STUDENT NUMBER 0770120

TITLE

AN EVALUATION OF TRAINING METHODS AT RADIO TOCO 106FM.

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1.0 INTRODUCTION 1.1 BACKGROUND TO COMPANY The Toco Foundation is a NGO, which currently employs 65 people. It works with numerous agencies in pursuit of its objectives and to ensure that these have an appreciation of its needs. 1.1.1 VISION STATEMENT Creating an environment where people can develop themselves and their community by becoming economically stable, feel a sense of pride and accomplishment, valuing the natural and human resources of Trinidad and Tobago and the rest of the Country. 1.1.2 MISSION STATEMENT The Toco Foundation seeks to influence the communities it serves by providing comprehensive educational services in the area of literacy, computer science,

communications and health. They provide a range of personal development services; sector focused economic development and environmental preservation programming.

The Foundation seeks to partner with all aspects of their wider community and utilize the sharing of knowledge and the modelling of discipline and unity to achieve their broader vision of total, sustainable community development and environmental stewardship, for the Northeast region of Trinidad.

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1.1.3 RADIO TOCO One of Toco Foundations many projects is Radio Toco 106.7fm the focus of this research. Radio Toco 106.7FM, is the first community station in Trinidad and Tobago serving a broad community with targeted broadcast programmes. Radio Toco came on stream in November 1997, with UNESCO/UNDP assistance within the framework of UNESCO's special programme "Women Speaking to Women", and has gone from strength to strength since then. Radio Toco has blossomed into a comprehensive radio station, broadcasting 24 hours a day. In addition to providing news and music for every taste, - the good news and better music station offers advice and information on health, parenting, farming, environment and many other issues of local interest. Radio Toco currently employs 3 full time and 10 part-time staff members. After almost twelve years of broadcasting as a community based radio, Radio Toco 106.7FM has applied to the TATT for a concession to have a national broadcast concession covering the Republic of Trinidad and Tobago. Currently Radio Toco can now be heard throughout most of Tobago as well as along much of the coast from Matura to Matelot and beyond. The decision to go national is a result of advancement of community radio and to improve their capacity for survival and development. In 2008, almost two dozen individuals were retrained in broadcasting techniques.

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Radio Toco continues to encourage and facilitate training in various aspects of radio production and journalism. 1.1.4 RADIO TOCO MAJOR OBJECTIVE:

To be a prime communication tool for information sharing among the North Eastern Trinidad communities, supporting the environment and income generating efforts of the community.

1.1.5 OTHER OBJECTIVES:

To inform and educate the community through news, views, and interviews. To promote community development. To motivate women to become more proactive. To be a radio station that the community can identify with and feel proud of. To support sustainable development.

1.2 RATIONALE FOR THE STUDY Training and development in an organization is essential as it increases job satisfaction and morale among employees; increase employee motivation; increase efficiencies in processes resulting in financial gain; increase capacity to adopt new technologies and methods. As they work towards becoming a National Radio Station, Radio Toco has embarked on improving their staff to meet the new demands pressed on them to confine to the standard of other Radio Stations through training.

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As part of their policy Radio Toco recently had a training programme with members of staff. What method was used to carry out this training program? How effective was the chosen method utilized by trainer? The researcher foresaw that the findings and analysis of this study can be a guide or useful to the company in their future planning. 1.3 RESEARCH QUESTION How effective are the training methods utilized by Radio Toco to its learners and the organization? 1.4 AIM This research will compare the various training methods used by organizations; identifying their strengths and weaknesses; arriving at the best suited method for the learners at Radio Toco. 1.5 OBJECTIVES 1. Analyze relevant literature on training methods. 2. Identify strengths and weaknesses. 3. Benchmark Radio Toco policies and practices in training methods to industry standard. 4. Conclusion and Recommendation.

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2.0 LITERATURE REVIEW This Literature Review gives the reader an understanding of training and in particular a comparison of training methods. It will answer the question of what determines the choice of method used. How relevant is it? How effective was it? This Review will also show the relationship between learning and training. These questions will be addressed using relevant theories from a number of related sources. 2.1 LEARNING AND TRAINING Training is work-oriented. It involves an expert working with learners to transfer to them certain areas of knowledge or skills to improve their current jobs. (Mc Namara 2008) Learning is a process within the organisation which results in the capacity for changed performance which can be related to experience rather than maturation (Ribeaux and Poppleton, 1978) Over the years there has been a shift from using the term training and development to learning and development. What exactly does this mean? The training of people to carry out clearly specified tasks has been replaced with a greater focus on individual learning where the process of learning is put under the individuals

ownership and training is something organised by the employer to meet specific needs. While learning is being undertaken by the individual, organisations still have the role to create a suitable environment in which learning can occur. They must develop a culture which

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recognises that people learn in different ways; and organisations must provide a range of experiences to foster this learning among employees. (Reynolds (2004) cited by Armstrong 2007 p complementary role to play in accelerating learning:
It should be reserved for situations that justify a more directed, expert-led approach rather than viewing it as a comprehensive and all-pervasive people development solution.

) emphasises that training has a

The issue of training and learning should not be viewed separately as there cannot be learning without training and vice versa. When designing training a clear framework is followed. (See Fig. 1)The Learning Cycle is a continuous process which consists of the following elements: 1. Identification of Learning Needs - The process by which organizations and individuals systematically investigate current and future learning requirements in relation to the operating environment. 2. Learning Design - The development of an intervention (training, job rotation, etc) to address the identified learning needs. 3. Delivery of Learning Programme - The implementation of the learning intervention at individual, group or organizational levels. 4. Learning Evaluation - Without evaluation we do not know if the investment in learning has had the desired result.

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The learning cycle is developed from the systematic model of the training cycle. The same process is followed for the design of training. The framework of the cycle will be followed throughout this Literature Review with particular emphasis being placed on learning and training design as it fosters learning among employees.

Figure 1. The Systematic Learning and Training cycle Source: http://cpd.conted.ox.ac.uk/lnat/the_learning_cycle.php

2.2 TRAINING NEEDS Cole (1996 p.342), describes a training need as

...Any shortfall in terms of employee knowledge, understanding, skill and attitude against what is required by the job, or the demands of organizational change.

In other words it is basically what is currently needed for the improvement of the organizations operations.

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For training to be effective it is necessary to discern not only the training needs of the individual but also how their needs fit the overall organizations objectives. (Hall 1984 p comments:
Many organizations invest considerable resources in training and development but never really examine how training and development can most effectively promote organizational objectives or how developmental activities should be altered in the light of business plans.

Additionally, Bernhard and Ingolis (1988) believe that a considerable amount of money is thrown away mainly because essential issues such as analysis of training needs in relation to the short and long term business plans have not been addressed. Realizing the importance of analyzing both the organizations and individual needs the question arises How do we analyze the needs of the organization and the individual? (Breadwell et al, 2007 p319) discusses how an analysis of the or ganizations needs should be done. They identified four methods of accomplishing this task. Firstly, the job description identifying the skills and knowledge needed for functions in the organisation. Secondly, the job analysis discern the levels of skills necessary to do a job. Thirdly, interview job holders, managers and supervisors managers, supervisors or members of the personnel department interview the current jobholder about the duties and function of the job. Alternatively a personnel manager or senior manager interviews managers and supervisors. These interviews will give the organization a chance to identify what is needed to ensure production is increased. Finally, assess performance objective - assessment done to note whether current employee needs meet their specific performance objective.

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From any of the mentioned methods given to analyze organizational needs the strengths and weaknesses of the organization will be clearly noted providing room for improvement through training. (Breadwell et al, 2007 p319) also identified ways of analyzing the individual needs. they are: person specification-characteristics of the person required for the job; personal profile information on employees career aspirations; appraisal reveal strengths and weaknesses of individuals in terms of their performance; assessment centre techniques using in-depth interviews and re-interviews, psychometric tests, team performance simulation, a detailed profile of employees is constructed. Having evaluated the individuals needs by any of the methods mentioned a comparison must be made to the organizations needs to ensure they both are in agreement with each other. (Cole (1996) and Reid et al (1994)) agree with addressing the training needs within an organization but believes this analysis must be done at three different levels: the organization level (data about the organization as a whole structure, markets, and products); job level (data concerning jobs and activities job description, personnel specification, leadership and communication activities); and individual level (data about individuals appraisal records, personal training records, test results). Data collected in this way enables the training staff to draw a comprehensive picture of areas in current and potential shortfall in requirements. Despite the difference in the analysis done between the two theorists they generally cover the issue of ensuring the needs of organisation and individuals correlate.

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2.3 Training Design and Methods Training methods encompass the ways in which information, knowledge, skills can be passed on to a target audience. The method used will take into account the time, budget and available and complexity of the information to be passed on. (Certificate in Business Administration, p 215). Also to be noted are costs, benefits, likelihood of learning transfer to the work situation, profile of learning group, applicability of method, culture of the organisation and its strategic goals. (Marchington and Wilkinson 2005) There are multitudes of methods that can be used to train and develop staff both on and off the job, ranging from the relatively unstructured and informal sitting next to Nellie through to the carefully programmed and structured lecture. It is important to recognise that no one method is inherently superior to any other, but that different methods are suitable for different sets of circumstances. A survey carried out by the CIPD in 2004 shows that on-the-job training is seen as the most effective way in which people learn at work and also the most common form of training. (See Figure2)

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Figure 2 The most effective ways in which people learn in organizations Source: Marchington and Wilkinson (2005) p. 249

2.3.1 ON-THE-JOB TRAINING (OJT) (OJT) is the most common approach of training. (Cannell 1997 p.28) defines OJT as:
...training that is planned and structured that takes place mainly at the normal workstation of the trainee although some instructions may be provided in a special training area on site and where a manager, supervisor, trainer or peer colleague spends significant time with a trainee to teach a set of skills that have been specified in advance. It also includes a period of instruction where there may be a little or no useful output in terms of productivity.

On-the-job training is delivered to employees while they perform their regular jobs. In this way, they do not lose time while they are learning. After a plan is developed for what should be taught, employees should be informed of the details. A timetable should be established with periodic evaluations to inform employees about their progress.

The different methods of OJT include:

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MENTOR APPROACH The idea of mentoring is very old; however its value to an organization only became recognized about twenty years ago. Consultant/author Chip R. Bell defines a mentor simply as:
Someone who helps someone else learn something that he or she would have learned less well, more slowly, or not at all if left alone.

Clutterback (2004) cited by Armstrong 2007 defines mentoring as:

Off-line help from one person to another in making significant transitions in knowledge, work or thinking.

Therefore the process of mentoring is the offering of advice, information or guidance by a person with useful experience, skills or expertise for another individuals personal and professional development. Mentors are very experience employees (often managers) who guide, encourage and support less experienced employees. Their relationship serves career enhancing and psychological functions. Organizations need to establish formal programmes to reap the benefits of mentoring. Both mentors and trainees/learners reap the benefit of mentoring. Mentor acts as the advisor and protector to the trainee. Brockbank and Beech (1999) (cited by Beardwell et al 2004) reveals that overemphasis on the technical side of the mentoring process and an underestimation of the emotional side can have negative results. To prevent the clash of providing professional and emotional support it is recommended that the two functions be prepared by different people.

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Kram (1983)(cited by Torrington et al 2005) identifies two function of mentoring career function, including those aspects of the relationship that primarily enhance career advancement; 2) psychological function which includes those aspects of the relationship that primarily enhance a sense of competence, clarity of identity and effectiveness in the managerial role.

Some Important Advantages of the Mentor Approach Arnold (1997) cited by Torrington et al 2004 notes the most common advantage of mentoring were perceived as role modelling and counselling. Advantage to mentors suggested by Broadbridge (1999) cited by Torrington et al 1. gain recognition from peers; 2. increased job satisfaction 3. rejuvenation 4. admiration and self satisfaction Some Disadvantages of the Mentor Approach 1. risk of over-reliance 2. danger of picking up bad habits 3. trainee/learner alienated from other sources of expertise

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4. sense of loss experienced when mentor leaves. Bad mentoring may be worse than no mentoring at all and may negatively affect the learner self-esteem, reduce job satisfaction, increase stress, increase absenteeism and inspire the learner to quit. Organisations should note these negative effects and ensure the proper steps are taken to minimise these. For instance, they should ensure the mentor is trained in the particular field he is undertaking to impart to the young learner. THE COACHING APPROACH (AS DISTINCT FROM MENTORING) The Industrial Society (1999) cited by Armstrong 2007) defines coaching as
The art of facilitating the enhanced performance learning and development of others.

Thorpe and Clifford (2003) added to The Industrial Society definition by saying,
through reflection on how they apply a specific skill and /or knowledge.

Therefore coaching is a personal one-to-one OJT approach helping employees develop their skills and competence beyond where they currently are. Hirsh and Carter (2002) cited by Armstrong 2007) state that coaching is aimed at the rapid improvement of skills, behaviour and performance. Coaching is seen as a relationship between two people that exist for a given purpose (to help individuals move from where they are to where they want or need to be to develop them. SOME ADVANTAGES/BENEFITS OF COACHING (Thorpe and Clifford 2003) 1. Coaching is a person-centred activity; people feel valued which has an immediate and positive effect upon their motivation; and therefore will affect their performance.

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2. Addressing individual needs means the budget can be allocated more specifically and outcomes readily measured 3. Flexible coaching can be used within an organized environment where it is not generally possible to take whole groups or staff away for off-the-job formal training. 4. According to Harvard Business School coaching can: overcome subordinates performance problem, develop new employee skills, increase productivity, create promotable subordinates, improve retention and foster a positive work culture. 5. Harvard Business School also emphasised the benefits for employees as: rekindling motivation, overcome performance problems, development of strengths and new skills and preparation for higher-level-jobs. ACTION LEARNING AS A TRAINING APPROACH (AL) AL developed by Revans 1971, is a method of helping managers develop their talents by exposing them to real problems. They are required to analyze them, formulate recommendations and then take action. The belief/the thinking are that trainees learn best by doing rather than being taught. Action learning is a real time learning experience that is carried out with two equally important purposes in mind: meeting an organisational need and developing individuals or groups. Dotlich and Noel (1998 p14) citied by Rothwell 1999 defines AL as

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... magical... in the sense that it kills two birds with one stone. The process helps organisations respond to major business problems and opportunities and at the same time develop people so they have the capacity to lead organisations in the desired strategic direction.

Action Learning can benefit the organisation as well as individuals and teams.

SOME SPECIFIC ADVANTAGES IDENTIFIED WITH ACTION LEARNING (WIAL 2010) 1. Assist succession planning by developing a cadre of highly qualified candidates for promotion to executive leadership positions. 2. Deepen participants' confidence in their leadership and team participation skills. 3. Enable participants to establish effective, mutually respectful working relationships with co-workers at all organizational levels. 4. Develop competence among individuals and teams in problem-solving and decisionmaking processes. 5. Relate action research/action learning theory and methods to organizational challenges. 6. Enhance participants' capacity to reflect on and learn from their individual and collective experiences.

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7. Develop in participants an awareness of how their implicit assumptions, beliefs, attitudes, preferences, and organizational interests influence their thinking, decisions and actions. 8. Increase competence in preparing and presenting recommendations concerning urgent organizational issues to executive management. LIMITATIONS AND IMPLICATION OF AL APPROACH 1. Necessary to organize AL events to make it effective. 2. The design and content of the AL program is crucial to its success. 3. The accomplishment of the example task or project can potentially overwhelm the reflective learning process. Without reflection and feedback, AL is similar to a normal day on the job. 4. In teams where a single individual or single functional perspective dominates, the group tends to produce outcomes that are not very innovative or insightful. 5. Good and objective facilitators are needed. 6. Risk of poor follow-up on project outcomes. SHADOWING AND JOB ROTATION APPROACH AS DISTICT FROM ACTION LEARNING This OJT method aims to give trainees a feel for the organization by providing experience of working in f=different departments.

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SOME CRITICISM OF THE APPROACH 1. Trainees feel it is a waste of time. 2. The people in various departments must feel committed to the training if it is to work. 3. Trainees not warmly welcomed and seen as obstacles by supervisors and workers in the various departments.

ELECTRONIC LEARNING AS AN IMPORTANT ASPECT OF OJT. (E-LEARNING) Pollard et al 2001 cited by Armstrong 2007) sees e-learning as
the delivery and administration of learning opportunities and support via computer, networked and web-based technology to help individual performance and development.

E-learning emphasizes the use of new technology such as email, internet, intranet and computer software packages to facilitate learning for employees whenever they need it. Elearning is interesting to organizations as the required data is available when learners want to learn. LIMITATIONS/PROBLEMS IN THE E-LEARNING APPROACH 1. The techniques and methods of e-learning have been under tremendous criticism. The same process is applied to everyone. The training is not individualized to learners needs.

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2. Learners are often left without support for e-learning packages and consequently feel isolated and frustrated when they do not understand how to access the programme fully and what the content is actually about. ADVANTAGES/BENEFITS OF E-LEARNING

Advantages to the Trainer or Organization (Kruse 2004)

Some of the most outstanding advantages to the trainer or organization are: 1. Reduced overall cost is the single most influential factor in adopting e-learning. The elimination of costs associated with instructor's salaries, meeting room rentals, and student travel, lodging, and meals are directly quantifiable. The reduction of time spent away from the job by employees may be the most positive offshoot. 2. Learning times reduced 3. Increased retention and application to the job 4. Consistent delivery of content is possible with self-paced e-learning. 5. Expert knowledge is communicated, but more importantly captured, with good elearning and knowledge management systems. 6. Proof of completion and certification, essential elements of training initiatives, can be automated.

ADVANTAGES TO THE LEARNER

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Along with the increased retention, reduced learning time, and other aforementioned benefits to students, particular advantages of e-learning include:

1. On-demand availability enabling students to complete training conveniently at off-hours or from home. 2. Self-pacing for slow or quick learners reducing stress and increasing satisfaction. 3. Interactivity engaging users, pushing them rather than pulling them through training. 4. Confidence that refresher or quick reference materials are available reducing burden of responsibility of mastery.

BLENDED LEARNING AS AN APPROACH: THE CONCEPT AND THE METHODOLOGY

An approach to training design that involves the use of a combination of delivery methods and in some cases learning methodology. (Sloman 2003b cited by Armstrong 2007 pg 570)

This method meets the training needs of both the organization and the individual in a mix approach that suit the individuals learning style, work-life situation, and short and long term skill and knowledge requirements. 2.3.2 OFF THE JOB TRAINING (AS DISTICT FROM ON THE JOB TRAINING) Off the job training is employee training at a site away from the actual work environment. It often utilizes lectures, case studies, role playing, simulation and many other techniques. (Reid et al 1994) identifies some advantages provided by this method: the provision of conditions conducive to learning away from the noisy rush of the workplace; properly trained instructors;

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planned training methods; a carefully prepared programme at a pace governed by the trainees needs and the creation of safe and inexpensive situations in which to try out and practice newly acquired skills and techniques. However despite the many benefits, learning undertaken in a specialized environment may hinder the trainees ability to cope with the actual situation at work. It is the refore advisable to use real world and on-the-job experience during the training program allowing learners to transfer what was learnt to the workplace. There are many off-the-job training techniques that an organisation can use. The most popular ones are: LECTURES This method present training material verbally and are used when the goal is to present a great deal of material to many people. It is very cost effective to lecture to a group than to train people individually. However it is hard to ensure the entire audience understands a topic on the same level; as a result you may under train some and lose others. CONSULTANCY COURSES These vary from half-day to several weeks in length. They are supervised by consultants or professional bodies. They have the advantage of bringing people from different occupational backgrounds and are popular for topical issues. Members are also benefited from the exchange of experiences that are brought to these courses. They however are expensive and superficial. IN-HOUSE COURSES.

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This method is useful if the training needs relate to specific organisational procedures and structures and encourage employees to work more effectively together in the organisational environment. It however, suffers from a lack of breadth of content and there is no possibility of learning from people in other organisations. It is presumed that this in house experience refers to courses mounted and carried through at selected organizations external to the regular work place. ROLE-PLAYING AND SIMULATION. These are training techniques that attempt to bring realistic decision making situations to the employee. The method is cost effective. 2.4 LEARNING STYLES: A CONSIDERATION OF THE FACT THAT THE LEARNERS IN THE ORGANIZATION MAY HAVE A VARIETY OF LEARNING STYLES (VARYING FROM ONE TO ANOTHER PERSON) Having discussed the training methods, selection of these methods will depend on the learning styles of the learners in the organisation. If methods appropriate to the various phases and individual styles are used, more effective learning/training will result. There are three learning cycle/styles which are widely recognised, namely: Kolbs learning style; Honey and Mumfords Learning Styles and Lancaster cycle of learning. 2.4.1 KOLB LEARNING CYCLE (Kolb 1983) saw learning as an integrated cognitive and affective process moving in a cyclical manner from concrete experience through reflective observation and abstract

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conceptualization to active experimentation. i.e. experience of something through the five senses; reflection by thought on this experience ; and form of learning then the formation of general from the experience, and the

concepts or principles - the highest

thoughtful reflection that followed ; and finally action/ active experimentation. Kolb suggested that this ideal is difficult to achieve and argues that the required abilities might even be in conflict. He claims that, as a result of our hereditary equipment, our particular life
experience, and the demands of our present environment, most people develop learning styles that emphasise some learning abilities over others. This means most people are better at and prefer

some of the four rather than others. 2.4.2 HONEY AND MUMFORDS LEARNING STYLES Building on Kolbs theory, Honey and Mumford (1988) defined four major categories of learning styles based on the individuals preference for one of the elements in Kolbs cycle. ACTIVISTS learn best when they are actually involved in concrete tasks. They thrive on the challenge of new experiences. REFLECTORS learn best through reviewing and reflecting upon what has happened and what they have done. They are thoughtful persons who like to consider all possible angles and the implications before making a move. THEORISTS learn best when they relate new information to concepts of theory. Their approach to problems is consistently rational and logical. PRAGMATISTS learn best when they see the relevance between new information and real-issues or problems. They are keen on trying out ideas, theories and techniques to see if it works in practice. 2.4.3 LANCASTER CYCLE OF LEARNING

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(Binsted, 1980 p.22 cited by Beardwell et al 2004) describes Lancaster model as representing
all forms of learning including cognitive skill development and affective, by any processes.

This model identifies three different form of learning: The receipt of input/generation of output; discovery and reflection. Learners receive input from being taught or told information or reading a book, this is followed by discovery where learners experiment on what they have learned. They follow the reflection loop when making sense of the information received and experiments carried out and thus theorizing their past and future situations. These theories help the trainer realize that different people learn better by one style than another and some may reject certain styles altogether as such they should schedule and design their training programmes to suit learners own individu al preference to maximize training output. 2.5 EVALUATION OF TRAINING Evaluation is the control aspect of training. (Hamblin 1974 cited by Cole 1996) describes evaluation as any attempt to obtain information (feedback) on the effects of a training programme, and to assess
the value of the training in the light of the information.

Evaluation enables the effectiveness of an investment in training to be appraised in general terms and provides data which justify expenditure on training. It provides feedback to the trainer about her performance and her performance and methods. It enables improvement to be made, either on the occasion or as the training proceeds. The evaluation indicates to what

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extent the objectives have been met and therefore whether any further training needs remain to be addressed. There are a number of models suggested for evaluation of training namely: Hamblin and Whitelaw (1970); Warr, Bird and Rackham (1970); and Kirkpatrick (1959).

2.5.1 HAMBLIN AND WHITELAW APPROACH Hamblin and Whitelaw takes the view that evaluation can take place at a number of different levels, ranging from immediate to long term results, with each level requiring a different technique/evaluation strategy. Training centred evaluation aims to access the inputs to training i.e. whether we are using the right tools for training. Reaction centred evaluation seeks to obtain and assess the reactions of trainees to the learning experiences they have put through. Learning centred evaluation seek to measure the degree of learning that has been achieved. Job related evaluation is aimed at assessing the degree of behaviour change which has taken place on-the-job after returning from a period of training. Organisational development evaluation is the organizational change brought about from training.

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Cost benefit evaluation looks at the way training affected the ultimate well being of the organization, for example, in terms of profitability or company image. This should include also a consideration of the ratio of the cost of the training against the measurable benefits gained by the company.

2.5.2 ANOTHER APPROACH FOR EVALUATION (WARR, BIRD AND RACKHAM) Warr, Bird and Rackham has produced a different framework for evaluating training (CIRO). This model was based on the evaluation of four aspects of training: context, input, reaction, and outcome. Context evaluation focuses on factors such as the correct identification of training needs and the setting of objectives in relation to the organizations culture and climate. Input evaluation is concerned with the design and delivery of the training activity. Reaction evaluation looks at gaining and using information about the quality of trainees' experiences. Outcome evaluation focuses on the achievements gained from the activity and is assessed at three levels: (a) immediate, (b) intermediate, and (c) ultimate evaluation. Immediate evaluation attempts to measure changes in knowledge, skill, or attitude before a trainee returns to the job. According to (Santos and Stuart (2003) cited by Hogan 2007), Intermediate
evaluation refers to the impact of training on job performance and how learning is transferred back into the workplace.

Finally, ultimate evaluation attempts to assess the impact of training on departmental or organizational performance in terms of overall results.
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According to (Tennant, Boonkrong, and Roberts (2002) cited by Hogan 2007), the CIRO model focuses on measurements both before and after the training has been carried out. THE MAIN STRENGTH OF THE CIRO MODEL The main strength of the CIRO model is that the objectives (context) and the training equipment (input) are considered. However the model does not measure behavioural changes. It is mainly used for effectiveness that is to measure the effectiveness of management training programmes. 2.5.3 KIRKPATRICK MODEL FOR EVALUATING TRAINING Kirkpatricks model is similar to Hamblins model. The widely adopted Kirkpatrick (1967) evaluation approach proposes four levels of training outcomes: (a) trainees' reactions to the training curriculum and training process (reactions), (b) knowledge or skill acquisition at the end of training (learning), (c) behaviour change in the job (behaviour), and (d) improvements in individual or organizational outcomes (results). THE MAIN STRENGTH OF THE KIRKPATRICK APPROACH The main strength of the Kirkpatrick evaluation approach is the focus on behavioural outcomes of the learners involved in the training. From the three different evaluation models given a number of things keep recurring namely, the importance of evaluating the reactions of learners and the impact of training on the organization. To carry out the evaluation of whatever model chosen by the organisation certain methods can be used: questionnaires, tests or examination, projects, structured exercises, interview of trainees, observation, participation and observation.
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It must be noted that all stakeholders involved in the training programmes each have their own purposes, aims and objectives and these must be clearly identified before evaluation can proceed. (Easterby-Smith and Mackness, 1992)

3.0 METHODOLOGY The aim of this study is to evaluate the training methods used by Radio Toco and compare it to benchmark policies. The Literature Review chapter identified these benchmark policies. This chapter explains how the researcher collected data to answer the objectives of this study. Hussey and Hussey define methodology as the overall approach to the research process, from
the theoretical underpinning.

3.1 THE THEORETICAL FRAMEWORK The theoretical framework or research philosophy relates to the development of knowledge and
the nature of that knowledge (Saunders et al 2007). There are essentially two approaches

mentioned by Saunders, that can be adopted namely, the positivist and phenomenological paradigm. The positivist paradigm seeks facts or causes of social phenomena with little regard to the subjective state of the individual. (Collis and Hussey, 2003 p52) On the other hand, the phenomenological paradigm is concerned with understanding human behaviour from
the participants own frame of reference. (Collis and Hussey, 2003)

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The positivist paradigm was chosen as the appropriate methodology to use in answering the research question and objectives of this research. This approach allowed the researcher to conduct the study in an impartial manner and thereby allowed the data to be objectively tested. As the research tested the existing theory on training methods the phenomenological paradigm was inappropriate as it is concerned in building the theory. Consistent with the attributes of the positivist paradigm a deductive approach was selected for the research design. This approach allows the researcher to develop a theory and hypothesis and design a research strategy to test the hypothesis. The inductive method was not suitable as it built theory as a result of the data collected and analysed. It also tends to be bias in its findings. Though the deductive method collects quantitative data, both quantitative and qualitative methods of collecting data were utilized. Guba and Lincoln (1994 cited by Saunders et al 2007 p100) states, ...both qualitative and quantitative methods may be used appropriately with any
research paradigm.

Van Maanen (1983, p9) describes qualitative method as an array of interpretative techniques
which seek to describe, decode, translate or otherwise come to terms with the meaning, not the frequency, of certain more or less naturally occurring phenomena in the social world. Quantitative

method, on the other hand, is used to collect data on the frequency of occurrence of a phenomenon or variable. Therefore quantitative is any data collection techniques or data analysis procedure that generates numerical data and qualitative data is any data collection technique or data analysis procedure that generates non numerical data.

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3.2 RESEARCH STRATEGY The choice of research strategy is guided by the research question and objectives, extent of existing knowledge, the amount of time, finance, ethical issues and considerations. Due to the time frame and nature of the research question and objective the survey strategy was chosen. This strategy allows for the collection of quantitative data which can be analyzed quantitatively using descriptive and inferential statistics. Surveys allow for the collection of a large amount of data from a sizeable population. 3.3 RESEARCH TACTICS There are two sources of information namely, primary and secondary data collection. Primary data is data collected specifically for the research project being undertaken. Secondary data is data used for a research project that were originally collected for some other purpose. This research will essentially be using primary data in answering the research question. Great care was taken in the design of the two primary techniques (questionnaire and interview schedule), for example, a pilot study was carried out on a small group to ensure the wording were simple, determine order of questions and ensuring the level of language skills required from respondents were suitable. QUESTIONNAIRES The most widely used method of data collection is questionnaires. A questionnaire is a list of carefully structured questions for the purpose of obtaining reliable responses from a chosen

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sample. Questionnaires are associated with both phenomenological and positivist methodologies and as such use both quantitative and qualitative data. Thirteen questionnaires were self administered to employees of Radio Toco. The researcher used quantitative type questions (likert, dichotomous and multiple choices). These ask for a response within pre-defined parameters that allows input into spreadsheets and hard analysis. Although this facilitates the input into data analysis sheets and subsequent number crunching - the respondents are not allowed to say what they think. They can only answer the question by marking the pre-designated boxes. Qualitative questions on the other hand can allow more freedom for answers but are much harder to analyze as each respondent will use their own words. This has the advantage that the respondent can say what they like, which can yield very interesting information that might not have been thought of at design phase. On the other side, the respondent can respond in an unlimited and unconstructive manner, making analysis much harder. INTERVIEW SCHEDULE Another method used was interview. Structured, standardized, open-ended interviews were administered where the same open-ended questions were asked to all interviewees; this approach facilitated faster interviews that were more easily analyzed and compared. This method of interviewing helped alleviate the concern of reliability and interviewer bias and response bias. Two interviews were administered to management. The researcher did one personal interview and one via telephone. Interviews allow for qualitative analysis.

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SAMPLE, SAMPLING TECHNIQUES Sampling is used when it would be impracticable to survey the entire population due to financial constraints, time constraints and the analysis of data quickly. As the entire population was surveyed, sampling was not necessary in this research. The researcher collected data from Radio Toco.

DATA ANALYSIS TECHNIQUE The analysis was done both qualitatively as it can be approached from both an inductive or deductive perspective. Qualitative data was analysed through categorizing and unitizing. Categorizing involve classifying data into meaningful categories. The categories used reflected the major headings of the Literature Review. Unitizing data means attaching relevant bits of data to the correct category. Matrices, graphs and charts were used in helping recognise the emergent patterns in the data. 3.4 LIMITATIONS AND ETHICAL CONSIDERATION The researcher had access to the necessary resources necessary for the completion of the research. Expenses involved in the research were covered by the researcher. Official approval was sought from the company to carry out research among its members. In collecting information, subjects were given an explanation on the nature of the research and its purpose. The researcher encounted difficulties in acquiring the data, due to the working hours of some staff members. To overcome this problem the researcher acquired the time scheduled of each

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staff member and visited them accordingly. Some staff members were reached at their residents. Request for secondary data from the company was declined as such the researcher had to work without documented data on the training carried out within the organisation. Ethical issues arising from the research included informing participants of the research, their right to privacy, right to withdraw and consent to research. The researcher complied with rights of participants and carried out the research in a high level of ethical standard.

4.0 FINDINGS AND ANALYSIS This chapter provides a analysis, interpretation and discussion of the survey result. The results will be linked to the various models in the literature review and critically analysed to provide supporting evidence for the research question: How effective are the training methods utilized by Radio Toco to its learners and organisation? 4.1 FINDINGS AND ANALYSIS OF QUETIONNAIRES Question 1: How long have you been employed with the organisation?
LENGTH OF SERVICE 1 - 2 YRS 3-5 YRS 5-10 YEARS OVER 10 YEARS TOTAL TABLE 1 LENGTH OF SERVICE OF STAFF # OF RESPONDENTS 5 1 4 2 12 PERCENT % 42 8 33 17 100

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FIGURE 3. LENGTH OF SERVICE SOURCE: AUTHORS 2010

Question 3: What form of training method was used?

# OF METHOD RESPONDENTS ON THE JOB 0 OFF THE JOB 3 BOTH 9 TOTAL 12 TABLE 2 TRAINING METHODS USED IN RADIO TOCO SOURCE: AUTHORS 2010

PERCENT% 0 25 75 100

Question 3a: If on the job tick method used?

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ON THE JOB METHODS COACHING MENTORING SHADOWING/JOB ROTATION 3 E-LEARNING 0 TOTAL 12 TABLE 3 ON THE JOB METHODS USED BY RADIO TOCO SOURCE: AUTHORS 2010

# OF RESPONDENTS 5 4

PERCENT % 41.6666667 33.3333333 25 0 100

Question 3b. If off the job tick method used?

OFF THE JOB # OF METHODS RESPONDENTS LECTURES 5 PROJECTS 3 CONSULTANCY COURCES 2 IN HOUSE COURCES 4 TOTAL 14 TABLE4 OFF THE JOB METHODS USED BY RADIO TOCO SOURCE: AUTHORS 2010

PERCENT % 35.7142857 21.4285714 14.2857143 28.5714286 100

Question 5: Were you given sufficient information about the objectives of the training program before training began?
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RESPONSE PERCENT % STRONGLY AGREE 41.6666667 AGREE 41.6666667 STRONGLY DISAGREE 0 0 DISAGREE 0 0 NEITHER 2 16.6666667 TOTAL 12 100 TABLE 5 RESPONSES TO SUFFICIENT INFORMATION GIVEN ON TRAINING OBJECTIVES SOURCE: AUTHORS 2010

# OF RESPONDENTS 5 5

Question 6: Were the chosen training needs/objectives of the program in meeting with your individual needs within the organisation.
# OF RESPONDENTS 4 6

RESPONSE PERCENT % STRONGLY AGREE 33.3333333 AGREE 50 STRONGLY DISAGREE 0 0 DISAGREE 1 8.33333333 NEITHER 1 8.33333333 TOTAL 12 100 TABLE 6 RESPONSES TO TRAINING NEEDS/OBJECTIVES IN LINE WITH INDIVIDUAL NEEDS SOURCE: AUTHORS 2010

Question 7: The training program received was helpful in developing and improving your performance in the work place?

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RESPONSE PERCENT % STRONGLY AGREE 33.3333333 AGREE 66.6666667 STRONGLY DISAGREE 0 0 DISAGREE 0 0 NEITHER 0 0 TOTAL 12 100 TABLE 7 RESPONSES TO TRAINING PROGRAM IMPROVING INDIVIDUAL PERFORMANCE SOURCE: AUTHORS 2010

# OF RESPONDENTS 4 8

Question 8: Were you evaluated at the end of the training program?

# OF RESPONSE RESPONDENTS YES 10 NO 2 TOTAL 12 TABLE 8 RESPONSES TO TRAINING EVALUATION SOURCE: AUTHORS 2010

PERCENT % 83.3333333 16.6666667 100

4.2 FINDINGS AND ANALYSIS OF INTERVIEW

Question 9: Since your employment with the organisation how many times hae you been involved in training programs?

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TIMES OF # OF TRAINING RESPONDENTS PERCENT % NEVER 0 0 1-2 TIMES 6 50 2-4 TIMES 1 8.33333333 MORE THAN 4 TIMES 5 41.6666667 TOTAL 12 100 TABLE 8 RESPONSES TO # OF TIMES INDIVIDUAL INVOLVED IN TRAINING PROGRAMS SOURCE: AUTHORS 2010

Question 2: When is training planned? Answer: as the need arises. Question 3: Who is selected for training? Answer: All staff members Question 4: How is this selection done? Answer: Training is done at all levels; Advanced, Immediate Question 5: What methods of training are used? E.g. Mentoring, Coaching, Lectures Answer: A little of all. Question 6: What determines choice of methods? Answer: The group that is being trained at the given time. Example when new staff members join mentoring and coaching is used.

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Question 7: Is there a process for assessing the organisations immediate training needs and individual development needs? If yes, how is this assessment carried out? Answer: Assessment is done by the Project Director who uses his initiative for training once assessment is done. Question 8: Is an evaluation carried out after the training? What methods are used to do such? Answer: Yes, all training is followed with an evaluation to ensure what was taught was learnt. Projects, observation, questionnaire are used to evaluate trainees. Question 10: How often is training carried out? Answer: As often as the director sees it necessary.

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