| Tracking employee training and measuring training | | | | Competency Based |
| effectiveness is a key objective of any training and | | | | To hit your target metrics as defined above, perhaps a |
| development department. Naturally, you want to | | | | support agent must be knowledgeable and competent |
| ensure your investment in training of new hires and | | | | in a) the use of the phone queue system and b) |
| current employees delivers the expected results. One | | | | product knowledge for whatever widget or service |
| of the ways to assess the effectiveness of employee | | | | they are supporting. The training you create, deliver |
| training is by establishing quality Key Performance | | | | and track would obviously be based upon around |
| Indicators (KPI). When created and tracked properly, | | | | these competency areas to ensure mastery of the |
| they serve as a benchmark to measure and improve | | | | subject matter. |
| progress towards a set of broader based goals or | | | | Linked to Proficiency |
| objectives. Many organizations find it hard to come up | | | | So you have created and delivered training by |
| with good KPI's, if any at all. In order to move beyond a | | | | competency levels. You track employee training and |
| "tick the box" training strategy and drive real results | | | | see that by assessment results, most all are deemed |
| from the efforts, you must create quality KPI's based | | | | "competent". Does this mean that in the actual |
| on a number of moving parts. While you can report on | | | | application of their knowledge they are proficient? This |
| goals, competencies and proficiencies within your | | | | is often a missing component in many training |
| talent, performance or training management system, it | | | | programs and requires "offline", on-the-job |
| is the synchronization of all these moving parts and | | | | performance measurement. Creating a scoring system |
| linking this all back to the original training plans that is | | | | whereby agents are graded by supervisors in live |
| often a challenge. | | | | situations and linking this feedback to the agent's |
| Quality KPI's for tracking employee training | | | | training transcript helps ensure that the training |
| effectiveness should be: a) measurable and | | | | investments and activities working towards delivering |
| quantifiable b) competency based c) linked to | | | | the intended results. |
| proficiency and d) mapped to organizational and | | | | Mapped to Organizational and Employee Goals |
| employee goals. Let's use a customer support and | | | | Organizationally, from the customer support |
| service scenario as an example in creating quality | | | | perspective, you may have a goal of 100% customer |
| KPI's to measure the effectiveness of your related | | | | satisfaction and 0 complaints, as measured in your |
| training programs. | | | | quarterly customer survey. Each employee has a set |
| Measurable and Quantifiable | | | | of goals that roll up into the bigger picture. If customer |
| Some key metrics to measure and quantify are likely | | | | satisfaction is determined by how quickly a customer's |
| very tactical in nature: a) call service levels b) call | | | | call is answered and how fast their problem is |
| abandon rates and c) call resolution times. Let's say | | | | resolved, then we've correctly identified the right |
| you aim ensure 100% of all calls are answered on the | | | | metrics that drive these results, understood what |
| first ring, 0 calls are abandoned and 100% of calls are | | | | competencies "move the needle" on our metrics and |
| resolved in under 5 minutes. Aggressive metrics you | | | | ensured our competencies become "proficiencies" |
| have here, but definitely measurable and quantifiable. | | | | through on-the-job performance measurement. |