| Candidates cannot hold PHR Professional in Human | | | | programs might include determining whether or not to |
| Resources and SPHR Senior Professional in Human | | | | continue a program and to assess the importance (or |
| Resources certifications at the same time. The | | | | continuation) of a training department by showing how |
| certification shows mastery of the HR body of | | | | it contributes to the company's objectives and goals. |
| knowledge as outlined by the Society of Human | | | | To improve a training program, focus on eight key |
| Resources. Candidates should consider if certification | | | | areas when you conduct an evaluation: |
| meets their individual needs at this time. The exam | | | | 1. How well does the subject matter meets the needs |
| itself is quite intensive and covers a wide range of HR | | | | of attendees? 2. Is the current leader the best-qualified |
| knowledge from laws protecting employees to | | | | person to teach the program? 3. Does the leader use |
| complex compensation plans. An example of a future | | | | the most effective methods for maintaining interest |
| exam question is the best situations to train employees | | | | and teaching the content you want taught? 4. Are the |
| in so learning can easily take place. Select the facilities | | | | facilities satisfactory? 5. Is the schedule appropriate for |
| Choose facilities that are appropriate, comfortable, and | | | | participants? 6. Are the teaching aids (audio-visuals, |
| convenient. Avoid rooms that are too small, noisy, or | | | | etc.) effective in holding participants' interest and |
| stuffy, or have uncomfortable furniture. Avoid places | | | | improving communication? 7. Was the program was |
| that are too hot or cold, or that have inconvenient | | | | coordinated effectively? 8. What can you or the |
| locations. Select the instructors. Instructors should know | | | | trainer do to improve the program? |
| the subject, enjoy teaching, communicate well, and be | | | | Most trainers use reaction sheets, which come in |
| effective at getting people to participate. Seek | | | | dozens of formats. Determine what you want to find |
| "learner-oriented" instructors who are focused on | | | | out and design a survey form and scoring sheet to |
| meeting the needs of your trainees. Select and | | | | quantify reactions specifically along those lines. |
| prepare audio-visual aids Audio-visual aids help | | | | Encourage participants to write down their comments |
| participants stay interested and encourage | | | | and suggestions. Strive for a 100% immediate |
| communication. Coordinate the program In some | | | | response. Encourage an honest response by telling |
| cases, an outside trainer will handle the coordination | | | | participants not to write their names on their evaluation |
| details and will teach. In other cases, you or others in | | | | forms. You can develop acceptable standards several |
| your organization will assist with the details of | | | | ways, such as tabulating responses to get a baseline |
| coordination, such as arranging for meals and for | | | | rating. Then, measure your reactions against these |
| materials such as flip charts, handouts, and reaction | | | | standards, and act accordingly to improve the program |
| surveys. Evaluate the program - Plan your approach | | | | if necessary. Finally, communicate these reactions as |
| to evaluating the program's effectiveness. | | | | appropriate to the program trainer or top management, |
| You want to evaluate training programs to determine | | | | so the program can be modified or continued based |
| how effective they have been and how you might | | | | on these results. |
| further improve them. Other reasons for evaluating | | | | |