i am doing hr project on training effectiveness on performance of the employees any body having some questionnares please send
From India, Kochi
From India, Kochi
Please see my posts on Research Methodology (ppt slides attached) and also on MBA projects (links given to websites). Simhan A retired academic in UK
From United Kingdom
1624From United Kingdom
Hai, Greetings from victor. Can you give me a call so that i can help you to do your project. I have got around 250 projects. thanks regards, Victor _______________________________________________
From India, Madras
From India, Madras
Mr.Narasimhan, I think the reply of Mr.Victor has puzzled you. Quite true. I don't know how he managed to get all those in stock. For you, a very experienced person settled in the UK and looking after the training needs, this number is absolutely nothing. Your reply shows your humble modesty.
Regards,
Chandru
From India, Madras
Regards,
Chandru
From India, Madras
Here is some useful material.
regards
LEO LINGHAM
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IT IS NECESSARY / ESSENTIAL TO MEASURE
THE TRAINING EFFECTIVENESS AT FIRST.
THE FOLLOWING ARE THE MOST POPULAR AREAS
FOR MEASUREMENT.
1.Efficiency
Efficiency is a measure of the amount of learning achieved relative to the amount of effort put in. In practical terms this means the amount of time it takes to complete a piece of training. Efficiency has a direct relation to cost – the more efficient a training method is, the less it will cost.
2.Reactions
Reactions are what you measure with the ‘happy sheet’. Reactions are important because, if employees react negatively to your courses, they are less likely to transfer what they learned to their work and more likely to give bad reports to their peers, leading in turn to lower employees numbers.
3.Learning
Learning, in terms of new or improved skills, knowledge and attitudes, is the primary aim of a training event. Learning can be measured objectively using a test or exam or some form of assessed exercise. If an employee has to achieve a certain level of learning to obtain a ‘pass mark’, then the number of passes may be used as an evaluation measure. Another important aspect of learning is the degree of retention – how much of the learning has stuck after the course is over.
4.Behaviour change
If an employee has learned something from a course, you hope that this will be reflected in their behaviour on the job. If an employee employs what they have learned appropriately, then their work behaviour will meet desired criteria. Behaviour can be measured through observation or, in some cases, through some automated means. To assess behaviour change requires that the measurements are taken before and after the training.
5.Performance change
If, as a result of training, employees are using appropriate behaviours on the job, then you would expect that to have a positive impact on performance. A wide variety of indicators can be employed to measure the impact of training on performance – numbers of complaints, sales made, output per hour and so on. It is hard to be sure that it is training that has made the difference without making comparisons to a control group – a group of employees who have not been through the training.
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THE DATA PROVIDED BY THE PRE AND POST TRAINING ANALYSIS HELPS
THE TRAINING MANAGER IN A NUMBER OF WAYS.
1.To validate training as a business tool
Training is one of many actions that an organisation can take to improve its performance and profitability. Only if training is properly evaluated can it be compared against these other methods and expect, therefore, to be selected either in preference to or in combination with other methods.
2.To justify the costs incurred in training
We all know that when money is tight, training budgets are amongst the first to be sacrificed. Only by thorough, quantitative analysis can training departments make the case necessary to resist these cuts.
3.To help improve the design of training
Training programmes should be continuously improved to provide better value and increased benefits for an organisation. Without formal evaluation, the basis for changes can only be subjective.
4.To help in selecting training methods
These days there are many alternative approaches available to training departments, including a variety of classroom, on-job and self-study methods. Using comparative evaluation techniques, organisations can make rational decisions about the methods to employ.
5.Efficiency
Efficiency is a measure of the amount of learning achieved relative to the amount of effort put in. In practical terms this means the amount of time it takes to complete a piece of training. Efficiency has a direct relation to cost – the more efficient a training method is, the less it will cost.
6.Performance to schedule
Sometimes with a training programme, ‘time is of the essence’ – the training needs to be completed by a given date if a particular bu