Training Evaluation & Management

Training Evaluation & Management

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  Welingkar’s Distance LearningDivision Effective HR CHAPTER-10 Training Evaluation & Management We Learn – A Continuous Learning Forum
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  Objectives • After completingthis chapter, you should be able to: – Know the meaning and significance of training evaluation. – Understand the training evaluation models. – Understand the various methods of training evaluation.
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  Nature and purposeof training evaluation • Training evaluation – refers to activities aimed at finding out the effectiveness of training programs after they are conducted, against the objectives for which such programs were organized. – Training evaluation techniques gives solutions to questions like, what was the capability level of learners before and after the training
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  Nature and purposeof training evaluation • Training evaluation – brings rationality, objectivity, accountability and credibility to HRD through tangible and verifiable outcomes. • Training evaluation is often a neglected job but if performed well, can enhance the professional status of HRD managers for the value addition they make.
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  Nature and purposeof training evaluation • Purposes of training evaluation: – Feedback: • Helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes. – Research: • Helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training. – Control: • Helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly.
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  Nature and purposeof training evaluation • Purposes of training evaluation: – Power games: • At times, the top management uses the evaluative data to manipulate it for their own benefits. – Intervention: • Helps in determining that whether the actual outcomes are aligned with the expected outcomes.
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  Process of trainingevaluation • There are three kinds of training outputs that organizations need to measure. They are: – Relating to course planning, relevance, comprehension, content of the teaching program and the environment. – The utilization of what is learnt on the job, i.e. transferring the classroom learning to the job in terms of skills, competencies, decision making, problemsolving abilities and relationships. – The changes in the mind set such as work related attitudes, values, interpersonal competencies and personal attributes.
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  Process of trainingevaluation
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  Process of trainingevaluation Before Training The learners’ skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. During After Training Training It is the phase It is the phase when in which learner’s skills and instruction is knowledge are assessed started. This again to measure the phase usually effectiveness of the consist of training. This phase is short tests at designed to determine regular whether training has had intervals. the desired effect at individual department and organizational levels.
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  Donald Kirkpatrick’s training evaluationmodel • Perhaps the best known training methodology for evaluations is Donald Kirkpatrick’s Four Level Evaluation Model. • It has helped HR professionals worldwide to a great extent, in understanding the training outcomes.
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  The four-levels of evaluationconsist of: Donald Kirkpatrick’s training evaluation model Level I: Reaction Level II: Learning Level III: Behavior Level IV: Results how the learners react to the learning process. the extent to which the learners gain knowledge and skills. capability to perform the learned skills while on the job. includes such items as monetary, efficiency, moral, etc.
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  Donald Kirkpatrick’s training evaluationmodel • Level I - Reaction • Evaluation at this level measures how the learners react to the training. This level is often measured with attitude questionnaires that are passed out after most training classes. This level measures one thing: the learner’s perception (reaction) of the course. • Level II - Learning • This is the extent to which participants change attitudes, improve knowledge, and increase skill as a result of participating in the learning process. Measuring the learning that takes place in a training program is important in order to validate the learning objectives.
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  Donald Kirkpatrick’s training evaluationmodel • Level III - Behavior (Performance) • This evaluation involves testing the students capabilities to perform learned skills while on the job, rather than in the classroom. Level three evaluations can be performed formally (testing) or informally (observation). • Level IV- Results • This level measures the training program’s effectiveness. These impacts can include such items as monetary, efficiency, moral, teamwork, etc. As we move from level one to level four, the evaluation process becomes more difficult and time-consuming. At this level, the business data and financial data are analyzed to evaluate the training.
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  Methods of trainingevaluation • Assessment of competency learning – The assessment of competency learning, whether the training material has been learned, s best conducted at the individual level. – It is at the individual level that organizations are able to assess employees’ reactions and increased understanding. – Reactions are important because, if students react negatively to a course, they are less likely to transfer what they learned to their work.
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  Methods of trainingevaluation • Assessment of competency learning – The training department requires information about competency learning to determine the effectiveness of training delivery and approach. – Data concerning the overall effectiveness of training procedures, appropriateness of media and instruction methods and other issues relating to possible revisions in instructional design may prove to be very valuable to the training department and will assist them in better serving the needs of the other stakeholders involved.
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  Methods of trainingevaluation • Assessment of competency learning This information can be obtained through: One shot case study One group pre-test/post-test design One group time sense Randomized non-equivalent control group design Randomized equivalent control group design Post-test only control group design Questionnaires Knowledge Review
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  Methods of trainingevaluation • Assessment of competency application – The assessment of competency application, whether the competencies have been applied to improve performance and justify the investment, is best conducted at the organizational level, where performance changes can be assessed and related to training costs incurred. – If, as a result of training, employees are using appropriate behaviors on the job, this should have a positive impact on their performance. – However, the level of performance improvement should justify the expenditure.
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  Methods of trainingevaluation • Assessment of competency application – For the business units, the training evaluation process can provide opportunities to determine how competencies are being applied on the job. – The information will assist them in making sound business decisions and determining training priorities. – This information can be obtained through: • Analysis of Organizational Performance Measures • Analysis of Training Return on Investment (ROI)