4. DAY-5

6. Evaluation and Control Process 6 Yes Determine what to measure. Measure performance. Take corrective action. STOP No Does perform- ance match stand- ards? Establish predetermined standards. 12345

7. TRAINING Evaluation definition: “The systematic collection of descriptive and judgmental information necessary to make effective training decisions related to the selection, adoption, value, and modification of various instructional activities.”

8. In Other Words… Are we training: the right people the right “stuff” the right way with the right materials at the right time?

9. Purposes of Evaluation Determine whether the program is meeting the intended objectives. Identify strengths and weaknesses. Determine cost-benefit ratio. Identify who benefited most or least. Determine future participants. Provide information for improving HRD programs.

10. Purposes of Evaluation-2 Reinforce major points to be made. Gather marketing information. Determine if training program is appropriate. Establish management database.

11. How Often are HRD Evaluations Conducted? Not often enough!!! Frequently, only end-of-course participant reactions are collected. Transfer to the workplace is evaluated less frequently.

12. Two Basic Methods for Assessing Financial Impact Evaluation of training costs Utility analysis

13. Evaluation of Training Costs Cost-benefit analysis  Compares cost of training to benefits gained such as attitudes, reduction in accidents, reduction in employee sick-days, etc. Cost-effectiveness analysis  Focuses on increases in quality, reduction in scrap/rework, productivity, etc.

14. Return on Investment Return on investment = Results/Costs

15. Types of Training Costs Direct costs Indirect costs Development costs Overhead costs Compensation for participants

16. Direct Costs Instructor  Base pay  Fringe benefits  Travel and per diem Materials Classroom and audiovisual equipment Travel Food and refreshments

17. Indirect Costs Training management Clerical/Administrative Postal/shipping, telephone, computers, etc. Pre- and post-learning materials Other overhead costs

18. Development Costs Fee to purchase program Costs to tailor program to organization Instructor training costs

19. Overhead Costs General organization support Top management participation Utilities, facilities General and administrative costs, such as HRM

20. Compensation for Participants Participants’ salary and benefits for time away from job Travel, lodging and per-diem costs

21. Measuring Benefits  Change in quality per unit measured in unit currency  Reduction in scrap/rework measured in currency cost of labour and materials  Reduction in preventable accidents measured in currency  ROI = Benefits/Training costs

22. HRD Evaluation Steps Analyze needs. Determine explicit evaluation strategy. Insist on specific and measurable training objectives. Obtain participant reactions. Develop criterion measures/instruments to measure results. Plan and execute evaluation strategy.

23. RESOURCES PERFORMANCE Learning Curve Pre-Course Course Post-Course

24. Identify Training Needs Plan and Design Training Implement Training PERFORMAN CE Assess and Evaluate

25. TRAINING O B J E C T I V E S Level 3 Behavioural Level 4 Organisational Level 1 Reaction Level 2 Learning E F F E C T S

26. Resources Performance Learning Curve EFFICIENCY EFFECTIVENESS

27. Performance Resources No Training INEFFECTIVE TRAINING Desired Standard of Performance EFFECTIVE TRAINING ‘A’

28. Performance Resources Desired Standard of Performance No Training EFFICIENT TRAINING ‘A’‘B’ INEFFICIENT TRAINING

29. Summary Training results must be measured against costs. Training must contribute to the “bottom line.” HRD must justify itself repeatedly as a revenue enhancer, not a revenue waster.

30. Reasons for Evaluating Training Determine if program met objectives Determine trainee’s reaction to program content and administration Determine benefits / costs of program Help select the best program Determine if program met objectives Determine trainee’s reaction to program content and administration Determine benefits / costs of program Help select the best program

31. Models and Frameworks of Evaluation The most popular is that of D. Kirkpatrick:  Reaction  Learning  Job Behavior  Results

32. Kirkpatrick’s Four Levels Reaction  Focus on trainee’s reactions Learning  Did they learn what they were supposed to? Job Behavior  Was it used on job? Results  Did it improve the organization’s effectiveness?

33. Issues Concerning Kirkpatrick’s Framework Most organizations don’t evaluate at all four levels. WHAT ARE YOUR THOUGHTS?

34. Data Collection for HRD Evaluation Possible methods: Interviews Questionnaires Direct observation Written tests Simulation/Performance tests Archival performance information

35. ROLE OF TRAINING MANAGER The training manager’s role in the training function will be to:- 1. Help implement Cadre Training Plan. 2. Organise studies for Identification of Training Needs (ITN). 3. Suggest training strategy. 4. Develop departmental training policy. 5. Organise in-house Training/Seminars.

36. 6. Nominate personnel for training. 7. Identify areas for Distance Learning material/Performance Aids. 8. Getting need based design developed. 9. Getting training material developed. 10. Costing of Training. 11. Liaison with Training Institutions.

37. 12. Organise impact studies. 13. Managing training resources. 14. Organise On the Job Training (OJT). 15. Draft Terms of Reference (TOR) for contracting. 16. Prepare Annual Training Plan. 17. Develop and Maintain Training Information System (TIS).

38. Thank You

39. Training of the Trainers Programme (Pre-Test ) Time allowed: 40 minutes Marks allotted: 5X8 =40 Attempt all the questions 1. Differentiate between training and education 2. An employee in the school has adequate knowledge of his content and pedagogy but still not interested to perform. Whether training is an appropriate solution to the problem? Please elaborate your answer. 3. Why evaluation of training is necessary? Give five reasons 4. State any seven methods of training. Elaborate any one of them. 5. What problems a trainee is likely to face in transfer of training at his workplace? 6. State seven qualities of a good trainer 7. Write a short note on the KVS’ training policy 8. How training need analysis helps in training design and evaluation

40. Other Frameworks/Models – 1 CIPP: Context, Input, Process, Product CIRO: Context, Input, Reaction, Outcome Brinkerhoff:  Goal setting  Program design  Program implementation  Immediate outcomes  Usage outcomes  Impacts and worth