Training Evaluation
Training Evaluation
Companies
are investing millions of dollars in training programs to help gain a
competitive advantage. Companies invest in training because learning creates
knowledge; often, it is this knowledge that distinguishes successful companies
and employees from those who are not. Research summarizing the results of
studies that have examined the linkage between training and human resource
outcomes (such as attitudes and motivation, behaviors, and human capital),
organizational performance outcomes (performance and productivity), or
financial outcomes (profits and financial indicators) has found that companies
that conduct training are likely to have more positive human resource outcomes
and greater performance outcomes (P. Tharenou, A. Saks, and C. Moore, 2007).
Training
evaluation provides a way to understand the investment that training produces
and provides the information needed to improve training (A. Purcell,2000).
Training
evaluation provides the data needed to demonstrate that training does offer
benefits to the company. Training evaluation involves both formative and
summative evaluation (M. Van Wart, N. J. Cayer, and S. Cook, 1993).
Formative
evaluation refers to the evaluation of training that takes place during program
design and development. That is, formative evaluation helps ensure that (1) the
training program is well organized and runs smoothly, and (2) trainees learn
and are satisfied with the program (K. Brown and M. Gerhardt,2002).These people
are also asked to evaluate the clarity and ease of use of a part of the
training program that is demonstrated to them in the way that it will be
delivered (e.g., online, face-to-face, or using video)
As
a result of the formative evaluation, training content may be changed to be
more accurate, easier to understand, or more appealing. The training method can
be adjusted to improve learning (e.g., provide trainees with more opportunities
to practice or give feedback).
Summative
evaluation refers to an evaluation conducted to determine the extent to which
trainees have changed as a result of participating in the training program.
That is, have trainees acquired knowledge, skills, attitudes, behaviors, or
other outcomes identified in the training objectives.
To
identify the program’s strengths and weaknesses. This includes determining if
the program is meeting the learning objectives, if the quality of the learning
environment is satisfactory, and if transfer of training to the job is
occurring, to assess whether the content, organization, and administration of
the program including the schedule, accommodations, trainers, and materials contribute
to learning and the use of training content on the job.
The
evaluation process should begin with determining training needs (as discussed
in Chapter Three, “Needs Assessment”). Needs assessment helps identify what
knowledge, skills, behaviors, or other learned capabilities are needed (D.
Russ-Eft and H. Preskill, 2005).
it
is also important to consider the expectations of those individuals who support
the program and have an interest in it stakeholders such as trainees, managers,
and trainers The results of the evaluation should also be used to encourage all
stakeholders in the training process including managers, employees, and
trainers to design or choose training that helps the company meet its business
strategy and helps managers and employees meet their goals ( Kraiger, D.
McLinden, and W. Casper, 2004).
M.
Van Wart, N. J. Cayer, and S. Cook, Handbook of Training and Development for
the Public Sector (San Francisco: Jossey-Bass, 1993).
K.
Kraiger, D. McLinden, and W. Casper, “Collaborative Planning for Training
Impact,” Human Resource Management 43, no. 4 (2004), pp. 337–351; F. Nickols,
“Why a Stakeholder Approach to Evaluating Training,” Advances in Developing
Human Resources 7 (February 2005), pp. 121–134; and J. Phillips and P.
Phillips, “To Deliver Results Start with Why?” Chief Learning Officer (August
2016), p. 1
P. Tharenou, A. Saks, and C. Moore, “A Review
and Critique of Research on Training and Organizational Level outcomes,” Human
Resource Management Review 17 (2007), pp. 251–27.
Agreed, the survival and success of an organisation depends on each and every employees efforts and handwork (Drucker, 1994 & Barney, 1995). It is only through training and development those efforts could be utilised towards the right path. To retain in the competitive world, training and development plays a major role (Ngirwa, 2009).
ReplyDeleteimproving employees’ KSAs is the principal benefit of T&D (Sitzmann &Weinhardt, 2017; Swanson & Holton, 2001). A firm invests in T&D primarily to leverage employee competence to meet performance expectations (Clardy, 2008; Noe et al., 2010; Sung & Choi, 2014b).
DeleteThe training must be evaluated in terms of its impact on the business challenge. For the unit manager, this is most likely of utmost importance. Clarifying the business issue with the operations manager will be beneficial in a number of ways. It gives the training manager the chance to determine what should be handled by training and what shouldn't. The managers are simultaneously considering training as a tool in their toolbox for problem-solving (Berge, 2008).
ReplyDeleteThanks Virosha
DeleteTraining involves providing employees with the basic knowledge and skills they need to perform their duties to the company’s standards. Feelings of competence, which can result from participating in training programs, increases job satisfaction (Hartline & Ferrell, 1996)
The first stage in any formal training process is the assessment of exactly what is needed. This should be a formal process and linked to clear organizational objectives. There is a wide variety of approaches to the assessment of training needs, ranging from employee initiatives to employer-dominated approaches. Goal setting is one of the most important parts of training needs assessment (see, e.g. Garavan et al., 1997; Phillips, 1997). The goals that are set will shape the structure, learning methods and delivery of the training programme as well as the type of data collected, the types of instruments used and the scope of the evaluation (BP Mathews,2001)
ReplyDeleteyes i agreed
DeleteAccording to Taormina’s (1999) findings, the quality of an organization’s training programs influences the employee’s satisfaction with his supervisor. Even more importantly, training was a significant predictor of work satisfaction, and the most influential predictor of both affective and continuance commitment.
The target of training is to improve the personal and organizational performance. Long term evaluation is very critical and important. Training effectiveness can't be measured using a smile-sheet at the end of a training. The organizations are now looking the ways of long term evaluation of the impact of the trainings (Wang and Wilcox, 2006)
ReplyDeleteThank you Dulshan
Deleteorganizations that invest more in training have a significantly higher level of organizational performance as measured by the quality of the product or service offered, new product development, ability to attract and retain essential employees, and customer satisfaction (Harel& Tzafrir, 1999).
Dear Archana, Employee training in organisations is a tool by which employers can shape employees’ competencies and develop their potential. It is a systematic process of changing work behaviour and level of competencies (knowledge, abilities, and skills) including employee
ReplyDeletemotivation [Shahzadi, I.; Javed, A.; Pirzad 2014,6, 159–166., Demerouti, E.; Peeters 2018,91, 209–234 ]which helps to reduce the gap between subjective qualifications (the ability to act and use the competencies to meet the organisation´s goals) and objective qualifications (the highest level of education completed and requirements imposed on employees) and to increase labour productivity [Kijek, A.; Kijek, T.; Nowak, 2020,66, 391–401]. Training activities that organisations can use can be performed either in the workplace or in other settings