Page 95 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Training and Development System

Notes
Example: Workers attend a workshop on creative problem-solving in which they learn
and practice a five-step approach to problem-solving. But if they never use this problem-solving
model after training, then its value is negligible.
In contrast, effective training is directly and immediately applicable to the job. Training
should be designed with job application in mind. During training delivery, encourage
transfer of training, reinforce its importance, identify the barriers that learners perceive
will hinder their on-the-job application of what they learn, and help learners – and
management – knock down those barriers.

(b) When to be Measured: The type of training dictates the time frame required for determining
transfer. Technical training and on-the-job training, on the one hand, should usually be
immediately applicable and should therefore, lend itself to immediate measurement of
transfer. Interpersonal skills training and cultural awareness training, on the other hand,
are usually not immediately applicable, and some time may be required before
measurement of transfer is appropriate or possible. For this training, you should generally
wait about three to twelve months before measuring on-the-job transfer of learning.
(c) Direct Observation Methods: One way to measure transfer of learning is by direct
observation of learners at some point after training. The observer may be the trainer, the
supervisor, or some external evaluator. The observer sets out to determine how much or
how well learners have applied on the job what they learnt in training.

!
Caution Use several strategies to improve the effectiveness of direct observation. First,
develop a structured approach to observation.

Example: Create a checklist or worksheet to organize and give structure to the
observation.

(d) Learning Self-Assessment: Learner’s self-assessment usually works well because learners
are ideally positioned to determine how much and how well they have applied what they
have learned to their jobs.

Self-assessments are usually formatted in paper-and-pencil formats, but emerging
technology, such as Web-based or computer-based survey programmes, offers exciting
new possibilities for gathering questionnaire data. Questionnaires are completed by
learners and returned to the evaluator either with or without individuals’ names.
(e) Interviews and Focus Groups: Alternative methods for collecting information include
one-on-one interviews and focus group sessions. The format of interviews or focus groups
may be highly structured with specific questions, or open-ended and more like discussions
or conversations.
(f) The Transfer or Training Evaluation Model: In 1995 Westinghouse Electric Corporation,
published an executive summary describing a model called the Transfer of Training
Evaluation Model (TOTEM). This report detailed the analysis, design, development,
implementation, and evaluation of the TOTEM. The purpose of the TOTEM was to provide
an efficient method for determining the effectiveness of objectives-driven classroom
training. Specifically, this is accomplished through anonymous post-training surveys of
trainees. You can implement or help your organization incorporate this method of training

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