training evaluation

1. TRAINING EVALUATION AND
IT,S TECHNIQUE
A CASE STUDY : ON TATASKY

2. TRAINING
• Training may be defined as the systematic acquisition of skills,
rules, concepts, attitudes that should result in improved
performance of the trainee (Aamodt, 2007;Goldstein and Ford,
2002).Training is vital for various reasons for every employee of
the organisation for the new process implemented or if the
employee is new to that particular process. Employees selected for
a particular job often need to get appropriate knowledge and
skills about the work to be done. It always helps an employee to
know about the organization process,

3. EVALUATION
• Evaluation can be defined as a systematic way of valuation which
ultimately gives the necessary information required for the
continuous improvement and the growth. Although, in current
scenario professionals are not much bothered about knowing how
many new employees had undergone training, and how much
they liked it and what they have learned through the training.

4. TRAINING EVALUATION
• The term training evaluation is described as a systematic anthology of
descriptive as well as judgemental information needed to take effective
training decisions related to the selection, adoption, value and
modification of various instructional activities involved in training
(Werner & De-Simone, 2006).
• This definition mentions not only descriptive but also combined
available information. Training evaluation is also necessary in order to
understand and ensure that the information and material shared with
the team is useful as well as appropriate (Merwin, 1992). Evaluation of
the training is the resource generally used to decide the value of it.

5. REASONS FOR EVALUATING
TRAINING
• Companies are investing millions of dollars in training programs
to help gain a competitive advantage.
• Training investment is increasing because learning creates
knowledge which differentiates between those companies and
employees who are successful and those who are not.

6. STEPS OF TRAINING
EVALUATION

7. Step 1: Identify the Purposes of Evaluation.
 Before developing evaluation systems, the purposes of evaluation must be
determined.
Why do we want to evaluate training programs?
Step 2: Select Evaluation Method.
Kirkpatrick’s four levels of evaluating training programs
Reaction, learning, behavior, and result
Step 3: Design Evaluation Tools
Questionnaire
Pre/Post Test
Impact Survey
Step 4: Collect Data
Who, when, how to collect data?
Step 5: Analyze and Report Results
Evaluation data analysis
Reporting

8. BENEFITS OF TRAINING EVALUATION
• Improved quality of training activities.
• Improved ability of the trainers to relate inputs to
outputs.
• Better discrimination of training activities between
those that are worthy of support and those that should
be dropped.
• Better integration of training offered and on-the job
development.
• Better co-operation between trainers and line-
managers in the development of staff.

9. TRAINING TECHNIQUES
• Icebreaking techniques:-
Icebreaking techniques are used in training programmes, especially at the
beginning, in order to promote interaction among participants and resource
persons. Icebreaking is also useful for reducing shyness and lack of
confidence among participants. If successfully applied, icebreaking can make
participants more enthusiastic and willing to take part in the training activities.
• Energizer techniques:-
Energizers are very useful techniques for physically and mentally
stimulating participants to resume training activities. Energizers are useful
at the end of a long session to refresh participants so that they can take
part in the next session. Energizers can be used during a long session to
reduce boredom and monotony.

10. A Case Study Approach for Evaluation of
Employee Training Effectiveness and Developmen
Program on TATA SKY
ABOUT TATA SKY
Tata Sky is a satellite television provider that has redefined the television viewing experience for
thousands of families across India.
PROBLEM
Executives observed the following types of behaviors:
• People avoided each other instead of confronting problems.
• Employees returned from meetings with other functions complaining about the list
of unrealistic projects they were being asked to accomplish.
• Team problems were being escalated to high-level executives rather than being
resolved at an earlier stage.
Top executives requested evaluations on all 120 managers in the company. They were assessed
on fourteen competencies, and the one that was found lacking was “communicating
productively.” Many managers responded that they had “no inclination to communicate,” and
could not dialogue effectively.
“We decided to attack this gap with a constructive measure,” Lehal said. “We knew we wanted a
new intervention—the only concern was that we choose the right one.”

11. THE TRAINING COURSE
After perusing dozens of training courses, Tata Sky learning and
development team led by Bhaskar Bhattacharya, vice president of
learning and development, piloted three different workshops conducted
by external trainers. Based on feedback and results, they chose to move
forward with VitalSmarts Crucial Conversations Training.
The tests and exercises were effective at engaging participants. He also
liked how the action items required by the course helped each
participant customize the principles to their specific needs. Based on
the course’s value, Lehal was able to secure executive approval by
demonstrating how the results would lead to a return on investment.

12. RESULTS
• Two teams had been struggling to cooperate. One reported that the
other had been “moving to silence” and withholding their point of view,
but is now “stepping up to crucial conversations.”
• The head of a service function was so impressed by the word-of-
mouth on the course among his managers that he asked Lehal to
conduct it for his senior team of general managers and vice-presidents.
• On a personal level, employees have shared with Lehal that the course
has helped them sort out communication problems with their parents
left behind when Tata Sky moved them to a new city. Or with their
teenagers—certainly a challenge that transcends culture.

13. THANK YOU