•Ardianto Prabowo

•Indira Dwiajeng A.

•Maria Angela

•Masruroh

•Susan

•Kuncoro

Measuring Indicators, Satisfaction, and

Learning

Typical Indicators include:• The number and variety of programs• The number of employees participating in

a leadership development program• Total number of hours of learning activity

per employee• Various enrollment statistics, including

demographics of participants, participation rates, completion rates, etc.

• Investment in leadership development programs reported in a variety of ways. (Total cost, cost per employee, direct cost per participant, and cost as a percent of payroll are common ways.)

• Cost recovery, if there is a charge back system.

• The types of delivery mechanisms.

Indicators usually show the degree of management’s commitment to

leadership development and provide a brief view of the mix of programs

offered

The most widely used data source for reaction and satisfaction data is

the program participants

Questionnaires Used to obtain subjective

information about participants, as well as to objectively document measurable business results for an ROI analysis.

Surveys represent a specific type of

questionnaire with several applications for measuring training success.

Used in situations where attitudes, beliefs, and opinions are captured only, whereas a questionnaire has much more flexibility and captures data ranging from attitude to specific improvement statistics.

Determine the specific information needed

Involve management in the process Select the type(s) of questions Develop the questions Check the reading level Test the questions Address the anonymity issue Design for ease of tabulation and

analysis Develop the completed questionnaire

and prepare a data summary

The most common types of feedback solicited:

Progress with objectives. To what degree were the objectivesmet?

Program content. Was the content appropriate?

Instructional materials. Were the materials useful?

Pre-work materials. Were the pre-work materials necessary? Helpful?

Assignments. Were the out-of-class assignments helpful?

Method of delivery. Was the method of delivery appropriate for the objectives?

Instructor/facilitator. Was the facilitator effective?

New information. How much new information was included?

Motivation to learn. Were you motivated to learn this content?

Relevance. Was the program relevant to your needs?

Importance. How important is this content to the success of

your job? Registration/logistics. Were the

scheduling and registrationefficient?

Facilities. Did the facilities enhance the learning environment?

Potential barriers. What potential barriers exist for the application of the material?

Planned improvements/use of material. How will you apply what you have learned?

Recommendations for target audiences. What is the appropriate audience for this program?

Overall evaluation. What is your overall rating of the program?

Monitor customer satisfaction. Identify strengths and weaknesses of

the program. Develop norms and standards. Evaluate the leadership development

staff. Evaluate planned improvements. Link with follow-up data. Market future programs.

Use a simple questionnaire Collect data early and react quickly Pay attention to participants