B Com Exam  >  B Com Notes  >  Human Resource Management  >  Techniques of Evaluation of Training - Training and Development, Human Resource Management

Techniques of Evaluation of Training - Training and Development, Human Resource Management | Human Resource Management - B Com PDF Download

Techniques of Evaluation of Training
Several techniques of evaluation are being used in organisations. One approach towards evaluation is to use experimental and control groups. Each group is randomly selected, one to receive training (experimental) and the other not to receive training (control).
The random selection helps to assure the formation of groups quite similar to each other. Measures are taken of the relevant indicators of success (e.g. words typed per minute, quality pieces produced per hour, wires attached per minute) before and after training for both groups. If the gains demonstrated by the experimental group are better than those by the control group, the training programme is labelled as successful.

Another method of training evaluation involves longitudinal or time-series analysis. Measurements are taken before the programme begins and are continued during and after the programme is completed. These results are plotted on a graph to determine whether changes have occurred and remain as a result of the training effort. To further validate that change has occurred as a result of training and not due to some other variable, a control group may be included.
One simple method of evaluation is to send a questionnaire to the trainees after the completion of the programme to obtain their opinions about the programme‘s worth. Their opinions could also be obtained through interviews. A variation of this method is to measure the knowledge and/or skills that employees possess at the commencement and completion of training. If the measurement reveals that the results after training are satisfactory, then the training may be taken as successful.
In order to conduct a thorough evaluation of a training programme, it is important to assess the costs and benefits associated with the programme. This is it difficult task, but· is useful in convincing the management about the useful-ness of training.

Executive Development
The stages involved in a management development programme are: '
(i) Organizational Planning, to determine, the company‘s present and future needs;
(ii) Managerial appraisal, to evaluate periodically the abilities and performance of individuals with a view to identifying managers showing a promise of further development and meeting their training needs;
(iii) Programme targeting, to focus the company‘s effects on the most pertinent areas;
(iv) Ascertaining key positions requirements to stress the basic requirements of particular managerial positions;
(v) Replacement of skills inventories, to indicate persons qualified for managerial replacements;
(vi) Planning individual development programmes, to provide specified development programmes for promising managers; and
(vii) Appraising existing programmes, to‘ ascertain areas of improvement to be incorporated in future programmes.

Since the object of management development is to influence and modify the behavior of the managers in operation, it is necessary that in framing a management development programme for specified managerial group, the following points should be involved.
(1) The programme must take care to throw impulses into-the system in a manner that generates the urge to behaviour changes from within the trainee manager by the process of evolving rather than an imposition from outside.
(2) Identify the pattern of behaviour of which the programme is aimed at which it seeks to influence and modify.
(3) Identify the nature of the exposure-the impulses that must be introduced into the system-through the development programme, which will touch the springs of motives and responses modifying the behaviour in the desired direction.

Need for Induction of New Employees
The new employee may have some difficulty in settling down to his new job and in developing a sense of belonging. He can easily adjust himself to his new job if he is given a clear explanation of the work of the department to which he is attached. This introduction of the employee to the job is known as induction.

Purpose and Need for Induction
The purpose of induction and orientation is to help the new employee and the organization to accommodate each other. Included in this process may be financial assistances for expenses of travel filling out of pay roll and other forms, introduction to colleagues and explanation of the policies and practices of the organization, many other factors which serve to integrate the new employee into the enterprise.
The need for security, belonging, esteem and knowledge is met through proper induction and orientation. Haphazard procedures, casual greetings, and lack of information can precipitate anxiety, discouragement, disillusionment or defensive behavior, including quitting. A successful induction is that which reduces the anxiety of the new employee. Therefore, such methods which bring this about are explained to company workers.
Any neglect in the area of induction and orientation may lead to labour turnover, confusion and wasted time and expenditure.

Orientation is generally provided on the following :
(i) The significance of the job with all necessary information about it including job training and job hazards.
(ii) The company, its history and products, process of production and major operations involves in his job;
(iii) Structure of the organization - the geography of the plant and functions of the various departments.
(iv) Employees‘ own department and job and how they fit into the organization;
(v) Many programmes include follow-up interviews at the end of 3 or 6 months with a view to finding out how the new employee is getting along;
(vi) Relations between foremen and personnel department;
(vii) Company policies, practices, objectives and regulations;
(viii) Personnel policy and sources of information;
(ix) Terms and conditions of service, amenities and welfare facilities;
(x) Rules land regulations governing hours of work and overtime, safety and accidents prevention, holidays and vacations, method of reporting, tardiness and absenteeism;
(xi) Grievance procedure and discipline handling;
(xii) Social benefits (insurance, incentive plans, pensions, gratuities, etc.) and recreation services, athletic, social and culture activities) and
(xiii) Opportunities, promotions, transfers, suggestion schemes and job stabilisation.

Verbal explanations at interview are supplemented by a wide variety of printed material, employee handbooks, house journal, picture stories, comics and cartoons, pamphlets, etc., along with short study tours around the plant on the above matters. Techniques of Induction Programme An Induction programme consists primarily of three steps:
(a) General orientation by the staff – the personnel department;
(b) Specific orientation by the job supervisor, or his representative;
(c) Follow-up orientation by either the personnel department or supervisor.

The first phase of the programme is ordinarily conducted by the personnel department. This type of induction is general for it gives the necessary information about the history and operations of the firm - the purpose which is to help an employee to build up some pride and interest in the organization. Information is also given on specific employee services, such as pension, health and welfare plans, safety programmes, etc.

At the second stage, induction is conducted by the job supervisor. Induction is specific and requires skill on the part of the for men. The employee is shown the department and his place of work, introduced to other employee, informed of the location of the bathrooms, lavatories, canteens, and time clock; and told about the organization‘s specific practices and customs (such as whether the personnel bring their lunch or whether lunch is supplied to them at concessional rates, the timings and length of rest periods, the work dress etc.). The purpose of specific induction is to enable an employee to adjust himself with his work and environment.

Follow-up induction takes place sometime within one week to six months from the time of the initial hiring and orientation. It conducted either by a foreman or a specialist. The employee may be asked whether his hours of work and pay are as represented to him before employment; how he feels about his fellow-workers; how he feels about his boss; and whether he has any suggestion to make for changes in the induction procedure or in other company practices. The interviewer records the answers as well as his own comments on the employees‘ progress. At the same time, the line supervisor completes an evaluation of the employee, indicating his strong and weak points, indicating also whether he is doing well.

The document Techniques of Evaluation of Training - Training and Development, Human Resource Management | Human Resource Management - B Com is a part of the B Com Course Human Resource Management.
All you need of B Com at this link: B Com
57 docs|25 tests

FAQs on Techniques of Evaluation of Training - Training and Development, Human Resource Management - Human Resource Management - B Com

1. What are the different techniques used for evaluating training programs?
Ans. The different techniques used for evaluating training programs include: 1. Surveys and questionnaires: This technique involves collecting feedback from trainees through structured surveys or questionnaires. Trainees are asked to rate the training program on various parameters such as content, delivery, usefulness, and overall satisfaction. 2. Observations and assessments: In this technique, trainers or evaluators directly observe trainees during the training program or conduct assessments to measure their learning and skill development. This can include practical exercises, role plays, or written assessments. 3. Pre and post-tests: This technique involves conducting a pre-test before the training program to assess trainees' knowledge or skills and then conducting a post-test after the training to measure the improvement or learning gain. The difference between the pre and post-test scores indicates the effectiveness of the training program. 4. Focus groups and interviews: Focus groups and interviews involve gathering a small group of trainees or individual trainees to discuss their experiences, perceptions, and suggestions regarding the training program. This qualitative technique provides in-depth insights into the trainees' perspectives. 5. Return on investment (ROI) analysis: ROI analysis evaluates the financial impact of training programs by comparing the costs incurred with the tangible benefits achieved. This technique involves calculating the return on investment in terms of increased productivity, reduced errors, or cost savings resulting from the training.
2. How can surveys and questionnaires be used to evaluate training programs effectively?
Ans. Surveys and questionnaires can be used effectively to evaluate training programs by following these steps: 1. Develop clear and specific evaluation goals: Clearly define the objectives and outcomes you want to measure through the survey or questionnaire. This will help you design relevant questions and collect meaningful data. 2. Design structured and unbiased questions: Ensure that the questions are well-structured, easy to understand, and unbiased. Use a combination of closed-ended and open-ended questions to gather both quantitative and qualitative feedback. 3. Include a mix of rating scales and descriptive questions: Include rating scales to assess trainees' satisfaction, usefulness, and relevance of the training program. Additionally, include open-ended questions to gather detailed feedback and suggestions for improvement. 4. Administer the survey at the right time: Administer the survey immediately after the completion of the training program while the experience is fresh in the trainees' minds. This will ensure higher response rates and more accurate feedback. 5. Analyze and act on the feedback: Analyze the survey data to identify patterns, trends, and areas of improvement. Use the feedback to make necessary changes in the training program and address any concerns or issues raised by the trainees.
3. How can observations and assessments contribute to evaluating training programs effectively?
Ans. Observations and assessments contribute to evaluating training programs effectively in the following ways: 1. Measure skill development: Observations and assessments allow trainers or evaluators to directly observe trainees' performance during the training program. This helps in measuring the actual skill development and application of knowledge in real-time. 2. Provide immediate feedback: Observations and assessments provide an opportunity for trainers to provide immediate feedback to trainees. This feedback can help trainees understand their strengths and areas for improvement, facilitating their learning process. 3. Ensure training effectiveness: By assessing trainees' performance during the training program, observations and assessments help in determining whether the desired learning outcomes are being achieved. It helps trainers identify any gaps in the training delivery and make necessary adjustments. 4. Identify individual needs: Through observations and assessments, trainers can identify individual trainees' needs and tailor the training program accordingly. This personalized approach enhances the effectiveness of the training and ensures maximum learning for each participant. 5. Enhance accountability: Observations and assessments make the evaluation process more objective and transparent. Trainees are accountable for their performance, and trainers can objectively measure and document their progress.
4. How can focus groups and interviews be utilized for evaluating training programs?
Ans. Focus groups and interviews can be utilized effectively for evaluating training programs by following these guidelines: 1. Select a diverse group: Choose a diverse group of trainees or individual trainees to ensure a variety of perspectives and experiences. This will provide a comprehensive understanding of the training program's impact. 2. Prepare a structured discussion guide: Develop a structured discussion guide with specific questions related to the training program's content, delivery, effectiveness, and suggestions for improvement. This will ensure consistency and focus during the discussion. 3. Facilitate open and honest conversations: Create a comfortable and non-threatening environment where trainees can openly express their opinions, experiences, and suggestions. Encourage active participation and ensure that all voices are heard. 4. Document and analyze responses: Document the responses and insights gathered from the focus group or interviews. Analyze the data to identify common themes, patterns, and suggestions for improvement. This qualitative data provides valuable insights into the trainees' perspectives. 5. Use the feedback for program enhancement: Use the feedback obtained from focus groups and interviews to make necessary changes and improvements in the training program. Address any concerns or issues raised by trainees to enhance the overall effectiveness of the program.
5. How can return on investment (ROI) analysis be conducted to evaluate the effectiveness of training programs?
Ans. Return on investment (ROI) analysis can be conducted to evaluate the effectiveness of training programs by following these steps: 1. Identify the training program's objectives: Clearly define the objectives and outcomes you want to achieve through the training program. These objectives should be measurable and aligned with the organization's goals. 2. Determine the costs: Calculate all the costs associated with the training program, including training materials, trainers' fees, venue rentals, and trainees' time away from work. Consider both direct and indirect costs. 3. Measure the benefits: Identify the tangible benefits that can be attributed to the training program. This can include increased productivity, reduced errors, improved customer satisfaction, or cost savings. Quantify these benefits in monetary terms. 4. Calculate the ROI: Calculate the ROI by subtracting the total costs from the total benefits and dividing it by the total costs. Multiply the result by 100 to express it as a percentage. A positive ROI indicates that the benefits outweigh the costs. 5. Evaluate and communicate the results: Evaluate the ROI percentage and assess whether it meets your organization's expectations or benchmarks. Communicate the results to key stakeholders, such as senior management, to demonstrate the impact and value of the training program.
57 docs|25 tests
Download as PDF
Explore Courses for B Com exam
Signup for Free!
Signup to see your scores go up within 7 days! Learn & Practice with 1000+ FREE Notes, Videos & Tests.
10M+ students study on EduRev
Related Searches

mock tests for examination

,

Human Resource Management | Human Resource Management - B Com

,

Summary

,

Semester Notes

,

Free

,

study material

,

Important questions

,

Previous Year Questions with Solutions

,

Objective type Questions

,

past year papers

,

video lectures

,

Exam

,

shortcuts and tricks

,

Human Resource Management | Human Resource Management - B Com

,

pdf

,

MCQs

,

ppt

,

Techniques of Evaluation of Training - Training and Development

,

Human Resource Management | Human Resource Management - B Com

,

Techniques of Evaluation of Training - Training and Development

,

practice quizzes

,

Viva Questions

,

Extra Questions

,

Sample Paper

,

Techniques of Evaluation of Training - Training and Development

;