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. They
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
• Identifying the needs by direct interaction with parents, students , academic scholars,
psychologists to gain insights on the requirements
• Questionnaires for students are framed in such a way that it captures the existing skills that a
student has and skills that they fall short off.
• Past Feedback- feed from previous training program
2. Design of training program
• Post the process of finding the needs, the measurable objectives are set
• Choosing the delivery system-lecture in the classroom, online over the Internet, self-based
workbook
• Design of course strategy---MOTIVATION—”For example, if I want teach the students about
using the Photoshop program, a good way to motivate them is to explain that they can use this
program to make their own photo in a professional work”
3. Development of training program
• Blueprint of the training module is developed and tested if it is viable
• Most of the their training modules are simulation based
• Designing of the activities and workshop for the training modules
• Once the course material is developed they have a steering committee which gives feedback on the
content
• Pilot program with focus groups

4. Implementation training program

• Transforming plan to action
• Training the instructor- comfortable with the content and the way the course has to be rolled out
• Workshop and role play approach to training
• Making sure the learning environment is fully equipped- to carry out photoshop training program the
classroom has to be equipped with computers

• 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?
5. Evaluation of training program

• Interactive classroom---asking question while curating the class to understand the

students are understanding what is being delivered to them
• A test is conducted every week to track the performance
• Final assessment- end of the course. MCQ test should be cleared to get certificate
• Anonymous feedback when the course is over. The feedback form encompasses:-
(a) The course content
(b) The methods used for delivery
( c) Assessment methods-----weekly tests and MCQ
ANALYZING STRATEGIC TRAINING
NEEDS DONE BY
GAP ANALYSIS FOR TRAINING NEED
ASSESSMENT
Step 1: Plan
• On Two Levels
• Individual Level: Identify the skills a job requires and
compare them to an employee’s actual skill level.
• Team/company Level: Determine if the employees
have the skills to work on an upcoming project or if
there is a need to hire externally. This analysis can help
target the employee training programs to develop the
skills needed.
 Sometimes the skill gaps are a product of
unrealistic expectations. Identify the skills needed
by the company by answering two questions:

STEP 2: As a company what skills add value?

IDENTIFY
IMPORTANT What skills do the employees need to do their jobs
SKILLS well now and in the future?

Power School group understands this by surveying

the team members on what skills they think are
missing. This makes the employees feel that they’re
contributing to the company’s growth.
 To measure skill levels, Power School Group uses

•Surveys and assessments.

•Interviews with employees.
•Feedback from performance reviews.
•Skills management software - Skills DB Pro and
STEP 3: MEASURE TrackStar, that makes skills gap analysis much less time-
CURRENT SKILLS consuming.
– Sometimes, a skills gap can result from limited
experience, especially in the case of new hires. In
that case Power School Group does on-the-job
coaching as a way to close the skills gap, instead of
formal training.
 STEP 4: ACT ON THE DATA

• There are two ways to fill skills gaps: training and hiring. So deciding which
approach or a combination of the two that works best for each skill gap, is the
next step.
KIRKPATRICK MODEL OF TRAINING &
EVALUATION

Any time you deliver training to Are your people putting their And, is it positively impacting their
your team, you need to know how learning into practice? role and the wider organization?
effective it's been.
 REACTION

4 LEVELS OF LEARNING
TRAINING
EVALUATION
BEHAVIOUR

RESULTS
L E V E L 1 : R E A C T I O N - P O WE R QUESTIONS that Did you feel that the
Did you think that it
SCHOOL GROUP FOCUSES Power School Group training was worth
was successful?
asks their employees your time?
ON MAKING THEIR
EMPLOYEES FEEL THAT
TRAINING IS VALUABLE.
MEASURING HOW
What were the biggest Did the training session
E N G A G E D T H E Y WE R E , strengths and Did you like the venue accommodate your
HOW ACTIVELY THEY weaknesses of the and presentation style? personal learning
CONTRIBUTED, AND HOW training? styles ?
THEY REACTED TO THE
TRAINING HELPS THE
COMPANY TO
U N D E R S T A N D H O W WE L L What are the three
From what you learned,
THEY RECEIVED IT. IT ALSO Were the training most important things
what do you plan to
activities engaging? that you learned from
ENABLES THEM TO MAKE this training?
apply in your job?
IMPROVEMENTS TO FUTURE
PROGRAMS, BY
IDENTIFYING IMPORTANT
TOPICS THAT MIGHT HAVE What support might
BEEN MISSING. you need to apply what
you learned?
LEVEL 2: LEARNING- LEVEL 2 FOCUSES ON MEASURING WHAT THE TRAINEES HAVE AND
HAVEN'T LEARNED. HOW TRAINING HAS DEVELOPED THEIR SKILLS, ATTITU DES AND
KNOWLEDGE, AS WELL AS THEIR CONFIDENCE AND COMMITMENT. TO MEASUR E HOW MUCH
THE TRAINEES HAVE LEARNED, WE START BY IDENTIFYING WHAT YOU WANT TO EVALUATE.
TRAINING SESSIONS SHOULD HAVE SPECIFIC LEARNING OBJECTIVES

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.

L E V E L 3 : B E H AV I O R - T H I S L E V E L H E L P S O N E T O U N D E R S T A N D H O W WE L L
PEOPLE APPLY THEIR TRAINING. EFFECTIVELY MEASURING BEHAVIOR IS A
L O N G E R - T E R M P R O C E S S T H A T S H O U L D T A K E P L A C E O V E R WE E K S O R M O N T H S
F O L L O WI N G T H E I N I T I A L T R A I N I N G .

01 02
QUESTIONS:- PRACTICES:- 360-degree
• Did the trainees put any of their feedback
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?
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-first 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