Evaluation of Training

B.V.L.Narayana

SPTM/RSC BRC

DEFINITION

Training Provision aimed at creating intentional learning processes

To bring about semi permanent change in individuals –Knowledge, attitudes. Skills and habits (KASH)—behaviors With an intention To enhance performance on the job

Evaluation of training Systematic collection of descriptive and judgmental

information necessary to make effective training decisions Is affected by

Need analysis, participation, other antecedent conditions, design and delivery and transfer of training

Evaluation of training

Antecedent conditions Are what trainees bring to training

Design and delivery Structuring and methods of delivering content

Transfer of training Transfer of training is defined as the degree to

which trainees apply the knowledge, skills , and attitudes gained in training to their job ( Ford and weissbein 1997; Tannebaum and Yulk 1992; Wexley and latham 1991)

TRAINING AND TRANSFER

Knowledgetransfer and

utilisation

Sharing tolearn and use

Individuallearning and use

Facilitation

Personality

Evaluation criteria

Linked rewards andpunishments

Transfer anduse

Factors affecting transfer and use

Learning and skilldevelopment

Achieve selfresults

Achieveorgn results

Training and transfer

TRAINING

ACQUISITION

UTILISATION ATJOB

Motivation to learn

Motivation totransfer

Skills

Knowledge,concepts

Attitudes

Habits

Ability to doroles

Improvedperformance

Transfer of trainingFor individualperformance

Sharing

Present job

Future job

Organisational strategy,individual strategy

Transfer ofskills toothers

Participation Factors influencing participation

Organizational Alignment with organizational strategy Change, innovative work practices High performance work systems In large organizations

Economies of scale, work place recognition, union involvement, specialized skills

Showing greater support for training and development At job level

Highly skilled jobs At individual level

More motivated to learn, continuous learning More committed

Antecedent conditions Are

What trainees bring to training High cognitive ability High motivation to learn-desire to learn High training and performance goal orientation

Work environment factors-facilitating trainee participation and learning Enablers of use of training at work place

Rewards, recognition, support, resources Organizational direction and support

How training is prepared Content has to be relevant, interesting, appropriate and

have opportunities for practice, enable mental conceptualization of material

Motivation to learn Motivation to learn is defined as the specific desire of a learner to

learn the content of training programme (Noe 1986; Noe and Scmitt 1986) –supported by High training goal orientation Lack anxiety High internal locus of control High achievement motivation Conscientitious High self efficacy Committed Plan their career

Organizational support, peer and supervisor support

Training design

Is based on how people learn and how organizations learn Learning cycles (Sanchez 2002) Learning principles (Kolb 1984)

Recall from memory Apply principles to task Symbolic mental rehearsal Reinforcement Feed back and response Self monitoring of learning Cater to differences in aptitudes

Design of training Learner control

Enabling trainee to participate in design of programme Has a very small role, good for procedural and skill based

learning Trainer skills

Use of line managers, peers unskilled trainers reduces efficacy of training

Use expert and skilled trainers Question of outsourcing

Issues of trust, contextual familiarity, commitment Types of training

Individual, team, error and e-learning

Delivery Contexts

Separate As part of high performance work systems Influenced by

Trainees learning style Methodology of delivery Way training is delivered-Kolb’s experiential learning

cycle(1984) – concrete experience, reflective observations, abstract generalization, active experimentation

Specific population and content Maximum transfer of training occurs when conditions for

transfer are included in training, practice scenarios, trainee is allowed to set goals, gets rewards and trainee supervisors are trained

Methodologies

Groups of methods used in training Information presentation Modeling- demonstration Information presentation and learner response—

case method Systematic response generation—contextualizing

the training Simulation On the job training

High performance work systems A growing body of research suggests that the use of

a set of HR practices, including comprehensive employee recruitment selection procedures, compensation and performance management systems, information sharing, and extensive employee involvement and training,

can improve the acquisition, development and retention of a talented and motivated workforce. These HR practices are usually referred to as high involvement, high commitment, or high performance work systems.

Training design

Involves five steps Specify instructional objectives Decide sequence of activities

Content based on learning principles Select training method Ensure good learning environment

To maintain motivation to learn Design measures of training effectiveness

Transfer of training

Aims of transfer Apply to improve performance

Immediate—learn and apply Long term –maintain and apply, transfer to others

Is impacted by factors What occurs before training What occurs during training What occurs after training

Factors classified as Individual organizational

Transfer of training

Individual Learner characteristics

Cognitive ability Motivation to learn Anxiety Openness to experience Perceived utility Career planning Organizational commitment High motivation to transfer

Transfer of training

Training environment Learning goals Content relevance Practice and feed back Behavioral modeling Error based examples

Work environment Transfer climate Supervisor support Peer support Opportunity to perform

Evaluation of training

Most commonly based on four stages model Kirkpatrick (1959,1976,1994,2006)

Four stages of evaluation Reactions Learning Behavioral Results

Research shows that most used is Reactions (72%), followed by learning( 32%) behavioral

( 19%) and results (7%)

Evaluation of training

Category Definition Methods Time lag Key issues

Reactions Affective attitudinal responses

Self report measures

immediate Not related to trainee learning and transfer-not utility based

Learning programme outcomes

Paper pencil test

25-30days Necessary for performance

Behavioral Actual performance on job

Supervisor ratings

4-6 months

Susceptible to environment variables

Results Are monetary benefits

Utility analysis

6-8 months

Are most distant, difficult to correlate

Evaluation of training

Research Very few to establish causal sequence of

Kirkpatrick's model New models are being developed

Holton's model Proof that training helps

Immediate Long term

Evaluation of trainingSECONDARY

INFLUENCES--Performance self efficacy,

learner readiness

MOTIVATIONAL ELEMENTS--Motivation to transfer, Transfer effort

performance expectations, Performanceto outcomes expectations

ENVIRONMENTAL ELEMENTS--Feed back, Peer supposrt, Supervisor

support, Openness to change

LEARNING INDIVIDUAL PERFORMANCE ORGANISATIONAL RESULTS

ABILITY --Content validity,Transfer design,

Personal capacityto transfer,

Opportunity to use

Personal outcomes positive,Personal outcomes negative

and Supervisor sanctions

Evaluation of training

Secondary influences

Motivation elements

Environmentalelements

Outcomes

Ability / enablingelements

Personalitycharacteristics

Interventionreadiness

Job attitudes

Interventionfulfillment

Motivationto Learn

Motivationto transfer

Expectedutility / ROI

Reaction Transferclimate

Externalevents

Learning Individual performance Organisationalresults

AbilityTransferdesign

Linkage toorganisational goals

BehaviourIntention

Subjective norm

Perceived behaviour control

Attitude towards the behaviour

Theory of planned behavior

Theory of planned behavior The theory of planned behaviour states that the most important

determinant of a persons behaviour is behaviour intent ( Ajzen 1991; Ajzen and Fishbien 1980;

Fishbien and Ajzen 1975) and that this intent is dependent upon His attitude, the pervailing

norms and perceived behaviour controls. Peoples attitudes towards their behaviour refers to the degree to

which they are made favourable or unfavourable evaluations of behaviour in question.

subjective norms are perceived social pressures from significant others to perform or not to perform.

Perceived behavioral controls are the perceived ease or difficulty of performing a beaviour. more favourable the norms and attitudes, more favourable is te perceived beavioural controls and stronger the individual intention to perform the behaviour under consideration

Skills

Performance

Beliefs

Actions

THANKS ANY QUESTIONS