Training And Development

Human Resource Management (HRM), a relatively new term, that

emerged during the 1930s. Many people used to refer it before by its
traditional titles, such as Personnel Administration or Personnel
Management. But now, the trend is changing. It is now termed as
Human Resource Management (HRM). Human Resource Management is
a management function that helps an organization select, recruit, train
and develops.

HUMAN RESOURCE MANAGEMENT

Human Resource Management is defined as the people who staff and

manage organization. It comprises of the functions and principles that
are applied to retaining, training, developing, and compensating the
employees in organization. It is also applicable to non-business
organizations, such as education, healthcare etc. Human Resource
Management is defined as the set of activities, programs, and
functions that are designed to maximize both organizational as well as
employee effectiveness

Scope of HRM without a doubt is vast. All the activities of employee,

from the time of his entry into an organization until he leaves, come
under the horizon of HRM.
The divisions included in HRM are Recruitment, Payroll,
Performance Management, Training and Development,
Retention, Industrial Relation, etc. Out of all these divisions, one
such important division is training and development.

TRAINING AND DEVELOPMENT is a subsystem of an organization. It

ensures that randomness is reduced and learning or behavioral change
takes place in structured format.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND

DEVLOPMENT

Traditional Approach – Most of the organizations before never used

to believe in training. They were holding the traditional view that
managers are born and not made. There were also some views that
training is a very costly affair and not worth. Organizations used to
believe more in executive pinching. But now the scenario seems to be
changing.
The modern approach of training and development is that Indian
Organizations have realized the importance of corporate training.
Training is now considered as more of retention tool than a cost. The
training system in Indian Industry has been changed to create a
smarter workforce and yield the best results

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make

sure the availability of a skilled and willing workforce to an
organization. In addition to that, there are four other objectives:
Individual, Organizational, Functional, and Societal.

Individual Objectives – help employees in achieving their personal

goals, which in turn, enhances the individual contribution to an
organization.

Organizational Objectives – assist the organization with its primary

objective by bringing individual effectiveness.

Functional Objectives – maintain the department’s contribution at a

level suitable to the organization’s needs.

Societal Objectives – ensure that an organization is ethically and

socially responsible to the needs and challenges of the society.

Introduction of Training
TRAINING DEFINED

It is a learning process that involves the acquisition of knowledge,

sharpening of skills, concepts, rules, or changing of attitudes and
behaviours to enhance the performance of employees.

Training is activity leading to skilled behavior.

 It’s not what you want in life, but it’s knowing how to reach
it

 It’s not where you want to go, but it’s knowing how to get
there

 It’s not how high you want to rise, but it’s knowing how to
take off
  It may not be quite the outcome you were aiming for, but it
will be an outcome

 It’s not what you dream of doing, but it’s having the
knowledge to do it

 It's not a set of goals, but it’s more like a vision

 It’s not the goal you set, but it’s what you need to achieve
it

Training is about knowing where you stand (no matter how good
or bad the current situation looks) at present, and where you will
be after some point of time.

Training is about the acquisition of knowledge, skills, and abilities

(KSA) through professional development.

ROLE OF TRAINING

Employee Training and Development Program

TRAINING AND DEVELOPMENT DEFINED

It is concerned with the structure and delivery of acquisition of

 knowledge to improve the efficiency and effectiveness of
organization.

It is concerned with improving the existing skills and exploring

the potential skills of the individual i.e. upgrading the
employees’ skills and extending their knowledge. Therefore,
training is a key to optimizing utilization human intellectual
technological and entrepreneurial skills.

Training and Development referred to as:

 Acquisition and sharpening of employees capabilities that

is required to perform various obligations, tasks and
functions

 Developing the employees capabilities so that they may be

able to discover their potential and exploit them to full their
own and organizational development purpose

 Developing an organizational culture where superior

subordinate relationship, team work, and collaboration among
different sub units are strong and contribute to organizational
wealth, dynamism and pride to the employees.
DEVELOPMENT DEFINED

It helps the individual handle future responsibilities, with less

emphasis on present job duties.
kirkpatrick's learning and training evaluation theory

Donald L Kirkpatrick's training evaluation model - the four levels

of learning evaluation

also below - HRD performance evaluation guide

Donald L Kirkpatrick, Professor Emeritus, University Of Wisconsin (where

he achieved his BBA, MBA and PhD), first published his ideas in 1959, in a
series of articles in the Journal of American Society of Training Directors.
The articles were subsequently included in Kirkpatrick's book Evaluating
Training Programs (originally published in 1994; now in its 3rd edition -
Berrett-Koehler Publishers).
Donald Kirkpatrick was president of the American Society for Training and
Development (ASTD) in 1975. Kirkpatrick has written several other
significant books about training and evaluation, more recently with his
similarly inclined son James, and has consulted with some of the world's
largest corporations.
Donald Kirkpatrick's 1994 book Evaluating Training Programs defined his
originally published ideas of 1959, thereby further increasing awareness of
them, so that his theory has now become arguably the most widely used
and popular model for the evaluation of training and learning. Kirkpatrick's
four-level model is now considered an industry standard across the HR and
training communities.
More recently Don Kirkpatrick formed his own company, Kirkpatrick
Partners, whose website provides information about their services and
methods, etc.
 

kirkpatrick's four levels of evaluation model

The four levels of Kirkpatrick's evaluation model essentially measure:

 reaction of student - what they thought and felt about the
training
 learning - the resulting increase in knowledge or capability
 behaviour - extent of behaviour and capability improvement
and implementation/application
 results - the effects on the business or environment
resulting from the trainee's performance

All these measures are recommended for full and meaningful evaluation
of learning in organizations, although their application broadly increases in
complexity, and usually cost, through the levels from level 1-4.

Quick Training Evaluation and Feedback Form, based on

Kirkpatrick's Learning Evaluation Model - (Excel file)

kirkpatrick's four levels of training evaluation

This grid illustrates the basic Kirkpatrick structure at a glance. The second
grid, beneath this one, is the same thing with more detail.

level evaluation evaluation examples of relevance and

type description evaluation practicability
(what is and tools and
 measured characteristics methods
)

1 Reaction Reaction 'Happy sheets', Quick and very

evaluation is feedback forms. easy to obtain.
how the
delegates felt Verbal reaction, Not expensive to
about the post-training gather or to
training or surveys or analyse.
learning questionnaires.
experience.

2 Learning Learning Typically Relatively simple

evaluation is assessments or to set up; clear-
the tests before cut for
measurement of and after the quantifiable
the increase in training. skills.
knowledge -
before and after. Interview or Less easy for
observation can complex
also be used. learning.

3 Behaviour Behaviour Observation Measurement of

evaluation is and interview behaviour
the extent of over time are change typically
applied required to requires
learning back assess change, cooperation and
on the job - relevance of skill of line-
implementation. change, and managers.
sustainability of
change.

4 Results  Results Measures are Individually not

evaluation is already in place difficult; unlike
the effect on via normal whole
the business management organisation.
or systems and
environment reporting - the Process must
by the trainee. challenge is to attribute clear
relate to the accountabilities.
 trainee.

kirkpatrick's four levels of training evaluation in detail

This grid illustrates the Kirkpatrick's structure detail, and particularly the
modern-day interpretation of the Kirkpatrick learning evaluation model,
usage, implications, and examples of tools and methods. This diagram is
the same format as the one above but with more detail and explanation:

evaluatio evaluation examples of relevance and

n level description and evaluation tools practicability
and type characteristics and methods

1. Reaction Typically 'happy Can be done

Reaction evaluation is sheets'. immediately the
how the training ends.
delegates felt, Feedback forms
and their personal based on subjective Very easy to
reactions to the personal reaction obtain reaction
training or to the training feedback
learning experience.
Feedback is not
experience, for Verbal reaction expensive to
example: which can be noted gather or to
Did the trainees and analysed. analyse for
like and enjoy the groups.
Post-training
training? surveys or Important to
Did they consider questionnaires. know that people
the training were not upset or
Online evaluation disappointed.
relevant? or grading by
Was it a good use delegates. Important that
of their time? people give a
Subsequent verbal positive
Did they like the or written reports impression when
venue, the style, given by delegates relating their
timing, domestics, to managers back experience to
etc? at their jobs. others who might
be deciding
Level of whether to
 participation. experience same.
Ease and comfort
of experience.
Level of effort
required to make
the most of the
learning.
Perceived
practicability and
potential for
applying the
learning.

2. Learning Typically Relatively simple

Learning evaluation is the assessments or to set up, but
measurement of tests before and more investment
the increase in after the training. and thought
knowledge or required than
intellectual Interview or reaction
capability from observation can be evaluation.
before to after the used before and
learning after although this Highly relevant
experience: is time-consuming and clear-cut for
and can be certain training
Did the trainees inconsistent. such as
learn what what quantifiable or
intended to be Methods of technical skills.
taught? assessment need
to be closely Less easy for
Did the trainee related to the aims more complex
experience what of the learning. learning such as
was intended for attitudinal
them to Measurement and development,
experience? analysis is possible which is famously
and easy on a difficult to assess.
What is the extent group scale.
of advancement or Cost escalates if
change in the Reliable, clear systems are
trainees after the scoring and poorly designed,
training, in the measurements which increases
direction or area need to be work required to
established, so as
 that was intended? to limit the risk of measure and
inconsistent analyse.
assessment.
Hard-copy,
electronic, online or
interview style
assessments are all
possible.

3. Behaviour Observation and Measurement of

Behaviour evaluation is the interview over time behaviour change
extent to which the are required to is less easy to
trainees applied assess change, quantify and
the learning and relevance of interpret than
changed their change, and reaction and
behaviour, and sustainability of learning
this can be change. evaluation.
immediately and
several months Arbitrary snapshot Simple quick
after the training, assessments are response systems
depending on the not reliable unlikely to be
situation: because people adequate.
change in different
Did the trainees ways at different Cooperation and
put their learning times. skill of observers,
into effect when typically line-
back on the job? Assessments need managers, are
to be subtle and important factors,
Were the relevant ongoing, and then and difficult to
skills and transferred to a control.
knowledge used suitable analysis
tool. Management and
Was there analysis of
noticeable and Assessments need ongoing subtle
measurable change to be designed to assessments are
in the activity andreduce subjective difficult, and
performance of the judgement of the virtually
trainees when back observer or impossible
in their roles? interviewer, which without a well-
is a variable factor designed system
Was the change in that can affect from the
behaviour and new reliability and beginning.
level of knowledge
sustained? consistency of Evaluation of
measurements. implementation
Would the trainee and application is
be able to transfer The opinion of the an extremely
their learning to trainee, which is a important
another person? relevant indicator, assessment -
is also subjective there is little point
Is the trainee and unreliable, and in a good reaction
aware of their so needs to be
change in and good increase
measured in a in capability if
behaviour, consistent defined nothing changes
knowledge, skill way.
level? back in the job,
360-degree therefore
feedback is useful evaluation in this
method and need area is vital, albeit
not be used before challenging.
training, because Behaviour change
respondents can evaluation is
make a judgement possible given
as to change after good support and
training, and this involvement from
can be analysed for line managers or
groups of trainees, so it is
respondents and helpful to involve
trainees. them from the
Assessments can start, and to
be designed around identify benefits
relevant for them, which
performance links to the level 4
scenarios, and evaluation below.
specific key
performance
indicators or
criteria.
Online and
electronic
assessments are
more difficult to
incorporate -
assessments tend
to be more
 successful when
integrated within
existing
management and
coaching protocols.
Self-assessment
can be useful,
using carefully
designed criteria
and measurements.

4. Results It is possible that Individually,

Results  evaluation is the many of these results evaluation
effect on the measures are is not particularly
business or already in place via difficult; across an
environment normal entire
resulting from the management organisation it
improved systems and becomes very
performance of the reporting. much more
trainee - it is the challenging, not
acid test. The challenge is to least because of
identify which and the reliance on
Measures would how relate to to line-management,
typically be the trainee's input and the frequency
business or and influence. and scale of
organisational key changing
performance Therefore it is
structures,
indicators, such as: important to responsibilities
identify and agree
Volumes, values, accountability and and roles, which
percentages, relevance with the complicates the
timescales, return trainee at the start process of
on investment, and of the training, so attributing clear
other quantifiable they understand accountability.
aspects of what is to be Also, external
organisational measured. factors greatly
performance, for affect
instance; numbers This process organisational and
of complaints, staff overlays normal business
turnover, attrition, good management performance,
failures, wastage, practice - it simply
needs linking to the which cloud the
non-compliance, true cause of
 quality ratings, training input. good or poor
achievement of results.
standards and Failure to link to
accreditations, training input type
growth, retention, and timing will
etc. greatly reduce the
ease by which
results can be
attributed to the
training.
For senior people
particularly, annual
appraisals and
ongoing agreement
of key business
objectives are
integral to
measuring business
results derived
from training.

 
Since Kirkpatrick established his original model, other theorists (for
example Jack Phillips), and indeed Kirkpatrick himself, have referred to a
possible fifth level, namely ROI (Return On Investment). In my view ROI
can easily be included in Kirkpatrick's original fourth level 'Results'. The
inclusion and relevance of a fifth level is therefore arguably only relevant if
the assessment of Return On Investment might otherwise be ignored or
forgotten when referring simply to the 'Results' level.
Learning evaluation is a widely researched area. This is understandable
since the subject is fundamental to the existence and performance of
education around the world, not least universities, which of course contain
most of the researchers and writers.
While Kirkpatrick's model is not the only one of its type, for most industrial
and commercial applications it suffices; indeed most organisations would
be absolutely thrilled if their training and learning evaluation, and thereby
their ongoing people-development, were planned and managed according
to Kirkpatrick's model.
For reference, should you be keen to look at more ideas, there are many
to choose from...
 Jack Phillips' Five Level ROI Model
 Daniel Stufflebeam's CIPP Model (Context, Input, Process, Product)
 Robert Stake's Responsive Evaluation Model
 Robert Stake's Congruence-Contingency Model
 Kaufman's Five Levels of Evaluation
 CIRO (Context, Input, Reaction, Outcome)
 PERT (Program Evaluation and Review Technique)
 Alkins' UCLA Model
 Michael Scriven's Goal-Free Evaluation Approach
 Provus's Discrepancy Model
 Eisner's Connoisseurship Evaluation Models
 Illuminative Evaluation Model
 Portraiture Model
 and also the American Evaluation Association

Also look at Leslie Rae's excellent Training Evaluation and tools available
on this site, which, given Leslie's experience and knowledge, will save you
the job of researching and designing your own tools.
 
 

evaluation of HRD function performance

If you are responsible for HR functions and services to internal and/or

external customers, you might find it useful to go beyond Kirkpatrick's
evaluation of training and learning, and to evaluate also satisfaction
among staff/customers with HR department's overall
performance. The parameters for such an evaluation ultimately depend
on what your HR function is responsible for - in other words, evaluate
according to expectations.
Like anything else, evaluating customer satisfaction must first begin with a
clear appreciation of (internal) customers' expectations. Expectations -
agreed, stated, published or otherwise - provide the basis for evaluating all
types of customer satisfaction.
If people have expectations which go beyond HR department's
stated and actual responsibilities, then the matter must be
pursued because it will almost certainly offer an opportunity to
add value to HR's activities, and to add value and competitive
advantage to your organisation as a whole. In this fast changing
world, HR is increasingly the department which is most likely to see and
respond to new opportunities for the support and development of the your
people - so respond, understand, and do what you can to meet new
demands when you see them.
If you are keen to know how well HR department is meeting people's
expectations, a questionnaire, and/or some group discussions will shed
light on the situation.
Here are some example questions. Effectively you should be asking people
to say how well HR or HRD department has done the following:
 helped me to identify, understand, identify and prioritise my
personal development needs and wishes, in terms of: skills,
knowledge, experience and attitude (or personal well-being, or
emotional maturity, or mood, or mind-set, or any other suitable term
meaning mental approach, which people will respond to)
 helped me to understand my own preferred learning style and
learning methods for acquiring new skills, knowledge and
attitudinal capabilities
 helped me to identify and obtain effective learning and
development that suits my preferred style and circumstances
 helped me to measure my development, and for the
measurement to be clear to my boss and others in the organisation who
should know about my capabilities
 provided tools and systems to encourage and facilitate my
personal development
 and particularly helped to optimise the relationship between me
and my boss relating to assisting my own personal development and
well-being
 provided a working environment that protects me from
discrimination and harassment of any sort
 provided the opportunity for me to voice my grievances if I have
any, (in private, to a suitably trained person in the company whom I
trust) and then if I so wish for proper consideration and response to be
given to them by the company
 provided the opportunity for me to receive counselling and advice
in the event that I need private and supportive help of this type, again
from a suitably trained person in the company whom I trust
 ensured that disciplinary processes are clear and fair, and include
the right of appeal
 ensured that recruitment and promotion of staff are managed
fairly and transparently
 ensuring that systems and activities exist to keep all staff informed
of company plans, performance, etc., (as normally included in a Team
Briefing system)
 (if you dare...) ensuring that people are paid and rewarded fairly
in relation to other company employees, and separately, paid and
rewarded fairly when compared to market norms (your CEO will not like
this question, but if you have a problem in this area it's best to know
about it...)
 (and for managers) helped me to ensure the development
needs of my staff are identified and supported

This is not an exhaustive list - just some examples. Many of the examples
contain elements which should under typical large company circumstances
be broken down to create more and smaller questions about more specific
aspects of HR support and services.
If you work in HR, or run an HR department, and consider that some of
these issues and expectations fall outside your remit, then consider who
else is responsible for them.
I repeat, in this fast changing world, HR is increasingly the department
which is most likely to see and respond to new opportunities for the
support and development of the your people - so respond, understand,
and do what you can to meet new demands when you see them. In doing
so you will add value to your people and your organisation - and your
department.