' understanding and mastery of lean production concepts and methods, and to improve employees' ability to find problems, solve problems, improve processes, improve efficiency and quality in the production process.

2. Setting of training objectives: According to the results of training needs analysis, Shangpu Consulting has clearly defined the training objectives, including the following aspects: cognitive objectives (I .e. employees should understand the concepts, principles, objectives, processes, tools and other knowledge of lean production management), skill objectives (I .e. employees should master the methods and skills commonly used in lean production management, such5Smanagement, standardized operation, continuous improvement, elimination of waste and other skills), emotional goals (that is, employees should form a positive attitude and values for lean production management, such as the pursuit of excellence, continuous improvement, customer first, etc.), behavioral goals (that is, employees should use lean production management knowledge, skills, attitudes in the production process, so as to improve production efficiency and quality, behaviors such as cost reduction and waste reduction). Champ Consulting combines these training objectives with the strategic objectives of the automobile manufacturing company and the personal development goals of employees in order to provide direction for subsequent training content, methods and evaluation.

3. Training content design: According to the training objectives, Shangpu Consulting has selected and organized the training content suitable for employees to learn, including the following aspects: the concepts, principles, objectives, processes, tools and other basic knowledge of lean production management; Methods and techniques commonly used in lean production management, such5SPractical skills such as management, standardized operations, continuous improvement, and waste elimination; case studies of lean production management, such as the successful experiences and lessons of well-known companies such as Toyota and General Motors in lean production management; practical operations of lean production management, such as The application and practice of lean production management on simulated or actual production lines. Champ Consulting aligns these training contents with the culture and values of the automotive manufacturing company to support subsequent training methods and processes.

4. Selection of training methods: According to the training content, objectives and objects, Shangpu Consulting has selected and applied training methods suitable for employees' learning methods and preferences, including the following forms: teaching method (that is, teaching employees the basic knowledge of lean production management through the explanation and demonstration of trainers); Case law (that is, through analyzing and discussing the success or failure cases of lean production management, make employees understand the practical application and effect of lean production management); game method (that is, through the design and participation in interesting game activities, so that employees experience the principles and methods of lean production management); simulation method (that is, through the operation and practice of lean production management on the simulation or actual production line, so that employees can master the skills and techniques of lean production management). Champ Consulting coordinates these training methods with the philosophy and style of the automobile manufacturing company in order to provide a means for subsequent training processes and evaluations.

5. Training process management: Champ Consulting attaches great importance to the management and control of the training process when conducting training activities to ensure the smooth progress and efficient completion of the training. Before the training, Shangpu Consulting formulated a detailed training plan, including training time, place, personnel, resources and other arrangements, and fully communicated and coordinated with automobile manufacturers. In the training, Champ Consulting implements training activities in accordance with the training plan and makes necessary adjustments according to the actual situation. At the same time, Shangpu Consulting tracked and inspected the progress, quality, and problems of training activities, and took timely measures to solve problems and improve deficiencies. After the training, Champ Consulting summarized and reflected on the training activities, and exchanged and shared with automobile manufacturers. Shangpu Consulting will manage these training processes in line with the specifications and requirements of automobile manufacturers in order to provide data and basis for subsequent training evaluation.

6. Trainer quality: Champ Consulting has an excellent team of trainers who have rich knowledge and experience in lean production management, as well as excellent teaching skills and communication skills.

In the training activities, the trainers of Shangpu Consulting showed a high level of professional quality, including the following aspects: professional knowledge (I. e., in-depth understanding and mastery of the concepts, principles, objectives, processes, tools and other knowledge of lean production management), teaching skills (I. e., using various teaching methods and techniques to teach employees the knowledge and skills of lean production management, and make appropriate adjustments and guidance according to employees' feedback and performance), communication skills (I. e., communicate and interact effectively with employees, understand employees' needs and questions, answer employees' questions and puzzles, and stimulate employees' interest and motivation in learning), guidance skills (I. e., guide employees to participate in learning activities, share their own ideas and experiences, and promote cooperation and communication among employees, help employees solve the difficulties and challenges encountered in learning), innovative ability (that is, according to different teaching situations, design and implement novel and interesting teaching activities to improve teaching effectiveness and interest). The quality of these trainers will be consistent with the expectations and standards of automobile manufacturers, so as to provide reference and feedback for subsequent training evaluation.

7. Training satisfaction: After the training, Champ Consulting evaluated the training satisfaction of the employees to understand their subjective feelings and evaluations of the training activities and their results. Through the method of questionnaire survey, Shangpu Consulting collected the satisfaction of the staff for the training content, method, process, teachers, environment and other aspects, and analyzed the questionnaire data. The results of the analysis show that the overall satisfaction of the staff for the training activities is very high, reaching4.5points (the full score is5Points), which for the training content, methods, process, teachers and other aspects of satisfaction are more4points, while satisfaction with the training environment was slightly lower3.8Points. According to the evaluation results of these training satisfaction, Shangpu Consulting timely fed back the feedback information to the automobile manufacturing enterprises and trainers, and summarized and analyzed the advantages and disadvantages of the training activities.

8. Training and learning effect: After the training, Champ Consulting evaluated the training and learning effect of the employees to understand the changes and improvements in the knowledge, skills, attitudes and behaviors acquired by the employees in the training activities. Through testing, assessment, observation, interview and other methods, Shangpu Consulting collected data on the knowledge level, skill level, attitude level and behavior level of employees in lean production management before and after training, and analyzed the data. The results show that the knowledge level, skill level, attitude level and behavior level of employees in lean production management have been significantly improved after training, and the requirements of training objectives have been met. According to the evaluation results of these training and learning effects, Shangpu Consulting timely fed back the feedback information to the automobile manufacturing enterprises and employees, and summarized and analyzed the advantages and disadvantages of the training activities.

9. Training behavior transformation: After the training, Champ Consulting evaluates the training behavior transformation of employees to understand the changes and improvements in the knowledge, skills, attitudes and behaviors that employees will learn in training activities. Apply and demonstrate in work continuously, thereby forming new work habits and behavior patterns.

Through observation, interviews, records, reports and other methods, Shangpu Consulting collected data on the knowledge, skills, attitudes and behaviors of employees using lean production management in the production process within a period of time after training (such as one month, three months, etc.), and analyzed the data. The analysis results show that the knowledge, skills, attitudes and behaviors of employees in the production process have been significantly changed and improved, thus improving production efficiency and quality, reducing costs and waste. According to the evaluation results of these training behaviors, Shangpu Consulting timely fed back the feedback information to the automobile manufacturing enterprises and employees, and summarized and analyzed the advantages and disadvantages of the training activities.

10. Training performance impact: After the training, Champ Consulting evaluated the impact of training performance on employees to understand the changes and improvements in the knowledge, skills, attitudes and behaviors acquired by employees in training activities, as well as their The application and transformation shown in the work have a positive or negative impact and contribution on the performance and development of the enterprise. Through data analysis, report comparison, cost-benefit and other methods, Shangpu Consulting collected data on the performance and development of the enterprise (such as sales, profit margin, market share, customer satisfaction, etc.) and analyzed the data. The analysis results show that the employees have a positive impact and contribution on the performance and development of the enterprise after training, thus improving the profit and competitiveness of the enterprise. According to the results of these training performance impact evaluations, Shangpu Consulting provided timely feedback to automobile manufacturers and employees, and summarized and analyzed the advantages and disadvantages of the training activities.

The above is the teaching evaluation case of "Lean Production Management" training project conducted by Shangpu Consulting in an automobile manufacturing enterprise. Through this case, we can see that Shangpu Consulting attaches great importance to teaching evaluation, and systematically collects, analyzes and feeds back information in every link in order to judge and improve teaching. Through teaching evaluation, Shangpu Consulting not only improves its teaching quality and effect, but also meets the teaching needs and expectations of customers, thereby enhancing its brand image and market competitiveness.

Starting with the concept, purpose, principle and method of teaching evaluation, this paper puts forward ten aspects that should be included in the teaching evaluation of enterprise training, namely: training needs analysis, training goal setting, training content design, training method selection, training process management, trainer quality, training satisfaction, training learning effect, training behavior transformation and training performance impact. Combined with the specific cases of Shangpu consulting service customers, the importance and implementation methods of these ten evaluations are briefly analyzed, with a view to providing some reference and enlightenment for the teaching evaluation of enterprise training. I hope this paper can be helpful to the teaching evaluation of enterprise training, and welcome readers to put forward valuable opinions and suggestions on this paper.