Fillable Template for measuring success Large organisation (Tertiary Education Commission New Zealand)

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Template for measuring success Large organisation (Tertiary Education Commission New Zealand)

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DOL 11273.1

Measuring the success of your workplace literacy training programme

Is poor workplace literacy impacting on your bottom line?

Research shows that about a million Kiwis lack the reading, writing, maths and communication skills

they need at work. This can have major eects on your everyday business through mistakes, customer

complaints, wastage, and time lost through accidents and injuries.

If you establish a workplace literacy training programme in your organisation, you’re likely to see real

benets. These may range from better performance and productivity to lower sta turnover and a better

health and safety culture.

Template for measuring success

Large organisation

Why measure your programme’s success?

Workplace literacy training is a signicant investment, so it’s

important to measure its success.

By setting benchmarks and keeping track of your programme’s

progress and results, you can check that it’s meeting your

business and training goals, identify areas for improvement and

make changes where they’re needed. It’s all about having ‘quality

assurance’ in your organisation.

About this template

We’ve designed this template to help you measure the success

of your workplace literacy training programme. Once completed,

it provides information on:

· your business and employees

· your workplace literacy training programme

· how you measure its success

· the results of your measurement.

You can then use this information as a benchmark for future

reviews – to measure how well your programme is doing over

time and where you might do things better.

The template has been developed with help from the Workplace

Literacy Leaders Forum, which is made up of executives from

small and medium enterprises (SMEs) and large corporate

organisations.

How to use the template

The template is made up of four main sections. Each one

requires you to provide specic information. Most questions

include example answers as a guide.

While it’s important that you provide as much information as

possible, you might nd that only certain parts of the template are

relevant. In this case, simply choose the parts that work for you.

For more information visit

www.skillshighway.govt.nz

■ 1. About us

Name

Sector (for example: manufacturing, horticulture,

telecommunications)

Our vision

Our mission

Our values

Business locations

Organisational structure/divisions (insert a

separate chart if appropriate)

Distinctive characteristics of our work

(for example: seasonal work, shift work, online

business)

Template

For more information visit

www.skillshighway.govt.nz

Number of people we employ:

· Full time

· Part time

· Casual

· Seasonal

· Total

Our cultural make-up (number of employees):

· New Zealand European

· Māori

· European

· Asian

· Pacic peoples

· Middle Eastern/Latin American/African

· Other

Number of employees who speak English as a

second language (ESOL)

Number of employees who don’t speak

English at all

Average employee age

Employee turnover rate

■ 2. How we work

Our customers

(for example: retailers, general public)

Key business functions (ie the work that

employees undertake) (for example: parts

manufacturing, seasonal fruit-picking)

Employee roles (for example: machinery

operator, sales representative, IT support)

Workplace literacy training programme/s we

are oering (and links to other programmes if

relevant, such as the FISH! Philosophy, Lean, High

Performance Work Initiative) (see example below)

For more information visit

www.skillshighway.govt.nz

Example

Literacy training programmes we are oering

· Our literacy training programme is part of a wider training programme that aims to ensure our employees can do their jobs well

and make our business more successful. Our programmes cover customer service training, health and safety training, customer

relationship skills training and job-specic training (machine operator, forklift driver).

· We oer training to employees in our head oce and all three factories.

■ 3. Our workplace literacy training programme

Programme’s purpose

Programme’s goals for:

· The wider organisation (for example:

improve productivity, improve health and

safety, be seen as a good employer, identify

talented employees)

· Our overall operations (for example: improve

in-team accuracy and problem-solving skills,

improve customer satisfaction, raise sta

morale)

· Individual departments/units (for example:

reduce errors in manufacturing, improve

nancial analysis skills, improve record-

keeping)

· Our employees (for example: improve

condence, provide a platform for further

learning, improve career opportunities, enable

greater responsibility and accountability)

Programme’s t with other programmes,

policies and initiatives (for example: other

training and qualication programmes, health and

safety policy, ACC Workplace Safety Management

Practices programme)

Programme participants: Name and role (include qualications and hours allocated, if relevant)

· Champion (for example: Director of Human

Resources)

· Leader(s) (for example: National Learning

and Development Manager)

For more information visit

www.skillshighway.govt.nz

· Coach(es)/Trainer(s)/Tutor(s) and

qualications if appropriate

(in-house or outsourced)

· Administrative support sta

(for example: HR and Training Adviser,

Tertiary Education Commission)

· Participants

· Others (for example: in-house champions and

mentors)

Programme funding source(s)

(for example: Tertiary Education Commission,

employer contributions)

How we promote the programme (for

example: in-house yers, intranet, CEO updates,

noticeboards, word of mouth via managers)

Programme resources:

· Teaching materials (for example: laptops with

access to HR records, resource books, lesson

plans, online learning modules, dictionaries)

· Learner resources (for example: notebooks,

hand-outs, workbooks)

· Equipment (for example: furniture,

whiteboards, photocopiers, computers,

internet, workplace machinery)

· Facilities/Venue (for example: oces, training

rooms, smoko rooms, outside and on the job)

· Administrative support (for example: learning

progression database, coaching and privacy

policies, report-writing and distribution,

training and learner record moderation)

For more information visit

www.skillshighway.govt.nz

Time allocated to programme (for example:

three hours per week plus homework at times to

suit learners and the organisation in seasonal

downtimes like winter)

How we assess employees’ needs

(see example below)

Post-assessment process (see example below)

How we deliver our programme

(see example below)

Example: How we assess employees’ needs

· Learners volunteer for, or are referred to, our training programme.

· They are assessed before (or if impractical soon after) they join the programme.

· If a learner has (or is assumed as having) a need that the programme can’t meet, they are referred to local support services.

· All managers are aware of the need to identify and respond to potential issues among our employees.

The assessment process:

1. The tutor gives a programme orientation.

2. Each learner is assessed according to topics such as:

· reading, vocabulary and comprehension

· shape, area and direction (measurement)

· speaking using strategies to communicate

· listening with understanding (comprehension)

· computing

· key skills required for their role.

3. The information is recorded in the learning progression database.

For more information visit

www.skillshighway.govt.nz

Example: Post-assessment process

· The learner’s needs are identied, according to their role in the company and against the company’s needs.

· The learner and tutor agree on the learner’s goals for the short, medium and long term.

· They decide on the training curriculum.

· The learner signs an ‘individual development plan’, which covers their goals and focus areas.

· The tutor creates a record for the learner and uploads it to the database (where it can only be accessed by authorised personnel).

Example: How we deliver our programme

· The tutor liaises with the Head of Department and Human Resources to establish the training schedule, activities and resources.

This is uploaded to the learning progression database, with hard copies displayed on noticeboards in training rooms.

· Learner notebooks and resources are issued.

· The training includes group work in classrooms, individual coaching, individual reviews of and feedback on ‘homework’, and

individual on-the-job training.

· The tutor assesses learner progress after each session, and records the details on the database.

· Each learner is assessed when they complete a module, and all learners receive a summary assessment after six months.

· The tutor records anecdotal feedback from learners and site sta, both on the database and in a weekly report to the National

Learning and Development Manager.

· The tutor records any other training the learners complete.

· The tutor records any promotions that result from the training.

· At the programme’s end, learners are assessed on the achievement of their goals.

· ‘Successful’ learners are recognised through certicates and a special awards function.

■ 4. Measuring and evaluating our workplace literacy training programme

Visit www.skillshighway.govt.nz for tools you can use to measure the success of your training programme:

· Five NZQA questions to ask during evaluation: www.skillshighway.govt.nz/UserFiles/Evaluating-your-programme.pdf

How we record learner progress (for example: anecdotally,

interviews with sta and learners, sta surveys, company and

learner records – see also example below)

Person(s) responsible for evaluating our programme

For more information visit

www.skillshighway.govt.nz

How we evaluate the programme Key measures (see example below)

The questions we ask ourselves as a result of the

evaluation:

Our answers

· How well are our employees progressing?

· How eective is the training?

· Are our employees guided and supported?

· How well does the training programme meet our skill needs?

· What value does the programme deliver to our business?

· To what extent have the programme goals been met?

How we report the results

For more information visit

www.skillshighway.govt.nz

Example: How we record learner progress

· Tutor reports that include: updates on progress, topics covered, issues and risks identied, number of tutoring and preparation

hours, number of active learners, number of initial or nal assessments, number of individual learning plans reviewed, objectives for

next session.

· Payroll reports on: learner attendance records, signed tutor work records.

· Monthly status report from National Learning and Development Manager to Director of Human Resources.

· Quarterly progress report to Tertiary Education Commission.

Example: How we evaluate the programme

· Statistics on training attendance rates, unit standards and qualications gained, hazard and incident/injury reporting, ACC levies.

· Analysis of errors, rejection rates, delivery timeframes, maintenance and repair costs, resource use, accident and injury rates, work

completion rates.

· Payroll records: sta absenteeism and turnover rates.

· Learner participation in meetings and using computers.

· Surveys of learners.

· Surveys of supervisors.

· Regular peer reviews, with feedback sought on learners’ strengths, areas of development and suggestions for improvement.

· Regular ‘random samples’ of assessments to ensure consistency in ratings awarded to learners.

· Promotion rates from within the company.

· Interest from other employees in joining the programme.

· Company nancial performance.

· Reports from family members about changes at home (eg, learners more involved in their children’s education, buying computers

for the home).

· Complaints/feedback from colleagues, customers and suppliers.

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