Training and Development Effectiveness P

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CHAPTER XTraining andDevelopment

Effectiveness


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NEED FOR EFFECTIVETRAINING

For training to be considered effective,trainees must meet four criteria:

(a) They must be ready to learn,

(b) They must be motivated,

(c) They must learn the content of thetraining program and

(d) They must transfer their trainingwhen back on the job.


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FACTORS FOR EFFECTIVETRAINING

Some contributing factors which maketraining effective are

Top Managements Commitment

Need-based TrainingMotivating the TrainersNumber vis-a-vis QualityWillingness and Learning Ability Faculty Innovations


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EVALUATION OF IMPACT OF ATRAINING PROGRAM

Training programs are planned, executedand sustained with certain objectives,utilizing time, resources and efforts orinputs of various social-systems.

Availability, delivery and inter-play of theseinputs are governed by various social-screening processes and multitudes ofactivities.

produce certain degree of effects oroutputs by overcoming several types ofconstraints, problems and resistance.

EVALUATION OF IMPACT OF A


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CONTD

Thus, the resultant outputs giveintended or unintended, tangible orintangible, specified or unspecified,

short or long, positive or negative andexpected or unexpected impacts.These impacts are an expression of the

changes produced in a situation as a

result of training activities undertakenwith certain training-objectives.



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CONTD

For any training-project, an assumption ismade that 'the programme of training isbased on the felt-needs of the people

with an agreement from all partiesconcerned, including the user system.

These systems are the target-beneficiaries, who become partners in the

progress of development and are rarelylisted in the project document.



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CONTD

Even in the well prepared technicalcooperation project (TCP) executed bynational and international agencies, theutilization and identification of target-groups

are rarely documented resulting in theemergence of the following issues:

First and the basic issue is a sharp and cleardefinition of target-groups and their

abilities, capabilities and potentialities inabsorbing the training-inputs for theimprovement for their lots.



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Second issue is examining in depth acommon-pool of assumptions, goalsand objectives drawn from different

target groups in organizing trainingprograms and making all out efforts inorienting and re-orienting them toassure that the benefits accrued will

have multiplier effects on them in atargeted period of time.



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Third issue is the identification ofcriteria and standards for measuringthe stated operational objectives and

their empirical definitions in terms oftechnical and behavioral indicators foreach specified target groups.



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Last issue is related to obtaining athree-dimensional picture of targetbeneficiary groups viz.

a. Actual beneficiary groups; who aredirectly benefited from training.

b. Potential beneficiaries; who havethe capacity to use the training-

outputs, but they are not gettingimmediate benefits from the trainedmanpower.



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CONTD

c. Desired beneficiary target groups,whom the training programmeplanners normally want to reach but all

of them may not have the capacityand potentiality to use the trainingoutputs.


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MEASUREMENT OFIMPACTPossible Impact

Directionality

Data Needs

Intensity of Impacts

Impact Paths


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PURPOSE OF MEASUREMENTOF IMPACT

In tracing the purpose of training,the questions arising are

i. Firstly, whether the training

(programme) under evaluation, wasorganized as an investment(production) or for futureconsumption purposes?

a. If the purpose was exclusivelyfor consumption, then an evaluatormay study the performance of ex-trainees and need not go for impactstudies.


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b. In case of training, organized as anincremental investment, then theprofit accrued have to be comparedwith losses (wastage) by developing abalance-sheet of training-efforts-cum-results obtained both in quantitativeand qualitative terms.

c. Even in the case of consumption oftraining, in relation to developmentalefforts, the amount consumed (cost)must be compared to socio-economicbenefits accrued to the user-system(s).


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d. Ultimately, the entire training system(linking international, national andlocal efforts as one) will have to be

treated as an industry that generallyconsumes (a lot initially) andsimultaneously produces finishedmarketable products and earns profits

quantitatively and qualitatively).


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Secondly, whether the training underevaluation, was conceived asperformance-centered or client-

centered or both? If the purpose of training is

exclusively performance-centered,then the evaluation has to be

restricted to the measurement ofincremental-orderly job (role)performance over a period of time,through training and retraining efforts.


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In case of training organized as client-cent red, then an evaluator first,identifies the group of clients (target-

beneficiary groups) and measuresdirect, indirect and diffused impacts onthem.

But, in the cases of performance-cum-

client-centered training, the results(impact) have to be measured atindividual beneficiary and group ofcommunity levels.


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The client-centered training requiresperiodicity of evaluation exercises dueto production of short, medium as well

as long-term impacts in differentdirections. As such it becomes a costlyexercise, specially when neither thetraining-objectives are clear nor there

are identified target-groups on whomimpact is almost assured.


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e. The performance-centered training requiresstudy of several human performancecomplexities in a complex social system, byanalyzing mans ability and stability in

performing the tasks for which he has beentrained.

f. It is a social reality that individual impactand group impact form an integrated wholei.e., the ex-trainees as well as their clients

are bound together through theirinteractional efforts and then they producethe impact.


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QUALITY OF WORK LIFE

The American Society of Training and

Development (ASTD) established a taskforce on the QWL in 1979. This task forcedefined QWL as a process of workorganizations which enables its members

at all levels to actively participate inshaping the organizations, environment,methods and outcomes.

This value based process is aimed towardsmeeting the twin goals of enhancedeffectiveness of organization and improvedquality of life at work for employees.


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QUALITY OF WORK LIFECONTD

Walton (1975) proposes eight conceptualcategories that together make up theQuality of Working Life. These are brieflypresented below:

1.Adequate and fair compensation

2.Safe and healthy working conditions

3. Immediate opportunity to use and

develop human capacities4.Opportunity for continued growth and

security


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5. Social integration in the workorganization

6. Constitutionalization in the work

organization7. Work and the total life space

8. The social relevance of work life


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The basic concept underlying the QWLis what has come to be known ashumanization of work.

It involved basically the development

of an environment of work thatstimulates the creative abilities of theworkers, generates cooperation, andinterest in self-growth.


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Herrick and Maccoby have identifiedfour basic principles which summarizethe humanization of work.

These principles are briefly discussedbelow:

The principle of security

The principle of equity

The principle of individuation

The principle of democracy

BETTER QUALITY


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BETTER QUALITYPRODUCTION

The following improvements are generallymade as a result of impact of training anddevelopment programs which directlyhelped to have better quality production.

i. Improved behavior with colleagues andboss.ii. Feeling of this is our work rather than

this is not my work.iii.Reducing the tendency of hiding ones

mistakes and highlighting othersmistakes.

iv.Improved climate of cooperation betweendepartments.

BETTER QUALITY


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v. Joint problem-solving with allinvolved, resulting in faster problem-solving.

vi. Started planning days work. This hasresulted in completion of important

jobs in time and reduction of tensions.

vii. Used to think only of self, now ofothers too.

viii. Started doing work withoutdeliberately waiting for instructionsfrom supervisors.

BETTER QUALITY


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ix. Avoid deliberate confrontations.x. Used to work mechanically now

take interest in work.xi. Developed courage to ask others

and learn from them.xii. Used to think anti-management, now

willing to see Managements point ofview also.

xiii. Understood the importance ofdiscipline and started wearinguniform.

xiv. Increased interest in the suggestionscheme.

BETTER QUALITY


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Problems faced

After attending the trainingprograms, the employees in their

efforts to improve productivity, facedresistance from their co-workers whodid not attend the program.

They also faced resistance from theirsupervisors who did not listen to theirsuggestions.

BETTER QUALITY


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RESULTS

As a result of these programs, it was feltthat the shop-floor industrial relations

situation had improved discipline,capacity utilization, and productivityhad also gone up.

There was an increased positive

understanding and good relations withthe management.


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ROLE EFFICACY

The concept ofrole widens themeaning of work, as also of therelationship of the worker with other

significant persons in the system.The concept ofjob is more prescriptive

in nature; the concept of role includesmore discretionary part of work.

supervisor; the role emphasizes hisrelationship with all those who haveexpectations from him.


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ROLE EFFICACYCONTD

Some The job assumes the relationshipof the worker with his confusion iscreated by the various work relatedterms.

The following distinction may help inclarifying the meanings.Work is a wider concept, linking a

person with his tools and with othersperforming similar activity.

Office or position is a specific point inorganizational structure, defining thepower of the person occupying it.


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ROLE EFFICACYCONTD

Role is the set of obligations generatedby others and the individual occupyingan office.

Job is the specific requirement toproduce a product or achieve anobjective.

Function is a group of expected

behaviors of a role. Tasks are thespecific activity of a function oftenbound by time.


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ROLE EFFICACYCONTD

Personal efficacy would mean potentialeffectiveness of a person in personal andinter-personal situations, role efficacywould mean the potential effectiveness of

an individual occupying a particular role inan organization.Role efficacy can be seen as a

psychological factor underlying roleeffectiveness.

In short, role efficacy is the potentialeffectiveness of a role.

MEASUREMENT OF TRAINEE


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MEASUREMENT OF TRAINEEBEHAVIOR - BEFORE AND AFTER

TRAINING PROGRAM

Pre-Post-Evaluation sheets aredeveloped specially on the basis of thesubject-matter to be taught in the

training, changes expected in thetrainees as a result of training,competencies that are to be created asa result of training and other

organizational behavior changesanticipated, which can be measured,tabulated and scored as on the chartgiven below:


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BEHAVIOR BEFORE AND AFTERTRAINING PROGRAM

Before the Training Items/Statements

After the Training

A

(5)

B

(4)

C

(3)

D

(2)

E

(1)

A

(5)

B

(4)

C

(3)

D

(2)

E

(1)

A (a)

(b)

(c)

B (a)

(b)

(c)


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COST AND VALUEEFFECTIVENESS

Cost EffectivenessThe cost of training programs consists

of inputs and outputs.

Cost inputs consider one side of thefinancial equation, the cost of theprograms and whether this has beenthe most economical and effective

approach.

COST AND VALUE


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On the face of it, this would seem tobe simple and straight forwardaccounting, but within the majority of

quantitative aspects there is also aminority of qualitative aspects aboutwhich broad assessment only ispossible.

COST AND VALUE


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The major headings included incost inputs are

Fixed capital costs.

Maintenance or working capital costs. Administrative costs.Trainer costs.Direct training costs.

External agent costs.Trainee costs.


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COST ANALYSIS

The figures obtained under the headingsdescribed above can be used to produce asummary statement from which a numberof conclusions about the cost of training

can be made. These will include Direct cost of a training programDirect cost of the total training functionCost of the training function per individual

within the organizationCost of the training program per learner


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VALUE EFFECTIVENESS

Cost analysis leading to an assessmentof cost effectiveness is not simple itis not always easy to obtain the

financial information or produce realattribution or apportionment.

But obtaining the value of the trainingis much more difficult, so much so that

some people suggest that it isimpossible to attain.


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VALUE EFFECTIVENESS

It is frequently the principal argument usedagainst evaluation based on the so-calledsoft/hard benefits in that evaluators cannotprovide incontrovertible evidence of an

increase in hard benefits to the business. It is difficult to counter this argument,

although there can be significant concreteevidence for some learning events, moretraining results are subjective.

IMPROVEMENTS IN THE


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IMPROVEMENTS IN THEORGANIZATIONAL CLIMATE

AND CULTURE

Without doubt this is the most difficultthing to assess: fewer resignations anddischarges, less sick leaves, increased

production and a reduction incustomer complaints these and otherindicators may give the opportunity toassess a change, but all are highly

subjective, particularly whenconfirmation of a direct link with atraining/learning program isattempted.


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GUIDELINES FOR VALUE-EFFECTIVE ANALYSIS

The following summarizes the guidelinesthat should help in this difficult area

Do not be put off by the apparent, or real,difficulties and subjective nature of the

areas to be assessed try something. In subjective assessment try for

comparisons with similar events undersimilar conditions.

Seek the views albeit subjective ones ofothers, i.e. ask for the critical views ofcustomers, internal and external.

GUIDELINES FOR VALUE-


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GUIDELINES FOR VALUEEFFECTIVE ANALYSIS

CONTD

Compare results against models or evenconcepts when the areas are completelysubjective in nature.

Only gather information or data that you

will be able to use, however interesting oreasy to obtain other data might be.

Ask the line manager of the learnersbefore the events for their estimate of how

much it will be worth to them and theiroperation to have an effective person.

GUIDELINES FOR VALUE-


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GUIDELINES FOR VALUEEFFECTIVE ANALYSIS

CONTD

After the training evaluate the successand ask the line manager whether theirinitial estimates have been achieved.

Seek, but do not necessarily take aspositive proof, organizational effectslinked to the training areas increasedproductivity, decreased absences,discipline incidents, grievances etc.

Link these to other evaluationprocesses to ensure that contaminationhas not occurred.


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TEN STEPS TO MAXIMIZE THEEFFECTIVENESS OF TRAINING

Training-needs Identification

Pre-training Activities:

Planning and Organizing the Program

Designing the Module Feedback on the Faculty

TEN STEPS TO MAXIMIZE THE


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TEN STEPS TO MAXIMIZE THEEFFECTIVENESS OF TRAINING

CONTD

Feedback from the External Faculty

Training Plan and Budgets

Development of In-house Faculty

Nomination to External Seminars andTraining Programs

Quality Training Focus


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SUMMARY OF THE CHAPTER

Need for Effective TrainingFactors for Effective TrainingEvaluation of Impact of a Training

ProgramQuality of Work LifeMeasurement of Trainee Behavior

before and after Training Program

Cost and Value EffectivenessTen Steps to Maximize the

Effectiveness of Training

Documents

Training and Development Effectiveness P