TRAINING EFFECTIVENESS The game of economic competition has new rules. Firms should be fast and responsive.

This requires responding to customers' needs for quality, variety, customization, convenience and timeliness. Meeting these new standards requires a workforce that is technically trained in all respects. It requires people who are capable of analyzing and solving job related problems, working cooperatively in teams and 'changing hats' and shifting from job to job as well. Training has increased in importance in today's environment where jobs are complex and change. Rapidly. Companies that pay lip-service to the need for training, by lazily setting aside a few hours a year, will soon find themselves at the receiving end when talented employees leave in frustration and other employees find it difficult to beat rivals with new products, sophisticated designs and improved ways of selling. To survive and flourish in the present day corporate-jungle, companies should invest time and money in upgrading the knowledge and skills of their employees constantly. For, any company that stops injecting itself with intelligence is going to die. The purpose of this chapter is make the student understand the basic principles, areas, and methods of training currently in use in the corporate circles.

Need for Training After employees have been selected for various positions in an organization, training them for the specific tasks to which they have been assigned assumes great importance. It is true in many organizations that before an employee is fitted into a harmonious working relationship with other employees, he is given adequate training. Training is the act of increasing the knowledge and skills of an employee for performing a particular job. The major outcome of training is learning. A trainee learns new habits, refined skills and useful knowledge during the training that helps him improve performance. Training enables an employee to do his present job more efficiently and prepare himself for a higher-level job. The essential features of training may be stated thus:

Increases knowledge and skills for doing a particular job; it bridges the gap between job needs and employee skills, knowledge and behaviors
1

 Focuses attention on the current job; it is job specific and addresses particular performance deficits or problems Concentrates on individual employees; changing what employees know, how they work, their attitudes toward their work or their interactions with their co-workers or supervisors Tends to be more narrowly focused and oriented toward short-term performance concerns.

Training is needed to serve the following purposes:

Newly recruited employees require training so as to perform their tasks effectively. Instruction, guidance, coaching help them to handle jobs competently, without any wastage. Training is necessary to prepare existing employees for higher-level jobs (promotion). Existing employees require refresher training so as to keep abreast of the latest developments in job operations. In the face of rapid technological changes, this is an absolute necessity. Training is necessary when a person moves from one job to another (transfer). After training, the' employee can change jobs quickly, improve his performance levels and achieve career goals comfortably Training is necessary to make employees mobile and versatile. They can be placed on various jobs depending on organizational needs. Training is needed to bridge the gap between what the employee has and what the job demands. Training is needed to make employees more productive and useful in the long-run. Training is needed for employees to gain acceptance from peers (learning a job quickly and being able to pull their own weight is one of the best ways for them to gain acceptance).

Importance Training offers innumerable benefits to both employees and employers. It makes the employee more productive and more useful to an organization. The importance of training can be studied under the following heads:

Benefits to the business:

Trained workers can work more efficiently. They use machines, tools, and materials in a proper way. Wastage is thus eliminated to a large extent. There will be fewer accidents. Training improves the knowledge of employees regarding the use of machines and equipment. Hence, trained workers need not be put under close supervision, as they know how to handle operations properly. Trained workers can show superior performance. They can turn out better performance. They can turn out better quality goods by putting the materials, tools and equipment to good use. Training makes employees more loyal to an organization. They will be less inclined to leave the unit where there are growth opportunities

Benefits to the employees:

Training makes an employee more useful to a firm. Hence, he will find employment more easily. Training makes employees more efficient and effective. By combining materials, tools and equipment in a right way, they can produce more with minimum effort. Training enables employees to secure promotions easily. They can realise their career goals comfortably.

 Training helps an employee to move from one organization to another easily. He can be more mobile and pursue career goals actively. Employees can avoid mistakes, accidents on the job. They can handle jobs with confidence. They will be more satisfied on their jobs. Their morale would be high. Thus, training can contribute to higher production, fewer mistakes, greater job satisfaction and lower labour turnover. Also, it can enable employees to cope with organizational, social and technological change. Effective training is an invaluable investment in the human resources of an organization.

Learning Principles: The Philosophy of Training Training is essential for job success. It can lead to higher production, fewer mistakes, greater job satisfaction and lower turnover. These benefits accrue to both the trainee and the organization, if managers understand the principles behind the training process. To this end, training efforts must invariably follow certain learning-oriented guidelines.

Modelling Modeling is simply copying someone else's behavior. Passive classroom learning does not leave any room for modeling. If we want to change people, it would be a good idea to have videotapes of people showing the desired behavior. The selected model should provide the right kind of behavior to be copied by others. A great deal of human behaviour is learned by modelling others. Children learn by modelling parents and older children, they are quite comfortable with the process by the time they grow up. As experts put it. "managers tend to manage as they were managed"

Motivation
4

For learning to take place, intention to learn is important. When the employee is motivated, he pays attention to what is being said, done and presented. Motivation to learn is influenced by the answers to questions such as: How important is my job to me? How important is the information? Will learning help me progress in the company? etc. People learn more quickly when the material is important and relevant to them. Learning is usually quicker and long-lasting when the learner participates actively. Most people, for example, never forget how to ride a bicycle because they took an active part in the learning process.

Reinforcement If a behavior is rewarded, it probably will be repeated. Positive reinforcement consists of rewarding desired behaviors. People avoid certain behaviors that invite criticism and punishment. A bank officer would want to do a postgraduate course in finance, if it earns him increments and makes him eligible for further promotions. Both the external rewards (investments, praise) and the internal rewards (a feeling of pride and achievement) associated with desired behaviors compel subjects to learn properly. To be effective, the trainer must reward desired behaviors only. If he rewards poor performance, the results may be disastrous: good performers may quit in frustration, accidents may go up, and productivity may suffer. The reinforcement principle is also based on the premise that punishment is less effective in learning than reward. Punishment is a pointer to undesirable behaviors. When administered, it causes pain to the employee. He mayor may not repeat the mistakes. The reactions may be mild or wild. Action taken to repeal a person from undesirable action is punishment. If administered properly, punishment may force the trainee to modify the undesired or incorrect behaviors.

Feedback People learn best if reinforcement is given as soon as possible after training. Every employee wants to know what is expected of him and how well he is doing. If he is off the track, somebody must put him back on the rails. The errors in such cases must be rectified immediately. The trainee after learning the right behaviour is motivated to do things in a 'right' way and earn the
5

associated rewards. Positive feedback (showing the trainee the right way of doing things) is to be preferred to negative feedback (telling the trainee that he is not correct) when we want to change behaviour.

Spaced Practice Learning takes place easily if the practice sessions are spread over a period of time. New employees learn better if the orientation programme is spread over a two or three day period, instead of covering it all in one day. For memorizing tasks, 'massed' practice is usually more effective. Imagine the way schools ask the kids to say the Lord's prayer aloud. Can you memorise a long poem by learning only one line per day? You tend to forget the beginning of the poem by the time you reach the last stanza. For 'acquiring' skills as stated by Mathis and Jackson, spaced practice is usually the best. This incremental approach to skill acquisition minimises the physical fatigue that deters learning.

Whole Learning The concept of whole learning suggests that employees learn better if the job information is explained as an entire logical process, so that they can see how the various actions fit together into the 'big picture'. A broad overview of what the trainee would be doing on the job should be given top priority, if learning has to take place quickly. Research studies have also indicated that it is more efficient to practice a whole task all at once rather than trying to master the various components of the task at different intervals.

Active Practice 'Practice makes a man perfect': so said Bacon. To be a swimmer, you should plunge into water instead of simply reading about swimming or looking at films of the worlds' best swimmers. Learning is enhanced when trainees are provided ample opportunities to repeat the task. For maximum benefit, practice sessions should be distributed over time.
6

Introduction of training
It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviors to enhance the performance of employees.

INPUTS IN TRAINING AND DEVELOPMENT

Any training and development programme must contain inputs which enable the participants to gain skills, learn theoretical concepts and help acquire vision to look into the distant future.

Skills: Training is imparting skills to employees. A worker needs skills to operate machines, and
use other equipments with least damage and scrap. This is a basic skill without which the operator will not be able to function. Employees, particularly supervisors and executives, need interpersonal skills.

Education: The purpose of education is to teach theoretical concepts and develop a sense of
reasoning and judgment.

Development: It is less skill-oriented but stresses on knowledge. Knowledge about business

environment, management principles and techniques, human relations, specific industry analysis is useful for better management of a company.

Ethics: There is need for imparting greater ethical orientation to a training and development
programme. Ethical attitude help managements make better decisions which are in the interests of the public, the employees and in the long term-the company itself.

Attitudinal Changes: Attitude represents feelings and beliefs of individuals towards others.
Attitude affects motivation, satisfaction and job commitment. Negative attitude need to be converting into positive attitude. Attitude must be changed so that employees feel committed to

the organization, are motivated for better performance, and derive satisfaction from their jobs and the work environment.

Decision making and problem solving skills: It focus on methods and techniques for
making organization decision-making and solving work related problems.

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the availability of a skilled and willing workforce to an organization. In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal.

Individual objectives help employees in achieving their personal goals, which in turn,
enhances the individual contribution to an organization.

Organizational Objectives assist the organization with its primary objective by bringing
individual effectiveness.

Functional Objectives maintain the departments contribution at a level suitable to the

organizations needs.

Societal Objectives ensure that an organization is ethically and socially responsible to the
needs and challenges of the society.

IMPORTANCE OF TRAINING AND DEVELOPMENT

It helps to develop human intellect and an overall personality of the employees. Productivity Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal.

Team spirit Training and Development helps in inculcating the sense of team work, team
spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees.

Organization Culture Training and Development helps to develop and improve the
organizational health culture and effectiveness. It helps in creating the learning culture within the organization. Organization Climate Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers. Quality Training and Development helps in improving upon the quality of work and worklife.

Healthy work-environment Training and Development helps in creating the healthy

working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal.

Health and Safety Training and Development helps in improving the health and safety of
the organization thus preventing obsolescence.

 Morale Training and Development helps in improving the morale of the work force. Image Training and Development helps in creating a better corporate image. Profitability Training and Development leads to improved profitability and more positive
attitudes towards profit orientation. Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organizational policies Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.

Optimum Utilization of Human Resources Training and Development helps in

optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals.

Development of Human Resources Training and Development helps to provide an

opportunity and broad structure for the development of human resources technical and behavioral skills in an organization. It also helps the employees in attaining personal growth. Development of skills of employees Training and Development helps in increasing the job knowledge and skills of employees at each level. It helps to expand the horizons of human intellect and an overall personality of the employee

MODELS OF TRAINING
Training is a sub-system of the organization because the departments such as, marketing & sales, HR, production, finance, etc depends on training for its survival. Training is a transforming

10

process that requires some input and in turn it produces output in the form of knowledge, skills, and attitudes.

THE TRAINING SYSTEM

The three model of training are: 1. System Model 2. Instructional System Development Model 3. Transitional model

SYSTEM MODEL TRAINING

The system model consists of five phases and should be repeated on a regular basis to make further improvements. The training should achieve the purpose of helping employee to perform their work to required standards. The steps involved in System Model of training are as follows: 1. ANALYZE and identify the training needs i.e. to analyze the department, job, employees requirement, who needs training, what do they need to learn, estimating training cost, etc The next step is to develop a performance measure on the basis of which actual performance would be evaluated. 2. DESIGN and provide training to meet identified needs. This step requires developing objectives of training, identifying the learning steps, sequencing and structuring the contents

11

3. DEVELOP- This phase requires listing the activities in the training program that will assist the participants to learn, selecting delivery method, examining the training material, validating information to be imparted to make sure it accomplishes all the goals & objectives. 4. IMPLEMENTING is the hardest part of the system because one wrong step can lead to the failure of whole training program. 5. EVALUATING each phase so as to make sure it has achieved its aim in terms of subsequent work performance. Making necessary amendments to any of the previous stage in order to remedy or improve failure practices

12

TRANSITIONAL MODEL
Transitional model focuses on the organization as a whole. The outer loop describes the vision, mission and values of the organization on the basis of which training model i.e. inner loop is executed. VISION focuses on the milestones that the organization would like to achieve after the defined point of time. A vision statement tells that where the organization sees itself few years down the line. A vision may include setting a role mode, or bringing some internal transformation, or may be promising to meet some other deadlines.

MISSION explain the reason of organizational existence. It identifies the position in the community. The reason of developing a mission statement is to motivate, inspire, and inform the employees regarding the organization. The mission statement tells about the identity that how the organization would like to be viewed by the customers, employees, and all other stakeholders. VALUES is the translation of vision and mission into communicable ideals. It reflects the deeply held values of the organization and is independent of current industry environment. For example, values may include social responsibility, excellent customer service, etc

13

The mission, vision, and values precede the objective in the inner loop. This model considers the organization as a whole. The objective is formulated keeping these three things in mind and then the training model is further implemented.

INSTRUCTIONAL SYSTEM DEVELOPMENT (ISD) MODEL

Instructional System Development model was made to answer the training problems. This model is widely used now-a-days in the organization because it is concerned with the training need on the job performance. Training objectives are defined on the basis of job responsibilities and job description and on the basis of the defined objectives individual progress is measured. This model also helps in determining and developing the favorable

14

strategies, sequencing the content, and delivering media for the types of training objectives to be achieved. The Instructional System Development model comprises of five stages: 1. ANALYSIS This phase consist of training need assessment, job analysis, and target audience analysis. 2. PLANNING This phase consist of setting goal of the learning outcome, instructional objectives that measures behavior of a participant after the training, types of training material, media selection, methods of evaluating the trainee, trainer and the training program, strategies to impart knowledge i.e. selection of content, sequencing of content, etc

3. DEVELOPMENT This phase translates design decisions into training material. It consists of developing course material for the trainer including handouts, workbooks, visual aids, demonstration props, etc, course material for the trainee including handouts of summary.

15

4. EXECUTION This phase focuses on logistical arrangements, such as arranging speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and other training accessories. 5. EVALUATION The purpose of this phase is to make sure that the training program has achieved its aim in terms of subsequent work performance. This phase consists of identifying strengths and weaknesses and making necessary amendments to any of the previous stage in order to remedy or improve failure practices. The ISD model is a continuous process that lasts throughout the training program. It also highlights that feedback is an important phase throughout the entire training program. In this model, the output of one phase is an input to the next phase.

16

TRAINING NEED ANALYSIS (TNA)/TRAINING NEED IDENTIFICATION (TNI)

An analysis of training need is an essential requirement to the design of effective training. The purpose of training need analysis is to determine whether there is a gap between what is required for effective performance and present level of performance.

Training Need arises at three levels: Organizational level Individual level Operational level
Corporate need and training need are interdependent because the organization performance ultimately depends on the performance of its individual employee and its subgroup.

17

Organizational level Training need analysis at organizational level focuses on strategic

planning, business need, and goals. It starts with the assessment of internal environment of the organization such as, procedures, structures, policies, strengths, and weaknesses and external environment such as opportunities and threats. After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is required. And, opportunities can be exploited by balancing it against costs. For this approach to be successful, the HR department of the company requires to be involved in strategic planning. In this planning, HR develops strategies to be sure that the employees in the organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements at each level.

Individual level Training need analysis at individual level focuses on each and every
individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training. However, individual competence can also be linked to individual need. The methods that are used to analyze the individual need are:

Appraisal and performance review Peer appraisal Competency assessments Subordinate appraisal Client feedback Customer feedback Self-assessment or self-appraisal

18

Operational level Training Need analysis at operational level focuses on the work that is
being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gathers this information through technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for these changes. The job analyst also gathers information on the tasks needs to be done plus the tasks that will be required in the future. Based on the information collected, training Need analysis (TNA) is done.

Benefits of need assessment

Training programs are designed to achieve specific goals that meet felt needs. There are many benefits of need assessment: 1. Trainers may be informed about the broader need of the trainees. 2. Trainers are able to pitch their course inputs closer to the specific needs of the trainees. 3. Assessment makes training department more accountable and more clearly linked to other human resource activities, which make the training programs easier to sell to line managers.

TRAINING-DESIGN

The design of the training program can be undertaken only when a clear training objective has been produced. The training objective clears what goal has to be achieved by the end of training program i.e. what the trainees are expected to be able to do at the end of their training. Training objectives assist trainers to design the training program.

The trainer Before starting a training program, a trainer analyzes his technical, interpersonal,
judgmental skills in order to deliver quality content to trainers.

19

The trainees A good training design requires close scrutiny of the trainees and their profiles.
Age, experience, needs and expectations of the trainees are some of the important factors that affect training design.

Cost of training It is one of the most important considerations in designing a training

programme. A training programme involves cost of different types. These may be in the form of direct expenses incurred in training, cost of training material to be provided, arrangement of physical facilities and refreshment, etc. Besides these expenses the organization has to bear indirect cost in the form of loss of production during training period. Ideally, a training programme must be able to generate more revenues than the cost involved.

Training climate A good training climate comprises of ambience, tone, feelings, positive
perception for training program, etc. Therefore, when the climate is favorable nothing goes wrong but when the climate is unfavorable, almost everything goes wrong.

20

TRAINING-DESIGN

Trainees learning style the learning style, age, experience, educational background of
trainees must be kept in mind in order to get the right pitch to the design of the program.

Training strategies Once the training objective has been identified, the trainer translates it
into specific training areas and modules. The trainer prepares the priority list of about what must be included, what could be included.

Training topics After formulating a strategy, trainer decides upon the content to be
delivered. Trainers break the content into headings, topics, ad modules. These topics and modules are then classified into information,
21

knowledge, skills, and attitudes.

Sequence the contents Contents are then sequenced in a following manner:

From simple to complex Topics are arranged in terms of their relative importance From known to unknown From specific to general Dependent relationship

Training tactics Once the objectives and the strategy of the training program becomes clear,
trainer comes in the position to select most appropriate tactics or methods or techniques. The method selection depends on the following factors: Trainees background Time allocated Style preference of trainer Level of competence of trainer Availability of facilities and resources, etc

Support facilities IT can be segregated into printed and audio visual. The various
requirements in a training program are white boards, flip charts, markers, etc.

Constraints The various constraints that lay in the trainers mind are:
Time Accommodation, facilities and their availability
22

 Furnishings and equipments Budget Design of the training, etc

TRAINING IMPLEMENTATION
To put training program into effect according to definite plan or procedure is called training implementation. Training implementation is the hardest part of the system because one wrong step can lead to the failure of whole training program. Even the best training program will fail due to one wrong action. Training implementation can be segregated into: Practical administrative arrangements Carrying out of the training Once the staff, course, content, equipments, topics are ready, the training is implemented. Completing training design does not mean that the work is done because implementation phase requires continual adjusting, redesigning, and refining. Preparation is the most important factor to taste the success. Therefore, following are the factors that are kept in mind while implementing training program:

The trainer The trainer need to be prepared mentally before the delivery of content. Trainer
prepares materials and activities well in advance. The trainer also set grounds before meeting with participants by making sure that he is comfortable with course content and is flexible in his approach.

Physical set-up Good physical set up is pre-requisite for effective and successful training
program because it makes the first impression on participants. Classrooms should not be very small or big but as nearly square as possible. This will bring people together both physically and psychologically. Also, right amount of space should be allocated to every participant.
23

Establishing rapport with participants There are various ways by which a trainer can
establish good rapport with trainees by: Greeting participants simple way to ease those initial tense moments Encouraging informal conversation Remembering their first name Pairing up the learners and have them familiarized with one another Listening carefully to trainees comments and opinions Telling the learners by what name the trainer wants to be addressed Getting to class before the arrival of learners Starting the class promptly at the scheduled time Using familiar examples Varying his instructional techniques Using the alternate approach if one seems to bog down

Reviewing the agenda At the beginning of the training program it is very important to
review the program objective. The trainer must tell the participants the goal of the program, what is expected out of trainers to do at the end of the program, and how the program will run. The following information needs to be included: Kinds of training activities Schedule

24

 Setting group norms Housekeeping arrangements Flow of the program Handling problematic situations

In general programme implementation involves action on the following lines: Deciding the location and organizing training and other facilities.
Scheduling the training programme. Conducting the programme. Monitoring the progress of the trainees.

TRAINING EVALUATION
The process of examining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines.

Purposes of Training Evaluation

The five main purposes of training evaluation are: Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes. Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training
25

Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly. Power games: At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits. Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes.

Functions of evaluation:
There are basically two functions of evaluation: 1. Qualitative evaluations is an assessment process how well did we do? 2. Quantitative evaluation is an assessment process that answers the question How much did we do?

26

Principles of Training Evaluation:

Training need should be identified and reviewed concurrently with the business and development plan process. a) Evaluation must be continuous. b) Evaluation must be specific. c) Evaluation must be based on objective methods and standards. d) There should be correlation to the needs of the business and the individual. e) Organizational, group and individual level training need should be identified and evaluated. f) Techniques of evaluation should be appropriate. g) The evaluation function should be in place before the training takes place. h) The outcome of evaluation should be used to inform the business and training process. personal

Need of evaluation of Training:

Training cost can be significant in any business. Most organizations are prepared to incur these cost because they expect that their business to benefit from employees development and progress. Whether business has benefited can be assessed by evaluation training. There are basically four parties involved in evaluating the result of any training. Trainer, Trainee, Training and Development department and Line Manager. The Trainee wants to confirm that the course has met personal expectations and satisfied any learning objectives set by the T & D department at the beginning of the programme. The Trainer concern is to ensure that the training that has been provided is effective or not. Training and Development want to know whether the course has made the best use of the resources available. The Line manager will be seeking reassurance that the time hat trainee has spent in attending training results in to value and how deficiency in knowledge and skill redressed.

27

The problem for many organizations is not so much why training should be evaluated but how. Most of the organizations overlook evaluation because financial benefits are difficult to describe in concrete terms. The process of evaluation is central to its effectiveness and helps to ensure that: Whether training budget is well spent To judge the performance of employee as individual and team. To establish culture of continuous learning and improvement.

PROCESS OF TRAINING EVALUATION

Before Training: The learners skills and knowledge are assessed before the training program.
During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Once aware, they are asked to give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style

During Training: It is the phase at which instruction is started. This phase usually consist of
short tests at regular intervals.

After Training: It is the phase when learners skills and knowledge are assessed again to
measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase.

Techniques of evaluation
The various methods of training evaluation are: Observation
28

 Questionnaire Interview Self diaries Self recording of specific incidents

WHAT TO EVALUATE/LEVEL OF EVALUATION

Donald Kirkpatrick developed four level models to assess training effectiveness. According to him evaluation always begins with level first and should move through other levels in sequence.

Reaction Level: The purpose is to measure the individual reaction to the training activity. The benefit of Reaction level evaluation is to improve Training and Development activity efficiency and effectiveness.

Learning Level: The basic purpose is to measure the learning transfer achieved by the training and development activity. Another purpose is to determine to what extent the individual increased their knowledge, skills and changed their attitudes by applying quantitative or qualitative assessment methods

29

Behavior Level: The basic purpose is to measure changes in behavior of the individual as a result of the training and development activity and how well the enhancement of knowledge, skill, attitudes has prepared than for their role.

Result Level: The purpose is to measure the contribution of training and development to the achievement of the business/operational goals.

30