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Transcript of Evaluation of Trainnig Methods
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STUDENT NUMBER 0770120
TITLE
AN EVALUATION OF TRAINING METHODS AT
RADIO TOCO 106FM.
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1.0 INTRODUCTION
1.1 BACKGROUND TO COMPANY
The Toco Foundation is a NGO, which currently employs 65 people. It works with numerou
agencies in pursuit of its objectives and to ensure that these have an appreciation of i
needs.
1.1.1 VISION STATEMENT
Creating an environment where people can develop themselves and their community b
becoming economically stable, feel a sense of pride and accomplishment, valuing the natur
and human resources of Trinidad and Tobago and the rest of the Country.
1.1.2 MISSION STATEMENT
The Toco Foundation seeks to influence the communities it serves by providin
comprehensive educational services in the area of literacy, computer scienc
communications and health. They provide a range of personal development services; secto
focused economic development and environmental preservation programmin
The Foundation seeks to partner with all aspects of their wider community and utilize th
sharing of knowledge and the modelling of discipline and unity to achieve their broader visio
of total, sustainable community development and environmental stewardship, for th
Northeast region of Trinidad.
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Radio Toco continues to encourage and facilitate training in various aspects of rad
production and journalism.
1.1.4 RADIO TOCO MAJOR OBJECTIVE:
To be a prime communication tool for information sharing among the North Easte
Trinidad communities, supporting the environment and income generating efforts
the community.
1.1.5 OTHER OBJECTIVES:
To inform and educate the community through news, views, and interviews.
To promote community development.
To motivate women to become more proactive.
To be a radio station that the community can identify with and feel proud of.
To support sustainable development.
1.2 RATIONALE FOR THE STUDY
Training and development in an organization is essential as it increases job satisfaction an
morale among employees; increase employee motivation; increase efficiencies in processe
resulting in financial gain; increase capacity to adopt new technologies and methods. As the
work towards becoming a National Radio Station, Radio Toco has embarked on improvin
their staff to meet the new demands pressed on them to confine to the standard of othe
Radio Stations through training.
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As part of their policy Radio Toco recently had a training programme with members of sta
What method was used to carry out this training program? How effective was the chose
method utilized by trainer? The researcher foresaw that the findings and analysis of this stud
can be a guide or useful to the company in their future planning.
1.3 RESEARCH QUESTION
How effective are the training methods utilized by Radio Toco to its learners and th
organization?
1.4 AIM
This research will compare the various training methods used by organizations; identifyin
their strengths and weaknesses; arriving at the best suited method for the learners at Rad
Toco.
1.5 OBJECTIVES
1. Analyze relevant literature on training methods.
2. Identify strengths and weaknesses.
3. Benchmark Radio Toco policies and practices in training methods to industry standard
4. Conclusion and Recommendation.
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2.0 LITERATURE REVIEW
This Literature Review gives the reader an understanding of training and in particular
comparison of training methods. It will answer the question of what determines the choice
method used. How relevant is it? How effective was it? This Review will also show th
relationship between learning and training. These questions will be addressed using releva
theories from a number of related sources.
2.1 LEARNING AND TRAINING
Training is work-oriented. It involves an expert working with learners to transfer to the
certain areas of knowledge or skills to improve their current jobs. (Mc Namara 2008)
Learning is a process within the organisation which results in the capacity for change
performance which can be related to experience rather than maturation (Ribeaux an
Poppleton, 1978)
Over the years there has been a shift from using the term training and development t
learning and development. What exactly does this mean?
The training of people to carry out clearly specified tasks has been replaced with a greate
focus on individual learning where the process of learning is put under the individua
ownership and training is something organised by the employer to meet specific needs.
While learning is being undertaken by the individual, organisations still have the role to crea
a suitable environment in which learning can occur. They must develop a culture whic
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recognises that people learn in different ways; and organisations must provide a range
experiences to foster this learning among employees.
(Reynolds (2004) cited by Armstrong 2007 p ) emphasises that training has
complementary role to play in accelerating learning:
It should be reserved for situations that justify a more directed, expert-led approach rather tha
viewing it as a comprehensive and all-pervasive people development solution.
The issue of training and learning should not be viewed separately as there cannot b
learning without training and vice versa.
When designing training a clear framework is followed. (See Fig. 1)The Learning Cycle is
continuous process which consists of the following elements:
1. Identification of Learning Needs - The process by which organizations and individua
systematically investigate current and future learning requirements in relation to th
operating environment.
2. Learning Design - The development of an intervention (training, job rotation, etc)
address the identified learning needs.
3. Delivery of Learning Programme - The implementation of the learning intervention
individual, group or organizational levels.
4. Learning Evaluation - Without evaluation we do not know if the investment in learnin
has had the desired result.
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The learning cycle is developed from the systematic model of the training cycle. The sam
process is followed for the design of training. The framework of the cycle will be followe
throughout this Literature Review with particular emphasis being placed on learning an
training design as it fosters learning among employees.
Figure 1. The Systematic Learning and Training cycle
Source:http://cpd.conted.ox.ac.uk/lnat/the_learning_cycle.php
2.2 TRAINING NEEDS
Cole (1996 p.342), describes a training need as
...Any shortfall in terms of employee knowledge, understanding, skill and attitude against what
required by the job, or the demands of organizational change.
In other words it is basically what is currently needed for the improvement of th
organizations operations.
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For training to be effective it is necessary to discern not only the training needs of th
individual but also how their needs fit the overall organizations objectives. (Hall 1984 p
comments:
Many organizations invest considerable resources in training and development but never rea
examine how training and development can most effectively promote organizational objectives or ho
developmental activities should be altered in the light of business plans.
Additionally, Bernhard and Ingolis (1988) believe that a considerable amount of money
thrown away mainly because essential issues such as analysis of training needs in relatio
to the short and long term business plans have not been addressed.
Realizing the importance of analyzing both the organizations and individual needs th
question arisesHow do we analyze the needs of the organization and the individual?
(Breadwell et al, 2007 p319) discusses how an analysis of the organizations needs should b
done. They identified four methods of accomplishing this task. Firstly, the job description
identifying the skills and knowledge needed for functions in the organisation. Secondly, th
job analysisdiscern the levels of skills necessary to do a job. Thirdly, interview job holder
managers and supervisorsmanagers, supervisors or members of the personnel departme
interview the current jobholder about the duties and function of the job. Alternatively
personnel manager or senior manager interviews managers and supervisors. Thes
interviews will give the organization a chance to identify what is needed to ensure productio
is increased. Finally, assess performance objective - assessment done to note wheth
current employee needs meet their specific performance objective.
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From any of the mentioned methods given to analyze organizational needs the strengths an
weaknesses of the organization will be clearly noted providing room for improvement throug
training.
(Breadwell et al, 2007 p319) also identified ways of analyzing the individual needs. they are
person specification-characteristics of the person required for the job; personal profile
information on employees career aspirations; appraisal reveal strengths and weaknesse
of individuals in terms of their performance; assessment centre techniques using in-dep
interviews and re-interviews, psychometric tests, team performance simulation, a detaile
profile of employees is constructed.
Having evaluated the individuals needs by any of the methods mentioned a comparison mu
be made to the organizations needs to ensure they both are in agreement with each other.
(Cole (1996) and Reid et al (1994)) agree with addressing the training needs within a
organization but believes this analysis must be done at three different levels: the organizatio
level (data about the organization as a whole structure, markets, and products); job lev
(data concerning jobs and activities job description, personnel specification, leadership an
communication activities); and individual level (data about individuals appraisal record
personal training records, test results). Data collected in this way enables the training staff t
draw a comprehensive picture of areas in current and potential shortfall in requirements.
Despite the difference in the analysis done between the two theorists they generally cover th
issue of ensuring the needs of organisation and individuals correlate.
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2.3 Training Design and Methods
Training methods encompass the ways in which information, knowledge, skills can be passe
on to a target audience. The method used will take into account the time, budget an
available and complexity of the information to be passed on. (Certificate in Busines
Administration, p 215). Also to be noted are costs, benefits, likelihood of learning transfer
the work situation, profile of learning group, applicability of method, culture of the organisatio
and its strategic goals. (Marchington and Wilkinson 2005)
There are multitudes of methods that can be used to train and develop staff both on and o
the job, ranging from the relatively unstructured and informalsitting next to Nelliethroug
to the carefully programmed and structuredlecture.
It is important to recognise that no one method is inherently superior to any other, but tha
different methods are suitable for different sets of circumstances.
A survey carried out by the CIPD in 2004 shows that on-the-job training is seen as the mo
effective way in which people learn at work and also the most common form of training. (Se
Figure2)
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Figure 2 The most effective ways in which people learn in organizations
Source: Marchington and Wilkinson (2005) p. 249
2.3.1 ON-THE-JOB TRAINING (OJT)
(OJT) is the most common approach of training. (Cannell 1997 p.28) defines OJT as:
...training that is planned and structured that takes place mainly at the normal workstation of th
traineealthough some instructions may be provided in a special training area on siteand where
manager, supervisor, trainer or peer colleague spends significant time with a trainee to teach a set
skills that have been specified in advance. It also includes a period of instruction where there may b
a little or no useful output in terms of productivity.
On-the-job training is delivered to employees while they perform their regular jobs. In th
way, they do not lose time while they are learning. After a plan is developed for what shou
be taught, employees should be informed of the details. A timetable should be establishe
with periodic evaluations to inform employees about their progress.
The different methods of OJT include:
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MENTOR APPROACH
The idea of mentoring is very old; however its value to an organization only becam
recognized about twenty years ago. Consultant/author Chip R. Bell defines a mentor simp
as:
Someone who helps someone else learn something that he or she would have learned less we
more slowly, or not at all if left alone.
Clutterback (2004) cited by Armstrong 2007 defines mentoring as:
Off-line help from one person to another in making significant transitions in knowledge, work
thinking.
Therefore the process of mentoring is the offering of advice, information or guidance by
person with useful experience, skills or expertise for another individuals personal an
professional development.
Mentors are very experience employees (often managers) who guide, encourage and suppo
less experienced employees. Their relationship serves career enhancing and psychologic
functions. Organizations need to establish formal programmes to reap the benefits
mentoring. Both mentors and trainees/learners reap the benefit of mentoring.
Mentor acts as the advisor and protector to the trainee. Brockbank and Beech (1999) (cite
by Beardwell et al 2004) reveals that overemphasis on the technical side of the mentorin
process and an underestimation of the emotional side can have negative results. To preven
the clash of providing professional and emotional support it is recommended that the tw
functions be prepared by different people.
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Kram (1983)(cited by Torrington et al 2005) identifies two function of mentoring caree
function, including those aspects of the relationship that primarily enhance care
advancement; 2) psychological function which includes those aspects of the relationship th
primarily enhance a sense of competence, clarity of identity and effectiveness in th
managerial role.
Some Important Advantages of the Mentor Approach
Arnold (1997) cited by Torrington et al 2004 notes the most common advantage of mentorin
were perceived as role modelling and counselling.
Advantage to mentors suggested by Broadbridge (1999) cited by Torrington et al
1. gain recognition from peers;
2. increased job satisfaction
3. rejuvenation
4. admiration and self satisfaction
Some Disadvantages of the Mentor Approach
1. risk of over-reliance
2. danger of picking up bad habits
3. trainee/learner alienated from other sources of expertise
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4. sense of loss experienced when mentor leaves.
Bad mentoring may be worse than no mentoring at all and may negatively affect the learne
self-esteem, reduce job satisfaction, increase stress, increase absenteeism and inspire th
learner to quit. Organisations should note these negative effects and ensure the proper step
are taken to minimise these. For instance, they should ensure the mentor is trained in th
particular field he is undertaking to impart to the young learner.
THE COACHING APPROACH (AS DISTINCT FROM MENTORING)
The Industrial Society (1999) cited by Armstrong 2007) defines coaching as
The art of facilitating the enhanced performance learning and development of others.
Thorpe and Clifford (2003) added to The Industrial Society definition by saying,
through reflection on how they apply a specific skill and /or knowledge.
Therefore coaching is a personal one-to-one OJT approach helping employees develop the
skills and competence beyond where they currently are. Hirsh and Carter (2002) cited b
Armstrong 2007) state that coaching is aimed at the rapid improvement of skills, behavio
and performance. Coaching is seen as a relationship between two people that exist for
given purpose (to help individuals move from where they are to where they want or need
be to develop them.
SOME ADVANTAGES/BENEFITS OF COACHING (Thorpe and Clifford 2003)
1. Coaching is a person-centred activity; people feel valued which has an immediate an
positive effect upon their motivation; and therefore will affect their performance.
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2. Addressing individual needs means the budget can be allocated more specifically an
outcomes readily measured
3. Flexible coaching can be used within an organized environment where it is n
generally possible to take whole groups or staff away for off-the-job formal training.
4. According to Harvard Business School coaching can: overcome subordinate
performance problem, develop new employee skills, increase productivity, crea
promotable subordinates, improve retention and foster a positive work culture.
5. Harvard Business School also emphasised the benefits for employees as: rekindlin
motivation, overcome performance problems, development of strengths and new skil
and preparation for higher-level-jobs.
ACTION LEARNING AS A TRAINING APPROACH (AL)
AL developed by Revans 1971, is a method of helping managers develop their talents b
exposing them to real problems. They are required to analyze them, formula
recommendations and then take action. The belief/the thinking are that trainees learn best b
doing rather than being taught.
Action learning is a real time learning experience that is carried out with two equally importa
purposes in mind: meeting an organisational need and developing individuals or groups.
Dotlich and Noel (1998 p14) citied by Rothwell 1999 defines AL as
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... magical... in the sense that it kills two birds with one stone. The process helps organisation
respond to major business problems and opportunities and at the same time develop people so the
have the capacity to lead organisations in the desired strategic direction.
Action Learning can benefit the organisation as well as individuals and teams.
SOME SPECIFIC ADVANTAGES IDENTIFIED WITH ACTION LEARNING (WIAL 2010)
1. Assist succession planning by developing a cadre of highly qualified candidates fo
promotion to executive leadership positions.
2. Deepen participants' confidence in their leadership and team participation skills.
3. Enable participants to establish effective, mutually respectful working relationships wi
co-workers at all organizational levels.
4. Develop competence among individuals and teams in problem-solving and decisio
making processes.
5. Relate action research/action learning theory and methods to organization
challenges.
6. Enhance participants' capacity to reflect on and learn from their individual an
collective experiences.
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7. Develop in participants an awareness of how their implicit assumptions, belief
attitudes, preferences, and organizational interests influence their thinking, decision
and actions.
8. Increase competence in preparing and presenting recommendations concerning urge
organizational issues to executive management.
LIMITATIONS AND IMPLICATION OF AL APPROACH
1. Necessary to organize AL events to make it effective.
2. The design and content of the AL program is crucial to its success.
3. The accomplishment of the example task or project can potentially overwhelm the
reflective learning process. Without reflection and feedback, AL is similar to a norma
day on the job.
4. In teams where a single individual or single functional perspective dominates, the
group tends to produce outcomes that are not very innovative or insightful.
5. Good and objective facilitators are needed.
6. Risk of poor follow-up on project outcomes.
SHADOWING AND JOB ROTATION APPROACH AS DISTICT FROM ACTION
LEARNING
This OJT method aims to give trainees a feel for the organization by providing experience of
working in f=different departments.
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SOME CRITICISM OF THE APPROACH
1. Trainees feel it is a waste of time.
2. The people in various departments must feel committed to the training if it is to work.
3. Trainees not warmly welcomed and seen as obstacles by supervisors and workers in
the various departments.
ELECTRONIC LEARNING AS AN IMPORTANT ASPECT OF OJT. (E-LEARNING)
Pollard et al 2001 cited by Armstrong 2007) sees e-learning as
thedelivery and administration of learning opportunities and support via computer, networked and
web-based technology to help individual performance and development.
E-learning emphasizes the use of new technology such as email, internet, intranet and
computer software packages to facilitate learning for employees whenever they need it. E-
learning is interesting to organizations as the required data is available when learners want
to learn.
LIMITATIONS/PROBLEMS IN THE E-LEARNING APPROACH
1. The techniques and methods of e-learning have been under tremendous criticism
The same process is applied to everyone. The training is not individualized to
learners needs.
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2. Learners are often left without support for e-learning packages and consequently fee
isolated and frustrated when they do not understand how to access the programme
fully and what the content is actually about.
ADVANTAGES/BENEFITS OF E-LEARNING
Advantages to the Trainer or Organization (Kruse 2004)
Some of the most outstanding advantages to the trainer or organization are:
1. Reduced overall cost is the single most influential factor in adopting e-learning. Th
elimination of costs associated with instructor's salaries, meeting room rentals, an
student travel, lodging, and meals are directly quantifiable. The reduction of time spe
away from the job by employees may be the most positive offshoot.
2. Learning times reduced3. Increased retention and application to the job
4. Consistent delivery of content is possible with self-paced e-learning.5. Expert knowledge is communicated, but more importantly captured, with good e
learning and knowledge management systems.
6. Proof of completion and certification, essential elements of training initiatives, can b
automated.
ADVANTAGES TO THE LEARNER
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Along with the increased retention, reduced learning time, and other aforementioned benefi
to students, particular advantages of e-learning include:
1. On-demand availability enabling students to complete training conveniently at off-hou
or from home.2. Self-pacing for slow or quick learners reducing stress and increasing satisfaction.3. Interactivity engaging users, pushing them rather than pulling them through training.
4. Confidence that refresher or quick reference materials are available reducing burden
responsibility of mastery.
BLENDED LEARNINGAS AN APPROACH: THE CONCEPT AND THE METHODOLOGY
An approach to training design that involves the use of a combination of delivery methods and
some cases learning methodology.(Sloman 2003b cited by Armstrong 2007 pg 570)
This method meets the training needs of both the organization and the individual in a m
approach that suit the individuals learning style, work-life situation, and short and long ter
skill and knowledge requirements.
2.3.2 OFF THE JOB TRAINING (AS DISTICT FROM ON THE JOB TRAINING)
Off the job training is employee training at a site away from the actual work environment.
often utilizes lectures, case studies, role playing, simulation and many other techniques. (Re
et al 1994) identifies some advantages provided by this method: the provision of condition
conducive to learning away from the noisy rush of the workplace; properly trained instructor
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planned training methods; a carefully prepared programme at a pace governed by th
trainees needs and the creation of safe and inexpensive situations in which to try out an
practice newly acquired skills and techniques.
However despite the many benefits, learning undertaken in a specialized environment ma
hinder the trainees ability to cope with the actual situation at work. It is the refore advisable
use real world and on-the-job experience during the training program allowing learners t
transfer what was learnt to the workplace. There are many off-the-job training techniques tha
an organisation can use. The most popular ones are:
LECTURES
This method present training material verbally and are used when the goal is to present
great deal of material to many people. It is very cost effective to lecture to a group than t
train people individually. However it is hard to ensure the entire audience understands a top
on the same level; as a result you may under train some and lose others.
CONSULTANCY COURSES
These vary from half-day to several weeks in length. They are supervised by consultants
professional bodies. They have the advantage of bringing people from different occupation
backgrounds and are popular for topical issues. Members are also benefited from th
exchange of experiences that are brought to these courses. They however are expensive an
superficial.
IN-HOUSE COURSES.
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This method is useful if the training needs relate to specific organisational procedures an
structures and encourage employees to work more effectively together in the organisation
environment. It however, suffers from a lack of breadth of content and there is no possibility o
learning from people in other organisations. It is presumed that this in house experienc
refers to courses mounted and carried through at selected organizations external to th
regular work place.
ROLE-PLAYING AND SIMULATION.
These are training techniques that attempt to bring realistic decision making situations to th
employee. The method is cost effective.
2.4 LEARNING STYLES: A CONSIDERATION OF THE FACT THAT THE LEARNERS I
THE ORGANIZATION MAY HAVE A VARIETY OF LEARNING STYLES (VARYING FRO
ONE TO ANOTHER PERSON)
Having discussed the training methods, selection of these methods will depend on th
learning styles of the learners in the organisation. If methods appropriate to the variou
phases and individual styles are used, more effective learning/training will result. There a
three learning cycle/styles which are widely recognised, namely: Kolbs learning style; Hone
and Mumfords Learning Styles and Lancaster cycle of learning.
2.4.1 KOLB LEARNING CYCLE
(Kolb 1983) saw learning as an integrated cognitive and affective process moving in a cyclic
manner from concrete experience through reflective observation and abstra
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conceptualization to active experimentation. i.e. experience of something through the fiv
senses; reflection by thought on this experience ; and then the formation of gener
concepts or principles - the highest form of learning - from the experience, and th
thoughtful reflection that followed ; and finally action/ active experimentation.
Kolb suggested that this ideal is difficult to achieve and argues that the required abilitie
might even be in conflict. He claims that, as a result of our hereditary equipment, our particular li
experience, and the demands of our present environment, most people develop learning styles th
emphasise some learning abilities over others.This means most people are better at and pref
some of the four rather than others.
2.4.2 HONEY AND MUMFORDS LEARNING STYLES
Building on Kolbs theory, Honey and Mumford (1988) defined four major categories
learning styles based on the individuals preference for one of the elements in Kolbs cycl
ACTIVISTS learn best when they are actually involved in concrete tasks. They thrive on th
challenge of new experiences. REFLECTORS learn best through reviewing and reflectin
upon what has happened and what they have done. They are thoughtful persons who like t
consider all possible angles and the implications before making a move. THEORISTS lea
best when they relate new information to concepts of theory. Their approach to problems
consistently rational and logical. PRAGMATISTS learn best when they see the relevanc
between new information and real-issues or problems. They are keen on trying out idea
theories and techniques to see if it works in practice.
2.4.3 LANCASTER CYCLE OF LEARNING
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(Binsted, 1980 p.22 cited by Beardwell et al 2004) describes Lancaster model as representin
all forms of learning including cognitive skill development and affective, by any processes.
This model identifies three different form of learning: The receipt of input/generation of outpu
discovery and reflection. Learners receive input from being taught or told information
reading a book, this is followed by discovery where learners experiment on what they hav
learned. They follow the reflection loop when making sense of the information received an
experiments carried out and thus theorizing their past and future situations.
These theories help the trainer realize that different people learn better by one style tha
another and some may reject certain styles altogether as such they should schedule an
design their training programmes to suit learners own individual preference to maximiz
training output.
2.5 EVALUATION OF TRAINING
Evaluation is the control aspect of training. (Hamblin 1974 cited by Cole 1996) describe
evaluation as
any attempt to obtain information (feedback) on the effects of a training programme, and to asses
the value of the training in the light of the information.
Evaluation enables the effectiveness of an investment in training to be appraised in gener
terms and provides data which justify expenditure on training. It provides feedback to th
trainer about her performance and her performance and methods. It enables improvement t
be made, either on the occasion or as the training proceeds. The evaluation indicates to wh
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extent the objectives have been met and therefore whether any further training needs rema
to be addressed.
There are a number of models suggested for evaluation of training namely: Hamblin an
Whitelaw (1970); Warr, Bird and Rackham (1970); and Kirkpatrick (1959).
2.5.1 HAMBLIN AND WHITELAW APPROACH
Hamblin and Whitelaw takes the view that evaluation can take place at a number of differe
levels, ranging from immediate to long term results, with each level requiring a differen
technique/evaluation strategy.
Training centred evaluation aims to access the inputs to training i.e. whether we are using th
right tools for training.
Reaction centred evaluation seeks to obtain and assess the reactions of trainees to th
learning experiences they have put through.
Learning centred evaluation seek to measure the degree of learning that has bee
achieved.
Job related evaluation is aimed at assessing the degree of behaviour change which ha
taken place on-the-job after returning from a period of training.
Organisational development evaluation is the organizational change brought about fro
training.
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Cost benefit evaluation looks at the way training affected the ultimate well being of th
organization, for example, in terms of profitability or company image. This should include als
a consideration of the ratio of the cost of the training against the measurable benefits gaine
by the company.
2.5.2 ANOTHER APPROACH FOR EVALUATION (WARR, BIRD AND RACKHAM)
Warr, Bird and Rackham has produced a different framework for evaluating training (CIRO
This model was based on the evaluation of four aspects of training: context, input, reactio
and outcome.
Context evaluationfocuses on factors such as the correct identification of training needs an
the setting of objectives in relation to the organizations culture and climate.
Input evaluationis concerned with the design and delivery of the training activity.
Reaction evaluation looks at gaining and using information about the quality of trainee
experiences.
Outcome evaluationfocuses on the achievements gained from the activity and is assesse
at three levels: (a) immediate, (b) intermediate, and (c) ultimate evaluation. Immedia
evaluation attempts to measure changes in knowledge, skill, or attitude before a traine
returns to the job. According to (Santos and Stuart (2003) cited by Hogan 2007), Intermedia
evaluation refers to the impact of training on job performance and how learning is transferred back in
the workplace.
Finally, ultimate evaluation attempts to assess the impact of training on departmental
organizational performance in terms of overall results.
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According to (Tennant, Boonkrong, and Roberts (2002) cited by Hogan 2007), the CIR
model focuses on measurements both before and after the training has been carried out.
THE MAIN STRENGTH OF THE CIRO MODELThe main strength of the CIRO model is that the objectives (context) and the trainin
equipment (input) are considered. However the model does not measure behaviour
changes. It is mainly used for effectiveness that is to measure the effectiveness o
management training programmes.
2.5.3 KIRKPATRICK MODELFOR EVALUATING TRAINING
Kirkpatricks model is similar to Hamblins model. The widely adopted Kirkpatrick (1967
evaluation approach proposes four levels of training outcomes:
(a) trainees' reactionsto the training curriculum and training process (reactions),
(b) knowledge or skill acquisitionat the end of training (learning),
(c) behaviour change in the job(behaviour), and
(d) improvements in individual or organizational outcomes(results).
THE MAIN STRENGTH OF THE KIRKPATRICK APPROACH
The main strength of the Kirkpatrick evaluation approach is the focus on behaviour
outcomes of the learners involved in the training.
From the three different evaluation models given a number of things keep recurring namel
the importance of evaluating the reactions of learners and the impact of training on th
organization.
To carry out the evaluation of whatever model chosen by the organisation certain method
can be used: questionnaires, tests or examination, projects, structured exercises, interview
trainees, observation, participation and observation.
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It must be noted that all stakeholders involved in the training programmes each have the
own purposes, aims and objectives and these must be clearly identified before evaluation ca
proceed. (Easterby-Smith and Mackness, 1992)
3.0 METHODOLOGY
The aim of this study is to evaluate the training methods used by Radio Toco and compare
to benchmark policies. The Literature Review chapter identified these benchmark policie
This chapter explains how the researcher collected data to answer the objectives of th
study.
Hussey and Hussey define methodology as the overall approach to the research process, fro
the theoretical underpinning.
3.1 THE THEORETICAL FRAMEWORK
The theoretical framework or research philosophy relates to the development of knowledge an
the nature of that knowledge (Saunders et al 2007). There are essentially two approache
mentioned by Saunders, that can be adopted namely, the positivist and phenomenologic
paradigm. The positivist paradigm seeks facts or causes of social phenomena with litt
regard to the subjective state of the individual. (Collis and Hussey, 2003 p52) On the othe
hand, the phenomenological paradigm is concerned with understanding human behaviour fro
the participants own frame of reference. (Collis and Hussey, 2003)
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The positivist paradigm was chosen as the appropriate methodology to use in answering th
research question and objectives of this research. This approach allowed the researcher t
conduct the study in an impartial manner and thereby allowed the data to be objective
tested. As the research tested the existing theory on training methods the phenomenologic
paradigm was inappropriate as it is concerned in building the theory.
Consistent with the attributes of the positivist paradigm a deductive approach was selected fo
the research design. This approach allows the researcher to develop a theory and hypothes
and design a research strategy to test the hypothesis. The inductive method was not suitab
as it built theory as a result of the data collected and analysed. It also tends to be bias in i
findings.
Though the deductive method collects quantitative data, both quantitative and qualitativ
methods of collecting data were utilized. Guba and Lincoln (1994 cited by Saunders et
2007 p100) states, ...both qualitative and quantitative methods may be used appropriately with an
research paradigm.
Van Maanen (1983, p9) describes qualitative method as an array of interpretative technique
which seek to describe, decode, translate or otherwise come to terms with the meaning, not th
frequency, of certain more or less naturally occurring phenomena in the social world. Quantitativ
method, on the other hand, is used to collect data on the frequency of occurrence of
phenomenon or variable. Therefore quantitative is any data collection techniques or dat
analysis procedure that generates numerical data and qualitative data is any data collectio
technique or data analysis procedure that generates non numerical data.
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3.2 RESEARCH STRATEGY
The choice of research strategy is guided by the research question and objectives, extent
existing knowledge, the amount of time, finance, ethical issues and considerations. Due to th
time frame and nature of the research question and objective the survey strategy was chose
This strategy allows for the collection of quantitative data which can be analyze
quantitatively using descriptive and inferential statistics. Surveys allow for the collection of
large amount of data from a sizeable population.
3.3 RESEARCH TACTICS
There are two sources of information namely, primary and secondary data collection. Prima
data is data collected specifically for the research project being undertaken. Secondary da
is data used for a research project that were originally collected for some other purpose. Th
research will essentially be using primary data in answering the research question.
Great care was taken in the design of the two primary techniques (questionnaire an
interview schedule), for example, a pilot study was carried out on a small group to ensure th
wording were simple, determine order of questions and ensuring the level of language skil
required from respondents were suitable.
QUESTIONNAIRES
The most widely used method of data collection is questionnaires. A questionnaire is a list
carefully structured questions for the purpose of obtaining reliable responses from a chose
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sample. Questionnaires are associated with both phenomenological and positivi
methodologies and as such use both quantitative and qualitative data.
Thirteen questionnaires were self administered to employees of Radio Toco. The researcher
used quantitative type questions (likert, dichotomous and multiple choices). These ask for a
response within pre-defined parameters that allows input into spreadsheets and hard
analysis.
Although this facilitates the input into data analysis sheets and subsequent number crunchin
- the respondents are not allowed to say what they think. They can only answer the question
by marking the pre-designated boxes.
Qualitative questions on the other hand can allow more freedom for answers but are much
harder to analyze as each respondent will use their own words. This has the advantage that
the respondent can say what they like, which can yield very interesting information that migh
not have been thought of at design phase. On the other side, the respondent can respond in
an unlimited and unconstructive manner, making analysis much harder.
INTERVIEW SCHEDULE
Another method used was interview. Structured, standardized, open-ended interviews were
administered where the same open-ended questions were asked to all interviewees; this
approach facilitated faster interviews that were more easily analyzed and compared. This
method of interviewing helped alleviate the concern of reliability and interviewer bias and
response bias.
Two interviews were administered to management. The researcher did one personal intervie
and one via telephone. Interviews allow for qualitative analysis.
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SAMPLE, SAMPLING TECHNIQUES
Sampling is used when it would be impracticable to survey the entire population due to
financial constraints, time constraints and the analysis of data quickly. As the entire
population was surveyed, sampling was not necessary in this research. The researcher
collected data from Radio Toco.
DATA ANALYSIS TECHNIQUE
The analysis was done both qualitatively as it can be approached from both an inductive or
deductive perspective. Qualitative data was analysed through categorizing and unitizing.
Categorizing involve classifying data into meaningful categories. The categories used
reflected the major headings of the Literature Review. Unitizing data means attaching releva
bits of data to the correct category. Matrices, graphs and charts were used in helping
recognise the emergent patterns in the data.
3.4 LIMITATIONS AND ETHICAL CONSIDERATION
The researcher had access to the necessary resources necessary for the completion of the
research. Expenses involved in the research were covered by the researcher. Official
approval was sought from the company to carry out research among its members. In
collecting information, subjects were given an explanation on the nature of the research and
its purpose.
The researcher encounted difficulties in acquiring the data, due to the working hours of some
staff members. To overcome this problem the researcher acquired the time scheduled of eac
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staff member and visited them accordingly. Some staff members were reached at their
residents.
Request for secondary data from the company was declined as such the researcher had to
work without documented data on the training carried out within the organisation.
Ethical issues arising from the research included informing participants of the research, their
right to privacy, right to withdraw and consent to research. The researcher complied with
rights of participants and carried out the research in a high level of ethical standard.
4.0 FINDINGS AND ANALYSIS
This chapter provides a analysis, interpretation and discussion of the survey result. The
results will be linked to the various models in the literature review and critically analysed to
provide supporting evidence for the research question: How effective are the training method
utilized by Radio Toco to its learners and organisation?
4.1 FINDINGS AND ANALYSIS OF QUETIONNAIRES
Question 1: How long have you been employed with the organisation?
LENGTH OF
SERVICE
# OF
RESPONDENTS
PERCENT
%
1 - 2 YRS 5 42
3-5 YRS 1 8
5-10 YEARS 4 33
OVER 10 YEARS 2 17
TOTAL 12 100
TABLE 1 LENGTH OF SERVICE OF STAFF
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FIGURE 3. LENGTH OF SERVICE
SOURCE: AUTHORS 2010
Question 3: What form of training method was used?
METHOD
# OF
RESPONDENTS PERCENT%
ON THE JOB 0 0
OFF THE JOB 3 25
BOTH 9 75
TOTAL 12 100
TABLE 2 TRAINING METHODS USED IN RADIO TOCO
SOURCE: AUTHORS 2010
Question 3a: If on the job tick method used?
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ON THE JOB METHODS
# OF
RESPONDENTS PERCENT %
COACHING 5 41.6666667
MENTORING 4 33.3333333
SHADOWING/JOBROTATION 3 25
E-LEARNING 0 0
TOTAL 12 100
TABLE 3 ON THE JOB METHODS USED BY RADIO TOCO
SOURCE: AUTHORS 2010
Question 3b. If off the job tick method used?
OFF THE JOB
METHODS
# OF
RESPONDENTS PERCENT %
LECTURES 5 35.7142857
PROJECTS 3 21.4285714
CONSULTANCY
COURCES 2 14.2857143
IN HOUSE COURCES 4 28.5714286
TOTAL 14 100
TABLE4 OFF THE JOB METHODS USED BY RADIO TOCO
SOURCE: AUTHORS 2010
Question 5: Were you given sufficient information about the objectives of the training progra
before training began?
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RESPONSE
# OF
RESPONDENTS PERCENT %
STRONGLY AGREE 5 41.6666667
AGREE 5 41.6666667
STRONGLYDISAGREE 0 0
DISAGREE 0 0
NEITHER 2 16.6666667
TOTAL 12 100
TABLE 5 RESPONSES TO SUFFICIENT INFORMATION GIVEN ON TRAINING OBJECTIVES
SOURCE: AUTHORS 2010
Question 6: Were the chosen training needs/objectives of the program in meeting with you
individual needs within the organisation.
RESPONSE
# OF
RESPONDENTS PERCENT %
STRONGLY AGREE 4 33.3333333
AGREE 6 50
STRONGLY
DISAGREE 0 0
DISAGREE 1 8.33333333
NEITHER 1 8.33333333
TOTAL 12 100TABLE 6 RESPONSES TO TRAINING NEEDS/OBJECTIVES IN LINE WITH INDIVIDUAL NEEDS
SOURCE: AUTHORS 2010
Question 7: The training program received was helpful in developing and improving yo
performance in the work place?
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RESPONSE
# OF
RESPONDENTS PERCENT %
STRONGLY AGREE 4 33.3333333
AGREE 8 66.6666667
STRONGLYDISAGREE 0 0
DISAGREE 0 0
NEITHER 0 0
TOTAL 12 100
TABLE 7 RESPONSES TO TRAINING PROGRAM IMPROVING INDIVIDUAL PERFORMANCE
SOURCE: AUTHORS 2010
Question 8: Were you evaluated at the end of the training program?
RESPONSE
# OF
RESPONDENTS PERCENT %
YES 10 83.3333333
NO 2 16.6666667
TOTAL 12 100
TABLE 8 RESPONSES TO TRAINING EVALUATION
SOURCE: AUTHORS 2010
4.2 FINDINGS AND ANALYSIS OF INTERVIEW
Question 9: Since your employment with the organisation how many times hae you bee
involved in training programs?
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TIMES OF
TRAINING
# OF
RESPONDENTS PERCENT %
NEVER 0 0
1-2 TIMES 6 50
2-4 TIMES 1 8.33333333MORE THAN 4
TIMES 5 41.6666667
TOTAL 12 100
TABLE 8 RESPONSES TO # OF TIMES INDIVIDUAL INVOLVED IN TRAINING PROGRAMS
SOURCE: AUTHORS 2010
Question 2: When is training planned?
Answer: as the need arises.
Question 3: Who is selected for training?
Answer: All staff members
Question 4: How is this selection done?
Answer: Training is done at all levels; Advanced, Immediate
Question 5: What methods of training are used? E.g. Mentoring, Coaching, Lectures
Answer: A little of all.
Question 6: What determines choice of methods?
Answer: The group that is being trained at the given time. Example when new staff membe
join mentoring and coaching is used.
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4
Question 7: Is there a process for assessing the organisations immediate training needs an
individual development needs? If yes, how is this assessment carried out?
Answer: Assessment is done by the Project Director who uses his initiative for training onc
assessment is done.
Question 8: Is an evaluation carried out after the training? What methods are used to d
such?
Answer: Yes, all training is followed with an evaluation to ensure what was taught was learn
Projects, observation, questionnaire are used to evaluate trainees.
Question 10: How often is training carried out?
Answer: As often as the director sees it necessary.
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