report training methodologies

7/29/2019 Report Training Methodologies

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T r a i n i n g M e t h o d o l o g i e s Page 0

is

ApoorvaSinghTata Institute of Social Sciences,

Field Work Intern,

Essar Services,

L & OD Department.

T r a i n i n g M e t h o d o l o g i e s

Training Methodologies

Submitted under:

Mr. Nishant Dangle

Joint General Manager

L&OD

Essar Services India Ltd.

Submitted by:

Apoorva Singh

Field Work InternTata Institute of Social

Sciences


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Abstract

This report describes the need for training in a modern day organization and why traditional

training methods are found wanting. Various training methods are also analysed in detail

along with a comparative analysis wherein every training method has been mapped along

specific objectives. Also, a broad mapping of training methodologies with respect to different

learning styles has been done. A brief description of the training evaluation process has also

been included.

Keywords

Traditional training, training methods, comparative analysis, learning styles


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Introduction

The global competition and swiftness of changes emphasize the importance of human

capital within organizations, as well as the swiftness and ways of knowledge gaining of that

capital. In the economy where uncertainty is the only certainty, knowledge is becoming areliable source of sustained competitive advantage. Knowledge is becoming basic capital

and the trigger of development. Previously built on foundations of possessing specific

resources and low costs, present day competition is based on knowledge possessing and

efficient knowledge management. Modern organizations, therefore use their resources

(money, time, energy, information, etc.) for permanent training and advancement of their

employees. Organizations which are constantly creating new knowledge, extending it

through the entire organization and implementing it quickly inside the new technologies,

develop good products and excellent services. These activities determine the company as a

learning organization with constant innovation being its sole business. These are

organizations which realize that learning and new knowledge are becoming the key of

success, and that education is crucial for abundance.

Multiplication of knowledge and a modern Organization

Changes in technology, especially information technology, generate knowledge spreadingup at tremendous speed, as well as its quick obsolence. In the period between 1900 and

1950, the amount of human knowledge doubled, and since then it has doubled every 5 to 8

years. Knowledge is becoming obsolete so quickly that all of us need do double our

knowledge every 2 to 3 years in order to keep up with the changes.[1]

On the other hand,

the increasing complexity, turbulence and uncertainty of the environment requires different

and greater knowledge. Modern business requires more and more knowledge and skills that

are still inadequately present in the formal school education, i.e. the gap between business

requirements and the knowledge acquired at school is growing.

The period of mass producing is over and the customers are very selective. Increasedconsumer demands require new solutions and knowledge. Due to increasing competition,

the organization is required to constantly revise its product and service mix, managerial

methods, and to increase productivity. Modern conditions of dynamic competition,

sophisticated information technology, knowledge economy, market globalization, has

changed the relation to importance of human resources in organization. These conditions

actualize the human capital as the strategic resource of every organization. Differences

between the organizations exist exactly due to the differences between human capital, i.e.

the organizations human resources, ways of their management and development.

In a more and more global, complex and turbulent environment, knowledge is the only

reliable source of competitive advantage. Traditional factors of manufacturing as the soil,


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labour and capital did not disappear, but their significance is not primary anymore.

Knowledge is viewed as the key of realization of a competitive advantage. And therefore the

question of where the corporative knowledge is located, how to release it and develop to

achieve organizational goals has become very important. Since the organizational

knowledge is largely located inside the human mind, i.e. the head of employees, as carriers

of knowledge and activities, human resources are becoming the key factor of business

success. Organizational development is always conditioned by human knowledge and skills.

That is why, contemporary organizations pay more and more attention to the development

of their employees. Thus, employee education and training are becoming an optimal answer

to complex business challenges, and the management of human resources is taking a central

role in modern management. Through the process of employee training and development,

the management of human resources provides constant knowledge innovation, creates

conditions for mutual knowledge and experience exchange and proactive behaviour, in this

way contributing to competitive advantage and satisfaction of all participants in business

procedures. As a consequence of these procedures a learning organization has formed.[2]

Why traditional methods no longer work[3]

The term training course is often greete with a resouning sigh when uttere in theboardroom. Too often leaders and managers have experienced poor training offerings,

prescribed, dull, PowerPoint based sessions which have left them bored and uninspired. Too

often training is just seen as an unnecessary waste of a working day or a tick box exercise

which leaers reluctantly submit to in orer to o their bit, an appease the CEO or HRdirector. There has always been good training, but among the many good training offerings

available have been some awful offerings which have given the rest a bad name. Poorofferings rely heavily on theoretical teachings, and have a prescribed format which is

wheeled out time and again, regardless of the audience.

Theory test

It is impossible to influence behavioural change theoretically. Much like the ancient Chinese

proverb,

tell me I forget, show me I remember, involve me I understand,

there is no better way to ensure learnt behaviors are understood and used than experientiallearning. As humans we learn much more effectively through experiential methods, and are

energized by getting up and moving around, interacting with each other. We are social,

mobile beings and not designed to be quietly stuck at desks taking notes.

Me myself and I

Another problem with a lot of traditional training offerings is that they are not designed

around the individual. They take the same approach with all delegates and often there is not

contact with those delegates prior to the course to identify needs, objectives and

personality. This is a huge mistake an creates a feeling of the elegate being taught at. No

wonder so many participate reluctantly feeling that the course has little or no relevance to


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their own needs. When pre-care is provided, such as a questionnaire or contact call, the

delegate instantly feels cared for and has ownership of the process.

Otherwise engaged

Engaging an audience is a vital consideration for any trainer or leader looking to effect

change. Good training will be reactive and will judge the reactions and mood of the people

in the room and alter the content or format accordingly. Body language is key for this, and a

good trainer will read signs of engagement such as nodding, eye contact and note taking, or

conversely signs of distraction and boredom and react accordingly. A good trainer will never

assume that they have been understood, they will check they have been understood by

interacting with their audience to confirm this. Working to the adage

it is the audiences job to sleep and your job to keep them awake,

it is vital to keep the session fresh and reactive, fun, and memorable. Idiosyncrasies within

trainers such as quirky humour, unusual accents and memorable clothes and appearancewill all help the audience to remember the session. Added to this fun is a key factor, people

remember happy times full of laughter far better than dull boring times which are quickly

forgotten. A key way of getting people to take on board new behaviours and foster those

behaviours within the organization is to use exercises that present them with the

opportunity to examine their own behaviour. People ont respon well to being tol whatto do and how they should behave, after all who gives one person the right to decide what

is right or wrong in terms of behaviour an ictate those behaviours to someone else.Instead, the use of scenario playing, for example on how to manager difficult team

members, will create an environment in which delegates can see the benefits and negatives

related to different scenarios and unpick their own behaviours, as well as trying out thosethey could use. It is only by being stretched and a little scared and that means sometimesstepping outside of a comfort zone that people can undergo real transformative change.

Post event

Too often the contact with training participants ends when the event finishes, and the

material is filed away in the drawer and forgotten about, another box ticked. Without good

follow ups and after care for training, there is little point in doing it in the first place. A great

way of ensuring that learnt methods are being used and personal training objectives

achieved is to have both pre and post event contact, perhaps creating a permanent and

interactive record of the objectives and to follow up on how these have been achieved, orhow new techniques are being used in the workplace. Making trainers available to answer

any queries after the event can help to provide the reassurance and advice required to

ensure that the learnt behaviours are being implemented in the workplace successfully and

the company is achieving return on investment for its training investment. In an age when

training budgets are being streamlined and spent very selectively, it is vital that training is

being retained and implemented for better performance of the business and its people.


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Organization and Management of the Training Function

Not surprisingly the principles involved in effectively organizing and managing a training

operation are exactly the same as those needed for any other functional area of a business,

or for the business as a whole. Thus it follows that the better organized the entire businessis, the easier is to develop a complementary organization of the training required to assure

the effective development of its Human Resources. Conversely when the mission and

objectives of the business itself are unclear, it is more difficult to organize an effective

training operation.

The major considerations include

1. Collect relevant data

2. Determine purpose

3. Consider alternative strategies

4. Determine most reasonable approach

5. Determine what results to measure

6. Sell approach

7. Establish appropriate policies and procedures

8. Track results and modify accordingly

Major T& D functions[4]

T & D field consists of people who perform a different mix of roles. Some also perform roles

which are outside the T&D area. The roles defined below are defined on the basis of a study

conducted. It is assumed that the competencies required to perform a T&D role will transfer

to other areas where that role is important. The extent of transferability is the extent to

which an individual can easily move between and among HR areas- and to jobs outside HR

which require facility in the roles.

The roles below describe the major T&D functions according to the study conducted. They

ont escribe the jobs. Iniviual jobs usually consist of several or many roles: EVALUATOR: The role of ientifying the extent of a program, service, or proucts

impact.

GROUP FACILITATOR: The role of managing group discussions and group processes

so that individuals learn and group members feel the experience is positive

INDIVIDUAL DEVELOPMENT COUNSELOR: The role of helping an individual assess

personal competencies, values and goals and identify and plan development andcareer actions

INSTRUCTIONAL WRITER: The role of preparing written learning and instructional

materials

INSTRUCTOR: The role of presenting information and directing structured learning

experiences so that individuals learn

MANAGER OF TRAINING AND DEVOELOPMENT: The role of planning, organizing,

staffing and controlling training and development operations or training and

development projects and of linking training and development operations with

other organization units

MARKETER: The role of selling training and development viewpoints, learningpackages, programs an services to target auiences outsie ones work unit


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MEDIA SPECIALIST: The role of developing software for and using audio, visual,

computer and other hardware- based technologies for training and development

NEEDS ANALYST: The role of identifying gaps between ideal and actual performance

and specifying the cause of the gaps

PROGRAM ADMINISTRATOR: The role of ensuring that the facilities, equipment,

materials, participants and other components of a learning event are present and

the program logistics run smoothly

PROGRAM DESIGNER: The role of preparing objectives, defining content, and

selecting and sequencing activities for a specific program.

STRATEGIST: The role of developing long- range plans for what the training and

development structure, organization, direction, policies, programs, services, and

practices will be in order to accomplish th3e training and development mission

TASK ANALYST: Identifying activities, tasks, subtasks, and human resource and

support requirements necessary to accomplish specific results in a job or

organization.

THEORITICIAN: The role of developing and testing theories of learning, training, anddevelopment

TRANSFER AGENT: The role of helping individuals apply learning after the learning

experience[5]

Training Methodologies

Lecture Method[6]

The lecture method is an effective way to introduce new information or concepts to a groupof learners. The learners always appreciate a concise, stimulating and well - delivered

lecture. The lecture method is primarily used to build upon the learners existing base ofknowledge. The lecture must always be suited to the learners level. Asking some relevantand elective questions can help elicit information about this. Lectures are useful for

conveying new information and concepts to the learners and for providing context so that

learners can relate what has been learnt to a conceptual framework. Lectures are also good

for stimulating and motivating learners for further enquiry and for presenting a specialized

body of external information. To lecture effectively, the lecturer needs to prepare for the

lecture, become very familiar with the subject matter, identify and prepare supporting aids

to illustrate the points. One needs to provide examples to link the subject matter to the livesof the learners and ask questions to check whether the learners are following. A good

lecture provokes the learners to ask questions and note key points. It is advisable that the

lecturer maintains eye contact with the learners to assess whether they are following or not,

whether they are interested or bored. The seating arrangement has to be such that all can

see the aids equally well and hear the lecture and maintain time stipulations. It is important

to be aware of ones own boy movements an facial expressions and speak clearly, loudlyand use simple language.

Advantages


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Allows the presentation of facts, information and concepts in a direct, logical manner

in relatively short span of time.

Makes possible interaction of learners with multiple resource persons with different

points of view.

A diverse range of supportive materials can be used to support the content areas

e.g. slides, charts, posters, etc.

A large number of learners can be accommodated at one time.

Contains experience which inspires

Stimulates thinking to open discussion

Disadvantages

The world view of the speaker dominates the knowledge.

It does not promote interaction in most cases.

The input may be too abstract if not related to real life situations.

The pace of learning is determined by the lecturer.

Experts are not always good teachers

Learning is difficult to gauge

Case Study method

A case study is where a real-life situation is summarised in the form of a story so that

participants can identify the causes of problems in it and suggest appropriate courses of

action. Case Studies try to simulate decision making situation that trainees may find at their

work place. It reflects the situations and complex problems faced by managers, staff, HR,

CEO, etc. The objective of the case study method is to get trainees to apply known concepts

and ideologies and ascertain new ones. The case study method emphasize on approach to

see a particular problem rather than a solution. Their solutions are not as important as the

understanding of advantages and disadvantages.[7]

Because this method provides practicalexamples of problems and solutions, challenges and strategies, supports more theoretical

material an often make the lesson more memorable an believable for the class.[8]

When to use a case study?

The focus of the stuy is to answer how an why questions you cannot manipulate the behaviour of those involved in the study

You want to cover contextual conditions because you believe they are relevant to

the phenomenon under study

The boundaries are not clear between the phenomenon and context[9]

To examine the problems of failure in any aspect of management

The Case Study method focuses on:

Building decision making skills

Assessing and developing Knowledge, Skills and Attitudes (KSAs)

Developing communication and interpersonal skills

Developing management skills

Developing procedural and strategic knowledge

Advantages

Develops analytic and problem solving skills

Allows for exploration of solutions for complex issues

Allows student to apply new knowledge and skills Can be used for cognitive learning too.
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Disadvantages

People may not see relevance of the study to their own situation

Insufficient information can lead to inappropriate solutions or responses

May be difficult to find an appropriate case study.

The case study may be too general to focus on a specific issue.

Case studies written by some one else contain the writers perceptions, feelings andideologies which may lead to distortion of the objective reality.

Hypothetical or prepared case studies may be too idealistic.

Not appropriate for elementary level

Role Play

Role playing is a method whereby participants assume an identity other than their own in

order to cope with real or hypothetical problems in human relations and other areas[10]

Not just for sales or customer service training, this technique is an excellent way to achieve

a number of benefits for employees, management and support people. Role playing is not

just "practicing working with an imaginary customer out loud." Role playing allows a groupof employees to act out work scenarios. It opens communications, and for the amount of

time when it puts a player 'on-the-spot,' it also gives a great deal of confidence and

develops camaraderie among those participating in (doing) the role play situations.

When to use a role play?

To allow a player to practise reacting to conflict and other stressful situations

To gain insight into human interactions

To help a participant modify his own behaviour patterns by getting feedback from

others who have watched him play a role

To open up communication channels and release some of the inhibitions which may

otherwise hinder resolution of conflict situations Simulate discussions on complex issues

Advantages

It is energizing.

It is simple and low cost learning tool.

It focuses on problems which are real.

It presents complex issues simply and in a short while.

It does not need materials/ props or advance preparation

provides opportunity for people to assume roles of others and understand another

point of view

Allows for exploration of solutions Provides opportunity to practice skills

Disadvantages

There is a possibility of the role play becoming entertainment which vitiates learning.

Participants can get too involved in their roles and later loose objectivity during

analysis.

Acting can become an end in itself and participants can overact or distort the roles.

If points for observations are not clear, it may dilute the focus of learning

People may be too self conscious to participate

Difficult for large groups

People may feel threatened or uncomfortableManagement Games


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Business games are the type of simulators that try to present the way an industry, company,

organization, consultancy, or subunit of a company functions. Basically, they are based on

the set of rules, procedures, plans, relationships, principles derived from the research. In the

business games, trainees are given some information that describes a particular situation

and are then asked to make decisions that will best suit in the favor of the company. And

then the system provides the feedback about the impact of their decisions.

Again, on the basis of the feedback they are asked to make the decisions again. This process

continues until some meaningful results do not came out or some predefined state of the

organization exists or a specified number of trails are completed.

As an example, if the focus is on organization's financial state, the game may end when the

organization reach at desirable or defined profitability level.

Such games specifically aim to enhance

Specific organizational problems

The problems of organization policy and decision making

Problems of working in a team

Advantages

Promotes inclusion

Address multiple intelligence

Reinforce skills training

Validate classroom training

Provides immediate feedback

Enhanced learning transfer It develops skills in using quality tools

It strengthen management skills

It demonstrates principles and concepts

Disadvantages

Finding or designing appropriate games is not very easy.

The focus of the game must be clear to the adult educator otherwise debriefing will

be confused.

May generate lot of feelings obstructing learning.

Entertaining without learning is not the objective.

Action Learning Projects

.

Action Learning involves learning while accomplishing real work tasks. Action Learningprovides not only the advantages of "hands-on-learning" found with simulations in training
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sessions, but also allows the participants to complete their work at the same time. Thus the

learning/training enhances their productivity immediately. Managers do not have to worry

about how they will cover the work while the project team attends training. Action Learning

has two objectives: completing the tasks at hand and learning a specific set of skills and

knowledge while carrying out the tasks. The participants must take the time to reflect on

the lessons learned and the meaning of the actions that they took. Action Learning is a

structured, yet fluid and flexible training methodology. The structure comes from the

facilitator's planned learning objectives and methods for accomplishing these objectives.

The fluidity and flexibility comes from the timing of carrying out the teaching. The facilitator

draws from his or her experience and creates the learning at the most appropriate time in

the most effective way.

Objectives

Improve Performance

Promote Learning

Position organizations to adapt better in turbulent timesWhen to use action learning projects?

To address problems and issues that are complex and not easily resolved

To find solutions to underlying root causes of problems

To determine a new strategic direction or to maximize new opportunities

Promotes systems thinking

Group Discussion

Group discussion is a technique in which the participants are divided into groups to discuss

certain issues or topics. They share their opinions and experiences while discussing the

topic within a given time frame. Some group discussion techniques, such as case study,

role-play and the gallery technique, require advance preparation (e.g., printed materials or

display board).[11]

Advantages

Puts the burden of learning on the student and increases learner involvement

Provides both learner and teacher immediate feedback

Is useful for guiding learners to higher levels of thinking and inquiry

Provides valuable clues about learner motivation and how to best facilitate learning

Helps students identify and build on pre existing knowledge

It motivates participants to think.

Disadvantages

Can be time-consuming

Relies on learner preparation and willingness to participate

Can lead to a dominant few controlling the floor to the exclusion of fuller

participation

Cannot ensure full participation within a large group

Brainstorming

Brainstorming is a training technique generally used for problem solving or generating a

number of possible solutions to a problem. Brainstorming is a process in which the

maximum number of ideas related to a certain issue are generated in the shortest possible


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time by means of collective thinking. In this process, participants are encouraged to express

their views openly. Initially participants accept all ideas and later on reach a decision after

their analysis. This method is employed to generate more ideas in less time. It stresses the

use of open-mineness or free thinking without criticism of any ideas expressed. Thegoal of brainstorming is to come up with as many ideas as possible without regard to

quality, with as many team members as possible contributing their thoughts. Here the

quantity of ideas is far more important than their quality. Even the wildest idea is accepted

as well as recorded. The specific objectives of this technique are to develop the ability to

arrive at a decision quickly and to help consolidate previous learning

Advantages

Everyone can participate. It takes little time. More ieas are generated.Everyone becomes interested in the discussion.

There is a greater opportunity to exchange views. The session can be kept lively. It motivates participants to think. It gives the facilitator some idea about the experiences of the group

Disadvantages

Can be unfocused

May be difficult for participants to think creatively

Criticism may occur if not facilitated well

Audio- Visual AidsThese include motion pictures, films, 3 D models, audio clips, speeches and songs. These

materials enhance and enrich the learning process by providing a multi- sensory approach to

learning. Can be used in conjunction with other methods or stand alone.

Research says that we learn:

1% through taste

1.5% through touch

3.5% through smell

11% through hearing

83% through sightAdvantages

It can easily be duplicated

It is reusable and portable

It can be used by the trainees at their convenience

It can save the travel expenses and time

It can bring productivity savings

Disadvantages

Information may not be specific to the training but it must appeal to large audience

Trainees control the process of learning, which can sometimes lead to leniency on

the part of trainees causing waste of resources, time, and money


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Learning at homes can bring many distractions, which in turn may result that trainee

can stop the video anytime for his personal work

Trainee may also fast-forward many parts, if he finds the video boring

Field Trips

Field trip is a training method, which provides a dynamic environment near to or within the

scenes of real action for learners to be a part of. It is a training method in which

opportunities are provided to the learners to visit organisations, work sites, communities or

villages, etc. with a view to observe, be a part of and collect information to reflect, analyse

and learn from. They use the experience undergone by them for learning during and after

the trip. Field trips thus help create a dynamic learning environment.

When to use

To establish familiarity with or provide exposure to work culture, work practices,

work conditions, constraints, etc. in organisations.

To assure the practicality of new ideas. This in turn can generate thoughts on the

various aspects to be considered for implementation of these ideas. These ideascould be useful to both the trainees and the host organisations.

To secure first hand information from experienced people about the job,

organisation, etc.

To develop skills for managing uncertainties.

To challenge pre-conceived views/perceptions.

Advantages

Ground realities of the learning environment increase trust in the learning

tremendously. As learning during field trips is in job related situations, it is more

effective compared to other methods. Can contribute equally towards learning by trainees and the host organisation, thus

benefiting both.

Scope for unintended learning is very high and can be tapped for further learning.

Trainee participation and involvement is of very high degree.

Disadvantages

Very High demand on trainer on planning and preparation.

Logistics and arrangements, if not done properly, can hamper achievement of

desired objectives.

There is a lot of dependence on external factors including host organisations, etc.

Uncertainty is very high. Very high trainer skills are required to convert theseuncertain situations into the rare learning opportunities that they are.

Expensive as compared to other methods.

Demonstrations and Simulations

Demonstrations refer to methods in which the learners are provided with an opportunity to

observe for themselves the object or processes that they wish to learn. It can be real-life or

make believe situations or models. This method is useful in conveying complex information

simply, as seeing and understanding is considerably easier than hearing and understanding.


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Examples include - demonstrating what a biogas plant is through a model, demonstration by

the educator on how to conduct an interview demonstrating how to conduct safe deliveries

to dais (TBA) through models, etc.

Simulation is a metho base on here an now experience share by all learners. It

involves assigning definite roles to each participant and having them act out a situation

according to the given roles. It is carried on long enough to generate responses and

reactions based on real feelings as participants need to genuinely get into their role.However, learning takes place without any serious risk because the situation is after all

make-believe[12].Advantages

Allows an exploration of real life situations, social processes and behaviors in a

relatively non threatening manner/ situation.

It allows for the study of very complex social processes.

It is entirely controlle by the learners pace. It involves activity and universal participation Learning takes place at the awareness level

Disadvantages

It requires that participants cooperate and internalize the roles.

It is a difficult method and requires an experienced and skilled adult educator to

conduct it.

Mismatch of roles may lead to poor performances by the learners.

Critical skills are needed to handle feelings generated in the process.

Self Directed Learning

Humans have a capacity to learn independently and this capacity should be nurtured todevelop. The term Self-Directed Learning requires that trainees take the responsibility for

their own learning process, including acquiring the material and monitoring their own

progress. In this metho the learners experience becomes an increasingly rich source oflearning. This method assumes that learners are motivated by internal incentives viz. self

esteem, desire to achieve, the urge to grow, the satisfaction of accomplishment, the

need to know something specific and curiosity.

Advantages

Learner can learn at his/ her own peak learning time of the day

Allows one to learn at ones own spee Can pursue interest in content area or field

Implement own learning style

Learner can track own progress

Learner can test own learning

Disadvantages

Unsurety in regard to communication norms

Picking an effective Methodology


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No single training method is superior to all others. The nature of the material to be

presented, the number of persons to be trained, the background and ability of the trainees,

the kind and amount of equipment available, the time that can be devoted to training, and

the results to be achieved, must all be considered when determining the best method for a

particular training programme[1, p. 121]. When possible, it is best to pick a method that

encourages active participation by the trainee and provides adequate feedback. This

increases the likelihood that what is taught in training will be retained and later applied. Of

the training methods discussed, role plays, games/simulation, case studies, and computer-

based training all rank high in both trainee activity level and feedback. The other methods

are inherently passive but can be made active with additional effort on the part of the

trainer. The use of an effective training method does not guarantee that the training process

will be effective. The selection of an appropriate method is just one small step in designing

an effective training programme. Before a method can be selected the needs of the

organization must be analysed and understood. Then the goals and objectives of the

training programme need to be established. It is from these goals that the appropriatecourse content and presentation method come.

Training Evaluation

The final phase of the training process, and probably the most important in terms of

increasing effectiveness, is evaluation. The old adage holds:

that which gets measured gets done.

It is important that someone has the responsibility for developing an efficient trainingprogramme and that this efficiency be measured. To be considered effective, the dollar

value of the benefits of training, such as increased productivity, must exceed the training

costs. Measuring post-training behaviour also indicates how well the information learned is

transferred to the job. For training to be beneficial to the company, it must be applied. This

transfer is dependent on both the training and the work environment. For example, a bank

sent its tellers to product training so that they could sell customers additional services. After

training, the tellers could not risk low performance ratings by putting their new skills to

work and taking time to discuss the bank's other products and services, because their

performance was still measured by the number of transactions handled. People will do what

they are rewarded for doing. In this case, the environment did not give the tellers theopportunity or incentive to use their training on the job. Even though the training itself may

be effective, if employees cannot transfer what they have learned, training is wasted.

Purposes of Training Evaluation[13]

The five main purposes of training evaluation are:

Feedback: It helps in giving feedback to the candidates by defining the objectives and linking

it to learning outcomes.


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Research: It helps in ascertaining the relationship between acquired knowledge, transfer of

knowledge at the work place, and training.

Control: It helps in controlling the training program because if the training is not effective,

then it can be dealt with accordingly.

Power games: At times, the top management (higher authoritative employee) uses the

evaluative data to manipulate it for their own benefits.

Intervention: It helps in determining that whether the actual outcomes are aligned with the

expected outcomes.

Methods of Training Evaluation[14]

Questionnaires - Questionnaires offer a structured tool that may provide both quantitative

and qualitative information about employee reactions to the training event. Thequestionnaire should focus on both training content and delivery. The training content

section should target questions to ascertain whether the training materials provide useful

information that will assist in performing work tasks and whether the employee is more

knowledgeable about the subject matter following the training event. The training delivery

section should determine whether the information was presented in a logical order, at the

appropriate level of detail and in an appropriate format. This information will assist the

training department in determining how the training material should be revised or

supplemented and whether the training medium used is best suited to the training content.

It will also allow the training department to maintain an internal inventory of training

vendors or offerings that have been rated best or least effective.

Knowledge Review - Knowledge reviews offer an objective means of determining whether

training content has been learned. Knowledge reviews refer to a general group of

assessment tools in which employees read questions and respond in writing. The knowledge

reviews may be administered by delivering the tool at the start and end of the training

event. The tool should be developed as a short answer or multiple-choice instrument using

the same questions in each administration, presented in a different order. The questions on

the knowledge review should adequately address the learning objectives of the training. The

results of each administration of the knowledge review can be compared to measure

knowledge transfer during the training event. This information will be useful in assisting thetraining department to improve the course material.

Observation - Observation is another evaluation method that provides information

regarding employee reactions to the training. Training department personnel should

observe employee interaction, level of engagement with training instructors and responses

to course content. This evaluation technique may be informal or highly structured. Informal

observation can be used to provide general information about the training structure.

Alternatively, highly structured observation focuses on monitoring particular points in the

training event and commonly involves the utilization of a checklist of the points to be

observed


17/17


References

1. Prulj, , Menament ljuskih resursa, Institut za razvoj malih i srenjih preuzeda,

Beograd, 20022. Employee training and development and the learning organization, udc 331.363

jelena vemid

3. http://www.hrreview.co.uk/analysis/analysis-training-development/why-traditional-

training-methods-no-longer-work/35707

4. R.L. Craig, Training and Development Handbook

5. 1983 by the American Society for Training and Development, Alexandrioa, Va.

Reprinted by permission of ASTD

6. Devendra Agochia, Every Trainers Hanbook

7. http://traininganddevelopment.naukrihub.com/methods-of-training/games-and-

simulations/case-studies.html

8. http://www.ica-sae.org/trainer/english/p9.htm

9. Pamela Baxter and Susan Jack , Qualitative Case Study Methodology: Study Design

and Implementation for Novice Researchers

10.David J Mason, Trainers Toolbox ofTraining Techniques

11.Training guide and Training Techniques, UNESCO

12.Mandakini Pant, participatory training methodology and materials

13.http://traininganddevelopment.naukrihub.com/training-evaluation.html

14.Wendy F. Carr , Designing An Effective Training Evaluation Process
http://www.hrreview.co.uk/analysis/analysis-training-development/why-traditional-training-methods-no-longer-work/35707http://www.hrreview.co.uk/analysis/analysis-training-development/why-traditional-training-methods-no-longer-work/35707http://www.hrreview.co.uk/analysis/analysis-training-development/why-traditional-training-methods-no-longer-work/35707http://www.hrreview.co.uk/analysis/analysis-training-development/why-traditional-training-methods-no-longer-work/35707http://www.ica-sae.org/trainer/english/p9.htmhttp://www.ica-sae.org/trainer/english/p9.htmhttp://www.hrreview.co.uk/analysis/analysis-training-development/why-traditional-training-methods-no-longer-work/35707http://www.hrreview.co.uk/analysis/analysis-training-development/why-traditional-training-methods-no-longer-work/35707

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