Introduction

Training is learning or enhancing knowledge and skills required to perform a task or job.
Training is defined as “The process of systematically developing work-related knowledge
and expertise in people for the purpose of improving performance” by Swanson and Holton.
Training enhances the performance of individual and organisation by developing level of the
employee’s competencies and skills. Training is given for a particular job requirement
purpose. In the process of training, learnings of the employees are very important because if
the trainee does not learn anything then the whole training process would be wasted. The
process of training starts with training need analysis by knowing present skills and estimating
the skills required to perform a task required to perform. The need analysis is done to
improve the abilities and productivity of the employees. Then the second step is setting of the
objectives for the employees to accomplish in the process of training. Objectives are set
generally to meet the needs of the job. The objectives set can be individual, organisational,
functional or societal. The third step in training process is the training design which has to be
in line with objectives set. The training design consists of training requisites such as content,
learning theories, instructions, material are a few of them. The next step would be the training
implementation, this is the action stage where the actual training starts for the employees. The
trainees are monitored to see if the training is being effective which is known by the
attentiveness of the trainees’ present. The last step of the training process is the evaluation of
the training by giving out feedback forms. There can be examination of the effectiveness of
the training to find out how much have the trainees’ learnt from the training session that had
been conducted. There are a few methods through which the effectiveness of the training
program can be known. There methods such as Kirkpatrick model, ROI model where even
the return on investment on the employee is also calculated for the business organisations to
know how much they are spending on the employee and how better is the employee working
after the training session. In some cases, if an organisation sponsor the employees for a
training program and an employee resigns before the training amount is recovered then the
employee has to pay for the training and leave the organisation.

The effectiveness of training can be sometimes a very intricated process. There can be many
factors that can influence the effectiveness which can be before or after the training program.
The evaluation of training effectiveness models can categorise as ‘goal-based approaches’
and ‘system-based approaches. Goal-based approaches are such as Kirkpatrick model,
Kaufman’s model whereas system-based approaches are such as “Context, Input, Process,
Product” (CIPP) model, “Input-Process-Output” (IPO) model and “Training Validation
System” (TVS) model. The effectiveness of training is most commonly evaluated by using
Kirkpatrick model of evaluation. This model has four level of evaluation that is reaction,
learning, behaviour, results. The process of conducting this model takes the time period of at
least one year from the date of training conducted. Reaction is when employees have
completed the training and a questionnaire is circulated to find out how was the training
program. Then comes learning where the trainees are assessed pre and post the training
program to understand how much have the trainees’ known before the training and gained the
knowledge or skill after. The third level of evaluation is the behaviour where the trainees are
assessed one month, six months and one year after training. The last level is results, here the
trainees are measured regarding their transformation and it requires team surveys, manager
polls and more to come to a conclusion as of how much has the trainee transformed due to the
training conducted. This model was condemned for offering a reductive view that over
simplifies the complicated training evaluation procedure. The training effectiveness
determines the efficiency of an organisation which is influenced by the abilities of its
employees.

Importance of research:
Today every organisation provides training to their employees in order to have better skills,
increase productivity of the employee, to have a competitive edge against the competitors in
the market. The organisations spend a hefty amount on these training programs for their
employees. According to a survey USA had spent 83 billion dollars on training of employees
in 2019. Organisation are sending so much on training but just conducting the training
procedure and programs is not enough. The training effectiveness should also be taken into
consideration. Many organisations may not feel it important to conduct an evaluation of
training effectiveness because it may be a complex process. But when spending on much on
training then there should be an evaluation of the effectiveness of a training program to
understand how an employee is impacted after it. This research is done to examine the
effectiveness of training program.

Key constructs:
Training:
Wayne stated that, training is to improvise the performance of individual, group and of an
organisation which has a designed plan of program. In turn there have been measurable
changes in terms of skills, behaviour, knowledge and attitude.

Training need analysis:

Training need analysis is done for the gap to be identified for the desired capability with that
of actual capability of the employees so that a proper training is designed for them.

Training evaluation:
The process to understand the effectiveness or ineffectiveness of a training program
conducted. It is to analyse how the training program was and whether to make any changes or
not for the trainees to inculcate and understand the training.

Effectiveness of training:
It the measurement for the trainees’ improvement in knowledge, skill, behaviour pattern after
the training program. It gives information regarding the trainees’ capabilities whether there
was any improvement or not.

Individual performance:
The performance of the trainee after attending a training program. It is evaluated by
observing any changes in the competencies or efficiency.

Organisational performance:
It can be evaluated by observing any improvement in customer satisfaction, goal
achievements and more as part of training outcomes.

Scope of the study:

Due to the COVID-19 situation there was a complete lockdown in the country which is why
there could not be an empirical study conducted.
Organisation of the dissertation:

Chapter 1:

In chapter one the introduction for evaluating effectiveness of training in given. The detailed
research objectives, research questions and research problem are given. The key constructs
definitions and scope of the study are discussed.

Chapter 2:

Literature review is chapter two where the conceptualization of training effectiveness is done.
A synthesis table of literature review is given and theoretical framework is discussed. In
theoretical framework the different models of evaluation of training effectiveness, training
methods, training need analysis, training characteristics, importance of training, benefits of
training evaluation, and factors affecting training evaluation are discussed.

Chapter 3:

Chapter three is research methodology. In the research design and proposed research design,
data collection method and proposed data collection method, sampling procedure and
proposed sampling procedure, and plan for data analysis are discussed in detail.

Chapter 4:

The last chapter is discussions and conclusion. In the finding from study, theoretical
contributions, managerial implementations, limitations and future research directions, and
conclusion are mentioned in detail.
 Chapter 1: Introduction
Introduction, research objectives, research questions, importance of research,
definition of key constructs, scope of the study

Chapter 2: Literature Review

Conceptualization and theoretical framework

Chapter 3: Research Methodology

Research design, proposed research design, data collection method, sampling
procedure, proposed sampling procedure, data analysis plan

Chapter 4: Discussions and conclusions

Findings of study, theoretical contributions, managerial implications,
limitations and future direction, and conclusion
 Literature review
In this chapter, the literature of review is regarding evaluating training effectiveness. There
are four sections under this chapter. The first section has reviews of training definitions by
various authors and the conceptualization of effectiveness of training programs. The second
section is the models related to the evaluation of effectiveness of training programs. The third
section consists of the factors that impact the training effectiveness. And the last section is
about consequences of training effectiveness.

Conceptualization of evaluating effectiveness of training:

David and Stephen (1989), stated that training is,“ learning experience in that it seeks a
relatively permanent change in an individual that will improve ability to perform on the job. ”
Noe et al., (2006) referred training as planned efforts facilitate the learning of job related
knowledge, capabilities and behaviour by employees. Goldstein and Ford (2002), defined
training as step by step acquisition of skills, concepts and attitudes which result in enriched
performance. Armstrong (2001), defined training as “The process of providing employees
with specific skills or helping them correct deficiencies in their performance”

Srivastava et al., (2001) stated that, the effectiveness of training is measure in terms of
various outcomes such as level of satisfaction, reaction and feedback of participants &
change in execution and behaviour as perceived by their immediate superior and department
heads. Griffin (2010), stated that organisation desires for evaluation and extent of training
effectiveness of actual evaluation, there is an incompatibility.

From the above definitions it can be suggested that training is indoctrinating the new or
required, skill set for accomplishing a certain job or task. But training should be effective in
order to perform the job successfully.

Study Context Theoretical Antecedents Industry, Key findings

positioning & & Country &
Conceptualization Consequences Sample Size
Yadapadithaya. Evaluating Evaluating training Training Corporate A wide range of
(2001) training initiatives causes and sector, India, organisations
programs in rigorously as drivers (A), (252) use
Indian training has an training key questionnaires
corporate impact on training result areas as instrument.
organisations investments. (C), training Most of the
evaluation (C). public and
private
companies use
single program
to evaluate
effectiveness.

Santos, Start. Perception of Training Training and Finance, Training

(2003). employees effectiveness is development United programs were
on training influenced by strategy (A), Kingdom, attended by
programs employee training (167) employees due
perception of evaluation (C), to individual
training employee development
perception process which is
(C). a part of the
organisation.
Only a very few
employees who
were promoted
to higher post
could transfer
training.

Arthur, Bennett, Training Meta analytical Training Conceptual Post- training

Edens and Bell. effectiveness procedure to find design (C), environment
(2003). relation between Training need can also cause
training design and assessment favourability to
effectiveness of (C), inculcate the
training. Training newly learnt
evaluation (C) skills. Training
Training delivery also
effectiveness plays an
(C). important role
in training
effectiveness.

Forman & Triple win The NA Conceptual If organisations

David. (2004) frame work implementation provide
for training tool is triple-win employees with
programs framework to the value which
improve and the they expect
integrate the then the
training programs. motivation is
high and the
training
programs will
have better
impact and can
achieve desired
goals. Triple win
can make
training
programs more
successful.
Gauld & Miller. Workplace Qualifications and NA Australia Trainers with
(2004), trainers competencies are (303) experience
qualification required by the above 10 years
and trainers to state that
competencie effectively train at excellent
s workplaces. subject
knowledge is
not required but
trainers with
less than 5 years
state that
excellent
subject
knowledge is
required in
order to train
the employees
effectively.

Mattox & Effective 3-day training Training (A), USA, Training impacts
Jinkerson. training for course to Employee (3136) the retention of
(2005). employee accustom retention (C). employees’
retention experienced hires positively. There
to prevent was huge
retention. revenue benefit
to the company.

Bergemann, Effects of Large scale training Effects of Germany, It was found

Fitzenberger & training sponsored by training (C). (5165) that the training
Speckesser. programs public sector which had negative
(2009). are successful in impact on
raising unconditional
employment but employment
are poorly rates. But
targeted. because there
was huge
demand for jobs
so the survey
shows zero or
positive impact.

Keith, Richter, Approaches Guided and Training (147) Self training for
and Naumann. to training exploratory are method (A), low ability
(2010) approaches for trainees lowers
training. transfer.
Whereas active
or explorative
 gives better
results. For
above- average
trainees’ both
the methods are
effective.

Grohmann & Time efficient To meet the Training Germany, There were
Kauffeld. training economic demand evaluation (1134) satisfactory
(2013). evaluation training questionnaire results for the
questionnair evaluations should (C). summative
e require less time training
development and should not be evaluation. And
labour intensive. by using Q4TE
scales it could
be found that
employees who
said they had
could transfer
training showed
higher values. It
could
successfully
differentiate
from the
employees who
can transfer
training and
who cannot.

Amir and Amen. Employee Training impacts Employee NA Organisations

(2013) performance the overall performance are ready to
and training organisational (C). invest in
effectiveness edge, revenue and employee
performance so it training but
has to be should see that
effectively they have
administered. proper training
for the
employees for it
to be effective.
Employees
should be able
to build
competencies
and over come
there
 deficiencies by
attending
training
programs.

Yamoah and Training and Employee Employee Tele- Employees

Maiyo. (2013) opportunities performance is training (A), communicatio cannot under
for effected by Capacity ns Ghana, perform
employees capacity building. building (C), (56) because of
It depends on how employee training but the
much an employee performance factors may
is ready to build (C). include lack of
the capacity. better
conditions.
Training may
not be the
always be the
solution for
better job
performance.

Diamantidis & Medium to Training can Post training Greece, (126) The
Chatzoglou. long term facilitate and behaviour (C), management
(2014). effects of improve job training should not
training performance and transfer (C), expect any
simultaneously training sudden change
lead to training results (C). in the employee
need satisfaction. as soon as the
training is over.
The
effectiveness of
the training
program in
determined by
how interesting
is the training
design.

Chun, Mark & Online Training programs Structuring Educational Online training
Yan. (2014) learning were constructed training (A) sector, China, is not engaging
effectiveness effectively to (37) the trainee and
promote self- there is
learning irregularity in
terms of
trainees visiting
the website. But
number of
 trainees taking
part is great.

Falola, Training Effectiveness of Training Banking, Behavioural and

Osibanjo and effectiveness training on techniques Nigeria, cognitive
Ojo (2014) employee perform (A), (223) training
and competitive Employee increases
advantage of performance employees’
organization. (C). capacity,
promote
innovation and
result in
competitive
advantage.
Employees’
develop skills
and knowledge
required to
perform the job
ideally.

Borate, Evaluating Kirkpatrick model Training Quality After four levels

Gopalkrishna, employee used to evaluate effectiveness department, of evaluation of
Prasad & training the training (C). (33) employees the
Borate. (2014). effectiveness effectiveness of employees had
the employees. gained the
practical
knowledge and
the confidence
to perform the
job had
increased
significantly.

Ngussa. (2014) Application Instructional Analysis (A), Educational By applying

of training model of ADDIE design (A), sector, ADDIE, the most
process among the Development Tanzania, (49) importance is
teachers teachers. (A), given to
implementatio implementation
n (A), whereas the
evaluation (C). evaluation of
training
program is given
the least
importance. It is
required to be
conducted
 regularly for the
teacher so that
they can
influence the
students in a
better way and
encourage them
for higher
education.

Rafiq. (2015) Training Evaluating training Training Aviation, Though the

evaluation through four levels evaluation Pakistan training
of kirkpatrick criteria (A), programs were
model. training long the
evaluation (C), employees had
developed the
skill which they
can confidently
display. Training
had great
impact on the
employees.

Raheja. (2015) Methods of Traditional and Training The different

training and modern methods (A), methods of
development approaches of concepts of training have
training used and training (A), their
the various evaluation of advantages and
methods of training (C), disadvantages.
training. evaluation Choosing the
design (C) right method of
training is
important and
benchmarking
the training is
also necessary
so that an
appropriate
measure can be
taken to
understand
improvement or
no
improvement in
the training.

Raja and Training Training should be None Locomotive There is

Kumar. (2016) effectiveness done to increase manufacture, satisfaction level
productivity, India, (400) among
improve employee with
organization effective
climate. training.

Agrawal, Training The Kirkpatrick Training need Auto ancillary, The study states
Gangai. (2016) effectiveness model of training analysis (A). India, (120) that
for workers evaluation is used qualifications
and factors for evaluating and age of the
affecting training trainee matters
effectiveness. as more aged
trainees are
hard to attract
and the trainees
with less
qualifications
are not excited
for training.
Reaction,
learning,
behaviour and
result have
positive impact.
Training need
identification is
needed before
allocating an
employee for a
training session.

Manna & Theory of Relation between Factors Effectiveness of

Biswas. (2018) effectiveness effectiveness or influencing a training
of training ineffectiveness and (A), outcomes program
the trainees’, of training (C), evaluation is a
factors affecting determining complicated
pre-, during, and effective or process and
pot training levels. not (C), conformity as
training been
characteristics established.
(C).

Sreerekha, & Training The enhancement Perception of Garment, Job evaluation is

Labiba,. (2018) leads to of skill and effective India, (100) for making
qualitative knowledge of training (C), decisions such
and employee and Perception as promotions,
quantitative feedback for towards on- demotions,
 advancement training programs. the-job and rewards.
s off-the-job Training also
methods (C), helps in
retention and
motivation.

Veena and Training, Training effects Methods of India, (100) Most of the
Latha. (2018) employee employee training (A), employees’
performance performance and satisfaction of attended on the
and the organisation employees job training and
competitive can have the (C). most of the
edge for the competitive employees were
organisation advantage. satisfied with
the training
programs.

Das, Dash & Factors that Training process TNA (A), Managerial The 8 factors
Dash. (2019) influence the from setting of training training, identified
effectiveness objectives to that objective (A), India, (48) played
of training of outcomes of training important role
learnings. design (A), to influence the
Methodology training
(A), training effectiveness.
environment
(A), Factors
(C), trainees
feedback (C).

Fig. 2.1: literature review synthesis table.

Yadapadithaya (2001), Stated that, what are the major drivers and the areas of the results of
training and development, what are the instruments, levels, purpose and evaluation designs
for a training program. It was observed that training and development and dividends in long
term. And training activities should have proper planning, development, budget allocation,
conduct and evaluated carefully. It was observed that the multinational companies spend
more on training and development programmes then in government and private sector
companies in India. Though there are new models of training evaluation been introduced,
an organisation should adopt and training evaluation technique which is suitable for it.
Often training evaluations are carried out without proper criteria. But it should be
understood by the organisations that an effective evaluation of training may be complex but
helps the organisation understand how effective the training program has been.

Santos and Stuart (2003), training effectiveness and how is it influenced by perceptions of
the employee is studied. It was observed that the experiences of the employees and the
work place practices influence effectiveness of training program. Investigation is done on
evaluating strategy is designed for training effectiveness and perceptions of trainees. Is it
was conducted in the finance company in United Kingdom. It was observed that employees
needed an appraisal system and a planned training program. Nani just pointed that there is
a strong link between organisational benefit and individual advantage. It was observed that
the employees by rewarded, employees of this company had improved their skills
knowledge through the training programme attended by them. Attitude and exposure
towards training initially was positive. The trainees who were not satisfied with the pre-
training activities and post training activities and reverted back for performing better after
the training process.

Arthur, Bennett, Edens and Bell (2003), this paper examines relation between three factors,
they are specified training design, features of evaluation and training effectiveness in an
organisation. For training effectiveness it was found that task characteristics and choice of
evaluation play an important role in determining it. It was found that the training evaluation
technique affects the training programs effective miss on the trainee. So found that delivery
of the training and characteristics of a task or job influence the effectiveness of training. The
training conducted was behavioural training. It was empirically assessed through meta
analytic procedure that organisation training effectiveness does depend on the training
design, techniques of evaluation.

Forman (2003), the paper triple win states that, training programme is not offering a class or
a training product but it is more than that. It states effective in implementation of training
programmes should be ensuring that due to these training programmes there is an effective
use with integrating work and culture. Effective implementation is offering training, ensuring
its effective use, integrating with culture in or organisation, and last institutionalising the
training program. Educational technologies moved away from ensuring effective
implementation of training programmes because the focus on individual and their learning,
and not on organisational development. Triple win can be used for effective training
implementations, which lays foundation to training and organisational development. There
are five levels of evaluation with key questions level start from 0 to 5. Level zero question
would be whether the trainee completed an educational program, level one the question is
regarding liking or disliking of the training program, level two question is did the trainee
learn anything from the program, level four question would be is there any impact on
business results, and the last question would be what is it worth to invest on a training
program.

Gauld and Miller (2004), this research was conducted to know about the qualifications and
competencies possessed by trainers in an organisation. This article tests whether there is
relation between effectiveness of the trainer and competencies and qualifications of a
trainer. It is stated that participants learning is determined by four crucial elements, they
are motivating factor, reinforcement, retaining and transference. It depends on the trainer
to create a comfortable training atmosphere. The trainer has to provide any biased
feedback to the trainees and in order to make themselves more effective, to keep up with
the trends and to get new ideas the trainers should continuously keep on learning. Few
competencies of trainers are responding to learners feedback, effective communication,
analysing the course material, evaluating the training effects and impacts, setting effective
goals and objectives, and identifying individuals with different kinds of training
requirements. This research Delphi technique was used and for primary data questionnaire
survey was conducted. A sample of 303 responses was collected. It was seen that the most
important trainer competencies are setting of goals and objectives, reacting on the trainees
work, providing positive reinforcements, facilitating activities for group learning. The least
important factor was having proper knowledge regarding the subject and having different
kinds of training techniques. Trainers who received formal education has been effective
trainers and their training effectiveness increases with the number of years of experience. It
has been seen that organisations have trainers, who do not have much experience but due
to their partial knowledge regarding the subject are hired as trainers. It important to have
an effective trainer as this might affect the training effectiveness on the participants taking
part in the training program.

Mattox and Jinkerson (2005), this research was conducted on how employee retention gets
affected by training by using survival analysis. There is often an ongoing process for
retaining employees and hiring employees with good skills and knowledge for performing
the allotted job. Training maybe one of the way for retaining employees so that the cost
might decrease when compared to hiring a new employee, which would cost more than
training. This training the participants self -elected themselves to take part in this training
process. The main focus was on using the survival analysis for employee retention study. By
giving training and employee might feel important and due to which the motivation levels of
the employee might increase which might lead to increase in productivity. This experiment
had a three day training course for new hires in the company so that they can familiarise
with the culture of the company. This company hires at least 3000 experienced employees
every year. All the 3000 employees were given a chance to participate in this training
programme out of which only 379 participants were interested to take part in the
programme. Participants 92% were managers and the remaining 8% where executives. It
was seen that most of the participants who attended the training program could generate a
very considerable revenues for the organisation and the training cost was very minimal. This
could be said that training affected employees and the performance of the organisation
increased which could be seen through the revenues generated.

Bergemann, Fitzenberger and Speckesser (2009), In this article the researchers conducted a
research on evaluating the training programs dynamic effects on employment, this research
was conducted in east Germany. It focuses on employment and non-employment transition
rates. Due to turbulence in labour market it was necessary to understand the dynamics of
the labour market. The programme consisted of heterogeneous participants. The training
provisions were changed due to tight public budget. There was a replacement in courses
offered for short-term training. There were around five categories in the labour market
which were job creation, training, work force, unemployment, and full time employment
and part time. This paper investigated the effects of employment of first participation for
the public contributed trainings after the German reunification. The training programmes
were conducted on a very large scale. The training programmes may not have been very
effective. It was saying that the training reduced participants employment chances in the
future. This is a case of exceptions because it was taking place during the turbulence in
Germany economy. The active labour market policies programme showed probabilities on
the employment ranging from zero to positive. Programme had spent around £5 billion for
creating employment for the participants of the program.
Keith, Rishter and Naumann (2010), this research on approaches of active training that
encourage self -directed training programs. There were two experiments conducted in
which the first had a sample of 37 and the second had a sample of 110. In the first
experiment is word processing training and the second is a presentation training using guide
or active trainer. In exploratory training the learners are considered as active participants. In
explorative training the learners are given very minimal information regarding the job to be
performed. The learner should figure out what to do and how to do the task given. It is also
called as training of error management. It’s found that active training is considered best for
adaptive transfer jobs but who is not supported for analogical jobs. Guided training had
more impact on the perceived utility of performance by the trainees. In second experiment,
the participants were given a presentation kind of training. It was seen that performance
transfer was very strongly affected by cognitive ability. It was found that active training is for
participants who are highly motivated and look forward for transfer of training knowledge.
Participants with low motivation may not be recommended for Active training but guided
training would best suit them. Because active training is recommended for trainees with
high motivation, this method would not have any low motivated participants. In this
research the experiment with training on computer skills had participants had already had
higher knowledge about the computer skills utility. This can be treated as a biasness.

Grohmann and Kauffeld (2013), This research states that the evaluation measures should be
psychometrically sound. Evaluation of a training program maybe time-consuming and might
need additional employees to assist the evaluation but it is an important step to be
considered. It states that in a lot of organisations, the evaluation process is done just by
noting how the employee reacts to the training program. Employees who are new to the
training process should be considered and for them the training objectives should be more
practical, that they feel it is achievable if they attend the training program. It states that the
training evaluation questionnaire should be designed in such a way that both short-term
and long-term outcomes are mentioned. Training evaluation helps the organisation to
decide whether to continue a training programme or not based on the results. If the results
are not satisfactory then the organisation might want to discontinue the program but this
can be determined only after and proper training evaluation is conducted. Training
evaluation needs a psychometrically sound measures to evaluate training program. The
study first conducted development of questionnaires research wherein 408 respondents
were taken as the sample size. Questionnaire with one question with two sub questions
have shown a good psychometric- properties. Second study was conducted for knowing the
factors affecting training evaluation. A total of 287 sample size was collected they found six
factors that could influence training. There was a difficulty faced by the trainees to transfer
the training the contents. It was seen that happening of short questionnaire might be
disadvantages and may not help in determining the effective means of training evaluation.
Elnaga and Imran (2013), In this research the authors state that one of the factor for the
firms success or failure is performance of the employee. This was realised by the top
management and the investment for training and development increased to increase the
performance of the employee. To develop effective skills a training program has to be
designed in such a manner that it attracts the trainees attention, and would encourage, and
motivate them to develop the skills. It seen that when a company faces losses, the company
first cuts down the training budget, it respective of whether the company is international or
private or government. But the organisations do not realise that this might affect in
turnover of employees and to hire employees and make them go through the training
process would cost them more than letting the current employee go through the training
process. Study states that before giving and training the employee has to be evaluated on
their ability and health issues because this might affect the effectiveness of the training
program. The employees have to be evaluated on their current knowledge and skills so that
the trainer can get a clear picture of what to train and until what extent to go. Proper
feedback has to be taken from the superiors which helps the trainer to decide whether the
training was effective or not. The work atmosphere should also be in favour of the trainees
so that they can perform better. The main factor that influence the trainees is the
motivation factor. If the employees are not motivated then they may not pay any interest in
the training programme which might affect negatively. In certain cases, training can bring
higher return on investment which was invested on the training programme attended by the
employee.
Yamoah and Maiyo (2013), the objective of the research was whether employee
performance is affected by capacity building of employee. This research was conducted in a
communications sector in Ghana. It states that it is impossible for a new hire to suddenly
perform a job, it is the reason why training should be given so that the trainee is well
adjusted to the atmosphere and can gain confidence perform the job. The training process
alters the behaviour of the employee, so that the organisational goals are met. When an
employee does not form in accordance with the standards that are set by the organisation,
the employee is sent for a training program to enhance the skills. An employee who
performs higher than the standards is also sent for training programme but to enhance the
skills either for career growth or career development. The training program for the
employee who could not perform according to the standards of the organisation may be
demotivated but the employee sent for training programmes for career growth may be
highly motivated. It is stated that if the employee is given full support in time then there is a
drastic effect on the performance of employees. It is stated that the training program
attended by the trainees might be successful but the performance may not have an impact
because of factors affecting the trainees after the training process. Article some
respondents have said that the training session on computer software was very much
helpful and that they performed better in workplace. The article concludes that with
training and employee can build the capacity to perform the job better. But also states that
training may not be the ultimate solution for an employee who is underperforming.
Sometimes even training can cause an employee to underperform because the employee is
demotivated.
Diamantidis and Chatzoglou (2014), the article talks about the employee behaviour after the
training program and employee performance. The researchers wanted to evaluate the long
and medium term effects of training on the organisation. The paper states the relation
between training transfer and operational performance. The factors chosen for training
transfer or design, self-efficacy, work atmosphere. The research was conducted in a Greek
organisation where a sample of 126 responses have been considered. The training transfers
and employee behaviour after the training is affected by how a training programme is
designed. It states that training design and transfer of knowledge obtained during the
training are related. Employee behaviour after the training programme and performance of
the job tell us whether the training program attended the training is successful or not. It
states that self-efficacy and training transfers are highly related. The training atmosphere
and training behaviour also are highly related. Training content is affected by the way
training transfer is designed. Training process is designed to satisfy the employee training
and to improve their overall performance. The training programme should give confidence
for the trainees and the work atmosphere should be supportive of the trainee so that the
trainee can apply what they learnt in the training program. Training knowledge transfer
should be designed in a proper manner because even that plays an important role for
ensuring that the training programme conducted was effective on the trainee. It states that
training is a dynamic process which should be conducted time to time so that the employees
feel motivated and perform better.
Chun, Mark and Yan (2014), in this study the authors studied the enhancement of self -
directed technological language-learning for an online training platform. This study was
conducted to understand whether online training can be effective and can engage the
trainees to use the self-directed technology for training. It is stated that the trainee should
have the intention take part in the self-directed learning. For language learning the self-
directed learning should involve skill development as well as the motivation factor aspect to
encourage the trainees. There is a three-level cyclic model which consists of fore thought
level, which is where learners turn to cognitive learning become motivated to take part in
the activities and achieve the goals which were set. The second level is the performance
control level where the learners self-observe themselves, instruct and self -monitor the
progress. The last level is where the trainees evaluate their performance with the goals that
were said by themselves this level is known as self- reflection level. This is known as
Hubbards three-part training framework. There was an intervention programme plan which
observed any sort of attitude or behavioural changes in the trainees taking part in this
program. 80 undergraduate participants were taken as to studying in China. There were 03
stages the first is pedagogical and strategy training stage, second was technical and strategic
training stage, and the last stage was reflection and extended activity. The perception of the
participants affect the training process and there was an evaluation on perceived value
through the training. There was a survey conducted which stated that the participants first
preferred only one hour of self-directed training whereas after the training the survey
stated that participants are ready to take an average of three hours of training in a week.
There was a lot of positive perceptions and attitude to words self-directed online training.
The training was conducted for learning English language through online training program
using technology. After the training most of the participants enhanced their English
language and were quite confident in speaking. This can be said as a positive effect of
training which means the training taken by these participants was very much effective. The
authors concluded by saying that the training was successful but not in the area of training
content which was reported by the participants and it was kind of difficult to engage the
participants through our online training program. The online training attracted huge
frequency of participants to use self-directed learning technology.

Falola, Osibanjo and Ojo (2014), the research was conducted in Nigerian banking industry,
the objective of the research is to understand the competitive edge of the organisation and
the effectiveness of training programme on the employees. There were a 223 valid
questionnaire responses, and the research was conducted in south-west Nigeria. Research
shows a strong relationship between performance of the employee and the training
effectiveness of a program which in turn results in the organisation competitive edge. It
states that of often organisations reward employees with job enlargements or job
enrichments to increase the motivation levels and satisfaction levels of the employees. The
objective of the study is to understand how can job training impact on the performance of
the employees, how can cognitive methods affect the potential of employees, it also tries to
examine the impact on training of behaviour on the productivity of the employs. Most of
the respondents had at least eight years of experience in banking industry. The study took
into consideration the various kinds of training such as induction, orientation, coaching,
monitoring, internship, job rotation. It was found that most of the trainees felt that
computer-based training is effective technique of the job training technique to have
competitive edge for an organisation. It was found that simulation method, role-playing
methods and games often increase the reasoning power of the employees and motivate
them to be more innovative. It could be concluding that cognitive training has great impact
on the creativity and performance of the employees. It even indicates that behaviour and
cognitive technique widen the abilities of the employees and create a space for innovation
which often results in, as a factor of competitive advantage. The organisations should
ensure that the employees utilise the training programs properly to gain the knowledge for
performing job in a better manner as well as to promote their carrier growth.

Borate, Gopalkrishna, Prasad and Borate (2014), This research has been conducted in an
MNC which manufactures engines engines, and focuses on whether employee attitude is
affected by training or not, uses “Patrick model of evaluation and it was conducted in quality
control department. Objective was to evaluate the training of continuous improvement on
quality and to find what are the variables that impact the effectiveness of training. Author
felt that most of the training programs are valuated only on the basis of the feedback given
by the employees. The author stated that it is necessary not only to know about the trainer
who is giving the training but also the quality of the training which is being provided to the
trainees. Which provide training and evaluate the effectiveness should also involve
themselves in your mind whether the trainees are actually learning and implementing the
learnings to perform the job better or not. It was observed that change in reaction, learning,
behaviour, and result have a significant effect on the training effectiveness of a training
program. It is observed that if there is a change in reaction level there is significant impact
on behaviour level of the evaluation of the employee, but if there is change in learning or
there is no change, it does not affect the behaviour level. Trainees response be taken in the
first level, the second level concentrated on the trainee attitude, third level took into
consideration the progression is made in the behaviour of the training. It was observed that
the trainees had increased their knowledge and there was a positive change in the attitude
of the learners and push them to fulfil the requirements of the job. The article can be
concluded saying that the training programme conducted for quality control in the MNC
company showed positive results stating that the training program was effective.
Ngussa (2014), In this research article the training process model known as ADDIE is applied
for the teaching industry. It was observed that the intensity of this model may decrease as
the teaching experience is 10 or more than 10 years. This research was conducted in
Tanzania across 11 secondary schools. This research tries to relate the training process and
whether it impacts the teachers gender, area of specialisation, educational level and
experience. The a D model is nothing but the process of training in which the step one is the
analysis, step two is the designing of the training programme, step three is the development
of the training program, step four is the implementation stage where all the above steps
planning is put into action, and the last stage is the evaluation of the program which
indicates whether the entire training process which was conducted is successful or did it fail
in any area. It is very important to conduct the evaluation to understand how well the
training program was done. In this article the researcher states regarding the instructional
design and assumptions made which are intentionally opposing learning, learning
considered as a very complex process, the range of development of the curriculum,
designing of the instructions which is not involved in the process of learning, many sub
processes of instructional design and the last is the different kinds of instructions given. The
researcher found that the demographic features do not have an impact on application of
the model but the experience of the teacher is considered as the intensity might decrease.
The article even states which process level is given the most important and the most
important level of training process is implementation then is designing, developing,
analysing, the last important level is evaluation of the training process. The researchers
suggest that this model should be applied regularly for the teachers so that they can
influence the children studying in these schools to pursue higher education. The researcher
suggests that this model should be applied regularly for the teachers so that they can
influence the children studying in these schools to pursue higher education.
Rafiq (2015). The study conducted was on the evaluation of training program using the four
level model Kirkpatrick evaluation in an organisation. The study states that the training
helps an individual to advance in the skills which helps in the betterment of performance
and it leads to overall effectiveness and improves organisational performance. The study
was conducted on employees of international airlines of Pakistan. The main objective was to
evaluate the effectiveness at international airlines of Pakistan by using Kirkpatrick model of
evaluation. It wanted to evaluate the effectiveness of training at each level which are
reaction, learning, behaviour and the last results stage. Although the evaluation process
took about more than an year to get completed, a gap of three months was given after the
first level to conduct the second level, 6 to 9 months gap was given and then the
behavioural level of evaluation was conducted. After an year the last level of evaluation that
is the results level was conducted. But the research was conducted in batches and then the
information was gathered. The study did not cover the TNA process. Training was given in
soft skills which covered the attitude of the employs and groom the overall personality of
the employees. The study was exploratory. Effectiveness in level one showed positive. The
trainer chosen had good expertise and communicated well. The participants in the training-
program were mostly attracted to the training methods such as role play, discussions and
lecture. The training content was also 70% effective. In the end trainees’ wanted to continue
coming for the program. Level two was conducted to know the knowledge they had gained
through the training program. It was seen that the confidence level was raised and the
enhancement in the performance of the employees was seen. In level three, it was seen
that there was drastic change in the behaviour and attitude of the trainees’ who attended
the program. Level four, all the stakeholders of this program were interviewed to know the
improvement of the trainees. The willingness and productivity towards work had increased
in the employees. The author concluded by stating that, this training program gave the
organisation to conduct frequent evaluations for the programs that will be conducted
because they had realised that proper evaluation is actually saving time and money for the
future.
Raheja (2015), the researcher states the importance of training, and how it improves the
abilities through teaching new techniques. This article states the two approaches of training
that are traditional and modern, and it further even talks about the on-the-job training and
off-the-job training methods. The article states that training helps the employees to identify
their weakness and give an opportunity to eradicate them, it helps the employees to boost
their performance, it helps the employees to maintain the consistency of the work due to
not having proper knowledge of new task, it mainly benefits the organisation in reducing the
costs. In this article there are many on-the-job and off-the-job methods in which the on-the-
job methods are such as, internships, understudy, mentoring, coaching, job-rotation and
step by step instruction technology. The off-the-job methods are, case studies, role-plays,
lectures, stimulations, in basket exercises, management games, management studies and
conferences. The article states the ways to develop training effectiveness which are goal
identification, resources acquisition for the training, creating proper plan for training,
finding an expert trainer, the objectives and the expectations should be communicated
effectively, the progress of the process should be monitored, the last is collecting the
feedback. Even the training evaluation is stated and even benchmarking the training is
necessary is being told. Evaluation designs are also necessary as they give the measures as
to what to be done and how much improvement is reflecting in the trainee, before and after
the training process. levels of the evaluation are discussed which are the reaction stage,
learning stage, behaviour stage and then comes the results stage. The pre and post training
measures should be done by a control group, because then there would not be any kind of
biasness and the results from the control group can be accurate. It tell how important is
training in order to help the organisation in reducing its costs and help employees by
providing new skills to perform job in better or new ways.
Raja and Kumar (2016), research article Studies the training and development effectiveness,
a research was conducted in Ashok Leyland ltd. Survey took place across many departments
in the company. A sample of 400 employees was used to analyse whether they were
satisfied with the training or not. Article states that few companies provide training for new
employees of the organisation and a few others try to develop the current employee
knowledge and skills. Most of the are increasing their funding towards training and
development programmes. The authors of this paper wanted to know how effective Adi
training programmes in this particular company they even wanted to identify what sort of
skills and knowledge is required for the employees to perform the job, one of the objective
is also to know the training needs of the employees in this firm. There were certain
limitations for this research such as employees underestimating their own skills before
training and feeling they have way more better skills after the training program is
completed, time constraint, sample size because the organisation actually has 21,500
employees but only a sample of 400 employees could have been collected, duration was
also a constraint because there was the only time of eight weeks to conduct this research.
From the research it was seen that most of the respondents discussed their learning
outcomes with their reporting officer, most of the respondents did not have good
knowledge before the training session but after the training session most of the participants
had a higher rate of knowledge. A very considerable amount of trainees had effectively
applied their learnings to perform their job better. In the research it was seen that
satisfaction level does depend on the effectiveness of the training. Training improved
professional as well as problem-solving skills in the participants. As the trainee perform
better after the training program, the trainee needs to be awarded with some monetary or
non- monetary benefits so that it motivates the employee to actively participate in further
training programmes when required. This research article it can be concluded that the
training programme which was conducted was very much effective on the trainees.
Agrawal and Gangai (2016), the authors of this research article conducted a study in an auto
ancillary industry where a sample of 120 questionnaires were collected. The article tried to
investigate whether there is a positive relation among training variables such as need
analysis, evaluation of training with the four level evaluation model,. It even try to
understand if the TNA effects the training program effectiveness. The study try to
understand if there is any effect of the trainees experience on training program
effectiveness. The study took into consideration if there is influence of educational
qualifications of trainees on effectiveness of training. In this study most of the participants
were either 12th graduates or have done a graduation course. Most of the employees had at
least 60 to 20 years of experience. The first two levels of Patrick model had a very high
positive result. The four variables of Kirkpatrick model have positive and significant effect on
each other. It was found that the demographic variables such as experience qualifications
and age had impact on TNA. Though learnings of the training and qualifications did show an
effect. It is seen that the reaction and learnings have an impact on the educational
qualifications but behaviour and the results do not depend on the educational qualifications
of the trainee. The educational qualifications cannot influence the entire effectiveness of
the training programme that the trainees attended but if it’s only the first two levels of
evaluation. TNA has a huge impact and affects the trainees effectiveness of training
program. The study shows that the more the trainees have experience the more they are
focused and want to learn more and have an effective training because they concentrate
more on their carrier growth and development. It was seen that trainees with more
experience thought they knew everything and they do not need any kind of modifications to
the skills they possess. All the four levels of evaluation had a positive result, from this it can
be stated that the trainees had a very effective training sessions and are fully aware and
have knowledge regarding the subject on which they were trained.
Manna and Biswas (2018), In this research article the researchers considered the factors
which may affect the training effectiveness at three different stages that are pre-, training,
post stages of a training program. It is seen that the trainees find it difficult to adjust into an
atmosphere that is completely new. In this research article, the training effectiveness is
measured by post training elements value which is deducted by retraining elements value to
that of obstacles in these two levels value. In this article researchers found that, training is
effective and leads to improvement in performance of employees through training diversity.
But before training diversely the preparation of the participant is required because it will
result in positive training effectiveness. It was found that training atmosphere and
characteristics or behaviour of the trainer widely affect the training. Although a good
training atmosphere might be there but there can be some obstacles in the training period
faced by the trainees which affect the most in the training effectiveness. The training
effectiveness can be impacted by how a pre-training and Post training levels have been
performed because even a single misunderstanding or a mistake in the stages the entire
training process might get affected. Every training process has its own positive and negative
effects in the entire process. Trainees characteristics also affect the training effectiveness
because every trainee reacts differently to the organisations positive and negative factors. If
the trainee is not satisfied with the training program then there might be a negative training
effectiveness and if a trainee finds the program to be positive then there would be a positive
effect on the training effectiveness. The capacity of learning of the trainee is also considered
because even if the training program has been carried out well but the trainee does not
have the capacity to inculcate what has been taught in the training then it would have
negative affect on the training effectiveness. In the end, the researchers conclude by saying
that, the training effectiveness is a very complicated measurement which needs to be
evaluated very carefully.
Sreeekha and Labiba (2018), the researchers studied regarding the evaluation and
effectiveness of the training programmes which are conducted in a garment industry in
Tiruppur. The study was conducted to find out the effectiveness of garment industry training
when conducted, to measure whether there is an improvement in the skill after the training
and to find out what training methods and what kind of evaluations are followed for the
training. The factors which were taken to find out the perception of effectiveness of training
in the Tiruppur city were planning of the program, training atmosphere, whether there was
a personal growth, self -efficacy, improvement in employee capacity, and change in
efficiency. The study considered on-the-job and off the job training methods which were
orientation training, instruction training, apprenticeship, rotation of job, coaching, vestibule
training, case study, simulation, laboratory training, and special study. From this study it was
known that training methods such as rotation of job, discussions, training in laboratories,
study of cases were considered dissatisfying for the trainees. The trainees found that
training methods such as instruction training, simulation, coaching, special study,
apprenticeship, lectures, and coaching highly satisfactory methods. The authors suggest that
the trainer who is giving the training should be qualified and the perceptions of the trainees
should be considered for what method of training should be followed because if they feel
dissatisfied with the training methods then the effectiveness of the training may result
negatively. Training on a whole gives an opportunity for the employees such as promotions,
rewards and career growth. Study says that major areas where do you organisations follow
training process as compulsory are, soft skills, interpersonal skills, problem resolution,
management of time, learning new technologies which come in the market, efficiency
development and so on. Study concludes saying that the HR department or the training
department should consider the suggestions coming from the trainees so that they can
modify and in implement better ways of training so that it can be effective and increase the
efficiency of the employees, it makes the employee feel that their suggestions are important
and may give better feedback.
Veena and Latha (2018), in the research the authors conducted on effectiveness of training
programs and development programmes in a private company in Bangalore. The main
objective was to find out regarding the training effectiveness and what impact does it have
on the employee performance and the company’s competitive advantage. The study shows
that there is direct relation among the training effectiveness, employee performance and
competitive edge of the company. This article studied what are the various kinds of
methods of training followed in the company and how effective were there, it also wanted
to study whether the employees were satisfied by the training programmes conducted in
the company. The study was considered important because it is a way to find out how
productive an employee is after attending a training programme and how much an
employer plays a role in improving the productiveness of the employees in the company.
The study had limitations to training and development process such as no response error
where the employees couldn’t spend much time due to workload, response errors, biasness,
and time duration. The article found out that the employees attend training programmes in
order to improve their skills so that they can perform the job in a better manner, it also tells
that on the job training method is most affective. It was found that due to training the
communication in the workplace improves a lot it was seen that the skills are enriched by
hands-on method of training and the major objective of the training programmes was to
learn and share knowledge, and even flexibility and experimentation is required for better
effectiveness. It concludes saying that they were gaps in training methods in the company
but still the company regularly conducts the training programmes. Seen that most of the
employees participate in the training process and it is even seen that more than 50% of the
employees improve after the training programs. The company follows both on and off the
job method of training and the HR department carefully assess the training needs of the
employees. The employees are very much satisfied with the training and development
programmes which are conducted by the company.
Das, Dash and Dash (2019), in there research, studied the influencing factors on
effectiveness of training. They identified eight major elements that can impact the
effectiveness, the eight elements are, TNA, objective setting, designing training program,
trainer, method followed for training programme, audio and visual aids, learning
atmosphere and the last is the outcome of the learnings from the training program. The
research was done on both sectors that is government as well as private sector employees,
it was a two-day training programme where the first two levels of Kirkpatrick model were
used to evaluate the effectiveness. The two day training programme was conducted only for
48 management staff employees. In this paper only two levels of Kirkpatrick model where
conducted that is the first level which is the reaction and learning level. The results in
learning level states that the training was effective and the participants were killing in
participating in the training program. While conducting the second level that is the reaction
level, the participants were asked to rate which factors affecting the training the most, the
participants were supposed to rank the factors from 1 to 8. It was noticed that for both
government as well as private sector employees the identified eight elements of training
impact the effectiveness of the training equally. Around 88% of the employees scored an
average of 13.21% stating that the training was successful in the learning stage. The
research also states that the employees had agreed that the faculty or the trainer training
programme play is the most vital role in influencing the effectiveness of training program.
But the factor that least affected the public sector employees was the objective of training
programme and the least effective factor for private sector employees was the learning
atmosphere. We can say from the research article that the most effective factor for trainees
is the trainer who delivers the training program.

Theoretical framework:

There are various kinds of training evaluation models that an organisation can use. The
purpose of these models is to help the trainers to focus on their desired factors for evaluation.
The effectiveness of training can be assessed by various models but these models are broadly
classified into two categories which are Goal-based approach and System-based approach.
The goal-based focuses on the evaluation purpose and helps to develop defined goals. The
system-based focuses on the steps required to accomplish the goals and helps to improve
training process. The goal-based approach has a micro view whereas the system-based
approach has a macro view.

In this research the primary focus in on four level Kirkpatrick model. The Kirkpatrick model
identifies the difficulties in the process and gives clear cut clarity in simple format. The four
level model represents training design and training evaluation interactions. The first two
levels of this process focus on the learning atmosphere and the other two levels focus on the
training transferal to the work atmosphere.

Kirkpatrick Training Evaluation Model

Kirkpatrick model has been used for more than fifty years. It is considered as quintessential
evaluation benchmark to measure the effective of training programs to detect any kind of
weakness and to modify them for future programs. This is a broadly accepted model by many
training specialists for evaluating. The model was established in 1959, from then the model
became popular in the training industry for evaluating training. The four levels of this model
are reaction, learning, behaviour and results.

Level 1: Reaction

Level 2: Learning

Level 3: Behaviour

Level 4: Results

Figure:2.2

Level 1- Reaction:

It is how the trainees had encountered the training session. It tells about how the trainee felt
the program was. It is known by taking a feedback from the trainees through a questionnaire.
The questions can be such as, did the trainee enjoy the program, was the training-program
significant for them, did they find the training-program trainer good and more of such
questions. It talks about the level of engagement the trainees had during the training session.
the evaluation maybe online or verbally by the participants. Asking participants about a few
aspects of the training-program would be constructive for identifying loopholes and
measuring the level of satisfaction would be favourable for motivation or pointing at the
problems with trainees. Reaction can quantify one dimension of training such as contentment
or multiple dimensions as delivery methods, training material, design of training, timing.
Trainee reaction talks about the training atmosphere, trainer behaviour, trainer knowledge,
context, process, this helps to prepare a proper training instruction program.
The trainees perceptions and motivation effects the rate of success of a training-program. In
this level the evaluation talks about three important aspects such as expectations of trainees,
desires and perception of the trainees. In this level the evaluation done to verify whether the
participants were interested in the training-program or not and whether they like the training
or not.

Trainers can thrive for betterment and determine the effectiveness of training program by
receiving the feedback form from the participants. The potential of the reaction measurement
lies in the feedback of the trainee and estimating the effectiveness so that the trainer can get
hold of what exactly are the needs and expectations of the trainees are. By understanding the
results of the training feed-back the trainer can modify the training design. It is important to
understand how the trainees feel about the program because in case, they do not understand
or feel that it is not the worth of time then the time and energy of stakeholders involved in
this process maybe wasted. So it is compulsory that the trainer should consider the feedback
and act accordingly. But the information gathered in this level is restricted only till the trainer
so as to measure the effectiveness of the whole training process then the other levels of
evaluation should also be done.

Level 2- Learning:

The learning level focuses on whether the participants have or have not inculcated from the
training-program. It is a key aspect in training to look into in the process of training
evaluation. In this level the degree of knowledge and skills acquired by the trainee is
measured. By doing so the superior gets hold on to whether to change or modify the training
module. This level gives us the reflection of the inculcated capabilities from the training-
program. It helps to determine the rate of success of a program but it does not reason out the
effect on an organisation or whether it meets the expectations of the organisation. Basically it
tells about learning outcomes and not about the trainee execution of the job. It is expensive to
plan and implement testing of the advancement of knowledge and skills of participants
through the learning level in the evaluation of training process. This level needs greater depth
of knowledge to understand and develop valid tests. It is up to the training experts to decide
on, till which extent the training is required and how much depth of the subject is necessary
for the trainees to understand and learn.

It depends on the trainer’s ability to understand the trainees capability of learning and how
do they deal and deliver the objectives set for the training program. Burning outcomes can
have three dire dimensions such as cognitive learning skill-based learning and affective
learning. Cognitive learning is acquiring of knowledge, skill-based learning is related to the
technical skills learning whereas effective for attitude learning refers to motivation goals and
attitude which are related to the objectives of training-program. Learning level evaluation is
crucial because without learning from the training program there cannot be any sort of change
in behaviour.

Level 3- Behaviour:

Knowledge transfer from the training programs if inculcated well by the trainees then there
would be a result in change of behaviour. Here behaviour can be stated as ability to perform
the skills learnt to do a job allocated after the training in desired manner. In this level superior
can judge a trainee whether the trainee has an impact or does the trainee require further more
training. The evaluation of behaviour level in an important aspect because it gives greater
data to determine the effectiveness of the training-program compared to the result level. The
superiors can analyse any kind of changes or improvement in the skills of the trainee. It can
be done through surveys, observing, reviewing the trainee performance or by getting
comments by subordinates regarding trainees’ work. Behaviour level analyses whether the
learnings in training are put into use by the trainees or not, it is to determine the rate of
success.

The behaviour of the trainee has to be measured in order to understand that the set objectives
and requirements of the trainee are met. This is the only level which observes the objectives
and requirements of trainees are being met. The fundamentals of training evaluation are
needs, objectives and result because they are the basis are the evaluation. Here the loopholes
can be pointed and can ask the organisation for further support in terms of training. At this
level sometimes it requires deep insights in the intervention of performance to know the
reasons for ineffective performance of task. There can be factors such as improper
equipment, no support from peer or lack of management support or as such difficulties which
can result in ineffective or lack of performance in the trainee.

Training characteristics play a crucial role in transfer of the learnings from the training
program. To create a proper learning atmosphere there should be a lot of interactions between
the participant and the trainer, different kinds of instructional methods have to be used and
the trainer should play a major role for knowledge transfer in the trainees.

Level 4- Results:

This is the level where the trainee performance impacts the business or the atmosphere, here
it can be determined whether the trainee has improved or not from the training-program. At
this level the efficiency of the training is determined. Effectiveness here can be determined
by taking into consideration the factors such as sales, production, turnover and more. At this
level the final results are defined, it can be done by knowing the increase or decrease in sales,
turnover, production quality, profits. This is the level which determines the monetary benefits
also. It may be difficult to evaluate the results in long term because of the lack of required
instruments for evaluation at this level. Results level of the training program is more
expensive and time consuming. It is mostly analysed by utility analysis. Utility analysis is a
tool for estimating profit or loss for a company through many interventions of the human
resource.

In case if an organisation wants to conduct the only the last level that is the result level then it
is not possible to analyse satisfaction of the trainee, estimate the learning level and
understand knowledge transfer. If the before factors are not analysed then knowing the result
would be difficult and may not be proper. In order to conduct the last level evaluation the
other three levels are also equally important.

Kaufman and Keller five level model of evaluation:

The Kaufman and Keller model is extended version of the four level Kirkpatrick model. It
takes into the consideration the effect of training on the society also. It counts even the
society and continual improvement rather than summative measure. This theory explores that
the evaluation outside of training should have consideration for interventions for
improvement of performance. It considers both the internal and external training results. In
this model the changes made from the Kirkpatrick model ae that in level 1 there are input and
process and in level 5 it evaluates society as well as customer.

This model’s level 1 consists of input and process. Input is the materials required for the
training that lay foundation for the training. It checks for the quality and accessibility of
resources. Process is concerned with the delivery and with how much efficiency is the
training being delivered. Level 2 is acquisition where it focuses on the competency of an
individual or a group. Level 3 is application and the impact of the training is measured. It
evaluates whether the training program learnings are being used by the trainees or not.
Organisation output is the level 4 where the ROI is calculated, here the ROI is the tool used
for measuring the effectiveness. The last level is the societal outputs where it evaluates how
an organisation can contribute to the society. In Kaufman’s model the achievements and
learning objectives are considered in the level 2 of evaluation because they are considered as
the indicators of training effectiveness. The model does not offer much of practical view.

Phillips ROI model:

In this model, which is given by Jack Phillips takes into consideration the economic value of
the training program conducted. This model adds an extra level known as calculating ROI. It
is a ratio of monetary benefits to that of the training-program cost. This model trough cost
benefit analysis shows the amount of money spent on training for a trainee and how much of
that worth could the trainee give back to the organisation. But in certain cases measuring the
ROI could be difficult and complex.

In this model the level 1 is reaction which measures the satisfaction of trainees. level 2 is
learning and it is measured by giving the trainees tests, skill practices and similar assessment
tools. It is used to understand how much have the trainees learnt in the training-program.
Level 3 is Application and implementation, here the trainee is measured on to what extent are
the training program learnings' are being applied and used. The extent to which the trainee
applies the skills is where the success rate of this level is determined. Level 4 is business
impact, basically it is analysis of output and quality of the training-program attended by the
trainees. The last level is ROI, it compares the benefit that an organisation got to that of
money spent on training of those trainees’. It is calculated as:

ROI = Total training-program benefit – Total training- program cost * 100

Total program costs

OR

ROI = Net program benefits * 100

Total program costs

Stufflebean’s model:
Stufflebean (1983), model talks about “Context, Input, Process and Product” (CIPP).
Program related decision making and evaluation are linked together in this model. The
evaluation is directly relevant for decision making. There are four kinds of evaluation in this
model: context evaluation, input evaluation, process evaluation and last the product
evaluation.

Context evaluation talks about the extent to which training-program objective is determined
with that of the organisation need. It evaluates the Training need analysis (TNA) and sets the
training-program objectives. Then is input evaluation which tests the action plan to evaluate
the program strategies and activities to help the identified objectives to be achieved. Process
evaluation is important part for implementation of the training-program. It evaluates the
reaction sheets, ratings and relevant records of the program. It continuous process of
evaluation. It gives inputs for the training strategies and activities to be implemented which is
also used to analyse the success or failure. The evaluation level aims to get feedback as to
which programs are carried out perfectly and use the proper time, it modifies the action plan
of the training-program in certain cases, it assess the program trainer time to time, and lastly
it gives insights about how the program was implemented to that of which was initially
thought of. Product evaluation is the last level where the interpreting and measuring of the
training objectives is done. It tells the organisation to what extent has the program been
effective by taking into consideration the improvement of the performance of the trainees.

CIRO evaluation model:

Warr (1970), proposed the model CIRO which is “context, input, reaction, outcome”. It is a
model proposed for managerial training-program evaluation. The level 1 which is context,
involves the given point operational situations to analyse training need. The input level take
into consideration the training methods or techniques which are possible for the intervention
of training. Reaction level gives importance to suggestions for changing the training-program
with respect to the concerns of the trainee views. Outcome level involves the results of the
immediate and ultimate outcomes after the training. This model gives importance to
objectives and availability of the resources but can not measure. It is done pre and post the
training.

Brinkerhoff’s model:

Brinkerhoff (1987) designed a six stage model for evaluation of training-program. The six
stages in this model are i) goal setting, ii) program design, iii) program implementation, iv)
immediate outcomes, v) intermediate or usage outcomes, vi) impacts and worth. This model
is very similar to that of Kirkpatrick model. But in this two steps are added which are TNA
and training design. The level 3 is same as level 1 of four level model of Kirkpatrick, and
level 4 of this model and level 2 of four level model. This model is in sequence and all the
levels have to be followed step by step. Only when the trainee and trainer are work closely it
can not be conducted.

Bushnell model:

Bushnell (1990) proposed a model which can be done before and after the training-program.
This model consists of “input, process, output” (IPO), which falls under the system-based
approach that concentrates completely on the training process. this model evaluates long term
results as well such as the profits, competition improvement and business sustainability. The
evaluation considers financial improvements, productivity, satisfaction of the customer and
so on.

The IPO model is a combination of the first three levels of the four level model. In this
process evaluation is done after every stage of training process. in the input stage the
participants, trainer and the training design is evaluated to get better results. The process
stage assesses the plan, design and delivery of the training. The output stage evaluates the
long term results as well as short term results. But the loophole of this model is that it does
not provide enough information regarding the functions of the training-program.

Kraiger, Ford and Salas model:

Kraiger, Ford and Salas (1993) proposed a model with learning outcomes such as cognitive,
skill based and affective outcomes. The cognitive talks about the assessment of knowledge,
basically cognitive is the variables of quantity and type of knowledge and relation between
them. The skill-based outcome is evaluates the task potential and affirmative evaluates the
motivation of a trainee. This model evaluates the training goals, strategies and performance.
In this model, the outcomes are not interdepended which means any outcome evaluation can
be carried out at any time.

This model is developed in this way because a test immediately after the training may not
give out the appropriate results because few can memorise and write. But having verbal
assessment may lead towards cognitive spectrum. This model helps to analyse the individual
and situation factors for the predicament of training application and learning. Cognitive
includes verbal knowledge. Skill compilation is considered under the skill based outcome.
And affective outcomes considers attitude and motivation factors.

Holton model:

Holton (1996) model considers the factors of evaluation of each level. He proposed a model
of Human resources development evaluation (HRD) and research model. It includes training
outcomes of organisational result, individual performance and learning. A lot of factors
influence training outcomes which may not have been considered in Kirkpatrick model. The
factors such as ability, motivation and perception may influence the work atmosphere. The
learning outcomes factors may be trainee reaction, cognitive ability and so on. Individual
outcome factors may be transfer of knowledge, conditions for the transfer, and so on. The
factors that might affect the organisational outcomes can be goals of training and
organisation, external events, payoffs, and more. This model is does not take into account the
feedback loops and states only descriptions of influences.

Brinkerhoff model:

Brinkerhoff (2003) stated that there can be various reasons for performance achievement. The
success case method evaluates impact of training on business and involves two parts. The two
parts are, the first is where it includes trainees with most and least success rate for knowledge
training. The second part is drawing samples from the two groups. Qualitative and
quantitative methods are used to analyse the effectiveness. The organisations can come up
with new techniques of training and this model provides valuable information by conducting
the research and tells the impact of training-program.
Training evaluation Model name Evaluation levels
model
Kirkpatrick model Four level model 1. Reaction
2. Learning
3. Behaviour
4. Results

Kaufman & Keller Five level evaluation model 1. Input and process
model 2. Acquisition
3. Application
4. Organisation output
5. Societal outcomes

Phillips model ROI model 1. Reaction

2. Learning
3. Application &
Implementation
4. Business impact
5. Return on investment

Stufflebeam model CIPP model 1. Context

2. Input
3. Process
4. Product

Bushnel model IPO model 1. Input

2. Process
3. Output
4. Outcomes

Warr, Bird & Rackham CIRO model 1. Context

model 2. Inputs
3. Reactions
4. Outcomes

Brinkerhoff model Six stage model 1. Goal setting

2. Program design
3. Program implementation
4. Immediate outcomes
5. Intermediate outcomes
6. Impact
7. Worth

Brinkerhoff method Success case method 1. Focus and planning

2. Impact model creation
3. Administration of survey
 Kraiger, Ford & Salas The learning outcomes model 1. Cognitive
model 2. Skill-based
3. Affective

Holton model HRD evaluation and research 1. Learning

model 2. Individual performance
3. Organisational results

Fig. 2.2: Models of training effectiveness evaluation.

Purpose of training:

Training is a continuous process in an organisation. It identifies the current need to perform a

job and the status of employees who need to perform the job. It helps the employees achieve
the required qualities to perform the job smoothly. Top companies are spending a
considerable amount on the training of their employees.

Training should be given to employees for improving their morale, reducing the constant
supervision by the superior, absenteeism reduction, performance quality improvisation,
grievances reduction among the employees, help the employees build their career, good
productivity outcome and to reduce the employee turnover rate.

Training need analysis:

TNA is the identifying what are the performance change that was required or expected from
an employee. Then a report is made saying whether the employee needs a training-program
or not. Then the competencies and key requirements are determined. Then the gap between
what the employee is now versus what the employee wants is analysed, it is done by taking
survey, interviews of the employees. And then the specification of the training-program are
established, it is where the training-plan is made. In the end the TNA is assessed regarding,
whether, the employees are satisfied with it or no, improvement is possible or not, what kinds
of effects training can have on employee job. It is a crucial step because it is fundamental step
and if something is misunderstood or under evaluated then the whole training activity might
have a negative impact. A well-defined TNA can be a key measure to a successful training
evaluation.

Training objectives:

After the training need analysis is done the objectives for the training program are set for the
employees who would be attending it. The objectives play an important role as to plan the
design for the training program. Even if one of the training objectives are missed then there
would be negative impact on the evaluation process of the training. The objectives and the
needs of the participants should be taken into consideration because if they do not match then
there would be a gap which can affect the training-process negatively. Effectiveness of the
training is directly impacted by the objects set for the training-program. Planning plays major
role in determining the objectives because it has to be done precisely and with an eye to the
needs of the employees. The objectives can often tell how the training-program should be
designed and delivered by the trainer. The objectives which are set should not be so high or
impossible to achieve instead, the objectives of training should be achievable but a little
challenging so that the trainees would consider the training program. In many cases, the
training session which the organisations mandate for every employee irrespective of the need,
it is seen that a lot of the participants show least interest to even attend and there is a huge
rate of absenteeism.

Training methods:

There should be defined methods for a training-program. Methods of training effect the
knowledge transfer in the training-program. There are so many training methods and a trainer
can choose to go with one or more methods of training in a program. But the training method
should be chosen on the basis of what are the objectives and in what training atmosphere is it
taking place in. There are two methods for training-methods, there are on the job-training and
of the job-training methods.

Training Methods

On-the-job-training method: Off-the-job-training method:

 Coaching  Lectures
 Mentoring  Case study
 Job rotation  Simulation
 Job instruction technology  Role play
 Apprenticeship  In basket exercise
 Understudy  Incident method
 Business games
 Group discussions
 Conferences

Fig. 2.3: Training mrthods.

On-the-job-training method:

Coaching:

Coaching is where a superior tries to eradicate the weaknesses of the subordinate so that they
can work with better enthusiasm. It can be used for on-on-one, teams or groups. Here the
trainees’ are told what is expected out of them and are supposed to work for that outcomes. It
has control over the delegation. The goals are set by both the trainer as well as trainee. An
analysis is done as to what is the current state and what is the desired status. The gaps
between them are identified to fulfil them.
Mentoring:

It is also a method where the trainer and the trainee have one on one training-program. Unless
there is any kind of inter personal conflict, this method is the most effective because it is a
one-on-one training method. This method can help the trainee in psychologically way and
advise on career path. It is where the relation between mentor and the mentee is very close
and the influence of the mentor is great on the mentee. It is mostly used for the management
employees.

Job rotation:

In this method the commitment of an employee towards the company increases. Because in
this process, the organisation gives the employees a chance to promote or develop themselves
by asking them to perform a different job or higher level of job. This gives the employees
motivation and a satisfaction that their work is being recognised. This method promotes
career advancement to employees and it helps the organisation to retain its employees.

Job instruction technology:

There are so many benefits of using technology in the training method. It allows the trainee to
practice the same thing again and again and at flexible time. But for using this kind of
technology for training can be beneficiary only if the participant is aware and has the
knowledge about how to use it. If the trainee does not know how to use it then there can be an
impact on motivation negatively because the trainee is not comfortable using the technology.
This method should be used only when the trainees’ are well educated regarding the
technology.

Internship:

This method of training is used for a freshly starting employee or student who is in process of
studying. The organisation bares minimum or no cost while training these trainees’. The
organisation, if feels that the intern had performed well and can be recruited then an offer
may be passed. Here the trainee experiences a lot of situations that make them understand and
expose to real time business scenarios. It is a very effective kind of training method.
Sometimes the trainee might feel that it is a very pressurised situation or might enjoy
working. It can be due to the sudden exposure of the business scenarios.

Understudy:

This is a method where the trainee assists the superior and learns through observing the
superior. The trainee tries to understand the situations and observe how the situations are
taken care by the superior. The purpose of using this method can be because the superior may
want the sub-ordinate to learn and get a hold of all his duties and responsibilities.

Off-the-job-training method:

Lectures:
 In lectures the trainer is the major communicator. It is mostly one way communication and
there would not be a participation from the attendees. It is generally given for large groups of
participants. The lectures can be used when there is a time constraint and the learners are
more in number.

Case study method:

Case studies are full on a detailed report about a real-life incident that had taken place in the
past and the details of that incident is discussed in detail by the trainees. The trainees discuss
the situation and give out what could have possibly have been done to bring a positive
outcome for that given situation. The trainees can even state where the mistakes have been
done by the stakeholders in the given case study. The studies are generally given for the
participants to pinpoint at the problem and solve the problem by using in their knowledge and
analytical skills.

Simulation:

Often participants in training programme would like to take part in real life situations but the
organisations would not try to risk to involve these trainees in any practical situation. But the
trainees would find it exciting to take part in those practical scenarios in such cases,
stimulation method of training is very impactful and can let the trainee review their
performance and know where they would have gone wrong. Simulation method of training
helps the organisation to let the training participants to take part in the practical scenarios
through the simulation process without the organisation incurring any sort of losses or risks.
Through simulation training the participants learn very effectively and efficiently. And the
trainees are very much interested and use their complete concentration on solving the
practical solutions and the participants can review their performance because it can be
recorded. It gives the trainees a chance to take part in any kind of dangerous activity without
causing any disturbance or pain.

Role play:

Giving a real life situation and asking the trainees to enact those situations and what would
they do if they were in those situations is role-play. It is a very effective method of training
where the participants think what to do and how to do when they are in such kind of
situations. While designing role-play method the trainer has to be very careful in selecting
what kind of situations to be given to the trainees because in certain cases, the participants
may feel offensive or targeted and may try to offend others, so in such cases the trainer has to
act as a facilitator. There are various kinds of role-play such as single role-play, multiple role-
play, role repetition or role rotation, role reversal.

In single role-play it involves 2 to 3 players who perform the situation and the feedback is
taken from the other participants. In case of multiple role-play all the participants can take
part and they themselves assign roles and then take turns to enact. In case of role rotation or
role repetition, every participant gets a chance to play the key role in a given situation and is
given a chance to enact differently or similarly based on how they think would be better to
enact in that situation to get better results. In case of role reversal the participants tend to play
the opposite roles of that to the real life like a marketing manager might play the role of a
sales person and the sales person might play the role of a marketing manager. This is done to
understand the kinds of pressure and the different tasks that are allotted and how would they
act if they were in the other’s position.

In basket method:

In basket exercise is a kind of simulation method which is interactive in nature, which

analyses the participant information and makes decisions for the given exercises in the
training program. In this simulation program, the participant can find all the necessary things
which are usually found on the managers table like reports, memorandums, files, and so on. It
is generally used for leadership training or management training programmes because it is
found to be very effective on the trainees for these kinds of training-programs. This method
gives a glance at the real life situations where the participants are asked to do tasks which the
managers may face everyday basis. This whole process is recorded and shown to the trainees
to assess them and pinpoint them on skills such as problem-solving, decision-making, and
time management.

Incident method:

In incident method only a statement of the problem is reported to the group of trainees but not
the other details such as, what could be the reason, what was the situation when the incident
happened or what kind of dispute was it and so on. This method tries to examine what is the
understanding of the participants about the situation or the problem statement given to them.
The participants should raise the queries and ask the trainer by themselves and should
understand that every small and big problems have to be solved. After getting all sort of
situation solutions and queries the trainer later explains the complete real-life situation to
them and sometimes the participants can go in the right direction or may take the problem
statement in a different direction.

Business games:

Games are an effective way for anyone at any age, participants find games very entertaining
and they give their full concentration and participation while playing the games, it is way
more effective than a case study method or a role-play method. Management or business
games can be very interesting and can gain the attention of the trainees very easily. Trainees
tend to learn faster the subject matter which has to be thought while playing games.

Group discussions:

In group discussions, two or more participants react on different point of views for the same
subject matter for gaining a specific conclusion. This method is generally used when there is
a problem which has to be solved or for feedback or for sharing of experiences. In this
method there is a lot of interactions among the participants as well as with the trainer. But the
trainer should act like a facilitator and over see that no trainee is hurt or the subject of
discussion is not being deviated. This is a very effective method because it keeps the interest
of the participants. But sometimes this method can result in violence or friction among the
participants. There different kinds of group discussions like, small group discussion, huddle,
seminar, panel discussion, workshop, buzz method, symposium method.

Conferences:
Highly structured program for conveying a ideas or lessons on a large scale of audience is
conference method. There is a chairman for the conference where he has a complete control
over the speakers and audience for the training to go smoothly. Generally a speaker with
great expertise is chosen to speak in conference because they should be very careful
regarding what they speak because conference contains a large number of crowds with
various kinds of point of view and philosophies.

Training approaches:

There are eight important approaches for training. They are learning by exposure approach,
educational approach, problem centred approached, action learning approach, system
approach, analytical approach, competencies approach and training procedural approach.

Learning by exposure approach:

It is also known as sitting by Nellie approach. It is an approach where the trainee has to learn
from the situation by observing, there is no superior supervising the training and the trainee
has to gather the information without any kind of assistance. The participant is basically self-
learning, in this training approach the trainees’ have to learn everything by themselves
instead of someone constantly supervising and telling what to do in those kind of situations, if
any.

Educational approach:

This approach is very formal in nature and has large groups of people present. The
qualification is recognised and it is a long-term activity which is planned. This approach is
very much theoretical-based rather than practical exposure.

Problem- centred approach:

Approach is widely accepted by the organisations as this focuses on what could be the cause
for the problem to occur. It is a short term process but deals with the real problems of the
organisation. This approach is quite effective for the organisation as well as the individual.

Action learning approach:

Action learning approach offers the challenges which are motivating and it tells how to turn
these problems into opportunities which benefit the trainee. It is mainly used for management
training purposes as it deals with more of organisation matters, team skills and leadership
qualities needed for the trainee.

System approach:

System approach mainly focuses on the feedback and its appropriateness. It views the
training as a complicated set with many sub- systems which keep on changing with
accordance of changing requirements based on the job and the individual who is taking part
in the training. This approach evaluates the training activities, identifies whether there is any
sort of transfer or knowledge, training policy impact, and how effective or ineffective is the
training.
Analytical approach:

This approach follows a detailed plan of analysis regarding the attitudes, knowledge, and
skills which are needed for each role. This approach considers the job descriptions and
specifications for the training. This program approach is created for the new employees who
are not still recruited by the organisations. In this approach the employees are measured with
learning gap analysis. Job characteristics is considered as an important factor in this
approach. A training expert is required for such kind of approach.

Competency approach:

In this, competency approach the outcomes are giving importance but not the method
followed for training. This model can combine the educational and analytical approaches but
without the supervision of the superior for the analytical work. This approach considers
technical aspect, contingencies’ management, and task management. This model can lead to
impact the trainee in negative way because the trainee might lose interest in the process of
training. This approach generally considers an internal trainer of the organisation due to
which the trainee might not be interested in the training process. At least in certain cases an
external trainer should be provided.

Procedural approach:

Approach is also known as training process. It has grown stronger and organisations have
personnel dedicated for this process. The process includes implementing plans for training,
creation of plans, forming of policies for training, providing resources for the training
programs, and evaluation of results after the training.

Training characteristics:

According to Kirkpatrick (1996), training effectiveness is influenced by training atmosphere,

content, trainer behaviour, methods of training and objectives of training-program.

Training atmosphere:

An area or space where training is conducted is known as training atmosphere. There are
certain things to be considered such as equipment, facilities, accommodation of trainees and a
teaching space which come under the training atmosphere. The trainer should be able to
deliver properly and meet the training goals through a proper atmosphere. For the trainer to
be highly motivated even the training-atmosphere plays an important role. If there is a clean
and healthy training atmosphere then it might even influence the trainee to show interest in
training program leading to good interactions between the trainee and the trainer. Even if the
training is well designed and well organised it may not be that effective if the training
atmosphere is not proper. The training atmosphere may be different depending on the size of
the training. The accountability for a good training atmosphere depends on the trainer
because the trainer has to beforehand look into the training atmosphere and if necessary needs
to make the modifications before the training program starts.

A proper training atmosphere encourages not only the instructor but also the trainee is
motivated and the training program results in positive manner. The audio-visual aids have a
huge impact on the trainees and the trainer should try to include them in the program so that
the training-program is more efficient and effective on the trainees. There may be negative
effect on the trainees if the training material has repetitions or if the resources are insufficient
for the training-program.

Trainer performance:

The ultimate accomplishment of a training program can be gained through the trainer’s good
tutoring skills. It is just not the edifying skills but also the way they design and deliver the
required training-program. The trainer is the one who is held responsible for proper delivery
of training objectives. The main role of a trainer is to impart a significant amount of
knowledge on to the trainee. A trainer’s behaviour impacts a trainee in many such as, in case,
if the trainer delivers the session in a very lousy manner then the trainees’ may not want to
listen to the session, if the trainer gets deviated and the main objective of the training
program is not met then it may be waste of time, even though the training atmosphere is
suitable and convenient but the trainer is not capable and does not have proper knowledge
then also the trainees would not want to participate in the training program.

A good trainer should not only have knowledge about the training subject matter but also
should have the skill to attract and hold the attention of the participants in the training
program. It is easy to understand that a trainee is not interested in the program by observing
the behaviour of the trainee such as not raising any kinds of doubts or questions, frequently
fidgeting, constantly looking down, and so on.

Training content:

There should be practical as well as theoretical aspects in the content of training. The
manuals, handouts or the notes which are given at the time of training can be described as
training material which is a part of training content. Content of a training has to be efficient
and related to the objectives of the training program. Then for the training has to be well
developed and should be very attractive so that it gains the interest of the participants and this
should be made sure by the trainer who is giving the training program. The content plays an
important role in the training process as the whole of the training depends on how the content
is prepared. Content of the training program should be quite simple and easy to understand
for the participants or trainees so that they do not lose the interest in the training program.
Theoretical and practical content can be used by the participants to know how useful the
training is. The training should not be too theoretical that the participants feel that there is an
imbalance and lose their interest which would result in low satisfaction rate.

In some cases if the trainees feel that the training content is relevant to their prevailing jobs
then they would utilise their abilities and show the most interest for learning and applying the
knowledge gained through the training program. The training content influences the
outcomes of a training-program. This indicates that the trainers should not be repetitive and
should give proper training content to the trainees’.

Benefits of training:

Performance improvement:
The employees who receive training would be able to perform there tasks with better
knowledge and skills and more importantly understand how to do it. They will have the self-
assurance that they can perform with full conviction.

Employee satisfaction:

The employees feel they are important when the company spends on their training and it
helps to create an encouraging work atmosphere. Employees feel satisfied and will have high
morale.

Strengthening employees:

Training-program gives employees an opportunity to improve or learn new skills. This will
facilitate the employees to improve and strengthen themselves.

Consistency:

Training can guarantees that the trainees will have steady experience and knowledge.

Increase in productivity:

Employees are given training with the an anticipation that after the training-program the
trainee will work more efficiently and will have proliferated productivity with improved
quality.

Benefits of training evaluation:

Most of the business organisations give little or no importance to the evaluation of training in
most cases. But the benefits of training evaluation can be such as, to identify whether the
objectives of the training are met or no, to get a clear picture of whether the trainees are
learning from the trainings that are conducted for them, to analyse whether the training need
analysis was successful or until what extent it is achieved. Benefits include feedback,
supporting decision-making, quality control, knowledge transfer, understanding the
effectiveness of training-program, analysing employee performance.

Feedback is given in order to identify whether the employees are properly utilising the
training programmes and are benefiting the organisation positively. Evaluation can have the
trainees identify what are their strengths and weaknesses, and how much of the knowledge
they have inculcated through the training sessions that they have attended. Evaluation helps
the management to think about a training programme to be discontinued or continued because
if the results are not satisfactory then the training program may have to be discontinued
because it would be a waste of time and energy for both the trainer and the trainees.
Evaluation helps management to decide upon the training process. Evaluation can be
considered a kind of quality factor because it often points out the amount spent, time
invested, benefit to the organisation. Evaluation determines how much the trainee has got the
knowledge transferred from the program attended for a certain training. The change in a
training skill you are determines up till which extent did they have the transfer of the
learnings from the training program. If the employee has a positive and improved behaviour
then it can be said that the training program conducted is a success. Training evaluation is
considered to measure even the objectives and goals, which was set for the training
programme have been achieved or not. Effectiveness of a training can be determined by what
kind of evaluation method has been chosen for a particular training program.

Training evaluation mainly focuses on the performance improvement of the trainee who
attended the training program. It determines whether the employee participation is benefited
or not by the organisation and whether the employees behaviour has changed. Evaluation
determines and evaluate the objective of the training which was set, to that of the current
improvement in the performance.

Factors effecting training evaluation:

It is required to identify and eliminate the factors which are affecting the evaluation process
of training program. Factors acting like barriers should be eliminated to get accurate results
of training evaluation.

Ignoring training evaluation:

Many organisations at times ignored the evaluation process of a training because they tend to
think that a training is more than sufficient and evaluation is not required because the trainee
has learnt enough from the training program. Few organisations conduct evaluation process
just for the sake of conducting but no proper evaluation is done. And a few more companies
might lack the proper skill to evaluate the training program and a few organisations might
even consider the evaluation process as time-consuming and do not wish to spend on the
evaluation process. But it is important to conduct a proper evaluation of the training program
because it determines how much have learnt and have positive behaviour change within
themselves after the training. If proper training evaluation is not conducted then even
spending huge amounts on training maybe a waste because the organisations may not even
know how much have they are benefiting from the training conducted.

Lack of tools:

Due to non-qualified management employees or due to lack of proper evaluating tools the
training evaluation may not be conducted in a proper manner. Evaluation requires proper
expertise and resources to get accurate evaluated results of the training programme
conducted. If inexperienced, or without using proper tools, evaluation is conducted then the
results may not be proper and the amount spent on this process may be a loss.

Organisational barriers:

Organisations may have constraints such as lack of time or difficulty in obtaining the relevant
evaluation information or there might be some kind of implementation problems or time
consumption, for evaluating training program. I am single vision process may not be
conducted because the top management is not interested to conduct.

Lacking systematic evaluation:

Valuation of a training process cannot be done however someone wishes it has to follow a
certain step-by-step procedures to get accurate results. It points out that without evaluating
first step the other step cannot be evaluated in our training valuation process.
Factors affecting training effectiveness:

Training policy:

There might be a pressure on human resource to conduct too many of training programs in an
year which can be difficult not only to evaluate but also the trainees would feel exhausted
attending the training.

Psychological state of trainee:

The trainee might have had any kind of personal disturbances or may face any discomfort in
the organisation due to which concentration in training may be lacking. These kind of
trainees’ should be figured and should make them feel comfortable and motivated so that they
can perform better.

Motivation:

The factor that effects the most is the motivation level of the trainee. Motivated employee
productivity increases whereas employees who are not motivated may not show any kind of
improvement in the productivity of their work. Motivation and training effectiveness are
directly related because if the trainee is not motivated then there is no use of the training
program conducted.
 Research Methodology
The literature review in this study is regarding the effectiveness of training-programs, what
can be the factors affecting the effectiveness and how can it be measured by various
evaluation models. This study examines the training-program effectiveness by using the
“Kirkpatrick model of evaluation”.

Research Design:

This study was conducted on exploratory research, in which the literature was reviewed. This
design examined the relation among training effectiveness, evaluation of training
effectiveness and its impact on the job performance through review of literature.

Proposed research design:

The proposed research design was to conduct exploratory and descriptive research in an
organisation through survey method.

Data collection method:

The data collected for this study is through secondary data which is by referring to research
articles, training journals, and training related books.

Proposed data collection method:

The proposed data collection method was through circulating an questionnaire to the IT
employees in an organisation who had attended a training program. The would be two
questionnaires as the proposed study was to evaluate training effectiveness using the first two
levels of Kirkpatrick model. One would be as soon as the training is completed and the
second would be after a month time.

Sampling procedure:
There are two kinds of sampling, one is probability sampling and the other is non-
probabilistic sampling. Because it is an exploratory research there was no sampling procedure
was conducted.

Proposed sampling procedure:

The sampling procedure proposed was simple-random sampling. The sampling size proposed
was a minimum of 100 respondents. And the sample would have been taken from an IT
company in Hyderabad, India.

Plan for data analysis:

The proposed plan for data analysis was to conduct chi-square test, ANOVA, regression
analysis and factor analysis from the responses collected through survey.

Discussions and conclusion

In this chapter the findings for the research objectives and research questions, theoretical
contributions, managerial implementations, limitations and future directions of research, and
conclusion are discussed from the study conducted.

Findings:

Through the review of literature in chapter two, following are the research findings:

How are training programs evaluated?

The training programs can be evaluated through different models but the Kirkpatrick model
evaluation is mostly used. In this model there are four levels of evaluation process. The first
level evaluation is conducted to understand whether the training conducted was impactful
through the trainees’ by giving a questionnaire immediately after the session. Then is the
second level of evaluation which is conducted after a month to understand what the trainee
has learnt. The third is conducted after six months to understand if there are any changes in
the behaviour of the trainee. The last evaluation is conducted after an year to understand if
there is any impact on the job. Few other evaluation models other than Kirkpatrick model or
ROI model, CIPP model, CIRO model, kaufman’s model, and so on.

Why training programs are evaluated?

Training programs are evaluated to understand whether a training programme conducted was
impactful on the employee or no. To understand if a training program is not effective then
what are the factors which are influencing the training. To make sure the person who attended
the programme can now perform a job better. To understand whether to let an employee
continue in the organisation or should be removed.

Effectiveness of training programs:

It is important to find the effectiveness of the training programme which was conducted. It
helps the organisation understand whether the employee recommended for that training
programme has some kind of knowledge transfer and is benefiting the organisation through
the training. There are many factors which might influence the effectiveness of training
programmes such as training atmosphere, training content, trainer, and attitude of the trainee.

Impact of effectiveness of training on employee job performance:

It can be said that if there is positive effectiveness of training then there is definitely
enhancement in the job performance of the employee. Training effectiveness plays an
important role in determining how the employee performs the job after attending a training
programme. Due to any reason or factor if the training is not effective then they may not be
any change in employee job performance or there may be a decrease in performance of the
employee.

Theoretical contribution:

Theoretically, the contribution of the study in the field of training effectiveness evaluation by
forming a theoretical framework that has examined the training effectiveness evaluation, its
methods and impact on the job performance of the employee. It even stated the possible
factors that could affect the training effectiveness.

Managerial implications:

Managerial implications of this study are that the proper evaluation of training a program is
necessary in order to understand effectiveness of the training. The trainer who conducts the
training program also plays an important role in effectiveness, so a proper trainer with good
expertise should be considered. The performance of employee on job is affected by the
training programs, so conducting a proper training need analysis would have more positive
impact. The training atmosphere should be appropriate to conduct the training program. The
feedback should be taken and be carefully analysed so that to know, if any training program
modifications are required to increase the effectiveness.

Limitations and future research directions:

The limitation of this study was that due to the global pandemic situation COVID-19, the
proposed research was unable to be conducted. The future research directions would be to
follow the proposed research methodology, that is, conducting survey in an IT organisation
for a training program and collecting at least 100 samples for each of two questionnaires.

Conclusion:

The study states that training effectiveness is an important measure to understand whether a
training program conducted is successful or not. The training effectiveness also impacts the
performance of employee while performing a job. The entire training process plays an
important role in determining the effectiveness of a training program because any mistake or
mis-conceptions, or any negative influence of factors contributing in training can change the
effectiveness. The person or department in charge to conduct the training process should very
carefully design the training process.
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