TRAINING & EDUCATION
TRAINING, LEARNING & DEVELOPMENT IN FM
Martin Davies is Director of Training at BIFM Training, which offers the largest FM training provision available globally, with courses for new entrants to the profession through to directors of facilities.
Most people recognise the importance of training, but how do you gauge the quality, effectiveness and value of training and learning interventions?
Whether provided in-house or sourced externally, the individual learner and their organisation need to be sure training is valuable. Feedback from peers and recommendations about established training courses and providers are useful, but can’t replace a systematic evaluation of the quality and effectiveness of training.
Good evaluation can be conducted in a range of ways from utilising simple but effective methods through a range of more detailed and in-depth approaches.
TRAINING VS. LEARNING
AND DEVELOPMENT Learning and development (L&D) as a term indicates a change of emphasis from traditional ‘training’ to a broader concept that is generally
46 | TOMORROW’S FM
more learner-centred than trainer- centred. So in contrast:
• Training is often instructor-led, content-based, and designed to lead to knowledge, skills or behaviour change
• Learning is often self-directed, work-based, achieved in a variety of ways and often planned to result in increased adaptive potential for today’s changing work environment
I use the term L&D throughout to include all aspects of training, learning & development.
EFFECTIVE EVALUATION To be effective, L&D must be
designed, implemented and measured against defined objectives – such as developing knowledge, skills, aptitude and competencies, and it should support both the learner’s needs and those of the organisation.
Evaluation can vary in scope from simple but effective questionnaires
through to far more detailed measures against performance and organisational goals. Where practical, a learning needs analysis can be undertaken at the outset to ensure the L&D aims and objectives for the learner and the organisation are aligned, and that the learning and other outcomes are well-defined and capable of being measured - perhaps during and certainly after the process.
DIFFERENT DIMENSIONS
OF EVALUATION Evaluation can focus on input or output factors and at different levels, so how the evaluation is devised and set up is key to what you will be able to measure. For example you can look at:
• ‘Input’, such as the quality of course content and the methods of presentation, or
• ‘Outcomes’, such as improved skills, qualifications, enhanced,
twitter.com/TomorrowsFM
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66