Delivering breakthrough sustainable results for our clients sits at the very heart of the Katalyst business and over the years we have learned and clearly identified the critical success factors required to create high performance organisations. Our proven success formula is effectively applied across a wide range of multiple client sectors, from Health and Beauty, to Energy, IT, Telecommunications, Food and Beverage and Media to mention just a few. The clients we work with set high expectations on building high trust partnerships and effective engagement with their culture, business and employees. We are continuously measured on results deliverable and ROI performance and it is by delivering sustainable profitable results for our clients we have grown our corporate client base to the quality and size it is today. Each year our clients evaluate the added value derived from the Katalyst partnership using a number of different criteria and on each occasion we have to clearly demonstrate measureable impact. The fact we are again and again re-hired by many of our clients speaks for itself. Many of our clients have been strategic partners to Katalyst for over a decade and have deployed us far and wide based on a profound trust and proactivity towards enabling their success, which is the best testimonial we could wish for...
Our consistent results deliverable also transcends different cultures; we have successfully applied our key programme principles in Europe, emerging markets Asia e.g. Vietnam, China, Thailand and developed markets such as Australia and the USA. Our methodology and unique approach cuts through organisation demographic challenges with the emerging differences in ages groups within organisations Katalyst recognises the different requirements and needs of Generation X and Y which is often talked about (little understood) and their different responses to learning e.g. (using social media networking sites and portals for learning and development e.g. Facebook, My Space, Twitter, Linked-in, YouTube) Through our blended learning strategies we clearly identify skills and knowledge transfer systems that work for your business and ultimately deliver results.
A critical success factor for Katalyst is our deep understanding of an individual’s motivation strategy. By clearly identifying the motivation strategy of the individual and the organisation we are able to create clarity of focus, well formed outcomes and compelling goals which are aligned to the requirements of the client - this accelerates momentum, creates synergy and drives business success.
They say that Thought x Feeling = Reality... Our job is to help people focus on the quality of their thinking and self talk, identifying what they can truly become, remove limiting beliefs and road blocks and focus on igniting a passion for results and developing achievers edge. When this is effectively combined with our unique sustainability strategy, coaching, Goaltrak and Celebrate Success Days we arrive at an amazing destination where people change their thinking and behaviours and thus their results. The self esteem and confidence of individuals, team and organisations increases directly through this highly effective strategy and delivers the high performance organisation - click here to see case studies
Today many of the businesses we work with have world class process, systems, R&D, technology infrastructure. However, we are beginning to reach the outer limits on process re-engineering, task management and systems and entering into an incremental phase of benefits through our continuous tweaking of these parameters. Managers too easily get trapped inside two stifling boxes – organisation norms and limiting beliefs. The vision of the future takes us to exploring the MIND and learning how to control our thinking, whilst managing behaviours in the moment to create Self Mastery. When this inner journey is combined with purposeful leadership and a clear sense of organisation vision then we have an exciting opportunity to create something quite extraordinary that makes a difference. Katalyst demonstrates how breaking out of personal limitations cracks the organisational confines to achieve corporate and career breakthroughs and repeat them.
Today’s challenges cannot be resolved at the Level of thinking that gave rise to them
Albert Einstein
Creating competitive edge in the market is a daily battle fought every day on our supermarket shelves and across all business sectors and channels. Organisations are continuously searching for that illusive magical USP, consumer insight or differentiating factor which will drive market share and penetration. These are laudable tenets, however, many miss the opportunity to explore the less tangible opportunities to create employee mindset and behaviours which deliver business competitive edge in the market.
Katalyst has taken excellent process, models, systems, skills and knowledge (the task stuff) and combined it with the (soft stuff) compelling change stories, behaviour transformation to create something truly remarkable that consistently works. By harnessing Heart “why it matters” combined with Head “why you do it” and Hand “what you do” we have created a recipe for success in any organisation that is hungry and committed to step change business results and organisation performance.
The real benefits of training and coaching come from improved performance – traditionally the hardest training outcome to forecast or measure. The intervention must pay off in measurable business results.
Some of the major categories of benefits you can expect as a result of Katalyst training and consulting solutions...
Labour savings occur where, as a result of the training and coaching, less effort is needed to achieve current levels of output. Katalyst leverage talent from your people and apply it to best effect, improving organisational efficiency and effectiveness. Examples of labour savings include:
Productivity increases occur where, as a result of training and coaching, additional output can be achieved with the same level of effort. The focus, motivation and momentum resulting from Katalyst input drives effectiveness and productivity. Examples of productivity increases resulting from Katalyst solutions:
Cost savings can be achieved in a variety of ways, not just through savings in labour. Building strong company culture, lower staff turnover
The financial impact of the business results is an increasingly important issue and can be measured as ROI over a specified time period. Katalyst training and consulting solutions consistently deliver benefits significantly outweighing costs and the results deliverable have a strong impact on ROI
We wanted to work in partnership with a like minded organisation that had a proven track record in Commercial Team Development with outstanding results and ROI but was flexible and pragmatic enough to adapt to Shell needs
Richard Davies, General Manager, Shell Bitumen Sustainable Development
Your reply may be along the lines of 'to be facilitating world-class business performance through learning'. Whatever your current training operating model for achieving this; centralised, decentralised, outsourced or any combination of these, achieving sustainable performance improvement is difficult where all the various stakeholders are not systematically integrating their contributions. Katalyst engages key stakeholders and engages your people at all levels to enable maximum effect.
Achieving consistent effectiveness in behaviour transformation and skills transfer is made possible by our unique sustainability strategy which creates compelling buy-in from your employees to the change agenda and through our motivational measurement tools such as Goaltrack.
We can assist you in any aspect of L&D strategy through our Katalyst L&D Consultancy service, covering such areas as developing and embedding a learning culture, implementing a holistic learning transfer system, implementing blended learning programmes, developing learning portals and so on
The four levels of Kirkpatrick's evaluation model essentially measure:
All these measures are recommended for full and meaningful evaluation of learning in organizations, although their application broadly increases in complexity, and usually cost, through the levels from level 1-4.
This grid illustrates the basic Kirkpatrick structure at a glance. The second grid, beneath this one, is the same thing with more detail.
Level |
Evaluation type (what is measured) |
Evaluation description and characteristics |
Examples of evaluation tools and methods |
Relevance and practicability |
1 |
Reaction |
Reaction evaluation is how the delegates felt about the training or learning experience. |
'Happy sheets', feedback forms. Verbal reaction, post-training surveys or questionnaires. |
Quick and very easy to obtain. Not expensive to gather or to analyse. |
2 |
Learning |
Learning evaluation is the measurement of the increase in knowledge - before and after. |
Typically assessments or tests before and after the training. Interview or observation can also be used. |
Relatively simple to set up; clear-cut for quantifiable skills. Less easy for complex learning. |
3 |
Behaviour |
Behaviour evaluation is the extent of applied learning back on the job - implementation. |
Observation and interview over time are required to assess change, relevance of change, and sustainability of change. |
Measurement of behaviour change typically requires cooperation and skill of line-managers. |
4 |
Results |
Results evaluation is the effect on the business or environment by the trainee. |
Measures are already in place via normal management systems and reporting - the challenge is to relate to the trainee. |
Individually not difficult; unlike whole organisation. Process must attribute clear accountabilities. |
This grid illustrates the Kirkpatrick's structure detail, and particularly the modern-day interpretation of the Kirkpatrick learning evaluation model, usage, implications, and examples of tools and methods. This diagram is the same format as the one above but with more detail and explanation:
Evaluation level and type |
Evaluation description and characteristics |
Examples of evaluation tools and methods |
Relevance and practicability |
1. Reaction |
Reaction evaluation is how the delegates felt, and their personal reactions to the training or learning experience, for example: Did the trainees like and enjoy the training? Did they consider the training relevant? Was it a good use of their time? Did they like the venue, the style, timing, domestics, etc? Level of participation. Ease and comfort of experience. Level of effort required to make the most of the learning. Perceived practicability and potential for applying the learning. |
Typically 'happy sheets'. Feedback forms based on subjective personal reaction to the training experience. Verbal reaction which can be noted and analysed. Post-training surveys or questionnaires. Online evaluation or grading by delegates. Subsequent verbal or written reports given by delegates to managers back at their jobs. |
Can be done immediately the training ends. Very easy to obtain reaction feedback Feedback is not expensive to gather or to analyse for groups. Important to know that people were not upset or disappointed. Important that people give a positive impression when relating their experience to others who might be deciding whether to experience same. |
2. Learning |
Learning evaluation is the measurement of the increase in knowledge or intellectual capability from before to after the learning experience: Did the trainees learn what what intended to be taught? Did the trainee experience what was intended for them to experience? What is the extent of advancement or change in the trainees after the training, in the direction or area that was intended? |
Typically assessments or tests before and after the training. Interview or observation can be used before and after although this is time-consuming and can be inconsistent. Methods of assessment need to be closely related to the aims of the learning. Measurement and analysis is possible and easy on a group scale. Reliable, clear scoring and measurements need to be established, so as to limit the risk of inconsistent assessment. Hard-copy, electronic, online or interview style assessments are all possible. |
Relatively simple to set up, but more investment and thought required than reaction evaluation. Highly relevant and clear-cut for certain training such as quantifiable or technical skills. Less easy for more complex learning such as attitudinal development, which is famously difficult to assess. Cost escalates if systems are poorly designed, which increases work required to measure and analyse. |
3. Behaviour |
Behaviour evaluation is the extent to which the trainees applied the learning and changed their behaviour, and this can be immediately and several months after the training, depending on the situation: Did the trainees put their learning into effect when back on the job? Were the relevant skills and knowledge used Was there noticeable and measurable change in the activity and performance of the trainees when back in their roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer their learning to another person? Is the trainee aware of their change in behaviour, knowledge, skill level?
|
Observation and interview over time are required to assess change, relevance of change, and sustainability of change. Arbitrary snapshot assessments are not reliable because people change in different ways at different times. Assessments need to be subtle and ongoing, and then transferred to a suitable analysis tool. Assessments need to be designed to reduce subjective judgement of the observer or interviewer, which is a variable factor that can affect reliability and consistency of measurements. The opinion of the trainee, which is a relevant indicator, is also subjective and unreliable, and so needs to be measured in a consistent defined way. 360-degree feedback is useful method and need not be used before training, because respondents can make a judgement as to change after training, and this can be analysed for groups of respondents and trainees. Assessments can be designed around relevant performance scenarios, and specific key performance indicators or criteria. Online and electronic assessments are more difficult to incorporate - assessments tend to be more successful when integrated within existing management and coaching protocols. Self-assessment can be useful, using carefully designed criteria and measurements. |
Measurement of behaviour change is less easy to quantify and interpret than reaction and learning evaluation. Simple quick response systems unlikely to be adequate. Cooperation and skill of observers, typically line-managers, are important factors, and difficult to control. Management and analysis of ongoing subtle assessments are difficult, and virtually impossible without a well-designed system from the beginning. Evaluation of implementation and application is an extremely important assessment - there is little point in a good reaction and good increase in capability if nothing changes back in the job, therefore evaluation in this area is vital, albeit challenging. Behaviour change evaluation is possible given good support and involvement from line managers or trainees, so it is helpful to involve them from the start, and to identify benefits for them, which links to the level 4 evaluation below.
|
4. Results |
Results evaluation is the effect on the business or environment resulting from the improved performance of the trainee - it is the acid test. Measures would typically be business or organisational key performance indicators, such as: Volumes, values, percentages, timescales, return on investment, and other quantifiable aspects of organisational performance, for instance; numbers of complaints, staff turnover, attrition, failures, wastage, non-compliance, quality ratings, achievement of standards and accreditations, growth, retention, etc. |
It is possible that many of these measures are already in place via normal management systems and reporting. The challenge is to identify which and how relate to to the trainee's input and influence. Therefore it is important to identify and agree accountability and relevance with the trainee at the start of the training, so they understand what is to be measured. This process overlays normal good management practice - it simply needs linking to the training input. Failure to link to training input type and timing will greatly reduce the ease by which results can be attributed to the training. For senior people particularly, annual appraisals and ongoing agreement of key business objectives are integral to measuring business results derived from training. |
Individually, results evaluation is not particularly difficult; across an entire organisation it becomes very much more challenging, not least because of the reliance on line-management, and the frequency and scale of changing structures, responsibilities and roles, which complicates the process of attributing clear accountability. Also, external factors greatly affect organisational and business performance, which cloud the true cause of good or poor results. |
Since Kirkpatrick established his original model, other theorists (for example Jack Phillips), and indeed Kirkpatrick himself, have referred to a possible fifth level, namely ROI (Return On Investment). In my view ROI can easily be included in Kirkpatrick's original fourth level 'Results'. The inclusion and relevance of a fifth level is therefore arguably only relevant if the assessment of Return On Investment might otherwise be ignored or forgotten when referring simply to the 'Results' level.
Learning evaluation is a widely researched area. This is understandable since the subject is fundamental to the existence and performance of education around the world, not least universities, which of course contain most of the researchers and writers.
While Kirkpatrick's model is not the only one of its type, for most industrial and commercial applications it suffices; indeed most organisations would be absolutely thrilled if their training and learning evaluation, and thereby their ongoing people-development, were planned and managed according to Kirkpatrick's model.
