TRAINING DESIGN PROCESS - STEP 5 (DEVELOP AN EVALUATION PLAN)

TRAINING EVALUATION

• The process of collecting outcomes needed to determine whether the training is effective or not.
• The time, money and effort spent on training actually made difference in the outcome is evaluated.
• Training effectiveness refers to the benefits that company and trainees receive from training.
• The evaluation design is collection of information including what, when, how, from whom in a time interval.

REASONS FOR TRAINING EVALUATION

• Investing millions in training needs in analyzing the outcome from training whether it is loss or profit in terms of performance.
• Training and Human Resource outcome includes attitude, motivation, behaviour and human capital.
• Organizational performance outcome includes performance and productivity.
• Financial outcomes include profits and financial indicators.

FORMATIVE EVALUATION
The evaluation of training that takes place during program. It helps to ensure whether

• Program is well organised and runs smoothly.
• Trainees learn and satisfy with the program
• It ensures to provide information about the program and how to make it better.
• And involves in collecting Qualitative data (Data that includes opinion, beliefs and feelings)
• Pilot Testing refers to the process of previewing the training program with potential trainees and managers or customers. It is used as "Dress rehearsal" and changes are made before the program.

SUMMATIVE EVALUATION

• The evaluation conducted to determine to which level trainees have changed after training and involves in collecting Quantitative data.
• Quantitative data is collected through tests, ratings of behavior or objective measures of performance such as volume of sales, accidents or patents.

WHY TRAINING PROGRAM IS EVALUATED?

• To identify the program strength and weakness, meet with objectives, Transfer of Training is occurs and program is satisfactory.
• Trainees most and least benefit from the program is evaluated.
• Financial benefits and the cost of the program is evaluated.
• Compare different training programs conducted and choose the best program.
• Compare the cost and benefits of training vs non training 
• Assess whether content, organisation and administration of program contribute to learning.

OVERVIEW OF EVALUATION PROCESS

                                       

OUTCOME OF TRAINING EVALUATION

To measure outcome from training specific framework is used. Dr. kirkpatrick's four level framework has certain advantages and disadvantages. Hence five level framework is framed. 

LEVEL 1 - Reaction Outcomes

LEVEL 2 - Learning and cognitive Outcomes

LEVEL 2 or 3 - Behavior or skill based Outcome

LEVEL 2 or 3 - Affective Outcomes
LEVEL 4 - Results
LEVEL 5 - Return on Investment

DETERMINING WHETHER OUTCOMES ARE APPROPRIATE

Training outcome is to be relevant, reliable, discrimination and practical.

Relevance is when learned capabilities measured relevant to what is performed by trainee.

Reliability is how frequently outcome is measured over time.

Discrimination is degree to which trainee performance on the outcome actually reflects true difference in performance.

Practicality is ease with which the outcome measures can be collected.

TRAINING DESIGN PROCESS - STEP 4 (TRANSFER OF TRAINING)

TRANSFER OF TRAINING

• Transfer of training refers to trainees effectively and continuously applying what they learned in training to do their jobs.
• It is important that what is emphasized in training is used in job (transfer of training ) and that knowledge is not lost.
• Most training program is focused on developing but not follow up.
• Research suggests that only 62% of transfer training occurs after training and decreases to 34% in next year.

A MODEL OF TRANSFER OF TRAINING

1.Generalization
Refers to trainees ability to apply learned capabilities to situation in job that are not identical to learning environment.

2.Maintenance
Refers to the process of continuing to use newly acquired capabilities overtime.

3.Learning Environment
It include meaningful material, opportunity to practice, feedback, program, organization, physical features of training site.

TRAINING DESIGN
It is characteristic of learning environment.

Application of transfer of training theory
1.Theory of identical elements

Theory proposes that transfer of training occurs when what is being learned in training section is identical to what trainee has to perform on job.
Fidelity refers to extend to which training environment similar to work environment.

2.Stimulus Generalization Approach

• suggest the way to understand the transfer of training issue to construct training so that most important features of general principles are emphasized.
• It is also known as behavioural model training.
• Training program should teach general concepts and principles.
• Aware of examples from experience similar to one in training.

3.Cognitive Transfer Training

• It is based on information processing theory. 
• Recalling stored information and retrieving are key aspects.
• providing coding strategies so that information is easily retrieved from memory.

ENCOURAGE TRAINEE RESPONSIBILITY AND SELF MANAGEMENT

• Self management refers to persons attempt to control certain aspects of decision making and behaviour. Involves in 
• Setting goals to use learning capabilities, apply to job, monitoring, engaging in self reinforcement.
• Self management is important in case of lack of support from peers , managers, work environment.
• Trainee Responsibility are before training need to consider why attending training, set of goals.
• Need to do pre-training assignment, involvement, sharing information.

WORK ENVIRONMENT CHARACTERISTICS THAT INFLUENCE TRANSFER

1.Climate of transfer
It is trainees perception about wide variety of characteristics of work environment that facilitate or inhibit use of trained skills or behaviour.

2.Manager support
Managers support refers to degree to which managers emphasize the important of attending program, stress the application content to the job.
Basic level of support is allow to attend the program and greater level is to participate.

3.Peer support
A support network is a group of two or more trainees who agree to meet and discuss their progress in using learned capabilities of job.

4.Opportunity to use learned capabilities
Refers to extend to which trainee is provided with actively seeks experience that allows for application of new learned competencies from training program.

5.Technological support
Electronic performance support systems are computer applications that can provide skills training, information access and expert advice. Technology should be available to implement learned capability.

TRAINING DESIGN PROCESS - STEP 3 (CREATING A LEARNING ENVIRONMENT)

LEARNING ENVIRONMENT

A positive learning environment energizes training and involve trainees to learn.
Some companies involves in training process outside the classroom. Has a book club and allow employees to read and discuss.

CREATING A LEARNING ENVIRONMENT

• Meaningful training content
• Positive learning environment
• Need to know why should they learn
• Opportunities to practice
• Sharing the knowledge
• Feedback
• Commit training content to memory.

Learning is relatively permanent change in human capabilities that is not a result of growth process.
Learning outcomes are

• Verbal information - state, tell previously stored information (name, label, facts)
• Intellectual skills - concepts and rules to solve problem (design code)
• Motor skills - execute a physical action with precision and timing (shoot a gun continuously)
• Attitude - personal course of action
• Cognitive strategy - ones own thinking and learning process.

LEARNING THEORIES

1. REINFORCEMENT THEORY
Emphasis that people are motivated to perform or avoid certain behaviours because of the past outcomes.
Positive reinforcement is obtained by pleasurable outcomes. In the form of rewards or recognition
Negative reinforcement is removal of unpleasurable outcome. Punishment is the outcome of negative reinforcement.
Extinction is a process of withdrawing positive or negative reinforce to eliminate a behaviour.


2. SOCIAL LEARNING THEORY
The people learn by observing others persons whom they believe credible and knowledgeable.
New learning skills comes from
Direct experience by using the behaviour
Process of observing others.

High self efficacy person is good to learn. It is increased by
Verbal persuasion, logical verification, modelling, past accomplishment.

"Get Your Ideas Across" trainees are presented with five key behaviours
1.State point and purpose of message
2.Present points to aid understanding
3.Check audience reaction
4.Handle reaction from audience
5.Summarize main point.

3. GOAL THEORIES
Specific challenging goals results in better performance than vague unchallenged goals.
Goal directs energy and attention.
Goal orientation is goals by trainee in learning situation.
Learning orientation is trying to increase ability or competence in the task.View error and mistake as part of learning.

4. NEED THEORIES
Help to explain value that person places on certain outcome.
A need is deficiency that person experiencing at any point of time.
Maslow and Alderfers need theory focuses on
1.Physiological needs
2.Relatedness needs - need to interact with person
3.Growth need - self esteem, self actualization.

Alderfers theory states that a person starts to satisfy needs from low to high level.
If high need is not satisfied then employee refocus on low level needs.

5. EXPECTANCY THEORY

Expectancy are beliefs about link between trying to perform a behaviour and actually performing well.
Instrumentality is performing given behaviour associated with particular outcome.

6. ADULT LEARNING THEORY
It is theory based on how adults learn.
Knowles model is based on several assumption
1.Need to know why they learn
2.Self directed
3.More work related to learning situation
4.They must be motivated.

7. INFORMATION PROCESSING THEORY

Positive evaluation is stored in long term memory for use in similar situation.
Internal process needed to capture, store, retrieve and respond.

Information available is processed by series of processing system.
The processing system transfers or alters the information.

TRAINING DESIGN PROCESS STEP 2 (EMPLOYEE READINESS FOR TRAINING)

READINESS FOR TRAINING

• Employees have personal characteristics (ability, attitude,belief and motivation) necessary to learn program content and apply to the job.
• Motivation to learn is the desire of the trainee to learn the content of training program.
• Self efficacy is the employees belief that they can successfully learn the training program.

Managers can increase self efficacy of employees by

• Let employees know that the purpose of training is to increase performance rather than identifying the areas that employees are incompetent.
• Creating knowledge about the purpose of training program.
• Showing employees the training success of peers who were in the similar program.
• Providing employees with feedback that learning is under their control and they have ability to responsibility to overcome the difficulties through the experience in the program.

TRAINING DESIGN PROCESS STEP 1 (NEED ASSESSMENT)

NEED ASSESSMENT
Need assessment is a systematic process for determining and addressing the needs, or gaps between current conditions and desired conditions or wants.The discrepancy between the current condition and desired condition must be measured appropriately to identify needs.

Need assessment is the process that determines whether training is needed or not.
eg: If there is fault with equipment , then training is not essential.

WHY IS NEED ASSESSMENT NECESSARY?

• Training may be incorrectly used for different problem.
• May have wrong content, objective or method.
• Money is wasted through training.
• Trainees may send to training program for which they do not have basic skills, confidence, prerequisite skills.
• Trainees may not receive expected learning, behavioural change.

WHO SHOULD PARTICIPATE IN NEED ASSESSMENT?
As training increasingly becomes used to help the company achieve its goals, both  upper and top level managers are involved in this process.

PRESSURE POINT THAT SUGGEST TRAINING ARE

• Performance problem
• New technology
• Lack of basic skills
• New product
• Job redesign
• New legislation

NEED ASSESSMENT PROCESS

Need assessment process includes

1. Organizational Analysis
2. Person Analysis
3. Task Analysis

ORGANIZATIONAL ANALYSIS

• Determines appropriateness of training
• Resources availability
• Managers and peers support training activity or not
• Organise the company's business strategy.

Questions to ask in organizational analysis

1. Company's strategic direction
Strategic role of training influence how frequently and what type of training occurs.
2. Resources Availability
Budget, time, expertise, computer literate employees.
3. Choosing vendor or consultant
Decision to purchase training program from consultant or vendor rather than in house-program.
4. Request For Proposal 
It is a document that outlines for potential vendors and consultant types and service the company is seeking and type of reference needed.

PERSON ANALYSIS

• Determines whether performance deficiency is due to lack of skill, knowledge or behaviour.
• Identify who needs training.
• Determines employees readiness for training.

The persons motivation to learn will be impacted by the following factors

• Basic skills - Cognitive Ability, Reading level, writing skills
• Input - To understand what, when and how to perform
• Output - Expectation for learning and performance (Standards)
• Consequences - Norms, benefits and rewards
• Feedback - Frequency, detail.

TASK ANALYSIS

• Identify the important competency that need to be emphazised in training.
• Job - Specific position requiring the completion of certain task.
• Task - Employees work activity in certain job.
• Knowledge - Facts and procedures
• Ability - Physical and mental capabilities to perform the job.

eg: Task performance Rating

Frequency of performance - 0 1 2 3 4 5

Based on Importance - 0 1 2 3 4 5 

Based on difficulty - 0 1  2 3 4 5

TRAINING DESIGN PROCESS

TRAINING DESIGN PROCESS

• It is a systematic approach for developing training program.
• The training design process is referred to as ADDIE model as it includes Analysis, Design, Development, Implementation, and Evaluation.
• The training process is systematic yet flexible to adopt to business needs.
• Create positive environment for learning, feedback, exercise are some essential factors in training.

FORCES INFLUENCING WORKING AND LEARNING

• Globalization of business

Globalization of business is the change in a business in a company associated with a single country to one that operates in a multiple country.

• Demographic changes and Diversity of workforce

Population is the important factor in determining size and composition of labour force.

1. Increase in Ethnic and Racial diversity 
It is due to immigration, increased participation of minorities in the work force and higher minority fertility rates. Training is needed to improve technical and customer service skills for immigrants.
2. Aging work force
Older people are being healthier and long life have opportunity to work long. An emerging trend for qualified older employees to work part time or few months. Training is needed because of diversity in work force.

• New Technology

Technology changed the way of training. Technology have impact on all sectors like robotics, artificial intelligence, nanotechnology, CAD etc.

1.  Influence on training

Training reduces the cost . Technological changes has great impact on training delivery methods, more realistic, occur and at any time and employee to choose when and where to work.New technologies include Internet, e-mail, DVDs, CD-Rom's, mobile technology, satellite, PDAs and iPod's.

       2.Flexibility in where and when work is performed                         

• Economic cycles

Economic changes mainly occurs when there is downturn in economy. Training and development is needed because to understand the critical goal supporting the business strategy.

• Increased value place on Intangible assets and human capital

A company's value include three type of assets that are critical for company to provide goods and services.They are         

        1. Financial Asset (cash and securities)
        2.physical assets (property, plant, equipment)
        3.Intangible assets (Human capital, customer capital, social capital and intellectual capital)

Human capital refers to sum of attributes, life experience, knowledge, energy, enthusiasm. (eg: Education, Work- related know- how)  

Social capital refers to relationship in the company. (eg: corporate culture, management practices) 

Customer capital refers to value of relationship with person or organisation outside the company to meet goal.(eg: Brands, customer relationship)

Intellectual capital refers to codified knowledge that exists in the company. (eg: patents,copyrights).
                   The value of intangible assets and human capital has three implications:1. Focus on knowledge worker 2. Employee engagement 3. Change and continuous learning.

• Focus on link to business strategy

Business strategy is a plan that integrates the company's goals, actions and policies.Company's business strategy is to meet broad goals such as profitability, market share, quality.                      

• Talent Management

Refers to attracting, retaining, developing and motivating highly skilled employees and managers. eg: sales manager given training on product flow, delivery and technical process.

 1. Occupational and Job changes 

The labour force is projected to increase from 13 million to 164.32 million in 2016 most within service providing industry.
eg: Medical Assistant numbers 148000 - 35% (2016)
2. Retirement of baby boomers 

As old generation begin to retire, the implication in work force become enormous. As new workers begin to enter they need more training to understand the key value of job.
3. Skill Requirement 

There are two specific skills needed for the job.
a. Cognitive skill - mathematical and verbal reasoning ability.
b. Interpersonal skill - Interact with customer, work with team and share knowledge. 

4. Developing Leadership
To be successful in global economy leadership is essential. It involves in sharing knowledge, friendly, building teams. Leaders involve in planning, organising, controlling, leading.              

• Customer service and quality emphasis

Quality is ability or a product or service to meet customer requirement.
Customer driven excellence include reducing errors and defects, meeting specification and reducing complaints. Employee need product knowledge and service skills.

TQM (Total Quality Management) is to improve the ways people, machines and system accomplish work.
There were different quality standards that company receive based on quality, service.
Training involves in meeting quality challenge by teaching employee satisfaction and engaging in lean process.
Lean thinking involves doing more with less effort, equipment, space, time but providing customer what they want.

• High performance work systems

 Work Team involve employees with various skills who interact to assemble a product or provide a service.
Cross training refers to training employee in a wide range of skills so they can perform any role in a team.
Virtual Team refers to teams that are separated by time, geographic distance, culture and they rely on technology. They are connected through mail, video conferencing, Internet.