The document discusses a study that analyzes teachers' reactions to in-service training programs offered under the Samagra Shiksha Abhiyan in India. It conducted a survey using a questionnaire to understand factors influencing teacher reactions. Factor analysis identified three key factors: the trainer, the training methods, and the materials provided. The findings showed teachers had a positive reaction to trainers who clearly explained concepts and materials. Variables like trainer clarity most influenced teacher satisfaction with the training program. The study aims to help improve training quality and effectiveness.
A Case Study Approach For Evaluation Of Employee Training Effectiveness And D...Stacy Taylor
The document presents a case study evaluating the effectiveness of an employee training program at a multinational company using Kirkpatrick's four-level model of training evaluation. It discusses the model's levels of reaction, learning, behavior, and results. A questionnaire was administered to employees assessing their reactions to the training, learning, application of skills on the job, and impact on performance. Statistical analysis found the training was effective as employees reported positive reactions and the four levels had a significant impact on the program's effectiveness. The study aims to help organizations continuously improve training programs by understanding their impact.
1. In-service teacher training is essential to help teachers improve their skills and stay up-to-date with educational reforms and new concepts. It promotes lifelong learning for teachers and supports quality education.
2. When conducting a needs assessment for in-service teacher training, it is important to consider the teachers' professional development needs, curriculum changes, challenges in implementing new teaching methods, and goals for improving student performance.
3. Assessing teacher training needs helps ensure the programs are relevant, effective, and lead to positive outcomes like increased teacher knowledge, motivation, classroom performance and student achievement.
A study on_the_factors_influencing_the_effectiveness_of_internship_traininSheham Aliyar
The document discusses a study on the factors influencing the effectiveness of internship training programs for students at an Advanced Technological Institute in Colombo, Sri Lanka. It aims to measure the effectiveness of the internship program and identify factors leading to ineffectiveness. Data was collected through questionnaires and interviews with 50 past interns and analyzed using statistical methods. The findings show the factors influencing effectiveness were at a moderate level, with variables like training need analysis, resource personnel, trainer/trainee commitment, training methods, and evaluation all contributing. The key recommendation is to focus more on these factors when designing internship programs to achieve a higher level of effectiveness.
Feedback Analysis of the Human Resource Training ProgrammePremier Publishers
This research paper proposes feedback analysis related to training of the stakeholders. This method is designed to explore appropriate feedback of the trainees. In spite, of having potential capacity building programmes for employees of many organizations there is a gap in understanding some aspects of human resource management in general. The study was conducted by using ex-post facto research design. A total of 67 trainee participants were selected by using purposive sampling method, for theme specific training programme entitled “Competence Enhancement Programme on Motivation and Positive Thinking”. The overall average feedback score for covering all the sessions were found 4.70 which indicates that the sessions covered are very useful in terms of knowledge gain, skills acquired, change in attitude, motivation and positive thinking. The overall scores calculated in terms of time allocation, range of coverage and use of teaching aids are 4.73, 4.71, 4.67 and 4.68 were justified in positive view and it can be concluded that the teachers dedicated towards their assigned task during the training programme. Overall training feedback score (4.66) indicated that the training programme is helpful for the respondents for their overall development. This study will help in the feedback analysis for further performance appraisal of an individual trainee as well as the trainers.
This document summarizes research on the impact of induction programs for newly qualified teachers. It finds that while the evidence is limited and tentative, effective induction programs that provide support like mentoring, reduced workloads, and professional development can improve teacher retention, especially when combined with good pay and working conditions. However, more high-quality research is still needed to fully understand the impacts of induction programs on teacher performance and career development. The implications suggest induction should be part of a three-year continuum of support and that clarified goals, standards, resources, and performance assessments are important for high-quality induction programs.
Analyzing the Effectiveness of In-Service Training (Inset) and Its Impact on ...Medha Tripathi
It is important to teachers entering into the profession of teaching to engage in high quality professional development opportunities like teacher training programs and in service practices to ensure the quality and effectiveness of teaching. Although applicants begin to become familiar with such chances before the entry of theirs into profession, the test of theirs with those opportunities maturates once they go into the profession. Nevertheless, to
what degree the professional development opportunities are already developed is still being studied. It's commonly recognized that appropriate professional development opportunities
lead to the transformation of habits and beliefs in a good manner. Nevertheless, developing programs detached from the practitioners' perspectives will be badly based as in-service
teacher perspectives can help develop the ensuing opportunities better. This research paper aims at describing the impact of in service training activities for professional advancement of teachers in India. Using close-ended questions, experience and perception of teachers (n=150, m=100, f=50), whom availed the chance getting in service training, were definitely accomplished. Results of the study revealed the beneficial effect of in service
training programs plans on the Professional Advancement of Teachers. The study also revealed the good perception of teachers relating to the professional development of theirs.
It recommended the in service training programs to be created in line with the topic instead of common.
A Case Study Approach For Evaluation Of Employee Training Effectiveness And D...Stacy Taylor
The document presents a case study evaluating the effectiveness of an employee training program at a multinational company using Kirkpatrick's four-level model of training evaluation. It discusses the model's levels of reaction, learning, behavior, and results. A questionnaire was administered to employees assessing their reactions to the training, learning, application of skills on the job, and impact on performance. Statistical analysis found the training was effective as employees reported positive reactions and the four levels had a significant impact on the program's effectiveness. The study aims to help organizations continuously improve training programs by understanding their impact.
1. In-service teacher training is essential to help teachers improve their skills and stay up-to-date with educational reforms and new concepts. It promotes lifelong learning for teachers and supports quality education.
2. When conducting a needs assessment for in-service teacher training, it is important to consider the teachers' professional development needs, curriculum changes, challenges in implementing new teaching methods, and goals for improving student performance.
3. Assessing teacher training needs helps ensure the programs are relevant, effective, and lead to positive outcomes like increased teacher knowledge, motivation, classroom performance and student achievement.
A study on_the_factors_influencing_the_effectiveness_of_internship_traininSheham Aliyar
The document discusses a study on the factors influencing the effectiveness of internship training programs for students at an Advanced Technological Institute in Colombo, Sri Lanka. It aims to measure the effectiveness of the internship program and identify factors leading to ineffectiveness. Data was collected through questionnaires and interviews with 50 past interns and analyzed using statistical methods. The findings show the factors influencing effectiveness were at a moderate level, with variables like training need analysis, resource personnel, trainer/trainee commitment, training methods, and evaluation all contributing. The key recommendation is to focus more on these factors when designing internship programs to achieve a higher level of effectiveness.
Feedback Analysis of the Human Resource Training ProgrammePremier Publishers
This research paper proposes feedback analysis related to training of the stakeholders. This method is designed to explore appropriate feedback of the trainees. In spite, of having potential capacity building programmes for employees of many organizations there is a gap in understanding some aspects of human resource management in general. The study was conducted by using ex-post facto research design. A total of 67 trainee participants were selected by using purposive sampling method, for theme specific training programme entitled “Competence Enhancement Programme on Motivation and Positive Thinking”. The overall average feedback score for covering all the sessions were found 4.70 which indicates that the sessions covered are very useful in terms of knowledge gain, skills acquired, change in attitude, motivation and positive thinking. The overall scores calculated in terms of time allocation, range of coverage and use of teaching aids are 4.73, 4.71, 4.67 and 4.68 were justified in positive view and it can be concluded that the teachers dedicated towards their assigned task during the training programme. Overall training feedback score (4.66) indicated that the training programme is helpful for the respondents for their overall development. This study will help in the feedback analysis for further performance appraisal of an individual trainee as well as the trainers.
This document summarizes research on the impact of induction programs for newly qualified teachers. It finds that while the evidence is limited and tentative, effective induction programs that provide support like mentoring, reduced workloads, and professional development can improve teacher retention, especially when combined with good pay and working conditions. However, more high-quality research is still needed to fully understand the impacts of induction programs on teacher performance and career development. The implications suggest induction should be part of a three-year continuum of support and that clarified goals, standards, resources, and performance assessments are important for high-quality induction programs.
Analyzing the Effectiveness of In-Service Training (Inset) and Its Impact on ...Medha Tripathi
It is important to teachers entering into the profession of teaching to engage in high quality professional development opportunities like teacher training programs and in service practices to ensure the quality and effectiveness of teaching. Although applicants begin to become familiar with such chances before the entry of theirs into profession, the test of theirs with those opportunities maturates once they go into the profession. Nevertheless, to
what degree the professional development opportunities are already developed is still being studied. It's commonly recognized that appropriate professional development opportunities
lead to the transformation of habits and beliefs in a good manner. Nevertheless, developing programs detached from the practitioners' perspectives will be badly based as in-service
teacher perspectives can help develop the ensuing opportunities better. This research paper aims at describing the impact of in service training activities for professional advancement of teachers in India. Using close-ended questions, experience and perception of teachers (n=150, m=100, f=50), whom availed the chance getting in service training, were definitely accomplished. Results of the study revealed the beneficial effect of in service
training programs plans on the Professional Advancement of Teachers. The study also revealed the good perception of teachers relating to the professional development of theirs.
It recommended the in service training programs to be created in line with the topic instead of common.
This study examines the impact of demographic factors on employees' attitudes towards training programs. A survey was conducted of 100 employees at ONGC Ahmedabad across various demographic characteristics like age, gender, education level, marital status and designation. The study aims to determine if there are significant relationships between these demographic factors and employee perceptions of important training program aspects such as importance of training, training hours, duration, interval between programs and location. Chi-square tests will be used to analyze the data and determine if demographic factors influence employee attitudes towards training. The results could help design more effective training programs that better address employee needs based on their profiles.
3A - Effective evaluation of the impact of CPD - What does research tell usSandra Wharton
Myscience manages the national network of Science Learning Centres and the National STEM Centre in the UK to support STEM education. Effective evaluation of professional development (CPD) programs requires assessing impact on both teacher development and student outcomes over time. Research shows CPD is more effective when it is collaborative, sustained, explores evidence from practice, and involves 49 or more hours per year. Evaluations should assess planning, implementation and outcomes to improve CPD practices.
The document analyzes the needs of assessing training and development programs of university faculty in Pakistan. It discusses literature on the importance of need analysis, selection procedures, program impact, and knowledge dissemination. The study aimed to assess these phases for faculty training programs. A questionnaire and interviews were used to collect data from 60 faculty across 6 universities. The results found that training needs were not properly analyzed and agencies did not collect post-training feedback. It was also found that trained and untrained faculty did not equally contribute to sharing knowledge with peers. The study recommends improving need assessment, selection procedures, mandatory reporting, and knowledge dissemination for faculty training programs.
The impact of employees training on the job performancemissnurin
Training is important for improving employee performance. This study examined the relationship between various training factors (training benefits, development opportunities, on-time training, organizational policies, on-the-job and off-the-job training) and job performance among employees in Pakistan's education sector. A survey was administered to 200 employees and the results were analyzed using correlation and regression. The analysis found several of the training factors to be positively correlated with job performance. Specifically, training benefits, on-time training, and organizational policies had a significant positive relationship with job performance. However, development opportunities and on-the-job/off-the-job training were not significantly related to performance. Overall, the study concluded that training can enhance employee performance
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
Determinants of Lecturers Assessment Practice in Higher Education in Somaliaijejournal
The document summarizes a research study that investigated the determinants of lecturers' assessment practices in higher education institutions in Mogadishu, Somalia. The study found that assessment design, interpretation, application, and administration were significant determinants of lecturers' assessment practices. A survey of 314 lecturers from public and private universities was conducted. Results showed that assessment design, interpretation, and application had a strong positive relationship with lecturers' assessment practices. The study concluded that focusing on in-service training to improve lecturers' skills in assessment practices could help upgrade assessment in Somali higher education.
This document outlines the components and importance of staff development programs. It defines staff development as a planned process that enhances learning to meet individual staff needs within an organization. The objectives are to establish competence, meet new learning needs, and satisfy interests. Components include socioeconomic factors, education, and experience. Types of programs include formal, informal, group, and individual training. Activities like induction, orientation, continuing education, and in-service training are described. A model for effective staff development with planning, implementation, and evaluation steps is also provided.
The document summarizes evidence from three interventions. The first found that a time management training program improved participants' perceived control over time. The second evaluated a workplace wellness program called CALM through surveys over 16 weeks to assess accessibility and skill transference. The third discussed emphasizing nonpharmacological stress reduction techniques like mindfulness in educational curricula to support student well-being.
The Effect of Time Management Skills and Self Esteem of Students on Their Gra...iosrjce
Determinants of students' performance have been the subject of ongoing debate among educators
and academics. There have been many studies that sought to examine this issue.
This Study Aimed: To examine the effect of self esteem and time management skills on GPA, among faculty
nursing students.
Design: This study demonstrates a descriptive cross-sectional design.
Setting: the study was carried out in Faculty of Nursing, Meofiya University, Egypt Governorate.
Subjects: A proportional allocation sample of second, third, and fourth nursing students enrolled in the above
mentioned setting.
Tools: tool (1): Student’ time management skills questionnaire. Tool ( 2): Student’ Self-Esteem scale.
Results: Indicated that the majority of the sample has a high level of self esteem and good level of time
management. Otherwise their GPA was very good. There was a positive correlation between time management,
self esteem and GPA.
Conclusion: This study concluded that time management and self esteem have an effect on students GPA.
Recommendations: further research could be looking to see if the students’ academic progress supports the
techniques used by teachers. This would be a significant addition to the research
Study on effectiveness of training and developmentAnoop Voyager
The document discusses the effectiveness of training and development programs at SV ltd. It begins by introducing the topic and defining key terms like training and development. It then states the research problem as analyzing and evaluating the effectiveness of training programs at Srivirad Systems and Services in Chennai. The objectives of the study are then outlined. The methodology, concepts, need for the study, and chapter outline are also summarized.
Supervision as a Determinant of Public Secondary School Teachers’ Effectivene...iosrjce
The study investigated supervision as a determinant of public secondary school teachers’
effectiveness in Central Senatorial District of Delta State. Seven research questions were raised and answered
and seven hypotheses were formulated and tested to guide the study. The study used the correlational research
design. A sample of 997 teachers was utilized for the study. The research instrument used for data collection
was the questionnaire titled teachers’ supervision and teachers’ effectiveness (TSTE) questionnaire. The data
collected were analyzed using simple percentage for the socio-demographic data and simple regression and
correlation statistics for the research questions and hypotheses. The seven hypotheses were tested at 0.05 level
of significance. The results revealed that there was a significant relationship between teachers’ supervision and
their teaching effectiveness, there was a significant relationship between teachers’ educational qualification and
their teaching effectiveness, and there was a significant relationship between teachers’ teaching experience and
their teaching effectiveness, hence supervision was seen as a vital and critical element of teaching effectiveness.
The Influence of Feedback Environment on Self-Efficacy of Teaching: The Role ...Universiti Sains Malaysia
This quantitative descriptive study aimed to identify the influence of coaching communication on the relationship between feedback environment and self-efficacy of teaching. In particular, the objective of this study was to identify whether the coaching communication to become a mediator in the relationship between feedback environment and self-efficacy of teaching. A total of 411 lecturers randomly selected from five polytechnics which successfully obtained an overall excellent performance including academic standards and quality management through the recognition of the polytechnic ratings. Data for this survey were collected through a questionnaire which was adapted from an instrument used by Steelman, Levy, and Snell (2004), Heslin, VandeWalle, and Latham (2006), and Tschannen-Moran and Hoy (2001). The results of multiple regression analysis showed that feedback environment and coaching communication influence positively and significantly on self-efficacy of teaching. In addition, feedback environment also have an impact on all dimensions of coaching communication. Meanwhile coaching communication acting as a full mediator on the relationship between feedback environment and self-efficacy of teaching. In terms of the implications of this study show the role of the middle leader is especially important in creating the feedback environment in the workplace to improve coaching communication performance.
Comprehensive Leadership Development, By Mike Heffner and Sid HaroSid Haro
This document discusses comprehensive systems for teacher induction. It argues that effective induction requires a strategic, systemic approach that engages multiple stakeholders and utilizes various components and levers, including rigorous recruitment, strong induction programs, meaningful evaluation, and career opportunities. It outlines the New Teacher Center's theory of action for comprehensive induction systems, which aims to accelerate teacher effectiveness in order to improve student learning outcomes. Key aspects of the theory include defining the goals of impacting teacher performance, retention, and leadership; designing programs with strong instructional mentoring, principal support, and evaluation; and ensuring conditions like professional mentors, program funding, and alignment with other district initiatives.
Frances Raines In the past, I have worked with a prJeanmarieColbert3
Frances Raines
In the past, I have worked with a professional team, and our dynamic was dysfunctional. This was due to a lack of support from leadership and an actual hierarchy organization. We, as team members, felt less than because of how we were treated and talked to. Our voices that spoke and asked for change, support, and new ideas and suggestions to help better us individually and collectively as a team was not listened to or implemented. When going through our annual reviews with the manager, it was not a conversation. It was a meeting where we were expected to listen. I used my MPP to list my concerns within the organization, leadership, and team, which was not well received. This caused a stressful work environment because I was then concerned that my honesty would cause me to be terminated. Eventually, three months later, I did quit.
In research from Hughes et al. (2018), the Rocket Model is an effective method that leaders use because it is "straightforward and a practical approach to team building." We lacked buy-in, morale, mission/purpose, and goals. We could not buy into what the leadership wanted us to do because there was no instruction, trust, or appreciation for our input to accomplish the tasks. We were all unmotivated and only came to work because we had to pay our bills. We lacked a team structure, each person was self-serving, and we could never align or relate. There was always judgment and complaints. I never found a way to express my concerns without fear after that. Had we effectively been able to, it would have helped our team be successful.
Plan Learner Assessments
Akita Roberson
ID-5000 v4: Fundamentals of Instructional Design
Northcentral University
May 9, 2021
Informative techniques, diagnostic and evaluative measures are more prevalent. They provide
feedback on teacher performance, encouraging educators to develop and alter their training techniques.
They monitor students' success and provide continuing support those educators and teachers can use to
enhance their teaching and students can use to improve their learning. The overarching goal of
formative evaluation is to gather comprehensive data that can be employed to enhance education and
training as it happens. The application of the assessments, such as the essence of a metric, technique, or
self-evaluation, is what distinguishes it as "formative." Summative measures are provided towards the
conclusion of a specific educational period (Arabi, 2020). Besides, they are generally evaluative rather
than diagnostic. They are ideally adapted for evaluating student performance and achievement,
measuring the quality of training strategies, and monitoring progress against development goals.
Assessment is a cyclical method, and it is a never-ending evaluating process. It is constantly
revising and renewing the standard of education it provides. It is a form of evaluation that allows for
continuous improvement in the learni ...
Performance management is the process of evaluating how well employees perform their jobs and providing feedback to help them improve. It aims to identify training needs, encourage better performance, and recognize achievements. Effective performance management requires clear objectives, measurable goals, challenges for growth, and support through coaching. Schools use performance management to improve teaching quality and student outcomes by setting teacher priorities and reviewing progress towards school improvement plans.
1. This document discusses formative and summative evaluation. Formative evaluation is conducted during instruction to improve the program, while summative evaluation is conducted after instruction to judge the overall effectiveness and value of the program.
2. Formative evaluation involves prototype evaluation, preliminary tryouts, and field trials to gather feedback and make improvements. It uses judgmental, observational, and performance data.
3. Summative evaluation determines the overall merit and worth of a program after it is complete. It involves expert judgment and field trials to assess outcomes, attitudes, and effectiveness in real-world settings.
Professional development is important for improving teacher skills and student achievement. Effective professional development extends over time, includes feedback, is content-specific, and incorporates multiple learning modalities. It should be based on student performance data and recognize that change is both individual and organizational. Following the Guskey guidelines can also help ensure success, which include thinking big but starting small, working in teams, providing feedback and follow-up support, and integrating programs coherently. Evaluating the impact on student learning is key to determining if professional development is effective and producing the desired return on investment.
This document summarizes a study investigating how employee perceptions influence the effectiveness of training programs. The study draws on a case study of a financial services organization to explore how trainee attitudes and work environment factors impact training transfer and effectiveness. The key findings were that management practices, trainee perceptions of the work environment, and systems of reward explained behavioral changes after training.
The document summarizes a literature review on the benefits of training and development for individuals, teams, organizations, and society. It finds that training can improve job performance and develop other skills for individuals and teams. For organizations, benefits include increased productivity, profitability, and reduced turnover. At a societal level, training supports economic growth and workforce development. The benefits are maximized through needs assessment, effective training design, evaluation of impact, and ensuring transfer of skills to the job. Future research opportunities are identified in measuring cross-level benefits and assessing training holistically.
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This study examines the impact of demographic factors on employees' attitudes towards training programs. A survey was conducted of 100 employees at ONGC Ahmedabad across various demographic characteristics like age, gender, education level, marital status and designation. The study aims to determine if there are significant relationships between these demographic factors and employee perceptions of important training program aspects such as importance of training, training hours, duration, interval between programs and location. Chi-square tests will be used to analyze the data and determine if demographic factors influence employee attitudes towards training. The results could help design more effective training programs that better address employee needs based on their profiles.
3A - Effective evaluation of the impact of CPD - What does research tell usSandra Wharton
Myscience manages the national network of Science Learning Centres and the National STEM Centre in the UK to support STEM education. Effective evaluation of professional development (CPD) programs requires assessing impact on both teacher development and student outcomes over time. Research shows CPD is more effective when it is collaborative, sustained, explores evidence from practice, and involves 49 or more hours per year. Evaluations should assess planning, implementation and outcomes to improve CPD practices.
The document analyzes the needs of assessing training and development programs of university faculty in Pakistan. It discusses literature on the importance of need analysis, selection procedures, program impact, and knowledge dissemination. The study aimed to assess these phases for faculty training programs. A questionnaire and interviews were used to collect data from 60 faculty across 6 universities. The results found that training needs were not properly analyzed and agencies did not collect post-training feedback. It was also found that trained and untrained faculty did not equally contribute to sharing knowledge with peers. The study recommends improving need assessment, selection procedures, mandatory reporting, and knowledge dissemination for faculty training programs.
The impact of employees training on the job performancemissnurin
Training is important for improving employee performance. This study examined the relationship between various training factors (training benefits, development opportunities, on-time training, organizational policies, on-the-job and off-the-job training) and job performance among employees in Pakistan's education sector. A survey was administered to 200 employees and the results were analyzed using correlation and regression. The analysis found several of the training factors to be positively correlated with job performance. Specifically, training benefits, on-time training, and organizational policies had a significant positive relationship with job performance. However, development opportunities and on-the-job/off-the-job training were not significantly related to performance. Overall, the study concluded that training can enhance employee performance
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
Determinants of Lecturers Assessment Practice in Higher Education in Somaliaijejournal
The document summarizes a research study that investigated the determinants of lecturers' assessment practices in higher education institutions in Mogadishu, Somalia. The study found that assessment design, interpretation, application, and administration were significant determinants of lecturers' assessment practices. A survey of 314 lecturers from public and private universities was conducted. Results showed that assessment design, interpretation, and application had a strong positive relationship with lecturers' assessment practices. The study concluded that focusing on in-service training to improve lecturers' skills in assessment practices could help upgrade assessment in Somali higher education.
This document outlines the components and importance of staff development programs. It defines staff development as a planned process that enhances learning to meet individual staff needs within an organization. The objectives are to establish competence, meet new learning needs, and satisfy interests. Components include socioeconomic factors, education, and experience. Types of programs include formal, informal, group, and individual training. Activities like induction, orientation, continuing education, and in-service training are described. A model for effective staff development with planning, implementation, and evaluation steps is also provided.
The document summarizes evidence from three interventions. The first found that a time management training program improved participants' perceived control over time. The second evaluated a workplace wellness program called CALM through surveys over 16 weeks to assess accessibility and skill transference. The third discussed emphasizing nonpharmacological stress reduction techniques like mindfulness in educational curricula to support student well-being.
The Effect of Time Management Skills and Self Esteem of Students on Their Gra...iosrjce
Determinants of students' performance have been the subject of ongoing debate among educators
and academics. There have been many studies that sought to examine this issue.
This Study Aimed: To examine the effect of self esteem and time management skills on GPA, among faculty
nursing students.
Design: This study demonstrates a descriptive cross-sectional design.
Setting: the study was carried out in Faculty of Nursing, Meofiya University, Egypt Governorate.
Subjects: A proportional allocation sample of second, third, and fourth nursing students enrolled in the above
mentioned setting.
Tools: tool (1): Student’ time management skills questionnaire. Tool ( 2): Student’ Self-Esteem scale.
Results: Indicated that the majority of the sample has a high level of self esteem and good level of time
management. Otherwise their GPA was very good. There was a positive correlation between time management,
self esteem and GPA.
Conclusion: This study concluded that time management and self esteem have an effect on students GPA.
Recommendations: further research could be looking to see if the students’ academic progress supports the
techniques used by teachers. This would be a significant addition to the research
Study on effectiveness of training and developmentAnoop Voyager
The document discusses the effectiveness of training and development programs at SV ltd. It begins by introducing the topic and defining key terms like training and development. It then states the research problem as analyzing and evaluating the effectiveness of training programs at Srivirad Systems and Services in Chennai. The objectives of the study are then outlined. The methodology, concepts, need for the study, and chapter outline are also summarized.
Supervision as a Determinant of Public Secondary School Teachers’ Effectivene...iosrjce
The study investigated supervision as a determinant of public secondary school teachers’
effectiveness in Central Senatorial District of Delta State. Seven research questions were raised and answered
and seven hypotheses were formulated and tested to guide the study. The study used the correlational research
design. A sample of 997 teachers was utilized for the study. The research instrument used for data collection
was the questionnaire titled teachers’ supervision and teachers’ effectiveness (TSTE) questionnaire. The data
collected were analyzed using simple percentage for the socio-demographic data and simple regression and
correlation statistics for the research questions and hypotheses. The seven hypotheses were tested at 0.05 level
of significance. The results revealed that there was a significant relationship between teachers’ supervision and
their teaching effectiveness, there was a significant relationship between teachers’ educational qualification and
their teaching effectiveness, and there was a significant relationship between teachers’ teaching experience and
their teaching effectiveness, hence supervision was seen as a vital and critical element of teaching effectiveness.
The Influence of Feedback Environment on Self-Efficacy of Teaching: The Role ...Universiti Sains Malaysia
This quantitative descriptive study aimed to identify the influence of coaching communication on the relationship between feedback environment and self-efficacy of teaching. In particular, the objective of this study was to identify whether the coaching communication to become a mediator in the relationship between feedback environment and self-efficacy of teaching. A total of 411 lecturers randomly selected from five polytechnics which successfully obtained an overall excellent performance including academic standards and quality management through the recognition of the polytechnic ratings. Data for this survey were collected through a questionnaire which was adapted from an instrument used by Steelman, Levy, and Snell (2004), Heslin, VandeWalle, and Latham (2006), and Tschannen-Moran and Hoy (2001). The results of multiple regression analysis showed that feedback environment and coaching communication influence positively and significantly on self-efficacy of teaching. In addition, feedback environment also have an impact on all dimensions of coaching communication. Meanwhile coaching communication acting as a full mediator on the relationship between feedback environment and self-efficacy of teaching. In terms of the implications of this study show the role of the middle leader is especially important in creating the feedback environment in the workplace to improve coaching communication performance.
Comprehensive Leadership Development, By Mike Heffner and Sid HaroSid Haro
This document discusses comprehensive systems for teacher induction. It argues that effective induction requires a strategic, systemic approach that engages multiple stakeholders and utilizes various components and levers, including rigorous recruitment, strong induction programs, meaningful evaluation, and career opportunities. It outlines the New Teacher Center's theory of action for comprehensive induction systems, which aims to accelerate teacher effectiveness in order to improve student learning outcomes. Key aspects of the theory include defining the goals of impacting teacher performance, retention, and leadership; designing programs with strong instructional mentoring, principal support, and evaluation; and ensuring conditions like professional mentors, program funding, and alignment with other district initiatives.
Frances Raines In the past, I have worked with a prJeanmarieColbert3
Frances Raines
In the past, I have worked with a professional team, and our dynamic was dysfunctional. This was due to a lack of support from leadership and an actual hierarchy organization. We, as team members, felt less than because of how we were treated and talked to. Our voices that spoke and asked for change, support, and new ideas and suggestions to help better us individually and collectively as a team was not listened to or implemented. When going through our annual reviews with the manager, it was not a conversation. It was a meeting where we were expected to listen. I used my MPP to list my concerns within the organization, leadership, and team, which was not well received. This caused a stressful work environment because I was then concerned that my honesty would cause me to be terminated. Eventually, three months later, I did quit.
In research from Hughes et al. (2018), the Rocket Model is an effective method that leaders use because it is "straightforward and a practical approach to team building." We lacked buy-in, morale, mission/purpose, and goals. We could not buy into what the leadership wanted us to do because there was no instruction, trust, or appreciation for our input to accomplish the tasks. We were all unmotivated and only came to work because we had to pay our bills. We lacked a team structure, each person was self-serving, and we could never align or relate. There was always judgment and complaints. I never found a way to express my concerns without fear after that. Had we effectively been able to, it would have helped our team be successful.
Plan Learner Assessments
Akita Roberson
ID-5000 v4: Fundamentals of Instructional Design
Northcentral University
May 9, 2021
Informative techniques, diagnostic and evaluative measures are more prevalent. They provide
feedback on teacher performance, encouraging educators to develop and alter their training techniques.
They monitor students' success and provide continuing support those educators and teachers can use to
enhance their teaching and students can use to improve their learning. The overarching goal of
formative evaluation is to gather comprehensive data that can be employed to enhance education and
training as it happens. The application of the assessments, such as the essence of a metric, technique, or
self-evaluation, is what distinguishes it as "formative." Summative measures are provided towards the
conclusion of a specific educational period (Arabi, 2020). Besides, they are generally evaluative rather
than diagnostic. They are ideally adapted for evaluating student performance and achievement,
measuring the quality of training strategies, and monitoring progress against development goals.
Assessment is a cyclical method, and it is a never-ending evaluating process. It is constantly
revising and renewing the standard of education it provides. It is a form of evaluation that allows for
continuous improvement in the learni ...
Performance management is the process of evaluating how well employees perform their jobs and providing feedback to help them improve. It aims to identify training needs, encourage better performance, and recognize achievements. Effective performance management requires clear objectives, measurable goals, challenges for growth, and support through coaching. Schools use performance management to improve teaching quality and student outcomes by setting teacher priorities and reviewing progress towards school improvement plans.
1. This document discusses formative and summative evaluation. Formative evaluation is conducted during instruction to improve the program, while summative evaluation is conducted after instruction to judge the overall effectiveness and value of the program.
2. Formative evaluation involves prototype evaluation, preliminary tryouts, and field trials to gather feedback and make improvements. It uses judgmental, observational, and performance data.
3. Summative evaluation determines the overall merit and worth of a program after it is complete. It involves expert judgment and field trials to assess outcomes, attitudes, and effectiveness in real-world settings.
Professional development is important for improving teacher skills and student achievement. Effective professional development extends over time, includes feedback, is content-specific, and incorporates multiple learning modalities. It should be based on student performance data and recognize that change is both individual and organizational. Following the Guskey guidelines can also help ensure success, which include thinking big but starting small, working in teams, providing feedback and follow-up support, and integrating programs coherently. Evaluating the impact on student learning is key to determining if professional development is effective and producing the desired return on investment.
This document summarizes a study investigating how employee perceptions influence the effectiveness of training programs. The study draws on a case study of a financial services organization to explore how trainee attitudes and work environment factors impact training transfer and effectiveness. The key findings were that management practices, trainee perceptions of the work environment, and systems of reward explained behavioral changes after training.
The document summarizes a literature review on the benefits of training and development for individuals, teams, organizations, and society. It finds that training can improve job performance and develop other skills for individuals and teams. For organizations, benefits include increased productivity, profitability, and reduced turnover. At a societal level, training supports economic growth and workforce development. The benefits are maximized through needs assessment, effective training design, evaluation of impact, and ensuring transfer of skills to the job. Future research opportunities are identified in measuring cross-level benefits and assessing training holistically.
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A Study To Analyse The Reaction Of The Teachers Towards In-Service
Training Offered Under The Samagra Shiksha Abhiyan
Caroline Josephine Vanhaltren1
and Dr. A. John Peter2
Research Scholar1
and Dean2
, St. Joseph’s Institute of Management, Trichy
ABSTRACT
Purpose: This research paper aims to understand the reaction of the trainees towards the training
programme offered by the Samagra Shiksha Abhiyan. The study indicates those dimensions, that emphasises
the positive reaction of the trainees and the variables those have an impact on those dimensions.
Methodology: The reaction of the trainees towards the training programme where gathered with the help of
a structured questionnaire from the teachers. The statistical tool used was factor analysis to generate that
factor which influences the trainee’s reaction.
Findings: Factor analysis generated three factors, namely the trainer, the training method and the material
offered by the trainer throughout the programme. Through the findings it was understood the trainees have a
positive reaction towards the trainer and the variable influencing the reaction of the trainees is the clarity of
the trainer towards concept and material.
Keywords: Training, Training Evaluation, Trainees Reaction, Clarity, Teaching Aids, Content, In-service
Education and Trainer
INTRODUCTION
The Educational Commission (1964-1966) said “A sound programme of professional education of teachers is
essential for the qualitative improvement of education. Investment in teacher education can yield very rich
dividends because the financial resources require are small when measured against the resulting
improvement in the education of millions.” The success of any organisation depends on the capabilities and
the skills of its personnel which depend on the ability of the employee to perform the training he/she receives
from an organisation. Recent years training and development are given more emphasis and has become a
common activity followed by all enterprises and institutions, has they contribute to the achievement of
organisational objectives. “Training enhances efficiency and develops a systematic way of performing duties
and assigned tasks.” (Sahu, 2006). Training and development also improves the efficiency of an employee’s
by having a positive impact on the performance of the employee’s by increasing their skills for doing a job in
a better way, by enhancing their competencies. (Aguinis & Kraiger, 2009). Training is also closely related to
innovation due to the rapid changes happening in technology and innovations, training as become necessary
to upgrade the skills of the employees. (Baldwin & Johnson, 1995) Similarly training also has an overall
impact on job satisfaction, employee commitment and turnover. (Owens, 2006).
Organisations these days spend an immense amount on training. A recent report (magazine, 2014) have
calculated, companies small and large of all sectors have found that training expenses have jumped from
11.7 percent to 61.8 billiion, As a result of it, it is very important that organisation realise that the objectives
of the training is being achieved. It is important to evaluate the effectiveness of a training programme.
According to most of the organisation, almost 86 percent of the organisation said they do level 1 evaluation
(the trainees reaction towards training) to analyse the effectiveness of a training programme. (Attia ,
Honeycutt J, & Rana , 2011) “Reaction is about how trainees perceive, and feel about, a specific training
module or programme.In many organisations reaction is the primary or the only means of training evaluation
because it is a parsimonious measure in terms of money and time.”
ORIGIN OF THE PROBLEM
A training programme is effective only when the trainees derive some benefit from the training. It has been
fifteen years since The Sarva Shiksha Abhiyan Programme came into commencement as a response for the
demand in the quality of elementary education . The scheme focuses on fulfilling the predetermined
objectives by training the teachers and it (training) has been used an important tool of the scheme in
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enriching the teachers. The programme had a great emphasis for the capacity development of teachers
through regular training programme for capacity enhancement of the teachers. The government of India
lately in 2018-2019 proposed to subsumes Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha
Abhiyan (RMSA) and Teacher Education (TE) under Samagra Shiksha Abhiyan as an overarching
programme focusing on the pre-service and the in-servic training of teachers through Teacher Education.
The government of india having invested and investing a huge amount of funds for the improvemet of
teachers through in- service programme, needs to analyse on how far the training programmes is effective
over the period. The success of any training programme can be determined, only by analysing the
effectiveness of the training programme. Analysing the reaction of the teachers provides reaction outcomes
that measures the perception, emotion and it is also a subjective evaluation of the training programmes as a
favourable reaction creates motivation to learn it also identifies the satisfaction level of the teachers towards
the training programme. Therefore it is important to analyse the reaction of the teachers towards the training
programme, which plays a significant role in analysing how effective the training programmes have been and
also as it involves obtaining and using informations to improve the quality of the programme as a whole for
future use.
LITERATURE OF REVIEW
(Kirkpatrick's, 1959) In his article Kirkpatrick formulated a sequence of four levels to evaluate the
effectiveness of a training programme. At the reaction level the thoughts and views of the trainees towards
the training programme and the trainer is identified. The experience of the trainees and their personal
reaction towards the training programme is evaluated. The purpose for evaluating the reaction of the trainees
is to improve the quality of the training programme.(Khasawneh & Al-Zawahreh, 2015) The research mainly
constituted of identifying the reaction of the student towards the career-related training programme. The
study was conducted by the instrument developed by Morgan and Casper (2000). The questionnaire was
comprised of five scales satisfaction with the trainer, satisfaction with the training management
administration, utility of training, course material and course structure. The theoretical standpoint is that
further research is required to evaluate the effectiveness of the training programme utilizing the reaction
level, which uncovers the obstacles of training.(Switze, Nagy, & Mullin, 2005) In the research conducted to
examine the effects of training reputation, managerial support and self-efficacy in the transfer of training.
The reputation of a training programme or the training department is said to have an influence on the
trainee’s motivation to attend and learn in the training programme. Besides the employees in a supportive
organisational climate are more likely to learn and implement the knowledge and skills acquires in the
training but individuals with low self-efficacy are less likely to open new situations and less able to cope
with demands and managing self- situation, with regard to people with high efficacy, who will have a
positive attitude towards training. In the end the researcher concluded that what the trainee knew about the
training programmes reputation influenced the trainees rather than the other variables.
(Devi & Shaik, 2012) The degree with which the training outcome matches its objectives determines the
effectiveness of a training programme. The effectiveness of a training programme can be achieved only
when the programme is been designed to meet the needs of all the trainees and when the trainees are treated
fairly and equitably. The degree of effectiveness also varies by age, gender and position of the trainees.
(Long & Lori, 2005) The study conducted on the trainee reaction towards on-line training examined the
relationship that existed between pre- training motivation and reaction of the trainee. It was found that when
the trainees or learners control on the training programme is higher, a strong relationship tends to exist
between the trainees reaction and the learning outcomes. Similarly the satisfaction of the trainees towards the
trainer also leads to the overall satisfaction of the training programme. The study also the brought out that the
reaction attitude does not exist prior to training because they are developed during the training experience.
Therefore the study supported the trainee’s reaction as a moderate relationship on pre- training motivation
and trainee’s effort.
(Warr & Bunce, 1995) The study conducted to investigate trainees reaction to the programme, the post
training reaction was identified as being of three kinds reported enjoyment, usefulness and difficulty. The
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extent to which trainees enjoy a training programme is not associated with the learning achievement or the
change of behaviour, but the reaction of perceived usefulness of the training programme is mostly associated
with changes in the work behaviour, because the relevance of a training programme is a greater opportunity
to transfer it to the work environment. The perceived difficulty is the cognitive and emotional effort required
by the trainee; if the trainee finds the material difficult it is less likely for acquire the knowledge or skill.
Learning self –efficacy also has a relationship with the reaction, individuals with higher self-efficacy seems
to enjoy the training programme, vice versa.( Facteau, et al., 1995) The reaction i.e the attitude of the trainee
may arrive from his /her past experience with a specified training programme or from the opinions of the co-
worker who have already completed the training programme. (Newby & Bramely, 1984) The main reason
for evaluating a training programme involves identifying the learning outcomes, to determine a relationship
between learning, training and trnasfer to the job and internvention.
TRAINING EFFECTIVENESS
(Karim, Huda, & Khan, 2012) Training evaluation is the last but the most important level of a training
programme. It is a process of gathering information after the implementation of the training programme,
which can be utilised to make decision regarding future training programme. (Punia & Kant, 2013)
Understanding the reason behind, why a training programme has been conducted is the best way to evaluate
the effectiveness of a training programme because if a training objective/course is not clearly defined before
a training programme is being conducted, it cannot lead to the training programme as planned. (AlYahya ,
Saad, & Mat) Evaluating the effectiveness of a training programme is the measurement of improvement in
the employee’s knowledge, skills and behavioural pattern within the organisation as a result of the training
programme. (Bristol , Clancy, Geethuis , Geethuis , & Holmes, 2002) Evaluations can measure long term
reactions of a trainee, the effects on learning and behavioural changes that have resulted due to the training
course
IMPORTANCE OF EVALUTING TRAINING EFFECTIVENESS: (REACTION)
(Dahiya & Jha, 2011) “(Goldstein, 1980) defines evaluation as the “systematic collection of descriptive and
judgmental information necessary to make effective decisions related to selection, adoption, value and
modification of various instructional activities” (Wile, 2015) Donald Kirkpatrick developed the Kirkpatrick
Evaluation model for evaluating training programmes during 1950’s. It was first published in ideas of new
evaluation model in 1959, in the Journal of American Society of Training Directors. The model icluded four
level to evaluate a training programme reaction, learning, behaviour and results. (Kirkpatrick, Kirkpatrick, &
Kirkpatrick) Reaction the first level gathers feedback regarding the learning experience following the
training programme. (AlYahya , Saad, & Mat) Information regarding the satisfaction of the trainee, the
engagement level and the relevance of training.It is the attitude the participant as toward the end of the
training programme, an employee who has considerably gained skills and knowledge from the training will
be willing to apply it in his job, a posititve reaction, a tool to measure employees general attitude,
expectations and motivation.
OBJECTIVES
To identify what is the attitude of the trainees (teachers) towards the trainer.
To understand the relationship between training content and the trainees reaction.
To analyse that factor which, as a major influence on the trainee’s (teachers) reaction.
SIGNIFICANCE OF THE STUDY
The research is conducted to analyse the reaction of the teachers (trainees) towards various relevant factors
involved in a training programme, understanding reaction of the trainees (teachers) towards those factors
give an idea on the satisfaction level of the trainees (teachers) and the impression they have on the training
programme . The research will understand those factors that have a major influence on the reaction of the
teachers and on those factors that were not effective enough to influence a positive reaction on the trainees
and the reason behind it. The research will also address those factors that have been ignored and those factors
that have failed to create a positive reaction and the reason behind it, which provides awareness for
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development of the training, programme in the near future. The research is also important as it also helps on
roughly knowing on what has been taught during the training programme would have been involved in
transfer of learning. Finally the research being conducted, serves as a foundation on the finding the present
effectiveness of the training programme and the desired changes and improvements that need to be
considered for the effectiveness of training programme in the near future.
In a training programme we can classify the factors as content and context, whereas training content is built
up with trainer, material, course structure, objectives, training method and the context of the training
programme would include factors such as the venue and the physical environment.
METHODOLOGY
A population of 100 teachers had attended the in-service training programme, from which a total sample of
50 was selected through the selection of random sampling method. A five –point Likert Scale questionnaire
with also reverse questions was framed to know the reaction of the teachers based on various review and
further circulated to the respondents. The Demographics of the sample were as follows: 23 percent had
completed post graduation with teacher training and the remaining under graduation with teacher training.
Trainee Reactions items used in this study was adopted from previous studies, the dimensions were as
follows: the trainer, the material, the training method, the objective and the training environment.
Trainee’s reaction towards trainer: The items used in this factor were adapted from previous studies. The
dimension was comprised of 13 items regarding to the trainer’s clearness with the concepts, the teaching and
visual aids, communication skill, rapport, attitude, ability to clear doubt, preferred method to learn and
overall rating. Each item was measured using a five-point Likert scale ranging from 5 = Excellent to 1=
Poor. The Cronbach alpha value was (α = .74). In table 1, the mean, value is given, from the table it can be
concluded that the trainer’s clarity with the concepts accounts for the reaction of the trainees towards the
trainer. The factor loadings for the items are given below in Table 2.
Table 1: Descriptive Statistics – Trainer
Mean Std. Deviation Analysis N
Clarity with the concepts 4.0000 .72843 50
Usage with visual and teaching aids 3.8800 .79898 50
Appropriate usage of aid 3.7000 .83910 50
Rapport 3.8000 .78246 50
Communication skill 3.8800 .68928 50
Readiness of the trainer to clarify the doubts 3.7000 .73540 50
Attitude of the trainer 3.7000 .76265 50
Preparation for each session 3.9000 .90914 50
Table 2 : Factor Loading - Trainer
Component
Clarity with concepts Teaching and Visual Aids
Clarity with the concepts .673 .510
Usage with visual and teaching aids .828
Appropriate usage of aid .801
Rapport .756
Communication skill .687
Readiness of the trainer to clarify the doubts .650
Attitude of the trainer .602
Preparation for each session .590
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Trainee’s reaction towards material: The next dimension used to measure the reaction of the trainees was
the course material. A five point Likert Scale ranging with 5 = Strongly Agree to 1 = Strongly Disagree to
obtain the reaction of the respondents towards the training. The Cronbach alpha value estimated was (α =
.73). In the below table 3, from the mean two variable clarity and the subject material with relation to the
personal needs are the two important variable that influence the reaction of the respondents towards the
material provided during training with a similar mean of 4.14.
Table 4: Factor Loading- Training Material
Component Clarity
Material was well-structured .778
.757
Material given for reference was of good standard .696
Subject related with personal needs .648
Clarity .638
Trainee’s reaction towards the objective: The reaction of the trainees towards the objective was collected
using a five point Likert Scale with 5 = Strongly Agree to 1= Strongly Disagree. However the Cronbach
alpha value was (α = .61). The dimension was provided with four items out of with the item “There was a
balance between the training objective and the school objective” loaded with an extraction value of .68.
Trainee’s reaction towards the training method: The reliability of the six item scale using Cronbach alpha
was 0.76. Similarly considering the mean for the six item scale in Table 5, it is understood the opportunity
for the trainees to converse with the other prospective trainee, such as group discussion, brainstorming, role
play have an influence on the training methods effectiveness.
Table 3 : Descriptive Statistics – Training Material
Mean Std. Deviation Analysis N
Clarity 4.1400 .67036 50
Appropriate for the level of experience 4.0200 .68482 50
Subject related with personal needs 4.1400 .60643 50
Material was well-structured 3.9200 .85332 50
Material given for reference was of good standard 3.8400 .95533 50
Table 5 : Descriptive Statistics – Training Method
Mean Std. Deviation Analysis N
Time provided to recollect after very session 4.2800 .64015 50
Assignment provided was useful 4.1200 .77301 50
Opportunity was given to interact with other trainees 4.4600 .67643 50
Assessment conducted after each session 4.1800 .62890 50
Trainer helped the group to apply material 4.1000 .83910 50
Various aids used 4.0800 .69517 50
Appropriate 4.0200 .62237 50
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Trainees reaction towards Training Environment: In a similar way a two item five point Likert Scale was
provided with 5 = Frequently to 1 = Never to the respondents. The two item scales were in regard to the
accessibility of the training location, the ergonomics of the training environment. The variance of the two
items was at 73 percent.
Observations: The key finding and observations on the basis of the frequency table are given as follows:
The seventy four percent of the respondent have the same opinion the clarity of the concepts given by the
trainer and on the usage of visual and teaching aids was very good, whilst the remaining agree on excellent
and fair.
Similarly 84 percent of the candidates concur that the trainer was ready to clarify doubts and the trainer’s
communication skill was very good. A total of ninety percent of the trainees felt the attitude of the trainer
was very good.
In regard to the training methods adopted by the trainer, Ninety four percent of the trainees agree there was
opportunity provided to interact with the other trainers and 82 percent of the trainees felt appropriate aids
were used to deliver the concept, considering adult learning is more effective through brain storming,
practical application and group discussion.
Seventy four percent of the trainees felt the material offered during the training was of good standard and
seventy two percent of the trainee agree the material was well-structured.
Through factor analysis three factors with regard to training content were generated out of six factors, the
reaction towards the trainer, training material and the training method. Therefore it is understood there is a
significant relationship between the trainee and the training content.
CONCLUSION
From the response of the trainees it is understood the training content factors such as the clarity in the
concepts by the trainer and materials provided and training methods of the training programme determine the
reaction of the trainees, whereas the context factors such as the physical environment and refreshment does
not have much influence on the trainees in regard to this training programme.
Similarly to best reach the trainees in this case who are adult learners during the development of training
programme, the material presented to the trainees should be of immediate use and relevant, the training
presentation engaging and the trainees having an opportunity to share their experiences. It is observed the
material given to the trainees and the opportunity to converse with other trainee has been favourable in
regard to the training programme.
REFERENCES
Facteau, J. D., Dobbins, G. H., Russell, J. E., Ladd, R. T., & Kudisch, J. D. (1995). The influence of
General Perceptions of the Training Environment on Pretraining Motivation and Perceived Training
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Table 6: Factor Loading – Training Method
Component
Time provided to
recollect
Assignment provided during
training programme
Opportunity was given to interact with other trainees .840
Appropriate method was used to deliver the concepts. .772
Assessments conducted after each session .749
Time provided to recollect after very session .791
Assignments provided was useful .769
Various aids used .751
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