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© Copy Right: Rai University
11.672.2 239
MANAGEMENT OF TRAINING AND DEVELOPMENT
Introducton
Dear Students,In previous units you have been exposed towards various stepsin training process.Evaluation of training is the last step in training process orcycle.Remember students like communication process is incompletewithout evaluation in same way evaluation process is incom-plete without proper evaluation or feedback.And hence evaluation of training effectiveness is not assessed.This lesson is going to help you in1.Understanding the Evaluation of training and learning2.The significance and process of evaluation3.Feedback process and forms4.Action plans and follow-up
Concept
Evaluation means the assessment of value or worth. Evalua-tion of training is the act of Judging whether or not it isworthwhile in terms of set criteria (objectives).A comprehensive and effective evaluation plan is a criticalcomponent of any successful training programme. It should bestructured to generate information of the impact oftraining onthe reactions; on the amount of learning that has taken place;on the trainees I behaviour; and its contribution to the Job/ organisation. Therefore evaluation of training is a Measure of how well it has met the needs of its human resources. An indexof contribution of training to organisational success throughevaluation strengthens training as a key organisational activity .
Definition
Hamblin (1970) defined evaluation of training as: “Any attemptto obtain information (feedback) 01) the e~ of trainingprogramme and to assess the value of training in the light of that information for improving further training.”
Need for Evaluation
Since evaluation is an integral part of the whole process of training and development the details have to be conceived muchbefore the actual training activity; rather-than its ritualistictagging at the end of training. The trainer should be fairly clearof :How to evaluateWhat to evaluateWhen to evaluateAnswers to these questions are dependent on the need forevaluation.
Why Evaluate
Evaluation of training could be multipurpose1.To determine the extent and degree of a training programmefulfilling its set objectives and interalia indication2.The suitability and feasibility of the objectives set for training3.Provide feedback on the performance of the trainees, andtraining staff, the quality of training, other facitities providedduring training4.Identify and analyse whether the training inputs, trainingtechniques and methods were in line with the objectivesintended t6 be achieved through training5.Enable improvements in the assessment of training needs6.Aid the learning process of the trainee by providingknowledge of results7.Provide a self-correcting feedback system to improve thedesign and implementa-tion of current and future training8.Highlight the impact of training on the behaviour andperformance of the individual9.Defermine the cost benefit returns from training investment10. Judge the impact of training for organisational benefitsUnfortunately most organisations assess training outcome interms of the number of courses carried out, numbers trainedcost incurred on such training and the reaction of the partici-pants towards the course, the- faculty and the overall trainingfacilities.Obviously, multiple evaluation objectives call for differentevaluative procedures and strategies. What to be assessed, whenand how, depends on the type. of data required throughevaluation. Therefore, it is always desirable to be clear of thecriteria and objectives of the evaluation while setting theobjectives of training rather than postpone it to a later date.
Principles of Evaluation
Suchman, E.A. describes evaluation as an integral part of anoperating system meant to aid trainers/training managers toplan and adjust their training activities in an attempt to increasethe probability of achieving the desired action or goals. In orderto integrate training practices with business policy and objectivesevaluation has to be based on sound principles such as :1.Trainer/ Evaluator must be clear about the purpose of evaluation to be able to set the standards and criteria of evaluation.2.For an objective evaluation, the methodology and criteria of evaluation should be based on observable and as far aspossible measurable standards of assessment which havebeen agreed upon by the evaluators and the users of thetraining system.3.Evaluation has to be accepted as a process than an endproduct of training.4.As a process, it has to be continuous. The ‘one-spot’assessment cannot quide trainers for improving subsequent
UNIT IVEVALUATION OF TRAINING
LESSON 25EVALUATION OF TRAINING
240 11.672.2
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MANAGEMENT OF TRAINING AND DEVELOPMENT
programmes, therefore it has to begin before the actualtraining activity and end much after the conclusion of visibletraining activity.5.The training objectives should be an outcome of overallorganisational goals to permit tangible evaluation of trainingresults.6.Evaluation data should be directive rather than conclusive. Itmust be comprehen-sive enough to guide trainers in thecollection of information that will enable them to commenton current training effectiveness and to improve subsequenttraining.7.A good evaluation system is tailor-made and should providespecific data about its strength and weakness. Generalisationsdrawn from one training activity may be in-applicable fortraining across different levels and to meet differentstandards. Besides, they should refrain from using singleinstances for conclusions and generalisations.8.A good evaluative system should provide sufficient scope forself- appraisal by the trainer/evaluator.9.The Evaluative data should try to balance quantitative andqualitative information.10. Role of the evaluator needs tone based on sound workingrelationship with the participants, trainers, senior linemanagers and policy makers. Normally a researcher or afresher is attached to the trainer to carry out end of thecourse evaluation. This evaluator may have the expertise of developing and designing-evaluative tools and techniquesbut it would be insufficient in promoting utilisation of evaluation results. Evaluators acceptance by the participantsand interpersonal sensitivity and trust for frank sharing of feedback is a must. This would modify their role as one of giving and receiving feedback rather than just receivingfeedback. They have to be proactive than argumentatative.11. Effective communication and coordination are essential.Training and evaluation plans should be discussed so thatthere is commonality of purpose amongst the trainers, theevaluators and those sponsoring the trainees.12. Reporting system of evaluative data should be simple, clear,adequate and available for interpretation. It requires the ,evaluator to be sensitive to the feelings of the gudience, hasto be tactful and honest. As far as possible terminology usedshould be concise and free from jargons.13. Realistic targets must be set. A sense of urgency no doubt isdesirable but deadline that are unrealistically high will resultin poor quality.14. Finally, a trainer who is sincere about training, evaluationwould always insist on complete, objective and continuousfeedback on the progress and deficiencies of training to beable to maintain the momentum of the trainingprogramme, its evaluation and subsequent improvement.
Cycle of Evaluation (Evaluation Design)
As a self-correcting aid to training, evaluation, it was mentionedin the previous chapter, is an integral part of training. Havingdeliberated on the need (why) for evaluation in that chapter, itwas stated that the trainer ought to know - what to evaluate?When to evaluate? and how to evaluate? The present chapter,while responding to these three questions presents the evalua-tion design and methodology.Different typologies of evaluation have been described byvarious authors, while some differ in terms of the actual designothers are a mere change of terminology. A particular method-ology appropriate for in-company training may not be relevantfor external programmes. An evaluation design may beapplicable from one organisation to another; one situation toanother while the results are not. It is therefore necessary thatthe evaluation design is tailor-made to suit the situation withinthe broad frame-work of seeking to assess:i.What needs to be changed/modified/improvedii.What procedures are most likely to bring about th:s changeiii.Is there demonstrable and concrete evidence that change- hasoccurred
Typologies of Evaluation Design
Level/ StageHamblin(1)Kirpatrick (2)Warr(3)Virmani & Premila(4)1. Reaction Reaction Context Context2. Learning Learning Input Input3. Job-Behaviour Behaviour Process ReactionPre-Training4. Functioning Results Outcome Learning5. Job-improvement6. On-the-jobPost-training7. Followup and transfer
To mention you W Leslie Rae has written over 30 books ontraining and the evaluation of learning - he is an expert in hisfield. His guide to the effective evaluation of training andlearning, training courses and learning programmes, is a usefulset of rules and techniques for all trainers and HR professionals.There have been several ‘surveys’ on the use of evaluation intraining and development. Results initially appear heartening;many trainers/organizations responding about the extensiveapproaches they use. However when more specific and penetrat-ing questions are asked, many professional trainers and trainingdepartments are found to use only ‘reactionnaires’ (generalvague feedback forms), including the invidious ‘Happy Sheet’where, for example, questions such as ‘How good did you feelthe trainer was?’, and ‘How enjoyable was the training course?’are used. Even well-produced reactionnaires do not constitutevalidation or evaluation.For effective training and learning evaluation, the principalsignificant questions should be:
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To what extent were the identified training needs objectivesachieved by the programme?
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To what extent were the learners’ objectives achieved?
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What specifically did the learners learn or be usefullyreminded of?
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MANAGEMENT OF TRAINING AND DEVELOPMENT
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What commitment have the learners made about thelearning they are going to implement on their return towork?And back at work,
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How successful were the trainees in implementing theiraction plans?
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To what extent were they supported in this by their linemanagers?
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To what extent has the action listed above achieved a Returnon Investment for the organization, either in terms of identified objectives satisfaction or, where possible, amonetary assessment.Organizations commonly fail to perform these evaluationprocesses, especially where:
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The HR department and trainers, do not have sufficient timeto do so, and/or
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The HR department does not have sufficient resources -people and money - to do so.Obviously the evaluation cloth must be cut according toavailable resources (and the culture atmosphere), which tend tovary substantially from one organization to another. The factremains that good methodical evaluation produces a goodreliable data; conversely, where little evaluation is performed,little is ever known about the effectiveness of the training.evaluation of trainingThere are the two principal factors which need to be resolved:
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Who is responsible for the validation and evaluationprocesses?
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What resources of time, people and money are available forvalidation/evaluation purposes? (Within this, consider theeffect of variation to these, for instance an unexpected cut inbudget or manpower. In other words anticipate and plancontingency to deal with variation.)
Responsibility for the Evaluation of Training
Traditionally, in the main, any evaluation or other assessmenthas been left to the trainers “because that is their job...” My(Rae’s) contention is that a ‘Training Evaluation Quintet’should exist, each member of the Quintet having roles andresponsibilities in the process (see ‘Assessing the Value of YourTraining’, Leslie Rae, Gower, 2002). Considerable lip serviceappears to be paid to this, but the actual practice tends to be alot less.The ‘Training Evaluation Quintet’ advocated consists of:
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senior management
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the trainer
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line management
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the training manager
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the traineeEach has their own responsibilities, which are detailed next.
Senior Management - Training EvaluationResponsibilities
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Awareness of the need and value of training to theorganization.
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The necessity of involving the Training Manager (orequivalent) in senior management meetings where decisionsare made about future changes when training will beessential.
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Knowledge of and support of training plans.
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Active participation in events.
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Requirement for evaluation to be performed and requireregular summary report.
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Policy and strategic decisions based on results and data.
The Trainer - Training Evaluation Responsibilities
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Provision of any necessary pre-programme work etc andprogramme planning.
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Identification at the start of the programme of theknowledge and skills level of the trainees/learners.
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Provision of training and learning resources to enable thelearners to learn within the objectives of the programme andthe learners’ own objectives.
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Monitoring the learning as the programme progresses.
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At the end of the programme, assessment of and receipt of reports from the learners of the learning levels achieved.
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Ensuring the production by the learners of an action plan toreinforce, practise and implement learning.
The Line Manager - Training EvaluationResponsibilities
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Work-needs and people identification.
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Involvement in training programme and evaluationdevelopment.
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Support of pre-event preparation and holding briefingmeetings with the learner.
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Giving ongoing, and practical, support to the trainingprogramme.
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Holding a debriefing meeting with the learner on their returnto work to discuss, agree or help to modify and agree actionfor their action plan.
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Reviewing the progress of learning implementation.
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Final review of implementation success and assessment,where possible, of the Return on Investment.
The Training Manager - Training EvaluationResponsibilities
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Management of the training department and agreeing thetraining needs and the programme application
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Maintenance of interest and support in the planning andimplementation of the programmes, including a practicalinvolvement where required
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The introduction and maintenance of evaluation systems,and production of regular reports for senior management
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Frequent, relevant contact with senior management
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Liaison with the learners’ line managers and arrangement of learning implementation responsibility learning programmesfor the managers
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