training and evaluation

7/29/2019 Training and Evaluation

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Rana ChakraborttyM. Sc , MBA, PGDHRM

Manager

CRP-Mirpur


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What is Training?Training is accepted as a synonymous for all

of the forms of knowledge, skill and attitudinaldevelopment which an adults need to keep pace

with accelerating life involvement and enlarging

concepts ofmans capabilities.

Steinmetz, 1967


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Training?

Training helps tobridge the gapExisting

Skills

Knowledge Attitudes

Required Skills Knowledge Attitudes


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Characteristics of

Training. Training involves a series of planned goal

directed activities.

Training aims at changing the knowledge,

skills and attitudes of the persons so that anindividual can carry out his present jobsatisfactorily or to prepare him for greaterresponsibility in future.

Training outcomes are measurable. Training involves learning process for bringing

about the desired change in the employeebehavior.


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Defining Training &

developmentTraining is defined as any attempt to improve

employee performance on a currently held job or

one related to it. This usually means changes in

specific knowledges, skills, attitudes or

behaviors.

Development refers to learning opportunitiesdesigned to help employees grow.


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Training : Training is the process of increasing the knowledge and skills for doing a

particular job. It is an organised procedure by which people learn knowledgeand skill for a definite purpose. The purpose of training is basically to bridgethe gap between job requirements and present competence of an employee.Training is aimed at improving the behaviour and performance of a person. Itis a never ending or continuous process. Training is closely related witheducation and development but needs to be differentiated from these terms.

Training is the formal procedures which a company uses to facilitate employeeslearning so that their resultant behavior contributes to the attainment of thecompanys goals and objectives. ------------------------------------------------------------------------(Mcghose and Thayer, 1964)

Training is accepted as a synonymous for all of the forms of knowledge, skilland attitudinal development which an adults need to keep pace withaccelerating life involvement and enlarging concepts of mans capabilities. ------------------------------------------------(Steinmetz, 1967)


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Training : The above definitions reveal certain important characteristics of

training. Training involves a series of planned goal directed activities.

Training aims at changing the knowledge, skills and attitudes of thepersons so that an individual can carry out his present job satisfactorilyor to prepare him for greater responsibility in future.

Training outcomes are measurable. Training involves learning process for bringing about the desired

change in the employee behavior. The purpose of training is to bridge the gap between job requirements

and present competence of an employee.


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Education Training

Content Subject oriented. Job oriented.

Scope Broad and general. Narrow and specific.

Nature Education is theoreticalconsisting of concepts

aimed at stimulating

analytical and creative

faculties of the individual.

Training is practicalconsisting of

knowledge and skills

required to perform

specific tasks.

Duration Long duration. Short duration.

Result Delayed and inapparent. Quick and apparent.


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Training Development

Purpose Training is the act of increasing the

knowledge, skills, and attitudes of anemployee for doing a particular job.

Development refers to learning

opportunities designed to improve theoverall personality of an individual.

Contents Technical and mechanical operations. Conceptual and philosophical

concepts.

Focus The focus of training is on the

immediate period to help fix any

current deficits in employees skills.

The focus of development is on the

long term to help employees prepare

for future work demands or career

goals.

Participants Training is meant for operatives (non-

managerial personnel).

Development is meant for executives

(managerial personnel).

Time period Training is a one-shot affair. Development is a continuous process.

Initiative The initiative for training comes from

management. To put it differently,training is the result of external

motivation.

The initiative for Development comes

from the individual himself. To put itdifferently, development is the result

of internal motivation.

Nature of the

process

Training is mostly a preparation to

meet an individuals present needs. It

can thus be seen as a reactive

process.

Development is mostly a preparation

to meet an individuals future needs. It

is thus largely a proactive process.


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TRAINING PROCESS/ Training Cycle

Identifying Training Needs

Setting Training Objectives

Preparing Training Plan

Implementing Training Plan

Program Facilities Methods Trainers

Evaluation of Results


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Training Cycle

Identifyingtraining needs

SettingTraining

Objectives

PreparingTraining plan

Implementingtraining plan

Evaluation ofResult/ Posttraining

Analysis


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Training Need Analysis (TNA)

TNA is a tool toidentify the gapExisting

Skills

Knowledge Attitudes

Required Skills Knowledge Attitudes


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The analysis of training needs aims to define the gap

between what is happening and what should happen. Thisis what has to be filled by training.

What is What should beTRAINING

GAP

* Corporate and functional results

* Knowledge and Skills possessed

*Actual performance of individual

* Corporate and functional standards

* Knowledge and Skills required

* Targets or standards of performance

The gap may consist of the difference between: How the company or department within it is performing

and how it should perform.

What people know and what they should know. What people actually do and what they should do.


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The American Society of Training Directors listseleven techniques for determining training needs.

They are:

a) Observations; b) Management requests; c) Interviews; d) Group conferences; e) Job or activity analysis; f) Questionnaire surveys; g) Tests or examinations; h) Merit or performance ratings; i) Personnel records; j) Business and production reports;

K) Long-range organisational planning.

Techniques For Determining Training Needs


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METHODS OF TRAINING

We may call it types of training-

On-the-job Techniques

Off-the-job Techniques


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On-the-job Techniques.

Coaching

Position rotation Committee assignment

Multiple Management

Selected readings


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Coaching :

Coaching is the continuous process of providing instructions, correcting errorsor giving positive reinforcement. In this method, the superior guides and

instructs the trainee as a coach. The coach or counselor sets mutually agreedupon goals, suggests how to achieve these goals, periodically reviews thetrainees progress and suggest changes required in behavior and performance.It involves several steps.

Identify significant job segments and standards of performance. Tell the employee-trainee how he or she is doing. Select one or more performance areas in which the employee-trainee needs to

improve. Develop a performance-improvement plan. Coach to implement the performance improvement plan.

Position Rotation :

Job instruction training (JIT) is a method developed by the War ManpowerCommission during World War II to train supervisors in large numbers in ashort period of time. In this method, the trainer explains the job to the trainee,allows the trainee to perform the tasks, observes the trainees performance, andthen gives feedback in terms of ways to improve performance. The table belowshows how these steps are outlined on a pocket card for supervisors. The JITmethod uses the principles of distributed learning, rewards, feedback, transfer

of learning to job, and individual differences.


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Committee Assignment :

A permanent committee consisting of trainee executives is constituted. All thetrainees participate ion the deliberations of the committee. Throughdiscussions in committee meetings they get acquainted with different

viewpoints and alternative methods of problem solving. They also learninterpersonal skills.

Multiple Management :

McCormick corporation of Baltimore, USA, developed this technique. Under it

a junior board of young executives is constituted. Major problems are analyzedin the junior board that makes recommendations to the Board of Directors.The young executives learn decision-making skills and the Board of Directorsreceive collective wisdom of the executive team. Vacancies in the Board ofDirectors can be filled from the junior board members who have receivedconsiderable exposure to problems and issues.

Selective readings :

Selective readings constitute an individual self-development program forexecutives. By reading selected professional books and journals, managers cankeep in touch with the latest research findings, theories and techniques inmanagement. Many organizations maintain libraries for their executives andmanagers are encouraged to continually read and improve their skills.


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Off-the-job

Techniques.. Lectures

Case Studies

Group Discussions Role Playing

Management Games

In basket Exercise

Sensitivity Training

Programmed Instruction.


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Lecture:

The lecture method is the oldest and most commonly used techniques for training. These are formally organized talks by an instructor on specific topics. It is used largely to build up basic

theoretical knowledge that must be gained before practice. The method is often supplemented withaudiovisual aids, motion pictures, or television.

Suitable for large audiences where participation of the trainees is not possible because of numbers. Theinformation to be put over can be exactly worked out beforehand even to the precise world. The timingcan be accurately worked out.

Case Study :

Under this method, a real or hypothetical business problem or situation demanding solution is presentedin writing to the trainees. They are expected to identify and analyze the problem, suggest and evaluatealternative courses of action and choose the most appropriate solution. Then, the solution and its

justification are presented to the group, where they will be discussed and defended. The trainer guidesthe discussion and ensures that no relevant fact is overlooked.

In-basket technique:

The in-basket technique is a simulation exercise designed to develop decision-making, problem solving,and organizing ability by placing the trainee at the desk of a manager. The trainee is presented with adescription of the managers job and an in-basket containing correspondence, memos, requests from

other departments, customer complaints, operating statements, and the like. The purpose of the exercise is to introduce the trainee to a realistic workday in the life of a manager and

determine how well the trainee performs in this situation. The trainee works through the in-basket bymaking decisions, determining which material will be given first priority, making recommendations,drafting communications, and giving advice.

At the end, a follow-up discussion is held to evaluate how well the trainee performed and to makerecommendations for improving the trainees managerial skills.


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Sensitivity Training :

This method also called T-Group training and laboratory training. In this method, a small group of

about 8 to 14 individuals work together to develop interpersonal or team-building skills. Meetingshave no agenda, and held away from workplaces, and questions deal with the here and now of thegroup process to describe issues of interest or concern to them. Trainees are put into situations inwhich:

the behavior of each individual in the group is subject to examination and comment by the othertrainees;

the behavior of the group (or groups) as a whole is examined. The trainer is a psychologist; sociologist or a person who has himself received special training. The purpose is to help trainees develop as individuals, to improve listening skills, to gain insights into

why individual behave as they do, or to practice new ways of behaving in an environment wherefeedback and practice are allowed.

Behavior modeling

Behavior modeling is quickly growing as a technique for training managers on interpersonal andcommunication skills. Based on Banduras theory of social learning, the method consists of fourconsecutive components:

attention (watching someone perform a behavior usually through videotapes); retention (processes to help the trainee retain what was observed); motor reproduction or behavioral rehearsal (using role-plays to practice new behaviors); and motivation or feedback/reinforcement (receiving feedback on the behaviors performed). The success of this approach to training is based on the notion that many of us learn by observing

others.


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Group Discussions or Conference

The discussion, or conference, method combines presentation of information withparticipation in small groups (buzz sessions). With the objectives of developingproblem-solving and decision making capabilities and learning about new and complexmaterials, the learner actively participates in discussions with other group members. Thediscussions are oriented toward specific problems or new areas of knowledge selected bythe leader or by the participants. The leader provides guidance and feedback, but noinstruction.

Suitable where the application of information is a matter of opinion. Also when attitudes

need to be induced or changed. Trainees are more likely to change attitudes afterdiscussion than they would if they were told during a talk that their attitude should bechanged. Also suitable as a means of obtaining feedback to the instructor about the wayin which trainees may apply the knowledge learned.

Interactive Video Training

The latest high-tech training method is called Interactive Video Training (IVT). This iscomputer based training with the addition of a videodisc player and a color monitor. Ithas the advantages of CBT plus the ability to use sound and high quality moving picturesto demonstrate learning content and provide problems for trainees to solve.


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Training

Evaluation


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EVALUATION OF TRAINING

Evaluation in whatever language it is defined should involve thefollowing important elements:

Evaluation is a planned process; It aims at improving the Knowledge and skill of the participants,

changing his behavior in the organization, improving other keyresult areas of he organization such as cost of production,absenteeism and turnover rate as well as taking, decisions aboutthe desirability, nature and content of future training.

It involves collection to information from the trainees (on bothpre training and post training situation), from his superiors,his subordinates and peers.

Training is evaluated in terms of objectively variable standards orcriteria.


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LEVELS OF EVALUATION

REACTION

LEARNINGJOB BEHAVIOUR

RESULTS


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1. REACTION: This reflects the feelings of the trainees about the

training programme, its methods, contents, quality ofthe speaker, physical facilities of the programme,

suggestion about what will make the programme moreeffective, etc.


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REACTION: 1.2 Uses

The trainer gets the views of the participants about themethods, contents and nature of the training

programme. This helps him to modify, revise andimprove the subsequent part of the same programmeor the subsequent programmes.

The participants get a common forum to ventilate theirindividual feelings which facilitates the trainers tounderstand the situation and take corrective measureso that communication gap is reduced.


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1.3 Modus operandi for evaluating

reactions Objectives are to be set up in verifiable terms

Data analysis plan should then be decided.

Questionnaires should be designed and developedreflecting the major objectives.

Information about the honest reaction should becollected by making the questionnaire anonymous.

The question should be open-ended and multiple-choice but easy.


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2. LEARNING: This reflects the change in the level of knowledge and/or

skills of this participants during the training program.

2.2 Uses The increase of knowledge and/or skill of trainingprogrammes of the participants in the specific areas ofactivities as a result of the programme is recognized by a largenumber of training institutes as a valid criterion forevaluating their efforts.

By measuring the extent of transfer of learning the

sponsoring organization comes to know how muchknowledge and skill the employees could absorb through thetraining programme.


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2.3Modus operandi for evaluating learning

The tests for learning should reflect the major issues that werediscussed and taught in the training programme.

The questions should be simple and objectives type e. gmultiple choice, true false.

The question should be such that in answering them theparticipants need utilize their understanding of material andjust rote memory.

In order to compare the level of learning control group (notreceiving the training) may be required for the test with the

experimental group Proper rating of the evaluation results with the help of

statistical methods of great significance.


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3. JOB BEHAVIOR: This type of evaluation seeks to determine the change in the job

performance of the participants as a result of training. 3.1Uses. The client organization who sponsors the training and spends

both monetary and human resources on it gets a clearunderstanding about how much benefit it obtains out of thetraining in terms of positive change in job behavior.

The training organizations come to know how much of thelearning imparted by them is applicable to real work situationand what are the major problems in the application of theknowledge and/or skills gathered in the class room to the workplace.


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3.2Modus operandi for evaluating job behaviour Identification of the major performance indices of the

individual employee by which the evaluation has to be made,e.g. number of pieces produced (in case of production

worker), frequency of complaints against the concerned

officer, rate of absenteeism, decision making, preventing andhandling grievances and initiating change. A benchmark study of the performance of the trainee has to

be conducted before the training takes place. A study of the after training performance has to be

conducted allowing a gap of three to four months. The study should cover the following groups viz.the trainee,

the immediate superior of the trainee, trainees peers; andtrainees subordinate.

A centered group (not receiving training) should be used.


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4. RESULTS This types of evaluation seeks to assess the tangible results

of the training programme on the level of organisationalperformance in terms reduced cost, higher productivity,

improved safety, decrease in employee grievances and soon.

4.1Uses.

The client organisations justify the cost involvement in

training process by knowing how this has helped inachieving the organisational goals.

The training institutes justify the repetition of suchprogrammes knowing its real impact in organization level.


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4.2.Modus operandi for evaluation results. Identification of the major indices of the organisational

goals or results by which evaluation has to be made. Thesemay include such indices as reduced costs, improved

efficiency, increased profit, reduction in grievances,reduced turnover, improved quality, increased volume ofoutput and improved capacity utilisation.

A comparative study of the organisational performance of

before training and after training situation should becarried out.

Analysis and communication of the evaluation results tothe client organisations should be made.


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Assessments and the Kirkpatrick

Model : Donald Kirkpatrick

Kirkpatrick developed a model of training evaluationin 1959

Arguably the most widely used approach

Simple, Flexible and Complete

4-level model


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The Four Levels Level I: Evaluate Reaction

Level II: Evaluate Learning

Level III: Evaluate Behavior

Level IV: Evaluate Results

Fifth level was recently added for return on

investment (ROI) but this was not inKirkpatricks original model


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Relationship Between Levels Each subsequent level is predicated upon doing

evaluation at lower level

A Level 3 will be of marginal use, if a Level 2evaluation is not conducted

Only by assessing each level can we yieldactionable results


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Types of Assessments Used at

Each Level Reaction - What Is It? How favorably participants react to the training (Customer satisfaction) Collects reactions to instructor, course, and learning environment Communicates to trainees that their feedback is valued Can provide quantitative information Reaction - What It Looks Like Questionnaire - Most common collection tool Content Methods Media Trainer style Facilities

Course materials Reaction - How to Perform Determine what you want to find out Design a form to collect/quantify reactions Do Immediately Develop acceptable scoring standards Follow-up as appropriate


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Learning - What Is It?

KnowledgeSkillsAttitudes

Learning - What It Looks Like Media used to measure learning: Text Voice Demonstration Methods used to measure learning: Interviews Surveys Tests (pre-/post-) Observations Combinations Learning - How to Perform Use a control group, if feasible Evaluate knowledge, skills, and/or attitudes before and after Get 100% participation or use statistical sample Follow-up as appropriate


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Behavior - What Is It?

Transfer of knowledge, skills, and/or attitude to thereal world

Measure achievement of performance objectives Behavior - What It Looks Like Observe performer, first-hand

Survey key people who observe performer Use checklists, questionnaires, interviews, or combinations Behavior - How to Perform Evaluate before and after training Allow ample time before observing Survey key people Consider cost vs. benefits

100% participation or a sampling Repeated evaluations at appropriate intervals Use of a control group


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Results - What Is It?

Assesses bottom line, final results Definition of results dependent upon the goal of the training program Results - What It Looks Like Depends upon objectives of training program

Quantify Proof vs. Evidence Proof is concrete Evidence is soft Results - How to Perform Use a control group Allow time for results to be realized Measure before and after the program Consider cost versus benefits Be satisfied with evidence when proof is not possible


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1. Higher Productivity 2. Better Quality of Work 3. Less Learning Period

4. Cost Reduction 5. Reduced Supervision 6. Low Accident Rate

7.High Morale

8. Personal Growth 9. Improved Organizational Climate

IMPORTANCE OF TRAINING


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Any Query ?


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Thank You

training and evaluation

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