1. Evaluation of Training
B.V.L.Narayana
SPTM/RSC BRC

2. DEFINITION Training Evaluation of training
Provision aimed at creating intentional learning processes To bring about semi permanent change in individuals –Knowledge, attitudes. Skills and habits (KASH)—behaviors With an intention To enhance performance on the job
Evaluation of training
Systematic collection of descriptive and judgmental information necessary to make effective training decisions
Is affected by
Need analysis, participation, other antecedent conditions, design and delivery and transfer of training

3. Evaluation of training
Antecedent conditions
Are what trainees bring to training
Design and delivery
Structuring and methods of delivering content
Transfer of training
Transfer of training is defined as the degree to which trainees apply the knowledge, skills , and attitudes gained in training to their job ( Ford and weissbein 1997; Tannebaum and Yulk 1992; Wexley and latham 1991)

4. TRAINING AND TRANSFER

5. Training and transfer

6. Participation Factors influencing participation Organizational
Alignment with organizational strategy
Change, innovative work practices
High performance work systems
In large organizations
Economies of scale, work place recognition, union involvement, specialized skills
Showing greater support for training and development
At job level
Highly skilled jobs
At individual level
More motivated to learn, continuous learning
More committed

7. Antecedent conditions
Are
What trainees bring to training
High cognitive ability
High motivation to learn-desire to learn
High training and performance goal orientation
Work environment factors-facilitating trainee participation and learning
Enablers of use of training at work place
Rewards, recognition, support, resources
Organizational direction and support
How training is prepared
Content has to be relevant, interesting, appropriate and have opportunities for practice, enable mental conceptualization of material

8. Motivation to learn
Motivation to learn is defined as the specific desire of a learner to learn the content of training programme (Noe 1986; Noe and Scmitt 1986) –supported by
High training goal orientation
Lack anxiety
High internal locus of control
High achievement motivation
Conscientitious
High self efficacy
Committed
Plan their career
Organizational support, peer and supervisor support

9. Training design
Is based on how people learn and how organizations learn
Learning cycles (Sanchez 2002)
Learning principles (Kolb 1984)
Recall from memory
Apply principles to task
Symbolic mental rehearsal
Reinforcement
Feed back and response
Self monitoring of learning
Cater to differences in aptitudes

10. Design of training Learner control Trainer skills Types of training
Enabling trainee to participate in design of programme
Has a very small role, good for procedural and skill based learning
Trainer skills
Use of line managers, peers unskilled trainers reduces efficacy of training
Use expert and skilled trainers
Question of outsourcing
Issues of trust, contextual familiarity, commitment
Types of training
Individual, team, error and e-learning

11. Delivery Contexts Separate As part of high performance work systems
Influenced by
Trainees learning style
Methodology of delivery
Way training is delivered-Kolb’s experiential learning cycle(1984) – concrete experience, reflective observations, abstract generalization, active experimentation
Specific population and content
Maximum transfer of training occurs when conditions for transfer are included in training, practice scenarios, trainee is allowed to set goals, gets rewards and trainee supervisors are trained

12. Methodologies Groups of methods used in training
Information presentation
Modeling- demonstration
Information presentation and learner response—case method
Systematic response generation—contextualizing the training
Simulation
On the job training

13. High performance work systems
A growing body of research suggests that the use of a set of HR practices, including
comprehensive employee recruitment
selection procedures, compensation
and performance management systems,
information sharing, and
extensive employee involvement and training,
can improve the acquisition, development and retention of a talented and motivated workforce. These HR practices are usually referred to as high involvement, high commitment, or high performance work systems.

14. Training design Involves five steps Specify instructional objectives
Decide sequence of activities
Content based on learning principles
Select training method
Ensure good learning environment
To maintain motivation to learn
Design measures of training effectiveness

15. Transfer of training Aims of transfer Apply to improve performance
Immediate—learn and apply
Long term –maintain and apply, transfer to others
Is impacted by factors
What occurs before training
What occurs during training
What occurs after training
Factors classified as
Individual
organizational

16. Transfer of training Individual Learner characteristics
Cognitive ability
Motivation to learn
Anxiety
Openness to experience
Perceived utility
Career planning
Organizational commitment
High motivation to transfer

17. Transfer of training Training environment Work environment
Learning goals
Content relevance
Practice and feed back
Behavioral modeling
Error based examples
Work environment
Transfer climate
Supervisor support
Peer support
Opportunity to perform

18. Evaluation of training
Most commonly based on four stages model
Kirkpatrick (1959,1976,1994,2006)
Four stages of evaluation
Reactions
Learning
Behavioral
Results
Research shows that most used is
Reactions (72%), followed by learning( 32%) behavioral ( 19%) and results (7%)

19. Evaluation of training
Category
Definition
Methods
Time lag
Key issues
Reactions
Affective attitudinal responses
Self report measures
immediate
Not related to trainee learning and transfer-not utility based
Learning
programme outcomes
Paper pencil test
25-30days
Necessary for performance
Behavioral
Actual performance on job
Supervisor ratings
4-6 months
Susceptible to environment variables
Results
Are monetary benefits
Utility analysis
6-8 months
Are most distant, difficult to correlate

20. Evaluation of training
Research
Very few to establish causal sequence of Kirkpatrick's model
New models are being developed
Holton's model
Proof that training helps
Immediate
Long term

21. Evaluation of training

22. Evaluation of training

23. Theory of planned behavior

24. Theory of planned behavior
The theory of planned behaviour states that the most important determinant of a persons behaviour
is behaviour intent ( Ajzen 1991; Ajzen and Fishbien 1980; Fishbien and Ajzen 1975) and
that this intent is dependent upon His attitude, the pervailing norms and perceived behaviour controls.
Peoples attitudes towards their behaviour refers to the degree to which they are made favourable or unfavourable evaluations of behaviour in question.
subjective norms are perceived social pressures from significant others to perform or not to perform.
Perceived behavioral controls are the perceived ease or difficulty of performing a beaviour. more favourable the norms and attitudes, more favourable is te perceived beavioural controls and stronger the individual intention to perform the behaviour under consideration

25. Skills
Beliefs
Performance
Actions
THANKS ANY QUESTIONS