TRAINING EFFECTIVENESS

(SYNOPSIS)

 

PROJECT-HR & OB

                                                                                                               

Under the guidance of 

Prof. Brinda Balakrishnan

Prepared by:

HR-263

Sanya Gulati

Gaurav Soni

Kumar Deepak

Saurabh Mishra

INTRODUCTION

TRAINING EFFECTIVENESS checks whether training has had the desired effect. It ensures whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines. The purpose is to determine whether or not the training achieved the desired objective. The objective might have been very precise, or extremely loose, but there would have been one. This is usually set as a result of assessing training needs. Evaluating training will help show how effective it was at meeting the objective. All organizations, regardless of size or type, should use some process of assessing the effectiveness of training undertaken by employees.

The project is based on the training effectiveness of the training programmes carried out in PANACEA BIOTEC. Evaluation serves the purpose of providing measurable and tangible feedback on the effectiveness of the program. Training today is too costly, and results of an ineffective training too far reaching, to be left on chance. Using appropriate evaluation techniques and processes can help an HR Department to become more accountable by providing objective and comprehensive reports on the efforts, benefits, and overall success of a training program.

Evaluation is becoming a more important part of the Training programs today than ever, simply because the volume of investments in T&D programs has increased manifold over the years. Decision makers need to determine which programs are working, and how to increase the overall organizational effectiveness, and evaluation processes help them in decision making process.

STATEMENT OF PROBLEM

Evaluation of training poses a problem for many trainers, managers, executives, and other professionals with an interest in training. There are certain basic logic-of- evaluation skills and some of the basic methodological skills that need to be mastered in order to practice the art and science of evaluation. Necessary data for evaluation are not always easily accessible neither by the organization nor by trainer. Training evaluation techniques are from the filed of social science research, which required good choice of research, design and the data analysis. Usually, these types of experts are not available in the organization. Also, different types of training sometimes need different type of evaluation. Trainings are usually determined and evaluated, if it is evaluated, by managers “feelings” about what should be trained and how well it was. Training evaluation is also affected by the perception of having available resources to implement training.

Evaluations are affected if trainees are not satisfied with the organization they are working for. Or if there exists no job satisfaction. Support by upper management is imperative. Is upper management fully behind the training program? Do employees know it? Will their supervisors be pushing them to use what they learned when they return to their jobs?

Another key function of training evaluations is they can measure factors that impact a training program, but may not be the fault of the program itself.

Training and training evaluation have to be in alignment to critical business needs, but also according to available resources – time, people and money, to do so.

AIM

Explain why evaluation is important.

Discuss the process used to plan and implement a good training evaluation.

Identify and choose outcomes to evaluate a training program.

Discuss the strengths and weaknesses of different evaluation designs.

Choose the appropriate evaluation design based on the characteristics of the company and the importance and purpose of the training.

Conduct a cost-benefit analysis for a training program.

IMPORTANCE AND RELEVANCE

Training is a critical component in any organization's strategy. Given the large expenditures for training in many organizations, it is important to develop business intelligence tools that will help companies improve the measurement of training effectiveness. These tools need to provide a methodology to measure, evaluate, and continuously improve training, as well as the organizational and technical infrastructure (systems) to implement the methodology. There are a number of reasons why organizations proactively monitor the effectiveness of training programmes.

These are:

Identification of the program’s strengths and weaknesses.

Helps assess whether content, organization, and administration of the program contribute to learning and the use of training content on the job.

Identification of trainees that benefited most or least from the program.

Testing the clarity and validity of tests, cases, and exercises

Reinforcement of major points made to the participant

Gathering of data to assist in marketing future programs

determining if the program was appropriate solution for the specific need

establishing a database that can assist management in making decisions

Determining the financial benefits and costs of the programs.

Comparing the costs and benefits of training versus non-training investments.

Comparing the costs and benefits of different training programs to choose the best program.

SCOPE AND COVERAGE

A robust cross-functional strategy will be carried out with statistical methodologies and analysis .Evaluations will be based on Kirkpatrick’s model of evaluation .By selecting those measurements that can support valid inferences about the effectiveness of programs, learning and training professionals can know where to improve and how to allocate resources and effort—essentially improving every training program’s influence on business results.

RESEARCH DESIGN

METHODOLOGY:

CONCLUSIVE RESEARCH:

Conclusive research is meant to provide information that is useful in reaching conclusions or decision-making. It tends to be quantitative in nature that is to say in the form of numbers that can be quantified and summarized.

It relies on both secondary data, particularly existing databases that are reanalyzed to shed light on a different problem than the original one for which they were constituted, and primary research, or data specifically gathered for the current study.

The purpose of conclusive research is to provide a reliable or representative picture of the population through the use of a valid research instrument. In the case of formal research, it will also test hypothesis.

In descriptive study the project is often arranged as distinct phases. First demarcate the population about which you need knowledge, then select a sample, gather the empirical data, analyze them, perhaps with the same method as in the earlier study from which the model was taken, and finally assess the findings.

METHOD:

Deductive method: a "top-down" approach. We begin with Kirkpatrick’s theory. We then narrow that down into more specific hypotheses that we can test. We narrow down even further when we collect observations to address the hypotheses. This ultimately leads us to be able to test the hypotheses with specific data -- a confirmation (or not) of our original theories

Sample size:. Truly representative sample size of 30 so that there will be minimum sampling error.

Hypothesis:

1. Training effectiveness is evaluated by reactions2. Training effectiveness is evaluated by learning3. Training effectiveness is evaluated by behavior4. Training effectiveness is evaluated by results

DATA COLLECTION AND PREPARATIONThe questionnaires were distributed in the marketing department, filled in by employees and employers.

Both primary data (questionnaires and informal interviews)And secondary data (company’s training manual and reports, information from website) will be used.

The questionnaire will be personally administered to see accuracy and reliability of responses.

DATA ANALYSIS & INTERPRETATION

MS excel or SPSS software will be used for analyzing and interpretation of the data.

RECOMMENDATIONS

Well-defined goals are the best way to assure a good questionnaire design

It should be a truly representative sample.

It should be made in such a way so that there will be minimum sampling error.

It should be made in such a way so the systematic bias can be checked in the most efficient way.

It should be such that the results of the sample study can be applied, in general, for the universe with a reasonable level of confidence.

Clear and concise questions should be asked Generic questions generate vague and often misleading data. 

Sound analytical tools must meet the tests of validity, reliability and practicability.

LIMITATIONS

Small sample size of 30. Lot of time involved in filling of questionnaires.

REFERENCES

[1] Fred Nickols, Evaluating Training: There is no “cookbook” approach,http://home.att.net/~nickols/evaluate.htm, 2000[2] W Leslie Rae, MPhil Training Programme Evaluation,www.businessballs.com/trainingprogramevaluation.htm, 2004,[3] CIPD, Evaluation of Training,www.cipd.co.uk/subjects/training/trneval/evatrain.htm, 2007[4] Kirkpatrick, D.L., Techniques for evaluating training programs, Journal of theAmerican Society of Training and Development, Vol 33, No11, pp3-9, 1959[5] Drucker, Peter F., The New Realities, Harper & Row, 1989