Training Need Analysis/ Evaluation

Training Need Analysis/ Evaluation
Training is the teaching of vocational or practical and relates to specific useful

skills. It forms the core of apprenticeships and provides the backbone of content
at technical colleges or polytechnics. Today it is often referred to as
professional development. Training is the means the planned and organized
activity of a consultant to impart skills, techniques and methodologies to
employers and their employees to assist them in establishing and maintaining
employment and a place of employment which is safe and healthful. Training is
the systematic process of developing knowledge, skills, and attitudes for current
or future jobs. Training refers to seminars or workshops conducted for a private
client, usually a corporation, specifically for a group of its employees. Most
corporate training seminars are one or two days. Training is the systematic
development of attitudes, knowledge and skills, behavioral pattern required by
an individual in order to perform adequately a given task or job between actual
and required human performance at work forms the basic of the need.
Process of training:
* Training needs identification and setting of objectives by the organization
* Planning, design and preparation of the training programmes against the
objectives
* Pre-course identification of people with needs and completion of the
preparation required by the training program
* Provision of the agreed training programmes
* Pre-course briefing meeting between learner and line manager
* Pre-course or start of program identification of learners' existing knowledge,
skills and attitudes Interim validation as programme proceeds
* Assessment of terminal knowledge, skills, etc., and completion of
perceptions/change assessment Completion of end-of-programme reactionnaire
* Completion of end-of-programme Learning Questionnaire or Key Objectives
Learning Questionnaire
* Completion of Action Plan
* Post-course debriefing meeting between learner and line manager
* Line manager observation of implementation progress
* Review meetings to discuss progress of implementation
* Final implementation review meeting
we can identify five basic points at which we might take measurements,

conduct assessments, or reach judgments.
o Before Training
o During Training
o After Training or Before Entry (Reentry)
o In The Workplace
o Upon Exiting The Workplace
The four elements of Kirkpatrick's framework are defined below using

Kirkpatrick's original definitions.
In 1975, Donald Kirkpatrick first presented a four-level model of evaluation

that has become a classic in the industry:
o Level One: Reaction
o Level Two: Learning
o Level Three: Behavior
o Level Four: Results
These levels can be applied to technology-based training as well as to more

traditional forms of delivery. Modified labels and descriptions of these steps of
summative evaluation follow.
Level One: Students' Reaction

In this first level or step, students are asked to evaluate the training after
completing the program. These are sometimes called smile sheets or happy
sheets because in their simplest form they measure how well students liked the
training. However, this type of evaluation can reveal valuable data if the
questions asked are more complex. For example, a survey similar to the one
used in the formative evaluation also could be used with the full student
population. This questionnaire moves beyond how well the students liked the
training to questions about:
o The relevance of the objectives.
o The ability of the course to maintain interest.
o The amount and appropriateness of interactive exercises.
o The ease of navigation.
o The perceived value and transferability to the workplace. With technology-
based training, the survey can be delivered and completed online, and then
printed or e-mailed to a training manager. Because this type of evaluation is so
easy and cheap to administer, it usually is conducted in most organizations.
Level Two: Learning Results

Level Two in the Kirkpatrick model measures learning results. In other words,
did the students actually learn the knowledge, skills, and attitudes the program
was supposed to teach? To show achievement, have students complete a pre-
test and post-test, making sure that test items or questions are truly written to
the learning objectives. By summarizing the scores of all students, trainers can
accurately see the impact that the training intervention had. This type of
evaluation is not as widely conducted as Level One, but is still very common.
Level Three: Behavior in the Workplace
Students typically score well on post-tests, but the real question is whether or
not any of the new knowledge and skills are retained and transferred back on
the job. Level Three evaluations attempt to answer whether or not students'
behaviors actually change as a result of new learning. Ideally, this measurement
is conducted three to six months after the training program. By allowing some
time to pass, students have the opportunity to implement new skills and
retention rates can be checked. Observation surveys are used, sometimes called
behavioral scorecards. Surveys can be completed by the student, the student's
supervisor, individuals who report directly to the student, and even the student's
customers. For example, survey questions evaluating a sales training program
might include:
* Did the representative open each customer dialogue with a product benefit
statement, followed by a request to proceed?
* Was the representative able to analyze and describe to you the category of
customers' objections as either valid, misinformation, or smokescreen?
* Did the representative use the appropriate model answer in response to each
objection?
* Did the representative close each sales call with a request for purchase?
* If the prospect did not buy anything, did the representative end the call with
specific future action steps?
* Did the representative complete call history records that include summaries of
who, what, where, when, and why?
Level Four: Business Results

The fourth level in this model is to evaluate the business impact of the training
program. The only scientific way to isolate training as a variable would be to
isolate a representative control group within the larger student population, and
then rollout the training program, complete the evaluation, and compare against
a business evaluation of the non-trained group. Unfortunately, this is rarely
done because of the difficulty of gathering the business data and the complexity
of isolating the training intervention as a unique variable. However, even
anecdotal data is worth capturing. Below are sample training programs and the
type of business impact data that can be measured.
* Sales training. Measure change in sales volume, customer retention, length of

sales cycle, profitability on each sale after the training program has been
implemented.
* Technical training. Measure reduction in calls to the help desk; reduced time
to complete reports, forms, or tasks; or improved use of software or systems.
* Quality training. Measure a reduction in number of defects.
* Safety training. Measure red uction in number or severity of accidents.
* Management training. Measure increase in engagement levels of direct-
reports.
(1)
EVALUATION PRINCIPLES
Independence: With the exception of self-evaluations, members of evaluation

teams should be independent from the planning and delivery of the policy,
program or activities being evaluated.
Impartiality: Evaluators are expected to make balanced judgments, reporting

and analyzing both successes and failures. If stakeholders have significantly
different views, this should be made clear in the evaluation report.
Credibility: The evaluation process should be systematic, transparent and

inclusive, with evaluations being undertaken and managed by skilled and
experienced evaluators. Evaluations should identify and convey valid and
reliable information, and reflect inputs from a variety of stakeholders.
Transparency: Evaluations should give affected stakeholders access to

evaluation-related information in forms that respect people and honor promises
of confidentiality. The Evaluation Unit will publish all its evaluations and
encourage the same for self-evaluations.
Partnership: Evaluations in partner countries should be conducted in

collaboration with partner institutions, and use partner country data and
information wherever feasible.
Usefulness: Evaluations will be designed and managed to meet the information

and decision-making needs of the intended users. This requires ensuring timely
and accessible evaluation results.
Cost-effectiveness: Evaluations will be planned and managed as effectively as

possible to maximize their benefits while minimizing the use of scarce
resources and unnecessary time demands on stakeholders.
Ethics: Evaluations should be conducted legally, ethically, and with due regard
for the welfare of those involved in the evaluation, as well as those affected by
its results. IDLO endorses the principle of “do no harm”.
(2)
PRINCIPLE OF EVALUATION
10 Principles behind Effective Employees’ Training
Training should be effective to make employees productive. Keep these 10

principles behind effective employees’ training to make training more effective
for your employees.
Here there are 10 principles behind effective employees’ training.
1. Make use of stories when discussing key points during training. Really, who
does not enjoy a good story? Of course, to make your story even better, you
need to choose and share one that incorporates that particular lesson you want to
impart to your trainees. Make sure your story is catchy so that your trainees can
retain the lesson as well as apply it easily.
2. Know the difference between facilitating and teaching. You may not think
this is the case, but there is actually a subtle difference between the two. When
you are teaching, you merely impart the lesson to your trainees. However, when
you are facilitating, you become more participative in the process. You go the
extra mile than just preparing and distributing materials to your trainees. You
actually facilitate the learning experience for them.
3. Involve your trainees. This is very important because this catches the
attention of your trainees. Thus, make sure to involve your trainees every step
of the way. Create opportunities for your trainees to share their experiences and
the knowledge they have acquired over the years as well.
4. Role-playing with real life roles is a must. Any lesson learned during training
will not be effective unless applied in real life. What better way to prepare your
trainees for the application process than by incorporating role-playing in your
training sessions right from the start?
5. Conduct demos as well. It always pays to have someone demonstrate just

what trainees are supposed to learn. By demonstrating the new skill to be
learned, trainees are then given the chance to debrief themselves about what
they just saw from the demo.
6. Employ humor. Humor is definitely a must in training. Nothing good can

come out of training that is way too serious in terms of atmosphere. Jokes,
funny stories, cartoons, all of these facilitate a more creative atmosphere for
your trainees.
7. Use metaphors and analogies. This can give more variety to your training
sessions. Also, by incorporating analogies, you actually test just how much your
trainees understand your lessons.
8. Pop culture should be utilized as well. Pop culture is pretty much popular
these days, so why not incorporate this in your training sessions? Use popular
movies TV shows, comics, and the like for your sessions.
9. Foster games and friendly competition. Games and friendly competition

create a very energetic ambience in your training. What better way to make your
sessions fun for everyone?
10. Use music to soothe the rigors of training. Incorporate music into your
program, like in your exercises and such. It is better to go with popular music
here to foster better atmosphere.
Keep these 10 principles behind effective employees’ training in mind, and you
are sure to make training more efficient and fun for everyone, even for yourself
as the trainer!
(3)
BIBLIOGRAPHY
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Training Need Analysis/ Evaluation

Training is the teaching of vocational or practical and relates to specific useful

we can identify five basic points at which we might take measurements,

The four elements of Kirkpatrick's framework are defined below using

In 1975, Donald Kirkpatrick first presented a four-level model of evaluation

These levels can be applied to technology-based training as well as to more

Level One: Students' Reaction

Level Two: Learning Results

Level Four: Business Results

* Sales training. Measure change in sales volume, customer retention, length of

Independence: With the exception of self-evaluations, members of evaluation

Impartiality: Evaluators are expected to make balanced judgments, reporting

Credibility: The evaluation process should be systematic, transparent and

Transparency: Evaluations should give affected stakeholders access to

Partnership: Evaluations in partner countries should be conducted in

Usefulness: Evaluations will be designed and managed to meet the information

Cost-effectiveness: Evaluations will be planned and managed as effectively as

10 Principles behind Effective Employees’ Training

Training should be effective to make employees productive. Keep these 10

Here there are 10 principles behind effective employees’ training.

5. Conduct demos as well. It always pays to have someone demonstrate just

6. Employ humor. Humor is definitely a must in training. Nothing good can

9. Foster games and friendly competition. Games and friendly competition

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