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

An Integrated Approach for Effective Evaluation of Training Courses 11 Global Journal of Management and Business Research Volume XXII Issue V Version I Year 2022 ( ) A © 2022 Global Journals during Valedictory function shows shortfall (if any) in training design and execution. 9 Internal Validation (IV) Analysis of data/information from different activities, assessments and feedback Plan for improvements / standardization in line with IV output TI Trainer may feel offended Director, TI may feel satisfied. 10 External Validation (EV) Inputs from Line manager/Manager Make provision for improvements / standardization ToL in collaboration with CO CO Trainees may feel elated CO may feel satisfied 11 Evaluation Summarized information from Trainer as well as Manager Review the information and make judgement on quality of training and RoI Directors of TI and CO Expectation could be high by CO Based on the final outcome TI and CO could be happy for successful execution of training and RoI In the suggested evaluation model assessment is the key component that provides data inputs to prove learning or the need for improvement. Assessment and validation are required to be incorporated in training courses to ascertain the learning has occurred and training was effective. Assessment tools along with an action plan is proposed to propel the evaluation cycle. This is an indicative and demonstrative package, which can be modified to suit different training courses. It is designed using a MS Excel spreadsheet and numerical appraisal is encouraged to avoid scope for human judgment. Performance of each trainee and faculty/trainer can be continuously accessed and monitored by all the key stakeholders, which would help in improving not only the ongoing training but form basis for the betterment of all future training courses. The flow of information from this package provides an opportunity for internal and external validation. The assessments should be viewed as stepping stones for improvement of the training function rather than as progress reports of trainees. The onus is on course director, trainer, and training centre to achieve the best possible results by effectively utilizing outcomes from the package. A suggestive assessment pattern detailing types of questions, marks, duration and day for each test, etc., are provided in Supplemental Material 1. Guidelines for use of the assessment package are mentioned in Supplemental Material 2. The package contains ready-to-use Excel spreadsheet (listed below) for test evaluation, entry of marks/data, and scorecard (Supplemental Material 3). It also includes suggestive spreadsheet (formats) for the collection and analysis of feedback by trainees. A criteria-based assessment is provided to the final score to highlight the under- performing trainees. Similarly, the final output of feedback would indicate the efficiency of the training process.  Assessment pattern (Supplemental Material 1) Assessment pattern with type of questions, marks, duration and day for each test Type of test Type questions No of question s Maximum marks for each Question Total maximum marks for set of questions Total maximum marks for each Test Total marks of test Duratio n of each test (min) Time & Day of test PrTET and PsTET MCQ (with four choice answers) 5 5 25 30 PrTET - 11am/1; PsTET - 3pm/10 True/False 5 5 25 One word answers 5 5 25 One line answers 5 5 25 Nos Tests 2 100 200 LUT1 to LUT4 One word answers 8 2.5 20 20 10am/2; 10am/4; 10am/6: Match the 4 2.5 10