Training and Factors affecting effectiveness of training

Effectiveness is the extent to which an
activity fulfils its intended purpose or
function. It is a measure of how well the
learning objectives have been met.
Factors affecting the effectiveness of
training in general
1. Participant
2. Trainer
3. Training Material
4. Working Environment

Models for measuring training effectiveness
i. Krikpatrick’s four level model of
measuring training effectiveness
ii. Noe’s model of training motivation of
measuring training effectiveness
iii. Swanson & Sleezer’s three step
model of measuring training
effectiveness

Training effectiveness determined by
Kirkpatrick's (1967)
(a) Reaction : Trainees' reactions to the
content and training process
(b) Learning: knowledge or skill acquisition
(c) Behavior: Behavior change
(d) Results: Improvements in outcomes such
as turn- over, accidents, or productivity.
Training effectiveness?

Effect of training and
development
i. Increase in knowledge and confidence
ii. Reduce anxiety
iii. Come up with new demands
iv. Development in skill, attitude and
behavior

Trainers must have awareness and
understanding of
individual’s style to achieve
desired outcomes of training
Robotham (1995)

Participants’ perception of the
effectiveness of teacher
training programme is very much
dependent on research-based
practices.
Mooi (2010)

Emotional Intelligence training of
the leaders is a key
aspect to the success of the
companies.
Quesada, et al. (2011)

Human resource policy of training
and development
Haywood (1992)

Unfavourable environment (poor
managerial support or an
unfavourable departmental climate )
affects the training effectiveness.
Birdi (2005)

Open-mindedness is also a
significant moderator of training
effectiveness.
Fischer
& Ronald (2011)

Organization needs to use on-
going assessments to establish
learning outcomes and link
those outcomes to a performance
plan.
Rama & Vaishnavi (2012)

It is critical that managers
foster a climate conducive to
learning, support the training
initiatives, and encourage
professional development.
Management Support

The best way to validate a
training need is to conduct a
needs analysis. If a training topic
is truly a training need, learners
will be actively engaged and
willing to learn the new topic and
can readily apply it to the
workplace.
Legitimate Training Needs

To be effective, learning
objectives must specify a
behaviour or performance that a
learner should be able to
complete at the end of training, a
measurable criterion, and any
conditions of performance.
Learning Objectives

A learner must identify the need
to adapt one’s behavior and be
able to learn a new skill, and the
learner needs to have an open
mind to be receptive to a new way
of thinking and performing.
Learner Readiness

Such activities include
discussions, interactive
demonstrations, job-instruction
training, brainstorming, and case
studies.
In-Class Practice

These practice opportunities yield
better retention, and learners
have a mentor to provide
feedback and guidance. Such out-
of-class opportunities include
modelling, job rotation,
apprentice training, coaching,
mentoring, experiential learning,
and on-the-job training.
Out-of-Class Practice

Awareness of training
methods and models
Awareness of
individual learning
style
Taken care of factors
affecting training
effectiveness
Emotional intelligence
??
How to achieve training
effectiveness

Effect of training and development
i. Increase in knowledge and confidence
ii. Reduce anxiety
iii. Come up with new demands
iv. Development in skill, attitude and
behaviour

 Many factors that affect training effectiveness
but three factors i.e. motivation, attitude and
emotional intelligence emerged to be stronger
and more responsible in making training effective.
 To make training more effective organizations
requires to look at how the training and
development system is associated with the
strategy of the organization and at what is being
done to check out that all training programme are
effective.
Conclusion

References
Colquitt, J.A., LePine, J.A. and Noe, R.A. (2000). “Toward an Integrative Theory of
Training Motivation: A Meta-Analytic Path Analysis of 20 Years of Research”, Journal
of Applied psychology, 85(5), pp. 678-707.
Kirkpatrick, D. L. (1976). Evaluation of Training, Training and development handbook:
A guide to human resource development, New York; McGraw-Hill Company.
Rama, M. Janaki. and Vaishnavi. R. (2012). “Measuring Training Effectiveness: A
Study in a Leading Retailing Industry in A Metropolitan City”, International Journal of
Multidisciplinary Management Studies, 2(4), pp. 16-25.
Robotham, D. (1995). "Self-Directed Learning: The Ultimate Learning Style?” Journal
of European Industrial Training, 19(7), pp. 3-7.
Fischer, R. (2011). “Cross-Cultural Training Effects on Cultural Essentialism Beliefs
and Cultural Intelligence”, International Journal of Intercultural Relations, 35(6),
pp. 767-775.
Birdi, Kamal S. (2005). "No Idea? Evaluating the Effectiveness of Creativity Training",
Journal of European Industrial Training, 29(2), pp. 102-111.
Haywood, K.M. (1992). “Effective Training: Toward a Strategic Approach”, Cornell
Hotel and Restaurant Administration Quarterly, 33(4), pp. 43-52.
Quesada, C., Pilar P.H. and Berta, E. (2011). “Evaluating the Efficiency of Leadership
Training Programmes in Spain”, Procedia - Social and Behavioral Sciences, 30(2011),
pp. 2194-2198.
Mooi, L.M. (2010). “Teacher Education: Innovative, Effectiveness and Global”,
Procedia Social and Behavioral Sciences, 9(2010), pp. 1815–1820.

Training and Factors affecting effectiveness of training

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