Training readiness and evaluation Rubric

How ready is your organisation to deliver the right learning outcomes to meet the organisational goals?

Where is your organisation in its journey to transform learning in your workplace? Not ready? Nearing readiness? Or ready to succeed?

Use the evaluation rubric below to determine where you are and how you can get to where you want to go.

Part 1: Organisational readiness to implement training

The learning strategy has a clear and articulated purpose aligned with the organisational goals

No clear purpose exists.

A clear purpose, with stakeholder feedback is ready to be communicated to the organisation.

A clear, stakeholder supported purpose is regularly communicated to stakeholders.

A strategic plan for the adoption of an organisational learning strategy to reskill, upskill and develop new skills to meet organisational goals.

No specific plans have been made.

Plans are being deployed to update training and development at a team level but not across the organisation.

A comprehensive, organisation-wide plan is being adopted with regular feedback to adapt and re-orientate to emerging needs.

An ongoing promotional plan for organisational learning is communicated as scheduled and measured for effectiveness.

There is no communications plan on the organisation’s learning strategy.

Communication is ad hoc.

Scheduled, ongoing, multi-channelled communication plans are measured and evaluated for effectiveness with stakeholders.

Part 2: Training evaluation

Workplace capability and learning outcomes guide the analysis, design, development, implementation, and evaluation of learning content.

No analysis of workplace needs is undertaken in the development of learning content.

Some feedback of workplace needs is gained from the subject matter experts.

A qualitative and quantitative evaluation of workplace needs underpins the integration of pedagogy and technology to meet workplace priorities.

Learning content is designed for meaningful learning (learn, practice, reflect.) as micro-lessons on demand or pushed to the point of need.

Learning content entails providing existing learning materials, curated and search tagged accessible online by the workforce when provided space and time.

Learning content is designed bite-sized within a job or competency specific learning journey.

Learning content is designed as micro-lessons to support learning at a task level.

Instructors, trainers, and teachers (learning facilitators) use individual learner data to identify learning gaps during formative assessments allowing timely intervention and remediation.

Learning facilitators use experience and/or previous cohort grades to determine how to remediate learning gaps.

Learning facilitators use class data to determine learning gaps and provide support at a class level.

Learning facilitators review learner data for their assigned lessons monitoring progress and results. The data is used to identify individual learning gaps. Facilitators are trained and confident in remediating those gaps at an individual level before students’ progress to the next lesson.

Regular reviews of the learner data at a course level are used to evaluate and adapt learning content to achieve iterative training improvements to meet workplace capability.

Training managers and training content developers use post training student feedback from surveys, trainers and coaches as input to training enhancement.

Training managers and training content developers review formative assessment learner data to identify learning gaps at a teaching point level to provide input into training enhancement.

A holistic big data approach to analysing aggregated learning data across all training content is used to identify what learning materials deliver the best learning outcomes and use these insights to inform training design and development strategies.

Your result

Part 1: Organisational readiness to implement training and Part 2: Training evaluation

Not ready/ad hoc. Understanding where you are and what needs to be fixed to ensure success is a great place to start. Look to how you can take a more strategic, structural and supportive approach to achieve your learning objectives.

Some thoughts to ponder.

Having in place an institutionalised, Integrated Learning strategy, with written multi-year plans documented, evaluated, and adjusted as required is critical to success.

A written, scheduled, and measurable communications campaign is being used to promote the Integrated Learning strategy and plans to all stakeholders.

Training content developers require knowledge, skills, facilities, and support to analyse workplace requirements, design, develop and implement training that integrates of pedagogy and technology to meet the organisation’s learning objectives.

The progress learners make needs to be monitored, evaluated, and adjusted based on quantitative and qualitative data.

Training deployed needs iterative, evidenced-based feedback, that allows ongoing continuous improvement of learning content.

Your result

Part 1: Organisational readiness to implement training

Part 2: Training evaluation

Nearing readiness/Consolidating. Your journey has started, and some fine tuning may be all that’s needed to ensure success. Ensure you cover off on strategic, structural and supportive elements of your approach.

Some thoughts to ponder.

Having in place an institutionalised, Integrated Learning strategy, with written multi-year plans documented, evaluated, and adjusted as required is critical to success.

A written, scheduled, and measurable communications campaign is being used to promote the Integrated Learning strategy and plans to all stakeholders.

The progress learners make needs to be monitored, evaluated, and adjusted based on quantitative and qualitative data.

Training deployed needs iterative, evidenced-based feedback, that allows ongoing continuous improvement of learning content.

Your result

Part 1: Organisational readiness to implement training

Part 2: Training evaluation

Ready for success/Maturing. Great work. Maintain the strategic, structural and supportive balance is critical to success

Some thoughts to ponder.

Having in place an institutionalised, Integrated Learning strategy, with written multi-year plans documented, evaluated, and adjusted as required is critical to success.

A written, scheduled, and measurable communications campaign is being used to promote the Integrated Learning strategy and plans to all stakeholders.

The progress learners make needs to be monitored, evaluated, and adjusted based on quantitative and qualitative data.

Training deployed needs iterative, evidenced-based feedback, that allows ongoing continuous improvement of learning content.

Your result

Part 1: Organisational readiness to implement training

Part 2: Training evaluation

Some thoughts to ponder.

Having in place an institutionalised, Integrated Learning strategy, with written multi-year plans documented, evaluated, and adjusted as required is critical to success.

A written, scheduled, and measurable communications campaign is being used to promote the Integrated Learning strategy and plans to all stakeholders.

The progress learners make needs to be monitored, evaluated, and adjusted based on quantitative and qualitative data.

Training deployed needs iterative, evidenced-based feedback, that allows ongoing continuous improvement of learning content.

Your result

Part 1: Organisational readiness to implement training and Part 2: Training evaluation

Some thoughts to ponder.

Having in place an institutionalised, Integrated Learning strategy, with written multi-year plans documented, evaluated, and adjusted as required is critical to success.

A written, scheduled, and measurable communications campaign is being used to promote the Integrated Learning strategy and plans to all stakeholders.

The progress learners make needs to be monitored, evaluated, and adjusted based on quantitative and qualitative data.

Training deployed needs iterative, evidenced-based feedback, that allows ongoing continuous improvement of learning content.

Your result

Part 1: Organisational readiness to implement training

Part 2: Training evaluation

Ready for success/Maturing. Great work. Maintain the strategic, structural and supportive balance is critical to success.

Some thoughts to ponder.

Having in place an institutionalised, Integrated Learning strategy, with written multi-year plans documented, evaluated, and adjusted as required is critical to success.

A written, scheduled, and measurable communications campaign is being used to promote the Integrated Learning strategy and plans to all stakeholders.

The progress learners make needs to be monitored, evaluated, and adjusted based on quantitative and qualitative data.

Training deployed needs iterative, evidenced-based feedback, that allows ongoing continuous improvement of learning content.

Your result

Part 1: Organisational readiness to implement training

Ready for success/Maturing. Great work. Maintain the strategic, structural and supportive balance is critical to success

Part 2: Training evaluation

Some thoughts to ponder.

Having in place an institutionalised, Integrated Learning strategy, with written multi-year plans documented, evaluated, and adjusted as required is critical to success.

A written, scheduled, and measurable communications campaign is being used to promote the Integrated Learning strategy and plans to all stakeholders.

The progress learners make needs to be monitored, evaluated, and adjusted based on quantitative and qualitative data.

Training deployed needs iterative, evidenced-based feedback, that allows ongoing continuous improvement of learning content.

Your result

Part 1: Organisational readiness to implement training

Ready for success/Maturing. Great work. Maintain the strategic, structural and supportive balance is critical to success

Part 2: Training evaluation

Some thoughts to ponder.

Having in place an institutionalised, Integrated Learning strategy, with written multi-year plans documented, evaluated, and adjusted as required is critical to success.

A written, scheduled, and measurable communications campaign is being used to promote the Integrated Learning strategy and plans to all stakeholders.

The progress learners make needs to be monitored, evaluated, and adjusted based on quantitative and qualitative data.

Training deployed needs iterative, evidenced-based feedback, that allows ongoing continuous improvement of learning content.

Your result

Part 1: Organisational readiness to implement training and Part 2: Training evaluation

Ready for success/Maturing. Great work. Maintain the strategic, structural and supportive balance is critical to success.

Some thoughts to ponder.

Having in place an institutionalised, Integrated Learning strategy, with written multi-year plans documented, evaluated, and adjusted as required is critical to success.

A written, scheduled, and measurable communications campaign is being used to promote the Integrated Learning strategy and plans to all stakeholders.

The progress learners make needs to be monitored, evaluated, and adjusted based on quantitative and qualitative data.

Training deployed needs iterative, evidenced-based feedback, that allows ongoing continuous improvement of learning content.

Training readiness and evaluation Rubric

Part 1: Organisational readiness to implement training

The learning strategy has a clear and articulated purpose aligned with the organisational goals

A strategic plan for the adoption of an organisational learning strategy to reskill, upskill and develop new skills to meet organisational goals.

An ongoing promotional plan for organisational learning is communicated as scheduled and measured for effectiveness.

Part 2: Training evaluation

Workplace capability and learning outcomes guide the analysis, design, development, implementation, and evaluation of learning content.

Learning content is designed for meaningful learning (learn, practice, reflect.) as micro-lessons on demand or pushed to the point of need.

Instructors, trainers, and teachers (learning facilitators) use individual learner data to identify learning gaps during formative assessments allowing timely intervention and remediation.

Regular reviews of the learner data at a course level are used to evaluate and adapt learning content to achieve iterative training improvements to meet workplace capability.

Your result

Part 1: Organisational readiness to implement training and Part 2: Training evaluation

Your result

Part 1: Organisational readiness to implement training

Part 2: Training evaluation

Your result

Part 1: Organisational readiness to implement training

Part 2: Training evaluation

Your result

Part 1: Organisational readiness to implement training

Part 2: Training evaluation

Your result

Part 1: Organisational readiness to implement training and Part 2: Training evaluation

Your result

Part 1: Organisational readiness to implement training

Part 2: Training evaluation

Your result

Part 1: Organisational readiness to implement training

Part 2: Training evaluation

Your result

Part 1: Organisational readiness to implement training

Part 2: Training evaluation

Your result

Part 1: Organisational readiness to implement training and Part 2: Training evaluation

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