UNIVERSITY OF SCIENCE & TECHNOLOGY

CHITTAGONG
Assignment on:

Training & Development

Topic:

A model of the transfer of Training Process, Outcomes used in the Evaluation of

Training Programs, Training Evolution Designs, Strengths & Weakness of
Presentational, Hands-on & Group building training methods, Training
Effectiveness: Role of E-Learning.

Submitted To: Mrs. Nurshad Yesmin

Assistant Professor

FBA, USTC

Submitted by: Durjoy Sharma Joy

ID : 1525

Semester : 8th

Batch : 40th

Major : Human Resource Management

Date of submission: 23-12-2020

 1. A model of the transfer of Training
Process.
Baldwin and Ford's Transfer of Training Model (1988) is based on the idea that the transfer of
learning depends on training inputs that include trainee characteristics, training design and
work environment. The Transfer of Training Model has made a valuable contribution on the
study of training transfer.

The factor that influences learning, retention, and transfer is the work environment. The work
environment includes factors on the job that influence transfer of training, such as managers’
support, peer support, technology sup-port, the climate for transfer, and the opportunity to use
newly acquired capabilities on the job.

Learning is an important aspect of any training program. But equally important is encouraging
trainees to use learned capabilities on the job (transfer of training). Trainee characteristics,
training design features, and the work environment influence transfer of training. It emphasized
that good program design requires consideration of identical elements, stimulus generalization,
and cognitive theories related to transfer of training. Trainees may need self-management skills
to cope with a work environment that is not always conducive to transfer of training. The
climate for transfer, manager and peer support, technology support, and opportunity to
perform are features of the work environment that influence transfer of training. Transfer of
trainingis an important issue to companies that consider themselves to be learning
organizations. Recognizing the value of human, social, and structural knowledge, many
companies areattempting to become learning organizations and to manage knowledge in order
to develop better products and improve customer service.

2-Outcomes used in the Evaluation of Training

Programs
Training evaluation refers to an attempt to obtain relevant information on the effects of a
training program. It is considered an essential aspect of a training event to be able to reflect,
analyze, and improve its effectiveness and efficiency. To evaluate its training program, a
company must decide how it will determine the pro-gram’s effectiveness; that is, it must
identify what training outcomes or criteria it will measure. The five outcomes used in evaluating
training programs were explained. Good training outcomes need to be relevant, reliable,
discriminate, and practical. Next, threats to both internal and external validity were discussed.

 Cognitive
 Skill-based
 Affective
 Results
 ROI

Cognitive outcomes
Cognitive outcomes are used to determine the degree to which trainees are familiar with
principles, facts, techniques, procedures, or processes emphasized in the training program.
Cognitive outcomes measure what knowledge trainees learned in the program. Cognitive
outcomes are level 2 (learning) criteria in Kirkpatrick’s framework. Typically, pencil-and-paper
tests are used to assess cognitive outcomes. Table6.4provides an example of items from a
pencil-and-paper test used to measure trainees’ knowledge of decision-making skills. These
items help to measure whether a trainee knows how to make a decision (theprocess he or she
would use). They do not help to determine if the trainee will actually use decision-making skills
on the job.

Skill-based outcomes
Skill-based outcomes are used to assess the level of technical or motor skills and behaviors.
Skill-based outcomes include acquisition or learning of skills (skill learning) and use of skills on
the job (skill transfer). Skill-based outcomes relate to Kirkpatrick’s level 2(learning) and level 3
(behavior). The extent to which trainees have learned skills can be evaluated by observing their
performance in work samples such as simulators. Skill trans-fer is usually determined by
observation. For example, a resident medical student may per-form surgery while the surgeon
carefully observes, giving advice and assistance as needed. Trainees may be asked to provide
ratings of their own behavior or skills (self-ratings).Peers, managers, and subordinates may also
be asked to rate trainees’ behavior or skills based on their observations. Because research
suggests that the use of only self-ratings likely results in an inaccurately positive assessment of
skill or behavior transfer of training, it is recommended that skill or behavior ratings be
collected from multiple perspectives.

Affective Outcomes
Affective outcomes include attitudes and motivation. Affective outcomes that might be
collected in an evaluation include tolerance for diversity, motivation to learn, safety attitudes,
and customer service orientation.The specific attitude of interest depends on the program
objectives. Affective outcomes relate to Kirkpatrick’s level 2 (learning) or level 3 (behavior)
depend-ing on how they are evaluated. If trainees were asked about their attitudes on a survey,
that would be considered a learning measure. For example, attitudes toward career goals
andinterests might be an appropriate outcome to use to evaluate training focusing on employ-
ees self-managing their careers.

Results
Results are used to determine the training program’s payoff for the company. Examples of
results outcomes include increased production and reduced costs related to employee
turnover, accidents, and equipment downtime as well as improvements in product quality or
customer service.

Return on Investment
Return on investment refers to comparing the training’s monetary benefits with the cost of the
training. Training costs can be direct and indirect.

Direct costs

include salaries and benefits forall employees involved in training, including trainees,
instructors, consultants, and employees who design the program; program material and
supplies; equipment or class-room rentals or purchases; and travel costs.
Indirect costs

Indirect costs are not related directly to the design, development, or delivery of the training
program. They include general office supplies, facilities, equipment, and related expenses;
travel and expenses not directly billed to one program; training department management and
staff salaries not related to any one program; and administrative and staff support salaries.

Benefits

Benefit are the value that the company gains from the training program.

3.Training Evolution Designs

The design of the training evaluation determines the confidence that can be placed in the
results, that is, how sure a company can be that training is either responsible for changes in
evaluation outcomes or has failed to influence the outcomes. No evaluation design can ensure
that the results of the evaluation are completely due to training. What the evaluator strives for
is to use the most rigorous design possible (given the circumstances under which the evaluation
occurs) to rule out alternative explanations for the results of the evaluation.

Posttest Only

The posttest-only design refers to an evaluation design in which only post training out-comes
are collected. This design can be strengthened by adding a comparison group (which helps to
rule out alternative explanations for changes). The posttest-only design is appropriate when
trainees (and the comparison group, if one is used) can be expected to have similar levels of
knowledge, behavior, or results outcomes (e.g., same number of sales, equal awareness of how
to close a sale) prior to training.

Pretest/Posttest

The pretest/posttest refers to an evaluation design in which both pre training and post-training
outcome measures are collected. There is no comparison group. The lack of a comparison
group makes it difficult to rule out the effects of business conditions or other factors as
explanations for changes. This design is often used by companies that want to evaluate a
training program but are uncomfortable with excluding certain employees or that only intend
to train a small group of employees.

Pretest/Posttest with Comparison Group

The pretest/posttest with comparison group refers to an evaluation design that includes
trainees and a comparison group. Pre training and post training outcome measures are
collected from both groups. If improvement is greater for the training group than the
comparison group, this finding provides evidence that training is responsible for the change.
This type of design controls for most of the threats to validity.

Time Series

Time series refers to an evaluation design in which training outcomes are collected at periodic
intervals both before and after training. (In the other evaluation designs discussed here,
training outcomes are collected only once after and maybe once before training.) The strength
of this design can be improved by using reversal, which refers to a time period in which
participants no longer receive the training intervention.

4.Strengths & Weakness of Presentational,

Hands-on & Group building training methods.
Presentation methods

Presentation methods are methods in which trainees are passive recipients of information. This
information may include facts, processes, and problem-solving methods. Lectures and
audiovisual techniques are presentation methods. It is important to note that instructor-led
classroom presentation methods may include lectures, video, workbooks and manuals, CD-
ROMs, and games. That is, a mix of methods can actively engage trainees in learning and can
help transfer of training to occur.

Strengths of presentation
 To help students become aware of positive habits that strengthen their speech
presentations.
 To help students become aware of negative habits that weaken their speech
presentations.
 To help students take responsibility for maximizing their positive habits and minimizing
their negative habits when presenting their final speech.

Weakness of presentation
Speaking Incoherently
Even though we spend a significant part of the day talking to one another, speaking to an
audience is a surprisingly difficult skill, and it's one that we need to practice. If nerves make you
rush through a presentation, your audience could miss your most important points.

Avoiding Eye Contact

Have you ever been to a presentation where the speaker spent all of his time looking at his
notes, the screen, the floor, or even at the ceiling? How did this make you feel? Meeting a
person's gaze establishes a personal connection, and even a quick glance can keep people
engaged. If your audience is small enough, try to make eye contact with each individual at least
once. If the audience is too large for this, try looking at people's foreheads. The individual may
not interpret it as eye contact, but those sitting around them will

Using Inappropriate Content

The primary purpose of any presentation is to share information with others, so it's important
to consider the level you will pitch it at. Try to put yourself in people's shoes, to get a clearer
idea about their needs and motivations

Ignoring Your Audience

Sometimes, speakers can get so wrapped up in delivering their presentations that they forget
about the needs of their audience. Make presentation by telling audience what to expect.

Hands-on & Group building training methods

Hands on training—also referred to as experiential learning—is learning by doing. This type of
training is effective for teaching software applications, procedures and equipment, and also
helps instructors immediately determine whether a student has adequately learned a new skill
or process. A hands-on approach is a powerful way to approach soft skills training, because it
gives people the opportunity to not only learn but to apply and practice new skills in a safe
environment. Instead of passively listening to a presentation that they will forget quickly,
employees take an active role in their learning. With these methods, the student learns from
following or watching the trainer and then performs the role play or simulation while the
instructor observes. Immediate feedback and advice is given to the trainee and any corrective
action is taken at that time. Participants ask questions at the end of the simulation and can
immediately use their new skills.

5. Training Effectiveness: Role of E-Learning

E learning
E-learning refers to instruction and delivery of training by computer online through the Internet
or the Web.

Online learning includes

 Learning portals
 Web-based training
 Distance learning

Learning portals:

Learning portals are a great example of a learner-centered solution. Essentially, a learning

portal is an online knowledge sharing tool. A learning portal helps learners locate the
information they need quickly. And in some cases, interact with different types of curated
learning content. If your organization hasn’t already, it may be time to adopt a learning portal
as part of your next training initiative

Web-based training

Web-based, training refers to training that is delivered on public or private computer networks
and displayed by a Web browser. The training programs are accessible only to the company’s
employees, not to the general public. Both Internet-based and intranet-based training are
stored in a computer and accessed using a computer net-work. The two types of training use
similar technologies. The major difference is that access to the intranet is restricted to a
company’s employees.

Distance learning

Distance learning is used by geographically dispersed companies to provide information about

new products, policies, or procedures as well as deliver skills training and expert lectures to
field locations.

Advantage
It supports the company’s business strategy and objectives.It is accessible at any time and any
place. The audience can include employees and managers as well as vendors, customers, and
clients. Training can be delivered to geographically dispersed employees. Training can be
delivered faster and to more employees in a shorter period of time. Updating is easy. Practice,
feedback, objectives, assessment, and other positive features of a learning environment can be
built into the program. Learning is enhanced through use of multiple media (sound, text, video,
graphics) and trainee interaction. Paperwork related to training management (enrollment,
assessment, etc.) can be eliminated. It can link learners to other content, experts, and peers.
Online learning can include task-based support, simulation-based training, distance learning,
and learning portals. There are three important characteristics of online learning. First, online
learning involves electronic networks that enable information and instruction to be delivered,
shared, and updated instantly. Second, online learning is delivered to the trainee using
computers with Internet technology. Third, it focuses on learning solutions that go beyond
traditional training by including the delivery of information and tools that improve
performance.

Thank You!