ASSIGNMENT ON TRAINING

AND
DEVELOPMENT
“EVALUATION METHODS FOR DIFFERENT TRAINING METHODS (NEED FOR EVALUATION)”

SUBMITTED TO:
Mr. Yogendra Singh Kataria

SUBMITTED BY:
Nitika Kataria

EVALUATION METHODS FOR DIFFERENT

TRAINING METHODS
The Evaluation of any training program has certain aims to fulfill. These are concerned with the
determination of change in the organizational behavior and the change needed in the
organizational structure. Hence evaluation of any training program must inform us whether the
training program has been able to deliver the goals and objectives in terms of cost incurred and
benefits achieved.

IDENTIFICATION OF TRAINING NEEDS

Any training program must take into consideration three fundamental behavioral aspects:
Organization, people, and environment as far as organization are concerned their survival rests
on a certain minimum achievement of goals and objectives which are pre defined to customers
owner’s employees etc. All these factors are continuously interacting with the organization
whose objectives and goals have been formulated so to benefit the members of the
organization intermittently. The second assumption that needs to taken into consideration is
the fact that these objectives can be achieved only through harnessing the abilities of its
people. Releasing potential and maximizing opportunities for development. In others words,
the achievement of objectives and goals can be effectively achieved only if people within the
organization possess adequate skills and abilities. If they do not possess the skills and abilities
required the objectives and goals efficiently. Hence proper assessment of the abilities and skills
of the employees must be considered before any training program to be formulated.

The third assumption is to assess the capability potential of the employees. The people who are
engaged in the accomplishment of goals and objectives. In the new perspective, are capable of
new learning. If the employees do not possess the required potential to adapt themselves to
the new environment. The chances of training programs being a success will be doubtful.

The fourth assumption about people is concerned with the level of ability and the desire to
learn. Training is all about learning. Learning organization basically involves people who make
or break organization. The organization should be able to provide adequate opportunities and
resources where people are able to learn through training new concepts and techniques of
management. The assumption is also concerned with matching of achieving organizational
goals on one hand and on the other providing attractive learning opportunities.

The fifth assumption is concerned with the environment variable. In a dynamic situation
environment continues to put new pressures and demands upon the system even if it is for
survival only. Because of liberalization, competition has become severe and public sector as
well private sector has to compete with each other in order to stay a viable entity. Hence
changes in the environment cannot more be overlooked but need to understood and adapted
to. The need for training, therefore, becomes inevitable.

REASONS FOR MEASURING TRAINING AND

DEVELOPMENTAL ACTIVITIE
.
Why should an organization measure the progress of its training and development curricula?
Some rationale includes:
• To justify the financial investment in the training and development programs.
• To gather feedback for ongoing improvement as a program is being delivered.
• To demonstrate the link between HR programs and the company’s strategy.
• To compare the effectiveness of two or more training programs.
• To meet requirements set by professional organizations or government regulations.

Techniques of Training
The object of this paper is not to discuss various techniques of training. Hence training
techniques are being short listed for the purpose of their identification for evaluation purpose.
However we would like to throw light on some of modern techniques of training. Some of the
training techniques that are often used for reeducation purpose are:
 On-the-job- training.
 Demonstration.
 Job instruction training.
 Vestibule training.
 Apprenticeship.
 Coaching –Understudy.
 Job rotation.
 Lectures and conferences.
 Syndicate.
 Simulation training.
 Role playing.
 In-basket exercise.
 Management game.
 Sensitivity training.
 Transactional analysis.
 Organization development.
THE TRAINING CYCLE:
Methods of Evaluation of Training Program

Evaluation of any program is a difficult task and more so of a training program. The first step
toward evaluation of a training program is to define the goals and objectives of the training
program.
These goals and objectives should be stated in such format so that they can be measured
statistically. Also both the trainer and the trainees most be well acquainted with there role in
the training program. In the evaluation of any training program. The first requirement is to
collect valid and reliable data.
The required data can be collected by using the fowling techniques

 Self assessments answer sheets.

 Question confronted by the trainees.
 Assessing the collected information and observation.
 Final result based on earlier information plus the new data

Now after collecting all these data evaluation can be done on the basis of following evaluation
level.

LEVELS OF EVALUATION

There are 5 levels of evaluation for any training method.

It is better to understand this is in question answer form.

Level 1: Reactions and Planned Action

Question: How did participants respond to the training?
Reaction measures (also known as “smile sheets”) are the most commonly used form of
evaluation. Reaction measures assess how the participants responded to the training class,
event, or materials. Warr and Bunce(1995) describe three kinds of reactions that are measured:
• Enjoyment of training (emotional reaction)—“I found this training program to be enjoyable.”
• Usefulness of training (perceived value)—“What level of value does the training content have
for your job?”
• Difficulty of training—“I found the issues taught in the training to be difficult to understand.”

The typical measurement instruments used for this level are participant questionnaires and
verbal feedback.
This information is usually collected immediately after the training has been completed.
Reaction measures are usually fairly brief, but they can go into great depth about the
enjoyment, usefulness, or difficulty of the training that participants received.

EXAMPLE OF THE KIND OF TRAINING QUESTIONNAIRE

 Department: Date:

Designation:

Topic Of The Training: Date of Training:

Trainer's Name: Type Of Training:

Remark
Areas Pre-Training Post -Training s Areas to be improved
Reactions        
Normal        
Shocked        
Surprised        
Learning        
Very Much        
O.K        
Low        
Theortical
Knowledge        
Practical
Knowledge        
Behaviour        
Attitude        
Thinking        
Motivation        
Relationship        
Result/Output        
V.Good        
Good        
Poor        
Not Much Of
Change        

Signature Of the HR
Signature Of the Reporting Officer Officer Signature Of GM(O)

Level 2: Learning
Question: To what extent did the participants experience changes in attitudes, skills, or
motivations as a result of the training?
Learning can be defined and assessed in many ways. For example, participants’ ability to
answer questions about the training content or to demonstrate newly acquired skills can be
measured. Kurt Kraiger and his colleagues (1993) identified three types of learning that can
result from training:
• Cognitive Outcomes— These are usually assessed by multiple-choice questions, open-ended
responses, a listing of facts, or similar methods. Knowledge checks such as these are similar to
tests used in schools to assign grades. Measures of cognitive outcomes can be assessed
immediately after the training or later to assess knowledge retention over time.
• Skill-Based Outcomes— These outcomes are typically measured by requiring participants to
demonstrate their new skills in the training environment. Skill-based outcomes are not the
same as behavior-change outcomes (Level 3) that occur in the work environment. Learning
outcomes that focus on skills measure only participants’ ability to demonstrate the skills.
• Attitudinal Outcomes— These measures focus on how participants feel or think about the
training content. They have implications for participants’ motivation to use the training, their
confidence in using the skills, and their ability to reach goals.
To determine if learning has occurred, participants’ knowledge and skill levels, pre and Post-
training, can be compared to measure change. Having a control group also helps evaluators to
draw conclusions by comparing the performance of trained and untrained individuals.

Level 3: Behavior
Question: Can behavior change be observed on the job as a result of the training (i.e., training
transfer)?
Level 3 is all about how participants use their skills or apply their new knowledge in the
workplace. In most cases, training success is defined in terms of behavior change. However,
Level 3 focuses on what happens to training participants after they leave the training
environment. At this point, the focus is on training effectiveness, not evaluating the training.
Measures used at Levels 1 and 2 are associated only with the influence of the training; if results
are positive or negative, the training can usually be pointed to as the primary cause. Levels 3, 4,
and 5 include the influences of many factors besides the content of the training or its delivery.
Measuring behavior change usually requires some type of pre-/post-training assessment. Often,
this type of assessment comes in the form of surveys that measure estimates of behavior
change. Performance management systems also have been used to track changes in
performance before and after the training.
However, this approach requires a carefully structured performance management system to
keep accurate records of participants’ accomplishments. Other methods of measuring behavior
change exist, but they often are not practical. For example, training participants could be
observed on the job while their performance is monitored with checklists. Or the number of
errors they make when using the skills taught in the training could be tracked. Survey
assessments can be administered easily and can provide a quick read on skill application.
Ideally, a control group should be used to add validity to the findings.

Level 4: Results
Question: How have organizational outcomes changed as a result of the training program?
By far, Level 4 is the most difficult training outcome to measure accurately. “Results” can
include almost any criterion by which organizational success is defined. These measurements
are linked to the organization’s business case, critical success factors, or strategic objectives.
Examples of results might include:
• Productivity.
• Customer satisfaction.
• Efficiency (e.g., scrap).
• Morale.
• Profitability.
These outcomes are usually tracked over time (e.g., month to month) or measured before and
after the training. Changes in results might appear in the form of significant deviations in long-
term trends or sudden jumps in monthly measures. Unfortunately, it is not always clear how
long it will take for a training intervention to have an impact on organizational results. Changes
could occur immediately or appear years later. As in any study, measuring parallel results from
a control group adds validity to the conclusions. Although business results are the most
removed from training, they often receive the most attention. Occasionally, many factors
interfere with the influence of the training, so much so that the training appears to have no real
impact on the bottom line. Numerous researchers have pointed out that evaluating training at
Level 4 is inappropriate. The uncontrolled, non-laboratory setting of an organization makes
isolating the impact of any one program almost impossible.
In Level 4 the assumption is made that if an organization trains and develops people, it should
realize positive bottom-line outcomes.
But measuring the effectiveness of training and development curricula at this level can be an
expensive, time-consuming drain of resources. Before undertaking this level of measurement,
an organization must carefully consider whether doing so would be cost effective and
warranted.

Level 5: Return on Investment

Question: Did the benefits of training outweigh the costs?
Because it focuses on a calculated percentage return, Level 5 is distinct from the more generic
Level 4. It measures the cost of the training intervention versus the return on investment.
Usually, gains observed from the training intervention (such as changes in results or behavior)
are converted into monetary values. These returns are then compared to the per person cost of
the training. Many factors are used to calculate ROI. Entire books have been written to explain
this process, which also is known as “utility analysis.” For example, ROI must account for the
fact that money spent on training could have been invested in other company ventures;
therefore, training not only must return its costs, but also exceed the potential value of
alternative investments.

Evaluation in INDIAN OIL:

Different approaches could be adopted to evaluate the effects, impact and effectiveness of
training. The methods may vary from an evaluation of the perceptions on training of the
trainees, supervisors, subordinates and trainers to studying the entire training function itself.
The study could encompass the cost benefit analysis of the training or the impact it has had on
productivity and efficiency of the organization. To understand the knowledge gained from the
training and thereafter, the transferability of this learning on the job situation and its effect on
rise or fall of productivity necessitates the availability of certain information. It is essential to
understand the level of knowledge of participants before the initiation of training process to
calculate the possible gains from training. On the other hand, a study which comes in after the
event of training is necessarily constrained to study the perceptions of the trainees, trainers
and the organization with regard to effectiveness of the training effort. The perception study is
principally an after the event evaluation. The approach here is to elicit the perception of
participants after attending training programmes, on various aspects of the programme, the
learning he/she has derived from the programme and any change in attitude, knowledge or skill
level and its transferability to on-the-job situation. The perceptions expressed by the
participants are further checked out with their superiors, subordinates and peers.
For management training courses, session-wise evaluation is done for each session. The overall
course evaluation is done by the participants at the end of each programme and the courses
are modified depending upon the feedback received.

At periodic intervals, evaluation of training effectiveness is conducted by reputed outside

professional agencies like Tata Management Training Centre, Administrative staff college of
India etc. The participants attending the external training and are required to make a formal
presentation regarding the training received along with an action plan for implementation. This
ensures transfer of knowledge for on-the-job performance. Training function also enjoys
adequate support from top management to monitor various programmes and upgrade the
same from time to time.

The post course evaluation and monitoring of functional courses is done with the support of the
respective functional groups .A high degree of innovation in training efforts is ensured due to
the above interventions.