METHODS OF TRAINING/ OFF THE JOB TRAINING & ON THE JOB TRAINING

SUMMATIVE EVLAUATION VS FORMATIVE EVLAUATION

TRAINING INPUTS/INPUTS IN TRAINING

HOW CAN EFFECTIVE TRAINERS BE DEVELOPED?/ DEFINITION OF TRAINING/TRAINI...

KIRKPATRICK MODEL OF TRAINING EVALUATION

TRAINING CYCLE/ TRAINING PROCESS

TRAINING EVALUATION

METHODS OF INDUCTION TRAINING/ TRAINING & DEVELOPMENT

DESIGNING OF TRAINING & DEVELOPMENT PROGRAMME

FACTORS DETERMINING THE TRAINING AND DEVELOPMENT

IDENTIFICATION OF TRAINING NEEDS/TRAINING NEEDS ASSESSMENT

ROLE OF TRAINING & DEVELOPMENT

TRAINING A CONCEPTUAL FRAMEWORK

OFF THE JOB TRAINING METHODS

u   OFF THE JOB TRAINING METHODS

u   MGMT OF HUMAN RESOURCES

u   OFF THE JOB TRAINING

u   TRAINEES HAVE TO LEAVE THEIR WORKPLACE AND DEVOTE THEIR ENTIRE TIME ON THE TRAINING

1. VESTIBULE TRAINING
2. APPRENTICESHIP TRAINING
3. CLASS ROOM TRAINING
4. INTERNSHIP TRAINING
5. CONFERENCES
6. ROLE PLAYING
7. PROGRAMMED LEARNING
8. ELECTRONIC TRAINING

ON THE JOB TRAINING HUMAN RESOURCE MANAGEMENT

•     METHODS OF TRAINING 1 ON TH JOB TRAINING

•     HUMAN RESOURCE MANAGEMENT

•     MEANING OF TRAINING

SENSITIVITY TRAINING (T GROUP)

Ø  SENSITIVITY TRAINING
(T GROUP)
TRAINING AND DEVELOPMENT

•     ORGANIZAION BEHAVIOR

•     ORGANIZATION DEVELOPMENT   AND CHANGE

•     HUMAN REOURCE MGMT

Ø  T-GROUP TRAINING

•     IS ALSO KNOWN AS SENSITIVITY TRAINING AND LABORATORY TRAINING OR ENCOUNTER GROUP

•     IT IS TRAINING APPROACH BASED ON EXPERIENTIAL LEARNING AND INVOLVING SMALL UNSTRUCTURED GROUPS IN WHICH PARTICIPANTS LEARN FROM THEIR OWN INTERACTIONS AND EVOLVING GROUP DYNAMICS,ABOUT INTERPERSONAL RELATIONSHIP,GROUP DYNAMICS AND LEADERSHIP.

•     IS A FORM OF TRAINING WITH THE GOAL OF MAKING PEOPLE MORE AWARE OF THEIR OWN GOALS AS WELL AS THEIR PREJUDICE AND MORE SENSITIVE TO OTHERS AND TO THE DYNAMICS OF GROUP INTERACTION

QUESTIONNAIRE AS DATA COLLECTION FOR TRAINING EVALUATION

Ø   QUESTIONNAIRE AS DATA COLLECTION FOR TRAINING EVALUATION
TRAINING AND DEVELOPMENT

Ø  QUALITATIVE METHODS

•     SHOWS SUBJECTIVE JUDGEMENT. THEY PROVIDE RICH AND IN DEPTH INFORMATION BUT DON'T LEND COMPARISON. IT IS RELATED TO THE QUALITY OF THE PROGRAMME AND OF THE EXPERIENCE.

•     MERITS:-

I.            GIVE SOLID OPINION ABOUT THE QUALITY OF THE PROGRAMS

II.            USEFUL FOR IMPROVEMENT IN THE TRAINING PROGRAMME

III.            FLEXIBLE.

Ø  QUANTITATIVE METHODS

•     ARE RESEARCH METHODS DEALING WITH NUMBERS AND ANY THING THAT IS MEASURABLE IN SYSTEMATIC WAY OF INVESTIGATING OF PHENOMENON A AND THEIR RELATIONSHIP. IT IS USED TO ANSWER QUESTIONS ON RELATIONSHIP WITHIN MEASURABLE VARIABLES WITH AN INTENTION TO EXPLAIN,PREDICT AND CONTROL A PHENOMENON. THE MAJOR QUESTION THAT QUANTITATIVE EVALUATION RAISES HOW MANY OR HOW MUCH.

•     THIS DATA CAN YIELD REPRESENTATIVE AND GENERALIZE INFORMATION. THEY ARE EASY TO ADMINISTER,SUMMARIZE AND COMPARE AS TO QUALITATIVE METHODS.

TRAINING EVALUATION REPORT

Ø  TRAINING EVALUATION REPORT

Ø  MEANING OF TRAINING  EVALUATION REPORT

Ø  TRAINING IS EFFECTIVE IF IT PRODUCES DESIRED RESULT. TRAINING EVALUATION IS A CONTINUAL AND SYSTEMATIC PROCESS OF THE WORTH OF TRAINING PROGRAM. THE PURPOSE OF EVALUATION REPORT IS TO ASSESS THE EFFECTIVENESS OF THE TRAINING PROGRAMS

Ø  THIS REPORT COMMUNICATE THE INFORMATION TO STAKEHOLDERS ABOUT THE PURPOSE OF TRAINING,HOW IT WAS RECEIVED AND WHAT ARE ITS POSSIBLE AND POTENTIAL IMPACT TOGETHER WITH ANY ADDITIONAL REMARKS OR SUGGESTIONS. AND IT IS ALSO A PROVIDE THE FEED BACK

TRAINING AND DEVELOPMENT

v TRAINING AND DEVELOPMENT

v      MEANING AND DEFINITION OF TRAINING

◦     TRAINING IS THE ACT OF INCREASING THE KNOWLEDGE AND SKILL OF AN EMPLOYEE FOR DOING A PARTICULAR JOB.IT CONSTITUTE A BASIC CONCEPT IN HUMAN RESOURCE DEVELOPMENT. IT IS CONCERNED WITH DEVELOPING A PARTICULAR SKILL TO A DESIRED STANDARD BY GIVING TRAINING.

◦     EDWIN B ,FLIPPO,” TRAINING IS AN ACT OF INCREASING THE KNOWLEDGE AND SKILL OF AN EMPLOYEE FOR DOING A PARTICULAR JOB.

◦     DALE S BEACH,” TRAINING IS THE ORGANIZED PROCEDURE BY WHICH PEOPLE LEARN KNOWLEDGE OR SKILL FOR DEFINITE PURPOSE.

APPROACHES OF TRAINING EVALUATION

Ø   TYPES OF TRAINING EVALUATION AND VARIOUS APPROACHES TO TRAINING EVALUATION
TRAINING AND DEVELOPMENT

TRAINING AND DEVELOPMENT

Ø  TYPES OF TRAINING EVALUATION

1. FORMATIVE EVALUATION:-SOMETIME REFERRED TO AS INTERNAL IS A METHOD FOR JUDGING THE WORTH OF PROGRAM WHILE THE PROGRAM ACTIVITIES ARE FORMING(IN PROGRESS). IT TAKES PLACE  BEFORE OR DURING A PROJECT’S IMPLEMENTATION WITH THE AIM OF IMPROVING THE PROJECT’S DESIGN AND PERFORMANCE. IT COMPLEMENTS SUMMATIVE EVALUATION AND ESSENTIAL FOR TRYING TO UNDERSTAND WHY A PROGRAM WORKS OR DOES NOT AND WHAT OTHER FACTORS ARE AT WORK DURING A PROJECT’S LIFE.
2. SUMMATIVE ASSESSMENT REFERS TO THE ASSESSMENT OF PARTICIPANTS WHERE THE FOCUS IS ON THE OUTCOME OF THE PROGRAMME. THE BASIC PURPOSE FOR SUMMATIVE EVALUATION IS TO PROVIDE A SUMMARY REPORT OF THE TRAINING RESULTS. FINDING FROM THE FORMATIVE PROCESS DIRECTLY AFFECT THE DECISION MADE IN THE SUMMATIVE ASSESSMENT PROCESS