Enterprise training refers to the planned, organized and purposeful educational activities taken by enterprises in order to improve the knowledge, skills, attitudes and behaviors of employees. Enterprise training can not only improve the personal ability and performance of employees, enhance their career development and career satisfaction, but also shape the cultural atmosphere and values of the enterprise, and promote the strategic implementation and competitiveness of the enterprise.

However, not all corporate training can achieve the desired results. Some corporate training is lack of pertinence and effectiveness, unable to meet the real needs and expectations of employees, and even cause waste of resources and employee resistance. Therefore, how to develop a reasonable and effective enterprise training plan is a problem that every enterprise needs to face and solve.

In this regard, we can learn from the experience and methods of some professional enterprise training consulting institutions. Enterprise training consulting refers to professional advice and services provided by third-party organizations on training needs analysis, training content design, training method selection, training effect evaluation, etc. Enterprise training consultation can help enterprises to formulate and implement training plans more scientifically and improve the quality and efficiency of training.

So, how to combine the company culture and strategic objectives to develop a training plan? Here are some possible steps:

The first step: clear training objectives

Training objectives are the specific results or states that you want to achieve through training. Clear training objectives are the basis for the development of training plans and the basis for evaluating the effectiveness of training. When determining training objectives, the following aspects should be considered:

Consistent with the company's development stage, strategic objectives and core values, reflecting the company's vision and mission.

Match the competitive advantage and market demand of the enterprise, and enhance the core competitiveness and customer satisfaction of the enterprise.

Consistent with employees' job responsibilities, performance standards and development needs, and stimulate employees' learning motivation and sense of achievement.

It is operable, measurable and evaluable, and can clarify the content, method, time, place, personnel, resources and other elements of training.

For example, as one of the most leading and authoritative independent third-party research and investment and financing consulting institutions in China, the training objectives of Shangpu Consulting are to improve the professional knowledge, analytical ability, communication ability and innovation ability of consultants. to provide customers with high-quality, efficient and high-value consulting services.

Step 2: Analyze training needs

Training needs refer to the reasons and contents of training required to achieve training objectives. Analysis of training needs is the key to the development of training plans, but also to ensure the effectiveness of training premise. When analyzing training needs, a variety of methods and tools should be used to collect and collate data from different angles and levels to identify gaps between employees' knowledge, skills, attitudes, etc. and job requirements, and to determine which gaps can be addressed through training.

There are several common training needs analysis methods:

Questionnaire survey method: through the design and distribution of questionnaires, collect the opinions and suggestions of employees or managers on training needs, which is suitable for large-scale or scattered employee groups.

Interview method: through face-to-face or telephone conversation with employees or managers, in-depth understanding of employees' work situation, existing problems, expected improvement, etc., applicable to small-scale or key employee groups.

Group discussion method: by organizing employees or managers to have thematic, targeted and guided collective discussions to discuss training needs and solutions, it is applicable to employee groups with commonality or relevance.

Self-assessment method: by allowing employees to assess their own level and gaps in knowledge, skills, attitudes, etc. against work standards or professional standards, it is suitable for groups of employees with self-awareness and self-management capabilities.

On-site evaluation method: by observing the performance and results of employees in actual work, evaluate the strengths and weaknesses of employees in terms of knowledge, skills, attitudes, etc., and apply to employee groups with clear operating procedures or performance indicators.

File data method: by consulting employees' personal files, performance appraisal reports, customer feedback and other relevant information, evaluate employees' gaps in knowledge, skills, attitudes, etc., and determine which gaps can be resolved through training.

There are several common training needs analysis methods:

Questionnaire survey method: through the design and distribution of questionnaires, collect the opinions and suggestions of employees or managers on training needs, which is suitable for large-scale or scattered employee groups.

Interview method: through face-to-face or telephone conversation with employees or managers, in-depth understanding of employees' work situation, existing problems, expected improvement, etc., applicable to small-scale or key employee groups.

Group discussion method: by organizing employees or managers to have thematic, targeted and guided collective discussions to discuss training needs and solutions, it is applicable to employee groups with commonality or relevance.

Self-assessment method: by allowing employees to assess their own level and gaps in knowledge, skills, attitudes, etc. against work standards or professional standards, it is suitable for groups of employees with self-awareness and self-management capabilities.

On-site evaluation method: by observing the performance and results of employees in actual work, evaluate the strengths and weaknesses of employees in terms of knowledge, skills, attitudes, etc., and apply to employee groups with clear operating procedures or performance indicators.

File data method: by consulting employees' personal files, performance appraisal reports, customer feedback and other relevant information, to assess the level and needs of employees in terms of knowledge, skills, attitudes, etc., applicable to enterprises with a sound record system.

Step 3: Design training content

Training content refers to the knowledge, skills and attitudes that need to be imparted to employees in order to achieve training objectives. Designing training content is the core of training plan and the key to ensure the quality of training. When designing training content, the following principles should be followed:

Aim with training objectives and training needs, avoid deviation from the theme or duplication of content.

Related to the actual work and development of employees, avoid being too theoretical or divorced from reality.

Adapt to the learning level and interests of employees and avoid being too simple or complex.

Match the training method and time to avoid being too boring or crowded.

Commonly used training content design methods are the following:

Task analysis: by analyzing the specific tasks that employees need to complete in their work, determine the knowledge, skills and attitudes required for the tasks, and arrange the training content according to the importance, difficulty and sequence of the tasks.

Objective analysis: By analyzing the specific behavioral standards contained in the training objectives, determine the knowledge, skills and attitudes required for the behavior, and organize the training content according to the logical relationship and hierarchy of the behavior.

Content analysis method: by analyzing the knowledge system of a certain field or specialty, determine the concepts, principles, methods, etc. contained in the knowledge, and arrange the training content according to the logical relationship and importance of the knowledge.

Case analysis method: by analyzing typical cases in a certain field or specialty, determine the knowledge, skills and attitudes involved in the case, and arrange the training content according to the situation and difficulty of the case.

Step 4: Select the training method

Training methods refer to the training methods and forms used to achieve the training objectives. The selection of training methods is an important part of the training plan and the key to ensure the effectiveness of training. When choosing a training method, the following principles should be followed:

Adapt to training objectives and training content, and avoid mismatch with training content or learning rules.

Adapt to the learning characteristics and learning needs of employees, and avoid incompatibility with the learning style or motivation of employees.

Adapt to training resources and conditions and avoid exceeding the training budget or training facilities.

Commonly used training methods are the following:

Teaching method: through teachers or experts to systematically explain, explain or demonstrate knowledge, skills or attitudes, so that students can listen, see, remember and think, so as to achieve the purpose of imparting knowledge or skills. Suitable for knowledge or theoretical training content.

Case law: by providing typical cases related to actual work, guide students to analyze, discuss, solve or simulate cases, so that students can learn knowledge or skills in practice. It is applicable to the training content that needs to improve the ability of analyzing problems, solving problems or making decisions.

Discussion method: by organizing students to communicate, interact, debate or negotiate on a topic or issue, so that students can learn knowledge or skills in communication. It is applicable to the training content that needs to improve communication ability, team cooperation ability or innovation ability.

Role-playing method: By arranging students to play a role, perform, interact or feedback in a simulated situation, so that students can learn knowledge or skills through experience. It is suitable for training content that needs to improve emotion management ability, interpersonal relationship ability or leadership.

Simulation method: through the use of models, instruments, equipment, etc. to simulate the actual working environment, so that students learn knowledge or skills in operation. It is applicable to the training contents that need to improve operation skills, safety awareness or quality awareness.

Step 5: Evaluate the effectiveness of training

Evaluation of training effectiveness refers to the evaluation activities taken to test whether the training objectives are achieved. Assessing the training effect is the final link of training plan, and it is also an important means to ensure the quality of training. When evaluating the effectiveness of training, the following principles should be followed:

The principle of consistency with training objectives and training levels: the objectives, standards, methods and results of evaluation should be consistent with training objectives and training levels to avoid deviation or misleading.

The following assessment methods are commonly used:

Questionnaire method: by designing some quantitative or qualitative questions, collecting feedback and suggestions from students, lecturers, leaders or colleagues on the training effect, analyzing the questionnaire data, and drawing evaluation conclusions. Applicable to the evaluation of the reaction layer and the learning layer.

Test and assessment method: by designing some objective or subjective topics, test the students' mastery and application ability of the training content, compare the test results before and after the training, and draw the evaluation conclusion. It applies to the evaluation of the learning layer and the behavior layer.

Observation and evaluation method: by observing the performance of the trainees after the training, evaluate whether the trainees apply the knowledge, skills or attitudes learned in the training to the actual work, whether there is any behavior change or performance improvement, and draw the evaluation conclusion. Applicable to the evaluation of the behavior layer and the result layer.

Data analysis method: by collecting and analyzing training-related data, such as training costs, training benefits, employee satisfaction, employee turnover rate, customer satisfaction, product quality, etc., calculate the input-output ratio of training (ROI), to draw an assessment conclusion. Applicable to the evaluation of the result layer.

Step 6: Write an assessment report

The evaluation report is a summary and presentation of the training effectiveness evaluation process and results, and is an important document to demonstrate the effectiveness and value of training to management or related personnel. When writing an assessment report, the following principles should be followed:

Concise and clear: The content of the report should be concise and to the point, highlighting the key points and avoiding lengthy or vague.

Objective and true: the reported data should be objective and true, not tampered with or concealed, to avoid subjective assumptions or bias.

Logical clarity: The structure of the report should be logically clear, arranged in the order of introduction, body, conclusion, suggestion, etc., to avoid clutter or jumping.

Visual beauty: The report format should be visually beautiful, using appropriate fonts, colors, charts, etc., to avoid fancy or monotonous.

Common assessment report templates are as follows:

Step 7: Feedback Evaluation Results

Feedback evaluation results refers to the timely communication of evaluation reports to management or relevant personnel so that they can understand the effectiveness and value of training and take corresponding actions according to the evaluation results. Feedback evaluation results should follow the following principles:

Timely and effective: the feedback time should be completed as soon as possible within one month after the training to avoid delay or failure.

Appropriate way: feedback should be appropriate, according to the recipient's preferences and habits to choose written or oral means, to avoid inappropriate or offensive.

Clear purpose: the purpose of feedback should be clear, in order to let the recipient understand the training effect and value, not to show off or blame others, to avoid misunderstanding or resentment.

Seeking common ground while reserving differences: The feedback attitude should seek common ground while reserving differences, respect the opinions and suggestions of the recipient, instead of imposing one's own views or requirements, and avoid causing disputes or conflicts.

The commonly used objects and methods of feedback evaluation results are as follows:

Step 8: Follow up and evaluate improvements

Follow-up evaluation and improvement refers to the formulation and implementation of corresponding improvement measures based on evaluation results and feedback to improve training effectiveness and quality. The following principles should be followed when assessing improvements:

Comprehensive analysis: improvement measures should be comprehensive analysis, from the training needs, training content, training methods, training organization and other aspects to find out the problems and causes, to avoid one-sided or superficial.

Practical: improvement measures should be feasible, according to the actual situation and resource conditions to develop reasonable goals and plans to avoid fantasy or unrealistic.

Continuous tracking: improvement measures should be continuously tracked, regularly check the implementation and effect, timely adjustment and improvement, to avoid giving up or invalid.

Common methods and tools for follow-up evaluation improvements are as follows:

In short, the evaluation of the effectiveness of corporate training is a systematic and complex process that requires training managers to master scientific methods and skills to improve the effectiveness and value of training. This paper introduces a simple and practical five-step method for evaluating the effectiveness of enterprise training, hoping to be helpful to enterprise training managers.

Case Study: Evaluation of Training Effect of Shangpu Consulting Company

Shangpu Consulting Company is a company specializing in enterprise management consulting services, with a high-quality, high-capacity and high-efficiency consulting team. In order to improve the professional level and service quality of consultants, the company arranges some internal or external training programs every year. In the first half of this year, the company organized the following three training programs:

Project 1: Professional Quality and Skills Improvement of Consultants

Project 2: Consulting Project Management and Team Collaboration

Project 3: Latest Developments and Case Analysis of Consulting Industry

In order to assess the effectiveness and value of these three training programs, the company adopted the five-step approach to assessing the effectiveness of corporate training described in this paper, as follows:

Step 1: Clear assessment objectives

According to the company's training objectives and strategies, as well as the characteristics and requirements of each training program, the company has determined the following three evaluation objectives:

Evaluation objective 1: to understand the students' satisfaction and feedback on each training program

Assessment objective 2: to measure the trainees' mastery and application of relevant knowledge, skills and attitudes through various training programs

Evaluation objective 3: Assess the impact and contribution of each training program on the work behavior and performance of the trainees

Step 2: Determine the evaluation level

According to the classification of evaluation objectives and training content, the company has determined the following four evaluation levels:

Response layer: applicable to all training projects, mainly to understand the students' satisfaction and feedback on the training project.

Learning level: applicable to project 1 and project 3, which mainly measures the students' mastery of the professional quality and skills of consultants, the latest developments and cases in the consulting industry.

Behavior level: applicable to Project 1 and Project 2, which mainly evaluates whether the students apply the professional quality and skills of consultants, consulting project management and team cooperation to practical work, and whether there is any behavior change or improvement.

Result level: applicable to all training programs, mainly evaluating the impact and contribution of each training program on trainees' work performance and customer satisfaction.

Step 3: Select the evaluation method

Based on the correspondence between the evaluation level and the training method, the company has chosen the following evaluation methods:

Questionnaire method: used for the evaluation of the reaction layer and the learning layer, by designing some quantitative or qualitative questions, collecting feedback and suggestions from students, lecturers, leaders or colleagues on the training effect, analyzing the questionnaire data, and drawing evaluation conclusions.

Test and assessment method: used for the assessment of the learning level, through the design of some objective or subjective questions, test the students' mastery of the training content and application ability, compare the test results before and after the training, and draw the evaluation conclusion.

Observation and evaluation method: used for the evaluation of the behavior level and the result level, through the observation of the trainees' work performance after the training, evaluate whether the trainees' knowledge, skills or attitudes have been applied to the actual work, whether there is any behavior change or performance improvement, and draw the evaluation conclusion.

Data analysis method: used for the evaluation of the results level, by collecting and analyzing training-related data, such as training costs, training benefits, employee satisfaction, employee turnover rate, customer satisfaction, product quality, etc., to calculate the input-output ratio of training (ROI), draw evaluation conclusions

Step 4: Implement the assessment process

According to the evaluation method and training schedule, the company has developed the following evaluation process:

Response level assessment: conduct immediately after each training project, collect trainees' satisfaction and feedback on the training project by issuing Training Satisfaction Questionnaire Survey

Learning level assessment: after the end of project one and project three, the trainees' mastery of the training content is tested by arranging the professional quality and skills test of consultants and the latest development and case analysis test of consulting industry.

Behavioral level evaluation: within one month after the end of Project I and Project II, collect the evaluation of trainees' line managers, colleagues or clients on trainees' work behaviors by arranging the Consultant Behavior Evaluation Form and the Consulting Project Management and Team Collaboration Evaluation Form.

Result-level evaluation: within three months after the completion of all training programs, the input-output ratio of training is calculated by collecting and analyzing data such as the Consultant Performance Record Form and the Consultant Customer Satisfaction Questionnaire (ROI）

Step 5: Feedback evaluation results

According to the correspondence between the feedback objects and methods, the company communicates the evaluation report to the management or relevant personnel in a timely manner so that they can understand the effectiveness and value of the training and take corresponding actions according to the evaluation results. The specific feedback process is as follows:

The evaluation results of the reaction level are fed back to the lecturers, so that they can know the satisfaction and feedback of the trainees to the training program, so as to improve the teaching level and quality.

The results of the learning level assessment are fed back to the lecturers and the students themselves, so that they can understand the students' mastery of the training content, so as to improve the teaching effect and learning efficiency.

The evaluation results of behavior level are fed back to the decision makers of the company, the line managers of the trainees and the trainees themselves, so that they can know whether the trainees apply the knowledge, skills or attitudes learned in the training to the actual work, and whether there is any behavior change or improvement, so as to strengthen the training tracking and support.

The results of the results-level assessment are fed back to the company's decision makers and the trainees' line managers, allowing them to understand the impact and contribution of each training program on the trainees' work performance and customer satisfaction, so as to optimize training inputs and outputs.

Through the above steps, Shangpu Consulting Company successfully completed the effect evaluation of the three training programs, and made corresponding improvements according to the evaluation results, improved the training effect and quality, enhanced the professional level and service quality of consultants, and provided strong support for the company's development and competitiveness.