CHAPTER X

Training and
Development
Effectiveness
 OBJECTIVES OF THE
CHAPTER
 Need for Effective Training
 Factors for Effective Training
 Evaluation of ‘Impact’ of a Training
Program
 Quality of Work Life
 Measurement of Trainee Behavior
before and after Training Program
 Cost and Value Effectiveness
 Ten Steps to Maximize the
Effectiveness of Training
 NEED FOR EFFECTIVE
TRAINING
 Fortraining 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 the
training program and
(d) They must transfer their training
when back on the job.
 FACTORS FOR EFFECTIVE
TRAINING
 Some contributing factors which make
training effective are
 Top Management’s Commitment
 Need-based Training
 Motivating the Trainers
 Number vis-a-vis Quality
 Willingness and Learning Ability
 Faculty
 Innovations
 EVALUATION OF ‘IMPACT’ OF A
TRAINING PROGRAM
 Training programs are planned, executed
and sustained with certain objectives,
utilizing time, resources and efforts or
inputs of various social-systems.
 Availability, delivery and inter-play of these
inputs are governed by various social-
screening processes and multitudes of
activities.
 produce certain degree of effects or
outputs by overcoming several types of
constraints, problems and resistance.
EVALUATION OF ‘IMPACT’ OF A
TRAINING PROGRAM
CONTD…
 Thus, the resultant outputs give
intended or unintended, tangible or
intangible, specified or unspecified,
short or long, positive or negative and
expected or unexpected ‘impacts’.
 These impacts are an expression of the
changes produced in a situation as a
result of training activities undertaken
with certain training-objectives.
 EVALUATION OF ‘IMPACT’ OF A
TRAINING PROGRAM
CONTD…
 For any training-project, an assumption is
made that 'the programme of training is
based on the felt-needs of the people’
with an agreement from all parties
concerned, including the user system.
 These systems are the target-
beneficiaries, who become partners in the
progress of development and are rarely
listed in the project document.
EVALUATION OF ‘IMPACT’ OF A
TRAINING PROGRAM
CONTD…
 Even in the well prepared technical
cooperation project (TCP) executed by
national and international agencies, the
utilization and identification of target-groups
are rarely documented resulting in the
emergence of the following issues:
 First and the basic issue is a sharp and clear
definition of target-groups and their
abilities, capabilities and potentialities in
absorbing the training-inputs for the
improvement for their lots.
EVALUATION OF ‘IMPACT’ OF A
TRAINING PROGRAM
CONTD…
 Second issue is examining in depth a
common-pool of assumptions, goals
and objectives drawn from different
target groups in organizing training
programs and making all out efforts in
orienting and re-orienting them to
assure that the benefits accrued will
have multiplier effects on them in a
targeted period of time.
EVALUATION OF ‘IMPACT’ OF A
TRAINING PROGRAM
CONTD…
 Third issue is the identification of
criteria and standards for measuring
the stated operational objectives and
their empirical definitions in terms of
technical and behavioral indicators for
each specified target groups.
EVALUATION OF ‘IMPACT’ OF A
TRAINING PROGRAM
CONTD…
 Last issue is related to obtaining a
three-dimensional picture of target
beneficiary groups viz. –
a. Actual beneficiary groups; who are
directly benefited from training.
b. Potential beneficiaries; who have
the capacity to use the training-
outputs, but they are not getting
immediate benefits from the trained
manpower.
EVALUATION OF ‘IMPACT’ OF A
TRAINING PROGRAM
CONTD…
c. Desired beneficiary target groups,
whom the training programme
planners normally want to reach but all
of them may not have the capacity
and potentiality to use the training
outputs.
 MEASUREMENT OF IMPACT
 Possible Impact
 Directionality

 Data Needs

 Intensity of Impacts

 Impact Paths
 PURPOSE OF MEASUREMENT
OF IMPACT
 In tracing the purpose of training,
the questions arising are –
i. Firstly, whether the training
(programme) under evaluation, was
organized as an ‘investment’
(production) or for future
‘consumption’ purposes?
a. If the purpose was exclusively
for consumption, then an evaluator
may study the ‘performance’ of ex-
trainees and need not go for impact
studies.
 PURPOSE OF MEASUREMENT
OF IMPACT
b. In case of training, organized as an
incremental investment, then the
profit accrued have to be compared
with losses (wastage) by developing a
balance-sheet of training-efforts-cum-
results obtained both in quantitative
and qualitative terms.
c. Even in the case of consumption of
training, in relation to developmental
efforts, the amount consumed (cost)
must be compared to socio-economic
benefits accrued to the user-system(s).
 PURPOSE OF MEASUREMENT
OF IMPACT
d. Ultimately, the entire training system
(linking international, national and
local efforts as one) will have to be
treated as an industry that generally
consumes (a lot initially) and
simultaneously produces finished
marketable products and earns profits
quantitatively and qualitatively).
 PURPOSE OF MEASUREMENT
OF IMPACT
 Secondly, whether the training under
evaluation, was conceived as
‘performance-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 of
incremental-orderly job (role)
performance over a period of time,
through training and retraining efforts.
 PURPOSE OF MEASUREMENT
OF IMPACT
 In case of training organized as client-
cent red, then an evaluator first,
identifies the group of clients (target-
beneficiary groups) and measures
direct, indirect and diffused impacts on
them.
 But, in the cases of performance-cum-
client-centered training, the results
(impact) have to be measured at
individual beneficiary and group of
community levels.
 PURPOSE OF MEASUREMENT
OF IMPACT
 The client-centered training requires
periodicity of evaluation exercises due
to production of short, medium as well
as long-term impacts in different
directions. As such it becomes a costly
exercise, specially when neither the
training-objectives are clear nor there
are identified target-groups on whom
impact is almost assured.
 PURPOSE OF MEASUREMENT
OF IMPACT
e. The performance-centered training requires
study of several human performance
complexities in a complex social system, by
analyzing man’s ability and stability in
performing the tasks for which he has been
trained.
f. It is a social reality that individual impact
and group impact form an integrated whole
i.e., the ex-trainees as well as their clients
are bound together through their
interactional efforts and then they produce
the impact.
 QUALITY OF WORK LIFE
 The American Society of Training and
Development (ASTD) established a task
force on the QWL in 1979. This task force
defined QWL as ‘a process of work
organizations which enables its members
at all levels to actively participate in
shaping the organizations, environment,
methods and outcomes.
 This value based process is aimed towards
meeting the twin goals of enhanced
effectiveness of organization and improved
quality of life at work for employees’.
 QUALITY OF WORK LIFE
CONTD…
 Walton (1975) proposes eight conceptual
categories that together make up the
Quality of Working Life. These are briefly
presented below:
1. Adequate and fair compensation

2. Safe and healthy working conditions

3. Immediate opportunity to use and

develop human capacities
4. Opportunity for continued growth and
security
 QUALITY OF WORK LIFE
5. Social integration in the work
organization
6. Constitutionalization in the work
organization
7. Work and the total life space
8. The social relevance of work life
 QUALITY OF WORK LIFE
 The basic concept underlying the QWL
is what has come to be known as
‘humanization of work’.
 It involved basically the development
of an environment of work that
stimulates the creative abilities of the
workers, generates cooperation, and
interest in self-growth.
 QUALITY OF WORK LIFE

 Herrick and Maccoby have identified

four basic principles which summarize
the humanization of work.
 These principles are briefly discussed
below:
 The principle of security

 The principle of equity

 The principle of individuation

 The principle of democracy

 BETTER QUALITY
PRODUCTION
 The following improvements are generally
made as a result of impact of training and
development programs which directly
helped to have better quality production.
i. Improved behavior with colleagues and
boss.
ii. Feeling of ‘this is our work’ rather than
this is ‘not my work’.
iii.Reducing the tendency of hiding one’s
mistakes and highlighting others’
mistakes.
iv.Improved climate of cooperation between
departments.
 BETTER QUALITY
PRODUCTION
v. Joint problem-solving with all
involved, resulting in faster problem-
solving.
vi. Started planning day’s work. This has
resulted in completion of important
jobs in time and reduction of tensions.
vii. Used to think only of ‘self’, now of
others too.
viii. Started doing work without
deliberately waiting for instructions
from supervisors.
 BETTER QUALITY
PRODUCTION

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 Management’s point of
view also.
xiii. Understood the importance of
discipline and started wearing
uniform.
xiv. Increased interest in the suggestion
scheme.
 BETTER QUALITY
PRODUCTION
 Problems faced
After attending the training
programs, the employees in their
efforts to improve productivity, faced
resistance from their co-workers who
did not attend the program.
They also faced resistance from their
supervisors who did not listen to their
suggestions.
 BETTER QUALITY
PRODUCTION
 RESULTS

As a result of these programs, it was felt

that the shop-floor industrial relations
situation had improved discipline,
capacity utilization, and productivity
had also gone up.
There was an increased positive
understanding and good relations with
the management.
 ROLE EFFICACY
 The concept of role widens the
meaning of work, as also of the
relationship of the worker with other
significant persons in the system.
 The concept of job is more prescriptive
in nature; the concept of role includes
more discretionary part of work.
 supervisor; the role emphasizes his
relationship with all those who have
expectations from him.
 ROLE EFFICACY
CONTD…
 Some The job assumes the relationship
of the worker with his confusion is
created by the various work related
terms.
 The following distinction may help in
clarifying the meanings.
 Work is a wider concept, linking a
person with his tools and with others
performing similar activity.
 Office or position is a specific point in
organizational structure, defining the
power of the person occupying it.
 ROLE EFFICACY
CONTD…
 Role is the set of obligations generated
by others and the individual occupying
an office.
 Job is the specific requirement to
produce a product or achieve an
objective.
 Function is a group of expected
behaviors of a role. Tasks are the
specific activity of a function often
bound by time.
 ROLE EFFICACY
CONTD…
 Personal efficacy would mean potential
effectiveness of a person in personal and
inter-personal situations, role efficacy
would mean the potential effectiveness of
an individual occupying a particular role in
an organization.
 Role efficacy can be seen as a
psychological factor underlying role
effectiveness.
 In short, role efficacy is the potential
effectiveness of a role.
 MEASUREMENT OF TRAINEE
BEHAVIOR - BEFORE AND AFTER
TRAINING PROGRAM

 Pre-Post-Evaluation sheets are

developed specially on the basis of the
subject-matter to be taught in the
training, changes expected in the
trainees as a result of training,
competencies that are to be created as
a result of training and other
organizational behavior changes
anticipated, which can be measured,
tabulated and scored as on the chart
given below:
 MEASUREMENT OF TRAINEE
BEHAVIOR BEFORE AND AFTER
TRAINING PROGRAM
Before the Training Items/ After the Training
Statem
ents

A B C D E A B C D E
(5) (4) (3) (2) (1) (5) (4) (3) (2) (1)
A (a)
(b)
(c)

B (a)
(b)
(c)
 COST AND VALUE
EFFECTIVENESS
 Cost Effectiveness
 The cost of training programs consists
of inputs and outputs.
 Cost inputs consider one side of the
financial equation, the cost of the
programs and whether this has been
the most economical and effective
approach.
 COST AND VALUE
EFFECTIVENESS
CONTD…
 Onthe face of it, this would seem to
be simple and straight forward
accounting, but within the majority of
quantitative aspects there is also a
minority of qualitative aspects about
which broad assessment only is
possible.
 COST AND VALUE
EFFECTIVENESS
CONTD…
 The major headings included in
cost inputs are –
 Fixed capital costs.
 Maintenance or working capital costs.
 Administrative costs.
 Trainer costs.
 Direct training costs.
 External agent costs.
 Trainee costs.
 COST ANALYSIS
 The figures obtained under the headings
described above can be used to produce a
summary statement from which a number
of conclusions about the cost of training
can be made. These will include –
 Direct cost of a training program
 Direct cost of the total training function
 Cost of the training function per individual
within the organization
 Cost of the training program per learner
 VALUE EFFECTIVENESS
 Cost analysis leading to an assessment
of cost effectiveness is not simple – it
is not always easy to obtain the
financial information or produce real
attribution or apportionment.
 But obtaining the value of the training
is much more difficult, so much so that
some people suggest that it is
impossible to attain.
 VALUE EFFECTIVENESS
 Itis frequently the principal argument used
against evaluation – based on the so-called
‘soft/hard’ benefits – in that evaluators cannot
provide incontrovertible evidence of an
increase in hard benefits to the business.
 It is difficult to counter this argument,
although there can be significant concrete
evidence for some learning events, more
training results are subjective.
 IMPROVEMENTS IN THE
ORGANIZATIONAL CLIMATE
AND CULTURE
 Without doubt this is the most difficult
thing to assess: fewer resignations and
discharges, less sick leaves, increased
production and a reduction in
customer complaints – these and other
indicators may give the opportunity to
assess a change, but all are highly
subjective, particularly when
confirmation of a direct link with a
training/learning program is
attempted.
 GUIDELINES FOR VALUE-
EFFECTIVE ANALYSIS
The following summarizes the guidelines
that 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 under
similar conditions.
 Seek the views – albeit subjective ones – of
others, i.e. ask for the critical views of
customers, internal and external.
 GUIDELINES FOR VALUE-
EFFECTIVE ANALYSIS
CONTD…
 Compare results against models or even
concepts when the areas are completely
subjective in nature.
 Only gather information or data that you
will be able to use, however interesting or
easy to obtain other ‘data’ might be.
 Ask the line manager of the learners
before the events for their estimate of how
much it will be worth to them and their
operation to have an effective person.
 GUIDELINES FOR VALUE-
EFFECTIVE ANALYSIS
CONTD…
 After the training evaluate the success
and ask the line manager whether their
initial estimates have been achieved.
 Seek, but do not necessarily take as
positive proof, organizational effects
linked to the training areas – increased
productivity, decreased absences,
discipline incidents, grievances etc.
 Link these to other evaluation
processes to ensure that contamination
has not occurred.
TEN STEPS TO MAXIMIZE THE
EFFECTIVENESS 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
EFFECTIVENESS OF TRAINING
CONTD…
 Feedback from the External Faculty
 Training Plan and Budgets

 Development of In-house Faculty

 Nomination to External Seminars and

Training Programs
 Quality Training Focus
SUMMARY OF THE CHAPTER
 Need for Effective Training
 Factors for Effective Training
 Evaluation of ‘Impact’ of a Training
Program
 Quality of Work Life
 Measurement of Trainee Behavior
before and after Training Program
 Cost and Value Effectiveness
 Ten Steps to Maximize the
Effectiveness of Training