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The need of evaluating a training program is to:
Evaluation literally means the assessment of value or worth. It would simply mean the act of
judging whether or not the activity to be evaluated is worthwhile in terms of set Criteria.

Define: According to Hamblin (1970) defined evaluation of training as:

³Any attempt to obtain information (feedback) on the effects of training programme and to
assess the value of training in the light of that information for improving further training´.
· Validation: applies directly to the programme and its, immediate results. Validation is defined
in terms of internal and external validation. It deals with a series of tests and assessments
designed to ascertain whether:
Internal validation the focus is on the immediacy of the training and learning resulting in the
improvement of the trainee.
External Validation involves a series of tests designed to ascertain whether the objectives of an
internally valid programme are based on an accurate identification of training needs in relation to
the criteria of training needs in relation to the criteria of effectiveness adopted by the
organization. This is to ensure that
a) Training is carried out in the most efficient and effective manner;
b) At the lowest cost;
c) With the high implementation value
· Formative Evaluation: Evaluators often talk about two different types of evaluations:
"formative" and "summative." A formative evaluation is usually conducted in the early stages of
a program and addresses questions about implementation and ongoing planning. Used in the
classroom as planned. Formative evaluations are useful for various purposes. For example:
a) They may help catch problems early on, while they can still be corrected.
b) They are an evaluation of process, so they may be useful in understanding why different
outcomes emerge and improving program management.
c) They provide an opportunity to collect baseline data for future summative (or "impact")
evaluations.
· Summative Evaluation: Summative evaluations assess program outcomes or impacts. To
determine the relationship of different factors to outcomes, similar to formative evaluations,
some information used in summative evaluations is collected early in the life of a program (e.g.,
baseline data, test scores).
Some advantages of summative evaluations include:
a) They can, if designed correctly, provide evidence for a cause-and-effect relationship.
b) They assess long-term effects.
c) They provide data on impacts.
d) They can provide data on change across time.
METHOD OF EVALUATING A TRAINING PROGRAM

: Questionnaire to evaluate training process

4 evaluating trg programmes, i think d feedback forms filled up by the trainees itself helps a lot.
The information gathered through these feed back forms satisfies a number of purposes. For say
the feedback process notifies whether the trainee acquired what he hope to learn, whether timing
and length of course were accurate, the instruction for the assignment were clear and
understandable and course material met the expectations. It also notifies whether the instructor is
knowledgeable, experienced, interactive, be able to express his thoughts and deliverables
Time and money spent on training is only justified if the training contributes to the efficiency of
the organization and improves the performance and prospects of employees. Evaluation- the
assessment of the total value of any training activity- is therefore essential.
The most common reason for evaluating training is to provide quality control over the design and
delivery of training activities. Feedback to trainers about the effectiveness of particular activities
and the extent to which objectives are being met will help in the development of program being
run and the planning of future ones.

QUESTION 2 Design a Training & Development program of your

choice.first,write a brief description about a job profile for which you are going to
design the program and make the training program describing each steps of
training in detail.
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The design of the training program can be undertaken only when a clear training objective has been
produced. The training objective clears what goal has to be achieved by the end of training program
i.e. what the trainees are expected to be able to do at the end of their training. Training objectives
assist trainers to design the training program.

The trainer ʹ Before starting a training program, a trainer analyzes his technical, interpersonal,
judgmental skills in order to deliver quality content to trainers.
The trainees ʹ A good training design requires close scrutiny of the a
 and their profiles. Age,
experience, needs and expectations of the trainees are some of the important factors that affect
training design.


  

a  A good training climate comprises of ambience, tone, feelings, positive
perception for training program, etc. Therefore, when the climate is favorable nothing goes wrong but
when the climate is unfavorable, almost everything goes wrong.

Trainees¶ learning style ± the learning style, age, experience, educational background of trainees must
be kept in mind in order to get the right pitch to the design of the program.

Training strategies ± Once the training objective has been identified, the trainer translates it into
specific training areas and modules. The trainer prepares the priority list of about what must be
included, what could be included.

Training topics ± After formulating a strategy, trainer decides upon the content to be delivered.
Trainers break the content into headings, topics, ad modules. These topics and modules are then
classified into information, knowledge, skills, and attitudes.

 aaa Contents are then sequenced in a following manner:

a? From simple to complex

a? Topics are arranged in terms of their relative importance
a? From known to unknown
a? From specific to general
a? Dependent relationship


 a
a  Once the objectives and the strategy of the training program becomes clear,
trainer comes in the position to select most appropriate tactics or methods or techniques. The method
selection depends on the following factors:

a? Trainees¶ background
a? Time allocated
a? Style preference of trainer
a? Level of competence of trainer
a? Availability of facilities and resources, etc

 a
 aIt can be segregated into printed and audio visual. The various requirements in a
training program are white boards, flip charts, markers, etc.

a
aThe various constraints that lay in the trainers mind are:

Time

Accommodation, facilities and their availability

 Furnishings and equipments

Budget

Design of the training, etc

Many top players are spending a huge amount on training and development, for example
BSNL alone spends more than 100 crore on training and development of its employees
through the Advanced Level Telecommunications Training Centre (ALTTC) and 43 other
regional training institutes. Reliance has also established Dhirubhai Ambani Institute of
Information and Communication Technology. In addition to that, Bharti has also tied-up with
IIT Delhi for the Bharti School of With the increase in competition, availability of huge
amount of information through internet, magazines, newspapers, TV, etc, and increased
awareness among customers, the demand to impart proper training in non-technological areas
like customer care and
Rapid technological changes, network security threat, mobile application development,
growing IP deployment in the sector have brought back the training and development in the
priority catalog.


aaa

Some of the major training institutes in Telecom Sector are:

Bharat Ratna Bhim Rao Ambedkar Institute of Telecom Training

National Academy of Telecom, Finance, and Management

Advanced Level Telecom Training Centre

Usha martin Academy of Communication Technology Initiatives

Dhirubhai Ambani Institute of Information and Communication

Technology

Training and Development is a Process

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Symbiosis Institute of Telecom Management

Amity Institute of Telecom Technology and Management

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a

On-the-job training

Brainstorming sessions

Distant learning

Workshop

Short-term interactive sessions

Seminar

Online eLearning

Computer Lab Work

QUESTION 3 CONSULTANT NEED CONSULTANT ROLE IN

TRAINING?COMMENT

ANS

 a
 provides industry professional to work with an
organization in achieving its training and development objectives.

a

a
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It has been estimated that 58% of the emerging market in training outsourcing is
in customer education, while only 42 percent of the market is in employee
education.

The training consultancies offer various benefits such as:


The various courses that consultancies offer are:

a? Business Training Courses

2? Management Development
M? Conflict Management
M? Managing Diversity
M? Project Management
M? Stress Management
M? Time Management
M? Senior Management Workshops
2? Sales
M? Negotiation Skills
M? Sales Technique
2? Customer Care
M? Customer Care Training
M? Managing Customers
2? Human Resource
M? HR Administration
M? Induction Training
M? Recruitment & Selection
M? Successful Appraising
a? Personal Development Courses
2? Workshops on:
M? Assertive Skills
M? Building Confidence
M? Coping with Change
M? Interview Techniques
M? Maximize Potential
2? One to One Coaching
M? Focused entirely on personal objectives
M? Move forward at individual pace
M? Material used in tailor made to specific development Need
M? A strict code of confidentiality

Importance of Training Consultancies

a? It helps in enhancing company¶s image

a? It helps in strengthening the team spirit
a? It helps in applying knowledge, developing core competencies, and reducing
work load
a? It helps in improving the work relations
a? It helps in developing focused and inspired staff
 a? It leads to greater chances of success

Consultants can provide help on following areas:

a? Management Development
a? Team Building Leadership
a? Health & Safety Training
a? Interpersonal Skills
a? Sales Training

Example: T.V. Rao Learning Systems is a popular training consultancy in India.

QUESTION 4 WHAT IS THE RELATIONSHIP BETWEEN LEARNING AND
TRAINING?HOW CAN LEARNING THEORIES BE UTILIZED IN MAKING TRAINING
EFFECTIVE.

ANS 4'Training' suggests putting stuff into people, when actually we should be developing people from
the inside out - so they achieve their own individual potential - what they love and enjoy, what they are
most capable of, and strong at doing, rather than what we try to make them be.
'Learning' far better expresses this than 'training'.
Training is about the organization. Learning is about the person.
Training is (mostly) a chore; people do it because they're paid to. Learning is quite different. People
respond to appropriate learning because they want to; because it benefits and interests them; because it
helps them to grow and to develop their natural abilities; to make a difference; to be special.
Training is something that happens at work. Learning is something that people pursue by choice at their
own cost in their own time.
The word 'learning' is significant: it suggests that people are driving their own development for
themselves, through relevant experience, beyond work related skills and knowledge and processes.
'Learning' extends the idea of personal development (and thereby organizational development) to
beliefs, values, wisdom, compassion, emotional maturity, ethics, integrity - and most important of all, to
helping others to identify, aspire to and to achieve and fulfill their own unique individual personal
potential.
Learning describes a person growing. Whereas 'training' merely describes, and commonly represents,
transfer of knowledge or skill for organizational gain, which has generally got bugger-all to do with the
trainee. No wonder people don't typically enjoy or queue up for training.
When you help people to develop as people, you create far greater alignment and congruence between
work and people and lives - you provide more meaning for people at work, and you also build and
strengthen platform and readiness for any amount of skills, processes, and knowledge development that
your organization will ever need.
  
Learning theories are the basic materials which are usually applied in all educational and training
activities. The more one understands learning theories, the better he or she will be able to make
decisions and apply them to achieving the objectives.
The behaviourists, the cognitivists, and the humanists emphasize different aspects of the teaching-
learning process in their approaches. While the behaviourists stress external conditions (environment)
resulting in observations and measurable changes in behavior, the cognitivists are more concerned with
how the mind works (mental processes such as coding, categorizing, and representing information in
memory). The humanists, on the other hand, emphasize the affective aspects (e.g., emotions, attitudes)
of human behavior that influence learning.
In extension systems, effective training must be able to take care of all the theories of learning in order
to change the ÷
 
 and   components of a trainee simultaneously. Andragogy (a
theory of adult learning) is usually used rather than pedagogy (a theory of child learning) in extension
training.

QUESTION 5 WRITE SHORT NOTES ON:

1.TRAINING NEED ANALYSIS(TNA)

 An analysis of training need is an essential requirement to the design of effective training.

The purpose of a




is to determine whether there is a gap between what
is required for effective performance and present level of performance.

›
  

 



Training need analysis is conducted to determine whether resources required are available
or not. It helps to plan the budget of the company, areas where training is required, and also
highlights the occasions where training might not be appropriate but
requiresalternateaction.


Training Need arises at three levels:
Corporate need and training need are interdependent because the organization performance
ultimately depends on the performance of its individual employee and its sub group.

 

a
   ÷ ÷÷  at organizational level focuses on strategic

planning, business need, and goals. It starts with the assessment of internal environment of the
organization such as, procedures, structures, policies, strengths, and weaknesses and external
environment such as opportunities and threats.

After doing the 

, weaknesses can be dealt with the training interventions, while
strengths can further be strengthened with continued training. Threats can be reduced by
identifying the areas where training is required. And, opportunities can be exploited by balancing it
against costs.

For this approach to be successful, the HR department of the company requires to be involved in
strategic planning. In this planning, HR develops strategies to be sure that the employees in the
organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future
KSAs requirements at each level.


   Training need analysis at individual level focuses on each and every individual
in the organization. At this level, the organization checks whether an employee is performing at
desired level or the performance is below expectation. If the difference between the expected
performance and actual performance comes out to be positive, then certainly there is a need of
training.

However, individual competence can also be linked to individual need. The methods that are used
to analyze the individual need are:

a? Appraisal and performance review

a? Peer appraisal
a? Competency assessments
a? Subordinate appraisal
 a? Client feedback
a? Customer feedback
a? Self-assessment or self-appraisal


a
   Training Need analysis at operational level focuses on the work that is being
assigned to the employees. The job analyst gathers the information on whether the job is clearly
understood by an employee or not. He gathers this information through technical interview,
observation, psychological test; questionnaires asking the closed ended as well as open ended
questions, etc. Today, jobs are dynamic and keep changing over the time. Employees need to
prepare for these changes. The !

a also gathers information on the tasks needs to be done
plus the tasks that will be required in the future.
Based on the information collected, training Need analysis (TNA) is done.

2.ECONOMIES AND EFFECTIVENESS OF TRAINING PROGRAM

TRAINING EFFECTIVENESS CAN BE MEASURED IN TERMS OF THE FOLLOWING
CRITERIA:-

a. REACTIONS: - A training program can be evaluated in terms of the trainee¶s reactions to the
objectives, contents and methods of training.

b. LEARNING: - The extent to which the trainees have learnt the desired knowledge and skills during
the training period is a useful basis of evaluating training effectiveness.

c. BEHAVOIUR: - Improvement in the job behavior of the trainees reflects the manner and extent to
which the learning has been applied to the job.

d. RESULTS: - The ultimate results in terms of productivity improvement, quality

improvement, cost reduction, accident reduction, reduction in labor turnover and absenteeism are the best
criteria for evaluating training effectiveness.