8 Employee Training

LEARNING OBJECTIVES
studying
this chapter you uwill learn:
After
Concepts of Training and Development
8.1
82 Importance of Training and Development
8.8 ldentifying Training and Development Needs

8.4 Designing of Training Programmes

8.5 Training
Methods of

8.6 Evaluating Training Effectiveness

8.7 Training Process Outsourcing

Summary Test Questions

TUMAN RESOURCE DEVELOPMENT has

Hlattention in recent
years become the focus of
of planners, policy-makers and administrators. Human resource
development may be defined as the process of increasing the knowledge. skills and

capacities people. It is
of important not only for enterprise
an but for a nation to
develop its human resources. A country can develop only when its human resources
are developed through health, nutrition, education, training and research. At the
enterprise level, employee training and executive development are main areas of
human resource development.

8.1
Concepts of Training and Development
process of increasing the knowledge and skills for doing particular
i job. It is Santheganised
a
procedure by which people learn knowledge and skill for a
definite purpose. The purpose of training is basically to bridge the gap between job
requirementso danda present
p competence of an employee. Training is aimed at improving
 BASIC HUMAN RESOURCE
2CE MANAGEME
8.4 Il Is a never cnding or
of a
person.

velopme
dcve Con
and
but
needs to
e d u c a t o n

the behaviour and pertorma

rclated
with
closcly
Training is
distinguish.

process. be om

tltudes,ducatsikr
ters. shOuld
these which he
prOCCss by
differentiated
from Training

E d u c a t i o n .

Is any increasecd
On the
Training
and "training

JODs
are

yledge aand under: othe

hane
Juctous,

Michacl
specilic knowledge

to perform
ACcording

and
abilities of
cuployecs

process
of
to
increasing

wider
the

in
general

scope
and more generalI in purpos th
and
an imr
ading
having
cducation
is the
Thus,
c d u c a t i o n
is
or
O c c u p a t i o

upon
falls u pon
n a l

the cmployers util 'tora

tion fallsinionng
falls
eds
job-oriented
Cmployees."
fraining
is b u r d e n of
t raining
Training burden
of
and major
training.
and the
major
is general raining
tr aini is job-orien th
objective

vocational
whercas
education

Education
is
p e r s o n - o r

knowledge
i e n t e d
while

and skills
required to pe
of conce
.Tspecity
raining
G o v e r n m e n t .

consisting of t h e o r e t i c a l
consisting
practical is
essentially education individual
is contrary, faculties of the
tasks. On the creative
and and Training
analytical Education
between
stimulating
Comparison
TABLE
8.1:
Training
Education

Point o f Comparison Narrow and specitic-job relate

Broad and general Applied and practical
Content and Scope Pure and theoretical1
1. Short duration
2. Nature Long duration
guick and apparent
3. Duration Delayed and inapparent

4. Result
instruction in a school or college w
to work-place. However, it is difticult in practithem formal
training is often imparted
Education generally
at the
refers

differentiate between education and training because in many cases both of tation
training and in all educai
education in all

occur
simultaneously.
There is some
s
and both involve developmenttof
complementary
two are
there is training. The
some

talent and human

potential. distinct from management
is
and Development. Employee training
Training
a short-term prOcess utilising a systematic and organiser
development. Training is technical knowledge and skill
personnel learn
procedure by which non-managerial technical and mechanical operations
refers to instructions in
for a definite purpose. It It is fora
It is designed primarily for non-managers.
like operation of a machine.
short duration and for a specific job-related purpose.
education process utilisinga
On the other hand, development is a long-term
learn conceptia
systematic and organised procedure by which managerial personnel
and
and theoretical knowledge for general purpose. It involves philosophical
theoretical educational concepts and it is designed for managers. It involves broad
education and its purpose is long-term development. In the words of Campb
"training courses are typically designed for a short-term, stated set purpose,suen
the operation of some piece(s) of machinery while development involves a Dr0au
education for long-term purposes.
Training involves helping an individual learn how to perform his present
satisfactorily. Development involves preparing the individual for a future joD and
 T R A I N I N G
8.5
EMPLOYEETRA

1ividual in all respects. Development complements training because

i n d i s

the
humanof
reCSource:
g r o w t h
Cxert their full potential only when the learning process goes
simple routine.

beyond.
Differences hetwecn training and development have been summarised in
between

tar

T a b l e8 . 2 ,

TABLE 8.2: Training and Development Compared

P o i n t o fD i s t i n c t i o n
Training Development
Technical and mechanical Conceptual and philosophical
Contents

operations
Concepts
2 Partictpants
Non-managerial personnel Managerial personnel
Short-term one shot affair Long-term continuous process
3. Time p e r i o d

Specific. job related skills Total personality

4 Purpose

From managementexternal From individual himself-internal

5 . I n i t i a t i v e

motivation motivation
Reactive process-to meet Proactive process-to meet future
of the
Nature
current need needs
6.
p r o c e s s

8.2
Importance
of Training and Development
well-executed training programme can provide the following
well-planned and
A

advantages

the level of performance.

Higher Productivity. Training helps to improve
1. Higher Produ
better work in a given period of time. Output per
, man
Trained employees perform
periorm
Trained employees in developed nations can
Improvements in manpower productivity
increases. and industrial training
hour m e a s u r e to their educational small
in no
he attributed
be
best methods are
training, the
p r o g r a m n e s .

of work. In tormal
2. Better Quality Uniformity of work methods
and procedures
to employees.
sfandardised and taught are less likely
of product or service. Trained employees
improve the quality
helns to
mistakes.
to make
operational helps to reduce
A systematic training programme
3. Less Learning Period. can more quickly
reach the
Employees
cost involved in learning. time and efforts in learning
the time and need not waste their
performance. They
acceptable level of
of materials
through trial and
error. economical use
employees make
more
Trained increase in
4. Cost Reduction. with
and spoilage together is also
Reduction in wastage Maintenance cost
and machinery. unit.
m i n i m i s e cost of
operations per Plant
productivity help to better handling of equipments.
and
reauced due to fewer
machine breakdown
use. self-reliant and
capacity can be put to the optimum W e l l - t r a i n e d employees
tend to be
burden is
Supervision. Therefore, supervisory
Keduced and control.
less uidance
Lvated, They need can be enlargea.
uced and the span of supervision
 8.6 BASIC HUMAN RESOURCE MANAGEMPENT
thods and
ccidentsangis
6. Low Accident Rate. Trained personnel adopt the right
make use of the prescribed safety devices, Therefore, the freqie
reduced. Health andsafety of employees can be improvedv e attitudes
udes amon lop positive attitud
employees.
among
7. HighJob satisfaction and morale are improved due to rise
Morale. Proper training can develop grievances
n the earni
ecau
beca grievances
ecaus
cmployee
trained personnel
and job security of employees. Training r e d u c e s
opportunities for internal promotion are available to v knowledge

and skills of
SkIlls oftthe
the faster in their
in their
care
career
8. Personal
participants. Growth.
Therefore, Training enlarges
well-trained personne ow
can grow
Trained employees
people
a refor
skills. develop
Training prevents obsolescence of knowledge and helps
to
Training
9. valuable
more asset any organisation.
OrganisationaltoClimate. A sound training
managers.
programme
discipline
helps are
to improve
to imp
improved
can be nprove the
the
future
and to develop
helps
promotion to higher posts discipline
are
and
relations
rticinative management
m a n a g e m e n t
can be
reia
Industrial
Industrial
climate of an organisation.
of a u t h o r i t y
and
perticipative
having
regular trai
raining
Therefore, decentralisation ced. Organisations
reduced.
Organisations
from
Sources internal
introduced. Resistance tohange is for personnel employee reduce
helps to
needs
future
fulfil their training
can because and, therefore
OBrammes enhanced in people
stability is an
investment
organisation can
anisational
Training is In fact,
"no
uriover and
absentecism.
sound
business
investment.
left to management is
Systematic training is a
the only choice o r whether it
employees.. .
misdirected
whether o r not
to train
and possibly
of h u m a n resource
choose casual
shall be haphazard, programme
whether training of a n integrated
carefully planned part
shall be made a
administration.
of Training to Employees
8.2.1 Benefits
in the following ways
to employees s e l f - c o n f i d e n c e of an
Training is useful the
S e l f - c o n f i d e n c e . Training
helps to improve enthusiasm.
(i) his job with
enables him to approach and perform
employee. It can perform
better and thereby earn
Trained employees
(it) Higher Earnings.
more.
safety devices. He can
use various
employee to
(iii) Safety. Training helps
an
accidents.
becomes less prone to
handle the machines safely and in work
enables an employee to adapt to changes
(iv) Adaptability. Training
procedures and methods.
can develop himself and earn quick
(v) Promotion. Through training, employee
oromotions.
New Skills. Training develops new knowledge and among employees.
skills
(vi)
henew skills are a valuable asset of an employee and remain permanently with him.
.3 Identifying Training and Development Needs
and
I training activities must be related to the specific needs of the organisation the
e individual employees. A training programme should be launched only
after
Evaluation Criteria
J

Feedback and Revision

 BASIC HUM
8.8 ESOURCE MANAGE.
E n v i r o n m e n t a l
Scanning. The al, technologcal a
organisation n a r
are
(d) cnvironmecnts
of the cxamined. This
cultural tars whick
factors
which the oganisaion can influence a sary and
to idenns
r o n m e n t a l

the control.
the constTalnis
cannot a
which it Analysis.
Analysis. It is systematic and detailed
Role
Task or skills and analysi
2. the knowledge,
contents,
aptitudes require
holder, n ybs
identify job part ot the job llonshol
uld
On the meihods to be used, the be
behaviour.
the way employees the
standards
be performcd, of
have palid to th
tasks to performance required earnt thes,
loyees, At
ash the and employees
methods is to decide what should be taught. Questioso calle
its purpose
ions
analysis, tests,
resource
records, reports,
human
observation a Other nnalre
i n t e r v i e w s ,

about
informations
in the organisatin jobs me
collect
to
can be used
3. Manpower
ananTesorato Analysis. In
this analysis, the persons to .be trained and
skills and aptitudes of
of ned anal
in the knowledge,
changes
required to decide whether
performan.nployee
analysind aptit
it is necessary of are mance anan individ
determined. First ofall, is needed. Secondly, it is deter individu
sub-standard and training
determined whether
specific areaehether
hirdly, the specific areas in
is capable
of being trained. Thirdly,
employee determined.
Lastly, whether training which the are
requires training
individual Other alternatives determined.
is improve or not
the employee's
performance
equipment processes, etc. new or
in the job,
modifications
should raining
also be
e.g., supervisory evaluati
observation, tion, work samples,
considered. Personal information
the needed to choose fronagnostit
tests performance reports provide
and these
relevant and viable if the three
three types of anal
types of
alternatives. Training can be analysis abo
these analysis should be integrated s
are carried on continuously. Moreover, ina
and executed programme.
carefully designed

8.4 Designing of Training Programmes

an appropriate training policy is necess
In order to achieve the training objectives,
commitment of top management to employee trainin
A training policy represents the
A is require
It consists of rules and procedures concerning training. training policy
(a) to indicate the company's intention to develop its employees;
(b) to guide the design and implementation of training programmes;
(c) to identify the critical areas where training is to be given on a priority basis
and
(d) to provide appropriate opportunities to employees for their own betterment
A sound training policy clearly defines the following issues:
(i) The results expected to be achieved through training.
(ti) The responsibility for the training function.
(tii) The priorities for training.
(iv) The type of training required.
() The time and place of training.
(vi) The payments to be made to employees during the training period.
(vii) The outside agencies to be associated with the training.
(vit) Relationship of training to the company's labour policy.
EMPLOYEE TRAINING
8.9
e training objectives and policy are decided, an
programme
mcan be designed and appropriate training
conducted. Decisions on the are
following items
required
for his purpose
req Res
esponsibility for Training.
Training is quite a strenuous task which cannot
b e u n d e r t a .
rtaken by one single department. The
responsibility for training has to be
shared among
The top management who should frame and authorise the basic
aalicv, training
pe review and approve the training
plans and
training budgets. programmes, and approve
(h)The human resource department which should plan, establish and evaluate
instructional programmes.
tlThe line supervisor who should implement and apply the various
developmental plans.
(d1 The employees who should provide feedback, revision and suggestions for
improvements in the programme.

To be effective, a training programme should be properly organised. But good

arganisation alone is not adequate, proper planning and training is equally important.
2. Selecting and Motivating the Target Group. It is necessary to decide who
t o be trained-new or old employees; unskilled or semi-skilled workers,
Supervisors or executives. The type and methods to be used will depend upon the
hunc of persons to be trained. It is also necessary to create a desire for learning. The
mnlovees will be interested in training if they believe that it will benefit them
Dersonally. Trainees will change their behaviour if they become aware of better ways
in the new pattern of behaviour so that it becomes
ofperforming and gain experienceA climate
of operation. conducive to learning can also be created
their normal manner
environment. Physically an appropriate location,
through physical and psychological
and ventilation, adequate furniture, and audio visual
adequate space, proper lighting
environment consists of involvement and
aids are necessary. Psychological
communication, friendly and helpful
participation, freedom of social interaction, open
etc.
trainers, provision for measuring learner's progress.
3. Trainers. The success of a
Preparing the programme depends to a
training
trainer must know
great extent upon the instructors or the resource persons. The
both the job to be taught and how to teach it. He should have an aptitude for teaching
and should employ the right training techniques.
the content of
4. Developing Training Package. This step involves deciding
and choosing the appropriate
aning. designing support material for training the
involve specific instructions in
raining methods. Training courses may time periods ranging
irom
A training course may cover
of doing a job.
ures the contents, methods and time
Week to a few months, In addition to deciding alternative training packages to
red, it is advisable to work out budget for
fa cil also contain a detailed syllabus
noice. Such a training package should methods.
with
with proper mix of training
sequencing of contents, and an appropriate
Supn
Support materia notes, case studies, pamphlets,
chartedierial for may include study
training
charts, brochures etc.
manuals, movie slides,
 RASIC HUMAN RESOURCE MANA
8.10
training Here thethe tral.
of
tra
NAGEMEN
action phase
5. Presentation.
demonstrates and illustrates the
This isin order to put
l over
at case. It knowledge
the new is necessaryand
to explan tells
1s necessary to r a t o n
Case.
be put ar It lan
learner should The lcarner sho
it, the
before in training. be
he is being taught to
to develop
develop nis
his intercst
for cach step in
cach step
In the
the Job, the
job, the relations
relationshi
re told
ng taught the need
for
entire job, s h o u l d be clear and compl
ane

he sequence of the Instructions

plete,
ctc. should be explaincd at

Audio
workflow,
the job the total and one point
illustrate and the trainot.
Aud
upon
pOnts should be stressed
demonstratee
and
uld be
uld
be used to also be encouraged
to
to ask
ask
questions in
VISualaids should He should the job.
the operations. understands

asked to repeat knows and

that he really to do ti
the job several
times slowly.
is asked
order to stens a
ensure trainee
The
Performance
Tryout.
if n e c e s s a r y ,
the complicated steps areeexplained
6. corrected and, do the job slightly he is put
do
His mistakes are demonstrates that hec a n
trainee
as the
As soon

of the training prodr

again. is over.

his own and training

the
effectiveness rog mme iis
vill help to revealweal
on
In this step, help
7. Follow-up.
feedback generated
through follow-up
will
taken. Necessary inat
knesses
assessed. The be
action can COction
n
been taught tohi
corrective
if any. Necessary whatever has been him. Follow
or errors
until the
trainee learns
in designing future trainit
w-up
may be
repeated,
process. It also helps
reinforces the learning
action

programmes.

Training
8.5 Methods of into two broo
employees may be classified road
methods used for training
The various
categories as follows
TRAINING METHODS

Off-the-Job Training
On-the-Job Training |
Internship
Coaching or Mentoring
Vestibule
Understudy
Apprenticeship
Assistant to
Class Room
Job Rotation
FIGURE 8.2: Methods of Training
are given below:
1. On-the-Job Training. Various on-the-job training methods
(a) Coaching or Mentoring. In this method, the supervisor instructs and guides
the trainee. The new employee learns the ins and outs of the job under the guidance
of his supervisor. This method improves relationship between the worker and his
supervisor. But the method can be effective only when the supervisor is competent
and takes interest in training
(b) Understudy. Under this method, the trainee is imparted trainingby a senior
nd experienced employee. The trainee is designated as the successor to trainer and
 8.11
INING
WPOEE E T R A I

servation and
N I

i m i t a t i o n . The purpose 1s to prepare the trainee to fill the

retirement or promotion of the trainer

thc
from
l a i s method the tralnee is placed as an assistant toa sentor
1 A C a r i s i n g t i o

s by
earn
(c)Assistant To.
the f i r n .
ttially, the senior executive entrusts hirn with the routine
Initi
c u l i n r o f t h e
him to perform theJob. Later on. more important and responstbie
r ka n dg u l d e s

to
imately. the trainee becomes competent to
the t r a i n e e . Ultimatel
K a n d a r c given
asigmnienis are g i v

the senior executive.

of .
job the traine is
for m
the
atation. In this method periodically rotated
from job to
si sto
to
broaden
i his outlook and give a general background of diferei
(d
purpose
e lcarns a variety oftasks and develops a better view of the
The
obs. The it may cause disruption in work routine. Few persons have the
anisation. B u t

from one
job
job to another. Therefore, the persons to be trained and
m o v e

pacity
to which they are to be rotated should be selected carefully.
which
to
the
jobs
The main
advantage of OJT is that
the trainee learns on the actual
Merits. environment of the
use
and in the real job. He gets a feel of the actual job
inein he is better motivated to learn and there is no problem of transfer of
Therefore, he i
training skills to
kills to the job. econdly, this method is very economical because no
additional space, equipment, personnel or other facilities are required for training.
while he learn Thirdly, the trainee learns the rules
p r o d u c e s wh
trainee regulations
The
orocedures byforobserving their day-to-day applications. Fourthly. this is the most
and
suitablemethod teaching knowledge and skills which can be acquired through
sonal observation in a relatively short time period. It is widely used for unskilled
d semi-skilled jobs, e.g., machinist, clerical and sales jobs. Fifthly, line supervisors

take active part in training their subordinates.

an
Demerits. First, it on-the-job training, the learner finds it difficuit to concentrate
due to noise of the actual workplace. Secondly, this method is often haphazard and
unorganised. The superi0r or experienced employee may not be a good trainer
Thirdly, in this method, the trainee may cause damage to costly equipment and
materials.

On-the-job training is, however, the most widely used and accepted method of
training. It is suitable for all levels of employees, workers, supervisors and executives.
It is appropriate for teaching
knowledge and skills which can be learnt in a relatively
short period of time and where only a few
persons are to be trained on-the-job.
In order to make
on-the-job training successful, some conditions must be
satisfied: (a) what and how to teach should be carefully decided, (b) the instructor
snould be carefully selected and trained, and (c) a definite follow-up schedule should
De used to
judge the results of training.
Off-the-Job Training. When employees are trained outsidethe job. it is called
off-the-job training
arious
off-the-job training methods are given below:
Internship Training. This is a joint programme of training in which business
houses collaborat
tween theoryate with technical institutions. Internship training involves a balance
between
technicaltry and practice. The trainees are given theoretical instructions in
technical titutions. After
completing theoretical learning, they receive practical
 BASIC HUMAN RESOURCE
CE MANA
MANAGEME
8.12 used in medical,
This
This mcthod isand
method

and profe
professional accountar
jobs whic
which reauite
o f f l i cr
ess..
and t
teec
chhn
niic
caal
l

training in factories uselul

u scful
for
the job. reo
professions. It
is very and practical
practi experience
expericnce on
on
But it
legal is
advanced
theoretical
knowledge
Very
the most most common off-the-job trainine
time-consuming.

b)
Vestibule
Training.
between
It is
the outer door
door and the interior of
plant A
of methoq
a building
within the plant. large
or hall
number
room
a
iners. Special
mcans classroom

Vestil
stibule

Workers a r e
trained in
a
the g u i d a n c e
ofexper
machines
Same machines and
instructors tear
pnents h
equipments
under Same
arc
trained
aspects
of the job.
place. Vestibule method
workers

and practical at the work

the
used
theoretical

in the vestibule which

on teaching
are

the
employed
best m e t h o d
of work. Trainee
before
permits
rainees get accustome
stome
emphasis initial
nervousness
working on the t,
greater
the work
r o u t i n e and
c a n
overcome

actual work
of production and
traino actua
job. Training
does not hamper
But v e s t i b u l e training
is very e x p e n s i v e Oetter
c o n c e n t r a t e on
learning.
vestibule training is that
the +
concentrate
Merits. on learning
The advantage of nee Cacan
main without disturbance ofthe workplace noise, Secondly, the
trainee are job cond:high as the real
motivation of the are
essential in cases where on-the-job traini
interest and
Thirdly, this method is
duplicated.
a costly event, or
the destruction of valuable ecu
result in a serious injury,
and material, e.g., aeronautical industry. Fourthly, correct method can be taugh ipment
effectively by the trained instructor who knows how to teach. Fifthly, it permit
trainee to practice without the
fear of being observed and described by the sina
co-worker. Lastly, it is a very efificient method of training a large number of emnlqu
of the same kind of work at the same time. This method is also useful when it isyees
not
a
advisable to put the burden of training on-line supervisors and when a sp ecial
coaching is needed. It is often used to train clerks, bank tellers, inspectors, inactie
operators, testers, typists, etc.
Demerits. Vestibule training is the most expensive method because of
investments in classroom, equipment and expert trainers.
additional
situations is somewhat artificial and the trainee does
Secondly, the training
not get a feel of the real
Thirdly, separation of training from the supervisory job.
problems in the organisation.
responsibilities may lead to
(c) Apprenticeship Training.This method is used in
in which long period (ranging from two to seven
a technical trade and crafts
proficient. The worker is attached to an years) is required to become
while observing and experienced or senior employee. He learns
to assisting his senior. The purpose of
prepare employees for skilled
etc. Itcombines classroom occupations like plumbing, electrician, trainings apprenticeship
the intricacies of the instruction and on-the-job carpenuy.
job under training. The trainee leari
period of apprenticeship, a the direct supervision of his master. During
stipend may be paid to the
apprenticeship training is regulated u
under the trainees. In Inala
Merits. First, the main Apprenticeship Act,
advantage of this method is that it 1961.
practice. Secondly, the trainees
Thirdly, apprenticeship acquire skills
which combines theory and
programmes provide skilledare valuable in the job maarket.
workforce to indusuy.
 8.13
mOVEFTRAIN INING

rits. ApDICntice ticeshiy trainng 1s tUme-consuming and

Demerits the TOgTanme
tralning p rogr. midway as the training expensive Many
a v e
period ranges from
r r s o n sl c a J c a r s .

f i v r

A p p r e n t i c r s h i pt r a i n i
to
ls the oldest method of training, It is
s

rar
Atechnical trades wherever Job
particularly suitable
od. Drausghtsman, machinist.proficiency
cratts and
1s is the result of a
wanning period.

training
printer, tool maker. pattern
long -11Cnter, wcaver, fitter, jeweller, engraver,
ely
designer.
nccha
ar as
electrician. etc. are
s u c h

Ol

TAB tinction between

8 . 3 : Distis
n-the-Job and Off-the-Job Training
amples

On-the-Job Training
Distinctioon

of-the-Job Training
Learning by doing. and earning go
Focus on
learning only
Rasis

Purpose together
Practical knowledge of the job
of
knowledge
Theoretical knowledge about the job
pe Training imparted at the workplace
2 Training imparted outside the
workplace
S . V e n u e

Training. Under this method,

Classroom
room Tra
Can cducational institutions. Lectures, training
is provided in
d
(d
or case studies.
company
classrooms

and audio
visual aids used to explain
aids are use knowledge are group discussions
and skills to the trainees.
suitable for teaching concepts and
raining is suitab
training
classroonfor
Classroomi

and safety training problem-solving skills. It is

orientations
also uscfu
programmes. Some companies
ain their own training institutes or schools. Special training courses are
esigned, e.g., management course for foremen, computer course for typists. etc.
in retraining and upgrading may also be conducted. Small
an
Courses
firms depend on
and courses.
Outside schools
How Cos Groom Young Talent
IBM
Stretch Assignment' Programme. Employees go beyond their comfort zone. In
addition
to regular work, they select a time-bound project
addressing a real business
challenge
where a cross-section of employees across business units come
together.
Job Shadow' Programme. Employees learn by 'observing leaders at work'.
learning new competencies and skills by observing, they get exposed to otherApart
from
areas.
Internal Job Transfers. Employees get to work across business units.
HCL Tech
Top Gun' Programme. Helps young leaders take
and global accountability for transformational
a
strategies. The development team drafts anindividual plan for each, so they
work with their appraisers, reviewers, HR partners and senior leaders.
HDFC Bank
derelpotentials are offered cross-functional roles, job rotation and individual
development plans.
 8.14
BASIC HUMAN RESOURCE MANAGEMENT

8.6 Evaluating Training Effectiveness

to
evaluate extent to
the extent to which
Need for Evaluation. It is necessary

for w h i c h they
were designed. Such an
as training
aluahs
programmes have achieved
the a i m s
about the
effectiveness of training
as well as ation
on enables an abou
future programmeto
rganisation
information

would
Evaluation
provide useful programmes.

the of future traini update o r modify

design and also to
programme o r c o n s e q u e n c e s also
monitor the training outcomes
des
of training. The
e v a l u a t i o n oftraining
relevance of training
and its integration
with useful
data on the basis of which can be judged.

degree
management
of human
resource

Training tiveness is the d o s

effectiveness

Concept of
Training
and
Effectiveness.

apply the knowledge

and skills acquired
and: in t vhich
the training
traineesa r e able to learn
on the
ts, value and
attitudes, interests, values of expectations
programme.
It depends
environment. A training programme is li the
trainees and
the training
learn, are
involved in their jobs. hat
ave
more
trainees want to
effective when
the
programme, ability and motivati
and the ability career
Contents of a training
strategies. effectiveness. 8.3 illustrates the ina.uon of
Figure the influence of
trainers also determine training
effectiveness.
trainee attitudes on training
Environmental Favour

Social task
Reaction
- - - - To skill Assessment Motivation to Transfer

Locus on Controi Motivation to Learn Learning

Behaviour Change
Career/Job Attitudes
- Explorations Result
- Job Involvement

Career Planning

Reactions to
Training
Exploratory
Behaviour >Pre-training Motivation Learning
Behaviour

Performance
FIGURE 8.3: Influence
of Attitudes on Training Effectiveness
Source: Arun Gupta, "The Influence of
Journal of Training and
Training Attitudes on Training Efectiveness." The Indian
Development. January-February. 1987, p. 42.
Evaluation Criteria. Evaluation of
training effectiveness is the process o
obtaining
of
information on the effects of a
training programme and assessing the vaalue
training in the light of that information. Evaluation involves controlling and
orrecting training programme. The basis of evaluation and
the a
mode are determue
E M P L O Y E ET R A I N
AINING

8.15
Hhen theC l r a i n i n
designed. prOgramme

in terms ol the According to Hamblin.

ing
is

efectiveness mcasured
can
be
following criteria: training
R
Atraining
e a c t

programme
actions.ieetives,contents
i o n

can be evaluated in terms of the

s .

reactions t o t h e
and methods of trainees
Orame worthwnie and nke t, thetraining Incancase the trainees
red the programme

cOnsider training be considered

ettectiv
The extent to which the trainees have learnt
Lear the training period is
the desired
knowledge
a useful basis of
and
skills

ctectiveness. evaluating training

Improvement in the job behaviour
Behaviour. of the trainees
manner
i and extent to which the learning has been applied
(ii)
to the job. reflects the
The ultimate
Results. The ultin results in terms of
(io)
v)
improvem
cost reduction, accident reduction, productivity improvement. quality
reduction in labour
absenteeism are the best criteria 1or evaluating training effectiveness. turnover and
bseiFigure 8.4 provides.a broad
ramework for evaluation in terms
However, it may not always be of types, levels
and
methods.
possible to
employ comprehensive
a
stem due to organisational constraints,
evaluation
e.g., lack of clear training
inadequate infrastructure, lingness of the management to change human policy.
policie performance appraisal
resource

feedback.
system and organisational processes on
the basis of
Methods of Evaluation. Several methods can be
the outcomes of training. Some of these are: employed to collect data on

1, The opinions and judgements of trainers, superiors and peers,

2. Asking the trainees to fill up evaluation forms,
3. Using a questionnarie to know the reactions of trainees,
4, Giving oral
and written tests to trainees to ascertain
how far they have learnt,
5. Arranging structured interviews with the
trainees,
6. Comparing trainees
performance on-the-job before and after training
7. Studying profiles and career
8. Measuring levels of
development charts of trainees.
productivity, wastage, costs, absenteeisms and employee
turnover after training.
9. Trainees' comments and
reactions during the training period, and
10. Cost benefit
analysisof the training programme.
Feedback. After the evaluation, the situation should be
analysedand
pOsSible causes for a difference between the expected outcomes
to identity the
the actual
f SNecessary precautions should be taken in designing and implementing
future training orogrammes so as to avoid these causes. The outcomes of training a
programme should justify the time, money and efforts invested by the organisation
in training. nformation
of
andtraihtneTs
t collected
as well as during
to others concerned with should
evaluation be provided
the designing to the trainees
and implementation
itraining programmes. Follow-up action is required to ensure implementation of
valuation report at
1. A.C. every stage.
Hamblin: Evaluation and Control of Traintng, McGraw Hill, 1974.
 Level Z: | Tate

Administer
extent do trainees have
To what Written tests
greater knowledge or skill after
the training programme than Performance tests
they did before? Graded simulations

Level 3: Evaluate Behaviour Collect performance data from

Are trainees behaving Superior
differently the job after
on
Peer
training? Client
Are they using skills and
Subordinate
knowledge they learned in
training?

Level 4: Evaluate Results Measure

I s the organisation or unit Accidents Morale
better because of training? Quality Costs
Productivity Profits
Turnover

FIGURE 8.4: Four Levels of Training Evaluation

Source: Kirkpatrick, Personnel Administrator, November.1983.

8.7 Training Process Outsourcing

When an organisation gets its employees trained by an outside agency.1i
called training process outsourcing. Employee training is a recurring. teao
proct=
and time consuming process. Therefore, many firms prefer trainingtoluowi
butsourcing to in-house training. Training process outsourcing can offer the
enefits:
(i) It allows management to focus on building core business. More time aan

effort can be devoted to developing HR strategies and policies.

(ii) It helps to save costs.
(il) The comnpany gets the benefit of the expertise of the outsourcing ageney
(iu) The firm need not invest in training infrastructure.