Page 171 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Training and Development System

Notes Session Assessment

Assessing each session at the end or assessing each session at the end of the day is possible.
Normally this is done by using semantic differential scale, three point or five point and the
trainee is supposed to only tick mark.
10.3.3 Post-Training Evaluation-Determining Outcomes

Reaction Evaluation

Information about trainee’s reactions to training may be obtained during training, immediately
after training, or sometime later. End of the course reactions are collected by the use of rating
scale. Rating scales are forms on which, at the end of each training session/programme, trainees
are asked to place on a number of five point scale.
The information on the forms can be quickly analysed in the form of histograms. This approach
can be very useful for restructuring training programmes, so long as it is not confused with an
evaluation of learning or of job behaviour.

In addition, trainers’ dairy, in which trainers record their day-to-day perceptions and experiences
should be an inexpensive method of providing information on what pleased, stimulated, or
alienated the trainees.

Learning Evaluation
The purpose of evaluation at this stage is to obtain information on the amount of learning
acquired during the training programme, irrespective of whether they go on to apply the
learning on the job. Learning has been divided into knowledge, skills and attitudes.
(i) Knowledge Learning: The purest form of evaluation of knowledge learning is that used in
Programmed Institution where knowledge is evaluated at every stage of the learning
process. However, even if programmed learning is not being used, it is possible to construct
objective tests consisting of multiple choice questions. True-False questions or matching
items or sentence completion items can be administered at the end of the programme. The
test should be validated and the scoring system must be clear.

For openended training, where training objectives are not formulated in measurable
terms, the best way to assess knowledge changes is to ask trainees whether their knowledge
has improved. Another way to evaluate open-ended knowledge learning is simply to ask
trainees to state, what is important or the most relevant point (or 3 most important) that
they remember from the exercise.
In order to measure the amount of change caused by the training, the test must also be
administered at the start of the training programme. Virmani and Premila’s design has
suggested a new measure of learning index in which the unlearnt portion of the pre-
training score determined how much the trainee could gain from training, and is calculated
by using the formula:
Post training score – Pre training score × 100
Learning Index =  100
100 – Pre training score
Learning of principles, facts, concepts and skills is easier to measure through standardized
test but in other areas of training the trainer has to devise other techniques of measurement,
their exact nature being dependent upon the programme in question.

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