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SUBMITTE

D BY :-

SUBHASHREE.S.SABUT

ExamRollNo:-

46317



UT08102

UNDER THE GUIDANCE OF:Mr. AMIYA PATTNAIK

DGM,HRD CENTRE OF EXCELLENCE.

NALCO

Summary

Training is a systematic development of knowledge, skill,

attitude required by an individual to perform a given task or job.

Before conducting any training programme first we have to

identify the need for that training i.e.

• Is there a need to train

• About the current position

• Where you want to be

The need identification may be in terms of

• Organizational need

• Police need• 0

• Specific need

• Performance appraisal

• Competency mapping

• Venders training

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The two important concepts are Performance appraisal and

competency mapping.

Performance appraisal is describe as merit rating in which one

individual is ranked as better or worse in comparison to other.

After identifying the need the methods through which the

training is given are

• On the job training

• Off the job training

Evaluation of training effectiveness is a highly desirable step in

total training programme so one can judge the value or worth of

training.

Training evaluation is a mean by which participant express their feedback regarding the effectiveness of training through a

source of qualitative and quantitative survey question

completed at the training programme.

The effectiveness of training programme depends upon the

feedback given by the trainee.

process that makes training effectiveness are like determine the

training objective, fixation of evaluation criteria, collect of

information relevant to training analysis.

The persons who are responsible for evaluation of training aresenior management, the trainer, the training manager, the

trainee.

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ACKNOWLEDGEMENT

I extend my heartiest gratitude towards Mr. Amiya Pattnaik, DGM,

HRD centre of excellence, NALCO for his constant support and guidance

in preparing my project on the topic” EVALUATION OF TRAINING

AND EFFCTIVENESS”. I also express my gratitude to all the staff

members of NALCO for their constant help and support. I am also

thankful to all my teachers of our department for their help and

support.

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SUBHASHREE.S.SABUT

C.0ONTENTS

• Introduction.

• Training need identification

• Performance appraisal

• Competency mapping

• Training methods

• Evaluation of training effectiveness

• Training and learning evaluation, feedback forms, action plans

and follow up

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• Evaluation of workplace learning and training

• Evaluation of training

• Responsibility for the evaluation of training

• Training evaluation and validation options

• The trainer's overall responsibilities - aside from training

evaluation

• A note about ROI (return on investment) in training

• Case study at NALCO

• NALCO (about the industry)

• Conclusion

• Bibliography

INTRODUCTION

I the student of ASBM Institute of BBA, have undertaken the topic

“EVALUATION OF TRAINING AND EFFCTIVENESS” for my training

program in NALCO under the guidance of Mr. AMIYA PATTNAIK, DGM,

HRD CENTRE OF EXCELLENCE, NALCO, BHUANESWAR.

Hr def

The specification of values forms a basis for evaluation. The basis of

evaluation and the mode of collection of information necessary for

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evaluation should be determined at the planning stage. The process of

training evaluation has been defined as “any attempt to obtain information

on the effects of training performance and to assess the value of training in

the light of that information.” Evaluation helps in controlling and correcting

the training programme. Hamblin suggested five levels at which evaluation

of training can take place, viz., reaction, learning, job behaviour,

organization, organization and ultimate value

In this topic I covered the need for training, types of needs, performance

appraisal, competency mapping & their process, Evaluation of training

effectiveness, training and learning evaluation, feedback forms, action plans

and follow-up, evaluation of workplace learning and training, responsibility

for the evaluation of the training, training evaluation and validation options,

the trainer's overall responsibilities - aside from training evaluation, a note

about ROI (return on investment) in training & a case study on Training programme on “Business Communication for Supervisory Employees” &

the Objective of the programme was Technical/Commercial writings &

Correspondences, Basic English of business & Getting well with customers.

According to the feedback given by the trainees the Overall rating of the

programme was excellent. The most helpful part of this training according to

them was forms of modalities in English, New Concepts of writing skill,

New approach of Grammar, new concept of writing skills.

TRAINING

“Training is organising procedure by which people learn knowledge and/or

skill for a definite purpose.- Defined by Dale S Beach

“Training is a systematic development of knowledge, skill & attitude

required by an individual to perform adequately a given task or job.”

-Defined by Michael Armstrong

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OBJECTIVES OF TRAINING

IDENTIFYING TRAINING NEEDS

There are several needs in an organisation.

1. Organisational need:

An organisational need means the qualities that are needed in the

organisation. Managers can anticipate if there are any training inputs that

can help in achieving organisational objectives. For e.g.: organisation

structure has to be realigned keeping in view the organisational objectives,

growth & diversification or the possibility of need for greater

decentralisation, or induction of new employees and redefined jobs. All

these will have implications on each individual job role in the organisation

necessitating the training of employees.

2. Policy needs:

In order to run an organisation, the organisation must know certain law

which the organisation has to obey. The employees in the organisation must

know about the law. Such policies are:

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• HR policy

• Marketing policy

• Purchase policy

HR policy involves:-training policy, promotion policy, recruitment policy,

job rotation policy etc. The employees must know about the changes in

policy & the new policy of the organisation.

3. Specific needs:-

If in an organisation there is an immediate need to conduct a programme on

transaction analysis, but the employees don’t know about this, then the

employees must be trained about this. This is known as specific need.

4. Vendor training:-

Providing required tips to the customers about the use of the product is also

a quality needed by the employees. The employees must be trained about

this. This is known as vendor training. e.g:-if a customer buys a refrigerator,

but he doesn’t know how to use it, the sales person must provide him

guidance about its use.

Regarding the training needs there are two important concept i.e.

Performance appraisal

Competency mapping

Performance appraisal:-

Appraisal is the evaluation of worth, merit or quality. In the organisation

context, performance appraisal is a systematic evaluation of personnel bysuperiors or others familiar with their performance.

Performance appraisal is also described as merit ratings in which one

individual is ranked as better or worse in comparison to others.

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I MPORTANCE OF PERFORMANCE APPRAISAL:-

Performance appraisal helps in arriving at decisions for various points.They

are:-

1. SALARY INCREASE:-

Performance appraisal plays role in making decisions about salary increase

of an employee depends on how he is performing his job.

2. PROMOTION:-

Performance appraisal plays a significant role where promotion is based on

merit. Performance appraisal discloses how an employee is working in his

present job & what his strong & weak points are. In the light of these, it can be decided whether he can be promoted to the next higher position &what

additional training will be necessary for him.

3. TRAINING & DEVELOPMENTS:-

Performance appraisal tries to identify the strengths & weaknesses of an

employee on his present job. This information can be used for devising

training & development programmes appropriate for overcoming

weaknesses of the employees.

4. FEED BACK:-

Performance appraisal provides feed back to employees about there

performance. It tells them where they stand.

5. PRESSURE ON EMPLOYEES:-

PA puts a sort of pressure on employees for better performance. If the

employees are conscious that they are being appraised in respect of certain

factors & their future largely depends on such appraisal they tend to have

positive & acceptable behaviour on this respect.

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METHODS OF PERFORMANCE APPRAISAL:-

There are various methods of PA. Infact, each organisation may have its

own unique system & method of appraisal. In one organisation it may be

continuing & informal where personal opinion of superior about his

subordinates may be the basis of appraisal.

In another, it may be well-defined & a particular system & method may be

followed by managers. Whatever system may be adopted, usually PA has

two bases. (I)Appraisal of employees according to traits, attributes and

general behaviour on the job, commonly known as trait approach.

(II)Appraisal of results, works & goals achieved by the employees, known as

appraisal by results.

These two approaches, however, are not mutually exclusive & can be used

in combination.

3600 PERFORMANCE APPRAISAL:-

In this case the subordinates are not only evaluated by their superiors butIn this case the subordinates are not only evaluated by their superiors but also by their colleagues. But 360also by their colleagues. But 3600 performance appraisal is very rare. It is

almost absent in our country. In India subordinates are evaluated by their

superiors.

COMPETENCY MAPPING:-

Competency comprises the knowledge, skills, values & attributes

demonstrated through behaviour that results in competent & superior

performance.

Competency describes what superior performers actually do on a job that

produces superior results. Armed with this information, selection, retention,

training, succession planning &performance management systems can be

integrated & designed to attract, develop & retain performers.

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Classification of competencies:-

Competencies can broadly be classified into two categories: -

• Basic competencies.

• Professional competencies.

BASIC COMPETENCIES:-

Basic competencies are inherent in all individuals. Only their degree of

existence would be differing. For e.g.:-problem solving is a competency that

exists in every individual but in varying degrees.

Intellectual competency:-Those which determine the intellectual ability of

a person.

Motivational competency: - Those which determine the level of

motivation in an individual.

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Emotional competency:-Those which determine an individual’s emotional

quotient.

Social competency:- Those that determine the level of social ability in a

person.

It has been proved by various scholars that all individuals have

competencies. Only the combination & degree of these competencies differ

from individual to individual. Hence organisation has to identify the critical

basic competencies required for individual employee to deliver their best in

their organisation. The importance of mapping the competencies provescritical for organisational success.

CLASSIFICATION OF THE BASIC COMPETENCIES IN

THE COMETENCY GRID :

• MOTIVATIONAL COMPETENCIES

• INTELLECTUAL COMPETENCIES

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• SOCIAL COMPETENCIES

• EMOTIONAL COMPETENCIES

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Professional competencies:-

Professional competencies are over & above the basic competencies ,and are

job related. For e.g.:-handling a sales call effectively is a competency that a

sales personnel would be required to have.

The professional competencies encompass the knowledge, experience, &

expertise gained by an individual employee.

Here it can be simply said that,

Competencies=Basic competencies + Professional competencies

Competency mapping:-

It is a process of identifying the key competencies for an organisation and/or

a job & incorporating those competencies throughout the various processes

(i.e. job evaluation, training, recruitment) of the organisation.

Following are the steps included in competency mapping:

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Competency mapping helps an organisation to identify the critical

competencies that are essential for employees to excel in an organisation. By

identifying the critical competencies existing with well performing

employees, the other employees can also be stressed with the same by

conducting training & development programmes.

TRAINING METHODS:-

Today , training programmes offer something for everyone-from free

employment preparation for the first job to pre-retirement courses for those

who are due to retire soon. The range of training method is such that they

can provide opportunity to unskilled; they offer people to be promoted at

various levels of the organisation.

Training methods are means of attaining the desired objectives in a learningsituation. These methods can be grouped in some categories on various

bases. For e.g.:-Training methods can be grouped on the basis of level of

personnel in an organisation because there are three categories of people, i.e.

operative, supervisor, mgmt. .They have different training needs and,

therefore, different methods may be suitable for them.

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Training methods may be grouped as:-

A. On the job method

B. Off the job method

ON THE JOB TRAINING METHOD :-

This method emphasises on learning while an individual is actually engaged

in work. This method can be suitable for all types of employees. Thus people

can learn by working on jobs. There can be several ways in which on-the job

training can be offered.

On the job training methods:-

1. On specific job:-

This the most common form of training for all individuals. A person can

learn when he is put on a specific job. He can develop skills for doing the

job in better way over the period of time. However he can learn the job

better if he is given some guidance either in the form of coaching or working

as understudy.

Coaching involves direct personal instructions & guidance usually with

demonstration & continuous critical evaluation & correction.

Under the understudy method, supervision of trainee works under the

direction & supervision of a person, normally an assistant. He can learn the

job very quickly under the guidance of his trainer.

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2. Position rotation:-

In position rotation, a person is given jobs in various depts. of the

organisation. The major rotation of job rotation training is to broaden the

background of trainee. He can learn the working of various sections & depts.

of the organisation which helps in developing an integrated view of the

organisational functioning.

3. special projects, task forces etc.:-

Assignments of people on special projects, task forces, committees etc.

works like position. Besides learning the jobs performed in these

assignments, he also to learns how to work with different types of persons.

4. Apprenticeship:-

Apprenticeship is like understudy in which trainee is put under the

supervision of persons who may be quite experienced in his field. In today’s

context, many organisations have to take trainees under Apprenticeship Act.

Besides various organisations also take apprentices to fulfil their

requirement of skilled personnel.

5. Vestibule school:-

The concept of vestibule school is that people will learn & develop skills

while working in the situation similar to what they will face after they are

put on actual jobs. Many organisations establish training centres to train

people for skilled work particularly in production dept. When the job

requirement is such that people can’t be absorbed directly ,they are put in

such training centre. Here they learn while they work. However, learning, as

against the actual production, is the basic objective. When they learn the job

handling, they are absorbed by the organisation in actual production.

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OFF THE JOB TRAINING METHOD :-

In the off the job training, a trainee has to leave his place of working &

devote his entire time for training purpose. During this period he doesn’t

contribute anything to the organisation. These methods can be followed

either in the organisation itself or the trainee may be sent away for training

courses organised by specialised institutions.

In our country , there are many organisations which have their own traininginstitutes, prominent among them TISCO, Hindustan Liver, ITC etc. in the

private sector; State Trading Corporation ,LIC, Steel Authority Of India,

Coal India etc. in the public sector. Besides there are special training

institutions like Indian Institute of Management, Administrative Staff

College of India, All India Management Association etc. . These institutions

conduct training programmes for various levels of managers.

There are various methods by which off the job training methods is offered.

1. Special courses & lectures:-

Special courses & lectures are knowledge based training methods. In these

programmes, an effort is made to expose participants to concepts & theories,

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basic principles, & pure & applied knowledge in any subject area. Basically

it is aimed at creating an awareness of the knowledge of fundamentals. The

focus is essentially on transmission of knowledge. This is a very popular

method. But this method has a limitation i.e. i.e. it emphasises only one way

communication, i.e., from trainer to trainee.

2. Conference:-

In order to overcome the limitations of lecture method, many organisations

have adopted guided discussion type of conferences in their training

programmes. In this method, the participants pool their ideas & experiences

in attempting to arrive at improved methods of dealing with problems which

are faced by them at their work place. For intensive discussion on the

various subjects of the conference, many small groups can be constituted.

3. Cases:-

Case method of training has been developed by Harvard Business School of

U.S.A. . It is one of the most commonly used training methods not only for

business executives but also for management institutes.

A case is a written description of an organisation containing informationabout its numerous aspects: its history, external environment, internal

operation, financial structure etc. .In fact cases are prepared looking into the

real decision making situations. In case analysis, the analyst must work with

the information he has & must make reasonable assumptions.

Normally cases are discussed in groups. Each member of the group is asked

by the instructor to present his analysis and to comment on the analysis of

others. At times, members are required to respond the queries of other

members & instructors. This process helps to develop analytical skillsamong participants. Since each participant analyses the situation based on

actual facts, he learns how to analyse the situation in actual practice. Thus he

can improve his decision-making process.

4. Roleplaying:-

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The concept of role playing has been drawn from drama & play in which

actors play various roles. While playing roles, the actors assume themselves

as the persons whose roles they are playing. Similarly role playing technique

is used in groups where various individuals are given roles of different

managers who may be required to solve a problem or arrive at a decision.Thus it is spontaneous acting of a realistic situation involving two or more

persons under training situation. Dialogue grows spontaneously proceeds.

Since people take role everyday in actual situation, they are experienced in

the art of role playing, & with certain amount of imagination, they can

project themselves into roles other than their own.

At the end of the role playing session, there is a critique session in which the

trainees are given feedback about their role playing. This helps the trainee to

develop better perspective in performing jobs because he may see his jobs

from different angles. It also develops sensitivity among people which is

quite helpful for maintaining better human relations.

5. Management games:-

Management games are used to stimulate the thinking of people to run an

organisation or its departments. It can be used for developing skills for a

variety of purposes like investment strategy, marketing strategy, production

strategy, collective bargaining etc. Mgmt game is played by two or more

teams which are given a company or department to operate over a periods.

Simply, both teams try to win. Various situations of the game are specified

by the trainer. All the teams have to make decisions regarding the operation

of their companies in the given situation. Such decisions may be on the areas

of level of production, level of inventory, price, expenditure on

advertisement etc. This process is repeated over a number of times.

Since each team is competing with others, each team’s decision will affect

the results of others. The trainer gives the feedback to every team after every

period. In the light of this feedback, each team can evaluate its decisions &

may modify them to arrive at better results. This way, management game

develops analytical & decision-making skills in trainees.

6. Brainstorming:-

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Brainstorming is a technique to stimulate for idea generation. Originally

applied by Osborn in 1938 in an American Company , the technique is now

widely used by many companies , educational institutions, & other

organisations for building ideas.

Osborn has defined brainstorming simply as using the brain to storm the

problem. Webster’s dictionary defines brainstorming as “a conference

technique by which a group attempts to find a solution for a specific problem

by amassing all the ideas spontaneously contributed by its members.”

For conducting brainstorming, a group pf 10 to 15 people is constituted.

Since idea generation is the main objective, usually the group consists of

people of the same level. The participants should be connected with the

problem directly or closely, though they need not necessarily from the samediscipline.

The process in brainstorming session goes in the following ways.

1. A problem is given to a group engaged in brainstorming session. Problem

is stated clearly & precisely so that members of the group can focus their

direct attention on it. Each member is given the problem.

2. The member is asked to give ideas through which the problem can be

solved. Here the emphasis is on quantity may follow later.

3. The members are required to put their ideas for problem solution without

taking into consideration any limitations-financial, procedural, legal,organisational or otherwise.

4. Ideas-evaluation is deferred to a later stage because it does not flow in

the direction of idea generation. Hence, any criticism, judgement, or

comment is strictly prohibited & the participants are told to abstain from

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it.

Brainstorming has strong potential for developing creativity in participants because it provokes them to think without any constraints or limitations. It

provides opportunity to remove various social & psychological blocks which

comes in the way of idea generation & creates favourable atmosphere for

imaginative power to fly in unknown & untrodden lands to generate ideas

for problem solving.

7. In-basket exercise:-

In-basket exercise is a simulation technique designed around the ‘incomingmail’ of a manager. A variety of situation is present in this exercise which

would usually be dealt by a manager in his typical working day. One method

of this exercise is to present mail of various types to a trainee whose

reactions on these are noted.

A slight variation in this method may be in the form of incident method. In

this method, the trainee is given certain incidents & his reactions are noted

down. Some trainees may even play surprise roles which interrupt the

manager & give him two or more simultaneous problems more like real on-

the job pressures.

Through the feedback of his behaviour, the trainee comes to know his

behavioural pattern & tries to overcome the one which is not productive or

functional. Thus he can learn techniques of giving priorities to various

problems faced by him.

8. Sensitivity training:-

Sensitivity training was first used by National Training Laboratories at

Bethel, U.S.A. The training group called itself as T Group. So it is also

called T group training.

Sensitivity training is a small group interaction under somewhat strained

conditions. The training group has the following characteristics.

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i. The group is a small one.(10-12 members)

ii. The group begins its activity without any formal agenda.

iii. The role of trainer is primarily to call attention from time to time to

the on-going process within the group.

iv. The procedure tends to develop introspection & self-examination,

with emotional level of involvement & behaviour and the possibility

of severe criticisms of colleagues & emotional breakdown.

v. The trainer provides feedback about the behaviour of each individual

pointing out where trainees have gone wrong, particularly in situations

which have been stressing.

This way trainee can develop tolerance of other’s views, become less

prejudiced, develop understanding of group process & listening skills.

Sensitivity training offer several advantages in the field of human relations.

This is why it is called as human relations training also.

However, sensitivity training may create more harm especially if it is not

conducted properly. The major problems which are noticeable in this method

are as follows:-

a) The first few sessions of the training prove to be quite frustrating to

the participants. The reasons for initial frustration may be lack of

formal agenda for the group process, criticisms of ideas by strangers,

& group process ending without arriving at any meaningful outcome.

Because of this frustration, many participants leave the training

session in between with the bad feelings.

b) Group process in sensitivity training creates emotional problems to the

individuals because it attacks on their emotions directly.

c) Sometimes , T-group exercise is unjustified invasion of privacy of

individuals because it tries to bring the hidden & private feelings of an

individual.

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d) T-group exercise is based on false assumptions of human relationships

at work. So, time taken by sensitivity training goes in waste. Even

participants who have appreciated sensitivity training are not able to

point out its specific benefits.

No doubt, these are the various limitations of sensitivity training, but most

of these emerge because of inefficient handling of training sessions. Thus

limitations can be overcome if the training sessions are handled by properly

qualified trainers.

9. Transactional analysis:-

Transactional analysis is used to develop better interpersonal interactions

among individuals. It involves understanding of personality factors of

individuals & their ego with which they interact.

Transactional analysis offers a model of personality & dynamics of self & itsrelationship to others that makes possible a clear & meaningful discussion of

behaviour. Transactional analysis refers to a method of analysing &

understanding interpersonal behaviour. When people interact, there is a

social transaction in which one person responds to another. The study of this

transaction between people is called transaction analysis.

Evaluation:-

Evaluation of training effectiveness is a highly desirable step in total training programmes so that one can judge the value or worth of training.

Evaluation is crucial for providing further information about future training.

If your training has been well received & has resulted in the changes in how

people do their jobs, it has clearly been a success & is worth repeating. On

the other hand if participants say they did not like the training & it has no

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effect on how they do their jobs , then the training needs to be changed.

Sometimes evaluating training also might results in further new training

need being identified.

Here are some questions to ask when evaluating training:

Did you (the trainer) think the training went well ?

Did the participants enjoy the training ?

Did participants learn from the training ?

Has training changed how participants do their job ?

Evaluation of training effectiveness:-

The training evaluation is a means by which participants express their

feedback regarding the effectiveness of training through a series of

quantitative and qualitative survey questions completed at the end of the

training program. Participant reaction to training can represent instrumental

feedback that can drive important changes in any part of the training

delivery process, such as refining of training materials and methods or revisions to content. This feedback can also be extremely useful in

predicting performance after the program. Training evaluation questions on

the importance and relevance of the training to the job have been shown to

have a correlation to actual use of skills and knowledge learned on-the-job.

Hamblin has defined training evaluation as “any attempt to obtain

information on the effect of a training programme & to assess the training in

the light of that information.”

Training evaluation can be more meaningful if the following process isadopted.

Determination of training objectives

Fixation of evaluation criteria

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Collection of information relevant to training evaluation

analysis

1-Training objectives:-

Training objectives should be fixed in clear terms because all training

programmes do not contribute in all areas. Hamblin has classified training

objectives into four categories:

• Reaction objectives:-intended to stimulate a high level of involvement

& interest.

• Learning objectives:-concerned with knowledge, skills & attitudes.

• Job behaviour objectives:-learning to bring about desired changes in

job behaviour.

• Organisational objectives:-intended to promote overall results.

2-Evaluation Criteria:-

Like training objectives, training evaluation criteria can be fixed in terms of

immediate objectives like learning , behaviour change etc. and in terms of

ultimate objectives like achieving organisational objectives through learning. Normally, ultimate criteria are long term perspectives like increase in

productivity, reduced employee turn over, reduced labour & human relations

problems etc. Therefore these can be used for measuring the overall

effectiveness of training programmes over the period of time.

Training evaluation criteria can also be fixed in terms of immediate

objectives of training. Standards in respect of these can be fixed in two

terms: either the difference in pre-training & post-training behaviour of the

same employee or difference between trained employee and untrainedemployee of the same level.

3-Collection of information:-

After fixing the factors to be measured and criteria fixed in respect of these,

evaluator has to collect the relevant information which may be helpful in

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arriving at certain conclusions. Information can be collected on the basis of

facts like production records, cost controls,etc. This may be used for

measuring the achievement of ultimate objectives of training.

For measuring immediate objectives, information may be collected onvarious aspects through observation of employee’s behaviour on job,

conducting interview & administering psychological tests to unearth

behavioural changes which cannot be observed or which cannot be measured

by interview.

4-Analysis:-

Collected information can be analysed to interpret the impact of training on

various aspects, and consequently its effectiveness. If a particular aspect is

being affected by several factors, the analysis may be carried out further to

identify the contribution of training.

Two points are important in information collection & its analysis.

Information to measure the immediate impact of training should be

collected immediately after training.

There should be feedback of such evaluation to employees concerned

so that they are also able to know the results of their training.

TRAINING PROGRAMME EVALUATION

Training and learning evaluation,feedback forms, action plans and follow-up

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This section begins with an introduction to training and learning evaluation,

including some useful learning reference models. The introduction also

explains that for training evaluation to be truly effective, the training and

development itself must be appropriate for the person and the situation.

Good modern personal development and evaluation extend beyond the

obvious skills and knowledge required for the job or organisation or

qualification. Effective personal development must also consider: individual

potential (natural abilities often hidden or suppressed); individual learning

styles; and whole person development (life skills, in other words). Where

training or teaching seeks to develop people (rather than merely being

focused on a specific qualification or skill) the development must be

approached on a more flexible and individual basis than in traditional

paternalistic (authoritarian, prescribed) methods of design, delivery and

testing. These principles apply to teaching and developing young people too,which interestingly provides some useful lessons for workplace training,

development and evaluation.

Introduction

A vital aspect of any sort of evaluation is its effect on the person being

evaluated.

Feedback is essential for people to know how they are progressing, and also,

evaluation is crucial to the learner's confidence too.And since people's commitment to learning relies so heavily on confidence

and a belief that the learning is achievable, the way that tests and

assessments are designed and managed, and results presented back to the

learners, is a very important part of the learning and development process.

People can be switched off the whole idea of learning and development very

quickly if they receive only negative critical test results and feedback .

Always look for positives in negative results. Encourage and support - don't

criticize without adding some positives, and certainly never focus on failure,

or that's just what you'll produce.

This is a much overlooked factor in all sorts of evaluation and testing, and

since this element is not typically included within evaluation and assessment

tools the point is emphasised point loud and clear here.

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Evaluation is not just for the trainer or teacher or organization or policy-

makers - evaluation is absolutely vital for the learner too, which is perhaps

the most important reason of all for evaluating people properly, fairly, and

with as much encouragement as the situation allows.

evaluation of workplace learning andtraining

There have been many surveys on the use of evaluation in training and

development While surveys might initially appear heartening, suggesting

that many trainers/organizations use training evaluation extensively, when

more specific and penetrating questions are asked, it if often the case that

many professional trainers and training departments are found to use only

'reactionaries' (general vague feedback forms), including the invidious

'Happy Sheet' relying on questions such as 'How good did you feel the

trainer was?', and 'How enjoyable was the training course?'. As Kirkpatrick,

among others, teaches us, even well-produced reactionnaires do not

constitute proper validation or evaluation of training.

For effective training and learning evaluation, the principal questions should

be:

• To what extent were the identified training needs objectives

achieved by the programme?

• To what extent were the learners' objectives achieved?

• What specifically did the learners learn or be usefully reminded

of?

• What commitment have the learners made about the learning

they are going to implement on their return to work?

And back at work,

• How successful were the trainees in implementing their action

plans?

• To what extent were they supported in this by their line

managers?

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• To what extent has the action listed above achieved a Return on

Investment (ROI) for the organization, either in terms of

identified objectives satisfaction or, where possible, a monetary

assessment.

Organizations commonly fail to perform these evaluation processes,

especially where:

• The HR department and trainers, do not have sufficient time to

do so, and/or

• The HR department does not have sufficient resources - people

and money - to do so.

Obviously the evaluation cloth must be cut according to available resources(and the culture atmosphere), which tend to vary substantially from one

organization to another. The fact remains that good methodical evaluation

produces a good reliable data; conversely, where little evaluation is

performed, little is ever known about the effectiveness of the training.

Evaluation of training

There are the two principal factors which need to be resolved:

• Who is responsible for the validation and evaluation processes?

• What resources of time, people and money are available for

validation/evaluation purposes? (Within this, consider the effect

of variation to these, for instance an unexpected cut in budget or

manpower. In other words anticipate and plan contingency to

deal with variation.)

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responsibility for the evaluation of training

Traditionally, in the main, any evaluation or other assessment has been left

to the trainers "because that is their job..." The 'Training Evaluation Quintet'advocated consists of:

• senior management

• the trainer

• line management

• the training manager

• the trainee

Senior management - training evaluationresponsibilities

• Awareness of the need and value of training to the organization.

• The necessity of involving the Training Manager (or equivalent)

in senior management meetings where decisions are made about

future changes when training will be essential.

• Knowledge of and support of training plans.

• Active participation in events.

• Requirement for evaluation to be performed and require regular

summary report.

• Policy and strategic decisions based on results and ROI data.

32






the trainer - training evaluationresponsibilities

• Provision of any necessary pre-programme work etc and

programme planning.

• Identification at the start of the programme of the knowledge and

skills level of the trainees/learners.

• Provision of training and learning resources to enable the

learners to learn within the objectives of the programme and the

learners' own objectives.

• Monitoring the learning as the programme progresses.

• At the end of the programme, assessment of and receipt of

reports from the learners of the learning levels achieved.

• Ensuring the production by the learners of an action plan to

reinforce, practise and implement learning.

the line manager - training evaluation

responsibilities

• Work-needs and people identification.

• Involvement in training programme and evaluation development.

• Support of pre-event preparation and holding briefing meetings

with the learner.

• Giving ongoing, and practical, support to the training programme.

• Holding a debriefing meeting with the learner on their return to

work to discuss, agree or help to modify and agree action for their

action plan.

33



• Reviewing the progress of learning implementation.

• Final review of implementation success and assessment, where

possible, of the ROI.

the training manager - training evaluationresponsibilities

• Management of the training department and agreeing the training

needs and the programme application

• Maintenance of interest and support in the planning and

implementation of the programmes, including a practical

involvement where required

• The introduction and maintenance of evaluation systems, and

production of regular reports for senior management

• Frequent, relevant contact with senior management

• Liaison with the learners' line managers and arrangement of

learning implementation responsibility learning programmes for

the managers

• Liaison with line managers, where necessary, in the assessment of

the training ROI.

the trainee or learner - trainingevaluation responsibilities

• Involvement in the planning and design of the training

programme where possible

• Involvement in the planning and design of the evaluation process

where possible

34







• Obviously, to take interest and an active part in the training

programme or activity.

• To complete a personal action plan during and at the end of the

training for implementation on return to work, and to put this

into practice, with support from the line manager.

• Take interest and support the evaluation processes.

Although the principal role of the trainee in the programme is to learn, the

learner must be involved in the evaluation process. This is essential, since

without their comments much of the evaluation could not occur. Neither

would the new knowledge and skills be implemented. For trainees to neglect

either responsibility the business wastes its investment in training. Trainees

will assist more readily if the process avoids the look and feel of a paper-chase or number-crunching exercise. Instead, make sure trainees understand

the importance of their input - exactly what and why they are being asked to

do.

training evaluation and validation options

As suggested earlier what you are able to do, rather than what you would

like to do or what should be done, will depend on the various resources and

culture support available. The following summarizes a spectrum of

possibilities within these dependencies.

1 - do nothing

Doing nothing to measure the effectiveness and result of any business

activity is never a good option, but it is perhaps justifiable in the trainingarea under the following circumstances:

• If the organization, even when prompted, displays no interest in

the evaluation and validation of the training and learning - from

the line manager up to the board of directors.

35



• If you, as the trainer, have a solid process for planning training to

meet organizational and people-development needs.

• If you have a reasonable level of assurance or evidence that the

training being delivered is fit for purpose, gets results, and thatthe organization (notably the line managers and the board, the

potential source of criticism and complaint) is happy with the

training provision.

• You have far better things to do than carry out training

evaluation, particularly if evaluation is difficult and cooperation

is sparse.

However, even in these circumstances, there may come a time when having

kept a basic system of evaluation will prove to be helpful, for example:

• You receive have a sudden unexpected demand for a justification

of a part or all of the training activity. (These demands can

spring up, for example with a change in management, or policy,

or a new initiative).

• You see the opportunity or need to produce your own

justification (for example to increase training resource, staffingor budgets, new premises or equipment).

• You seek to change job and need evidence of the effectiveness of

your past training activities.

Doing nothing is always the least desirable option. At any time somebody

more senior to you might be moved to ask "Can you prove what you are

saying about how successful you are?" Without evaluation records you are

likely to be at a loss for words of proof...

2 - minimal action

The absolutely basic action for a start of some form of evaluation is as

follows:

36



At the end of every training programme, give the learners sufficient time and

support in the form of programme information, and have the learners

complete an action plan based on what they have learned on the programme

and what they intend to implement on their return to work. This action plan

should not only include a description of the action intended but comments

on how they intend to implement it, a timescale for starting and completing

it, and any resources required, etc. A fully detailed action plan always helps

the learners to consolidate their thoughts. The action plan will have a

secondary use in demonstrating to the trainers, and anyone else interested,

the types and levels of learning that have been achieved. The learners should

also be encouraged to show and discuss their action plans with their line

managers on return to work, whether or not this type of follow-up has been

initiated by the manager.

3 - minimal desirable action leading toevaluation

When returning to work to implement the action plan the learner should

ideally be supported by their line manager, rather than have the onus for

implementation rest entirely on the learner. The line manager should hold a

debriefing meeting with the learner soon after their return to work, covering

a number of questions, basically discussing and agreeing the action plan and

arranging support for the learner in its implementation. As described earlier,

this is a clear responsibility of the line manager, which demonstrates tosenior management, the training department and, certainly not least, the

learner, that a positive attitude is being taken to the training. Contrast this

with, as often happens, a member of staff being sent on a training course,

after which all thoughts of management follow-up are forgotten.

The initial line manager debriefing meeting is not the end of the learning

relationship between the learner and the line manager. At the initial meeting,

objectives and support must be agreed, then arrangements made for interim

reviews of implementation progress. After this when appropriate, a final

review meeting needs to consider future action.

This process requires minimal action by the line manager - it involves no

more than the sort of observations being made as would be normal for a line

manager monitoring the actions of his or her staff. This process of review

meetings requires little extra effort and time from the manager, but does

37



much to demonstrate at the very least to the staff that their manager takes

training seriously.

4 - training programme basic validation

approachThe action plan and implementation approach described in (3) above is

placed as a responsibility on the learners and their line managers, and, apart

from the provision of advice and time, do not require any resource

involvement from the trainer. There are two further parts of an approach

which also require only the provision of time for the learners to describe

their feelings and information. The first is the reactionnaire which seeks the

views, opinions, feelings, etc., of the learners about the programme. This is

not at a 'happy sheet' level, nor a simple tick-list - but one which allows

realistic feelings to be stated.

This sort of reactionnaire is described in the book ('Assessing the Value of

Your Training', Leslie Rae, Gower, 2002). This evaluation seeks a score for

each question against a 6-point range of Good to Bad, and also the learners'

own reasons for the scores, which is especially important if the score is low.

Reactionnaires should not be automatic events on every course or

programme. This sort of evaluation can be reserved for new programmes

(for example, the first three events) or when there are indications that

something is going wrong with the programme.

Sample reactionnaires are available in the set of free training evaluation

tools.

The next evaluation instrument, like the action plan, should be used at the

end of every course if possible. This is the Learning Questionnaire (LQ),

which can be a relatively simple instrument asking the learners what they

have learned on the programme, what they have been usefully reminded of,

and what was not included that they expected to be included, or would have

liked to have been included. Scoring ranges can be included, but these areminimal and are subordinate to the text comments made by the learners.

There is an alternative to the LQ called the Key Objectives LQ (KOLQ)

which seeks the amount of learning achieved by posing the relevant

questions against the list of Key Objectives produced for the programme.

When a reactionnaire and LQ/KOLQ are used, they must not be filed away

and forgotten at the end of the programme, as is the common tendency, but

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used to produce a training evaluation and validation summary. A factually-

based evaluation summary is necessary to support claims that a programme

is good/effective/satisfies the objectives set'. Evaluation summaries can also

be helpful for publicity for the training programme, etc.

Example Learning Questionnaires and Key Objectives LearningQuestionnaires are included in the set of free evaluation tools.

5 - total evaluation process

If it becomes necessary the processes described in (3) and (4) can be

combined and supplemented by other methods to produce a full evaluation

process that covers all eventualities. Few occasions or environments allowthis full process to be applied, particularly when there is no Quintet support,

but it is the ultimate aim. The process is summarized below:

• Training needs identification and setting of objectives by the

organization

• Planning, design and preparation of the training programmes

against the objectives

• Pre-course identification of people with needs and completion of

the preparation required by the training programme

• Provision of the agreed training programmes

• Pre-course briefing meeting between learner and line manager

• Pre-course or start of programme identification of learners'

existing knowledge, skills and attitudes, ('3-Test' before-and-

after training example tool and manual version and working file

version)

• Interim validation as programme proceeds

• Assessment of terminal knowledge, skills, etc., and completion

of perceptions/change assessment ('3-Test' example tool and

manual version and working file version)

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http://www.businessballs.com/threetestbehaviourassessmentmanualversion.pdf

http://www.businessballs.com/freematerialsinexcel/threetesttrainingevaluationtool.xls
















• Completion of end-of-programme reactionnaire

• Completion of end-of-programme Learning Questionnaire or

Key Objectives Learning Questionnaire

• Completion of Action Plan

• Post-course debriefing meeting between learner and line

manager

• Line manager observation of implementation progress

• Review meetings to discuss progress of implementation

• Final implementation review meeting

•

Assessment of ROI

Whatever you do, do something. The processes described above allow

considerable latitude depending on resources and culture environment, so

there is always the opportunity to do something - obviously the more tools

used and the wider the approach, the more valuable and effective the

evaluation will be. However be pragmatic. Large expensive critical

programmes will always justify more evaluation and scrutiny than small,

one-off, non-critical training activities. Where there's a heavy investment

and expectation, so the evaluation should be sufficiently detailed and

complete. Training managers particularly should clarify measurement andevaluation expectations with senior management prior to embarking on

substantial new training activities, so that appropriate evaluation processes

can be established when the programme itself is designed.

Where large and potentially critical programmes are planned, training

managers should err on the side of caution - ensure adequate evaluation

processes are in place. As with any investment, a senior executive is always

likely to ask, "What did we get for our investment?", and when he asks, the

training manager needs to be able to provide a fully detailed response.

the trainer's overall responsibilities -aside from training evaluation

40





Over the years the trainer's roles have changed, but the basic purpose of the

trainer is to provide efficient and effective training programmes. The

following suggests the elements of the basic role of the trainer, but it must be

borne in mind that different circumstances will require modifications of

these activities.

1. The basic role of a trainer (or however they may be designated) is to offer

and provide efficient and effective training programmes aimed at enabling

the participants to learn the knowledge, skills and attitudes required of them.

2. A trainer plans and designs the training programmes, or otherwise obtains

them (for example, distance learning or e-technology programmes on the

Internet or on CD/DVD), in accordance with the requirements identified

from the results of a TNIA (Training Needs Identification and Analysis - or

simply TNA, Training Needs Analysis) for the relevant staff of an

organizations or organizations.

3. The training programmes cited at (1) and (2) must be completely based on

the TNIA which has been: (a) completed by the trainer on behalf of and at

the request of the relevant organization (b) determined in some other way by

the organization.

4. Following discussion with or direction by the organization management

who will have taken into account costs and values (e.g. ROI - Return on

Investment in the training), the trainer will agree with the organization

management the most appropriate form and methods for the training.

5. If the appropriate form for satisfying the training need is a direct training

course or workshop, or an Intranet provided programme, the trainer will

design this programme using the most effective approaches, techniques and

methods, integrating face-to-face practices with various forms of e-

technology wherever this is possible or desirable.

6. If the appropriate form for satisfying the training need is some form of

open learning programme or e-technology programme, the trainer, with the

support of the organization management obtain, plan the utilization and be

prepared to support the learner in the use of the relevant materials.

7. The trainer, following contact with the potential learners, preferably

through their line managers, to seek some pre-programme activity and/or

initial evaluation activities, should provide the appropriate training

programme(s) to the learners provided by their organization(s). During and

at the end of the programme, the trainer should ensure that: (a) an effective

41



form of training/learning validation is followed (b) the learners complete an

action plan for implementation of their learning when they return to work.

8. Provide, as necessary, having reviewed the validation results, an analysis

of the changes in the knowledge, skills and attitudes of the learners to the

organization management with any recommendations deemed necessary.The review would include consideration of the effectiveness of the content

of the programme and the effectiveness of the methods used to enable

learning, that is whether the programme satisfied the objectives of the

programme and those of the learners.

9. Continue to provide effective learning opportunities as required by the

organization.

10. Enable their own CPD (Continuing Professional Development) by all

possible developmental means - training programmes and self-developmentmethods.

11. Arrange and run educative workshops for line managers on the subject of

their fulfillment of their training and evaluation responsibilities.

Dependant on the circumstances and the decisions of the organization

management, trainers do not, under normal circumstances:

1. Make organizational training decisions without the full agreement of the

organizational management.

2. Take part in the post-programme learning implementation or evaluation

unless the learners' line managers cannot or will not fulfil their training and

evaluation responsibilities.

Unless circumstances force them to behave otherwise, the trainer's role is to

provide effective training programmes and the role of the learners' line

managers is to continue the evaluation process after the training programme,

counsel and support the learner in the implementation of their learning, and

assess the cost-value effectiveness or (where feasible) the ROI of the

training. Naturally, if action will help the trainers to become more effective

in their training, they can take part in but not run any pre- and post-

programme actions as described, always remembering that these are the

responsibilities of the line manager.

42



a note about ROI (return on investment)in training

Attempting financial ROI assessment of training is a controversial issue. It's

a difficult task to do in absolute terms due to the many aspects to be takeninto account, some of which are very difficult to quantify at all, let alone to

define in precise financial terms. Investment - the cost - in training may be

easier to identify, but the benefits - the return - are notoriously tricky to pin

down. What value do you place on improved morale? Reduced stress levels?

Longer careers? Better qualified staff? Improved time management? All of

these can be benefits - returns - on training investment. Attaching a value

and relating this to a single cause, i.e., training, is often impossible. At best

therefore, many training ROI assessments are necessarily 'best estimates'.

If ROI-type measures are required in areas where reliable financialassessment is not possible, it's advisable to agree a 'best possible' approach,

or a 'notional indicator' and then ensure this is used consistently from

occasion to occasion, year on year, course to course, allowing at least a

comparison of like with like to be made, and trends to be spotted, even if

financial data is not absolutely accurate.

In the absence of absolutely quantifiable data, find something that will

provide a useful if notional indication. For example, after training sales

people, the increased number and value of new sales made is an indicator of

sorts. After motivational or team-building training, reduced absentee rateswould be an expected output. After an extensive management development

programme, the increase in internal management promotions would be a

measurable return. Find something to measure, rather than say it can't be

done at all, but be pragmatic and limit the time and resource spent according

to the accuracy and reliability of the input and output data. Also, refer to the

very original Training Needs Analysis that prompted the training itself -

what were the business performance factors that the training sought to

improve? Use these original drivers to measure and relate to organizational

return achieved.The problems in assessing ROI are more challenging in public and non-

profit-making organizations - government departments, charities, voluntary

bodies, etc. ROI assessment in these environments can be so difficult as to

be insurmountable, so that the organization remains satisfied with general

approximations or vague comparisons, or accepts wider forms of

justification for the training without invoking detailed costing.

43



None of this is to say that cost- and value-effectiveness assessment should

not be attempted. At the very least, direct costs must be controlled within

agreed budgets, and if it is possible, attempts at more detailed returns should

be made.

CASE STUDYAT NALCO: A general feedback form at

NALCO for in house programmes

NALCO

Corporate HRD: Training Department

Bhubaneswar

FEEDBACK FORM FOR IN-HOUSE PROGRAMMESInstruction:

The objective of the report is to know your frank opinion about the various aspects of

the programme which you have attended. Your response must be objective, frank and

without any prejudice. The feedback may be used by us to refine or strengthen our

activities and assess the worth of training. Please avoid guess work.

Please read the following questions carefully and record your answers either by

putting ticks or writing in the space provided.

PROGRAMME TITLE

From…………………………………………. to………………………………………

(……………………………………………..days)

VENUE:

1. How would rate the programme as an educational experience ?

Excellent good fair average unsatisfactory

44



2. In your opinion whether this training was in the direction of

a. Fulfilling present functional learning needs

b. Future developments need

c. Only informative

3. To what extent will it help you to do a better job?

To a large extent To some extent Of no consequences

Comments…………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………

4. What were the major learning benefits you received?(Check as many you wish)

a. Helped confirm/clarify some of my ideas

b. Presented new ideas.

c. Provided approaches and strategies to solve problems.

d. Gave the stimulus to look objectively at myself and at my job.

Any other benefits, please

state……………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

………………………………………………………………………..

5. What do you think about the course duration

One or two days be added.

About right.

One or two days be reduced.

6.Were the programme contents exhaustive? If not, what other topics would you

like to be included/excluded?

45



Induced Excluded

a. a.

b. b.

c. c.

7. What topics, according to you, were not covered adequately?

a.

b.

c.

8.Name the session/subjects you like most and why?a. Why……………………………

b. ……………………………….

c. ……………………………….

9.How does the programme rate in the following aspects?

Conceptual inputs

Exhaustive adequate poor

Training tools

excellent average poor

10.Were the following in your opinion relevant or not ?

Yes No

Reading materials ( ) ( )

Case studies ( ) ( )

Games ( ) ( )

46



14. Any other comments/suggestion on this programme:

………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………

Signature……………………….. Date…………………………………

Name…………………………… Pl.No……………………………….

Designation & unit…………………

……………………………………..

NALCOHRD centre of excellence: Bhubaneswar

Evaluation Check list for faculties addressing in-house training

programmes

48



class

09 Awareness of time factors &

time allocation on the subject

10 Overall rating of the

Programme.

Signature……………………….

Name…………………..Pl.no…

Date……………… Designation…………….Unit…

Thanking you fir taking the time to complete this questionnaire, Please return completed

form to the officials of training department.

A practical example of evaluation of training :-

50



A two day Training programme on “Business Communication for

Supervisory Employees” exclusively meant for employees in supervisory

level of HRD Centre of Excellence, Bhubaneswar on 17th & 18th February

2009, with the faculty support of Mr. Srikanta Mohanty, HRD Centre,

Bhubaneswar.

Objective of the programme:-

• Technical/Commercial writings & Correspondences

• Basic English of business

• Getting well with customers

Feedback analysis Report with reference to the structured Feedback given to

participants on conclusion of the programme:-

Sl.

No.

Programme Effectiveness Excellent Very

good

good fair Poor

01 Prog. was well structured to

fulfill the specific need

73% 27% 7% - -

02 Content of the session was

relevant to the objective of

the prog.

40% 53% 13% - -

Sl

no.

Prog. Effectiveness Excellent Very

good

Good Fair Poor

03 Scheduling of prog. session

with adequate time

management

40% 27% 20% 20% -

04 Delivery of prog. outline &

contents with relevance to the

job

27% 67% 13% - -

05 Teaching methods 73% 27% - - -

51



06 Reading material/handout

used in the prog.

40% 47% 20% - -

07 Sharing experience &knowledge with group

members

13% 40% 33% 20% -

08 Generating new ideas for

preparing action plan for self

development

33% 67% 7% - -

09 Administrative arrangement 67% 40% - - -

10 Overall ratings of this

programme

45% 44% 13% 4% -

After evaluating Programme Effectiveness, Facilitator’s Effectiveness is to

be evaluated.

Sl. No. Facilitator’s Effectiveness Excellent Very

Good

Good Fair Poor

01 Command on the subject 60% 33% 7% - -

02 Interest in teaching 40% 47% - 13 -

03 Facilitation in various

games,exercises,case study

etc.

20% 47% 20% 13 -

04 Showing interest for opinion of others 33% 47% 20% - -

05 The level of instruction &

delivering style

60% 40% - - -

06 Ability maintain continuity 47% 47% 7% - -

52



from one topic to another

07 Sincerity in approach &

response to queries

60% 27% 7% - -

08 Learning environment In

the class

53% 53% 7% 7% -

09 Awareness of time factors

& time allocation on the

subject

27% 53% 13% 7% -

10 Overall rating of the

Programme

44% 42% 9% 4% -

Overall rating of the programme:-

Programme Effectiveness : Excellent

Facilitator’s Effectiveness : Excellent

Overall feedback:-

A. The most helpful part of this training was:

• Forms of modalities in English

• New Concepts of writing skill

• New approach of Grammar, new concept of writing skills

B. The training could have been improved by:

• The programme would be more useful if repeated in regular

intervals.

• Providing more study material.

• Extending the duration of the programme by one or two days

more.

53



C. Any other relevant suggestions:Duration of the programme to be

extended.

NALCO ( about the industry)

INCORPORATION OF NALCO

National Aluminium Company Limited, abbreviated as 'NALCO', was

incorporated in 1981, as a public sector enterprise of the Government of

India.

Today, it is Asia's largest, and one of the world's leading and the sixth

largest, integrated aluminium complex, encompassing bauxite mining,

alumina refining, aluminium smelting and casting, power generation, rail

and port operations. It boasts of some of the world's latest and finest

technology in the Aluminium manufacturing industry.

VISION OF NALCO:

To be a reputed global company in the metals and energy sectors.

MISSION OF NALCO

To achieve growth in business with global competitive edge providing

satisfaction to the customers, employees, shareholders and community at

large.

Commissioned during 1985-87, NALCO has emerged to be a star performer

in production and export of alumina and aluminium, and more significantly,in propelling a self-sustained growth. It has made the country more than self

sufficient in alumina and aluminium needs and has quite impressive export

figures as well. Being the largest exporter of the metal in the country, it has

its own section of port facilities at Visakhapatnam. All the units of NALCO

employ the latest in technology and are some of the most advanced

manufacturing units in the world.

54



The main units of NALCO are at Damanjodi (Mines & Refinery complex)

and NALCOnagar-Angul (Smelter & Power Plant Complex). The Bauxite

mines called "Panchpatmalli Mines" is situated atop a set of five mountains

called Panchpatmalli. These mines are open cast mines. The refinery

complex for producing bauxite is located in Damanjodi. The smelter unit of

NALCO is located in NALCOnagar, Anugul. The company's headquarters

are located in Bhubaneswar, which is the capital of the Indian state

of Orissa.

NALCO is considered to be one of the best profits making PSU in India and

reaps impressively huge benefits every year. It is expanding by currently

employing new projects. The ongoing second phase of expansion is set to

make it the sixth largest producer of the metal in the world. The

recent disinvestment issues, for the alumina giant, finally settled down after

the central government decided not to disinvest profit making PSUs whichmeant that NALCO would not be privatized and continue to be a complete

Government of India Enterprise PSU.

The company has numerous awards to its credit, some of them being the

most prestigious awards and recognitions. The Company received Indira

Priyadarshini Vrikshamitra Award from Government. of India for its

contribution in the field of afforestation and wasteland development. The

960 MW Captive Thermal Power Plant of the Company also received the

prestigious Indira Gandhi Paryavaran Puraskar for the year 2000 from

Government. of India for its outstanding contributions in the field of environment management. Besides these, the Company and its Units have

received various National, State and Institutional awards for excellence in

Safety & Environment Management.

With consistent track record in capacity utilization, technology absorption,

quality assurance, export performance and profitability, NALCO is a bright

example of India’s Industrial capability. Today, as an ISO 9001, ISO 14001

and OHSAS 18001 company, with its products registered in London Metal

Exchange, NALCO has emerged as the largest integrated Bauxite-Alumina-Aluminium complex in Asia. Now, NALCO enjoys the status of Navratna

Company.

TRAINING OBJECTIVES IN NALCO

55



• Achieve systematic integration of training with the

organization's mission

• Stimulate constructive interaction between employees problems

& perspective of the organization

• Establish a distinctive work-culture for the organization

MANAGEMENT DEVELOPMENTPHILOSOPHY

The objectives of management Development in NALCO:

o To upgrade the skills, abilities, capacities of managers tohandle broader assignments.

o To be able to move towards releasing the organizational

need for succession, promotion and better performance.

o To help the managers to use more effectively the

Company's existing resources.

o To help the managers, as individuals " to perceive more

clearly & control more effectively the situations in which, at

the outset, nobody knows what to do"

To develop the managers through problems of business by using experience

on the job as the powerful instrument of learning and thereby improve the

performance of the manager, as well as operation of the business.

Conclusion:-

After going through the concept of training, training methods & most

importantly Evaluation of training effectiveness, we may conclude that

training is now an important part of any organization. By performanceappraisal & competency mapping the management can know the strengths &

weaknesses of the employees & accordingly they will be trained. After

training it is necessary to evaluate the training to know its effectiveness that

is the worth or value of training. For evaluating the training effectiveness

there are different processes which are discussed before. To make the

56



training evaluation more meaningful the four important steps are founded,

that are:

Determination of training objective

Fixation of evaluation criteria

Collection of information relevant to training evaluation

Analysis

I have taken a practical example of evaluation of training effectiveness at

NALCO. This is from a two-day Training programme on “Business

communication for Supervisory Employees” conducted at HRD Centre of

Excellence, Bhubaneswar on 17th & 18th February, 2009. After collecting the

views of 16 participants the programme effectiveness & facilitator’seffectiveness was evaluated. Their suggestion about the training programme

that is the overall feedback was also collected for evaluation of the training

effectiveness.

Now as we know the importance of training & the evaluation of its

effectiveness, it may be suggested that various types of training programmes

should be conducted regularly in organizations as per their need. To face the

new challenges of the global economy the employees should be trained

properly. Everyday there are implementation of new technology,

introduction of new ideas, entry of new competitor in the market. So in order to stand the organization in the changing Economy, the training methods are

to be modified. The process of evaluation of training should be developed.

More effective processes should be introduced so that the effectiveness of

the training can be evaluated properly & further training need can be

identified.

Lastly, it can be said that, like the important functions of any organization or

Company that is production, financing, marketing, now training &

evaluation of training effectiveness is also vital for any organization.

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