Global Journal of Management and Business Research, A: Administration and Management, Volume 22 Issue 5

An Integrated Approach for Effective Evaluation of Training Courses 9 Global Journal of Management and Business Research Volume XXII Issue V Version I Year 2022 ( ) A © 2022 Global Journals Table 1: Information required, source and format for evaluation of a training course Sl. No. Information required Information source Information Format 1 Basic details of the trainees Registration & Self Introduction Nomination/Registration Forms 2 Entry Behaviour Interaction with trainees do 3 Training Objectives, Course schedule Course Module Course Module 4 Pre-training test Questions pattern and test results. Format/Pattern provided 5 Formative Assessment do do 6 Summative Assessment do do 7 Post-training test do do 8 Feedback Written feedback and oral feedback in valedictory function do 9 Internal validation in TI Assessments and Feedback Summary results of Assessment and Feedback 10 External validation in CO do Summary results of Assessment and Feedback 11 Evaluation of training by top management of TI Output of Validation and Discussion with CO Brief Report by Trainer/CD 12 Evaluation of training by top management of CO Output of Validation and Discussion with TI Brief Report by Line Manager/HR Manager a) Assessment Assessment is used to measure the outcome of learning. It is conducted in different forms in each learning unit through which numerical data displaying the extent of learning by each trainee can be obtained. Jennie Tookoian (2018) pointed out assessments help to gauge the strengths and weaknesses of each student, so one can adjust and guide student learning accordingly (https://edulastic.com) . To gauge the cognitive skill achievement written or oral tests can be helpful whereas for soft skills or reproductive tasks demonstrative exercises can be used. An intermittent assessment pattern was adopted by Zrenjanin (2014) in the training evaluation report prepared for the EU through the Bulgaria – Serbia IPA Cross-border Programme. Wang (2006) emphasized the importance of summative evaluation at the last phase of the training program. The assessment constitutes a baseline for evaluation; it can be accomplished in different phases. 1. Diagnostic Assessment - pre-training review of trainees’ aptitude and current level of knowledge and skill on the topics/tasks proposed in the training. Aliya Mohammed (2018) in his research on the evaluation of training and development of employees stressed that pre-training interventions and activities were the strongest factors contributing to expectations of the training environment, as well as to expectations of trainer performance and behaviour. 2. Formative Assessment - carried out during training, ensures learning by modifying methods. 3. Interim Assessment - undertaken at end of each learning unit (session) to ensure particular leaning objective is achieved. 4. Summative Assessment - carried out at the concluding stage of training to make sure training objective is accomplished. It can be of two types- Normative - this is a norm-referenced test, which offers rank order to trainees, it promotes competition among trainees that may encourage active learning. Criteria-based - it is referenced to certain set standards, expectations, or goals (e.g. qualifying score or marks). b) Feedback Appraisal of each component of training functions by the trainees comprises an important input for training evaluation. Trainee’s option normally gathered in the form of written feedback or in digital mode using software is compiled and overall grading of the training is obtained. The assessment points in the feedback generally are related to the execution part of the training as well as facilities. The information obtained from the feedback is seldom considered seriously but is routinely filed as a formality on the premise there would be difference of opinion. Trainees also feel feedbacks are superfluous and their suggestions are not valued. Specific and digital information about key issues/operations of the training will be valuable input for enhancing the training process (Ahire et. al., 2020). To encourage honest feedback, assessment has to be in numerical form and limited to a few very important points relevant to learning and development from the trainee’s point of view. Eseryel (2002) stressed the need for expediting the performance of evaluations and expanding the range and precision of data collection using automated systems. Online feedback can be gathered on two occasions from the stakeholders as