The MST Training Audit Scorecard approach is used to provide an assessment of current training programs for clients.  The audit is based on industry best practices in training and requires active cooperation from clients in order to achieve the greatest benefit.
 
MST, through extensive experience in industrial training consulting and examination of industry best practices, has developed the Training Audit Scorecard content to provide a structured analysis approach to estimate the current health of a company’s training program, and more accurately develop recommendations that will address the areas wherein lie the greatest opportunity for improvement. 
 
Despite the highly diverse nature of training programs, effective training organizations typically have commonalities to which they owe much of their success.  In working with and helping to build effective training organizations, the following characteristics seemed to be the most common, and comprise the content of what MST has labeled the “Model Training Program.”

The Model Training Program:

• Training solutions are built on opportunities to improve performance.
• Training solutions are only built to address performance problems – training does not take place for the sake of training.
• The value of training can be measured, or at least estimated, after training occurs. 
• The true cost of training is known, including opportunity costs and effects on morale.
• Training content is designed in alignment with the best practices of instructional methodology.
• Training utilizes practice that develops skills that are in turn used often enough to stay sharp.
• The training organization does not exist to create a “warm and fuzzy” feeling, but rather to develop or improve skills that will have a measurable impact on business results. 
• Training instructors are highly qualified and are given adequate time to prepare to deliver training. 

Using this model as a foundation, we have built a systematic audit approach that in effect benchmarks any training organization to the model above.  Key variables and descriptors of each ranking have been defined for each to remove as much subjectivity as possible from the process.

The audit is categorized into six key areas:

• Training Needs Analysis
• Training Design and Content Development
• Training Delivery/Implementation
• Training Management and Administration
• Training Improvement Processes
• Organizational Factors

For an example of our methodology, we have outlined our approach targeting the first of the six crucial areas; the Training Needs Analysis.

Training Needs Analysis:
 
Goal:  To identify opportunities where training can be used to increase employee performance.
 
The training needs analysis phase is the most critical stage because it provides the direction for the training solutions that are identified and implemented.  A failure to properly perform the training needs analysis can sabotage a well-intentioned training program or project.  
 
The five criteria that the MST training audit uses to provide an overall grade for the Training Needs Analysis category are as follows:

1. Job tasks are identified and well-defined for all employees.  If the purpose of training is to improve job performance, it would be illogical to develop training solutions when the job tasks are not well-defined.  Many times an employee does not perform well because she does not understand the parameters of their responsibilities on the job. 
2. Skills required to perform job tasks are accurately defined.  This is often a more difficult step in performing a training needs analysis, as it is more complex to understand the skills needed to perform a task than to understand the task itself.  However, since effective training always addresses a skill gap, it is critical to reach a consensus on the skills needed to perform at a high level for each job. 
3. Current skill inventory and gaps have been completely and accurately defined.  This step is very helpful in establishing training priorities.  If an understanding of basic hydraulic systems is identified to be a critical skill in performing in a maintenance role, but all of the maintenance personnel possess strong hydraulic knowledge, the development and implementation of basic hydraulic training may be a lesser priority than for other skills.  Understanding the levels and types of skills possessed by current personnel is vital in preventing unnecessary training and ensuring that the most critical training occurs first. 
4. Job tasks and skills are prioritized using a systematic analysis approach.   Similar to #3 above, this step is important in prioritizing training needs.  Critical tasks and their relative critical skills should be addressed first.  If a systematic system to prioritize job tasks and skills is not used, there is a significant chance the assumptions used to prioritize the training program will be incorrect. 
5. The purpose of training is to address skill gaps.  Training will be effective in improving performance only if the performance problem is due to a lack of skill.  Training will not correct poor management practices, erosion of skill due to limited opportunities to use that skill on the job, or a non-supportive environment.  Analysis must be done before training development and implementation occur that will ensure that training is the best solution to the problem.

This audit should be thought of as an ally for the in-house training organization.  Clear and substantiated recommendations will be given at the conclusion of the audit, and will expose the areas where more resources and attention given to training will result in cost-effective improvements.

To observe a partial Training Audit Scorecard click here.