Final Project Jyoti

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A PROJECT REPORT

ON

EFFECTIVENESS OF TRAINING ANDDEVELOPMENT- A COMPARATIVE ANALYSISOF BPO, IT, TELECOM SECTOR IN NCR

SUBMITTED FOR PARTIAL FULFILLMENT OF THE DEGREE OF

MASTER OF BUSINESS ADMINISTRATION

By

Jyoti Sharma

(Roll No.: 1268670078)

External Supervisor Internal Supervisor

Name Name

Designation Designation

Name of Company Grater Noida

Address

Accurate Institute of Advanced Management, Greater Noida

(Affiliated to MTU and Approved by AICTE)

2013


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PREFACE

Quality without creativity is meaningless. As changes grow ever more unpredictable

creativity is rapidly becoming recognized a core management skill.Todays business environment demands that managers posses a wide range of

knowledge skills and competencies, as well as sound understanding of management

process and function. Managers need to be able to make best use of their time, talent

and of other people to work with and through others to achieve corporate objectives.

They also need to demonstrate their ability not merely to solve problems, but to

transform them and design ways through them.

This report is a comparative analysis of the effectiveness of Training and

Development in BPO, IT and TELECOM sectors in NCR.

(Jyoti Sharma)


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ACKNOWLEDGEMENT

Success is not a destination, but a journeyit is often said. I realized it better after the

completion of my project. I take this opportunity, to express my sincere gratitude to

each & every person who acted as guides, friends and torch bearers along the way and

has directly or indirectly helped me through my Project.

This study is another outgrowth of a valuable, continuous and systematic guidance of

my mentor Dr. Brijendra Singh Yadav; Associate Professor; Deptt. Of Management,

NIET. He has always been a constant source of inspiration, encouragement and

guidance in conducting this study.The successful completion of this report would not have been possible without the co-

operation and support of all the people of organizations whom I have interviewed as

part of my project for their help.

Last but not the least, I find myself lacking in words to my beloved parents &

friends for their encouragement, moral & constant support.

DATE:

PLACE: (ARCHIT AGRAWAL)


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TABLE OF CONTENTS

Pre contents

Preface..... 1

Declaration.. 2

Acknowledgement.3

Synopsis4

Index..6

Post contents

Chapter 1 Introduction 8

Training and development 9Training Need Identification 9

Objective and scope 15

Rationale 15

Chapter 2 Review of Literature 17

Chapter 3 Methodology 36

Research design 37

Description of the variables under study 37Data Collection 38

Chapter 4 Research Analysis

and Findings 40

Chapter 5 Conclusions and

Recommendation 53

Bibliography 56

Annexure

-Questionnaire 58


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List of Graphs

S.No. Table No. Title of Graph Page

No.

1 1 Objectives Achieved 43

2 2 Training program satisfaction 44

3 3 Achievement of personal objectives 45

4 4 Effectiveness of the trainer 46

5 5 Balance of theoretical and practical knowledge 47

6 6 Program duration 48

7 7 Delivery in job after training 49

8 8 Time for activities and follow up discussion 50

9 9 Feedback mechanism 51


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CHAPTER 1

INTRODUCTION


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INTRODUCTION

TRAINING AND DEVELOPMENT

Training is a learning experience in that it seeks a relatively permanent change in an

individual that will improve his/her ability to perform on the job. We generally say

training can involve the changing of skills, knowledge, attitudes or social behavior. It

may bring changes in employees, how they work, and their attitudes toward their

work of their interaction with their co-workers or supervisors and the way behaves

and works

TRAINING OBJECTIVES AND STRATEGIES

Having identified the training needs based on the various analyses, the next logical

steps are to set training objectives in concrete terms and to decide on the training

strategies to be adopted to meet these objectives. The training needs basically

highlight the gap between the existing and desired repertoire of knowledge attitude

and skills at individual, group and organizational level to enable the employees to

contribute towards the realization of organizational objectives at optimum efficiency.

The training effort thus will have to aim at filling in this gap by clearly stating the

objectives in quantitative and qualitative terms to be achieved through training. Such

an exercise will also enable the training specialists to evaluate, monitor and measure

the extent to which stated objectives have been met through training intervention. As

the training objectives are related to organizational objectives, the involvement of the

top management will be necessary to ensure that the two sets of objectives are

integrated.


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TRAINING NEED ASSESSMENT

Employees are the greatest asset which assists in achieving business objectives. To

get best from employees it is essential that they be provided with appropriate training

on all aspects of their work. Training is the way for employees to learn new skills and

knowledge and to apply them at their workplaces and learn and implement good work

practices. This can bring change in workplace behavior of employees and tensed

conditions

The effectiveness of the training heavily depends upon effectiveness of process used to

identifying training needs. Most organizations formalize training process by providing a

budget and resources for training but this will not ensure the investment is a good one. To

ensure the best possible returns for the organization, training and development activities

like any investment have to be targeted, planned and managed. First and foremost, the

training and development required for the organization to achieve its objectives must be

properly identified and prioritized. This is the objective of training need analysis in an

organization.

Training need analysis is the first step on the path to effective training. Training need

analysis means measuring the gap between skills available and skills required for

employees and making recommendations to bridge the gap. When need analysis is done,

it is possible to focus attention on the target and identify the means for getting there. The

Need analysis process also involves others and helps them to understand the issues which

are facing. Following are the various methods training for analysis training Needs:


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JOB AND SKILL ANALYSIS

Job and task analysis is performed as a preliminary to successive actions, including to

define a job domain, write a job description, create performance appraisals, selection

and promotion, training needs assessment, compensation, and organizational

analysis/planning. To break down the complexity of the job people perform into

logical parts such as duties, responsibilities and task. It organizes and identifies the

knowledge, skills, and attitudes of the employees which are required to perform the

job correctly. This is achieved by collecting task activities and requirements.

SKILL MATRIXES

The skills involved can be defined by the organization concerned, or by third party

institutions. They are usually defined in terms of a skills framework, also known as a

competency framework or skills matrix a quick and effective way of identifying

training needs at an occupational level is to construct a skill matrix. For example,.

This consists of a number of skills which are listed and a grading system of the

company, with a definition of what it means to be at particular level for a given skill.

To make the skills management most useful, it needs to be conducted as an ongoing

process, with individuals assessing and updating their recorded skill sets regularly.

These updates should occur timely as frequently as employees' reviews of line

manager, and certainly when their skill sets have changed and defined by the

company.


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Skills management records the results of this analyses process in a database, and

allows detail analysis of the data. Skills management provides a structured approach

to developing individual and collective skills, and gives a common vocabulary for

discussing skills

INTER VIEWING

Interviewing is a technique that can appear to be very simple when used by an

experienced practitioner. Although some people are naturally better at

interviewing, the key skills of a good investigative interviewer are all capable of

being learned. The first two skills are common to all types of interview

questioning and listening.

SURVEY METHODS

Surveys can be very useful in the gathering of data, including information on

attitudes. People usually participate willingly if the completion of a survey form is

not too complex or lengthy and if they think some good will come out of the

exercise.

When designing a survey you must decide on:

the size and nature of the sample

the format of the questions

Exactly how the survey is to be conducted.


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APPRAISAL SYSTEMS

Many organizations see performance appraisal schemes as an integral part of their

employee development strategy. Schemes vary considerably from one organization to

another, and nowadays may have a variety of names, but almost all of them include the

identification of training needs as a key component. Most also consider the longer-term

career options available to employees, and allow them to express their preferences. It

follows that anyone with responsibility for training and development should influence the

design of the scheme and ensures that notice is taken of the information generated by it.

This is not always readily achieved. Sometimes the scheme will focus on short-term

performance issues, and line managers may not regard the consideration of

developmental issues as important. The appraisal should be considered confidential

within the department concerned. Some companies have a section covering training and

development needs is detachable, so that the training function can only be seen for the

appropriate information. The kind of approach used by the company has its merits, but

excludes the underlying performance issues which contribute towards identifying the

training and development needs.

There are many issues to be addressed when designing and implementing an appraisal

scheme, and some of the aims of the process may conflict with each other. For example, a

scheme linked to the determination of pay increases may inhibit the appraise from being

honest about aspects of the job that he or she finds difficult, whereas it is precisely these

aspects that must be discussed to identify training needs. The company should take care and

initiative to reduce these conflicts


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DEVELOPMENT CENTRES

The use of assessment centers for selection has continued to increase to the point

where students approaching graduation now expect to undergo them routinely as

they search for a suitable position. Somewhat less common, but growing in

popularity, is the use of centers to assist in identifying developmental and training

needs. The reasons that the use of development centers has increased now a days

is that many organizations now base many of their employment practices on the

idea of competencies and competencies mapping. Having identified key

competencies of the employees for each job, it become comparatively easy to

check how to make an assessment on that competency and compare it with the

level of competency required. Following participation at development centers (or

workshops), people can be informed how their performance was rated compared

with the standard required for progression or movement into another role. This

would be extremely helpful to the people. The organizations may also use these

assessments to come on a decision that should be given training and experience

and, of course, which should not be. It should be kept in mind that development

centers do not function in isolation. There is no other single reason and the right

way for a centre to be run. The design adopted by the development centers would

depend upon the competencies being judged and analyzed and, finally, how much

the organization wants to spend to develop these competencies. Some of the

development centers run for several days but most commercial organizations

cannot spend or afford much for the resources to do this, and the pressure comes


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usually to reduce the duration of time to minimum. The most common and usually

used duration is one full dayperhaps with a follow-up feedback session.


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CRITICAL INCIDENT TECHNIQUE

Critical incident technique (CIT) was developed by John Flanagan, an American

psychologist, during World War II. He wanted to know why mistake were being

made in bombing missions over Germany, and to improve flight-crew training.

The basis for CIT is that most of the jobs contain a lot of paddingroutine operations

that dont matter that much. The things which differentiate someone who is

particularly very good in the job from someone who is good average or poor are what

they doing and how they handle the situations which may be fairly rare, but which are

important in terms of outcomecritical incidents. People have the tendencies to talk

about work in generalities. Asked what makes a good bar manager, they may talk

about needing a good sense of humor, good judgment, and a customer-focused

attitude. This may be true, but how do we train these qualities? To bring changes in

the attitude and to change them, based on the required behavior

Using CIT we ask (for example): Give me an example of when having good

judgment was important. The person may then describe an incident involving a

group of people who entered the bar but looked under-age, and tell how he or she

politely asked them to leave. This can then produce a list of critical behaviors which

can be taught to someone to ensure that they can cope in a similar situation. Of

course, a whole range of incidents may be described which required good judgment, a

good sense of humor and customer focus. It is important to get as wide a range of

incidents as possible, preferably from a number of people, so


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OBJECTIVE AND RATIONALE

OBJECTIVE OF THE PROJECT

Identify the training needs of the company

The training methods adopted by the company

Evaluating the effectiveness of training programs

SCOPE OF THE STUDY

Training Effectiveness is the process wherein the management finds out how effective

it has been at training and developing the employees in an organization.

This study gives some suggestions for making the present training and

development system more effective.

It gives organization the direction, how to deal differently with different

employees.

It identifies the training & development needs present among the employees.

RATIONALE OF THE RESEARCH STUDY

The essential elements in any enterprise are considered to be the materials, equipment

and human resource. Training allied to the human resource specializations within the

management, ensures that the manpower of the required level of expertise at the right

time should be there in the company. But before that it should be taken into


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consideration that the attention given by the organizations to the provision of

materials, machinery and equipment. After that we should compare the commitment

to the third essential factor in production cycle that is Human Resources. One of the

most important factors is goes to the regards of the traditional view of training and

trainers. They are seen as an expense by the organizations, a service, as second rate to

production or as a necessary evil. Training has fall behind to the other management

activities, especially in the planning period. It is often done as a reaction to immediate

needs of the employees, a patch up operation in, instead of an ordered activity.

Training and Development is designed to enhance the competency of managers and

workers and other employees who are dealing with variety of organizational

functions. Training and Development is a process through which the goals of

management and organization can be achieved. Investment in Training and

Development has come to be considered as an asset by the companies for

organizational development or in other words, Training is indispensable for an

effective organizational development and growth. Previously, training was almost

exclusively trainer oriented and it was not based on organizations needs. The trainer

used to determine the objectives of the course, its duration, its contents and format.

On many occasions training was of a pedagogic nature with the trainer in complete

control of the direction of the training. Moreover, the alignment of the corporate goal

was missing. The views of the trainees were rarely been taken or even if were taken, it

was with a condescending attitude. Due to all these reasons the bottom-line

contribution of training or the organizational development was less.


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All employees are expected to participate in company sponsored training programs

considered necessary for enhancing their work skills improve knowledge and change

in attitude. We realize that in todays constantly changing environment, to make our

services better than those of our competitors initiative by the management for training

is necessary. Therefore, training opportunities are offered through specialized training

programs conducted by in-house instructors, instructors from the industry, or by

experts in the field.

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INTRODUCTION TO TRAINING

Training is one of the processes required to turn new members of an organization into

productive insiders.

Training is a process of transmitting and receiving information related to problem

solving. Halloram

Training is the international act of providing means for learning to take place.

Proctor and Thornton

Training is a means to educate somewhat narrowly mainly by instruction, drill and

Discipline. It is referred as applying principally to the improvement of skills and

hence to learning how to perform specific tasks. Yoder

Training is being defined as an act of increasing the knowledge and skill of an

employee for doing a particular job. It is concerned with imparting specific skills for

particular purposes. Training is aimed at learning a skill by a prescribed method of

application of a technique. Tripth


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Training is the formal procedure which a company utilizes to facilitate learning so

that the resultant behavior contributes to the attainment of the companys goals and

objectives. Mc Ghee and Thayer

Employee training is a specialized function and is one of the fundamental operative

functions of Human Resource Management.

According to FLIPPO,

Training is the act of increasing the knowledge and skill of an employee for doing a

particular job.

It is a short-term educational process and utilizing a systematic and organized

procedure by which employees learn technical knowledge and skills for a definite

purpose.

Training refers to the organizations efforts to improve an individuals ability to

perform a job or organizational role. It can be defined as a learning experience in

which it seeks a relative permanent change in an individual that would improve his

ability to perform the job.

Thus, training refers to the efforts made on the part of the trainer who facilitates

learning on the part of the training to increasing skills knowledge and perfection in a

specific task for efficiency economy and satisfaction.

Training enables employees to learn new concepts, build skills the required for the

job, to maintain interpersonal relationship and technical problems or gain insight into

behavior accepted as the way things are run in the companies.


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Upon reviewing the variety of definition of training available the following

characteristics can be listed as key elements for effective training.

Effective training is the learning experience

Effective training is a planned organizational activity

Effective training is a response to identified needs.

A key assumption of training is that by giving employees skill and insight for

identifying and defining organizational problems, individual will have greater

capacity to change unproductive and unsatisfying organizational structures and

processes. It is a catalytic process that depends largely on the abilities of informed

and skilled members to develop their tools for charge.

However, the individual abilities must be simultaneously supported by organizational

accountability so that, participants use their abilities to the hilt to learn from the

training programs and transfer those learning to the workplace and is technically

termed as the transfer of training effects. It is basically the process of increasing the

knowledge and skills for doing a particular job; an organized procedure by which

people gain knowledge and skill for a definite purpose.


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DIFFERENCE BETWEEN TRAINING , DEVELOPMENT AND EDUCATION

Training and development go hand in hand and are often used synonymously but

there is a difference between them.

Training is the process of learning a sequence of programmed behavior. It is an

application of knowledge. It makes the people aware of the rules and procedures to

guide their behavior and attitude. It makes provisions to improve their performance

on the current job and prepares them for an intended job and for the other activities.

Development is a related process to the training. It covers all those, which improve

job performance, and also those, which bring about growth of the personality. It helps

individual in the progress towards maturity, actualization, and realization of potential

capabilities so that they can become good employees as well as better human beings.

Education: Education is focused more towards the future of an individual. It prepares

the individual for the challenges which an individual can face, shapes his career and

grooms him for social responsibilities. It is not usually targeted towards specific

behavior but for overall development of personalities. Therefore it lacks the

specificity of training. Education takes a long-term perspective of an individuals life.

Education is more firmly rooted in the culture of a society. One of the key concerns of

education is the inculcation of socially accepted values in the individual. Social

institutions like state, family and the community play an important role in the

education of an individual. In education the group is more enduring and there is

sustained interaction over a long period of time.


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PRINCIPLES OF TRAINING

Motivation

Learning is enhanced when the learner is motivated. Learning experience must be

designed so learners can see how it will help in achieving the goals of the

organization. Effectiveness of training depends on motivation.

Feedback

Training requires feedback. It is required so the trainee can correct his mistakes. Only

getting information about how he is doing to achieve goals, he can correct the

deviations.

Reinforcement

The principle of reinforcement tells the behaviors that are positively reinforced are

encouraged and sustained. It increases the likelihood that a learned behavior well be

repeated.

Practice

Practice increases a trainees performance. When the trainees practice actually, they

gain confidence and are less likely to make errors or to forget what they have learned.


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Individual Differences

Individual training is costly. Group training is advantageous to the organization.

Individuals vary in intelligence and aptitude from person to person. Training must be

geared to the intelligence and aptitude of individual trainee.

Goal setting

Training should be based on specific needs and objectives of the organization as well

as employees. Determination of goals pertaining to development of skills, knowledge

and behavior helps in improving organizational performance.


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OBJECTIVES OF TRAINING

To increase productivity

An instructor can help employees increase their level of performance on their

assignment. Increase in human performance leads to increase in the operational

productivity and also the increase in the profit of the company.

To improve quality

Better-trained workers are less likely to make operational mistakes. It can be in

relationship to the company or in reference to the intangible organizational

employment atmosphere.

To help a company fulfill its future personnel needs

The organizations having good internal training and development programs will have

to make less changes and adjustments. When the need arises, vacancies can be easily

staffed.

To improve organizational climate

An endless chain of positive reactions result from a well planned training program.

To improve health and safety

Proper training can prevent industrial accidents. A safer atmosphere leads to more

stable attitudes on part of the employees.


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Obsolescence prevention

Training and development programs foster the initiative and creativity of employees

and can help prevent manpower obsolescence.

Personal growth Employees on a personal basis gain individually from their

exposure to educational expressions. Training programs give them wider

awareness and skills.

NEED OF TRAINING

To impart to the new entrants the basic knowledge and skills they need for definite

tasks.

To help and assist the employees to function more effectively and efficiently in

their present positions by exposing them to new concepts.

To build a line of competent people and prepare them to occupy more responsible

positions.

To reduce the supervision time, wastage and spoilage of new material.

To reduce the defects and minimize the industrial accidents.


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To ensure the economical output of the required quality.

To prevent obsolescence.

To promote individual and collective morale, responsibility and cooperative

attitudes etc.

For employee motivation and retention.

For career advancement

To improve organizational climate

To help the organization fulfill its future manpower needs


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Promotional training: It involves training of existing employees to enable them

to perform higher-level jobs. Employees with potential are selected and they are

given training before their promotion, so that they do not find it difficult to

shoulder the higher responsibilities of the new positions to which they are

promoted.

Refresher training: When existing techniques become obsolete due to the

development of better techniques, employees have to be trained in the use of new

methods and techniques. With the passage of time employee may forget some of

the methods of doing work. Refresher training is designed to revive and refresh

the knowledge and to update the skills of the existing employees. Short-term

refresher courses have become popular on account of rapid changes in technology

and work methods. Refresher or re-training programs are conducted to avoid

obsolescence of knowledge and skills.

Remedial training: Such training is arranged to overcome the shortcoming in the

behavior and performance of old employees. Some of the experienced employees

might have picked up appropriate methods and styles of working. Such employees

are identified and correct work methods and procedures are taught to them.

Psychological experts should conduct remedial training.

Cross functional training: - It involvestraining employee to perform operations

IN areas other that their assigned job. High performing workers act as peer trainers

and help employees develop skills in another area of operation. It helps workers

gain rich experience in handling diverse jobs and makes them more adaptable and

versatile and thus helps them develop their own career paths. It also increases the


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understanding of the business. It reduces the need of supervision and when one

employee is absent the other employee can perform his job.


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METHODS OF TRAINING

On-the-job techniques

On the job techniques enables managers to practice management skills, make

mistakes and learn from their mistakes under the guidance of an experienced,

competent manager. Some of the methods are as:

Job Rotation: It is also referred to as cross straining. It involves placing an

employee on different jobs for periods of time ranging from a few hours to several

weeks. At lower job levels, it normally consumes a short period, such as few

hours or one or two days. At higher job levels, it may consume much larger

periods because staff trainees may be learning complex functions and

responsibilities.

Job rotation for managers usually involves temporary assignments that may

range from several months to one or more years in various departments, plants and

offices.

METHODS OFTRAINING

ON- THE- JOB

METHODS

OFF- THE- JOB

METHODS


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Job rotation for trainees involves several short-term assignments, that touch a

variety of skills and gives the trainees a greater understanding of how various work

areas function.

For middle and upper level management, it serves a slightly different function.

At this stage, it involves lateral promotions, which last for one or more years. It

involves a move to different work environment so that manager may develop

competence in general management decision-making skills.

Enlarged and enriched job responsibilities: By giving an employee added job

duties, and increasing the autonomy and responsibilities associated with the job,

the firm allows an employee to learn a lot about the job, department and

organization.

Job instruction training: It is also known as step-by-step training. Here, the

trainer explains the trainee the way of doing the jobs, job knowledge and skills

and allows him to do the job. The trainer appraises the performance of the trainee,

provides feedback information and corrects the trainee. In simple words, it

involves preparation, presentation, performance, and tryout and follow-up.

Coaching: The trainee is placed under a particular supervisor who functions as a

coach in training the individual. The supervisor provides the feedback to the

trainee on his performance and offers him some suggestions for improvement.

Often the trainee shares some duties and responsibilities of the coach and relives

him of his burden.


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A drawback is that the trainee may not have the freedom or opportunity to express his

own ideas.

Committee assignments: Here in, a group of trainees are given and asked to

solve an actual organizational problem. The trainees solve the problem jointly.

This develops team work and group cohesiveness feelings amongst the trainees.

Off-the-job training

It includes anything performed away from the employees job area or immediate work

area. Two broad categories of it are:

In house programs

These are conducted within the organizations own training facility; either by training

specialists from HR department or by external consultant or a combination of both.

Off-site programs

It is held elsewhere and sponsored by an educational institution, a professional

association, a government agency or an independent training and development firm.

The various off- the- job-training programs are as follows:

Vestibule training: Herein, actual work conditions are simulated in a classroom.

Material, files and equipment those are used in actual job performance are also

used in training. This type of training is commonly used for training personnel for

clerical and semiskilled jobs. The duration of this training ranges from few days to

a few weeks. Theory can be related to practice in this method.


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Role-playing: It is defined as a method of human interaction that involves

realistic behavior in imaginary situations. This method involves action doing and

practice. The participants play the role of certain characters, such as production

manager, HR manager, foreman, workers etc. This method is mostly used for

developing interpersonal interactions and relations.

Lecture method: The lecture is a traditional and direct method of instruction.

The instruction organizes the material and gives it to the group of trainees in the

form of a talk. To be effective, the lecture must motivate and create interest

among the trainees. An advantage of this method is that it is direct and can be

used for a large group of trainees.

Conference or discussion: It is a method in training the clerical, professional and

supervisory personnel. It involves a group of people who pose ideas, examine and

share facts and data, test assumptions and draw conclusions, all of which

contribute to the improvement of job performance. It has an advantage that it

involves two-way communication and hence feedback is provided. The

participants should feel free and open to speak in small groups. Success depends

upon the leadership qualities of the person who leads the group.

Programmed instruction: This method has become popular in recent years. The

subject matter to be learned is presented in a series of carefully planned sequential

units. These units are arranged from simple to mere complex levels of

instructions. The trainee goes through these units by answering questions or filling

the blanks. This method is expensive and time consuming.


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EVALUATING THE EFFECTIVENESS OF TRAINING

Training Effectiveness: It is the degree to which trainees are able to learn and apply

the knowledge and skills acquired in the training program. It depends on the attitude,

interests, value expected of the trainees and the training environment.

A training program is likely to be more effective when trainees want to learn, are

involved in their job, have career strategies, contents of training program and the

ability and motivation of trainers also determines training effectiveness

THE EVALUATION MODELS

The process of evaluating the training effectiveness involves the consideration of

various constraints. Many researchers have developed various methods and models in

order to facilitate this process. Some of the models are described as below: -

MODEL 1

Kirk Patrick model

The choice of evaluation criteria is a primary decision that must be made when

evaluating the effectiveness of training. Although newer approaches to, and models

of, training evaluation have been proposed by Kirkpatricks (1959, 1976, 1996) four-

level model of training evaluation and criteria continues to be the most popular .We

used this framework because it is conceptually the most appropriate for our purposes.

Specifically, within the framework of Kirkpatricks model, questions about the

effectiveness of training or instruction programs are usually followed by asking,

Effective in terms of what: Reactions, learning, behavior, and results Thus, the


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objectives of training determine the most appropriate criteria for assessing the

effectiveness of training.

Reaction criteria, which are operational by using self-report measures, represent

trainees affective and attitudinal responses to the training program. However, there is

very little reason to believe that how trainees feel about or whether they like a training

program tells researchers much, if anything, about (a) how much they learned from

the program (learning criteria), (b) changes in their job-related behaviors or

performance (behavioral criteria), or (c) the utility of the program to the organization

(results criteria). This is supported by the lack of relationship between reaction

criteria and the other three criteria. In spite of the fact that reaction measures are not

a suitable surrogate for other indexes of training effectiveness anecdotal and other

evidence suggests that reaction measures are the most widely used evaluation criteria

in applied settings. For instance,

in the American Society of Training and Development 2002 State-of-the-Industry

Report, 78% of the benchmarking organizations surveyed reported using reaction

measures, compared with 32%, 9%, and 7% for learning, behavioral, and results,

respectively.

Learning criteria are measures of the learning outcomes of training; they are not

measures of job performance. They are typically operationalized by using paper-and-

pencil and performance tests. According to Tannenbaum and Yukl (1992), trainee

learning appears to be a necessary but not sufficient prerequisite for behavior change

it is not as well used in business settings as an evaluation technique; school settings


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are more likely to use level 2 evaluation techniques. Level 2 evaluation techniques

and most reliable when pre and post evaluations are utilized.

In contrast, behavioralcriteria are measures of actual on-the-job performance and

can be used to identify the effects of training on actual work performance. Issues

pertaining to the transfer of training are also relevant here. Behavioral criteria are

typically operationalized by using supervisor ratings or objective indicators of

performance. Level 3 evaluations are difficult because human behaviour needs to be

measured. Although learning and behavioural criteria are conceptually linked,

researchers have had limited success in empirically demonstrating this relationship.

This is because behavioural criteria are susceptible to environmental variables that

can influence the transfer or use of trained skills or capabilities on the job. For

example, the post training environment may not provide opportunities for the learned

material or skills to be applied or performed

Some executives are willing to assume that if employees are exhibiting the desired

behaviour on the job (level 3) that will have a positive influence of the companys

bottom line.

Finally, results criteria(e.g., productivity, company profits) are the most distal and

macro criteria used to the effectiveness of training. Results criteria are frequently

operationalized by using utility analysis estimates. Utility analysis provides a

methodology to assess the dollar value gained by engaging in specified personnel

interventions including training. Level 4 evaluations is actually easier to achieve than

level 3, since level 4 evaluations are tied to information that can be measured Some

trainers believe that a positive level 3 implies success at level 4.


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Moreover difficult is that the level 3 and level 4 evaluations also provide other

advantages apart from contributing to company goals. These evaluations can add

value to the service that the training department can provide. They can also be

instrumental in over hauling current curriculum; if a course is not meeting company

objectives, then either change the course or stop offering the course all together

In summary, it is our contention that given their characteristic feature of capturing

different facets of the criterion spaceas illustrated by their weak inters correlations

reported by Alliger et al.

The effectiveness of a training program may vary as a function of the criteria chosen

to measure effectiveness. Thus, it is reasonable to ask whether the effectiveness of

training operationalised as effect sizevaries systematically as a function of the

outcome criterion measure used. For instance, all things being equal, are larger effect

sizes obtained for training programs that are evaluated by using learning versus

behavioural criteria? It is important to clarify that criterion type is not an independent

or causal variable in this study. Our objective is to investigate whether the

operationalization of the dependent variable is related to the observed training

outcomes

(i.e. effectiveness). Thus, the evaluation criteria (i.e., reaction, learning, behavioural,

and results) are simply different operations of the effectiveness of training.


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MODEL 2

CIRO MODEL OF EVALUATION

Developed originally by WARR (1978), this theoretical model is based on evaluation

being carried out at four different levels:

Context Evaluation: Obtaining and using information about the current operational

context i.e. about individual difficulties, organizational deficiencies etc. in practice,

this mainly implies the assessment of training needs as a basis for decision. This

involves:

Examining the expectations and perceptions of the people.

Examining whether the training needs were accurately identified.

Putting the specific training event in the wider context of other training activities.

Establishing whether the trainers enjoyed the confidence of the trainees and

whether the latter are comfortable with the level and focus of the training.

Input Evaluation: Determine using factor and opinion about the available human and

material training resources in order to choose between alternative training methods.

This involves:

Establishing the adequacy of the resource base and its cost.

Considering the choice and effectiveness of the training methods and techniques.


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Identifying the numbers who successfully completed the program compared with

those who started and draw appropriate inferences.

Establishing whether the trainers were perceived to be credible as far as the

trainees are concerned.

Establishing whether the psychological and emotional climate of learning was

appropriate.

REACTION EVALUATION

Monitoring the training as it is in progress. This involves continuous examination of

administrative arrangements and feedback from trainees. This involves:

Looking at the reactions of trainees to the content and method of training.

Establishing the reaction of other people, particularly line managers to the early

results of the training program.

Discussing the views and observations of the trainers.

Outcomes: It implies the measuring of the consequences of training. This involves:

Establishing whether expectations of results were met.

Identifying whether all or some of the learning objectives were met.

Finding out what were the end course views about the training.

The three levels of outcome evaluation may be distinguished:


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- Immediate Outcomes: The changes in the trainees knowledge, skills and

attitude that can be identified immediately after the completion of training.

The aim here is to find out the extent to which positive transfer of learning has

taken place from the training to the workplace. This type of evaluation may be

done in several ways such as behaviorally anchored rating scales or self repots

supplemented by reports of subordinates, peers and supervisors or critical

incidents etc.

- Intermediate Outcomes: These are the changes in trainees actual work

behavior, which result from training. The assumption here is that effective

training should be reflected in the trainees increased job-proficiency.

- Ultimate Outcomes: These are the changes in the functioning of part or the

entire organization, which have resulted from changes in work behavior. For

this purpose, indexes of productivity, labour turnover etc, studies of

organizational climate and human resource accounting are taken as the

ultimate results achieved by the trainees.

MODEL 3

KAUFFMANS FIVE LEVEL OF EVALUATION :

Some researchers recognized the shortcomings ofKirkpatricks four level approaches

and attempted to modify and add to this basic framework. Kaufman expanded the

definition of level 1 of Kirkpatricks model and added a fifth level addressing societal

issues.


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At Level 1, the factor of the concept of enabling addressees the availability of various

resources inputs necessary for a successful intervention. Level 5 is the evaluation of

societal and client responsiveness, and consequences in payoff. This moves

evaluation beyond the Organization, and examines the extent to which the

performance improvement program has enhanced the

society and the environment surrounding the organization.

LEVEL EVALUATION FOCUS

5. Societal Outcomes Societal and client responsiveness, consequences and

payoffs

4. Organizational Output Organizational contributions and payoff s

3. Application Individual and small group utilization within the

Organization

2. Acquisition Individual and small group mastery and competency

1b. Reaction Methods, means and process acceptability and

efficiency

1a. Enabling Availability and quality of human, financial and

physical resources input

Five levels for evaluation of interventions for training impact (Kaufmans Model)


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A Framework for Measuring Training and Development in the State Sector

Some Information is reported to Government on training and development in its

companies and agencies. Such kind of information would be useful in advising

Government about the capability of these companies and agencies, among other

purposes. However, to measure training effectiveness and results is difficult for many

reasons, including the lack of standard definitions and its measures and the fact is that

many of the organizations have no centralized collection of training data and

information.

This research paper is based on a review of the literature and interviews with officials

and employees to develop a framework for measuring training effectiveness in

government agencies. The framework comprises a hierarchy of linked components

from sound foundation of training policies and practices and efficient and equitable

training investment and expenditure, to training effectiveness in achieving desired

individual behavior and to achieve organizational objectives, and finally to State the

sector people capability (resulting from training and other factors). Suggested

measures and indicators are provided to the framework and to its each component to

measure the training. They include measures for the government agencies to be use by

them internally for their own management and official purposes, and these measures

are likely to be useful in reporting to Government. The paper concludes that while

measuring training is problematic and difficult but it is nonetheless desirable. It

suggests that reporting to Government should focus primarily on State sector people

capability, but that government agencies should develop systems in place to provide


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information on the other three aspects of the framework, when required. Publication

of the Working Papers Series recognizes the value of developmental work in

generating policy options. The series in the paper were prepared for the purpose of

informing policy development and growth in the organizations. The views expressed

are those of the authors and officials and should not be taken to be the views of the

State Services Commission.


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CHAPTER 3

METHODOLOGY


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TYPE OF RESEARCH

Descriptive Research design cum Analytical Research Design

SAMPLE UNIT

Employees who have completed their training to evaluate the training effectiveness

and 9 managers from each company to identify the training needs and training

methods adopted by the company

SAMPLE SIZE

99 employees (90 trainees and 9 managers)

COMPANY NAME AND SECTORS IT

Name- Company A, Company B, Company C

TELECOM

Name- AIRTEL, HUTCH, RELIANCE

BPO

Name-GENPACT, INFOSYS, GO4 CUSTOMER

TYPE OF QUESTION

Close ended and open ended

TYPE OF QUESTIONNAIRE

Structured and Undisguised


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STRUCTRED AND UNDISGUISED QUESTIONNAIRE

For this project a structured questionnaire is used where each question specify the set

of responses alternatives and the response format. A structured questionnaire can be

of three types multiple choices, dichotomous or a scale. A open ended structured

questionnaire is used where the scale is explained above. The questionnaire used here

is undisguised, as the respondents clearly know the purpose of this survey and

intentions behind it.

ADVANTAGES OF USING STRUCTURED QUESTIONNAIRE

I. Structured questionnaire is used to reduce the respondent error as employees

are aware of the type of information required from them and the purpose of

this information.

II. Structured questionnaire helps in reducing interviewer biasness because the

questionnaire is specific and structured and is not open for the interpretations

by the interviewer.

LIMITATIONS OF USING STRUCTURED QUESTIONNAIRE

I. The disadvantage of structured questionnaire is that it increases position or

order of biasness. Order or position bias is defined as the respondents

tendency to check an alternative merely because it occupies a certain position

or is listed in a certain order.


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METHODS OF DATA COLLECTION

PRIMARY DATA

Primary data is that which is collected afresh and for the first time, and thus happens

to be original in character.

Primary data used in this study is collected through

Questionnaire

Discussions done with the staff of the department.

SECONDARY DATA

Secondary data, on the other hand, is that which have been already collected by

someone else and which have already been passed through the statistical process.

Secondary data used in this study is taken from various sources like

Websites.

Books and Magazines.

Action Plan

Literature Survey through various Journals, Magazines and internet.

Designing of the Questionnaire

To visit the respective respondent


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Collect the details and fill up the questionnaire

Analyze the data collected

Drawing conclusions and recommendations


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Chapter 4

RESEARCH ANALYSIS AND FINDINGS


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ANALYSIS OF THE DATA

This chapter helps to understand the analysis of how the training need identification

done by the companies, the various training method adopted by the companies and to

evaluate the training effectiveness.

TRAINING NEED ASSESSMENT ANALYSIS

TRAINING NEED ASSESSMENT IN IT SECTOR

Company A Company B Company C

Method Performance

Appraisal System,

survey methods,

critical incident

technique

Performance

Appraisal System

Performance

appraisal system,

skill matrix, survey

methods

Time Annually Biannually Annually

Effectiveness Very effective Effective Effective

Taking initiative in

analysis TNI

Proactive Proactive and

reactive

More reactive less

proactive

Company converts Yes Yes Yes


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TNI effectively

Training Methods

used

On the job

Training, Informal

training, Technical

training,

Behavioral

Training

On the job, Role

Playing and Role

Analysis,

Discussions, Job

Rotation

On the job training,

Skill training,

Product training,

Assignment and

task, Mentoring

TRAINING NEED ASSESSMENT IN TELECOMMUNICTAION SECTOR

AIRTEL HUTCH RELIANCE

Method Performance

appraisal system,

survey methods,

Performance

Appraisal System

Job and task

analysis

Time Biannually Annually Quarterly



analysis TNI

Proactive and

Reactive

Proactive and

Reactive

Reactive

Company converts

TNI effectively

Yes Yes Yes


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Training methods On the job, Job

Rotation,

Classroom training,

Attitudinal training,

Skill Training

Skill training, On

the job, Behavioral

training,

Discussions,

Mentoring, Job

Rotation

Informal training,

training,

Assignment and

Task, Product

training, Technical

training, Lectures

TRAINING NEED ASSESSMENT IN BPO SECTOR

GENPACT INFOSYS GO 4 CUSTOMER

Method Job and task

analysis, skill

matrix,

interviewing,

Appraisal system,

Development

centers

Performance

Appraisal System,

survey method,

skill matrix

Skill matrix,

Appraisal, survey

methods

Time Biannually Annually Quarterly



analysis TNI

Proactive and

Reactive

Proactive and

Reactive

Reactive


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training methods which are common in the three sectors like On the Job training, Skill

training, mentoring.

1.OBJECTIVES ACHIEVED

Sectors Strongly Agree Agree Disagree Strongly

Disagree

IT 16 12 2 0

TELECOM 12 16 3 0

BPO 16 14 0 0

16

12

2

0

12

16

3

0

16

14

0 00

2

4

6

8

10

12

14

16

18

Strongly Agree Agree Disagree StronglyDisagree

OBJECTIVE ACHIEVED

IT

TELECOM

BPO


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Graph 1.1

From the graph we can say that the objectives achieved is maximum in IT sector and

BPO sector and then the telecom sector the objectives in terms of:

Nature of job

Requirement of the ob

Responsibility of the job

To increase Knowledge

To improve skills

Change in attitude

Develop skills to successfully conduct discussions with supervisor/subordinate

Leadership effectiveness

Improve knowledge about strategic objective of the organization

The overall objective achieved is high in BPO sector and IT sector and are low in

TELECOM sector.


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2. TRAINING PROGRAM SATISFACTION


Disagree

IT 21 9 0 0

TELECOM 13 17 0 0

BPO 21 9 0 0

Graph 1.2

21

9

0 0

13

17

0 0

21

9

0 00

5

10

15

20

25


TRAINING PROGRAM SATISFACTION

IT

TELECOM

BPO


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Interpretation

From the chart we can say that that satisfaction of the training program is 70%in IT

and BPO sector while it is approx 40 % in telecom sector. So by this we can evaluate

that the satisfaction in IT and BPO sector is 30% more than in the TELECOM sector.

3. ACHIEVEMENT OF PERSONAL OBJECTIVES


Disagree

IT 11 17 2 0

TELECOM 7 16 7 0

BPO 11 19 0 0

Graph 1.3

11

17

2

0

7

16

7

0

11

19

0 00

2

4

6

8

10

12

14

1618

20

StronglyAgree

Agree Disagree StronglyDisagree

ACHIEVEMENT PF PERSONAL OBJECTIVE

IT

TELECOM

BPO


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Interpretation

From the above result we have analyzed that in the training; of achievement of

personal objective in IT and BPO sector is approximately same in both the sectors.

While in TELECOM sector it is lesser than IT and BPO. Hence these companies help

more in the achievement of personal objective.

4. EFFECTIVENESS OF THE TRAINER


Disagree

IT 24 6 0 0

TELECOM 20 8 2 0

BPO 26 4 0 0

Graph 1.4

24

6

0 0

20

8

2 0

26

4

0 00

5

10

15

20

25

30


EFFECTIVENESS OF THE TRAINER

IT

TELECOM

BPO


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Interpretations:

The trainer appointed was most effective in BPO sector in terms of:

Subject knowledge

Communication skills

Styles and delivery

Creating learning climate

Methodology used

The effectiveness of the trainer is highest in BPO sector and then in the IT sector and

is low in TELECOM sector


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5. BALANCE OF THEORITICAL AND PRACTICAL KNOWLEDGE


Disagree

IT 14 16 0 0

TELECOM 13 14 3 0

BPO 15 15 0 0

Graph 1.5

Interpretation:

From the above result it is analyzed that the balance of theoretical and practical

knowledge is most effective in BPO sector and then is effective in IT sector and then

in TELECOM. There is a small difference in the three sectors in terms effectiveness

of trainer and the difference comes is approximately 5% to 6% is there in the three

sector.

14

16

0 0

1314

3

0

15 15

0 00

2

4

6

8

10

12

14

16

18

Strongly Agree Agree Disagree Strongly Disagree

BALANCE OF THEORITICAL AND PRACTICAL

KNOWLEDGE

IT

TELECOM

BPO


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6. PROGRAM DURATION

Sectors

Strongly Agree Agree Disagree Strongly

Disagree

IT 20 10 0 0

TELECOM 18 11 0 0

BPO 24 6 0 0

Graph 1.6

20

10

0 0

18

11

0 0

24

6

0 00

5

10

15

20

25

30


PROGRAM DURATION

IT

TELECOM

BPO


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Interpretation:

From the graph we interpret that the program duration is most appropriate in BPO

sector up to 80% the same in IT sector comes to 70% and in TELECOM sector it

comes to 60%. So according to the respondents the time duration used in training is

appropriate in BPO sector.

7. DELIVERY IN JOB AFTER TRAINING


Disagree

IT 25 5 0 0

TELECOM 18 12 0 0

BPO 19 11 0 0

Graph 1.7

25

5

0 0

18

12

0 0

19

11

0 00

5

10

15

20

25

30


DELIVERY IN JOB AFTER TRAINING

IT

TELECOM

BPO


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Interpretations:

From the graph it is interpreted that the employees after their trainings are most

effectively able to deliver in IT sector which comprises of 83%.and then the delivery

in BPO sector is high by 63% and then in the TELECOM sector by 60% so the

delivery after the training is most effective in IT sector.

8. TIME FOR ACTIVITIES AND FOLLOW UP DISCUSSION


Disagree

IT 7 17 6 0

TELECOM 13 16 1 0

BPO 12 17 2 0

Graph 1.8

7

17

6

0

13

16

10

12

17

2

00

24

6

8

10

12

14

16

18


TIME FOR ACTIVITIES AND FOLLOW UP DISCUSSION

IT

TELECOM

BPO


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Interpretations:

From the graph it can be interpreted that the activities and follow up discussion

procedures is effective in TELECOM sector then in BPO sector by and then in the IT

sector. There is a huge difference in this area in the entire sector.

9. FEEDBACK MECHANIS


Disagree

IT 20 10 0 0

TELECOM 13 16 1 0

BPO 21 9 0 0

Graph 1.9

20

10

0 0

13

16

1 0

21

9

0 00

5

10

15

20

25


FEEDBACK MECHANISM

IT

TELECOM

BPO


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Interpretation:

From the above graph and table it is interpreted that feedback mechanism is most

effective in BPO sector by 70 % and then in the IT sector by 67 % and in the

TELECOM sector by 43%.

Thus we can see the training effectiveness in the three sectors (IT, Telecom, BPO). So

from the above results we can conclude that in the three sectors BPO sector training is

the most effective, and then is the IT sector and then TELECOM sector.


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FINDINGS

Training is considered as a positive step towards augmentation of the knowledge

base by the respondents.

The objectives of the training programs were broadly known to the respondents

prior to attending them.

The training programs were adequately designed to cater to the developmental

needs of the respondents.

Some of the respondents suggested that the time period of the training programs

were less and thus need to be increased.

Some of the respondents also suggested that use of latest training methods will

enhance the effectiveness of the training programs.

Some respondents believe that the training sessions could be made more exciting

if the sessions had been more interactive and in line with the current practices in

the market.

The training aids used were helpful in improving the overall effectiveness of the

training programs.

Some respondents suggested that the trainer should use the right methodology and

should create an effective learning environment

In BPO sector trainer are found to be the very effective in terms of the measured

parameters.

The delivery after the training is high in IT sector.


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Training need analysis is effective in BPO sector as they have their monthly one

to one with the employees and the development centers have really helped in

doing so


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CHAPTER- 5

CONCLUSION AND RECOMMENDATION


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CONCLUSION

Training and development is the field concerned with workplace learning to improve

performance and achieve the organizational as well as the personal objective. There

are many reasons for a company to analyze its jobs and tasks; one common reason is

to provide a basis to know the skill set required to perform the particular job. By my

research I have analyzed that the training in BPO sector is very effective and the

training of IT sector is effective then the Telecom sector. Training need identification

and the type of training method adopted by the company affects the training program

conducted by the company. There are training methods which are adopted and are

very common use frequently across the three sectors for example On the Job training,

classroom training, job rotation as these methods help to enhance the skills and

knowledge in a more effective manner. Thus, training program help to increase the

productivity, quality and organizational objectives and hence should be very effective.

By this research we can conclude that the telecom should focus more on their training

effectiveness so the way training is conducted and especially in terms of achievement

of personal objective should be bring in focus as to fulfill organization objective the

employee personal objective should match with organization objectives.


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RECOMMENDATION

The training program should focus on the behavioral part apart from the

technical training to bring changes in the attitude of the employees towards

their job and responsibilities.

The training program should be conducted also keeping the personal

objectives of the employees so that they can match their personal objective

with the organization objective

The training program should give enough time for he follow up discussions

The training program should effectively follow the feedback system once the

training is over so that we can assess the program effectively

The organization can arrange the training programs department wise in order

to give focused attention towards the departmental requirements.

The organization may consider deputing each employee to attend at least one

training programs each year.


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TELECOM sector should focus more on trainers effectiveness.

All the three sector should work more towards the behavioral training

especially the employees attitude towards the job and responsibilities


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BIBLIOGRAPHY

Books Referred-

Bohlander/Snell -Human Resource Management-

Second Indian Reprint 2007

311- 323

Mallo A. Jeffrey - -Strategic Human Resource Management-

Second Indian Report 2007

401-442

Research paper-

1. Working Paper No. 12A Framework for Measuring Training and

Development in the State Sector

2.Guide to Training and Development Opportunities for Research Students

www.leeds.ac.uk/rtd


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Websites:

http://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lecty

res-31.pdf

http://en.wikipedia.org/wiki/Training_and_development

http://www.businessballs.com/traindev.htm

http://commerce.idaho.gov/Portals/37/Publications/workforce_training_fund.pdf

http://www.osp.state.nc.us/manuals/manual99/trng&dev.pdf

http://college.hmco.com/instructors/ins_teachtech_foundations_module_skillscoa

ch.html
http://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdfhttp://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdfhttp://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdfhttp://en.wikipedia.org/wiki/Training_and_developmenthttp://en.wikipedia.org/wiki/Training_and_developmenthttp://www.businessballs.com/traindev.htmhttp://www.businessballs.com/traindev.htmhttp://commerce.idaho.gov/Portals/37/Publications/workforce_training_fund.pdfhttp://commerce.idaho.gov/Portals/37/Publications/workforce_training_fund.pdfhttp://www.osp.state.nc.us/manuals/manual99/trng&dev.pdfhttp://www.osp.state.nc.us/manuals/manual99/trng&dev.pdfhttp://www.osp.state.nc.us/manuals/manual99/trng&dev.pdfhttp://commerce.idaho.gov/Portals/37/Publications/workforce_training_fund.pdfhttp://www.businessballs.com/traindev.htmhttp://en.wikipedia.org/wiki/Training_and_developmenthttp://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdfhttp://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdf


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ANNEXURES


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QUESTIONNAIRE

(Sec A)

Training Need Assessment

Q.1.Which method of training need identification is used by your company?

o Job and task analysis

o Skill matrixes

o Interviewing

o Survey method

o Appraisal

o Development centers

o Critical incident technique

If any other please

specify

Q2. How frequently does your company analysis training needs?

o Quarterly

o Bi - annually

o Annually


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Q.3. How do you perceive your companys TNA (Training need assessment) process?

o Very effective

o Effective

o Fairly effective

o Ineffective

Q.4. Does your company allows the employees to volunteer for their training needs?

o Yes

o No

Q.5.Does your company effectively convert the training or learning requirement into

manageable elements?

o Yes

o No

Q.6. Any suggestion about the current TNA process used by your company?


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QUESTIONNAIRE

(Sec B)

Different types of training methods used by the companies.

Training methods used Frequently Somewhat

Frequently

occasionally Not at

all

On the job

Informal training

Skill training

Classroom training

Training assignment and task

Product training

Technical training

Behavioral training


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Role playing and role analysis

Attitudinal

Distance learning

Lectures

Audiovisual

Discussions

Seminars

Project works

Coaching

Mentoring

Job rotation


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Conference Approach


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QUESTIONNAIRE

(SEC C)

Evaluation of Training program

Strongly Agree Di sagree

Strongly

Agree

disagree

A. The following objectives were stated

in the program. To what extent

did the program achieve its objectives?

a) To improve understanding about the

i) Nature of the job

ii) Requirement of the job


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iii) Responsibility of the job

b) (i)To increase the Knowledge

ii) To improve skills

iii) Change in Attitude

c) To develop skills to successfully conduct

discussion with superior/subordinates

d) To increase leadership effectiveness for

the better understanding of

human behavior.

e) To improve your knowledge about

strategic objectives of the organization


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B. The overall reaction of this training

program was satisfactory

If you disagree please specify the

reason

C Personal objectives

were achieved


reason

D. The trainer appointed was effective

in terms of

i) subject knowledge,


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ii) communication skills,

iii) styles and delivery

iv) creating learning climate,

v) methodology used

Please specify, if you find any quality

lacking in the trainer

E. There was proper balance of theoretical

and practical materials in the program.

F. The program duration

was appropriate


reason

G. You were able to deliver well


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in your job after your training

H. You have sufficient time for

(a) the activities

(b) the follow-up discussion


reason

I. Proper feedback mechanism is followed


reason

J. If your attitude about the job and behavior have changed, please indicate what

has changed and what part of the program had the most significant impact on bringing

about the change?


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K. What changes do you recommend in the program?


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TRAINING MODELS

Level

evaluation

type

(what is

measured)

evaluation

description and

characteristics

examples of

evaluation tools and

methods

relevance and

practicability

1 Reaction

reaction

evaluation is how

the delegates felt,

and their personal

reactions to the

training or

learning

experience, for

example:

typically 'happy

sheets'

can be done

immediately the

training ends

did the trainees

like and enjoy the

training?

feedback forms

based on subjective

personal reaction to the

training experience

very easy to

obtain reaction

feedback

did they consider

the training

relevant?

verbal reaction

which can be noted and

analyzed

feedback is

not expensive to

gather or to


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analyze for

groups

was it a good use

of their time?

post-training surveys

or questionnaires

important to

know that

people were not

upset or

disappointed

did they like the

venue, the style,

timing, domestics,

etc?

online evaluation or

grading by delegates

important that

people give a

positive

impression when

relating their

experience to

others who

might be

deciding

whether to

experience same

level of

participation

subsequent verbal or

written reports given by

delegates to managers

back at their jobs


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ease and comfort

of experience

level of effort

required to make

the most of the

learning

perceived

practicability and

potential for

applying the

learning

2 learning

learning

evaluation is the

measurement of the

increase in

knowledge or

intellectual

capability from

before to after the

learning

experience:

typically assessments

or tests before and after

the training

relatively

simple to set up,

but more

investment and

thought required

than reaction

evaluation


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90

did the trainees

learn what

intended to be

taught?

interview or

observation can be used

before and after

although this is time-

consuming and can be

inconsistent

highly

relevant and

clear-cut for

certain training

such as

quantifiable or

technical skills

Did the trainee

experience what

was intended for

them to

experience?

methods of

assessment need to be

closely related to the

aims of the learning

less easy for

more complex

learning such as

attitudinal

development,

which is

famously

difficult to

assess

What is the

extent of

advancement or

change in the

trainees after the

training, in the

measurement and

analysis is possible and

easy on a group scale

cost escalates

if systems are

poorly designed,

which increases

work required to

measure and


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91

direction or area

that was intended?

analyze

reliable, clear scoring

and measurements need

to be established, so as

to limit the risk of

inconsistent assessment

hard-copy,

electronic, online or

interview style

assessments are all

possible

3 behaviour

behaviour

evaluation is the

extent to which the

trainees applied

the learning and

changed their

behaviour, and

this can be

observation and

interview over time are

required to assess

change, relevance of

change, and

sustainability of change

measurement

of behaviour

change is less

easy to quantify

and interpret

than reaction

and learning

evaluation


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92

immediately and

several months

after the training,

depending on the

situation:

Did the trainees

put their learning

into effect when

back on the job?

arbitrary snapshot

assessments are not

reliable because people

change in different

ways at different times

simple quick

response

systems unlikely

to be adequate

were the relevant

skills and

knowledge used

assessments need to

be subtle and ongoing,

and then transferred to

a suitable analysis tool

cooperation

and skill of

observers,

typically line-

managers, are

important

factors, and

difficult to

control

was there

noticeable and

measurable change

assessments need to

be designed to reduce

subjective judgement of

management

and analysis of

ongoing subtle


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93

in the activity and

performance of the

trainees when back

in their roles?

the observer or

interviewer, which is a

variable factor that can

affect reliability and

consistency of

measurements

assessments are

difficult, and

virtually

impossible

without a well-

designed system

from the

beginning

Was the change

in behaviour and

new level of

knowledge

sustained?

the opinion of the

trainee, which is a

relevant indicator, is

also subjective and

unreliable, and so needs

to be measured in a

consistent defined way

evaluation of

implementation

and application

is an extremely

important

assessment -

there is little

point in a good

reaction and

good increase in

capability if

nothing changes

back in the job,

therefore


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94

evaluation in

this area is vital,

albeit

challenging

Would the

trainee be able to

transfer their

learning to another

person?

360-degree feedback

is useful method and

need not be used before

training, because

respondents can make a

judgement as to change

after training, and this

can be analyzed for

groups of respondents

and trainees

behaviour

change

evaluation is

possible given

good support

and involvement

from line

managers or

trainees, so it is

helpful to

involve them

from the start,

and to identify

benefits for

them, which

links to the level

4 evaluation

below


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95

is the trainee

aware of their

change in

behaviour,

knowledge, skill

level?

assessments can be

designed around

relevant performance

scenarios, and specific

key performance

indicators or criteria

online and electronic

assessments are more

difficult to incorporate -

assessments tend to be

more successful when

integrated within

existing management

and coaching protocols

self-assessment can

be useful, using

carefully designed

criteria and

measurements


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96

4 results

results

evaluation is the

effect on the

business or

environment

resulting from the

improved

performance of the

trainee - it is the

acid test

it is possible that

many of these measures

are already in place via

normal management

systems and reporting

individually,

results

evaluation is not

particularly

difficult; across

an entire

organization it

becomes very

much more

challenging, not

least because of

the reliance on

line-

management,

and the

frequency and

scale of

changing

structures,

responsibilities

and roles, which

complicates the

process of


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97

attributing clear

accountability

measures would

typically be

business or

organizational key

performance

indicators, such as:

the challenge is to

identify which and how

relate to the trainee's

input and influence

also, external

factors greatly

affect

organizational

and business

performance,

which cloud the

true cause of

good or poor

results

volumes, values,

percentages,

timescales, return

on investment, and

other quantifiable

aspects of

therefore it is

important to identify

and agree

accountability and

relevance with the

trainee at the start of


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98

organizational

performance, for

instance; numbers

of complaints, staff

turnover, attrition,

failures, wastage,

non-compliance,

quality ratings,

achievement of

standards and

accreditations,

growth, retention,

etc.

the training, so they

understand what is to

be measured

this process overlays

normal good

management practice -

it simply needs linking

to the training input

failure to link to

training input type and

timing will greatly

reduce the ease by


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99

which results can b

Final Project Jyoti

Documents