MGT 431

Chapter 7:
Training

FEIHAN AHSAN
BRAC University
 What is Training?
• Training is a process that provides employees with the
knowledge, skills and attitudes to perform their jobs more
effectively

• Done for 2 reasons:-

• To make employees meet current job requirements
• To prepare them for future job requirements

• Training methods include

 Lectures and Demonstrations
 Case Studies
 Role-Playing
 Coaching and Mentoring etc.
 Apprenticeship
 What is Training?( Contd.)
• Training does not always lead to Learning

• Learning depends upon

• The Design and Implementation of Training, whether it is good or bad
• The Motivation and Learning ability of the Trainees
• The Learning climate of the Organization, i.e. whether it encourages or
discourages learning and the implementation of training

• Training is also a strategic tool for a firm to gain a competitive

advantage

• Ex- 50 employees have to be trained in using the new software, so

that they will make on average 30 less mistakes per day, increasing
productivity by 15%, leading to a 5% increase in market share over
the next five years.
 Training Needs Analysis
(TNA)
• The process of identifying training needs in an organization
for the purpose of improving employee job performance

• The Training Needs Analysis (TNA) – also known as a gap

4
needs analysis – identifies performance gaps by isolating the

Chapter 4
difference between actual performance and expected
performance. This is achieved by collecting both qualitative
and quantitative data for analysis

• It is done to find out the reasons for poor performance, and hence,
determine the need for training, i.e. whether training is required or not
 The TNA Model

Input Process Output

(Causes of
Organizational Performance
Analysis Gap)
Objectives

5
Resources

Chapter 4
Environment Training
Needs
TRIGGER
Operational Identify
Actual Organizational Analysis Performance
Performance Expected
Performance Discrepancy (PD)
(AOP) < Expected
Organizational (EP) PD = EP- AP
Performance (EOP)
Non
Person Analysis Training
Actual Needs
Performance
(AP)
 The TNA Model

• 1. The Trigger
• The training needs analysis (TNA) begins with a trigger, an event that
indicates that Actual Organizational Performance (AOP) < Expected
Organizational Performance (EOP)

6
• Usually this trigger is reported by a high authority, or a top management
figure.

• 2. The Input Phase

• The next step in the TNA model is the input phase, which consists of an
organizational analysis, an operational analysis and a person analysis
• 1. Organizational Analysis
• 2. Operational Analysis
• 3. Person Analysis
 The Input Phase- Components
• Organizational Analysis
• Examining the internal environment of the organization and determining its fit with
organizational goals and objectives
• Finding out whether internal policies or practices are preventing the firm from achieving it’s
objectives
• Ex- Maybe firm wants to be more team-oriented, but salary structure and bonuses are
based on individual performance, so teamwork is not encouraged

7
Chapter 4
• Operational Analysis (Job Analysis)
• Examining jobs to determine the specific duties and responsibilities of the jobs as well as the
required KSAs necessary to get the job done
• Done through a job description and a job specification
• Gives us the expected performance level (in terms of both job duties and KSA’s) required for
a job
• Person Analysis
• Examining specific, individual employees to see whether they possess the required KSA’s
necessary for the job
• This gives us the actual performance level (i.e. actual KSA’s employees have right now). For
example, employees can produce 50 sweaters/day (currently)
 The TNA Model
• 3. The Process Phase

In the process phase, the expected performance level is compared to the actual
performance level to see whether there is a performance gap.
• Performance Gap (PG) = Expected Performance (EP) – Actual Performance (AP)

8
• From the above information, we can then calculate the Performance Gap
(Performance Gap = Required KSA’s – Actual KSA’s)

As mentioned earlier, there can be a performance gap right now, or there can
be a future performance gap
These require different TNA approaches…..
 The TNA Model
• 4. The Output Phase

Here, the outcomes of the process phase are analyzed, i.e. causes of
performance gap and whether the solution is training or something other
than training.

9
We have to decide whether a training or a non-training solution is required.
Because a performance gap can happen for a number of reasons, (lack of KSA’s is
only one of the reasons). So, if the reason for the performance gap is non-KSA
related, then training is not the solution and some other method has to be
applied

Training can only fix performance gaps which are KSA-related

So, we have to look at performance gaps both quantitatively and qualitatively..

• Reactive TNA- Done in response to current performance problems, i.e. the

performance gap exists right now and needs to be solved
• Proactive TNA- Done in anticipation of performance problems that will happen
in the future, i.e. it is expected there will be a future performance gap (AOP will
be < EOP) but steps need to be taken right now...
 The TNA Model: Example
Example:-
A sweater factory has an expected performance level of
15 rejects/month. Results show that the actual

10
performance level is 25 rejects/month. Thus, there is a
performance gap. This triggers a TNA. The operational
analysis then identifies the KSA’s required to
manufacture the sweaters properly (for example,
good hand-eye coordination, ability to stay still, etc. )
The person analysis then determines which individual
employees don’t have these required KSA’s. These
people will be sent to training
Training Design: Overview
• These inputs are used to form training objectives, or learning
objectives….i.e. what the training program will actually teach employees. (in
summary)
• These training objectives are then used to create the design of the training
program (i.e. the method of delivery, content, materials, frequency etc.)
• Examples of questions at the Training design stage:
• What method of training to use?
• How much time to allot for training?
• Size of training class
• Whether training is compulsory or optional?
• Will training be conducted on-site or off-site?
• Will training be conducted on working hours or separate hours?
• What kind of trainer is required? (qualifications, experience etc)

11
 Class Exercise: Designing a
Training Program
• After watching the video, design a training program for each type of learner.
(each group pick 6 learner types)
• Answer the following questions:
1. Which method of training to use for each learner type? Justify.
2. What resources or equipment would be required to conduct the class ?
3. What would be the size of the class for each learner type?
4. Will you use on-the-job training or off-the-job training ?
4. What would be the frequency of training? Would you use massed practice or
spaced practice?
5. Would you use topical or spiral sequencing? Justify
6. Based on the above, what would be the approximate cost of the class?

7. Based on your knowledge of each learner type, identify complementary

learners (who work well together, can be put in the same class)
8. Identify opposite learners who have clashing styles and need to be separated.
 The Process Phase:
Developing Training
Objectives
Objectives are statements which describe what the learner is expected to achieve as
a result of training

There are 4 types of training objectives:

• Trainee Reaction Objectives
• Learning Objectives
• Transfer of Training Objectives
• Organizational Outcome Objectives
13
Types of Training Objectives –
Part 1 of 2
1. Trainee Reaction Describes the desired trainee attitudinal and
Objectives: subjective evaluations of training by the
trainee, i.e. how trainees should feel about the
training program and their learning environment,
ex- Trainees should feel safe, comfortable and
engaged….they should feel like they can express
their opinions

2. Learning Objectives: Describes the type of behavior that will

demonstrate the learning, the conditions
under which the behavior must occur, and
the criteria that will signify that a sufficient
level of learning has occurred
Ex- After the training, the employee will
properly know how to use SPSS software,
including correlation, regression and data 5-14
mapping functions
Types of Training Objectives –
Part 2 of 2
3. Transfer of Training Describes job behaviors that will be affected by
training, the conditions under which those
Objectives:
behaviors must occur, and the criteria that
will signify that a sufficient transfer of
learning from training to the job has occurred
Ex- Using SPSS software, employees should be
able to correctly predict the relationship
between marketing expenditure and sales, or
organizational training and productivity

4. Organizational Describes the organizational outcomes that will be

affected by the transfer of learning to the job
Outcome
and the criteria that will signify that
Objectives: organizational outcome objectives were
achieved
Ex- As a result of correct forecasting with SPSS
software, profitability for the third quarter
should increase by 4%
Developing Training
Objectives
A good training objective has three
components:
1. Desired Outcome – What is expected to occur?
2. Conditions – Under what conditions is the
outcome expected to occur?
3. Standards – What criteria signify that the
outcome is acceptable?
Ex- (for a Waitress) Serve 50 customers/Hour in a
fast paced, hectic environment so that
customers are satisfied, pleased and give a tip
16
before leaving
 The Output Phase: Determining Factors that
Facilitate Learning
• 1. The Trainee
• Individual Differences in KSA’s
– When trainees have different levels of background KSA’s, training them together can
be a problem
– Two options:
• 1. Same training to everyone (content-wise), but different training styles used
for people with different KSA’s. Example, some need more personal assistance,
guidance, advice etc while for others, a simple demonstration is enough
– Advantages: Everyone covers same training material
– Disadvantage: Class slows down
• 2. Separate training classes for people with different KSA’s. (50/50 difference
ratio)
– Advantage: Everyone can proceed at their own pace. Training speed does not slow
down
– Disadvantage: High cost, more time required for developing different classes for
different trainees
Learning Performance & Trainees Level
of KSA

High

Training Design A
Training Design B

Low 18
Low High
Individual Trait
Learning Performance & Trainees Level
of KSA

High

Training Design A

Training Design B

Low
Low High
19
Individual Trait
 The Output Phase: Determining Factors
that Facilitate Learning
• 1. The Trainee
• Classical Conditioning Implications
• Certain environmental factors are associated with certain conditioned
responses
• For example, a person who was bullied in high school might hate classrooms
because it brings back bad memories. Thus, this person would feel nervous and
uncomfortable being in a classroom situation (a training classroom)
• So, learning would not be effective
• These people need to be separated and given special treatment
• Or, the physical environment needs to be changed
• So, before training, we have to learn what makes trainees comfortable and
what environmental or other factors are associated with positive memories or
feelings 20

• Ex- Done by a pre-training survey (such as a questionnaire filled out before the
training starts) for the whole class
 The Output Phase: Determining Factors
that Facilitate Learning
• 2. The Training Design
• The Physical Environment
• The room should be at a comfortable temperature, not too hot or too cold. (71-73
degrees F is an ideal temperature for most people)
• The Walls should be a neutral but pleasant color, free from distracting objects such as
posters or notices unrelated to training. Also, the room should be soundproof
• Ideally, there should be no outside view (close all windows and curtains)

• The training facility should, ideally, be away from work where employees cannot be
disturbed by work matters (phone calls, boss calling etc.) If not possible, then it has to be
isolated (no interruption rule, phones off etc)
• Breaks should be given if the training is long, as people tend to get distracted if sitting
and listening for too long.
• Food and refreshments should also be given if the training is long and employees are
likely to get hungry. Remember, refreshments should be light and not sleep-inducing (no
polao roast etc.)
 The Output Phase: Determining Factors
that Facilitate Transfer
• Transfer of training refers to how much of what is learned
in training is transferred back to the job
• Types of Transfer Outcomes:
1. Positive Transfer
Training results in a higher level of job performance
Training= Successful
2. Zero Transfer
Training results in no change in job performance
Training= Unsuccessful
3. Negative Transfer
Training results in a lower level of job performance
Training= Disaster
 The Output Phase: Determining Factors
that Facilitate Transfer
• Practice
• Practice is the reproduction of learning off-the-job to improve the
KSA’s learned in training
• Types of Practice:
1. Massed Practice
Long, continuous practice over one single session
Ex- One 4 hour driving class
2. Spaced Practice
Short, broken-down regular practice over a couple of days
Ex- 8 half-hour classes over eight days
Research indicates that spaced practice is usually better for skill retention. However, for very
complex skills, massed practice might be better at first, followed by spaced practice (because
short time periods don’t provide enough room to master extremely complex skills)
However, spaced practice requires more time to implement and thus, more cost and
scheduling
 The Output Phase: Determining Factors
that Facilitate Transfer
• Whole Learning vs. Part Learning
• Task Organization relates to the degree to which the tasks are
interrelated (highly dependent on one another)
• For example, learning of driving skills has high task organization
(pressing down on the clutch, changing the gear, turning the steering
wheel….all have to be done together while driving. It does not make
sense to teach them individually)
• So, for skills which have high task organization……whole learning is
better (even if the tasks can be separated)
• Changing a tire, however, has low task organization. (raising the car
with a lever, checking the tire pressure, and finally changing the
rubber tube……can all be done separately, and therefore, can be
taught separately). So for skills which have low task
organization…..part learning can be used
 Elaboration Theory: Topical vs Spiral
Sequencing

Topical Sequencing Spiral Sequencing

Topic A
Module 1 Topic A (Phy) Topic B (Che) Topic C (Bio)

Module 2 Module 1 Module 1 Module 1

Module 3

Topic B
Topic A Topic B Topic C
Module 1
Module 2 Module 2 Module 2
Module 2
5-25

Module 3
Elaboration Theory: Topical vs Spiral
Sequencing

Topic C Topic A Topic B Topic C

Module 1 Module 3 Module 3 Module 3

Education, Inc. publishing

Copyright © 2010 Pearson

as Prentice Hall
Module 2
Module 3

Topical Sequencing Spiral Sequencing

5-26
Elaboration Theory: Topical vs Spiral
Sequencing

Advantages Disadvantages
Topical Concentrate on topic, no Once learned you move to
interference from other the next topic and the first
topics topic is forgotten

Spiral Built-in synthesis and Disruption of learner’s

review. Interrelationships thought process when
among topics are more studying multiple topics
obvious and understood (confusion)

5-27
Training Methods
• Describe the various formats, purposes, procedures,
strengths, and limitations of following training methods:
• Lectures

28
• Discussions

Chapter 6
• Demonstrations
• Games
• Simulations
• On-the-Job Training
 Two Training Approaches
Training Methods can be divided into two
approaches:
1. Cognitive Methods – focus on knowledge and attitude development
by providing information that demonstrates relationships among
concepts or provides rules on how to do something. These

29
methods stimulate learning through their effect on the trainee’s
cognitive processes. These types of methods can influence skill
development, but that is not their primary focus
2. Behavioral Methods – allows the trainee to practice behavior in a
real or simulated environment. They are best suited for skill
development and attitude change

Both Cognitive and Behavioral methods can be used to change attitudes, but
they do so through different means
 Lectures: Strengths and
Weaknesses
Strengths:

• Good for presenting information

• Interactivity can be controlled by the trainer (can change

30
from a straight lecture to a lecturette or discussion)
• A lot of trainees can be trained simultaneously (low training
cost/trainee)
Weaknesses
• Cognitive method, not behavioural. So, does not let trainee
practice or use learning in a real-world environment
• Trainees can get bored (learning rate can go down with
time)
 Demonstrations: Strengths and
Weaknesses
Strengths:

• Good for skill development (rather than knowledge or concept)

• Allows trainees to see how the task is performed
• Allows trainees to practice the task by themselves, facilitating

31
better learning by matching concept with practice
• Trainee can also learn from watching other trainee practice, not
just the trainer
Weaknesses
• Hardware required by trainer and trainees to demonstrate the
action, so more expensive and more space required
• Class size cannot be very big, or else trainer will not be able to
monitor everyone’s practice
• More time consuming than lectures
 Games and Simulations
• Designed to simulate processes, events, and circumstances that occur in the
trainee’s job

• Thus, trainees can experience the events in a controlled setting and develop

32
the skills and concepts that they will need to use in the real-world
environment

• Types of Games and Simulations:

• Equipment Simulators
• Business Games
• In-basket Exercises
• Case Studies
• Role-Playing
• Behaviour Modeling
 Games and Simulations
• 1. Equipment Simulators
The use of a sample machine for training how to do the real thing
Ex- A flight simulator simulates a cockpit to train a pilot how to fly a real plane

Two factors to consider:

33
 Physical Fidelity- How closely the sample machine matches the actual work
machine that will be used on the job
 Psychological Fidelity- How closely the training environment matches the actual
work environment on the job (for example, time pressure, conflicting demands,
environmental conditions etc)
Ex- A flight simulator also has to account for wind speed etc, which is present when
flying a plane

Advantage- Very good simulation, almost like the real work. Useful if work is
dangerous and cannot be readily practiced
Weakness- High cost to buy or maintain simulation machine (ex- sample aircrafts to
train pilots)
 Games and Simulations
2. Business Games
Business games are simulations that attempt to represent the way an industry, company, or unit of a
company functions. They are based on a set of relationships, rules and principles derived from theory
or research
2 types:
•Inter-company games (among companies)
•Intra-company games (within one company, ex different depts)

34
Ex-
Inter-Company Game- separating trainees into groups and asking them to compete in a
marketplace environment (i.e. opposing companies against each other) where they will have to make
decisions about where to build factories, what products to advertise, how much to spend on
advertising, the quality standards to use and how many employees to hire to etc. to survive and
make profits. Thus, each team’s actions affect the business environment shared by the other team
Intra-company Game- separating trainees into groups and asking them to represent different
departments within a single company, i.e. whether they can make mutual decisions to ensure
profitability for the firm. This is similar to inter-company games, but without the competition, in fact,
it requires cooperation among teams to succeed

Advantage- Business games develop leadership and managerial decision-making among trainees

Weakness- Assumes some background knowledge on topic (for example, for a business game about
launching a new product, trainees need some knowledge about marketing (4P’s etc)
 Games and Simulations
•4. Case Studies
•Case studies are written or videotaped situations given to trainees to make them
analyze and find out solutions to a particular business problem
•Usually, there is no one correct answer and the focus is more on how trainees
approach the problem (recommend creative solutions)
•Written case studies can be a few pages to a 100 pages

35
•Incident process- Giving trainees half the information and the other half they have to
find out by themselves (by asking questions and communicating with the trainer and
others in the environment)
•This closely replicates the real-life environment of a manager, who usually doesn’t
have all the information presented to him, and must find out by investigating
•Can use real or made-up cases- real cases are better because the trainer knows what
ultimately happened in the situation
•But made-up cases can be better tailored to the needs of the trainees

Advantage- Low cost to develop, readily dispensable

Weakness- Trainees think about “how” to solve a problem, but don’t actually solve
the problem (no role-playing)
 Games and Simulations
5. Role-Playing
•Trainees are given a problem situation, assigned different
roles in the situation and asked to play out the roles i.e. by
physically “acting” with one another

36
•Similar to case studies but involves real acting by the
trainees
•Ex- Handling a customer complaint. One trainee is asked to
be the customer, and the other trainee is asked to be the call
center agent. They then play out the roles among themselves
•Advantage- body language is practiced, not just problem
solving concepts
•Weakness- Trainees may feel shy to “act” in front of others
 On-the-Job Training
Types of on-the-job training:

• Job Instruction Technique (more like a style of on-the-job

37
training rather than a different method of on-the-job
training)
• Apprenticeship Training
• Coaching
• Mentoring
 Apprenticeship Training
• A mixture of on-the job training and classroom training
usually given by professional associations in registered
professions such as nurses, cooks, carpenters etc
• The on-the-job training component is usually given by
senior, experienced workers while the classroom training
component is given by community colleges and academic
institutions
• Example:
A Union carpenter’s apprenticeship program requires 2 years of on-
the-job experience and 180 hours of classroom instruction
Coaching
• Coaching:
“is the process of providing one-on-one guidance and
instruction to improve knowledge, skills, and work
performance”
• Coaching is more collaborative (participatory) than other
training methods
• There is a friendly, impersonal relationship between the
coach and the trainee which fosters skill development
• Coaching focuses more on technical (skill) development
• Ex- A Football coach. Players have a friendly, relaxed
relationship with their coach and are encouraged to seek
help whenever they want. It is not a formal, structured
process (less than other methods)
 Mentoring
• “a continuous relationship between a senior & junior level
employee with guidance being given on the organization’s
policies and systems and how it conducts business”
• Ex- An Internship Supervisor (from the company) who
guides and advises an intern on how to do the work and fit

40
in with the culture of the company
• Mentoring focuses more on environmental adaptability of
the trainee rather than skill development (coaching)
• So, it does not actually develop any particular skill in the
trainee, but prepares him to work in the firm’s culture and
work environment (through attitude adjustment and
emotional fit etc)
 On-the-Job Training: Strengths and
Weaknesses
Strengths:
• Trainees are trained in the actual job environment, so there is no “transfer of
training” issues (training – work environment mismatch). It is the real work
environment, so no further adjustment needed by the trainees

• On-the-job training also serves as an orientation program for new employees, who
get a first-hand demonstration of how to do their work

• Since on-the-job training is usually done by older, experienced employees on new,

fresh employees….better relationships are formed between older and newer
workers (no tension or jealousy etc)

Weaknesses:
• Trainers are not full-time trainers, they are old, experienced employees in the firm.
So, they also have their jobs to do in addition to delivering the training. This can
increase their pressure and decrease the quality of training (if they are not given
time off from their regular work)
Purpose of Training
Evaluation
• Determine if training accomplished objectives
• Identify strengths and weaknesses of training program
• Cost-benefit analysis (i.e. is the training program feasible)

42
• Who should participate and who benefited most (to find out
focus of the training program)
• Database for future decision making about training
Training Evaluation
Here, the training program is evaluated to see whether it has
actually helped the organization achieve its improvement
objectives.

Two kinds of evaluation:-

1. Process Evaluation- evaluation of the training process itself,
i.e. whether the training followed the curriculum originally set
out.
Ex- whether a teacher followed the course outline
throughout the course
Training Evaluation
• 2. Outcome Evaluation
Whether the training resulted in any real benefits or
improvements for the firm. Here, the results of training are
compared with the original objectives of the training program
to see whether there are any improvements in performance.
If yes, the training program is a success. If no, then it is not
worth it.

Also, organizational constraints affect training. Even if a training

program is successful, it might not be feasible if it involves a
lot of time, is very expensive, or requires extreme
involvement from the employees. All these might not be
possible in a tight, competitive business environment.
 Outcome Evaluation Data
• This is basically analyzing the results of the 4 types of training objectives
mentioned earlier
• Reaction Outcomes – How trainees felt about the training program,
i.e. did trainees like the program or dislike it, did they find it boring or
interesting, did they have positive or negative attitude throughout
the training etc. Low reaction scores mean training was boring, high
reaction scores mean training was engaging and interesting

• Learning Outcomes – How well the trainees have understood and

learnt the training content, the topics, the subject matter etc.
 Outcome Evaluation Data
• Job Behavior (Transfer) Outcomes – How well the learned behaviours have
actually transferred to the job

• Organizational Results Outcomes – How much effect training has had on

organizational results, i.e. has training improved inefficiency, low
productivity, poor performance etc. (these are the reasons the training was
developed in the first place). Basically, the effect of training on bottom line
organizational performance is analyzed
Example of Outcome Evaluation

1. Reaction Outcomes: Training: SPSS Software Training

Measuring Tool: Reaction Questionnaire
Reaction Outcome: Trainees feel interested, engaged
and motivated….they have a positive attitude throughout
and are not bored in the class, so reaction outcome is
positive. Move on to evaluating learning objective

2. Learning Outcomes: Training: SPSS Software Training

Measuring Tool: Computer Data Analyzing Test
Learning Outcome: Trainees pass computer-
based data analyzing test using SPSS software
which means they know how to use the software
properly. Employee can use SPSS software to
perform correlation, regression and data mapping
functions (learning outcome successful)
 Example of Outcome Evaluation

Training: SPSS Software Training

3. Job Behaviour (Transfer)
Outcomes Measuring Tool: Observation; SPSS Data Report
Submission, SPSS Analysis Report Submission
Transfer Outcome: Trainees are properly using the skills
learned in training in the workplace. They are using
SPSS software to correctly predict the relationship
between marketing expenditure and sales, and
organizational training and productivity. Therefore,
transfer of training is successful (Job Behaviour
(transfer) outcome positive)

4. Organizational Results Outcomes Training: SPSS Software Training

Measuring Tool: Profitability Analysis, Productivity Ratios
etc
Results Outcome: An analysis of results show that as a
result of correct forecasting with SPSS software,
profitability for the third quarter has increased by
4%. Thus, SPSS software training has resulted in
actual benefits for the company (Organizational
results Outcome Positive)
 Method of Collecting Data for
Reaction Outcomes
• The method of collecting data for reaction outcomes is by using a
reaction questionnaire
• A reaction questionnaire is used to assess how trainees feel toward
the training program, i.e. their attitudes, level of interest and
motivation, level of engagement (or boredom) etc.
• A reaction questionnaire gets trainees’ opinions about:
• Training Relevance
• i.e. do trainees see the training as important, and useful for their career. It is
important that they do, because if they don’t, it can seriously hamper the
effectiveness of the training program (even a well-designed one)
• Training Materials and Exercises
• How trainees feel about the materials and exercises used in the training. Any
suggestions for improvements that they might have
Method of Collecting Data for
Reaction Outcomes
• Reactions to the Trainer
• How well the trainees liked (or disliked) the trainer. Questions should be
specific and address key components of the trainer’s behaviour (avoid
general questions). Such as “ did the trainer give proper, detailed
announcements before taking exams? “ and not “was the trainer
enjoyable ?”
• Facilities and Procedures
• How well the trainees liked (or disliked) the facility, room, environment,
refreshments served, and other regulations of the training program (no of
coffee breaks etc)
 Method of Collecting Data for
Reaction Outcomes
• Timing of Reaction Questionnaire
• Immediately after training
• Advantage:
• Training memory is fresh in trainees’ mind so they can give more accurate responses
• Audience is captive (they have to submit responses)
• Weakness:
• Trainees may be anxious to leave, so responses will be hurried and not accurate
• Trainees don’t know transfer of training outcome yet, so their feelings are not complete

• Some time after training (a couple of days or months)

• Advantage:
• Trainees are aware of transfer outcome (i.e. whether training is useful to the job) so they can
give more informed responses
• Weakness:
• Trainees might forget about training specifics or cannot remember all the details properly
• They are not captive, so response is not guaranteed
Method of Collecting Data for
Reaction Outcomes
• During Training (after separate
segments or parts of training)
• Advantage:
• Real time responses obtained, so training can be modified
accordingly
• Audience is still captive, so responses guaranteed
• Weakness:
• Requires quicker analysis and implementation cycle of data
• More expensive and time consuming to implement (separate
questionnaires for separate days)
 Method of Collecting Data for
Learning Outcomes
• Learning outcomes can be of three types: Knowledge, Skills and Attitudes
(KSA)
• Therefore, they can be tested by:
• Knowledge Tests
• Written Tests (usually in MCQ format)
• Advantage: Easy to administer, easy to score, can test detailed knowledge if designed
properly
• Weakness: Difficult to construct MCQ questions (requires some skill)
Method of Collecting Data for
Learning Outcomes
• Skill Tests
• Different types of skills require different types of tests. There is no one way to test
• For example, for SPSS software training…….a computer data analyzing test; for
communication skill training……a presentation test
• Attitude Tests
• Trainee attitudes can be tested by using a attitudinal scale (ex- a questionnaire which
asks and ranks trainee responses regarding attitude toward the training objective)
• This is different from a reaction questionnaire (a reaction questionnaire identified
trainee attitude towards the training program, but an attitude test identifies trainee
attitude towards the training objective- whatever that might be
• Ex- if the purpose of the training was to create positive attitudes towards employees
of different racial backgrounds (i.e. diversity awareness training), only an attitude test
can measure if it was done (not skill or knowledge)
 Method of Collecting Data for Job
Behaviour (Transfer) Outcomes
• Data about training transfer outcomes can be obtained by using:
• Interviews
• Questionnaires
• Most often used
• Advantages:
• Large sample can be surveyed
• Quick responses
• Anonymity can be provided to trainees (as an option) so better chance of getting honest answers
(compared to say interview)
• A variation of the questionnaire is the scripted situation questionnaire which basically presents a
situation and gives a no. of choices that the trainee might take. The rater is then asked to make a
choice based on his knowledge about the trainee

• Observation

• 360 Degree Performance Review

• Everyone around the trainee evaluates him and his job performance (transfer of training) including his boss,
colleagues, subordinates, even customers etc
• If done pre-training and post-training, can enable us to see the transfer of training (if there is any)
 Method of Collecting Data for
Organizational Results Outcomes
• Organizational Results outcomes can be obtained from different sources
depending on the type of training

• Ex- Customer service training can be evaluated by looking at……….level of customer

satisfaction and loyalty toward the firm; factory worker training can be evaluated
by looking at………..quality standards (no. of defects produced/day) etc

• It is important to connect the links between organizational results and training,

because an increase in organizational performance can happen for some reason
other than training

• Ex- customer satisfaction can be positive for some reason other than training, such
as good promotional efforts (discounts, gifts etc) or a low price compared to
competitors (manufacturing advantage), and not as a result of good customer
service training