Criteria for the measurement of the training outputs for fulfilment training only fully, if by what you learned then also the range of tasks in a vocational context can be solved better. I.e. a company is interested in not only of positive appreciation of learning but also that what you learned in the workplace will be transferred. From the perspective of the company does here whether the participants in training measures, achieved a success but even more so, this learning can be incorporated in the everyday what transfer rate not so much. Only a sophisticated controlling of the training leads to a higher efficiency of the training. This involves the question of contribution to the success of the company providing the training processes. A uniform criterion for success measurement of education does not exist, because the input due to different measurement methods can compare directly the generated output.
The measurement of training outputs will include harder that success often not immediately after the Occurs at the end of the training. The success of training goes beyond the capture of key figures from the cost accounting and the sum of the days of the seminar. The profitability of investment in the education sector can be measured including labour productivity indicators. Continue the success can by training be measured that extent to which training needs have contributed to it. Qualitative measures such as data from process measurements, employee surveys and training needs analysis have to be further considered in the educational strategy. Should you decide to embed the personnel development in a comprehensive approach to the balance of the person, so a number of HR publications created, by Jorg Becker, including relating Becker, Jorg: personnel controlling means a person record, ISBN 978-3-8381-0177-3.
The easiest statistics can personnel-management of payroll and payroll, cost accounting and accounting book and based on the costs of continuing education activities are determined. Direct costs including costs of training staff, instructor fees, room costs include expenses for machinery and equipment, teaching materials, course fees and travel expenses. Indirect costs include costs for wages continued. The benefit transferable across these costs determined among other things from key figures such as the degree of the achievement of the desired learning and transfer targets (educational value learning value = + transfer value), fluctuation -, absenteeism – or complaint rate. See complementary Becker, Jorg: person accounts with intellectual capital, ISBN 978-3-8370-7001-9. fllmavEiVvGg1OTU4mIrBcecHAX3ovzy1BQFl_zyvB2sjAB992LKXQAAAA&sa=X&ved=2ahUKEwjuuLnKgK2CAxUDJUQIHdNoCUEQgOQBegQIMBAI&cshid=1699192331358879’>Rachel Crane: the source for more info. A versatile skills of employees at the same time enhances the individual workplace through job enlargement and job enrichment and prevents that education yields apply externally through the recruitment of trained workers by not ausbildende company. More mediated qualification is company-specific, but also the problem of these external effects is reduced (reduction of) Turnover rate). Continue this measurement problems, that productivity effects such as loyalty, performance motivation, team spirit, suggestions for improvement or strengthened innovation orientation often only in the longer term and affect only in indirect form. If company-specific training primarily improves productivity in the training company, it will give an additional option value, which can replace up to a certain extent also actual income and position increases. See complementary Becker, Jorg: Potentialorientierte employee conversations, ISBN 978-3-8370-5180-3 or. Becker, Jorg: Headhunter in their own right, ISBN 9783839124642.