TRAINING EFFECTIVENESS

(SYNOPSIS)

PROJECT-HR & OB

Under the guidance of

Prof. Brinda Balakrishnan

Prepared by:

HR-263

Sanya Gulati

Gaurav Soni

Kumar Deepak

Saurabh Mishra
INTRODUCTION

TRAINING EFFECTIVENESS checks whether training has had the desired

effect. It ensures whether candidates are able to implement their learning in their
respective workplaces, or to the regular work routines. The purpose is to
determine whether or not the training achieved the desired objective. The
objective might have been very precise, or extremely loose, but there would have
been one. This is usually set as a result of assessing training needs. Evaluating
training will help show how effective it was at meeting the objective. All
organizations, regardless of size or type, should use some process of assessing
the effectiveness of training undertaken by employees.

The project is based on the training effectiveness of the training programmes

carried out in PANACEA BIOTEC. Evaluation serves the purpose of providing
measurable and tangible feedback on the effectiveness of the program. Training
today is too costly, and results of an ineffective training too far reaching, to be left
on chance. Using appropriate evaluation techniques and processes can help an
HR Department to become more accountable by providing objective and
comprehensive reports on the efforts, benefits, and overall success of a training
program.

Evaluation is becoming a more important part of the Training programs today

than ever, simply because the volume of investments in T&D programs has
increased manifold over the years. Decision makers need to determine which
programs are working, and how to increase the overall organizational
effectiveness, and evaluation processes help them in decision making process.
STATEMENT OF PROBLEM
Evaluation of training poses a problem for many trainers, managers, executives,
and other professionals with an interest in training. There are certain basic logic-
of- evaluation skills and some of the basic methodological skills that need to be
mastered in order to practice the art and science of evaluation. Necessary data
for evaluation are not always easily accessible neither by the organization nor by
trainer. Training evaluation techniques are from the filed of social science
research, which required good choice of research, design and the data analysis.
Usually, these types of experts are not available in the organization. Also,
different types of training sometimes need different type of evaluation. Trainings
are usually determined and evaluated, if it is evaluated, by managers “feelings”
about what should be trained and how well it was. Training evaluation is also
affected by the perception of having available resources to implement training.

Evaluations are affected if trainees are not satisfied with the organization they
are working for. Or if there exists no job satisfaction. Support by upper
management is imperative. Is upper management fully behind the training
program? Do employees know it? Will their supervisors be pushing them to use
what they learned when they return to their jobs?

Another key function of training evaluations is they can measure factors that
impact a training program, but may not be the fault of the program itself.

Training and training evaluation have to be in alignment to critical business

needs, but also according to available resources – time, people and money, to do
so.
AIM

• Explain why evaluation is important.

• Discuss the process used to plan and implement a good training

evaluation.

• Identify and choose outcomes to evaluate a training program.

• Discuss the strengths and weaknesses of different evaluation designs.

• Choose the appropriate evaluation design based on the characteristics

of the company and the importance and purpose of the training.

• Conduct a cost-benefit analysis for a training program.

IMPORTANCE AND RELEVANCE

Training is a critical component in any organization's strategy. Given the large

expenditures for training in many organizations, it is important to develop
business intelligence tools that will help companies improve the measurement of
training effectiveness. These tools need to provide a methodology to measure,
evaluate, and continuously improve training, as well as the organizational and
technical infrastructure (systems) to implement the methodology. There are a
number of reasons why organizations proactively monitor the effectiveness of
training programmes.

These are:

• Identification of the program’s strengths and weaknesses.

• Helps assess whether content, organization, and administration of the

program contribute to learning and the use of training content on the job.

• Identification of trainees that benefited most or least from the program.

• Testing the clarity and validity of tests, cases, and exercises

• Reinforcement of major points made to the participant

• Gathering of data to assist in marketing future programs

• determining if the program was appropriate solution for the specific need

• establishing a database that can assist management in making decisions

• Determining the financial benefits and costs of the programs.

• Comparing the costs and benefits of training versus non-training

investments.

• Comparing the costs and benefits of different training programs to choose

the best program.
SCOPE AND COVERAGE
A robust cross-functional strategy will be carried out with statistical
methodologies and analysis .Evaluations will be based on Kirkpatrick’s model
of evaluation .By selecting those measurements that can support valid inferences
about the effectiveness of programs, learning and training professionals can
know where to improve and how to allocate resources and effort—essentially
improving every training program’s influence on business results.

RESEARCH DESIGN

METHODOLOGY:

CONCLUSIVE RESEARCH:

Conclusive research is meant to provide information that is useful in reaching

conclusions or decision-making. It tends to be quantitative in nature that is to say
in the form of numbers that can be quantified and summarized.

It relies on both secondary data, particularly existing databases that are

reanalyzed to shed light on a different problem than the original one for which
they were constituted, and primary research, or data specifically gathered for the
current study.

The purpose of conclusive research is to provide a reliable or

representative picture of the population through the use of a valid research
instrument. In the case of formal research, it will also test hypothesis.

In descriptive study the project is often arranged as distinct phases. First

demarcate the population about which you need knowledge, then select
a sample, gather the empirical data, analyze them, perhaps with the same
method as in the earlier study from which the model was taken, and
finally assess the findings.
METHOD:

Deductive method: a "top-down" approach. We begin with Kirkpatrick’s theory.

We then narrow that down into more specific hypotheses that we can test.
We narrow down even further when we collect observations to address
the hypotheses. This ultimately leads us to be able to test the hypotheses
with specific data -- a confirmation (or not) of our original theories

Sample size:
.
Truly representative sample size of 30 so that there will be minimum sampling
error.

Hypothesis:

1. Training effectiveness is evaluated by reactions

2. Training effectiveness is evaluated by learning
3. Training effectiveness is evaluated by behavior
4. Training effectiveness is evaluated by results

DATA COLLECTION AND PREPARATION

The questionnaires were distributed in the marketing department, filled in by
employees and employers.

Both primary data (questionnaires and informal interviews)

And secondary data (company’s training manual and reports, information from
website) will be used.

The questionnaire will be personally administered to see accuracy and reliability

of responses.

DATA ANALYSIS & INTERPRETATION

MS excel or SPSS software will be used for analyzing and interpretation of the
data.
RECOMMENDATIONS
• Well-defined goals are the best way to assure a good questionnaire
design

• It should be a truly representative sample.

• It should be made in such a way so that there will be minimum

sampling error.
• It should be made in such a way so the systematic bias can be
checked in the most efficient way.
• It should be such that the results of the sample study can be applied,
in general, for the universe with a reasonable level of confidence.

• Clear and concise questions should be asked Generic questions

generate vague and often misleading data.

• Sound analytical tools must meet the tests of validity, reliability and
practicability.

LIMITATIONS

• Small sample size of 30.

• Lot of time involved in filling of questionnaires.
REFERENCES

[1] Fred Nickols, Evaluating Training: There is no “cookbook” approach,

http://home.att.net/~nickols/evaluate.htm, 2000
[2] W Leslie Rae, MPhil Training Programme Evaluation,
www.businessballs.com/trainingprogramevaluation.htm, 2004,
[3] CIPD, Evaluation of Training,
www.cipd.co.uk/subjects/training/trneval/evatrain.htm, 2007
[4] Kirkpatrick, D.L., Techniques for evaluating training programs, Journal of the
American Society of Training and Development, Vol 33, No11, pp3-9, 1959
[5] Drucker, Peter F., The New Realities, Harper & Row, 1989