Page 95 - DMGT106_MANAGING_HUMAN_ELEMENTS_AT_WORK

Unit 4: Training and Development

During Training: It is the phase at which instruction is started. This phase usually consist of Notes
short tests at regular intervals.
After Training: It is the phase when learner’s skills and knowledge are assessed again to
measure the effectiveness of the training. This phase is designed to determine whether
training has had the desired effect at individual department and organizational levels. There
are various evaluation techniques for this phase.

Draw a chart to show the flow of instructions in training.

4.4 Training Efforts

Training should be evaluated to determine its effectiveness. The basic criteria available to
evaluate training programmes are:

1. Reactions of participants: One of the simplest and most common approaches to training
evaluation is assessing participants’ reactions. Participants can give us insights into the
content and techniques that they find most useful. Potential questions to trainees may
include questions like:

• What were your learning goals from this programme?
• Did you achieve them?
• Would you recommend the same training programme to others?
• What suggestions do you have for making the training programme effective?
2. Performance of trainees: Beyond what participants think about the training, it might be
a good idea to see whether the trainees actually learned anything. Testing knowledge
and skills before beginning a training programme gives a baseline standard on trainees
that can be measured again after training to determine improvement. The training
programme, trainer’s ability and trainee’s ability are evaluated on the basis of quantity
of content learned and time in which it is learned and learner’s ability to use or apply
the content learned.

3. Performance of the training itself: It is necessary to evaluate the training programme itself.
The methodology of evaluation consists of setting up a control group and an
experimental group and follows a four-tier system (i) by the subordinate (ii) by the
superior (iii) by the peers, and (iv) by the trainee in terms of observed behaviour
before and after training.
4. Behavioural change in the trainees: Even after an effective training program the trainees
may not demonstrate behaviour change back on the job. Transfer of training refers to
the effective application of principles learned to what is required on the job. There are
several methods for assessing transfer of learned skills back to the job. These include
observations of trainees, interviews with trainees’ managers and examination of trainees’
post-training performance appraisals.
5. Organizational effectiveness: Some of the results-based criteria used in evaluating training
include increased productivity, fewer employee complaints, decreased costs and waste
and profitability. The ultimate result of the training program should contribute to the
organizational goals. If the training is to be effective, the organization should be the
prime object. For this, we should diagnose organization needs as a prerequisite. We
have to find out the ills that challenge the organization’s effectiveness (both now and
in the future) and that should form the base for action.

LOVELY PROFESSIONAL UNIVERSITY 89