Institute of Management Technology

Hyderabad

Subject:
Learning & Development (L & D)

Instructor:
Dr. B. Pavan Kumar
 ERROR-MANAGEMENT TRAINING (EMT)

 EMT encourages trainees to make errors while

learning and to learn from them
• Done with basic info or minimal instruction
 Errors are a form of negative feedback that can
have a positive and informative function in
learning

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 ERROR-MANAGEMENT TRAINING (EMT)

 Trainees are introduced to various problems

and invited to explore/solve on their own
(active exploration)
 Trainees will try different approaches, likely
making errors
 Error-management instructions:
• Necessary to avoid frustration and to frame errors
positively
• In contrast to error-avoidant training
– Less likely to make errors
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 ERROR-MANAGEMENT TRAINING (EMT)

Error-avoidant training:
Training that explicitly avoids or minimizes
trainee errors while learning to perform a task
 Trainees are given detailed, step-by-step
instructions on how to perform a task with the
goal of avoiding errors
 When errors are made trainer intervenes and
corrects them

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 ERROR-MANAGEMENT TRAINING (EMT)

Advantages of Error-Management Training

1. Informs trainees of K/S that need improvement
and provides focus
2. Trainees develop thoughtful strategies and
deeper processing of information leading to
mental models for task performance
3. Greater practice enroute to mastery
4. Trainees learn “error-recovery strategies”
5. Greater exploration to determine reasons for
error
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 ERROR-MANAGEMENT TRAINING (EMT)

 Error-management training is particularly

effective
• For post-training performance
• On the performance of tasks that require adaptive
expertise, known as adaptive tasks
• When accompanied by error-management
instructions
• As a design element for facilitating active learning

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 MODEL OF TRAINING EFFECTIVENESS

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Evaluation
 In Other Words…
Are we training:
 the right people
 the right “stuff ”
 the right way
 with the right materials
 at the right time?
 Evaluation Bottom Line
 Is Training a revenue contributor or a revenue user?
 Is training credible to line and upper-level managers?
 Are benefits of training readily evident to all?
How Often are Evaluations
Conducted?
 Not often enough!!!
 Frequently, only end-of-course participant reactions
are collected
 Transfer to the workplace is evaluated less frequently
 Training Evaluation
 Reluctance to evaluate:
 Managers are unwilling to devote time to
evaluation.
 Lack of know-how or no importance.

 Why evaluate?
 Link to organizational strategy.
 Effectiveness of training.
 Return on investment.
 Training Evaluation
Was the training effective?

Training effectiveness: The benefits the

organization and trainees receive from
training.
Evolution of Evaluation Efforts
1. Anecdotal approach – talk to other users
2. Try before buy – borrow and use samples
3. Analytical approach – match research data to
training needs
4. Holistic approach – look at overall HRD process,
as well as individual training
 Training Evaluation
 Formative evaluation: Evaluation of training that
takes place during program design.
 May result in content change.
 May involve pilot test.
 May adjust to meet needs of the trainees.
 Training Evaluation

 Summative evaluation: Evaluation conducted at

the end of training.
 Used to determine the extent to which
trainees have changed as a result of the
training program.
 Used to measure return on investment.
Instructional Design: ADDIE Model
 Evaluation Process
 Conduct a needs analysis.
 Develop measurable learning outcomes and plan
for transfer of training.
 Develop outcome measures.
 Choose an evaluation strategy.
 Plan and execute the evaluation.
 Kirkpatrick’s Four-Level Model of Evaluation

 Level 1: Reaction
 Level 2: Learning
 Level 3: Behavior
 Level 4: Results
 Level 1: Reaction
 Reaction: How did participants react to the
program?
 Smile sheets.
 Informal comments from participants.
 Focus group sessions with participants.
 Level 2: Learning

 Learning: To what extent did participants improve

knowledge and skills and change attitudes as a result of the
training?
 Pre- and post-tests scores.
 On-the-job assessment.
 Supervisor reports.
 Level 3: Behavior

 Behavior: Do learners use their newly acquired skills and

knowledge on the job?
 Transfer of training.
 On-the-job observation.
 Self-evaluation.
 Supervisor and peer evaluation.
 Level 4: Results

 Results: What organizational benefits resulted from the

training?
 Difficult and costly to collect.
 Impossible to isolate the results of training.
 Measuring return on investment.
 Financial reports.
 Quality inspections.
 Interviews.
Levels of Evaluation vs. Value

Kirkpatrick, & Kirkpatrick, 2006

Issues Concerning Kirkpatrick’s
Framework
 Most organizations don’t evaluate at all four levels
 Focuses only on post-training
 Doesn’t treat inter-stage improvements
 Outcomes Used in the Evaluation
of Training Programs (cont.)
• Reaction outcomes
– It is collected at the program’s conclusion.
• Cognitive outcomes
– They do not help to determine if the trainee will
actually use decision-making skills on the job.
• Skill-based outcomes
– The extent to which trainees have learned skills
can be evaluated by observing their performance
in work samples such as simulators.
 Evaluation of Training Costs
 Cost-benefit analysis
 Compares cost of training to benefits gained such as
attitudes, reduction in accidents, reduction in
employee sick-days, etc.
 Cost-effectiveness analysis
 Focuses on increases in quality, reduction in
scrap/rework, productivity, etc.
 Return on Investment: Benefit-Cost Ratio

 Benefit-Cost Ratio:
 Aids in decision-making process.
 Consistent analysis across programs.
 Information difficult to obtain.
 Return on Investment

 Return on Investment/Benefit-Cost Ratio:

Benefit-Cost Ratio = Program Benefits /Program Costs

2,500
-----------
1,000

Benefit-Cost = 2.5:1
 Benefit-Cost Ratio

Program benefits : Rs.6,500

Program costs: Rs.8,495

What is the benefit-cost ratio?

 What About ROI?
Return on Investment – ROI (%)

Program benefit: Rs.2,500

----------- = 2.5 x 100 = 250%
Program cost: Rs.1,000

ROI = 250%
 Determining Benefits
 Measuring training benefits:
 Benefits must consider training objectives.
 Literature summaries of benefits of specific
training.
 Assessment of pilot training programs.
 Observations of successful trainees.
 Estimates from trainees and managers.
 Programs Best Suited for ROI Analysis

 Training appropriate for ROI analysis:

 Clearly identified outcomes.
 Not one-time events.
 Broad-based and highly visible in the organization.
 Strategically focused.
 Training effects can be isolated.
 When ROI Isn’t Appropriate
 Justifying training when ROI isn’t the answer:
 Success cases.
 Measuring the payback period.
 The consequences of NOT training.
 Focus on most important programs.
 Make training a true business partnership.
 Utility Analysis
 Uses a statistical approach to support claims of
training effectiveness:
 N = Number of trainees
 T = Length of time benefits are expected to last
 dt = True performance difference resulting from
training
 SDy = Rupee value of untrained job performance (in
standard deviation units)
 C = Cost of training

 ∆U = (N)(T)(dt)(Sdy) – C
Training and Organization Success
Strategic Planning

Evaluation Assessment

Implementation Design

Development
 PURCHASE OR DESIGN?
1. Advantages of outsourced programs
 High quality
 Immediate delivery
 Ancillary services
 Potential to customize
 Benefits from others’ experience
 Extensive testing
 Often less expensive

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 PURCHASE OR DESIGN?
2. Advantages of in-house developed
programs:
 Security and confidentiality
 Use organization’s jargon
 Incorporate organization’s values
 Use internal content expertise
 Understand audience
 Pride and credibility

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 PURCHASE OR DESIGN?
 Factors considered:
• Economies of scale – cost, number of employees,
and what employees
• Is there organization specific content?
• Organization expertise and time to develop?
• When is it needed?
• Some of both – purchase and design?

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 REQUEST FOR PROPOSAL (RFP)
Outlines to potential vendors and consultants
an organization’s training and project needs.
Can include:
 Title page
 Introduction about company
 L & D Wing of company
 About the program
 Program objectives
 Program Modules
 Pedagogy
 Schedule of program
 Requirement

40 Contact details
 REQUEST FOR PROPOSAL (RFP)

Outlines to top management for organization’s

training and project needs. Can include:
 Title page
 Introduction about company
 About the program
 Program objectives
 Program Modules
 Pedagogy
 Schedule of program
 Budget
 Outcomes
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