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External training providers and courses

External training providers and courses

If your staff need formal training (e.g. for work that requires a licence or certificate), but you don’t have the time or resources to offer the training yourself, you may consider using an external training provider.

External training should be run through a registered training organisation. Training is typically at the organisation’s premises in a classroom setting. You can also hire external training providers to conduct in-house training at your business, or offer your staff online training through an external organisation.

External training includes:

  • ‘open’ programs, where one or more of your staff attend training that has been advertised
  • ‘closed’ programs, where you commission training to be delivered specifically for your staff.

‘Closed’ programs can be customised to your specific needs and workflow, but usually require a minimum number of participants.

Recognition of prior learning (RPL)

RPL is a way to recognise staff skills and knowledge, regardless of whether they were attained through formal or on-the-job training. RPL can be used to achieve official qualifications. It benefits staff by improving their qualifications and boosting morale. It can also benefit your business by helping to keep good staff and improving your reputation by having a more qualified workforce.

Find out more about how recognition of prior learning may benefit you and your staff.

Staff development

External training offers opportunities for staff development. By developing your staff you can promote internally, which can also help you avoid a potentially expensive recruitment process.

Performance reviews provide an ideal opportunity to talk to your staff to find out what kind of training they are interested in or need to develop their career. They may be interested in developing skills in a new area, which can benefit your business by broadening your skills base. If you have staff who are ready to take on more responsibility, you may consider enrolling them in a leadership course.

You may also consider offering training and staff development through university degree programs. While this can be expensive, it can be an investment in good staff members who might otherwise look for a new job.

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Product management training providers

If you’ve ever asked yourself the question as to whether you’re any good at your job then I’m sure the answer would be ‘yes’.

But a second question ‘Are you as good as you could be?’ is likely to give a different answer.

We all feel we could learn more and be better at certain aspects of our job. No one is perfect (even my wife tells me that).

The product management and product marketing roles are at the center of any company with products. And when we do our job better it has a ripple effect across the whole company. Products are more successful and the company makes more money.

But these roles are broad and there is a bewildering array of traditional and newer approaches to be considered when tackling any task. How do you keep up with best practice? How do you understand the big picture and know what to prioritize?

Good training can give you insights into the various options and help educate you on the best approach to take in your circumstances.

From our survey, we know that around half of us have to learn ‘on-the-job’. Maybe we have a mentor, maybe we read up on things – maybe not.

Learning by doing has its place, but it’s not always the most effective way of learning. It can be slow, we make mistakes and it doesn’t help us with what world-class looks like.

Based on our experience, we believe the fastest, most effective and engaging training is face-to-face in the classroom.

If you’re considering training, then to help you make a decision on what’s best for you we’ve created a checklist of things to consider when selecting a training provider.

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Selection of training providers:

These pointers are suggested in the selection of training providers:

  • Ask a senior business advisor to help determine which consultants are needed, write the training program, evaluate credentials, and recommend contracting options.
  • Understand what your company really needs and why.
  • Don’t pit one consultant against another, just to get free ideas.
  • Don’t base the training decisions on “apples to oranges” comparisons.
  • Ask for case studies that were directly supervised by the person who will handle your training—not stock narratives from affiliate offices or a supervisor.
  • Find out their expertise in creating and customizing for clients, rather than off-the-shelf programs they simply implement.
  • Determine their abilities to collaborate and interrelate with other consultants.

Training Providers

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How can you evaluate external training providers?

How can you evaluate external training providers?

It’s reckoned that over 25% of the external training that companies provide for their staff fall far short of meeting their needs. So how can directors ensure it will work effectively and that it’s money well spent?

Not a cheap option

In a recent survey by Knowledgepool, more than 25% of employees questioned felt that the external training courses they had attended via work had little or no relevance to their job role. Many claimed to be none the wiser after sitting through them, meaning that the company’s cash was well and truly wasted.

Before you pay?

Many training courses aren’t cheap, and so you won’t want one of your employees to be amongst this worrying statistic. But you’ve a one in four chance that they will be. So is there any way to evaluate the effectiveness of a training provider both before and after you book places on one of their courses?

Ask your own staff

It sounds obvious, but don’t just send a member of staff on a course (unless you have to for, e.g., manual handling). Before you do, ask them about what they feel they need and show them any you have selected. If they feel the course is pitched too high, or low, for their level, request more detailed course content from the provider.

Tip 1. Following most training courses, attendees are invited to fill in feedback, or evaluation forms. There’s no reason why you can’t ask the provider to see a range of these comments – good and bad.

Tip 2. If they’re reluctant to release any (they can easily block out the names, address etc. to protect confidentiality) or provide you with a sample of recent reviews, there’s a reason for it and it’s unlikely to be a good one.

Business is booming

Following training, you should be able to measure its success using tangible indicators. For example, if the training was for Customer Service, you should be able to see for yourself how an employee is now interacting with customers. If it was on technical skills, e.g. IT, ask them to demonstrate something new that they learned about on their course.

Questioning your staff

Although your staff will probably give feedback to a course provider, it’s a good idea to have your own evaluation forms too. We’ve produced an example evaluation template that you can use as a basis for this exercise (see The next step).

What can you ask? You could ask staff questions such as: “How relevant was the training to your job role?”“What were the most and least useful parts of the training?” and “Will you be able to utilise your new skills?”

Tip 1. Ask for feedback promptly. The longer you leave it, the less reliable the results will be.

Tip 2. If you get negative feedback, query it with the provider. Don’t assume your employee approached the course with enthusiasm!

And finally. The Business Link website includes detailed information on how to evaluate training and has a free guide that you can download.

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Policy on Accreditation of Skills Development Providers

GLOSSARY OF TERMS

  • Accreditation
  • Accreditation scope
  • Amendment of scope
  • Assessment
  • Assessment Quality Partner (AQP)
  • Institutional Audit
  • Extension of Scope
  • Formative Assessment
  • Internal Assessment
  • Occupational Qualification

Official approval awarded to a Skills Development Provider that meets the minimum quality standards by QCTO to offer qualification registered on the OQSF

The list of occupational qualifications and part qualifications for which a SOP is accredited to provide learning and internal assessment.

This refers to reducing the number of qualifications in the accreditation scope of skills development provider

The process of collecting evidence of a learners’ achievement to measure and make judgments about the competence or non­ competence of specified occupational qualifications or part qualifications

A body delegated by the QCTO to manage and coordinate the external integrated summative assessments of specified NQF registered trades and occupational qualifications or part qualifications and part qualifications.

An improvement-ori entated, external evaluation of institutional arrangements for assuring quality in teaching and learning.

This refers to addition of qualifications in the accreditation scope of skills development provider

On-going assessments, reviews, and observations which would be a range of formal and informal assessment procedures applied during the learning process in order to modify teaching and learning activities and to improve learners’ attainment;

Final formal assessment conducted per module internally by an SOP which must be recorded for the issuing of a statement of results

Internal self-evaluations done by the provider to monitor its general performance on the training delivery and formative assessments

A qualification associated with a trade, occupation or profession, resulting from work-based learning, developed and quality assured under the auspices of the QCTO and consisting of the knowledge, practical skills and work experience

Occupational Qua­ lifications Learner Management System (OQLMS)

Skills Development Provider (SOP) standards and requires an external integrated summative assessment.

QCTO’s Learner Management System available to all providers in order to ensure standardised uploads of learner information and required quality assurance evidence, to assist the QCTO with on-line monitoring.

The OQLMS will be provided by the QCTO to each accredited SOP upon successful completion of the accreditation process. However, should the SOP not want to make use of the QCTO’s OQLMS, it will have to demonstrate the ability for learner information and quality assurance evidence to be uploaded from their own system into the QCTO’s MIS at the accreditation site visit. If not successful, the SOP would have to make use of the QCTO’s OQLMS.

A legal entity accredited by the QCTO to offer occupational qualifications or part qualifications registered on the Occupational Qualifications Sub Framework

Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of standards and qualifications within its sub-framework.

Accreditation of Skills Development Providers is an integral and critical component of the QCTO’s quality assurance system with regards to the provision of learning and internal assessments that prepares learners for External Integrated Summative Assessment (EISA).

Occupational qualifications or part qualifications comprise three components: knowledge/theory, practical skills and work experience. Each occupational qualification or part qualification has an associated occupational curriculum, downloadable from the QCTO website, to guide implementation.

Only Skills Development Providers accredited by the QCTO are authorised to deliver occupational qualifications and part qualifications registered on the OQSF.

  1. Purpose

    This policy outlines the accreditation of Skills Development Providers (SDPs) who wish to offer occupational qualifications and/or part qualifications that are registered on the Occupational Qualifications Sub-framework (OQSF).

  2. Legislative and regulatory framework

    This policy is informed by the following legislative documents and policies:

    1. National Qualifications Framework (NQF) Act 67 of 2008;
    2. Skills Development Act (SDA), (Act97 of 1998);
    3. Occupational Qualifications Sub-framework Policy (OQSF);
    4. Article 29(3) of the Constitution of the Republic of South Africa, 1996 (Act No. 1OB of 1996)
    1. RPL Policy
    2. Assessment Policy
    3. Approval of results Policy
    4. Guideline for e-assessment
    5. QCTO quality standards for qualifications and part qualifications registered on the OQSF
  1. Scope and Application

    This policy applies to legal entities that seek accreditation or SDPs already accredited as Skills Development Providers to offer occupational qualifications and/or part qualifications registered on the OQSF.

    This policy outlines the criteria and guidelines for the accreditation of skills development providers

    1. Once an SOP has been accredited by the QCTO, that accreditation status is not transferrable to another SOP or site.
    2. An accredited SOP may not offer qualifications or part qualifications for which it is accredited outside the borders of South Africa, unless there is a recognised agreement between the relevant authorities of the two countries.
  2. Fees payable

    The QCTO may charge for services, according to the Skills Development Act 97 of 1998 as amended.

    1. Accreditation application feesThe QCTO may charge an accreditation fee which covers the following:
      1. Processing and evaluation of SOP application for accreditation
      2. Site visit for Programme Delivery Readiness and

        c) Fees for accessing Occupational Qualification Learner Management Information System (OQLMS)

    2. Annual FeesAn annual fee will include the following:
      1. Once accredited, an annual accreditation fee will be payable by accredited Skills Development Providers to submit an annual evaluation in order to maintain their accreditation effective from the following year for the period of the accreditation.

      2. SDP professional development training

      3. Annual access to the OQMLS

      The fees charged by the QCTO will be determined by the Council from time to time.

  3. Responsibilities of accredited Skills Development Providers

      1. An accredited SOP must, in respect of the occupational qualification and/or part qualification for which it is accredited:
        1. Ensure that quality learner support materials aligned to the QCTO approved curriculum documents are available;
        2. provide and deliver occupational learning as specified in the relevant curriculum document irrespective of the mode of delivery
        3. have access to competent and sufficient human resources, financial and physical resources to provide learning and internal assessments relevant to the curriculum document;
        4. enrol learners for registered occupational qualifications and part qualifications in a format prescribed by the QCTO
        5. Record learner data on the OQLMS and upload relevant quality assurance evidence in the format requested by the QCTO.
    1. conduct relevant internal assessments per module as specified in the relevant curriculum document. of which the summative assessment must be recorded in the manner prescribed by the QCTO (all modules of the Knowledge, Practical and Workplace Components) in order for the Skills Development Provider to issue the Statement of Results. Thus the SOP will assess and record final results for the Knowledge and Practical modules, and enter the competencies achieved in the workplace (found in the curriculum document), as signed off by the supervisor or mentor.

    2. internally moderate at least 25% of the final internal assessments conducted;

    3. ensure the statements of results are issued to learners for modules completed for all three components

    4. assist and ensure that enrolled learners meet the entry requirements of the qualification, and record all formal results per module, in order for the learner to gain admission to the External Integrated Summative Assessment in accordance with QCTO requirements, as per the Assessment Policy;

    5. report on learner enrolments and performance in the form and manner required by the QCTO;

    6. adhere to all quality assurance requirements including monitoring and evaluation activities as prescribed by the QCTO;

      1. manage learner information and performance records in the format as prescribed by QCTO;

    1. renew accreditation with the QCTO in accordance with QCTO requirements.;

    2. ensure that the workplace experience requirement as per qualification (based on the competencies of the workplace component in the curriculum) and is evaluated on completion of the simulated or real workplace experience and recorded on the OQLMS

    3. ensure that learners are exposed to some form of workplace simulated or real experience and collaborate with workplaces ( learner placement)

  4. Responsibilities of the QCTO

    1. The QCTO will evaluate and verify the information on the SDP’s application for accreditation;
    2. The QCTO will make a decision as to whether to accredit the SOP or not;
        1. The turnaround time to accredit SDPs will be:
          • An average of 90 working days after receiving the application for occupational qualifications (excluding the fees process);
          • An average of 40 working days after receiving the application for recorded trades and NATED report 190/1 (N4 – N6 programmes) Part Qualifications.
        1. The QCTO will place on its website criteria and guidelines for the accreditation of Skills Development Providers;
        2. The QCTO will maintain and make available from the website a database of accredited Skills Development Providers;
        3. If accreditation is withdrawn, the QCTO will inform the SOP. The details of the de­ accredited SOP will not be removed but will be reflected as a de-accredited SOP on the QCTO database.
        4. The QCTO must ensure that Skills Development Providers have access to the OQLMS, or a successful alternative LMS that complies with QCTO requirements.
  5. Accreditation requirements for Skills Development Providers

    The QCTO will accredit an entity or institution as an SOP for a specific occupational qualification or part qualification provided the following requirements are complied with. The Application Form and process outlined on the QCTO’s website must be followed when applying for application. During Phase 1 the QCTO will conduct a desktop evaluation based on the application form and institutional data and submitted. The institutional data will be stored safely in QCTO archives

    1. Institutional compliance criteria (Phase 1 desktop evaluation):
      1. be a juristic person registered or established in terms of South African law;
        1. have a valid tax clearance certificate issued by the South African Revenue Service, if applicable;

        2. prove financial sustainability to offer training services;

        3. have sufficient human resources to perform the functions of an SOP;

        4. have a learner support policy, assessment policy as well as occupational health and safety policy; and

        5. demonstrate that it has administrative resources for managing learner information.

    2. Programme delivery readiness criteria (Phase 2 verification visit):

      1. provide evidence of suitably qualified personnel to facilitate learning and formative assessments as specified in the curriculum;

        1. be in possession of or have access to the required physical resources required as reflected in curriculum document of the occupational qualification or part qualification as to where training/facilitation will take place;

        2. provide evidence of learning material, internal assessment guidelines ; as well as internal moderation guidelines for the delivery of knowledge and practical components for the occupational qualification or part qualification applied for;

        3. have a learner placement strategy in relation to the programme/s of the occupational qualification or part qualification applied for;

        4. provide evidence of compliance with relevant standards for occupational health and safety for the occupational qualification or part qualification applied for as applicable; and

        1. provide evidence of systems to manage learning and track learner performance;

        2. have an RPL Policy aligned to QCTO’s RPL Policy

  6. Different modes of delivery

    The advent of educational technologies has brought about profound change in how education is delivered. One of the advantages of using technology is that it has great opportunity to expand access, it increases openness and flexibility thereby making it possible to attract and retain a broader range of learners. The QCTO is cognisant of the above hence SDPs are accredited to deliver occupational qualifications either via face to face contact mode or via a blended mode of delivery with contact and distance delivery. However, there are specific additional delivery requirements for the blended mode of delivery stipulated as stipulated in the elearning Policy and Guidelines.

    The QCTO also acknowledges the trend of mobility of training or provisioning. Should an accredited SOP wish to provide training at another venue, e.g. workplace, the SOP must inform the QCTO thereof in writing at least 1 month prior to such event taking place, providing institution name and address, and submit a valid OHS Report prior to training learners there. Written permission by the QCTO must be provided prior to such training. Should this process not be followed, the accredited SOP will be de-accredited with immediate effect.

    During the accreditation application phase the SOP will compile and submit his/her delivery strategy so that the site visit verification be accommodated accordingly.

  7. Misrepresentation of information

SDPs have a responsibility to provide accurate information to the QCTO and the general public. Information such as correct accreditation details, offering qualifications the SOP is accredited for. Any misrepresentation will be regarded as an offence and will lead to the following:

  • De-accreditation of the SDP

  • Suspension of accreditation for a certain period

  • Be reported to the Minister of Higher Education and Training

  1. Duration of accreditation
    1. Accreditation of the SOP, as an institutiton, is valid:
      1. For as long as the SOP complies with the quality standards of the QCTO; the registration period of the qualification and adheres to the accreditation criteria, subject to successful annual self-assessments and QCTO monitoring; or
      2. until the SOP is de-accredited in terms of Section 12 of this policy.
      3. in cases where a QCTO accredited SOP has not enrolled and exited learners on an occupational qualification for a period of three years, the SOP will be de­ accredited and be removed from the QCTO list of accredited SOPs.
  2. Change of scope for accreditation
    1. Extension and amendment of scope of accreditationThe scope of accreditation entails the increase or decrease in the number of occupational qualifications or part qualifications accredited for. Change of address is deemed an important amendment, and an accreditation application in this regard must be made to the QCTO prior to the change of address taking effect.
    2. The QCTO may award an extension of scope to a SOP if the institutional compliance requirements as stipulated under 7.1 are met, and the SOP also meets the programme delivery readiness requirements of accreditation for the occupational qualification or part qualification applied for as stipulated under 7.2. The QCTO may amend the scope of accreditation awarded to the SOP based on the monitoring visits to the SOP that prove failure to comply or a request from the SOP to remove occupational qualifications or part qualifications from its scope of accreditation;
    3. In all cases of a change of scope of an SOP, the SOP will inform the QCTO thereof;
    4. The QCTO will extend the scope of accreditation of an SOP to a maximum of six qualifications including part qualifications. During this period the SOP must prove

its dedication to skills development by enrolling and exiting learners at relevant intervals.

  1. Withdrawal of accreditation of Skills Development Providers

    1. Accreditation of an SDP may be withdrawn by the QCTO based on monitoring visits reports where the SDP was found to be noncompliant to the QCTO policy requirements or any misconduct which provides reasonable grounds for such withdrawal.Reasonable grounds may include, but are not limited to:
      1. failure to comply with specified accreditation criteria and policy requirements;
      2. inability of the SDP to perform its functions adequately;
      3. failure to conduct training over the stipulated period without reasonable grounds to do that;
      4. failure or refusal to comply with the QCTO reporting requirements including but not limited to:
        1. inaccurate statements of results;
        2. poor record keeping;
        3. poor internal moderation; and
        4. poor throughput rate or learner achievementsUpon audit findings, the QCTO may at its discretion reduce the scope of accreditation or rescind the accreditation awarded.
    2. If the SDP fails to renew its accreditation well before it expires, the SDP will be declared unaccredited and will stop operating on the expiry date showing on the accreditation letter/certificate. The SDP will have to re-lodge the accreditation request in a normal way done by any applicant applying for accreditation.
    3. The SOP may appeal the decision to withdraw accreditation as per section 12 of this policy.
  2. Handling disputes and appeals

    1. In the event of a dispute arising between the QCTO and the SOP, all parties must endeavour to negotiate in good faith with a view to settling the dispute amicably.
    2. The aggrieved SOP must notify the QCTO in writing within 7 working days of an accreditation decision dispute. The aggrieved should forward the letter to the CEO of the QCTO.
    3. If the negotiations fail, the dispute must be referred to the QCTO Appeals Committee of Council for resolution.
  3. Monitoring of SOP Performance

    1. The QCTO will monitor SOPs for compliance and performance in terms of this policy and conduct site visits at any time within a five year cycle;
    2. conduct an audit of an SOP’s performance in a five year cycle or when the public raised concerns about the provider; and
    3. a collaboration of monitoring SDPs with SETAs as quality partners will continue until the process of transitioning quality assurance from them to QCTO is completed.
  4. Re-accreditation of SDPs

    1. At the beginning of the final year of accreditation an SOP must apply for re­ accreditation if so required. Failure to renew accreditation will result in the accreditation lapsing and the SOP will be de-accredited
    2. QCTO will conduct a performance audit prior to awarding the re-accreditation.
  5. Collaboration with Professional Bodies and SETAs

    The QCTO is mandated to accredit SDPs for occupational qualifications on its Sub­ Framework. The QCTO recognises the role of Professional Bodies in ensuring quality education and training in their respective industries. Whilst the SETAs are

    currently QCTO quality assurance partners and have direct links with their industries for skills planning and workplaces, the QCTO is embarking on working very closely with them in transitioning the landscape to the QCTO.

  6. Quality Assurance and Monitoring of Policy Implementation

    1. The effectiveness of the policy on the accreditation of skills development providers for all qualifications on the OQSF shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures;
    2. Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst QCTO accredited SDPs;
    3. In cases where the QCTO appointed an Accrediting Agency to manage the accreditation of SDPs for a particular cohort of occupational qualifications the Accreditation Agency will sign a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model of accreditation, stating conditions and requirements to be met during the period of appointment;
    4. In addition, the QCTO has a standardised data reporting template which must be completed and submitted quarterly. This provides specified quantitative data to the QCTO;
    5. Each year the Skills Development Provider must also complete and submit a qualitative report, which serves the dual purpose of a self-evaluation, assisting the

      ·-

      QCTO and Assessment Partner in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review;

    6. The quality standards set by professional bodies for their occupations will be upheld and recognised as part of the overall quality assurance of the Skills Development Provider accreditation quality assurance process;
    7. All SDPs will be monitored and evaluated against QCTO approved quality standards.
  7. Registration of Skills Development Providers (SDPs) by the Department of Higher Education and Training (DHET)

In terms of Article 29(3) of the Constitution of the Republic of South Africa, 1996 (Act No. 108 of 1996):

“Everyone has the right to establish and maintain, at their own expense, independent educational institutions that are registered with the state”.

This means that the Skills Development Providers must be registered with the state, in this case, the Department of Higher Education and Training (DHET) and maintain standards that are comparable to public educational institutions.

Therefor . in terms of this policy and Communique 1 of 2016 Skills Development Providers (SDPs) will apply to be accredited for their occupational qualifications of choice by the QCTO and also apply to be registered by the Department of Higher Education and Training in order to meet the state requirements.

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Training Providers Standards and Evidence

How To Evaluate The Effectiveness Of Your Compliance Training Courses

With new eLearning technologies available all the time and consistently updated legislation, compliance training needs to be adaptable within your organisation. Whether your compliance training strategy focuses simply around keeping your workforce legally compliant or feeds into your wider learning culture and organisational KPIs, it is important to regularly review and evaluate the effectiveness of your current corporate learning.

1. Effective Implementation And Completion Rates

The effectiveness of your compliance training can be measured in a wide range of ways. Implementation, for example, is not something that should be overlooked. Moving your compliance training online is a great way to increase ROI and improve efficiency as it reduces admin time for your L&D teams as well as frees up your workforce to incorporate compliance training into their working lives.

In this sense, effective implementation isn’t just about how the training is introduced to your organisation, but how it is received by your employees. Typically, compliance training completion rates increase considerably when a mobile or blended approach to learning is undertaken. Completion rates are one of the primary ways to evaluate the effectiveness of your courses and a great starting point when considering if and how implementation should be changed.

2. Learning And Retention Rates

Another key metric to consider is the rate of information retention within your employees following their compliance training. There are a number of ways you can measure this within your workforce. For example, if you are using an LMS to conduct your compliance training, it is worth using a course with gamification or quizzing at the end of each chunk of information. This allows your employees to directly engage with their course as well as giving your direct statistics of information retention.

Another way to evaluate retention rates is to introduce refresher training. This can also be generated through your LMS as a recurring training course. Once a course becomes refresher training, simply ask your employees to complete the quiz without the training course to see how well they have retained information. Alternatively, if you have been implementing your training through classroom-based methods, one-on-one quizzing or requests for demonstration can also be an effective form of evaluation for information retention.

3. Employee Feedback 

It’s all well and good assessing your compliance training from the top down, however, much like on eCommerce websites like Amazon, user reviews are important. An invaluable source of information about usability, information retention, and engagement, employee feedback is an essential part of any evaluation process.

Whether you hand out a feedback form at the end of a classroom training session or use your LMS’ integrated feedback tools, one of the best ways you can evaluate the effectiveness of your compliance training courses is to hear what your learners have to say about them. Employees are also more likely to remain engaged with your courses if they feel they have a say in how they are run and how they can impact your implementation practices in the future.

4. Knowledge Transfer And Learned Behaviours

One step beyond information retention, effective compliance training should look at shifting the behaviours of your workforce. Whether you want to change attitudes towards learning throughout your organisation, align your training objectives to your KPIs, or simply line up employee behaviour with new and updated workplace legislation, it is important to consistently measure how these behaviours are changing.

This can be done in a variety of ways. Similarly to information retention, you can look at quizzing your employees or asking them to take you through a demonstration of their newly learned skills and behaviours. Alternatively, you can look at skill-sharing and team-building exercises focussing on the compliance training course(s) at hand.

5. Performance And Results 

Assessing completion rates is just one way of measuring the performance of both your employees and your compliance training courses. Another is looking at the performance of your workforce on the job. This one is a little more difficult to measure as it will need to adapt to each industry and job level. For example, the key performance metrics for a boiler engineer will be different to those of a cashier in a supermarket and again for a nurse in a hospital.

Compliance training, when implemented effectively will not only ensure legal compliance across your workforce but also improve their performance in a wide range of areas. You will see this reflected in any number of organisational KPIs from sales figures to efficiencies to the number of customers helped in a specific timespan.

6. LMS-Based Competency Checks

Available within Kallidus Learn, you can now take your compliance training evaluations one step further. Going beyond relying on completion rates and trusting that information has been retained, this new functionality allows for management and L&D teams to check in on the compliance training progress of individuals within your organisation.

How does this work? After your compliance training course has been completed, your learners will be asked to complete an in-person exam or demonstration to prove how much of their training they have retained. This benefits you on a number of levels, including allowing you to prove your organisation’s compliance and allowing you to fully assess the effectiveness of each specific course based on the success rates of your learners.

One of the most important things to consider when evaluating the effectiveness of your compliance training courses is what specifically you are trying to improve. Use the areas covered above to begin your evaluation and most importantly, don’t underestimate the power of employee involvement in your ongoing strategic changes.

From training efficiency to completion rates to learner engagement, compliance training can easily impact your ROI and organisation-wide KPIs. Online and mobile-friendly compliance training is shown to improve completion rates and help change attitudes towards learning in all sorts of organisations. Start from the ground up, and assess your compliance training courses individually and continually; before long, you will see areas for improvement and opportunities for increased efficiency. Once your evaluations are complete, the only way is up.

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Assess Corporate Training Solutions Providers

Assess Corporate Training Solutions Providers

1. Industry Recognition

Almost every sector has its own internal awards these days. It’s a way of ‘game recognizing game’ and it raises overall industry standards. Some of these accolades are commercial, e.g. best-selling LMS or widest global reach. Some are more personal, such as best customer service or fasted implementation process. It could even be a metric such as the highest number of successful compliance candidates. Look through award listings and explore the LMS mentioned. There might be hundreds of these trophies, so you could zone into the aspect that is key for you. Do you value mobile access over sales volumes? Or attrition over franchising? Pick your priorities after which you can make your selection.

2. Online Reviews And Ratings

Ratings and reviews give you a general overview of what the vendor can provide and how they’ve lived up to expectations. Or where they’re lacking. As such, you can use these online recommendations, or warnings, to determine which corporate training solutions provider is a good fit for your organization. For example, you might think twice about a vendor with a low customer satisfaction score. Especially if you value CX and prioritize vendor support.

3. Language Access

I’ve already mentioned franchises but there are lots of other instances where language can be a barrier. You could be a global organization with lots of international branches. Maybe you’re launching a new market where the primary language isn’t English. This automatically excludes any corporate LMS that doesn’t have multiple language options. Again, the lingual format could be a factor. Do you want automated Google Translate type features? Or do you want LMS that has every section transliterated, including voice clips and audio by different voice-over artists? And are you willing to pay premium prices for the latter? That could dictate your choice of corporate training solutions providers.

4. Take Α Τest Drive Or Demo

One of the best ways to quickly vet the corporate LMS is to give it a test drive. Many offer free trials or demos that allow you to try out the tool before making your decision. Make a list of key features and criteria so that you know what to look for. Then invite your team to use the platform to develop a test project. This gives you a clear idea of whether the platform aligns with their skills and experience. If you have any questions at the end, set up a meeting with the vendor to discuss the issues and relieve any possible anxieties.

5. Assess Τheir Αssessment Οptions

For the most part, online training is an individual activity. Employees receive their training materials, then go through the course on their own. They dictate their personal pace and effort. However, when you’re training via a corporate LMS, there’s a little more oversight. The content expert may be in-house, so they can be approached with comprehension challenges. Or maybe the training is blended, now that you’re all in one physical space. Based on that, what methods are used to assess knowledge transfer? Do you want an LMS that has options for essay questions, or customized tests? Would you rather examine trainees in person, or via webcam? Whichever evaluation style you prefer, check your LMS has the tools to enable it so that you can monitor performance. That’s the only way you’ll be able to estimate if your online training program, and your corporate training solutions provider, is a success.

6. Scalability Οptions

Some LMS vendors who provide their services on the Cloud allow you ‘Up to 20 users at $$$.’ So, what happens when, over time, you accumulate 120 users? Can you get a discount if your employees are fewer than 10? If, at a later point, you require some functionality added or removed, how much more would it cost? Is it easier to just buy new LMS altogether? A well-run organization has a five-year or even ten-year perspective. Thus, if you plan to have a new outlet every year, look past LMS that have tightly managed user bases. It may be affordable now but will be a cash drain over time.

There are decisions you can mull over, like picking the right college. Then there are others that can be made more easily such as your lunch order. Of course, these quick-draw decisions can cost millions too so you need the right criteria. And the smart thing is to use them to narrow down your options, rather than applying them to your final decision. In terms of LMS, use factors like industrial awards and foreign language tools to trim your shopping list. You should also find out about scalability, and how knowledge is tested. With these four fields, you can narrow down your prospects. Then get even more specific as you trim it down to one.

Assess Corporate Training Solutions Providers

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Evaluating Training Providers

Everyone talks about the benefits of training, but it’s important to identify these benefits in your organization. Then, when you are ready to look at potential training providers, you will know exactly what you should expect to receive from them. Below are the seven biggest benefits of training, followed by tips for selecting and evaluating training providers.

Biggest Benefits of Training

  1. Measurements. Test scores, grades, class rankings, GPA, SAT, professional certifications, licensing examinations, juried awards. Whether in school or business, we are all measured. Knowledge helps to make and predict society’s measurements, which are expected.
  2. Thinking-Reasoning Skills. What we learn is important. Further, what we do with lessons, how facts are interpreted, how we approach problems and the faculties of common sense are vital to economic, social, and self-betterment success.
  3. Socialization-People Skills. Through trial and error, success and failure and the observation of other people’s strengths and weaknesses, we learn how to live and work with others. Mastering people skills makes for win-win propositions.
  4. Professional Development. Education does not stop after the highest degree completed…it merely begins. Training, professional enrichment, membership in associations, and constructive business interaction are vital for career longevity and economic independence.
  5. Mentorship. Learning from others takes a higher plateau when under the wings of experts. Mentorship (which has seven levels) is a stair-step process of bettering all participants. Meaningful lessons, paying dues, and developing relationships empower those who make the effort to “go the distance.” Learning from different and informed sources is the art of mentorship.
  6. Earning Power. Education (formal schooling, professional development, and enhanced-relationship study) has a direct relationship to financial rewards. It begins with school but bears fruit in the willingness to learn, change, and grow professionally.
  7. Future Life. A truly successful person commits to mentoring others, giving back, mastering change, and never failing to learn. Education is more than confirming one’s held beliefs. It plants knowledge roots, which sprout in ideas, applicabilities, and lifelong insights.