Education Evaluation: Benefits to Trust and its Learners Management and Interpersonal skills training Education Quality Team May 2014 Training and development

Content Data explanation Benefit to the organisation Benefit to learners Training quality Expected impact of training to the organisation Expected impact of learning on staff and organisational performance

Data explanation The report includes data gathered between November 2012 and May 2014 – overall 565 responses. All the pictorial representation of data reflects percentage of respondents in agreement with benefits of training. The courses evaluated in this report are: appraisals, project management, change management, leading your first team, managing performance, recruitment and selection, communication, conflict resolution, equality and diversity, managing work life stress, study skills, delegation, FMC/IMC, care group development programme, attendance management, clinical academy, assertiveness at work, mentor training day. The data highlighted in orange or red requires attention and addressing in the Action Plan.

RAG rating The following RAG rating is applied: Green:75%/3.0 and above or below 5% for constructive comments Amber: 2.5 to 3.5/50-75% or 5-25% for constructive comments Red: below 2.5/50% or over 25% for constructive comments

Benefit to the organisation Assisting in meeting departmental and organisational goals, objectives and targets (impact on goals) Helping in learners current work / role (importance to learner) Degree of satisfaction with the programme content (learner content satisfaction) Knowledge and preparation of learners prior to programme commencement (pre-training engagement)

Benefit to the organisation chart

Benefits to the learners The outcomes show if: the training was a revision of previously gained knowledge, obtaining of completely new knowledge or combination of both above options.

How new was the material to delegates?

Learners’ experience of the programme

Training quality Overall quality of training combines the following components: Trainer quality (attitude, knowledge of the subject, enthusiasm, ability to listen, clarity of presentation) Training materials quality (manuals and other materials and equipment) Quality of administrative assistance Quality of training room and general training environment

Overall training quality

Trainer quality

Expected impact of the programme on the organisation Amount of programme content expected to be implemented at work (content implemented) Efficiency, effectiveness and value of the undertaken training to the organisation (faster/better/cheaper) Time from attending the training to training knowledge implementation in practice (time to implementation) Obstacles in implementing the training knowledge and skills (lack of time, authority, no support from manager, lack of personal confidence, no equipment, need of further training or irrelevance of the training to the current role)

Expected training impact

Barriers to training implementation

Expected effectiveness of performance post education