Training and Development Effectiveness P
Transcript of Training and Development Effectiveness P
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CHAPTER XTraining andDevelopment
Effectiveness
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NEED FOR EFFECTIVETRAINING
For training to be considered effective,trainees must meet four criteria:
(a) They must be ready to learn,
(b) They must be motivated,
(c) They must learn the content of thetraining program and
(d) They must transfer their trainingwhen back on the job.
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FACTORS FOR EFFECTIVETRAINING
Some contributing factors which maketraining effective are
Top Managements Commitment
Need-based TrainingMotivating the TrainersNumber vis-a-vis QualityWillingness and Learning Ability Faculty Innovations
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EVALUATION OF IMPACT OF ATRAINING PROGRAM
Training programs are planned, executedand sustained with certain objectives,utilizing time, resources and efforts orinputs of various social-systems.
Availability, delivery and inter-play of theseinputs are governed by various social-screening processes and multitudes ofactivities.
produce certain degree of effects oroutputs by overcoming several types ofconstraints, problems and resistance.
EVALUATION OF IMPACT OF A
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EVALUATION OF IMPACT OF ATRAINING PROGRAM
CONTD
Thus, the resultant outputs giveintended or unintended, tangible orintangible, specified or unspecified,
short or long, positive or negative andexpected or unexpected impacts.These impacts are an expression of the
changes produced in a situation as a
result of training activities undertakenwith certain training-objectives.
EVALUATION OF IMPACT OF A
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EVALUATION OF IMPACT OF ATRAINING PROGRAM
CONTD
For any training-project, an assumption ismade that 'the programme of training isbased on the felt-needs of the people
with an agreement from all partiesconcerned, including the user system.
These systems are the target-beneficiaries, who become partners in the
progress of development and are rarelylisted in the project document.
EVALUATION OF IMPACT OF A
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EVALUATION OF IMPACT OF ATRAINING PROGRAM
CONTD
Even in the well prepared technicalcooperation project (TCP) executed bynational and international agencies, theutilization and identification of target-groups
are rarely documented resulting in theemergence of the following issues:
First and the basic issue is a sharp and cleardefinition of target-groups and their
abilities, capabilities and potentialities inabsorbing the training-inputs for theimprovement for their lots.
EVALUATION OF IMPACT OF A
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EVALUATION OF IMPACT OF ATRAINING PROGRAM
CONTD
Second issue is examining in depth acommon-pool of assumptions, goalsand objectives drawn from different
target groups in organizing trainingprograms and making all out efforts inorienting and re-orienting them toassure that the benefits accrued will
have multiplier effects on them in atargeted period of time.
EVALUATION OF IMPACT OF A
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EVALUATION OF IMPACT OF ATRAINING PROGRAM
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Third issue is the identification ofcriteria and standards for measuringthe stated operational objectives and
their empirical definitions in terms oftechnical and behavioral indicators foreach specified target groups.
EVALUATION OF IMPACT OF A
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EVALUATION OF IMPACT OF ATRAINING PROGRAM
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Last issue is related to obtaining athree-dimensional picture of targetbeneficiary groups viz.
a. Actual beneficiary groups; who aredirectly benefited from training.
b. Potential beneficiaries; who havethe capacity to use the training-
outputs, but they are not gettingimmediate benefits from the trainedmanpower.
EVALUATION OF IMPACT OF A
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EVALUATION OF IMPACT OF ATRAINING PROGRAM
CONTD
c. Desired beneficiary target groups,whom the training programmeplanners normally want to reach but all
of them may not have the capacityand potentiality to use the trainingoutputs.
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MEASUREMENT OFIMPACTPossible Impact
Directionality
Data Needs
Intensity of Impacts
Impact Paths
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PURPOSE OF MEASUREMENTOF IMPACT
In tracing the purpose of training,the questions arising are
i. Firstly, whether the training
(programme) under evaluation, wasorganized as an investment(production) or for futureconsumption purposes?
a. If the purpose was exclusivelyfor consumption, then an evaluatormay study the performance of ex-trainees and need not go for impactstudies.
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PURPOSE OF MEASUREMENTOF IMPACT
b. In case of training, organized as anincremental investment, then theprofit accrued have to be comparedwith losses (wastage) by developing abalance-sheet of training-efforts-cum-results obtained both in quantitativeand qualitative terms.
c. Even in the case of consumption oftraining, in relation to developmentalefforts, the amount consumed (cost)must be compared to socio-economicbenefits accrued to the user-system(s).
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PURPOSE OF MEASUREMENTOF IMPACT
d. Ultimately, the entire training system(linking international, national andlocal efforts as one) will have to be
treated as an industry that generallyconsumes (a lot initially) andsimultaneously produces finishedmarketable products and earns profits
quantitatively and qualitatively).
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PURPOSE OF MEASUREMENTOF IMPACT
Secondly, whether the training underevaluation, was conceived asperformance-centered or client-
centered or both? If the purpose of training is
exclusively performance-centered,then the evaluation has to be
restricted to the measurement ofincremental-orderly job (role)performance over a period of time,through training and retraining efforts.
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PURPOSE OF MEASUREMENTOF IMPACT
In case of training organized as client-cent red, then an evaluator first,identifies the group of clients (target-
beneficiary groups) and measuresdirect, indirect and diffused impacts onthem.
But, in the cases of performance-cum-
client-centered training, the results(impact) have to be measured atindividual beneficiary and group ofcommunity levels.
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PURPOSE OF MEASUREMENTOF IMPACT
The client-centered training requiresperiodicity of evaluation exercises dueto production of short, medium as well
as long-term impacts in differentdirections. As such it becomes a costlyexercise, specially when neither thetraining-objectives are clear nor there
are identified target-groups on whomimpact is almost assured.
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PURPOSE OF MEASUREMENTOF IMPACT
e. The performance-centered training requiresstudy of several human performancecomplexities in a complex social system, byanalyzing mans ability and stability in
performing the tasks for which he has beentrained.
f. It is a social reality that individual impactand group impact form an integrated wholei.e., the ex-trainees as well as their clients
are bound together through theirinteractional efforts and then they producethe impact.
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QUALITY OF WORK LIFE
The American Society of Training and
Development (ASTD) established a taskforce on the QWL in 1979. This task forcedefined QWL as a process of workorganizations which enables its members
at all levels to actively participate inshaping the organizations, environment,methods and outcomes.
This value based process is aimed towardsmeeting the twin goals of enhancedeffectiveness of organization and improvedquality of life at work for employees.
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QUALITY OF WORK LIFECONTD
Walton (1975) proposes eight conceptualcategories that together make up theQuality of Working Life. These are brieflypresented below:
1.Adequate and fair compensation
2.Safe and healthy working conditions
3. Immediate opportunity to use and
develop human capacities4.Opportunity for continued growth and
security
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QUALITY OF WORK LIFE
5. Social integration in the workorganization
6. Constitutionalization in the work
organization7. Work and the total life space
8. The social relevance of work life
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QUALITY OF WORK LIFE
The basic concept underlying the QWLis what has come to be known ashumanization of work.
It involved basically the development
of an environment of work thatstimulates the creative abilities of theworkers, generates cooperation, andinterest in self-growth.
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QUALITY OF WORK LIFE
Herrick and Maccoby have identifiedfour basic principles which summarizethe humanization of work.
These principles are briefly discussedbelow:
The principle of security
The principle of equity
The principle of individuation
The principle of democracy
BETTER QUALITY
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BETTER QUALITYPRODUCTION
The following improvements are generallymade as a result of impact of training anddevelopment programs which directlyhelped to have better quality production.
i. Improved behavior with colleagues andboss.ii. Feeling of this is our work rather than
this is not my work.iii.Reducing the tendency of hiding ones
mistakes and highlighting othersmistakes.
iv.Improved climate of cooperation betweendepartments.
BETTER QUALITY
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BETTER QUALITYPRODUCTION
v. Joint problem-solving with allinvolved, resulting in faster problem-solving.
vi. Started planning days work. This hasresulted in completion of important
jobs in time and reduction of tensions.
vii. Used to think only of self, now ofothers too.
viii. Started doing work withoutdeliberately waiting for instructionsfrom supervisors.
BETTER QUALITY
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BETTER QUALITYPRODUCTION
ix. Avoid deliberate confrontations.x. Used to work mechanically now
take interest in work.xi. Developed courage to ask others
and learn from them.xii. Used to think anti-management, now
willing to see Managements point ofview also.
xiii. Understood the importance ofdiscipline and started wearinguniform.
xiv. Increased interest in the suggestionscheme.
BETTER QUALITY
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BETTER QUALITYPRODUCTION
Problems faced
After attending the trainingprograms, the employees in their
efforts to improve productivity, facedresistance from their co-workers whodid not attend the program.
They also faced resistance from theirsupervisors who did not listen to theirsuggestions.
BETTER QUALITY
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BETTER QUALITYPRODUCTION
RESULTS
As a result of these programs, it was feltthat the shop-floor industrial relations
situation had improved discipline,capacity utilization, and productivityhad also gone up.
There was an increased positive
understanding and good relations withthe management.
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ROLE EFFICACY
The concept ofrole widens themeaning of work, as also of therelationship of the worker with other
significant persons in the system.The concept ofjob is more prescriptive
in nature; the concept of role includesmore discretionary part of work.
supervisor; the role emphasizes hisrelationship with all those who haveexpectations from him.
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ROLE EFFICACYCONTD
Some The job assumes the relationshipof the worker with his confusion iscreated by the various work relatedterms.
The following distinction may help inclarifying the meanings.Work is a wider concept, linking a
person with his tools and with othersperforming similar activity.
Office or position is a specific point inorganizational structure, defining thepower of the person occupying it.
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ROLE EFFICACYCONTD
Role is the set of obligations generatedby others and the individual occupyingan office.
Job is the specific requirement toproduce a product or achieve anobjective.
Function is a group of expected
behaviors of a role. Tasks are thespecific activity of a function oftenbound by time.
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ROLE EFFICACYCONTD
Personal efficacy would mean potentialeffectiveness of a person in personal andinter-personal situations, role efficacywould mean the potential effectiveness of
an individual occupying a particular role inan organization.Role efficacy can be seen as a
psychological factor underlying roleeffectiveness.
In short, role efficacy is the potentialeffectiveness of a role.
MEASUREMENT OF TRAINEE
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MEASUREMENT OF TRAINEEBEHAVIOR - BEFORE AND AFTER
TRAINING PROGRAM
Pre-Post-Evaluation sheets aredeveloped specially on the basis of thesubject-matter to be taught in the
training, changes expected in thetrainees as a result of training,competencies that are to be created asa result of training and other
organizational behavior changesanticipated, which can be measured,tabulated and scored as on the chartgiven below:
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BEHAVIOR BEFORE AND AFTERTRAINING PROGRAM
Before the Training Items/Statements
After the Training
A
(5)
B
(4)
C
(3)
D
(2)
E
(1)
A
(5)
B
(4)
C
(3)
D
(2)
E
(1)
A (a)
(b)
(c)
B (a)
(b)
(c)
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COST AND VALUEEFFECTIVENESS
Cost EffectivenessThe cost of training programs consists
of inputs and outputs.
Cost inputs consider one side of thefinancial equation, the cost of theprograms and whether this has beenthe most economical and effective
approach.
COST AND VALUE
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COST AND VALUEEFFECTIVENESS
CONTD
On the face of it, this would seem tobe simple and straight forwardaccounting, but within the majority of
quantitative aspects there is also aminority of qualitative aspects aboutwhich broad assessment only ispossible.
COST AND VALUE
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COST AND VALUEEFFECTIVENESS
CONTD
The major headings included incost inputs are
Fixed capital costs.
Maintenance or working capital costs. Administrative costs.Trainer costs.Direct training costs.
External agent costs.Trainee costs.
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COST ANALYSIS
The figures obtained under the headingsdescribed above can be used to produce asummary statement from which a numberof conclusions about the cost of training
can be made. These will include Direct cost of a training programDirect cost of the total training functionCost of the training function per individual
within the organizationCost of the training program per learner
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VALUE EFFECTIVENESS
Cost analysis leading to an assessmentof cost effectiveness is not simple itis not always easy to obtain the
financial information or produce realattribution or apportionment.
But obtaining the value of the trainingis much more difficult, so much so that
some people suggest that it isimpossible to attain.
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VALUE EFFECTIVENESS
It is frequently the principal argument usedagainst evaluation based on the so-calledsoft/hard benefits in that evaluators cannotprovide incontrovertible evidence of an
increase in hard benefits to the business. It is difficult to counter this argument,
although there can be significant concreteevidence for some learning events, moretraining results are subjective.
IMPROVEMENTS IN THE
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IMPROVEMENTS IN THEORGANIZATIONAL CLIMATE
AND CULTURE
Without doubt this is the most difficultthing to assess: fewer resignations anddischarges, less sick leaves, increased
production and a reduction incustomer complaints these and otherindicators may give the opportunity toassess a change, but all are highly
subjective, particularly whenconfirmation of a direct link with atraining/learning program isattempted.
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GUIDELINES FOR VALUE-EFFECTIVE ANALYSIS
The following summarizes the guidelinesthat should help in this difficult area
Do not be put off by the apparent, or real,difficulties and subjective nature of the
areas to be assessed try something. In subjective assessment try for
comparisons with similar events undersimilar conditions.
Seek the views albeit subjective ones ofothers, i.e. ask for the critical views ofcustomers, internal and external.
GUIDELINES FOR VALUE-
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GUIDELINES FOR VALUEEFFECTIVE ANALYSIS
CONTD
Compare results against models or evenconcepts when the areas are completelysubjective in nature.
Only gather information or data that you
will be able to use, however interesting oreasy to obtain other data might be.
Ask the line manager of the learnersbefore the events for their estimate of how
much it will be worth to them and theiroperation to have an effective person.
GUIDELINES FOR VALUE-
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GUIDELINES FOR VALUEEFFECTIVE ANALYSIS
CONTD
After the training evaluate the successand ask the line manager whether theirinitial estimates have been achieved.
Seek, but do not necessarily take aspositive proof, organizational effectslinked to the training areas increasedproductivity, decreased absences,discipline incidents, grievances etc.
Link these to other evaluationprocesses to ensure that contaminationhas not occurred.
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TEN STEPS TO MAXIMIZE THEEFFECTIVENESS OF TRAINING
Training-needs Identification
Pre-training Activities:
Planning and Organizing the Program
Designing the Module Feedback on the Faculty
TEN STEPS TO MAXIMIZE THE
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TEN STEPS TO MAXIMIZE THEEFFECTIVENESS OF TRAINING
CONTD
Feedback from the External Faculty
Training Plan and Budgets
Development of In-house Faculty
Nomination to External Seminars andTraining Programs
Quality Training Focus
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SUMMARY OF THE CHAPTER
Need for Effective TrainingFactors for Effective TrainingEvaluation of Impact of a Training
ProgramQuality of Work LifeMeasurement of Trainee Behavior
before and after Training Program
Cost and Value EffectivenessTen Steps to Maximize the
Effectiveness of Training