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The design of a training programme measurement

model

Charles Tennant
Warwick Manufacturing Group, University of Warwick, Coventry, UK
Mahithorn Boonkrong
Royal Thai Army, Thailand
Paul A.B. Roberts
Warwick Manufacturing Group, University of Warwick, Coventry, UK

Keywords authors have carried out a study of UK-based


Industry, Training, Evaluation, Introduction manufacturing companies, to identify the
Model
Human resources are without doubt one of current practices and the predominant
Abstract the most important assets of any barriers which inhibit effective training
Outlines the key areas which manufacturing organisation, particularly the programmes for production operators. The
manufacturing organisations aim was to develop a training programme
people involved in the actual production
should consider in order to
process. A continuous programme of training measurement model, that can be adopted as a
improve the effectiveness of
training programmes for for production operators in a manufacturing framework for developing training
production operators. The authors process (whether it is a continuous flow, programmes and evaluating learning
carried out a study of UK-based batch or one-off production) is essential for outcomes, which could benefit the business.
manufacturing companies to
identify current evaluation
achieving higher productivity, better
methods, and identify the on-the-job performance, and improved
predominant barriers to the quality. Japanese companies, which are Research methodology
implementation of effective accepted as leaders of world-class business,
training programmes. The Research question
are a good example of this approach.
research concluded that most of This paper was constructed from the initial
the companies believed that their Yet, management in the UK manufacturing
findings of a research programme being
training programmes did not sector has not really grasped the true value of
realise the full potential in terms
conducted at Warwick Manufacturing Group
training and tends to focus only on the
of higher productivity, better on- (Boonkrong, 2000), which is aimed at
associated costs. This can be seen from the
the-job performance, and improved investigating the effectiveness of strategy
quality. Causal factors were found ongoing reduction of training budgets as a
deployment in organisations, and the
to be inadequate training cost-cutting measure in times of economic
objectives and evaluation
associated people issues. The research
hardship. This problem can be traced back to
mechanisms, which stem from a question determined for this study was: Is
the writings of Deming (1986), who
number of barriers. Proposes a post-training evaluation necessary to
training programme measurement recognised that, because:
facilitate the implementation of effective
model, which has been adapted Money spent on training, retraining and
training and, if so, how should
from existing concepts, and could education does not show on the balance-sheet;
be applied by manufacturing it does not increase the tangible net worth of manufacturing companies measure the
organisations as a framework for the company. benefits of production operator training
carrying out appropriate programmes?
evaluation activities. Concludes Therefore, it can be concluded that, to be
with some recommendations for effective, training must have specific
future policy, and areas of further Research process
research in the implementation of
objectives and outcomes, which directly lead The research process considered both
training programmes in to business benefits and produce ``hidden'' academic and industrial inputs, in the form
manufacturing organisations. assets. However, research has concluded of a literature review, and a survey of
that: UK-based manufacturing companies. The
Only 35 per cent of UK companies have survey was carried out in order to receive
measured the effectiveness of their education,
industrial inputs, which may identify issues
training and development programmes
not found within the literature. The initial
(Education + Training, 1998).
literature review identified a range of
Therefore, it is apparent that a number of discussion points, including learning styles,
barriers exist, which prevent the existing training models, and a summary of
implementation of effective training the main barriers to implementation of
Journal of European Industrial programmes with appropriate evaluation effective training programmes. This also
Training mechanisms. In recognising this problem the served as a useful source from which to
26/5 [2002] 230±240
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[ 230 ]
Charles Tennant, design the main elements of the survey is aimed at developing organisational and
Mahithorn Boonkrong questionnaire. This research was individual competencies to enable delivery of
and Paul A.B. Roberts subsequently critically analysed to design both long- and short-term business goals, this
The design of a training
programme measurement the proposed training programme aspect is often absent in Western
model measurement model. organisations (Tennant and Roberts, 2000). A
Journal of European Industrial number of current approaches that can be
Training
26/5 [2002] 230±240 applied to achieve this include the following:
Literature review 1 Seven wastes. The seven wastes in
manufacturing were identified by Taiicho
The compelling need for effective training Ohno (creator of the Toyota Production
The literature review revealed that it has System) as:
long been well established that Japanese . overproduction;
companies have emphasised training more . waiting;
than US and European manufacturing . transporting;
companies. This is particularly evident in the . inappropriate processing;
automotive sector with 380.3 training hours . unnecessary inventory;
per year for Japanese workers, compared . unnecessary motions; and
with 46.4 for US and 173.3 for European . defects (Bicheno, 1998).
workers, which has led to dramatic They can provide an effective framework
performance improvements in terms of cost, for developing a strategy based on kaizen
quality and delivery in Japanese companies (continuous improvement) principles, by
(Womack et al., 1990). developing an appropriate training
The potential business benefits to be programme of data gathering, problem
accrued from the effective training of people identification, cause-and-effect analysis,
has been recognised in the UK, as research by and solution development (Imai, 1986).
the DTI has concluded that: The subsequent training programme can
Recent evidence suggests a 76 per cent profit
be based around the seven basic tools of
gain per employee in businesses, which have
quality, which are ideally suited for
achieved ``Investor in People'' status.
Furthermore, in times of great change, application by production operators
learning is the key skill (DTI et al., 2000). (Ishikawa, 1972).
2 Hoshin kanri. Hoshin kanri (also known
Also, Goldstein and Associates (1989) have as policy deployment) is an organising
previously indicated that employees, framework for strategic management,
managers and organisations frequently rely which is concerned with the following
on training as a solution to work issues. four primary tasks (Tennant and Roberts,
Yet, although the benefits are recognised, 2001):
other research has concluded that 85 per cent . the setting of a few strategic priorities;
of UK-based employers do not attempt to . alignment of the strategic priorities
assess the benefits from training with local plans and programmes;
programmes, and therefore are unable to . integration of the strategic priorities
quantify their results (HMSO, 1989). In view with daily management; and
of this, it is believed that developing more . a structured review of progress.
effective training programmes for production Planning and deployment are critical
operators, that include appropriate levels of elements of hoshin kanri, which imply
objective setting and evaluation, is an that the process of determining targets,
ongoing problematic issue in the UK the development of means to achieve the
manufacturing sector. targets, and the implementation of both
are crucial for success. The hoshin kanri
A strategic approach to training plan can form the basis for a
It has previously been emphasised that a company-wide training programme,
strategic approach should be adopted, to which is aimed at aligning the strategic
ensure that training programmes are goals with daily management and
consistent with the overall objectives of the working processes. Japanese companies
organisation (Beer et al., 1985). This view is have been using this approach for over 30
supported by Kenny and Reid (1986), who years, as a more effective technique for
argue that evaluation: directing and motivating the workforce
Can be used to demonstrate a clear and than the western concept of management
reliable linkage between training by objectives (MBO) (Tennant and
effectiveness and the fulfilment of strategic
Roberts, 2000).
organisational objectives.
3 The balanced score-card. The balanced
Yet, although Japanese companies tend to score-card is a performance measurement
take a strategic approach to training, which technique, which was created by Kaplan
[ 231 ]
Charles Tennant, and Norton (1996). It can be described as a NVQ system, in terms of measurement, are
Mahithorn Boonkrong derivation of hoshin kanri, in that it is that they provide organisations with a
and Paul A.B. Roberts aimed at deploying strategic goals into mechanism for evaluating employees' skills
The design of a training
programme measurement individual score-card plans under four after the training has been completed. The
model perspectives: authors discussed these approaches with a
Journal of European Industrial . financial; leading UK-based NVQ provider, who stated
Training customer;
26/5 [2002] 230±240
. that they recommend a training cycle to their
. internal business processes; and customer organisations incorporating:
. innovation and learning. identification of training needs, plan and
The innovation and learning perspective design training, deliver training, and
represents an ideal platform from which evaluate training outcomes (Weatherly and
to develop a company-wide training Du Toit, 2000).
programme.
Preferred learning styles
Different methods of training Knowles (1990) describes two models for
Training methods can generally be learning, where pedagogy is defined as the
categorised as either on-the-job or off-the-job. process of teaching children, and andragogy
On-the-job training is the most frequent is the process for teaching adults. The main
method adopted, where the learner develops distinction is the differing responsibilities of
skills in the real-work environment, by teacher and student between the two models,
actually using the same machinery and as shown in Table I.
materials during the training as they would As adults, production operators in
when actually carrying out their work manufacturing industry are andragogical
post-training. Coles (2000) concludes that it is learners and have specific assumptions about
an effective method, because the learners their learning expectations. These are based
apply their training in real-time rather than around learning, which is relevant to
sitting in a classroom environment, and themselves as individuals, whilst allowing
forgetting what they have learned when they them to apply the learning in an industrial
return to their work. However, off-the-job context to further their personal
training provides opportunities to widen the development. The assumptions are described
boundaries of the teaching and can often be a against five criteria, as shown in Table II
useful initial step ahead of on-the-job (Gibbs, 1995).
training. Further considerations regarding the
The training delivery options for either needs of the learners are that, although as
method can be sourced from either in-house mature adults they may be highly motivated,
or external sources, or a combination of both. they can also be anxious, particularly if they
In-house training is more suited to on-the-job have not been in a training environment for
training and should be set in the context of some time. A key issue, which inhibits the
``focused learning'', where the learners begin effectiveness of training, is that people often
to practise new knowledge and skills for their return to the same inadequate workplace
own work during the actual training course environment. This leads to trainees feeling
(Tennant, 1995). External training sources frustrated that they have not been able to
can be either single or multi-company apply their learning, and the company
schemes. The latter provides a useful believing that the training programme was
opportunity for the learners to mix with not effective.
people from other companies and share There are a number of models and
experiences. concepts, which need to be considered when
Many organisations in the UK are using designing teaching methods for andragogical
National Vocational Qualifications (NVQs) learners. Kolb (1984) describes a concept
as a means for developing their people, by known as experiential learning, where it is
relating the training programmes directly to believed that experience plays a central role
their normal work. In effect they are in the learning process. A four-stage cycle for
assessments, which focus on the attainment learning is proposed, as shown in Figure 1.
of competencies in the workplace, rather The model relies on here-and-now concrete
than merely providing examinations. They experience to validate concepts, where
are a relevant method for enabling immediate personal experience is the focal
businesses to achieve business objectives, point for the learning process.
through more effective people development
(Holyfield and Moloney, 1996). Organisations The evaluation of training
can participate in NVQs either by becoming Customer satisfaction with training
an NVQ centre, or by using local NVQ programmes (whether internally or
centres. The benefits of participation in the externally delivered) is an important topic
[ 232 ]
Charles Tennant, Table I
Mahithorn Boonkrong Comparison between pedagogy and andragogy models
and Paul A.B. Roberts
The design of a training Assumptions
programme measurement
model About . . . Pedagogy Andragogy
Journal of European Industrial The learner Dependent personality Increasingly self-reliant
Training Role of learner's experience To be built on Resource for learning
26/5 [2002] 230±240
Readiness to learn Determined by age Developed from life tasks
Orientation Subject-oriented Task or problem-centred
Motivation By external rewards Internal incentives/curiosity
Source: Knowles (1990)

Table II
Assumptions regarding andragogical learners
Assumptions
The learner Increasingly self-reliant
Role of learner's experience Resource for learning
Readiness to learn Developed from life tasks
Orientation Task or problem-centred
Motivation Internal incentives/curiosity
Source: Gibbs (1995)

Figure 1 setting objectives for the training.


The Lewinian experiential learning model Torrington and Hall (1995) state that
evaluation of training tends to be nebulous
and unsatisfactory, yet it is important to
demonstrate value for money. The 360-degree
feedback process for performance
management and career development has
been reported as being a useful mechanism
for identifying training needs and evaluating
the outcomes, but is typically aimed only at
employees in managerial positions
(McCarthy and Garavan, 2001).
Evaluation allows training to be appraised
in financial terms, and can provide data to
justify increased training (Reid and
Barrington, 1997). This is further supported
by Phillips and Chagalis (1990), who state
that the purpose of evaluation is to determine
the cost-benefit ratio of human resource
for organisations. Yet, often standards for the development programmes, to provide
required level of quality are not adequately feedback on the effectiveness of the training,
defined, other than superficial rating scales, and determine how much the trainees have
which are questionable in terms of validity benefited.
and reliability (Mulder, 2001). Evaluating Consideration of the evaluation process,
training outcomes is an essential element of when planning a training programme, is
the learning process (Mann and Robertson, essential to enable the setting of appropriate
1996). Yet, according to Lewis and Thornhill training objectives and learning outcomes.
(1994), there is widespread agreement with This can effect help to improve the quality of
the proposition that this is the least well future training programmes, thus preventing
conducted aspect of training activities, training efforts being wasted. Measuring the
because traditionally it has been ignored and benefits of training is an activity, which can
practised ineffectively. Hesseling (1966) also help people to identify the value of
suggested that one of the main tasks of the training, rather than just the actual costs.
trainer is to test for training effectiveness, This is an important aspect, which can
and to validate that the selected training enable organisations to improve their human
methods have achieved a desired result. resource development activities for
Campbell (1998) places great importance on production operators (Lewis and
training evaluation as a principal means of Thornhill, 1994).
[ 233 ]
Charles Tennant, Four significant elements should be equipment (inputs) are considered.
Mahithorn Boonkrong considered when designing a training However, the CIRO model does not
and Paul A.B. Roberts
The design of a training evaluation process, as shown in Table III measure behavioural change, which is a
programme measurement (Cotton, 1995). critical point. Moreover, its main
model emphasis is for measuring the
Journal of European Industrial Training measurement models effectiveness of managerial training
Training
26/5 [2002] 230±240 Currently, there are a number of models that programmes, and as such it does not
can be considered for measuring the indicate how measurement of training
effectiveness of training programmes. Some programmes for production operators
have specified the areas of measurement in can be carried out. However, the model
depth, whilst others have indicated only does recommend the adoption of
broad areas of measurement. Two of the measures during the training, which can
established training models are known as give the training provider important
Kirkpatrick and CIRO: information regarding the current
1 Kirkpatrick model. This is a widely situation of the training course, leading
accepted model, which can be used for to improvements.
evaluating the effectiveness of training in
the manufacturing industry sector A comparison of the two models is shown in
(Kirkpatrick, 1994). It is mainly concerned Table IV.
with measuring the change in skill levels
achieved as a result of the training. There
are four main elements within the model: UK-based industrial research
. reactions; Survey of UK-based manufacturing
. learning; organisations
. behaviour; and In order to elicit viewpoints from UK
. results.
manufacturing industry in the perceived
The main strength of the Kirkpatrick
effectiveness of training programmes for
model is the focus on the change in
production operators (and related issues), a
behavioural outcomes of the learners
questionnaire was developed from the issues
involved in the training programme
identified in the literature to determine:
(Mann and Robertson, 1996). However, the . the main types of training carried out;
model does not consider the measurement . average training days per employee per
of other critical areas before training,
year;
such as: . the importance placed on the evaluation of
. objectives;
training;
. contents; and . whether training efforts were often
. equipment needed for training (ASTD,
wasted; and
1998). . the main barriers to effective training.
2 CIRO model. This is also a measurement
model widely used in current business Responses to the questionnaire survey were
(Cooper, 1994). The four main elements sought from 100 medium-sized
are: manufacturing companies (with at least 1,000
. context; employees) based in the UK. The respondent
. inputs; companies were from the following sector:
. reactions; and . food and beverage (36 per cent);
. outcomes. . pharmaceutical and chemical (21 per cent);
The CIRO model focuses on . electronics (16 per cent);
measurements both before and after the . automotive (11 per cent);
training has been carried out. The main . construction (5 per cent);
strength of the CIRO model is that the . steel (5 per cent); and
objectives (context) and the training . shoe manufacturing (5 per cent).

Table III
Considerations for designing assessment tasks
Considerations for assessment
Validity Does it measure what you want it to measure?
Reliability Does it measure in a predictable way?
Practicality Is it useful in real life?
Fairness Does it advantage or disadvantage any students?
Source: Cotton (1995)

[ 234 ]
Charles Tennant, Table IV
Mahithorn Boonkrong Comparison between the Kirkpatrick and CIRO training models
and Paul A.B. Roberts
The design of a training Criteria Kirkpatrick CIRO
programme measurement
model Focused areas Reaction Context
Journal of European Industrial Learning Input
Training Behaviour Reaction
26/5 [2002] 230±240
Result Outcome
Strengths Identify behavioural change with an Measures pre- and post-training to establish
emphasis on the change of ability and whether the objectives of the training were
apply to jobs achieved
Weaknesses No focus on training objectives, only Requires more training resources and has no
post-training measures behavioural focus

The companies were classified as either number of additional barriers to effective


capital (63 per cent), or labour (37 per cent) training, which were reported as:
intensive businesses, and all operate . resource and time limitations;
multiple shift patterns. All of the companies . lack of ownership of the training
claimed to operate an induction-training programme by management;
programme for new employees, of whom . lack of training evaluation skills;
70 per cent were on one of less than one-week
. training course aims and objectives not
duration, and half of the companies operate adequately defined;
an active apprenticeship-training scheme.
. lack of top management commitment to a
Other forms of training carried out included: continuous training programme;
. basic production skills;
. lack of honesty by employees in the area
. health and safety; of training needs analysis; and
. IT skills;
. employees are too busy doing the job to
. basic quality tools; worry about training.
. team working; The companies were asked to identify the
. process management; and typical evaluation measures that they used,
. problem solving.
which are shown in Table V.
The training programmes were delivered
equally by external training providers and
internal resources. The average days' Discussion
training per employee per year was up to one
The survey findings from this research
week (85 per cent), and 80 per cent of the support the literature in a number of key
companies felt that that was about right. areas. First, manufacturing organisations
However, the respondent companies also tend to recognise the compelling need for,
reported that they often wasted their training and potential benefits of, training
efforts (74 per cent) due to the following programmes for production operators. This
causal factors: can be seen by the breadth of training carried
. poor quality training programmes;
out, the practice of instituting induction
. the context of the training is not relevant
training for new employees, and the
to normal working processes;
budgeting for and use of external training
. organisations fail to link training
providers where appropriate. However, it is
programmes with their business plan;
questionable whether the depth of training is
. employees are not motivated enough to
sufficient to realise the necessary benefits of
attend training programmes;
behavioural change and skill development,
. the period of training is not suitable,
which will lead to the realisation of business
being either too short or too long; and
benefits.
. sending inappropriate persons to the
This tends to be confirmed by considering
training programme.
that employees at Japanese companies
A general theme from the research was receive ten times more training hours per
agreement from the respondents that year, compared with the UK-based
evaluating training programmes is a very organisations in this research. Of particular
important aspect and, although most claimed concern is that 80 per cent of the companies
to attempt this, it was not considered a felt that this ``was about right'', even though
priority by management. The respondents they also felt that this relatively low level of
claimed that this was compounded by a training activity is ``wasted anyway''.
[ 235 ]
Charles Tennant, In many cases organisations cannot mechanisms. Furthermore, organisations
Mahithorn Boonkrong identify the areas of waste (and therefore claimed that, although it is considered vital
and Paul A.B. Roberts
The design of a training cannot do anything about it), because they do to measure the effectiveness of training
programme measurement not have effective measurement systems for programmes for production operators, this is
model evaluating the benefits of training compromised by a perceived lack of top
Journal of European Industrial programmes. Also, the evaluation measures management commitment, resource and time
Training
26/5 [2002] 230±240 reported (Table V) are a combination of limitations. Although no attempt was made
quantifiable measures and subjective views, to rank the causal factors for this, the
regarding which it is difficult to see how they authors believe that they actually stem from
can be directly related back to the training the lack of a strategic perspective, and
programme itself. More appropriate through not considering the trainees as
evaluation mechanisms could lead to customers in their own right with preferred
improvements in the quality and learning styles. This may lead to the problem
effectiveness of training programmes to of inadequate training objectives, where,
prevent wasted efforts, and facilitate the instead, organisations tend to rely on a
quest for continuous improvement. standard suite of training courses, without
However, training is not just about using a rigorous process of linking business
quantity. To be effective, the training needs to an adaptive training programme,
programmes also need to be proactive and which includes appropriate evaluation
strategic in context (aimed at assisting techniques.
organisations to deliver their vision and vital The authors believe that the lack of top
few goals), with appropriate evaluation management commitment and visible

Table V
Typical training evaluation measures
Industry sector Evaluation measures
Food and beverage Feedback from trainees, trainers and managers
Department performance
Defects per period
Accident rate
Output quality
Machine utilisation and productivity
Individual performance
Pharmaceutical NVQs awarded
Job improvement
Individual attitude
Management views
Cost savings
Improved asset performance
Electronics Output and speed of production
Product quality
Financial turnover
Accidents
Customer complaints
Automotive Impact on cost, quality and delivery
Impact on customer perception
Employability of individuals
NVQs awarded
Accidents
Absenteeism levels
Construction materials Customer complaints
Lead time
Accidents
Steel Safety
Rework
Quality
Shoes Revenue
Productivity
Quality

[ 236 ]
Charles Tennant, strategic objectives is in fact the most the effectiveness of management training, its
Mahithorn Boonkrong influential barrier, as this often leads to the main elements could be applied in measuring
and Paul A.B. Roberts
The design of a training manifestation of the other causes. The training programmes for production
programme measurement research has led the authors to believe that operators. This is because it considers
model training programmes for production important aspects, such as context, inputs
Journal of European Industrial operators in the UK tend to be reactive and and reactions, which should be measured
Training
26/5 [2002] 230±240 ad hoc, suggesting an attitude of ``if it aint before the training is delivered. However, the
broke, don't fix it!'' Kirkpatrick model does not focus on
pre-training measures, rather it considers
measuring the behavioural change of the
Recommendation of a new training learners post-training.
measurement model Therefore, positive attributes of the two
models have been combined with new
This research has led to the development of a
elements, which consider measuring the
training programme measurement model,
change during the actual training. This
which can be used as a framework to enable
aspect was considered to be as important as
organisations to measure the effectiveness of
measuring before and after training, because
their training programmes for production
it gives the training provider an opportunity
operators. The model was created by
to improve the quality of the training in
combining elements of both the Kirkpatrick real-time.
and the CIRO models, and incorporating the The training measurement model can be
authors' personal perspectives. Although the seen in Figure 2.
CIRO model is generally used for measuring The model shows that the measures of
effectiveness have to be considered
concurrently with the training programme.
Figure 2 Before delivering the training programme,
Training programme measurement model
the organisation and training provider
(whether internal or external) have to
consider measuring the initial factors, which
will influence the ability of the training
programme to provide the learners with the
required new skills. Measurement should
also be carried out during the actual training
in order to allow the training provider to
respond to the individual needs of particular
learners in real-time. After completion of the
training programme, three additional
measurement steps are recommended within
the model as follows

Immediate test
An immediate test is required for testing the
new skills that the learners have gained from
the training programme. It should be carried
out immediately after the training
programme has been completed.

Intermediate test
An intermediate test should be carried out
when the learners return to their jobs, to
identify whether they can apply what they
have learned in their workplace
environment.

Ultimate test
An ultimate test should be used after an
appropriate time has elapsed in order to
measure the improvement of the skills, and
behavioural changes.
Table VI shows how the various elements
of the model can be implemented.
[ 237 ]
Charles Tennant, Table VI
Mahithorn Boonkrong Training measurement framework
and Paul A.B. Roberts
The design of a training What? Who? When? Where? Why? How?
programme measurement
model Objectives Company and Before training At the company To ensure that Define company
Journal of European Industrial training provider the requirements objectives and
Training of the company new skill levels
26/5 [2002] 230±240
will be met required
Inputs Company and Before training At the company To ensure that Test the training
training provider the inputs will inputs against
satisfy the the objectives
training needs
Reactions Company and Before training At the company To identify Issue a
trainee attitudes prior questionnaire to
to the training the trainees
Skills Trainer and Before training At the company To identify initial Monitor and
trainee skills prior to record trainee's
the training current job
performance
Measurement Trainer and During training At the training To identify Practical tests
during training trainee venue progress and and
develop the examinations
training material
Immediate test Trainer and After training At the training To identify new Practical tests,
trainee venue skills and questionnaires
attitudes after and module
the training reviews
Intermediate Company and Upon return to At the company To identify any Monitor new
test trainee work changes in work work
performance performance and
environment
Ultimate test Company and Ongoing At the company To identify skills Monitor new
trainee process retention and work
impact on performance and
company environment
performance

The model has not yet been tested in measures should be implemented
industry. However, the authors believe that concurrently with the training
this research has led to the development of a programme, in order to achieve
model that addresses the barriers previously continuous improvement of training
identified. Further research needs to be courses, and help organisations identify
carried out to test the model, and it is the true value of training rather than
intended to invite training practitioners to merely the cost.
respond to this. . A number of frameworks and tools exist,
which organisations should consider,
when developing an appropriate set of
Conclusions training objectives and output measures.
. The research has led to the conclusion However, organisations have to be careful
that UK-based manufacturing to select the most compatible tools for
organisations continue to struggle with implementation, which must be
the task of developing and implementing championed and led by top management.
effective training programmes for . The authors have created a training
production operators, which are linked to programme measurement model, by
their business objectives of improving combining elements of the Kirpatrick and
quality, whilst reducing costs and CIRO models, and including additional
lead-times. A number of causal factors measures. An important aspect of the
exist, of which insufficient training model is the incorporation of tests
evaluation is significant. The evaluation (immediate, intermediate and ultimate) to
[ 238 ]
Charles Tennant, evaluate new knowledge and skills gained DTI, DFEE and FEDA (2000), Quality Learning
Mahithorn Boonkrong as a direct result of the training Skills, and Campaign for Learning, The
and Paul A.B. Roberts Future of Corporate Learning, London.
The design of a training programme.
programme measurement . The implications of this research are that Education + Training (1998), ``Medium-size firms:
model UK manufacturing organisations need to waste money on training'', Education +
Journal of European Industrial radically change their policies for the Training, Vol. 40 No. 4, pp. 163-5.
Training Gibbs, G. (1995), ``Improving the quality of student
26/5 [2002] 230±240 training of production operators to ensure
that the training is aimed at delivering learning through course design'', in
key strategic goals, rather than relying on Goldstein, I.L. and Associates (Eds) (1998),
standard suites of courses. This is Training and Development in Organisations,
problematic, as it has been established Jossey-Bass Publishers, San Francisco, CA.
Hesseling, P.G.M. (1966), Strategy of Evaluation
that the involvement of employees in the
Research in the Field of Supervisory and
strategic management process is not well
Management Training, Van Gorcum,
practised in the West, let alone the UK.
Amsterdam.
Therefore, further research needs to be
HMSO (1989), Training in Britain: A Study of
carried out to develop adaptations of
Funding, Activity and Attitudes, Her Majesty's
established strategy execution methods
Stationery Office, London.
(such as the Japanese technique of hoshin Holyfield, J. and Moloney, K. (1996), Using
kanri), which can then be applied in National Standards to Improve Performance,
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