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P OWER SCHOOL

G ROU P
NAME: L AV N E E T K A U R L A M B A
O R G A N I Z AT I O N : P O W E R S C H O O L G R O U P L L C
D E S I G N AT I O N : R E G I O N A L C O R P O R AT E T R A I N E R - TA L E N T
DEVELOPMENT
E X P E R I E N C E I N C U R R E N T O R G A N I Z AT I O N ( I N M O N T H S ) : 1 1
MONTHS.
O V E R A L L E X P E R I E N C E ( I N M O N T H S ) : 8 8 M O N T H S T O TA L ; 6 2
M O N T H S I N L & D.
WHAT DOES THIS POWER SCHOOL DO
• PowerSchool believes in the simple truth that every student deserves the best opportunities in
life.
• Its mission is to power the education ecosystem with unified technology that helps educators
and students realize their potential, in their way. From the back office to the classroom to the
home, PowerSchool helps schools and districts efficiently manage instruction, learning, grading,
attendance, assessment, analytics, state reporting, special education, student registration, talent,
finance and HR.
• Today, PowerSchool is proud to be the leading provider of K-12 education application
technology supporting over 45 million students in over 70 countries.
• K12 provides online education solutions for students in pre-K through 12th grade. We believe
every student is uniquely brilliant and deserves a high-quality education to help them thrive
in school and ultimately be prepared for post-secondary education or going on to a career.
CONT..

• PowerSchool started as the first web-based student information system, through industry
changing user interface and mobile apps, to Student Information Systems and Unified Classroom
platform.
• They have a history of leading the education technology industry, and are pleased to be
delivering industry-first unified solutions that broke down technology barriers for schools and
districts giving educators a complete set of tools to unlock student potential.
• Power school has of1950+ talented professionals consisting of dedicated and passionate
product managers, software engineers and architects, directors, technical support, service
professionals, recruiters, finance gurus, solution sales specialists, and marketing masters.
TRAINING PROCESS
TRAINING PROCESS
1. Analyzing strategic training needs
• An analysis of needs may be conducted by interviewing line managers, frontline service employees or
customers.
• Observing the behavior of frontline employees and on that basis performing a gap analysis is also a good
alternative.
• Listing tasks that new employees need to learn.
• To best optimize the value of the program, it is important to align these needs with the organization’s
strategic goals.
• Listing supplies, workspace and equipment necessary for learning on each task
2. Design and development of training program
• Once the needs have been identified, measurable objectives are set.
• These should include desired behavioral changes as well as the desired organizational impact.
• Once these are in place, the training program is designed and developed.
3. Delivery and implementation of training program
• Effective training includes pre-training motivation for the course, a follow-up process with feedback
on behavioral changes,
• Involvement of customers and line managers in anchoring the training, and identification and removal
of barriers to implementation of new behavior.
• The elements which are outside the actual course itself are more than 60 per cent of the success of
any training program.
4. Measure and evaluate training outcomes
• Measuring, tracking and evaluating the training program are key components in effective training
program.
• Collecting base-line data before the beginning of the training
• Immediate assignments and taking performance feedback
• Periodically review employee competence with each task
• As part of an evaluation, you can then ask questions such as: Was the training effective? Did it change the
behavior, improve the service value or any of the other strategic needs it intended? Which parts of the training
were effective, and which were not?
EVALUATING THE
TRAINING
EFFECTIVENESS

• It is only possible to assess


the effectiveness of a
training program through
proper evaluation.
Any time you deliver training to your
team, you need to know how effective
it's been.

Are your people putting their learning


into practice?
KIRKPATRICK
MODEL OF
And, is it positively impacting their role
TRAINING &
and the wider organization?
EVALUATION
4 LEVELS OF REACTION
LEARNING
TRAINING BEHAVIOUR
EVALUATION RESULTS
LEVEL 1: REACTION - Y O U WA N T P E O P L E T O F E E L T H A T
T R A I N I N G I S VA L UA B L E . M E A S UR I N G H O W E N G A G E D T H E Y WE R E , H O W
A C T I V E L Y T H E Y C O N T R I B UT E D , A N D H O W T H E Y R E A C T E D T O T H E TR A I N I N G
H E L P S Y O U T O UN D E R S T A N D H O W WE L L T H E Y R E C E I V E D I T . I T A L S O E N A B L E S
Y O U T O M A K E I M P R O V E M E N T S T O F UT UR E P R O G R A M S , B Y I D E N T I F Y I N G
IMPORTANT TOPICS THAT MIGHT HAVE BEEN MISSING.
QUESTIONS
• Did you feel that the training was worth your time?
• Did you think that it was successful?
• What were the biggest strengths and weaknesses of the training?
• Did you like the venue and presentation style?
• Did the training session accommodate your personal learning styles ?
• Were the training activities engaging?
• What are the three most important things that you learned from this training?
• From what you learned, what do you plan to apply in your job?
• What support might you need to apply what you learned?

LEVEL 2: LEARNING- LEVEL 2 FOCUSES ON MEASURING WHAT YOUR
TRAINEES HAVE AND HAVEN'T LEARNED. HOW TRAINING HAS DEVELOPED TH EIR SKILLS,
ATTITUDES AND KNOWLEDGE, AS WELL AS THEIR CONFIDENCE AND COMMITM ENT. TO
MEASURE HOW MUCH YOUR TRAINEES HAVE LEARNED, START BY IDENTIFYIN G WHAT YOU
WANT TO EVALUATE. TRAINING SESSIONS SHOULD HAVE SPECIFIC LEARNING OBJECTIVES , SO
MAKE THOSE YOUR STARTING POINT.

• Measurement and evaluation is simple and straightforward for any group size.
• Control group to compare.
• Exams & interviews prior to and immediately after the training.
• Observations by instructors
• A distinct clear scoring process is in order to reduce the possibility of inconsistent evaluation
reports.
• Electronic type examinations can be carried out.
• An interview is carried out before and after the assessment.
LEVEL 3: BEHAVIOR -THIS LEVEL HELPS YOU TO UNDERSTAND
HOW WELL PEOPLE APPLY THEIR TRAINING. EFFECTIVELY MEASURING BEHAVIOR IS A LONGER-
TERM PROCESS THAT SHOULD TAKE PLACE OVER WEEKS OR MONTHS FOLLOWING THE INITIAL
TRAINING.

QUESTIONS:-
• Did the trainees put any of their learning to use?
• Are trainees able to teach their new knowledge, skills or attitudes to other people?
• Are trainees aware that they've changed their behavior?

PRACTICES:- 360-degree feedback


LEVEL 4: RESULTS - OVERALL SUCCESS OF THE TRAINING MODEL BY
MEASURING FACTORS SUCH AS LOWERED SPENDING, HIGHER RETURNS ON IN VESTMENTS,
IMPROVED QUALITY OF PRODUCTS, LESS ACCIDENTS IN THE WORKPLACE, M ORE EFFICIENT
PRODUCTION TIMES, AND A HIGHER QUANTITY OF SALES.

• PRACTICES AT POWERSCHOOL:-
-- KIRKPATRICK MODEL BACKWARDS-irst stating the results that they want to see,
and then developing the training that is most likely to deliver them. This helps to prioritize the
goals of the training and make it more effective.
FACTORS:-
Higher quality ratings
Increased customers