Page 182 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Unit 10: Training Evaluation

Measuring Benefits Notes

Assessing increase in work output, efficiency, etc. as an outcome of training is as difficult as
calculating costs. Benefits may be:
1. Direct Benefits: In cases of introducing/teaching new skills it is comparatively easy.

Example: A learner who did not possess computer skills, after training, is able to give
output on the computer. This is a safe conclusion that it is the result of training.
By the same token if the trainee required three hours to do a particular job for want of
skills, and after training, is able to do the same job in two hours this reduction in time can
be attributed to training.
2. Indirect Benefits of Training: Performance discrepancy before and after training can be
with a certain degree of authenticity attributed to training in areas like:
Reduction in the number of grievances, improvement in punctuality and discipline, better
appraisal, reporting and feedback; improvements in organisational climate, reduction in
customer complaints. To assign some value to these benefits is feasible through
identification of critical incidents in support of the thesis before and immediately after
training.
3. Long-term Benefits from Training: There are certain areas of training which require a long
time to show results.
 Creative and problem-solving skills.
 Team and leadership relations.

 Improved human relations.
 Better communication ability.
Apart from these, a number of other areas where benefits are not demonstrated but perceived
and felt in the organisational and work context.

Notes Comparing Structured Vs Unstructured Cost Benefits

There is a definite saving on the cost of structured training but its benefits are also
proportionately limited.

 The assumption that the more competent (trainer) is teaching the less competent
(learner) is too far fetched, neither of them may be committed.
 Training time in unstructured training is unlimited.

 Production loss is significant under structured method but could be more than
compensated after training improved performance of the trainee.
 There might be no learning under unstructured method unless it is consciously
associated with some external reward.

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