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Unit Code: MBS535

Unit name: Managing, Evaluating and Developing Human Resources
Enrolment mode: Internal
Date: 16 May 2018
Assignment number: 02
Assignment name: Group report: Training Report
Tutor: Mike Smith

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Approved by Academic Council 4 March 2009 (AC/34/2009)

Contents
Executive Summary 3

1.0 Introduction 4

2.0 Overview of the organisation: District Secretariat, Mannar 5

Figure 1: Organisation Chart 6

3.0 The main issues in District Secretariat, Mannar 6

4.0 Learning Theory that underpin the approach of training 7

5.0 Overview of the training design 7

5.1 Instructional System Approach Design 7

Figure 2: ADDIE module of training design 8

5.2 Capacity Building Training to Lower Level Employees 9

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6.0 Evaluation Plan of the training 11

7.0 Conclusion 12

Reference List 12

ANNEXURE I: Training Program 14

Executive Summary
Effective customer service is the key aspect of success of an organisation. However, it is
extremely difficult task in public sector to provide customer service at standard level due to a
negative mindset of employees. This situation is worse in developing countries such as Sri
Lanka. Accordingly, District Secretariat, Mannar in Sri Lanka is selected for this study and
effective training strategy is recommended to increase a customer service mindset in the
organisation. Therefore, Andragogy adult learning theory is identified as more suitable
learning theory for the employees of District Secretariat, Mannar. In addition to that, ADDIE
(Need Analysis, Training Design, Training Delivery, Training implementation, and Training
Evaluation) is selected as institutional system design approach for this training programme.
Furthermore, Kirkpatrick’s evaluation model is the most suitable model for training
evaluation of the organisation. Hence, capacity building training programme is identified as
the most suitable training programme to change the poor customer service mindset of
employees of the District Secretariat.

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1.0 Introduction
Human Resource Management is a set of policies designed to optimise organisational
integration, employee commitment, cooperation, flexibility and quality of work (Stone,
2013). However, many countries face crisis on performance of public sectors (Elisabeth &
Malin, 2010). As a developing country, Sri Lanka has many issues in public sector and the
government of Sri Lanka takes many efforts to overcome these issues. Accordingly, policy
makers impose many policies and procedures in time to time to increase the standard of
public service delivery. However, it is still seemed as extremely difficult in practice due to
lake of customer service mindset of public servants (Arnaboldi & et al., 2015) Therefore,
effective training is identified as a key strategy to eradicate this lack of customer service
mindset of employees in public sector.

As a focal point of public administration, District Secretariat, Mannar is selected for this
report. The purpose of this report is to develop an effective training strategy to change the
mindset of employee to deliver better customer services. This essay will briefly explain about

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the overview of District Secretariat, Mannar, some primary issue in the organisation,
overview of training design, and evaluation mechanism of the selected training programme.

2.0 Overview of the organisation: District Secretariat, Mannar

District Secretariat of Mannar is one of major department in Sri Lanka. For administrative
purpose, the Sri Lanka is divided into twenty-five administrative district and each district has
an administrative secretariat called District Accordingly, the federal government and state
government has deliciated its power and responsibilities in connection with development
programme, social empowerment programme, and law and order to respective District
Secretariat (Sri Lanka. Ministry of Home Affairs, 2016). Therefore, District Secretariat is the
coordinating office of all government, non-government, and private sector at district level and
report to federal and state government. In addition, every district has sub-districts and have its
sub-office in each sub-district.

In District Secretariat, Mannar about three-hundred employees work directly at office and
approximately one- thousand employee works in its five sub-districts.(Sri Lanka. District
Secretariat of Mannar, 2016) In addition, some key information are given below for
understanding the organisation.

Vision statement is “Pioneering the sustainable development process of Mannar District to

upgrade the living Standard of the People.” (Sri Lanka. District Secretariat of Mannar, 2016))

Mission Statement is “Coordinating and monitoring the activities of all institutions inclusive
of public and private in order to improve the performance and deliver sustainable services
efficiently and effectively to satisfy the aspirations of the Government and those of the public
at low cost with care and caution.” (Sri Lanka. District Secretariat of Mannar, 2016).

The objective of the District Secretariat is “the co-ordination of the Government activities,
carrying out the functions delegated by various legal enactments, preparation of the Socio-
economic Development Projects, monitoring the implementation and ensures that the benefits
are enjoyed by those concerned.” (Sri Lanka. District Secretariat of Mannar, 2016).

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Figure 1: Organisation Chart

(Source: Sri Lanka. District Secretariat of Mannar, 2016)

3.0 The main issues in District Secretariat, Mannar

Lack of customer service (public service) mentality is the most serious issue in District
Secretariat, Mannar among non-managerial employees. Generally, in public service,
Managerial employees (executive level) and non-managerial employee (no-executive level)
are major categories of public servants. In District Secretariat of Mannar, out of one thousand
and three hundred employees, just thirty-five are only managerial staffs and remaining all are
non-managerial staffs. Therefore, it is a serious challenge to management to get work done
from in connection with better customer service delivery.

There are serious of causes for this lack of a customer service mindset, such as organisational
culture, poor performance management mechanism, and unethical leadership are some of
them. Furthermore, some policy level inefficiency is also influenced this poor mindset.

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Accordingly, effective training and development is identified as useful recommendation to
change this negative mindset in District Secretariat, Mannar.

4.0 Learning Theory that underpin the approach of training

Andragogy is an adult-oriented learning theory used to train adults (Hagen, & Park, 2016).
This is applied to train adults by assisting and mentoring to motivate learning which make
adults feel more comfortable to learn and are motivated due to their experience and the desire
to learn (Saks & Haccoun, 2016). This approach is applicable in this training program of the
District Secretariat to make learning applicable to the adult learners.

Adults learn better and guided and encouraged to use their knowledge and skills and own the
whole learning experience to learn deeply to enrich their need (Hagen, & Park, 2016). Using
andragogy learning theory will accommodate and encourage adult learners to self-direct and
discover knowledge and skills by themselves (Saks & Haccoun, 2016). Therefore, andragogy
learning approach will be implemented to boost adults to learn better in this training program.

5.0 Overview of the training design

Training designing is another important aspect in the training strategy. Generally, in public-
sector conduct two types of training: induction or orientation training (for newly recruited
employee) and capacity building training (for existing employee for the purpose of upgrade
their performance). Accordingly, capacity building training is the appropriate training to
change the mindset of existing employee as well as majority of employee participate in this
training programme. Therefore, capacity building training is selected as the most suitable
training programme to change the mindset of employees of District Secretariat, Mannar.
Accordingly, ADDIE method could be more effective to the District Secretariat.

5.1 Instructional System Approach Design

Instructional design is a system in which certain set of rules, procedures, processes and
guidelines are framed while designing instructional plan. It provides instructional materials,
activities, information resources and evaluation for instruction and facilitates effective
learning and performance. (Hess & Greer, 2016). It ensures that instructions formats are
consistent, reliable and effective.

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The most frequently used instructional design approach is the ADDIE approach. It has five
phases as mentioned below (Hess & Greer, 2016):
1. Analysis: Analyze the organizational needs, task, performance and the individual and
then come up with the learning objectives
2. Design: Designing the strategies, procedures, principles, structure and content for
learning.
3. Development: Develop the skills and knowledge to further understand the subject and
content of the learning so as to provide productive and effective learning
4. Implement: Implementing the learning’s during the training into the real life or
working scenario.
5. Evaluation: Evaluating whether the learning objectives had been met or not with all
the learning resources.

Following figure is the ADDIE approach for the instructional design for capacity building
training to enhance the customer service mind set:

Figure 2: ADDIE module of training design

Identify Analysis of the Identify skills,

Objectives/Goal learning knowledge and
requirement/needs attidues for learning

Implement the Develop strategies, Expected

learning technology and performance from
objectives processes for training the trainees

Evaluate the
learning
outcomes

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(Shelton & Saltsman, 2011; Jeffery & Bratton-Jeffery, 2009; Obizoba Cordelia, 2015)

5.2 Capacity Building Training to Lower Level Employees

Front line and the lower level staff are the people who have to provide proper information
and guidance to people coming to seek information and help for any activities/services in an
organization: be it government, private or corporation. They are the people who have to
ensure that people are provided accurate information, given proper and clear direction as to
how to proceed with the work, which department and division deal with what kind of work,
etc. For that it is very important that the front line and lower level staff have enough and
correct knowledge, skills and ability to deal with, give accurate information and direct the
people coming from outside.
It is also their responsibility and the duties to do proper reporting and follow up to their
managers on any works assigned to them; starting from taking up the paper works to
managers on time, communicating properly and constant follow up.
In Public Sector, front line and lower level staff have to deal with people from the local
region that come to the office seeking for information and services in regard to the following
services:
● Education
● Welfare
● Transportation
● Public safety
● Hospitals/Health
● Environment
● Housing
● Administration

It is very important for them to communicate with the people properly and politely, provide
them with correct information, give clear direction on what to do and where to go, what all
procedures and rules they need to follow and comply with, etc. These are very important
roles and responsibilities employees should take on so as to provide efficient and better
services to the people and improve the overall efficiency and productivity of the organization.
(Johari, Johanim and Khulida Kirana Yahya. 2016).

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As already pointed out the lack of proper mind set of the lower level staff in the organization
has led to poor public service and organization inefficiency. The first and foremost step to
improve such issue would be to change their attitude towards their work, organization and the
public as a whole. It can be achieved by providing capacity building training mainly focusing
on improving the communication skills and building positive attitude and behavior towards
work and organization. Using the skills and talents to perform various tasks/activities will
result in positive attitude towards the company. Employees will feel that their work is
meaningful. (Johari, Johanim and Khulida, 2016).
Following training approaches will be suitable and appropriate for capacity building training
(Silver, Jason, 2015, June 16):
1. Instruction/Class room training: Power point presentation, videos and storytelling
training will help the trainees to learn, compare their results and share ideas. It will be
fun and interactive.
2. Interactive Training: This training technique will keep the trainees engaged. It
involves group discussions which helps in passing on skills and information to one
another and provides open communication among the trainees and trainers.
Brainstorming, demonstrations (tools or processes), case studies, active summaries,
quizzes, games, Q&A sessions, role playing and question cards are involved in
interactive training. All these mix of techniques and activities make the training
engaging, enjoyable and fun. More so ever, trainees can freely learn and absorb the
skills necessary for better performance. (Johari, Johanim and Khulida, 2016).

Training on Communication skills will help them in communicating the right message and
dealing with people effectively. People will be happy if they are treated with politeness,
kindness and empathized. It will result in better customer service (public service) delivery
and satisfaction. (Sahai, Kumar & Bahuguna, 2014). Providing training on developing
positive attitude towards work, people and organization they are working with will create
healthy working environment/culture and enhance the efficiency of the organization.

Effective communication will lead to better coordination of tasks, hence increased efficiency
and performance. (Arbach, Kolev,Filipia, Agence française de développement & World
Bank, 2010). Furthermore, Brief and detail training program is attached as ANNEXURE I.

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6.0 Evaluation Plan of the training
Evaluation programme is the most important part of training programme. It helps in
determining if the objective of the training had been achieved or fulfilled i.e. what the
learners have learned from the particular training program. Evaluation can be done via
feedback, question and answers session, role play, group participation and interaction.
Strategic training evaluation will provide information on how to refine the content, improve
the training instruction, to check the relevancy of the training with the job and lead to
improvements in daily activities and practices. (Nemec & Patricia, 2018). It also helps in
making decisions in terms of how to use the training budgets and whether or not to provide
such trainings in the future.

The training program will be evaluated using Kirkpatrick’s evaluation model. There are four
levels in the model and they are; reaction, learning, behaviours and results based on the
training program and even the sessions (Saks &Haccoun, 2016).

1. Reaction

The reaction involves the feeling of the trainees on the training program and sessions
(Saks & Haccoun, 2016). Trainees and participants’ feeling about the knowledge and
skills learned and experienced during training are assessed. Reaction can be accessed
through rating some component of the training. Such evaluation helps know the level of
satisfaction of the participants. (Nemec & Patricia, 2018). Measuring reaction helps to
assess the level of impact by the training and improvements can be made in the future
(Curado, & Martins, 2014).
2. Learning

In the learning level, the learner actual learning from the training is measured to determine if
the learning took place. This helps to find out whether the training of knowledge and skills in
the training program was effective (Curado, & Martins, 2014). It also helps to find out if new
skills were learnt or not (Saks &Haccoun, 2016).

3. Behaviours

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The behaviour level is evaluated to assess the knowledge and skills learned from the training
and applied into work (Curado, & Martins, 2014). It also helps to identify what is learnt and
is applied effectively in the work situation or not (Saks &Haccoun, 2016).
4. Results

The result level measures the general satisfaction and impact of the training. It measures the
impact and outcome of the training program (Saks &Haccoun, 2016). As per the training,
tangible results are measured to evaluate the impact of the training, so improvement plans can
be proposed for another similar training (Curado, & Martins, 2014).

7.0 Conclusion
In conclusion, ADDIE model could be considered in the process of training and development
to change the lack of customer service mindset of employees of District Secretariat, Mannar.
Accordingly, training objective should be identified properly with the participation of the
management and employees. Then, training design should be developed based on adults
learning theory. Next, blended training method could be more effective to develop work
related skills and knowledge. In addition, ability and attitude change is the most important
purpose of the training. Therefore, inclusion of these aspects should be ensured by
management. Moreover, it is compulsory to conduct training programme in proper training
site with good learning climate. In addition, the management of organisation should ensure
the mechanism for transfer of training. Hereby, vertical transfer system could be more
effective to District Secretariat of Mannar. Furthermore, it is the responsibility of both
management and trainee to fulfil the conditions of transfer of training: Generalisation and
maintenance. Finally, training evaluation is another important factor. Therefore, Kirkpatrick’s
model of training evaluation could be more effective to District Secretariat of Mannar. As a
result, it is expected to increase of a customer service mindset of employees of District
Secretariat of Mannar.

Reference List
Amanda Kathryn Nichols Hess, & Greer, K. (2016). Designing for engagement: Using the
ADDIE model to integrate high-impact practices into an online information literacy
course. Communications in Information Literacy, 10(2), 264-282.

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Arbache, J. S., Kolev, A., Filipiak, E., Agence française de développement, & World Bank.
(2010). Gender disparities in africa's labor market. Washington, D.C: World Bank.
Arnaboldi, M., Lapsley, I., Steccolini, I., & (2015). Performance management in the public sector:
The ultimate challenge. Financial Accountability & Management, 31(1), 1-22.
Curado, C., & Martins, T. S. (2014). Training evaluation levels and ROI: The Case of a Small
Logistics Company. European Journal of Training and Development, 38(9), 845-870.
Retrieved from http://libproxy.murdoch.edu.au/login?url=https://search-proquest-
com.libproxy.murdoch.edu.au/docview/1633950932?accountid=12629
Elisabeth Sundin & Malin Tillmar. (2010). Masculinisation of the public sector: Local- level
studies of public sector outsourcing in elder care. International Journal of Gender
and Entrepreneurship, 2(1): 49-67.
Jeffery, A. B., & Bratton-Jeffery, M. F. (2009). Quality Function Deployment in Training
Design, Second Edition (pp. 1714-1722).
Johari, Johanim and Khulida Kirana Yahya. 2016. "Job Characteristics, Work Involvement,
and Job Performance of Public Servants." European Journal of Training and
Development 40 (7): 554-575. 
Obizoba Cordelia. (2015). Instructional design models—framework for innovative teaching
and learning methodologies, 6.
Nemec, Patricia B. 2018. "Training Evaluation." Psychiatric Rehabilitation Journal 41 (1):
80-81. 
Sahai, V., Kumar Jain, A., & Bahuguna, P. C. (2014). Bridging the gap - interpersonal
communication orientation to improving customer service. Industrial and
Commercial Training,  46(4), 209-219.
Saks, A.M & Haccoun, R. R. (2016). Managing Performance Through Training and
Development. 7th ed. Toronto: Nelson Education.
Shelton, K., & Saltsman, G. (2011). Applying the ADDIE Model to Online Instruction.
 (pp. 566-582). Hershey, PA: IGI Global. 
Silver, Jason. (2015, June 16). 5 Effective Employee Training Techniques That Work [Blog
post]. Employee Training. Retrieved from
https://trainingstation.walkme.com/employee-training-techniques/
Sri Lanka. District Secretariat, Mannar. (2016). Annual Performance Report & Accounts
2016.
Sri Lanka. Ministry of Home Affairs. (2016). Annual Performance Report & Accounts 2016.
Stone, R. J. (2013). Managing Human Resources (4th ed.). Brisbane: John Wiley & Sons Australia
Ltd.

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ANNEXURE I: Training Program

SN Activity Remarks/Outcome Participants

1 Introduction Trainer and trainees to know each other (names, Non-
hobbies, interest, designation) managerial
2 High light the Objective and Importance and the reason for providing the staff mainly
Purpose of the training training office
3 Effective Communication ● Enhancing their communication skills and assistant,

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 skills (activities, group ability. secretaries and
work, role play) ● Build positive attitude front line staff
● Active participation & interaction
● Share ideas and opinions
4 Evaluation Assessment of their learning out comes through
feedback, Q &A, active participation and
interaction.

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