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SUBMITTE D BY :SUBH ASHREE.S.

SABUT Exam Roll No:46317

UT081 02

UNDER THE GUIDANCE OF:


Mr. AMIYA PATTNAIK DGM, HRD CENTRE OF EXCELLENCE. NALCO

Summary
Training is a systematic development of knowledge, skill, attitude required by an individual to perform a given task or job. Before conducting any training programme first we have to identify the need for that training i.e. Is there a need to train About the current position Where you want to be The need identification may be in terms of Organizational need Police need 0 Specific need Performance appraisal Competency mapping Venders training

The two important concepts are Performance appraisal and competency mapping. Performance appraisal is describe as merit rating in which one individual is ranked as better or worse in comparison to other. After identifying the need the methods through which the training is given are On the job training Off the job training Evaluation of training effectiveness is a highly desirable step in total training programme so one can judge the value or worth of training. Training evaluation is a mean by which participant express their feedback regarding the effectiveness of training through a source of qualitative and quantitative survey question completed at the training programme. The effectiveness of training programme depends upon the feedback given by the trainee. process that makes training effectiveness are like determine the training objective, fixation of evaluation criteria, collect of information relevant to training analysis. The persons who are responsible for evaluation of training are senior management, the trainer, the training manager, the trainee.

ACKNOWLEDGEMENT

I extend my heartiest gratitude towards Mr. Amiya Pattnaik, DGM, HRD centre of excellence, NALCO for his constant support and guidance in preparing my project on the topic EVALUATION OF TRAINING AND EFFCTIVENESS. I also express my gratitude to all the staff members of NALCO for their constant help and support. I am also thankful to all my teachers of our department for their help and support.

SUBHASHREE.S.SABUT

C.0 ONTENTS
Introduction. Training need identification Performance appraisal Competency mapping Training methods Evaluation of training effectiveness Training and learning evaluation, feedback forms, action plans and follow up

Evaluation of workplace learning and training Evaluation of training Responsibility for the evaluation of training Training evaluation and validation options The trainer's overall responsibilities - aside from training evaluation A note about ROI (return on investment) in training Case study at NALCO NALCO (about the industry) Conclusion Bibliography

INTRODUCTION

I the student of ASBM Institute of BBA, have undertaken the topic

EVALUATION OF TRAINING AND EFFCTIVENESS for my training program in NALCO under the guidance of Mr. AMIYA PATTNAIK, DGM, HRD CENTRE OF EXCELLENCE, NALCO, BHUANESWAR. Hr def The specification of values forms a basis for evaluation. The basis of evaluation and the mode of collection of information necessary for

evaluation should be determined at the planning stage. The process of training evaluation has been defined as any attempt to obtain information on the effects of training performance and to assess the value of training in the light of that information. Evaluation helps in controlling and correcting the training programme. Hamblin suggested five levels at which evaluation of training can take place, viz., reaction, learning, job behaviour, organization, organization and ultimate value In this topic I covered the need for training, types of needs, performance appraisal, competency mapping & their process, Evaluation of training effectiveness, training and learning evaluation, feedback forms, action plans and follow-up, evaluation of workplace learning and training, responsibility for the evaluation of the training, training evaluation and validation options, the trainer's overall responsibilities - aside from training evaluation, a note about ROI (return on investment) in training & a case study on Training programme on Business Communication for Supervisory Employees & the Objective of the programme was Technical/Commercial writings & Correspondences, Basic English of business & Getting well with customers. According to the feedback given by the trainees the Overall rating of the programme was excellent. The most helpful part of this training according to them was forms of modalities in English, New Concepts of writing skill, New approach of Grammar, new concept of writing skills.

TRAINING
Training is organising procedure by which people learn knowledge and/or skill for a definite purpose. - Defined by Dale S Beach Training is a systematic development of knowledge, skill & attitude required by an individual to perform adequately a given task or job. -Defined by Michael Armstrong

OBJECTIVES OF TRAINING

IDENTIFYING TRAINING NEEDS

There are several needs in an organisation. 1. Organisational need: An organisational need means the qualities that are needed in the organisation. Managers can anticipate if there are any training inputs that can help in achieving organisational objectives. For e.g.: organisation structure has to be realigned keeping in view the organisational objectives, growth & diversification or the possibility of need for greater decentralisation, or induction of new employees and redefined jobs. All these will have implications on each individual job role in the organisation necessitating the training of employees.

2. Policy needs:
In order to run an organisation, the organisation must know certain law which the organisation has to obey. The employees in the organisation must know about the law. Such policies are:

HR policy Marketing policy Purchase policy HR policy involves:-training policy, promotion policy, recruitment policy, job rotation policy etc. The employees must know about the changes in policy & the new policy of the organisation.

3. Specific needs:If in an organisation there is an immediate need to conduct a programme on transaction analysis, but the employees dont know about this, then the employees must be trained about this. This is known as specific need.

4. Vendor training:Providing required tips to the customers about the use of the product is also a quality needed by the employees. The employees must be trained about this. This is known as vendor training. e.g:-if a customer buys a refrigerator, but he doesnt know how to use it, the sales person must provide him guidance about its use. Regarding the training needs there are two important concept i.e. Performance appraisal Competency mapping

Performance appraisal:Appraisal is the evaluation of worth, merit or quality. In the organisation context, performance appraisal is a systematic evaluation of personnel by superiors or others familiar with their performance. Performance appraisal is also described as merit ratings in which one individual is ranked as better or worse in comparison to others.

IMPORTANCE OF PERFORMANCE APPRAISAL:Performance appraisal helps in arriving at decisions for various points.They are:1. SALARY INCREASE:Performance appraisal plays role in making decisions about salary increase of an employee depends on how he is performing his job. 2. PROMOTION:Performance appraisal plays a significant role where promotion is based on merit. Performance appraisal discloses how an employee is working in his present job & what his strong & weak points are. In the light of these, it can be decided whether he can be promoted to the next higher position &what additional training will be necessary for him. 3. TRAINING & DEVELOPMENTS:Performance appraisal tries to identify the strengths & weaknesses of an employee on his present job. This information can be used for devising training & development programmes appropriate for overcoming weaknesses of the employees. 4. FEED BACK:Performance appraisal provides feed back to employees about there performance. It tells them where they stand. 5. PRESSURE ON EMPLOYEES:PA puts a sort of pressure on employees for better performance. If the employees are conscious that they are being appraised in respect of certain factors & their future largely depends on such appraisal they tend to have positive & acceptable behaviour on this respect.

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METHODS OF PERFORMANCE APPRAISAL:There are various methods of PA. Infact, each organisation may have its own unique system & method of appraisal. In one organisation it may be continuing & informal where personal opinion of superior about his subordinates may be the basis of appraisal. In another, it may be well-defined & a particular system & method may be followed by managers. Whatever system may be adopted, usually PA has two bases. (I)Appraisal of employees according to traits, attributes and general behaviour on the job, commonly known as trait approach. (II)Appraisal of results, works & goals achieved by the employees, known as appraisal by results. These two approaches, however, are not mutually exclusive & can be used in combination.

3600 PERFORMANCE APPRAISAL:In this case the subordinates are not only evaluated by their superiors but also by their colleagues. But 3600 performance appraisal is very rare. It is almost absent in our country. In India subordinates are evaluated by their superiors.

COMPETENCY MAPPING:Competency comprises the knowledge, skills, values & attributes demonstrated through behaviour that results in competent & superior performance. Competency describes what superior performers actually do on a job that produces superior results. Armed with this information, selection, retention, training, succession planning &performance management systems can be integrated & designed to attract, develop & retain performers.

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Classification of competencies:Competencies can broadly be classified into two categories: Basic competencies. Professional competencies.

BASIC COMPETENCIES:Basic competencies are inherent in all individuals. Only their degree of existence would be differing. For e.g.:-problem solving is a competency that exists in every individual but in varying degrees.

Intellectual competency:-Those which determine the intellectual ability of a person. Motivational competency: - Those which determine the level of motivation in an individual.

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Emotional competency:-Those which determine an individuals emotional quotient. Social competency:- Those that determine the level of social ability in a person.

It has been proved by various scholars that all individuals have competencies. Only the combination & degree of these competencies differ from individual to individual. Hence organisation has to identify the critical basic competencies required for individual employee to deliver their best in their organisation. The importance of mapping the competencies proves critical for organisational success.

CLASSIFICATION OF THE BASIC COMPETENCIES IN THE COMETENCY GRID:


MOTIVATIONAL COMPETENCIES

INTELLECTUAL COMPETENCIES

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SOCIAL COMPETENCIES

EMOTIONAL COMPETENCIES

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Professional competencies:Professional competencies are over & above the basic competencies ,and are job related. For e.g.:-handling a sales call effectively is a competency that a sales personnel would be required to have. The professional competencies encompass the knowledge, experience, & expertise gained by an individual employee. Here it can be simply said that, Competencies=Basic competencies + Professional competencies Competency mapping:It is a process of identifying the key competencies for an organisation and/or a job & incorporating those competencies throughout the various processes (i.e. job evaluation, training, recruitment) of the organisation.

Following are the steps included in competency mapping:

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Competency mapping helps an organisation to identify the critical competencies that are essential for employees to excel in an organisation. By identifying the critical competencies existing with well performing employees, the other employees can also be stressed with the same by conducting training & development programmes.

TRAINING METHODS:Today , training programmes offer something for everyone-from free employment preparation for the first job to pre-retirement courses for those who are due to retire soon. The range of training method is such that they can provide opportunity to unskilled; they offer people to be promoted at various levels of the organisation. Training methods are means of attaining the desired objectives in a learning situation. These methods can be grouped in some categories on various bases. For e.g.:-Training methods can be grouped on the basis of level of personnel in an organisation because there are three categories of people, i.e. operative, supervisor, mgmt. .They have different training needs and, therefore, different methods may be suitable for them.

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Training methods may be grouped as:A. On the job method B. Off the job method

ON THE JOB TRAINING METHOD:This method emphasises on learning while an individual is actually engaged in work. This method can be suitable for all types of employees. Thus people can learn by working on jobs. There can be several ways in which on-the job training can be offered. On the job training methods:-

1. On specific job:This the most common form of training for all individuals. A person can learn when he is put on a specific job. He can develop skills for doing the job in better way over the period of time. However he can learn the job better if he is given some guidance either in the form of coaching or working as understudy. Coaching involves direct personal instructions & guidance usually with demonstration & continuous critical evaluation & correction. Under the understudy method, supervision of trainee works under the direction & supervision of a person, normally an assistant. He can learn the job very quickly under the guidance of his trainer.

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2. Position rotation:In position rotation, a person is given jobs in various depts. of the organisation. The major rotation of job rotation training is to broaden the background of trainee. He can learn the working of various sections & depts. of the organisation which helps in developing an integrated view of the organisational functioning. 3. special projects, task forces etc.:Assignments of people on special projects, task forces, committees etc. works like position. Besides learning the jobs performed in these assignments, he also to learns how to work with different types of persons. 4. Apprenticeship:Apprenticeship is like understudy in which trainee is put under the supervision of persons who may be quite experienced in his field. In todays context, many organisations have to take trainees under Apprenticeship Act. Besides various organisations also take apprentices to fulfil their requirement of skilled personnel. 5. Vestibule school:The concept of vestibule school is that people will learn & develop skills while working in the situation similar to what they will face after they are put on actual jobs. Many organisations establish training centres to train people for skilled work particularly in production dept. When the job requirement is such that people cant be absorbed directly ,they are put in such training centre. Here they learn while they work. However, learning, as against the actual production, is the basic objective. When they learn the job handling, they are absorbed by the organisation in actual production.

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OFF THE JOB TRAINING METHOD:In the off the job training, a trainee has to leave his place of working & devote his entire time for training purpose. During this period he doesnt contribute anything to the organisation. These methods can be followed either in the organisation itself or the trainee may be sent away for training courses organised by specialised institutions. In our country , there are many organisations which have their own training institutes, prominent among them TISCO, Hindustan Liver, ITC etc. in the private sector; State Trading Corporation ,LIC, Steel Authority Of India, Coal India etc. in the public sector. Besides there are special training institutions like Indian Institute of Management, Administrative Staff College of India, All India Management Association etc. . These institutions conduct training programmes for various levels of managers. There are various methods by which off the job training methods is offered.

1. Special courses & lectures:Special courses & lectures are knowledge based training methods. In these programmes, an effort is made to expose participants to concepts & theories,

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basic principles, & pure & applied knowledge in any subject area. Basically it is aimed at creating an awareness of the knowledge of fundamentals. The focus is essentially on transmission of knowledge. This is a very popular method. But this method has a limitation i.e. i.e. it emphasises only one way communication, i.e., from trainer to trainee.

2. Conference:In order to overcome the limitations of lecture method, many organisations have adopted guided discussion type of conferences in their training programmes. In this method, the participants pool their ideas & experiences in attempting to arrive at improved methods of dealing with problems which are faced by them at their work place. For intensive discussion on the various subjects of the conference, many small groups can be constituted. 3. Cases:Case method of training has been developed by Harvard Business School of U.S.A. . It is one of the most commonly used training methods not only for business executives but also for management institutes. A case is a written description of an organisation containing information about its numerous aspects: its history, external environment, internal operation, financial structure etc. .In fact cases are prepared looking into the real decision making situations. In case analysis, the analyst must work with the information he has & must make reasonable assumptions. Normally cases are discussed in groups. Each member of the group is asked by the instructor to present his analysis and to comment on the analysis of others. At times, members are required to respond the queries of other members & instructors. This process helps to develop analytical skills among participants. Since each participant analyses the situation based on actual facts, he learns how to analyse the situation in actual practice. Thus he can improve his decision-making process. 4. Roleplaying:-

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The concept of role playing has been drawn from drama & play in which actors play various roles. While playing roles, the actors assume themselves as the persons whose roles they are playing. Similarly role playing technique is used in groups where various individuals are given roles of different managers who may be required to solve a problem or arrive at a decision. Thus it is spontaneous acting of a realistic situation involving two or more persons under training situation. Dialogue grows spontaneously proceeds. Since people take role everyday in actual situation, they are experienced in the art of role playing, & with certain amount of imagination, they can project themselves into roles other than their own. At the end of the role playing session, there is a critique session in which the trainees are given feedback about their role playing. This helps the trainee to develop better perspective in performing jobs because he may see his jobs from different angles. It also develops sensitivity among people which is quite helpful for maintaining better human relations. 5. Management games:Management games are used to stimulate the thinking of people to run an organisation or its departments. It can be used for developing skills for a variety of purposes like investment strategy, marketing strategy, production strategy, collective bargaining etc. Mgmt game is played by two or more teams which are given a company or department to operate over a periods. Simply, both teams try to win. Various situations of the game are specified by the trainer. All the teams have to make decisions regarding the operation of their companies in the given situation. Such decisions may be on the areas of level of production, level of inventory, price, expenditure on advertisement etc. This process is repeated over a number of times. Since each team is competing with others, each teams decision will affect the results of others. The trainer gives the feedback to every team after every period. In the light of this feedback, each team can evaluate its decisions & may modify them to arrive at better results. This way, management game develops analytical & decision-making skills in trainees. 6. Brainstorming:-

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Brainstorming is a technique to stimulate for idea generation. Originally applied by Osborn in 1938 in an American Company , the technique is now widely used by many companies , educational institutions, & other organisations for building ideas. Osborn has defined brainstorming simply as using the brain to storm the problem. Websters dictionary defines brainstorming as a conference technique by which a group attempts to find a solution for a specific problem by amassing all the ideas spontaneously contributed by its members. For conducting brainstorming, a group pf 10 to 15 people is constituted. Since idea generation is the main objective, usually the group consists of people of the same level. The participants should be connected with the problem directly or closely, though they need not necessarily from the same discipline.

The process in brainstorming session goes in the following ways.

1. A problem is given to a group engaged in brainstorming session. Problem is stated clearly & precisely so that members of the group can focus their direct attention on it. Each member is given the problem.

2. The member is asked to give ideas through which the problem can be solved. Here the emphasis is on quantity may follow later.

3. The members are required to put their ideas for problem solution without taking into consideration any limitations-financial, procedural, legal, organisational or otherwise.

4. Ideas-evaluation is deferred to a later stage because it does not flow in the direction of idea generation. Hence, any criticism, judgement, or comment is strictly prohibited & the participants are told to abstain from

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it.

Brainstorming has strong potential for developing creativity in participants because it provokes them to think without any constraints or limitations. It provides opportunity to remove various social & psychological blocks which comes in the way of idea generation & creates favourable atmosphere for imaginative power to fly in unknown & untrodden lands to generate ideas for problem solving. 7. In-basket exercise:In-basket exercise is a simulation technique designed around the incoming mail of a manager. A variety of situation is present in this exercise which would usually be dealt by a manager in his typical working day. One method of this exercise is to present mail of various types to a trainee whose reactions on these are noted. A slight variation in this method may be in the form of incident method. In this method, the trainee is given certain incidents & his reactions are noted down. Some trainees may even play surprise roles which interrupt the manager & give him two or more simultaneous problems more like real onthe job pressures. Through the feedback of his behaviour, the trainee comes to know his behavioural pattern & tries to overcome the one which is not productive or functional. Thus he can learn techniques of giving priorities to various problems faced by him. 8. Sensitivity training:Sensitivity training was first used by National Training Laboratories at Bethel, U.S.A. The training group called itself as T Group. So it is also called T group training. Sensitivity training is a small group interaction under somewhat strained conditions. The training group has the following characteristics.

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i. ii. iii. iv.

The group is a small one.(10-12 members) The group begins its activity without any formal agenda. The role of trainer is primarily to call attention from time to time to the on-going process within the group. The procedure tends to develop introspection & self-examination, with emotional level of involvement & behaviour and the possibility of severe criticisms of colleagues & emotional breakdown. The trainer provides feedback about the behaviour of each individual pointing out where trainees have gone wrong, particularly in situations which have been stressing.

v.

This way trainee can develop tolerance of others views, become less prejudiced, develop understanding of group process & listening skills. Sensitivity training offer several advantages in the field of human relations. This is why it is called as human relations training also. However, sensitivity training may create more harm especially if it is not conducted properly. The major problems which are noticeable in this method are as follows:a) The first few sessions of the training prove to be quite frustrating to the participants. The reasons for initial frustration may be lack of formal agenda for the group process, criticisms of ideas by strangers, & group process ending without arriving at any meaningful outcome. Because of this frustration, many participants leave the training session in between with the bad feelings. b) Group process in sensitivity training creates emotional problems to the individuals because it attacks on their emotions directly. c) Sometimes , T-group exercise is unjustified invasion of privacy of individuals because it tries to bring the hidden & private feelings of an individual.

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d) T-group exercise is based on false assumptions of human relationships at work. So, time taken by sensitivity training goes in waste. Even participants who have appreciated sensitivity training are not able to point out its specific benefits. No doubt, these are the various limitations of sensitivity training, but most of these emerge because of inefficient handling of training sessions. Thus limitations can be overcome if the training sessions are handled by properly qualified trainers.

9. Transactional analysis:Transactional analysis is used to develop better interpersonal interactions among individuals. It involves understanding of personality factors of individuals & their ego with which they interact. Transactional analysis offers a model of personality & dynamics of self & its relationship to others that makes possible a clear & meaningful discussion of behaviour. Transactional analysis refers to a method of analysing & understanding interpersonal behaviour. When people interact, there is a social transaction in which one person responds to another. The study of this transaction between people is called transaction analysis. Evaluation:Evaluation of training effectiveness is a highly desirable step in total training programmes so that one can judge the value or worth of training. Evaluation is crucial for providing further information about future training. If your training has been well received & has resulted in the changes in how people do their jobs, it has clearly been a success & is worth repeating. On the other hand if participants say they did not like the training & it has no

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effect on how they do their jobs , then the training needs to be changed. Sometimes evaluating training also might results in further new training need being identified. Here are some questions to ask when evaluating training: Did you (the trainer) think the training went well ? Did the participants enjoy the training ? Did participants learn from the training ? Has training changed how participants do their job ?

Evaluation of training effectiveness:The training evaluation is a means by which participants express their feedback regarding the effectiveness of training through a series of quantitative and qualitative survey questions completed at the end of the training program. Participant reaction to training can represent instrumental feedback that can drive important changes in any part of the training delivery process, such as refining of training materials and methods or revisions to content. This feedback can also be extremely useful in predicting performance after the program. Training evaluation questions on the importance and relevance of the training to the job have been shown to have a correlation to actual use of skills and knowledge learned on-the-job. Hamblin has defined training evaluation as any attempt to obtain information on the effect of a training programme & to assess the training in the light of that information. Training evaluation can be more meaningful if the following process is adopted. Determination of training objectives Fixation of evaluation criteria

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Collection of information relevant to training evaluation analysis

1-Training objectives:Training objectives should be fixed in clear terms because all training programmes do not contribute in all areas. Hamblin has classified training objectives into four categories: Reaction objectives:-intended to stimulate a high level of involvement & interest. Learning objectives:-concerned with knowledge, skills & attitudes. Job behaviour objectives:-learning to bring about desired changes in job behaviour. Organisational objectives:-intended to promote overall results. 2-Evaluation Criteria:Like training objectives, training evaluation criteria can be fixed in terms of immediate objectives like learning , behaviour change etc. and in terms of ultimate objectives like achieving organisational objectives through learning. Normally, ultimate criteria are long term perspectives like increase in productivity, reduced employee turn over, reduced labour & human relations problems etc. Therefore these can be used for measuring the overall effectiveness of training programmes over the period of time. Training evaluation criteria can also be fixed in terms of immediate objectives of training. Standards in respect of these can be fixed in two terms: either the difference in pre-training & post-training behaviour of the same employee or difference between trained employee and untrained employee of the same level. 3-Collection of information:After fixing the factors to be measured and criteria fixed in respect of these, evaluator has to collect the relevant information which may be helpful in

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arriving at certain conclusions. Information can be collected on the basis of facts like production records, cost controls,etc. This may be used for measuring the achievement of ultimate objectives of training. For measuring immediate objectives, information may be collected on various aspects through observation of employees behaviour on job, conducting interview & administering psychological tests to unearth behavioural changes which cannot be observed or which cannot be measured by interview. 4-Analysis:Collected information can be analysed to interpret the impact of training on various aspects, and consequently its effectiveness. If a particular aspect is being affected by several factors, the analysis may be carried out further to identify the contribution of training. Two points are important in information collection & its analysis. Information to measure the immediate impact of training should be collected immediately after training. There should be feedback of such evaluation to employees concerned so that they are also able to know the results of their training.

TRAINING PROGRAMME EVALUATION Training and learning evaluation, feedback forms, action plans and followup

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This section begins with an introduction to training and learning evaluation, including some useful learning reference models. The introduction also explains that for training evaluation to be truly effective, the training and development itself must be appropriate for the person and the situation. Good modern personal development and evaluation extend beyond the obvious skills and knowledge required for the job or organisation or qualification. Effective personal development must also consider: individual potential (natural abilities often hidden or suppressed); individual learning styles; and whole person development (life skills, in other words). Where training or teaching seeks to develop people (rather than merely being focused on a specific qualification or skill) the development must be approached on a more flexible and individual basis than in traditional paternalistic (authoritarian, prescribed) methods of design, delivery and testing. These principles apply to teaching and developing young people too, which interestingly provides some useful lessons for workplace training, development and evaluation.

Introduction
A vital aspect of any sort of evaluation is its effect on the person being evaluated. Feedback is essential for people to know how they are progressing, and also, evaluation is crucial to the learner's confidence too. And since people's commitment to learning relies so heavily on confidence and a belief that the learning is achievable, the way that tests and assessments are designed and managed, and results presented back to the learners, is a very important part of the learning and development process. People can be switched off the whole idea of learning and development very quickly if they receive only negative critical test results and feedback. Always look for positives in negative results. Encourage and support - don't criticize without adding some positives, and certainly never focus on failure, or that's just what you'll produce. This is a much overlooked factor in all sorts of evaluation and testing, and since this element is not typically included within evaluation and assessment tools the point is emphasised point loud and clear here.

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Evaluation is not just for the trainer or teacher or organization or policymakers - evaluation is absolutely vital for the learner too, which is perhaps the most important reason of all for evaluating people properly, fairly, and with as much encouragement as the situation allows.

evaluation of workplace learning and training


There have been many surveys on the use of evaluation in training and development While surveys might initially appear heartening, suggesting that many trainers/organizations use training evaluation extensively, when more specific and penetrating questions are asked, it if often the case that many professional trainers and training departments are found to use only 'reactionaries' (general vague feedback forms), including the invidious 'Happy Sheet' relying on questions such as 'How good did you feel the trainer was?', and 'How enjoyable was the training course?'. As Kirkpatrick, among others, teaches us, even well-produced reactionnaires do not constitute proper validation or evaluation of training. For effective training and learning evaluation, the principal questions should be: To what extent were the identified training needs objectives achieved by the programme? To what extent were the learners' objectives achieved? What specifically did the learners learn or be usefully reminded of? What commitment have the learners made about the learning they are going to implement on their return to work? And back at work, How successful were the trainees in implementing their action plans? To what extent were they supported in this by their line managers?

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To what extent has the action listed above achieved a Return on Investment (ROI) for the organization, either in terms of identified objectives satisfaction or, where possible, a monetary assessment.

Organizations commonly fail to perform these evaluation processes, especially where: The HR department and trainers, do not have sufficient time to do so, and/or The HR department does not have sufficient resources - people and money - to do so. Obviously the evaluation cloth must be cut according to available resources (and the culture atmosphere), which tend to vary substantially from one organization to another. The fact remains that good methodical evaluation produces a good reliable data; conversely, where little evaluation is performed, little is ever known about the effectiveness of the training.

Evaluation of training
There are the two principal factors which need to be resolved: Who is responsible for the validation and evaluation processes? What resources of time, people and money are available for validation/evaluation purposes? (Within this, consider the effect of variation to these, for instance an unexpected cut in budget or manpower. In other words anticipate and plan contingency to deal with variation.)

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responsibility for the evaluation of training


Traditionally, in the main, any evaluation or other assessment has been left to the trainers "because that is their job..." The 'Training Evaluation Quintet' advocated consists of:

senior management the trainer line management the training manager the trainee

Senior management - training evaluation responsibilities


Awareness of the need and value of training to the organization. The necessity of involving the Training Manager (or equivalent) in senior management meetings where decisions are made about future changes when training will be essential. Knowledge of and support of training plans. Active participation in events. Requirement for evaluation to be performed and require regular summary report.

Policy and strategic decisions based on results and ROI data.

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the trainer - training evaluation responsibilities


Provision of any necessary pre-programme work etc and programme planning. Identification at the start of the programme of the knowledge and skills level of the trainees/learners. Provision of training and learning resources to enable the learners to learn within the objectives of the programme and the learners' own objectives. Monitoring the learning as the programme progresses. At the end of the programme, assessment of and receipt of reports from the learners of the learning levels achieved. Ensuring the production by the learners of an action plan to reinforce, practise and implement learning.

the line manager - training evaluation responsibilities


Work-needs and people identification. Involvement in training programme and evaluation development. Support of pre-event preparation and holding briefing meetings with the learner. Giving ongoing, and practical, support to the training programme. Holding a debriefing meeting with the learner on their return to work to discuss, agree or help to modify and agree action for their action plan.

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Reviewing the progress of learning implementation.

Final review of implementation success and assessment, where possible, of the ROI.

the training manager - training evaluation responsibilities


Management of the training department and agreeing the training needs and the programme application Maintenance of interest and support in the planning and implementation of the programmes, including a practical involvement where required The introduction and maintenance of evaluation systems, and production of regular reports for senior management Frequent, relevant contact with senior management Liaison with the learners' line managers and arrangement of learning implementation responsibility learning programmes for the managers

Liaison with line managers, where necessary, in the assessment of the training ROI.

the trainee or learner - training evaluation responsibilities


Involvement in the planning and design of the training programme where possible Involvement in the planning and design of the evaluation process where possible

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Obviously, to take interest and an active part in the training programme or activity. To complete a personal action plan during and at the end of the training for implementation on return to work, and to put this into practice, with support from the line manager. Take interest and support the evaluation processes. Although the principal role of the trainee in the programme is to learn, the learner must be involved in the evaluation process. This is essential, since without their comments much of the evaluation could not occur. Neither would the new knowledge and skills be implemented. For trainees to neglect either responsibility the business wastes its investment in training. Trainees will assist more readily if the process avoids the look and feel of a paperchase or number-crunching exercise. Instead, make sure trainees understand the importance of their input - exactly what and why they are being asked to do.

training evaluation and validation options


As suggested earlier what you are able to do, rather than what you would like to do or what should be done, will depend on the various resources and culture support available. The following summarizes a spectrum of possibilities within these dependencies.

1 - do nothing
Doing nothing to measure the effectiveness and result of any business activity is never a good option, but it is perhaps justifiable in the training area under the following circumstances: If the organization, even when prompted, displays no interest in the evaluation and validation of the training and learning - from the line manager up to the board of directors.

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If you, as the trainer, have a solid process for planning training to meet organizational and people-development needs. If you have a reasonable level of assurance or evidence that the training being delivered is fit for purpose, gets results, and that the organization (notably the line managers and the board, the potential source of criticism and complaint) is happy with the training provision. You have far better things to do than carry out training evaluation, particularly if evaluation is difficult and cooperation is sparse. However, even in these circumstances, there may come a time when having kept a basic system of evaluation will prove to be helpful, for example: You receive have a sudden unexpected demand for a justification of a part or all of the training activity. (These demands can spring up, for example with a change in management, or policy, or a new initiative). You see the opportunity or need to produce your own justification (for example to increase training resource, staffing or budgets, new premises or equipment). You seek to change job and need evidence of the effectiveness of your past training activities. Doing nothing is always the least desirable option. At any time somebody more senior to you might be moved to ask "Can you prove what you are saying about how successful you are?" Without evaluation records you are likely to be at a loss for words of proof...

2 - minimal action
The absolutely basic action for a start of some form of evaluation is as follows:

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At the end of every training programme, give the learners sufficient time and support in the form of programme information, and have the learners complete an action plan based on what they have learned on the programme and what they intend to implement on their return to work. This action plan should not only include a description of the action intended but comments on how they intend to implement it, a timescale for starting and completing it, and any resources required, etc. A fully detailed action plan always helps the learners to consolidate their thoughts. The action plan will have a secondary use in demonstrating to the trainers, and anyone else interested, the types and levels of learning that have been achieved. The learners should also be encouraged to show and discuss their action plans with their line managers on return to work, whether or not this type of follow-up has been initiated by the manager.

3 - minimal desirable action leading to evaluation


When returning to work to implement the action plan the learner should ideally be supported by their line manager, rather than have the onus for implementation rest entirely on the learner. The line manager should hold a debriefing meeting with the learner soon after their return to work, covering a number of questions, basically discussing and agreeing the action plan and arranging support for the learner in its implementation. As described earlier, this is a clear responsibility of the line manager, which demonstrates to senior management, the training department and, certainly not least, the learner, that a positive attitude is being taken to the training. Contrast this with, as often happens, a member of staff being sent on a training course, after which all thoughts of management follow-up are forgotten. The initial line manager debriefing meeting is not the end of the learning relationship between the learner and the line manager. At the initial meeting, objectives and support must be agreed, then arrangements made for interim reviews of implementation progress. After this when appropriate, a final review meeting needs to consider future action. This process requires minimal action by the line manager - it involves no more than the sort of observations being made as would be normal for a line manager monitoring the actions of his or her staff. This process of review meetings requires little extra effort and time from the manager, but does

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much to demonstrate at the very least to the staff that their manager takes training seriously.

4 - training programme basic validation approach


The action plan and implementation approach described in (3) above is placed as a responsibility on the learners and their line managers, and, apart from the provision of advice and time, do not require any resource involvement from the trainer. There are two further parts of an approach which also require only the provision of time for the learners to describe their feelings and information. The first is the reactionnaire which seeks the views, opinions, feelings, etc., of the learners about the programme. This is not at a 'happy sheet' level, nor a simple tick-list - but one which allows realistic feelings to be stated. This sort of reactionnaire is described in the book ('Assessing the Value of Your Training', Leslie Rae, Gower, 2002). This evaluation seeks a score for each question against a 6-point range of Good to Bad, and also the learners' own reasons for the scores, which is especially important if the score is low. Reactionnaires should not be automatic events on every course or programme. This sort of evaluation can be reserved for new programmes (for example, the first three events) or when there are indications that something is going wrong with the programme. Sample reactionnaires are available in the set of free training evaluation tools. The next evaluation instrument, like the action plan, should be used at the end of every course if possible. This is the Learning Questionnaire (LQ), which can be a relatively simple instrument asking the learners what they have learned on the programme, what they have been usefully reminded of, and what was not included that they expected to be included, or would have liked to have been included. Scoring ranges can be included, but these are minimal and are subordinate to the text comments made by the learners. There is an alternative to the LQ called the Key Objectives LQ (KOLQ) which seeks the amount of learning achieved by posing the relevant questions against the list of Key Objectives produced for the programme. When a reactionnaire and LQ/KOLQ are used, they must not be filed away and forgotten at the end of the programme, as is the common tendency, but

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used to produce a training evaluation and validation summary. A factuallybased evaluation summary is necessary to support claims that a programme is good/effective/satisfies the objectives set'. Evaluation summaries can also be helpful for publicity for the training programme, etc. Example Learning Questionnaires and Key Objectives Questionnaires are included in the set of free evaluation tools. Learning

5 - total evaluation process


If it becomes necessary the processes described in (3) and (4) can be combined and supplemented by other methods to produce a full evaluation process that covers all eventualities. Few occasions or environments allow this full process to be applied, particularly when there is no Quintet support, but it is the ultimate aim. The process is summarized below: 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 programme Provision of the agreed training programmes Pre-course briefing meeting between learner and line manager

Pre-course or start of programme identification of learners' existing knowledge, skills and attitudes, ('3-Test' before-andafter training example tool and manual version and working file version)

Interim validation as programme proceeds

Assessment of terminal knowledge, skills, etc., and completion of perceptions/change assessment ('3-Test' example tool and manual version and working file version)

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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

Assessment of ROI

Whatever you do, do something. The processes described above allow considerable latitude depending on resources and culture environment, so there is always the opportunity to do something - obviously the more tools used and the wider the approach, the more valuable and effective the evaluation will be. However be pragmatic. Large expensive critical programmes will always justify more evaluation and scrutiny than small, one-off, non-critical training activities. Where there's a heavy investment and expectation, so the evaluation should be sufficiently detailed and complete. Training managers particularly should clarify measurement and evaluation expectations with senior management prior to embarking on substantial new training activities, so that appropriate evaluation processes can be established when the programme itself is designed. Where large and potentially critical programmes are planned, training managers should err on the side of caution - ensure adequate evaluation processes are in place. As with any investment, a senior executive is always likely to ask, "What did we get for our investment?", and when he asks, the training manager needs to be able to provide a fully detailed response.

the trainer's overall responsibilities aside from training evaluation

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Over the years the trainer's roles have changed, but the basic purpose of the trainer is to provide efficient and effective training programmes. The following suggests the elements of the basic role of the trainer, but it must be borne in mind that different circumstances will require modifications of these activities. 1. The basic role of a trainer (or however they may be designated) is to offer and provide efficient and effective training programmes aimed at enabling the participants to learn the knowledge, skills and attitudes required of them. 2. A trainer plans and designs the training programmes, or otherwise obtains them (for example, distance learning or e-technology programmes on the Internet or on CD/DVD), in accordance with the requirements identified from the results of a TNIA (Training Needs Identification and Analysis - or simply TNA, Training Needs Analysis) for the relevant staff of an organizations or organizations. 3. The training programmes cited at (1) and (2) must be completely based on the TNIA which has been: (a) completed by the trainer on behalf of and at the request of the relevant organization (b) determined in some other way by the organization. 4. Following discussion with or direction by the organization management who will have taken into account costs and values (e.g. ROI - Return on Investment in the training), the trainer will agree with the organization management the most appropriate form and methods for the training. 5. If the appropriate form for satisfying the training need is a direct training course or workshop, or an Intranet provided programme, the trainer will design this programme using the most effective approaches, techniques and methods, integrating face-to-face practices with various forms of etechnology wherever this is possible or desirable. 6. If the appropriate form for satisfying the training need is some form of open learning programme or e-technology programme, the trainer, with the support of the organization management obtain, plan the utilization and be prepared to support the learner in the use of the relevant materials. 7. The trainer, following contact with the potential learners, preferably through their line managers, to seek some pre-programme activity and/or initial evaluation activities, should provide the appropriate training programme(s) to the learners provided by their organization(s). During and at the end of the programme, the trainer should ensure that: (a) an effective

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form of training/learning validation is followed (b) the learners complete an action plan for implementation of their learning when they return to work. 8. Provide, as necessary, having reviewed the validation results, an analysis of the changes in the knowledge, skills and attitudes of the learners to the organization management with any recommendations deemed necessary. The review would include consideration of the effectiveness of the content of the programme and the effectiveness of the methods used to enable learning, that is whether the programme satisfied the objectives of the programme and those of the learners. 9. Continue to provide effective learning opportunities as required by the organization. 10. Enable their own CPD (Continuing Professional Development) by all possible developmental means - training programmes and self-development methods. 11. Arrange and run educative workshops for line managers on the subject of their fulfillment of their training and evaluation responsibilities. Dependant on the circumstances and the decisions of the organization management, trainers do not, under normal circumstances: 1. Make organizational training decisions without the full agreement of the organizational management. 2. Take part in the post-programme learning implementation or evaluation unless the learners' line managers cannot or will not fulfil their training and evaluation responsibilities. Unless circumstances force them to behave otherwise, the trainer's role is to provide effective training programmes and the role of the learners' line managers is to continue the evaluation process after the training programme, counsel and support the learner in the implementation of their learning, and assess the cost-value effectiveness or (where feasible) the ROI of the training. Naturally, if action will help the trainers to become more effective in their training, they can take part in but not run any pre- and postprogramme actions as described, always remembering that these are the responsibilities of the line manager.

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a note about ROI (return on investment) in training


Attempting financial ROI assessment of training is a controversial issue. It's a difficult task to do in absolute terms due to the many aspects to be taken into account, some of which are very difficult to quantify at all, let alone to define in precise financial terms. Investment - the cost - in training may be easier to identify, but the benefits - the return - are notoriously tricky to pin down. What value do you place on improved morale? Reduced stress levels? Longer careers? Better qualified staff? Improved time management? All of these can be benefits - returns - on training investment. Attaching a value and relating this to a single cause, i.e., training, is often impossible. At best therefore, many training ROI assessments are necessarily 'best estimates'. If ROI-type measures are required in areas where reliable financial assessment is not possible, it's advisable to agree a 'best possible' approach, or a 'notional indicator' and then ensure this is used consistently from occasion to occasion, year on year, course to course, allowing at least a comparison of like with like to be made, and trends to be spotted, even if financial data is not absolutely accurate. In the absence of absolutely quantifiable data, find something that will provide a useful if notional indication. For example, after training sales people, the increased number and value of new sales made is an indicator of sorts. After motivational or team-building training, reduced absentee rates would be an expected output. After an extensive management development programme, the increase in internal management promotions would be a measurable return. Find something to measure, rather than say it can't be done at all, but be pragmatic and limit the time and resource spent according to the accuracy and reliability of the input and output data. Also, refer to the very original Training Needs Analysis that prompted the training itself what were the business performance factors that the training sought to improve? Use these original drivers to measure and relate to organizational return achieved. The problems in assessing ROI are more challenging in public and nonprofit-making organizations - government departments, charities, voluntary bodies, etc. ROI assessment in these environments can be so difficult as to be insurmountable, so that the organization remains satisfied with general approximations or vague comparisons, or accepts wider forms of justification for the training without invoking detailed costing.

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None of this is to say that cost- and value-effectiveness assessment should not be attempted. At the very least, direct costs must be controlled within agreed budgets, and if it is possible, attempts at more detailed returns should be made.

CASE STUDYAT NALCO:


NALCO for in house programmes

A general feedback form at

NALCO
Corporate HRD: Training Department Bhubaneswar FEEDBACK FORM FOR IN-HOUSE PROGRAMMES
Instruction:
The objective of the report is to know your frank opinion about the various aspects of the programme which you have attended. Your response must be objective, frank and without any prejudice. The feedback may be used by us to refine or strengthen our activities and assess the worth of training. Please avoid guess work. Please read the following questions carefully and record your answers either by putting ticks or writing in the space provided.

PROGRAMME TITLE From. to (..days) VENUE:

1. How would rate the programme as an educational experience ?

Excellent

good

fair

average

unsatisfactory

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2. In your opinion whether this training was in the direction of a. Fulfilling present functional learning needs b. Future developments need c. Only informative 3. To what extent will it help you to do a better job?

To a large extent

To some extent

Of no consequences

Comments 4. What were the major learning benefits you received?(Check as many you wish) a. b. c. d. Helped confirm/clarify some of my ideas Presented new ideas. Provided approaches and strategies to solve problems. Gave the stimulus to look objectively at myself and at my job.

Any other benefits, please state .. 5. What do you think about the course duration One or two days be added. About right. One or two days be reduced.

6.Were the programme contents exhaustive? If not, what other topics would like to be included/excluded?

you

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Induced a. b. c. a. b. c.

Excluded

7. What topics, according to you, were not covered adequately? a. b. c.

8.Name the session/subjects you like most and why? a. Why b. c. . .

9.How does the programme rate in the following aspects? Conceptual inputs Exhaustive Training tools excellent average poor adequate poor

10.Were the following in your opinion relevant or not ? Yes Reading materials Case studies Games ( ( ( ) ) ) ( ( ( No ) ) )

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Group exercises

11.Would you recommend the programme to others in your organization? Yes/No If yes, for whom would you recommend this programme ? a. Superiors c. Subordinates ( ( ) ) b. Colleagues d. For all levels ( ( ) )

Please state reasons for this recommendation. 1. 2. 3. 12.Would like to select some of the new ideas for preparing actions plans for implementation in your area of work? If yes what are they? i. ii. iii. 13. How were the administrative arrangements?

Excellent

good fair average poor Any suggestion you have , to improve the arrangements:

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14. Any other comments/suggestion on this programme: Signature.. Name Date Pl.No. Designation & unit ..

NALCO
HRD centre of excellence: Bhubaneswar Evaluation Check list for faculties addressing in-house training programmes

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Today you are being asked to evaluate this programme & the faculty. Your feedback will be used for our developmental & improvement purposes. Therefore feel free in expressing your views frankly.

Name of the Programme Date Name of the faculty Venue

. . .

Sl. No.

Inputs

Excellent

Very Good

Good

Fair

Poor

01 02 03

Command on the subject Interest in teaching Facilitation in various games, exercises, case study etc. Showing interest for opinion of others The level of instruction & delivering style Ability maintain continuity from one topic to another Sincerity in approach response to queries &

04

05

06

07

08

Learning environment In the

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class 09 Awareness of time factors & time allocation on the subject Overall rating Programme. of the

10

Signature. Name..Pl.no Date Designation.Unit

Thanking you fir taking the time to complete this questionnaire, Please return completed form to the officials of training department.

A practical example of evaluation of training :-

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A two day Training programme on Business Communication for Supervisory Employees exclusively meant for employees in supervisory level of HRD Centre of Excellence, Bhubaneswar on 17th & 18th February 2009, with the faculty support of Mr. Srikanta Mohanty, HRD Centre, Bhubaneswar. Objective of the programme:

Technical/Commercial writings & Correspondences

Basic English of business Getting well with customers Feedback analysis Report with reference to the structured Feedback given to participants on conclusion of the programme:Sl. No. 01 Programme Effectiveness Excellent Very good 27% good fair Poor

Prog. was well structured to 73% fulfill the specific need Content of the session was 40% relevant to the objective of the prog. Prog. Effectiveness

7%

02

53%

13%

Sl no. 03

Excellent Very good 27%

Good Fair

Poor

Scheduling of prog. session 40% with adequate time management Delivery of prog. outline & 27% contents with relevance to the job Teaching methods 73%

20%

20% -

04

67%

13%

05

27%

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06

Reading material/handout used in the prog.

40%

47%

20%

07

Sharing experience & 13% knowledge with group members Generating new ideas for 33% preparing action plan for self development Administrative arrangement Overall ratings programme of 67%

40%

33%

20% -

08

67%

7%

09 10

40% 44%

13%

4%

this 45%

After evaluating Programme Effectiveness, Facilitators Effectiveness is to be evaluated. Sl. No. Facilitators Effectiveness Excellent Very Good Fair Good 60% 40% 33% 47% 47% 7% 20% 13 13 Poor

01 02 03

Command on the subject Interest in teaching

Facilitation in various 20% games,exercises,case study etc. Showing interest opinion of others for 33%

04

47%

20%

05

The level of instruction & 60% delivering style Ability maintain continuity 47%

40%

06

47%

7%

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from one topic to another 07 Sincerity in approach & 60% response to queries Learning environment In 53% the class Awareness of time factors 27% & time allocation on the subject Overall rating Programme of the 44% 27% 7% -

08

53%

7%

7%

09

53%

13%

7%

10

42%

9%

4%

Overall rating of the programme:Programme Effectiveness : Excellent Facilitators Effectiveness : Excellent Overall feedback:A. The most helpful part of this training was: Forms of modalities in English New Concepts of writing skill New approach of Grammar, new concept of writing skills B. The training could have been improved by: The programme would be more useful if repeated in regular intervals. Providing more study material. Extending the duration of the programme by one or two days more.

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C. Any other relevant suggestions:Duration of the programme to be

extended.

NALCO (about the industry) INCORPORATION OF NALCO


National Aluminium Company Limited, abbreviated as 'NALCO', was incorporated in 1981, as a public sector enterprise of the Government of India. Today, it is Asia's largest, and one of the world's leading and the sixth largest, integrated aluminium complex, encompassing bauxite mining, alumina refining, aluminium smelting and casting, power generation, rail and port operations. It boasts of some of the world's latest and finest technology in the Aluminium manufacturing industry.

VISION OF NALCO:
To be a reputed global company in the metals and energy sectors.

MISSION OF NALCO
To achieve growth in business with global competitive edge providing satisfaction to the customers, employees, shareholders and community at large. Commissioned during 1985-87, NALCO has emerged to be a star performer in production and export of alumina and aluminium, and more significantly, in propelling a self-sustained growth. It has made the country more than self sufficient in alumina and aluminium needs and has quite impressive export figures as well. Being the largest exporter of the metal in the country, it has its own section of port facilities at Visakhapatnam. All the units of NALCO employ the latest in technology and are some of the most advanced manufacturing units in the world.

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The main units of NALCO are at Damanjodi (Mines & Refinery complex) and NALCOnagar-Angul (Smelter & Power Plant Complex). The Bauxite mines called "Panchpatmalli Mines" is situated atop a set of five mountains called Panchpatmalli. These mines are open cast mines. The refinery complex for producing bauxite is located in Damanjodi. The smelter unit of NALCO is located in NALCOnagar, Anugul. The company's headquarters are located in Bhubaneswar, which is the capital of the Indian state of Orissa. NALCO is considered to be one of the best profits making PSU in India and reaps impressively huge benefits every year. It is expanding by currently employing new projects. The ongoing second phase of expansion is set to make it the sixth largest producer of the metal in the world. The recent disinvestment issues, for the alumina giant, finally settled down after the central government decided not to disinvest profit making PSUs which meant that NALCO would not be privatized and continue to be a complete Government of India Enterprise PSU. The company has numerous awards to its credit, some of them being the most prestigious awards and recognitions. The Company received Indira Priyadarshini Vrikshamitra Award from Government. of India for its contribution in the field of afforestation and wasteland development. The 960 MW Captive Thermal Power Plant of the Company also received the prestigious Indira Gandhi Paryavaran Puraskar for the year 2000 from Government. of India for its outstanding contributions in the field of environment management. Besides these, the Company and its Units have received various National, State and Institutional awards for excellence in Safety & Environment Management. With consistent track record in capacity utilization, technology absorption, quality assurance, export performance and profitability, NALCO is a bright example of Indias Industrial capability. Today, as an ISO 9001, ISO 14001 and OHSAS 18001 company, with its products registered in London Metal Exchange, NALCO has emerged as the largest integrated Bauxite-AluminaAluminium complex in Asia. Now, NALCO enjoys the status of Navratna Company.

TRAINING OBJECTIVES IN NALCO

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Achieve systematic integration of training with the organization's mission Stimulate constructive interaction between employees problems & perspective of the organization Establish a distinctive work-culture for the organization

MANAGEMENT DEVELOPMENT PHILOSOPHY


The objectives of management Development in NALCO: To upgrade the skills, abilities, capacities of managers to handle broader assignments. o To be able to move towards releasing the organizational need for succession, promotion and better performance. o To help the managers to use more effectively the Company's existing resources. o To help the managers, as individuals " to perceive more clearly & control more effectively the situations in which, at the outset, nobody knows what to do"
o

To develop the managers through problems of business by using experience on the job as the powerful instrument of learning and thereby improve the performance of the manager, as well as operation of the business.

Conclusion:After going through the concept of training, training methods & most importantly Evaluation of training effectiveness, we may conclude that training is now an important part of any organization. By performance appraisal & competency mapping the management can know the strengths & weaknesses of the employees & accordingly they will be trained. After training it is necessary to evaluate the training to know its effectiveness that is the worth or value of training. For evaluating the training effectiveness there are different processes which are discussed before. To make the

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training evaluation more meaningful the four important steps are founded, that are: Determination of training objective Fixation of evaluation criteria Collection of information relevant to training evaluation Analysis I have taken a practical example of evaluation of training effectiveness at NALCO. This is from a two-day Training programme on Business communication for Supervisory Employees conducted at HRD Centre of Excellence, Bhubaneswar on 17th & 18th February, 2009. After collecting the views of 16 participants the programme effectiveness & facilitators effectiveness was evaluated. Their suggestion about the training programme that is the overall feedback was also collected for evaluation of the training effectiveness. Now as we know the importance of training & the evaluation of its effectiveness, it may be suggested that various types of training programmes should be conducted regularly in organizations as per their need. To face the new challenges of the global economy the employees should be trained properly. Everyday there are implementation of new technology, introduction of new ideas, entry of new competitor in the market. So in order to stand the organization in the changing Economy, the training methods are to be modified. The process of evaluation of training should be developed. More effective processes should be introduced so that the effectiveness of the training can be evaluated properly & further training need can be identified. Lastly, it can be said that, like the important functions of any organization or Company that is production, financing, marketing, now training & evaluation of training effectiveness is also vital for any organization.

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