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

An Integrated Approach for Effective Evaluation of Training Courses 10 Global Journal of Management and Business Research Volume XXII Issue V Version I Year 2022 ( ) A © 2022 Global Journals below, it would be a valuable addition for training evaluation. 1. Feedback from the trainees soon after training in training centre 2. Feedback from the HR Manager after three months of completion of training from the trainee’s organization. c) Validation Validation provides indicators to substantiate whether the trainees have achieved the knowledge and skills training was intended to provide, and the entire training course is designed correctly (Kenneth, https://smallbusiness.chron.com/ ). Validation involves inspection of assessment data/information, for its genuineness, reliability, and authenticity. The validated results are used to ensure set goals of the training are achieved. Two types of validation procedures are followed to estimate the effectiveness of the training course. 1. Internal Validation - checks to what extent the training objective is achieved. It is done by training centre. 2. External Validation - verifies level of improvement in job performance by trainees. It is done at trainee’s organization. IV. E valuation M odel A comprehensive evaluation model encompassing all training functions is proposed for the effective appraisal of training courses. It integrates various assessment tools/components as well as facilitates the multidimensional flow of information and analysis. The model suggests a simple data generation process for all activities involved even before the beginning and after the end of the training event. Evaluation is usually not considered as part of training; many key players may not encourage or cooperate. To offset or minimize such resistances the model identifies a gray area for focused attention. It is an interactive and dynamic and action-oriented model. Its implementation would facilitate the end-to-end evaluation of the training course. The proposed evaluation model together with the action plan is presented in Table 2. Table 2: EoT model along with action plan Sl. No. Key Issues Related issues Action Location Consequences/Risks Result/Outcome 1 Improving RF / EB Re-design to suite demands of EoT Revise R F. Prepare brief questioner for EB. In Training Hall Trainees could be embarrassed or offended Information on KSA of trainees. Re-orient the LP to suite the EB 2 Formative Assessment Pr-training evaluation test Set test paper (~20 questions) in context TO In Training Hall Trainees my feel discomfort. Re-orient the LP if required. 3 Oral test (IRQ/OQAS) Design questions (~5 Nos) as per LO (each day 5 min.) In Training Hall, Lab and SWE Additional work for Trainer Prove extent of LO achieved/Re- orient the LP if required. 4 LU tests (one for each LU) Set test paper (~20 questions) in context of LO In Training Hall do do 5 Individual/ Group Exercises Design viable exercises as per LOs do Additional work for Trainer Prove extent of skill enhancement 6 Summative Assessment i. Normative Individual Hands- on Exercises. Encourage competition Create facility for performing tasks as per TO SWE Additional work for Trainer. Trainees may enjoy Demonstrates K&S development 7 ii. Criteria based Post-training evaluation test with qualifying marks of 70% Use few pre-training evaluation test questions and as per TO In Training Hall Trainees may feel exhausted. Confirm extent of K&S improvement achieved in comparison with EB and that of TNA 8 Feedback Written & Oral Emphasize on seeking fair and frank opinion of trainees on total training function. In Training Hall at the end of training & Trainees may try to be unbiased Proves overall benefits received by Trainees, TI or