Practical recommendations for evaluating training, based on a review of the psychological literature.
More information at
http://www.thegilliepartnership.co.uk/evaluating-training-overview.html
This agency was sign into law under the Republic Act No. 7796, known as the TESDA Act of 1994.
The presentation contains animation.
Email for a copy:jesuitas.maryfrance3@gmail.com
This agency was sign into law under the Republic Act No. 7796, known as the TESDA Act of 1994.
The presentation contains animation.
Email for a copy:jesuitas.maryfrance3@gmail.com
Periyar University MBA Project Report PDF Download Learning and Development a...DistPub India
Exploring Learning and Development: Periyar University MBA Project Report Analysis
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EDUC 210 - PERSONNEL MANAGEMENT IN EDUCATION : TRAINING & DEVELOPMENT IN ORGANIZATIONS
1. Assessing Training Needs of an Organization
2. Types of Employee Training Programs
3. New Hire Orientation: Importance of Training Design & Content
4. Methods for Training Employees: Mentoring, On-The-Job & Job Rotation
5. Designing Training and Developing Programs for Faculty and Staff
6. What Is Career Management and Development? - Definition and Purpose
7. Career Stages: Establishment, Advancement, Maintenance & Withdrawal
8. Common Methods of Employee Discipline
Running Head TRAINING AND DEVELOPMENT PROPOSALTRAINING AND DE.docxagnesdcarey33086
Running Head: TRAINING AND DEVELOPMENT PROPOSAL
TRAINING AND DEVELOPMENT PROPOSAL
11
Training And Development Proposal
Katrina A. Kinlow
Dr. T.A. Swinney
335 – Training and Development
February 1, 2015
Training and Development Proposal
Introduction
Computer Aided Design
Solution
s is a small business that has been started to provide solutions to design problems. The scope of the business ranges from design of machinery and structures like buildings to household vessels. The design program has to be taught to individuals to enable them to inductively participate competently in the market of design solutions. I always get invited to offer consulting services in this field. I will draw heavily from my experience when I provide training and development services to this business. There are numerous challenges to be overcome for one to be successful as I will show herein.
Training Methods to Be Used
Good learning and development initiatives in the Design field always feature a combination of many methods that, blended together, produce one effective training program. Below are some of the ways of delivering training and development activities for the consulting services.
Orientation
Orientation will familiarize the new trainees with the field of Computer Aided Design. It will be conducted through training manuals, a one-on-one meeting with a consultant who will give a lecture. Newcomers will receive information on our company's history and strategic position, the key people in authority at the business, the structure of departments and how they contribute to the overall mission of the enterprise, and the employment policies, rules, and regulations.
Lectures
Lecturers are a verbal method of presenting information; lectures are mainly useful in situations when the goal is to impart the same information to a large number of people at one time.
Case Study
The Case study method of training is a non-directed method of study where trainees are given practical case reports with similar situations and facts as the current situation to analyze. The case report includes a thorough description of a simulated or real-life situation.
Role Playing
Students assume a role outside of their current role and responsibilities and play out that role within a group. A facilitator creates a scenario that is to be acted out by the participants under the guidance of the facilitator. While the situation might be contrived, the interpersonal relations are genuine. In addition, participants receive immediate feedback from the facilitator and the scenario itself, allowing better understanding of their behavior.
Computer-Based Training
This method of training will involve the use of computers and computer-based instructional materials as the primary medium of instruction. Computer-based training programs will be useful to structure and present instructional materials, as well as facilitate the learning process for the trainee.
Elements of Training and Developmen.
Nine Evaluation of TrainingLearning ObjectivesAfter readin.docxcurwenmichaela
Nine Evaluation of Training
Learning Objectives
After reading this chapter, you should be able to:
· ■ Describe the pros and cons of evaluation and indicate which way to go on the issue.
· ■ Explain what process evaluation is, and why it is important.
· ■ Describe the interrelationships among the various levels of outcome evaluation.
· ■ Describe the costs and benefits of evaluating training.
· ■ Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
· ■ Describe the various designs that are possible for evaluation and their advantages and disadvantages.
· ■ Define and explain the importance of internal and external validity (Appendix 9-1).CASE TRAINING DESIGNED TO CHANGE BEHAVIOR AND ATTITUDES1
The city of Palm Desert, California, decided to provide training to improve employees’ attitudes toward their work and to provide them with the skills to be more effective on the job. The two-day seminar involved a number of teaching methods, including a lecture, films, role-plays, and group interaction. Among the topics covered were conflict control, listening, communicating, telephone etiquette, body language, delegation, and taking orders. Throughout the two days, the value of teamwork, creativity, and rational decision making was stressed and integrated into the training.
Before the training was instituted, all 55 nonmanagement employees completed a paper-and-pencil questionnaire to measure both their attitudes toward the job and their perception of their job behaviors. Supervisors also completed a questionnaire assessing each of their employees. All 55 employees were told that they would be receiving the same two-day seminar. The first set of 34 employees was chosen at random.
The 21 employees who did not take the training immediately became a comparison group for evaluating the training. While the first group of employees was sent to the training, the others were pulled off the job, ostensibly to receive training, but they simply took part in exercises not related to any training. Thus, both groups were treated similarly in every way except for the training. Both groups completed attitude surveys immediately after the trained group finished training. Six months later, both groups completed self-report surveys to measure changes in their job behavior. Their supervisors also were asked to complete a similar behavior measure at the six-month mark.
The data provided some revealing information. For the trained group, no changes in attitude or behavior were indicated, either by the self-report or by supervisor-reported surveys. This result was also true (but expected) for the group not trained.
Was training a failure in the Palm Desert case? Would the training manager be pleased with these results? Was the evaluation process flawed? These types of issues will be addressed in this chapter. We will refer back to the case from time to time to answer these and other questions.RATIONALE FOR EVALUATION
Im ...
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Implicitly or explicitly all competing businesses employ a strategy to select a mix
of marketing resources. Formulating such competitive strategies fundamentally
involves recognizing relationships between elements of the marketing mix (e.g.,
price and product quality), as well as assessing competitive and market conditions
(i.e., industry structure in the language of economics).
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2. www.TheGilliePartnership.co.uk
Why evaluate training?
Organisations evaluate training (or attempt to) for a number of reasons.
These ten recommendations are based on the assumption that
organisations send people on training courses to change their
behaviour back in the workplace.
This idea of maximising the transfer of learning from a training programme back to the
workplace is central to this presentation.
3. www.TheGilliePartnership.co.uk
Recommendation 1
Always ask delegates simple questions
about the venue, the materials, and the
trainer(s)
Research has shown that how people feel at the end of a training course has
essentially no relationship with what they do back in the workplace.
However, since it's important that simple 'domestic' issues don't get in the way of
learning, it's worth evaluating them on an
ongoing basis.
4. www.TheGilliePartnership.co.uk
Recommendation 2
Always ask delegates a simple question
with a numeric response about how useful
the course has been to them in their current
job
Research has shown that how useful people say a training course has been is directly
related to whether or not they will transfer their learning back to the workplace.
Use a simple scale of 1 to 10, asking how useful the course has been, with 1 meaning
no use, and 10 meaning invaluable.
5. www.TheGilliePartnership.co.uk
Recommendation 3
Don't waste resources on trying to
measure how much people have learned
The research evidence on this is quite clear. The relationship between what someone
learns on a course and whether they
apply that knowledge back at work is extremely low.
It is lower for instance than the relationship between how useful someone says a
course has been and whether they will apply their knowledge back at work (see
recommendation 2).
6. www.TheGilliePartnership.co.uk
Recommendation 4
Don't waste resources on trying to
measure
behaviour change at the end of a course
This may seem counter-intuitive, but since the strength of the
relationship between measures of behaviour change and the transfer of that behaviour
back to the workplace is the same as the strength of the relationship between how
useful people say they found the course and the transfer of behaviour back to the
workplace, it makes sense to measure the easier of the two: see
recommendation 2.
7. www.TheGilliePartnership.co.uk
Recommendation 5
Build role plays of real situations back in
the workplace into courses in order to build
beliefs of self-efficacy
Research has shown that conservatively, there is a 28% gain in work performance that
can be directly attributed to whether or not an individual believes they can do a
particular task in a particular situation.
This feeling of 'self-efficacy' appears to be a major predictor of whether or not people
will transfer learning back to the workplace.
8. www.TheGilliePartnership.co.uk
Recommendations 6, 7
Try to make sure line managers work with
trainees to discuss ways of using new skills
Try to make sure trainees have an
opportunity to use new skills within a short
time of returning to the workplace
It is important that trainees have the chance to put their new
learning into practice shortly after returning to work. In this context, that means within
weeks, not months. Line managers should be encouraged to actively support their staff
during this transition.
9. www.TheGilliePartnership.co.uk
Recommendation 8
Make sure the culture of the organisation is
one where there is explicit and implicit
support for people applying new skills
The traditional view of training, that whether an individual changes their behaviour in
the workplace as a result of training is largely dependent on the individual themselves,
turns out not to be the case.
Whether or not learning is successfully transferred back to the workplace is mostly
determined by the organisational culture the trainee returns to.
10. www.TheGilliePartnership.co.uk
Recommendations 9, 10
Consider using 360 degree feedback to
assess general changes in behaviour
Consider using actual job performance as
part of the evaluation process
The ultimate test of whether training an individual has been successful is whether or
not they are able to demonstrate their new skills in the workplace.
Asking co-workers through a 360 feedback exercise, or simply asking the trainee to
perform the task (e.g. present to the Board) will allow you to use their actual
performance as evaluation.
11. www.TheGilliePartnership.co.uk
More information on evaluation of training, based on a review of the
psychological literature is available on our website at
http://www.thegilliepartnership.co.uk/evaluating-training-overview.html
Editor's Notes
An overview of evaluating training, together with an expanded version of this presentation and a more detailed white paper reviewing the psychological literature on evaluation of training is available from
http://www.thegilliepartnership.co.uk/evaluating-training-overview.html
Research reported by Alliger (1997), in Personnel Psychology, 1997, pp341 - 358
This is so counter-intuitive it's worth restating.
In determining whether or not someone will transfer behaviour from a trainng course back to the workplace, simply asking them how useful they found the course is as “predictive” as any measure of behaviour change taken on the training course itself.
Since behaviour change is notoriously difficult to measure, why bother when a much simpler measure will do the job just as well?
Research by Stajkovic & Luthans (1998) in Psychological Bulletin, volume 124, pp 240-261
This may be linked to the notion of self-efficacy discussed in recommendation 5.
A trainee may leave a course believing that they can do something, but without the opportunity to try it back in the workplace, their feelings of self-efficacy may well decline, reducing the probabilty that they will even attempt the behaviour.
Key features of cultures where learning is transferred successfully include:
the extent to which supervisors and co-workers encourage and set goals for trainees to use new skills and behaviours;
whether there were features of the trainee's job that served as a reminder to use newly acquired skills or knowledge, and
whether the organisation offers implicit or explicit rewards to trainees who used the skills acquired in training (e.g. more responsibility, pay rises, etc.)
Main sources used in these recommendations:
Alliger, G. M., Tannenbaum, S. I., Bennett, Jr., W., Traver, H., & Shotland, A. ‘A meta–analysis of the relations among training criteria’. Personnel Psychology, 1997, 50, 341–358.
Kirkpatrick, D. L. ‘Techniques for evaluating training programmes’. Journal of the AmericanSociety of Training Directors, 1959, 13, 3–9 and 21–26; 14, 13–18 and 28–32.
Rouiller, J. Z., & Goldstein, I. L. ‘The relationship between organisational transfer climate and positive transfer of training’. Human Resource Development Quarterly, 1993, 4, 4, 377–390.
Stajkovic, A. D., & Luthans, F. ‘Self–efficacy and work–related performance: a meta–analysis’. Psychological Bulletin, 1998, 124, 2, 240–261.
Tracey, J. B., Tannenbaum, S. I., & Kavanagh, M. J. ‘Applying trained skills on the job: the importance of the work environment’. Journal of Applied Psychology, 1995, 80, 2, 239–252.