Page 177 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Training and Development System

Notes (i) Change in Behaviour: In assessing whether changes in behaviour have taken place, the
opinions of subordinates are particularly valuable. Measures of frequency or quality,
taken before and after the training activities, will be necessary to establish that desired
changes have taken place.
(ii) Change in Learning:

(a) The level of knowledge is easy to assess. Normally changes in knowledge are
measured through pre and post test.
(b) An important aspect of the evaluation of skills training is the assessment of whether
the skill is actually necessary for successful job performance.
(c) Attitudes are not as easy to measure as knowledge or skill. Attitude surveys can
include specific questions that provide evidence on the effectiveness of training and
development.

Figure 10.6: Evaluation Model

Questionnaire Objectives of
the Trainee and
his Boss
Course Director
Pre-training and Faculty Objectives of
Evaluation Discussion the Trainer Training Post-training
Context and Input
Level of Evaluation Evaluation
Test Trainee’s Know-
Questionnaire ledge & Skills
Reaction Evaluation Evaluation
Susceptibility I proforma
to Change Information about Observation+
Questionnaire inputs & the course Informal discussion
in general with trainees
Leading Evaluation
I J.I.P. format
Degree of improvement
in Knowledge & Skills

Job Improvement Plan
Suggestions I Debriefing and
for Future Training Individual Approach discussion by
Improvement Effectiveness Organisational Facilitators boss/organisation
and Inhibitors

On-the-job Evaluation
I Questionnaire,
Supportive Organisational Structure by boss /
Climate for Transfer or organisation
Training

Follow-up after six Questionnaire,
months/one year Structured
I Interview
Degree of transfer
reported by trainee/ Followed by
boss and help / hinder Discussions
factors for transfer

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