In this article, we present the utility analysis approach as an alternative and promising approach to measure the return on investment in managerial training programs. This approach, linking economic value with competencies developed by trainees, enables researchers and decision-makers to compare the return on investment from different programs in different organizations. Despite the potential contribution of utility analysis, few studies have adopted this approach to evaluate return on investment. This article demonstrates the value of utility analysis through a brief review of former studies and a report of our own evaluation results based on data collected in 10 cases from 158 managers. The article focuses on three main variables influencing return on investment as identified in former studies: the duration and thematic focus of training programs, the job class of the trainees and the research design.
L’évaluation du retour sur investissement (ROI) des formations des cadres est particulièrement difficile, alors même que ces formations ont les coûts les plus élevés. En nous basant sur une étude de dix cas de formation dans des organisations suisses, représentant des entretiens avec 158 cadres, nous présentons et discutons l’approche d’évaluation du ROI par la valeur-utilité, approche centrée sur une mesure économique des impacts de la formation sur les compétences. Cette approche paraît particulièrement appropriée à l’évaluation des formations managériales de type comportemental. Elle permet de contextualiser les résultats et d’identifier les variables explicatives du ROI.
Cet article présente les résultats d’une étude menée auprès de 192 élèves inscrits dans un programme de formation professionnelle au Québec visant à documenter leurs perceptions de la qualité de la formation reçue pendant leur stage en entreprise. Les résultats des analyses descriptives et de variances suggèrent que les élèves ne perçoivent pas nécessairement que les activités de formation sont planifiées à l’avance par le formateur de l’entreprise et ce, de façon plus importante dans la moyenne et dans la petite entreprise.
The Construction Cycle and Quality Controls for Training Transfer Evaluations (CCQCTTE) is an assessment method that results of collaboration between University of Quebec in Montreal (UQAM) Canada and the University of Teacher Education of State of Vaud (HEP Vaud) Switzerland. The main objective of CCQCTTE project is to design and field test a method for building high quality training transfer assessments (level 3 of Kirkpatrick's model). In relation with this goal, we defined five sub-objectives: easy way of use; implementation of best practices; cyclical quality approach; taking into account of transfer factors; diagnostic feedbacks. CCQCTTE consists of eight steps: 1) analysis of the training objectives and of the factors influencing the transfer; 2) assessment design; 3) items writing; 4) information about the assessment; 5) collection of transfer data; 6) processing of results; 7) feedbacks and 8) macro-regulation. The end product of the first step is a table of specifications and a list of transfer factors. Once the evaluation plan is defined in step two, we can move on to step three of item development. During the fourth step, all the stakeholders are informed. During step five data collection takes place in the training environment and in the workplace. Data are processed to extract information during step six. The seventh step concerns elaboration and sending of personalized feedback to the trainees and the stakeholders. Finally, the eighth and final step is a "macro-regulation" that consists of learning from all the previous steps in order to improve future transfer assessments cycles. During the first-year, we made a preliminary field testing and the second-year, a series of main field tests of the CCQCTTE. During the third year, the method was implemented in Montreal and in Lausanne. The three years international CCQCTTE project has made it possible to develop the method during construction of several transfer assessments for lifelong How to cite this paper: Gilles, J.-L., & Chochard, Y.
This research focuses on evaluating the effectiveness of a training course in a hospital setting, using indicators of effect size and heterogeneity index. The evaluation focused on a training course in intermediate care for nurses. The course lasted 23 days and included clinical teaching at the patient’s bedside. The competencies were measured at the beginning and end of the training course, using an observation grid based on five domains: Clinical Expert, Communicator, Collaborator, Leader and Learner-Trainer. Cohen’s and Glass’s estimators demonstrated significant effects of training on the five domains while the heterogeneity index showed a reduction in behavioural disparities within the nursing group at the end of the training course. The discussion addresses issues relating to the boundaries used to interpret effect sizes.
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