Training & Development- A study of skill matrix
- 1. Vermani & Premila’s Model of Evaluation 3 STAGES 1. Pre-Training Evaluation (Period before training during which trainees have expectations from the course) 2. Context & Input Evaluation ( Teaching & Learning stage) 3. Post-Training Evaluation (the stage after training, where trainee’s are supposed to integrate training with their job performance)
- 2. Pre Training Evaluation Process IDENTIFICATION OF TRAINING NEEDS EVALUATING PERFORMANCE STANDARDS EVALUATING TRAINING OBJECTIVES EVALUATING TRAINEES PROFILE INPUT EVALUATION EVALUATION DURING THE TRAINING
- 3. 1. Observation- trainer’s perceptiveness & observation skills cannot be discounted 2. Behavior Analysis- relevant for imbibing certain skills & attitudes such as team orientation & attitudes towards learners 3. Course Audits- can be conducted at the end of the day or midway through the course 4. Session Assessment- done by using semantic differential scale, 3 point or 5 point & trainee is supposed to only tick mark Pre Training Evaluation contd.
- 4. Learning’s divided into 3 sections 1. Knowledge learning 2. Skill learning 3. Attitude learning Post Training Evaluation
- 5. David Reay’s Approach to Evaluation STAGE 1 – THE TRAIL PHASE • Early Tentative phase of development. 1. Development Stage – involves an informal trail of a sample set of materials, exercises or activities 2. Pilot Testing - more refined operation & tells the evaluation whether the training being evaluated is suitable for the target population
- 6. STAGE 2 – THE ONGOING PHASE 1. Validation is used to measure the effectiveness of a whole training design. 2. Formative evaluation is the monitoring of the effectiveness of different aspects of training on a continuous basis with a view to modification David Reay’s Approach to Evaluation contd
- 7. STAGE 3 – THE FINAL PHASE • Seeks answers to the following questions 1. Were the training needs properly identified 2. Were the learning objectives relevant 3. Were the performance standards identified 4. Were the right priorities established 5. Did the training meet the objectives set for it 6. How did the learners feel about the training 7. Were people prepared for training 8. Was the training pitched at the right level 9. Was the trainee able to transfer the training to do the job 10.Did the training result in some benefit to the organization David Reay’s Approach to Evaluation
- 8. Case study of manufacturing company focusing mainly on production department PRE TRAINING STEPS Identifying job responsibilities Evolve standards for doing the job Identify the skill needs(knowledge and skill for each job) Evaluate the skill level(actual performance before training) • Preparing and communicating the skill matrix • Identifying the training needs
- 9. ACTUAL PERFORMANCE OUTPUT Individual lagging in drawing and denting procedure
- 10. Cont.… • Preparing training syllabus • Evolving departmental and individual training plan • Conducting training as per the training plan
- 13. During Training stage • Teaching on-the job. • Keeping close observation during the process.
- 14. POST TRAINING • It includes re- evaluating the skill. By observation By interaction
- 16. Conclusion Training is not a myth but a reality, moreover it can be measured and is being measured in various organizations using different methodologies and even by practical methodologies.