Case study
Measure the effectiveness of provided training with the TRAINING CYCLE ASSESSMENT model
CUSTOMER GOALS
#Qualify external lecturers
#Certify the quality of the service provided remotely
PROFILE
| Category | Organisations and associations that provide training to members |
| Period | June - July 2020 |
| Target | Remote professional refresher courses |
Context
In 2020, online e-learning or remote conference call vocational training almost completely replaced classroom training.
The inter-professional funds that support companies’ investments in training have also adapted their business to the new provisions by promoting distance learning projects.
In this context, most of all organisations and associations that offer training to their associates have to find their bearings in a truly diverse market of training providers: some are accredited in regional registers, while others adopt quality management systems for their training processes. However, many have no certification or acknowledgement, but only references.
Challenge
Ensuring the quality of training services is an increasing challenge, as is understanding which elements of the training process have the main impact on its effectiveness.
The client who involved us, an organisation that provides training for professional updating, asked us to design a Mystery Learning survey for the monitoring, undercover, of some training courses in order to qualify the external Trainers and certify the quality of the service provided remotely.
Solution
We therefore carried out a Training Cycle Assessment project consisting of a Mystery Learning process and a Customer Satisfaction survey.
The Mystery methodology monitors in the field – through an undercover participant – the effectiveness of the training provided from an objective and process-oriented standpoint.
Customer Satisfaction assesses classroom satisfaction from a subjective standpoint, collecting perceptions and personal experiences.
A double reading of the data also makes it possible to add value to improve the learning experience and the educational offer.
The starting point was the collection of practices in use for training on the basis of which a basic guideline was created. Based on this, a remote monitoring system for online courses was designed.
Qualitative and quantitative reports of the Mystery Auditors’ experience were then collected.
The questionnaire monitored aspects of training process (the presence of an initial classroom agreement, sharing of the programme, identification of learning needs) and, above all, the consistency between the course objectives and the contents shown, the response of the exercises and insights to the expectations of the participants.
The Customer Satisfaction Survey questionnaire was revised, making it accessible online and submitted to all learners of the Mystery Learning courses.
METHODS USED
- Training process codification
- Remote Mystery Learning
- Customer satisfaction survey
- Group coaching to return data
- Course delivery model codification
