Employee Relations Training:


A employee relations training contract can be made with the employee.

In some trainings, it can also be helpful to ask participants to enter into a fictitious contract to make the desired change. For example, in a Time Management training, all participants may be asked to contract the change they will make in using time effectively. This fictitious contract may include these four questions:

 Of all the problems I’ve had with time, I think the most time-consuming issue is.

 I’m wasting time on this topic because.

 This time-wasting situation occurs because I.

 Therefore, I have to.

 A copy of one of the contracts is put in an envelope to be sent to the trainer and the other to the participant later. Because participants are committed to a change, they often tend to try to bring that change to life. They also know that the contract will be sent to them six weeks after training!

 Time Management

In addition, a follow-up survey can be sent to the participants regarding all Time Management areas listed in the training (such as setting priorities, using the phone effectively…). Participants are asked to describe the efforts they have made to make changes in each area, explain whether they are effective and whether they continue to do so. Finally; They may also be asked to calculate how much time they have saved in a week due to the changes they have implemented.

 Contract, reminder and follow-up processes; It can be a good focal point and support for participants in a change effort.

Evaluation is a limited tool, but do we have another option? Although we know that the evaluation of training outcomes is a limited tool, we are also aware that we have no choice but to use it. Therefore, it is necessary to use this tool as efficiently as possible. 

what different steps do we need to consider in this case?

 First, it is necessary to decide which different levels of assessment (trainee, trainer, training manager, and organization) will be considered, when and what type of assessment (reaction, learning, impact, and efficiency) will be considered. Now let’s review what can be done step by step:

 At The End Of The Training, A Survey hould Be Done To Measure The Response Level, But How?

This questionnaire should be prepared with great care. Participants should be asked questions to express their opinions freely while they are asked to evaluate certain issues with notes (for example, meeting goals and expectations, relevance of training materials, links to the work of the program). It would be appropriate to prepare a special form for open-ended questions. For example;

“How effective was the program?” instead of “What are your views on the effectiveness of the program?” It would be more appropriate to ask. After this question, “Can you please explain the reasons for this thought?” Asking the question can enable the participant to express their ideas freely and to collect different data.

 Before the participants fill out the evaluation questionnaire; should be briefed on the role of evaluation in the curriculum, how it will contribute to the design of better programs in the future, why genuinely candid opinions are important.

negatively affect objectivity

 It is also very important to ensure that participants are left alone when they begin to give their answers. Particularly, the fact that the trainer is physically close to the participants during the completion of the forms can negatively affect objectivity. Usually, one or two participants; they can express some ideas that others do not express but that are in their minds.

It would be appropriate to ask the participants to discuss their ideas about the assessment in small groups of five or six to allow such ideas on the other side of the coin to surface. This can help uncover some unspeakable ideas. Meanwhile, the participants of the evaluator,

 General Summary

At the end of the discussion, the evaluator can make a general summary, drawing attention to common ideas and points for further consideration.One of the traditional methods of evaluating educational results; is to ask the participant’s manager to interpret the behavior change after the training.

When managers are asked for their opinions, they are willing to express whether the change has taken place or not. This allows it to be understood whether the training is reflected in the work or not. In the case of positive change, this provides support for the supervisor to encourage the participant. Meanwhile, in environments where positive changes exist, the supervisor should always be asked to give feedback to the participant.

When there is no behavioral change after the training; or when the behavior change occurs negatively, the reason for this can be analyzed by exchanging ideas with the supervisor. The manager may then be asked to create a coaching plan.

For Example

This method can also be used for coworkers who are observers. For example, people participating in the training as observers may be asked to fill out a form. Assuming that the training is given on Presentation Techniques, the form is; publicity may include the clarity of materials and the use of visual materials.

From the observers; Participants are asked to rate their status before and after the training from “ineffective” to “very effective” (between 1 and 5). Then, the results are analyzed and feedback is provided to the participant. Although the comments received are mostly “friendly”, we can see that they also contain some specific suggestions. This is feedback that the participant would not normally encounter and that can be really helpful.



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