Evaluation of In-plant training program At Bharat Heavy Electrical Ltd, JHANSI

Project Report Submitted to (University of Pune) In Partial Fulfillment of Requirement for the Award of (Master in Personnel Management)
SUBMITTED BY GYANESH MAHOR Under the guidance of Prof. Sarika Salvi

Sinhgad Institute of Business Administration and Research 2010-2012

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INSTITUTE CERTIFICATE
This is to certify that the Project Report at BHEL, JHANSI

Submitted in partial fulfillment of the requirement for the award of the degree of

MASTER IN PERSONNEL MANAGEMENT

TO

UNIVERSITY OF PUNE Is a record of bonafide training carried out by Gyanesh Mahor Under our supervision and the no part of this report has been submitted for the award of any other Degree/diploma/fellowship or similar title or prizes.

Signature:

Signature:

Prof. Sarika Salvi Faculty Guide

Prof. Avadhoot D. Pol Director

COMPANY CERTIFICATE

DECLARATION

I, Gyanesh Mahor, hereby declare that the Project Report titled

EVALUATION OF IN-PLANT

TRAINING PROGRAMME IN BHEL written and submitted by me to (the University of Pune), in partial fulfillment of the requirement for the award of (MASTER IN PERSONNEL MANAGEMENT) is my original work and the conclusions drawn therein are based on the material collected by myself under the guidance and supervision of DR.DHURVA BHARGAVA Dy. General manager (HRD). .

Place: Pune Name Gyanesh Mahor Signature:

Date/ /

ACKNOWLEDGEMENT
The period of 8 weeks of summer project in BHARAT HEAVY ELECTRICALS LIMITED

(BHEL) has been a blend of academic & professionalism for me. I am grateful to DR. Dhruva Bhargava Dy. General manager (HRD). In BHEL Jhansi unit under whose guidance I have completed this summer project. I acknowledge the valuable support that I have received from them during completion of my work. I am really grateful to the department authorities of college, especially to the honorable Director Prof. Avadhoot D. Pol who offered me the opportunity for management Education in Sinhgad Institute of Business Administration and Research, Pune. Finally I would like to extend my sincere thanks to my project guide Prof. Sarika Salvi, for her valuable guidance and support in completion of the project.

GYANESH MAHOR

CONTENT

S.NO TOPIC PG NO 1.0 Executive summary 7 to 8 1.1 Introduction to report 10 to 11 1.2 Company profile 12 to 18 1.3 Research objectives 19 1.4 Research methodology 20 to 22 1.5 Limitations of research 22 1.6 Literature review

EXECUTIVE SUMMARY In todays rapidly changing business environment, organizations have to respond quickly to requirements for people. The market has been witnessing growth which is manifold for last few years. Many players have entered the economy thereby increasing the level of competition. In the competitive scenario it has become a challenge for each company to adopt practices that would help the organization stand out in the market. The competitiveness of an organization is measured through the quality of products and services offered to customers that are unique from others. Thus the best services offered to the consumers are result of the genius brains working behind them. Human Resource in this regard has become an important function in any organization. All practices of marketing and finances can be easily emulated but the capability, the skills and talent of a person cannot be emulated. Hence, it is important to provide training and evaluate it so that the skill and knowledge of employees can be polished and its evaluation can prove its worth. Adopting wrong training or not evaluating or rejecting the right one could turn out to be costly mistakes for the organization. The study of Business Management could never be complete without the actual experience which brings reality to classroom learning. As part of Summer Training the project titled, EVALUATION OF IN-PLANT TRAINING PROGRAM was done at BHEL, Jhansi. Human resource management is the most important area of management. It is concerned with the people at work and their relationship with an enterprise. All other factors of production are useless unless competent employees are trained properly and effective management uses them. Basically this summer training is done to fill the gap between the theoretical concept, which is studied in the classroom, and the practical experience, which is gained in the organization. The primary objective of the study was to evaluate the In-plant training program, and to understand employees perception about the training program, In BHEL JHANSI unit and identifying its linkage with the actual working environment.

Collection of data was done through various sources i.e. primary and secondary. Sample size represents number of people interviewed from the total no. of employees. And the questionnaire is designed to collect the relevant data. The data is analyzed with the help of bar chart which is collected through questionnaire for individual questions in the questionnaire. Sample size for the survey consists of 100 trainees who have attended a particular training under (In- plant) training program. With respect to the company i.e. BHEL Jhansi, analysis of all the facts & figures, the observations and
the experience during the training period gives a very positive conclusion/ impression regarding the training imparted by the BHEL JHANSI UNIT trainers. BHEL is performing its role up to the mark and the trainees enjoy the training imparted especially the reality learning and simulation.

CHAPTER 1 INTRODUCTION

INTRODUCTION TO THE REPORT

The term training and development are closely related and are often used synonymous concepts; there are some important distinctions in their meanings in the context. The term training may be defined as a process by means of which the aptitude, skills and capacities of individual employees to perform specific jobs are increased. Thus training is concerned with imparting specific skills or increasing specific qualification of particular employees for particular purpose. As emphasized by Dale Yoder , The use of the term training and development in todays employment setting is far more appropriate than training alone, since human resources can exert their full only when the learning process go far beyond simple outer or routine as observed by J.P. Champell, training courses are typically designed for a short term and stated set purposes such as the operation of some piece of machinery, while development involves a broader education for long term purposes. Now a days many organizations are conducting training programme to improve the productivity of employees. The quality of employees and their development through training and education, are major factors in determining long term profitability of a business. If you hire and keep good employees, it is good policy to invest in the development of their skills, so they can increase their productivity. Training often is considered for new employees only; this is mistake because ongoing training for current employees helps them adjust to rapidly changing job requirements. Evaluation is the systematic appraisal by which we determine the worth, value or meaning of something to someone, In case of training we are concerned with providing information on the effectiveness of the training activity to decision makers who will make decision based on the information. Evaluation plays a significant part in every step of the training process. It is important that evaluation be a planned or systematic effort that is built from the start of the training process. The main objective of training programme to determine if they are accomplishing specific training objectives, i.e., correcting performance deficiencies. The human resource development department, BHEL conducts various training programmes throughout the year for the development and growth of its employees. The training programmes to
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be conducted in a year are decided at the start of the year. Training need analysis is done by sending a need analysis form at the start of the year to the head of departments. The HODs of various departments then list the name of the employees that are in need of the training. These training programmes target behavioral as well as technical needs. Training needs are then compiled and accordingly the programmes are designed- In plant as well as out plant. The evaluation of the training programmes serves as important function as the proper conduction of programme itself. But the nature of the programmes is many a times such that proper evaluation is not possible. The reaction of the employee is taken right after the training is completed. However, to know how effective has been the training programmes and to what extent is it fulfilling the purpose of increasing the efficiency of participant, on the job evaluation is necessary. HRD, Jhansi this year made an effort to check on the job effectiveness. The present study was designed and conducted keeping in mind the above rationale.

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COMPANY PROFILE
BHEL is the largest engineering and manufacturing enterprise in India, in the energy/ infrastructure sector today. BHEL was established more than 40 years ago when its first plant was set up in Bhopal ushering in the indigenous Heavy Electrical Equipment industry in India, A dream that has been more than realized with a well- recognized track record of performance. It has been earning profits continuously since 1971-72 and achieved the sales turnover of Rs.7286.6 Crore with a profit before tax of Rs.662.8 Crore in 2001-2002. BHEL caters to core sectors of Indian economy viz., power generation and transmission, industry, transportation, telecommunication, renewable Energy, defense, etc. The wide network of BHEL s 14 manufacturing divisions, four power sector regional centers, over 100 project sites, eight service centers and 18 regional offices, enable the company to promptly serve its customers and provide them with suitable products , systems and services-efficiently and at competitive prices. BHEL has already attained ISO 9000 certification for quality management and ISO 14001 certification for environment management. BHEL Jhansi unit was established around 14 km far from the city on the N.H. No 26 on Jhansi Lalitpur road. It is called second-generation plant of BHEL, set up in 1974 at an estimated cost of Rs 16.22 crores inclusive of Rs 2.1 crores for township. Its foundation was laid by late Mrs. Indira Gandhi the prime minister of India on 9th Jan 1974. The commercial production of the unit began in 1976-77 with an output of Rs 53 lakhs since then there has been no looking back for BHEL Jhansi.

POWER GENERATION:-

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Power generation sector comprises thermal, gas, hydro, and nuclear plant business. As on 31.03.2002, BHEL supplied sets account for nearly 67232 MW or 64% of the total installed capacity of 1, 04,917 MW in the country, as against Nil till 1969-70.

INDUSTRIES:BHEL is a major contributor of equipment and systems to industries, cement, sugar, fertilizers, refineries, petrochemical, paper, oil and gas, metallurgical and other process industries. The range of systems & equipment supplied include: captive Power plants, co-generation plants, DG power plants, industrial steam turbines, industrial boilers and auxiliaries, waste heat recovery boilers, gas turbines, heat exchangers and pressure vessels, centrifugal compressors, electrical machines, pumps, valves, seamless steel tubes, electrostatic precipitators, fabric filters, reactors, fluidized bed combustion boilers, chemical recovery boilers and process controls.

TELECOMMUNICATION:BHEL also caters to telecommunication sector by way of small, medium and large switching systems.

RENEWABLE ENERGY:Technologies that can be offered by BHEL for exploiting non- conventional and renewable sources of energy include wind electric generators, solar photovoltaic systems, solar heating systems, solar lanterns and battery powered road vehicles.

OIL AND GAS:BHELs products range includes deep drilling oil rigs, mobile rigs, work over rigs, well heads and X- Mass Trees , choke and kill manifolds, full bore gate valves, midline suspension systems, casing support system sub-sea well heads, block valves, seamless pipes, motors, compressors, heat exchangers etc.

INTERNATIONAL OPERATIONS:13

BHEL is one of the largest exporters of engineering products and services from India, ranking among the major power plant equipment suppliers in the world.

VISION
A World - class Engineering Enterprise Committed to enhancing stakeholders value.

MISSION
To be an Indian multinational engineering enterprise providing total business solutions through quality products, systems and services in the fields of energy, industry, transportation, infrastructure and other potential areas.

VALUES
Zeal to excel and zest for change. Integrity and fairness in all matters. Respect for dignity and potential of individuals. Strict adherence to commitments. Ensure speed of response
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Foster learning, creativity and teamwork.

BHEL UNITS:FIRST GENERATION UNIT

Bhopal Haridwar : Heavy Electrical plant. : Heavy electrical equipment plant.

Hyderabad : Heavy electrical power equipment plant.

SECOND GENERATION UNIT

Tiruchy Jhansi : High pressure boiler plant. : Transformer and locomotive plant.

Haridwar : Central foundry and forge plant. Tiruchy : Seamless steel tube plant.

UNITS THROUGH ACQUISITION AND MERGER

Bangalore : Electronics division Electro porcelain division.

NEW MANUFACTURING UNITS

Ranipet : Boiler Auxiliaries plant. Jag dish : Insulator plant Rudrapur : Component and fabrication plant. Govindwal : Industrial value plant Rudrapur : Component and fabrication plant Bangalore : Energy system division.
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BHEL is a growing concern to meet the changing needs of the nation & has taken it beyond power into the total gamut of energy, industry and transportation BHEL is able to offer a service in each of this fields. Its manufacturing capability is supported by a corporate R&D division of Hyderabad works closely with the research and development cells at various units and welding research institute at Tiruchinapalli.

SECTIONS OF BHEL JHANSI UNIT

BHEL has many departments, while production and administrative are separate. Broadly speaking BHEL has two-production categories1.
2.

Transformer section. Loco section.

THE PRODUCT PROFILE OF BHEL JHANSI UNIT PRODUCTS

1.Power Transformer 2.Special Transformer 3.ESP Transformer 4.Freight Loco Transformer 5.ACEMU Transformer 6.Dry type Transformer 7.Instrument Transformer

RATINGS
Up to 220 KV class 250 MVA Up to 180 KV 95 KVP, 1400 MA. 3900 to 5400 KVA & 7475 KVA for 3 phases UP to 1000KVA(1-Phase) Up to 6300KVA 33 KV class 1385 KVA(3phase) VT &CT up to 220 KV class

8.Diesel electric locomotives

Up to 2600 HP

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9.AC/DC locomotives

5000 HP

10.Over head equipment cum test car 11. Well wagon 12.Rail cum road vehicle 200 tone

13.Dynamic track stabilizer

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ORGANIZATION DEPARTMENT

STRUCTURE

CHART

IN

BHEL

OF

HRD

G.M

A.G.M

H.R.D DEPT

FINANCE DEPT DDDEPT

MARKETING DEPT

MANAGERSS

EXECUTIVES

EMPLOYEES

WORKERS

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RESEARCH OBJECTIVES

Primary objectives 1) To evaluate the in-plant training program at BHEL. 2) To understand employees perception about the training program. Secondary objectives 1) To understand the impact of the in-plant training program on the efficiency and productivity of the employees. 2) To assess the level of employee motivation post training. 3) To understand the impact of the training program on the overall development of the employee. 4) To give suggestions for improvement in the existing training program.

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RESEARCH METHODOLOGY
Research simply means a search for facts answer to questions and solutions to problem. It is a purposive investigation, it is an organized inquiry, and it seeks to find explanation to unexplained phenomenon to clarify the doubtful facts and to correct the misconceived facts. The objective of the research is to know about employee benefits in any particular organization and how they are helpful for the workers and management. The reason for choosing BHEL is its successful public sector undertaking (PSU) which employs large numbers of employee and workers and has many training programmes(6 in case of BHEL) . A methodology is the way of approaching the problem in order to find out truth involved in a problem.

Size of sample - Sample can be defined as the selection of a part or a group or an aggregate
with a view in obtaining information about the whole population. Sample size for the survey consists of 100 trainees who have attended a particular training under (In- plant) training program. And are selected with the help of In- plant training register maintained by the HRD department. On this basis of data are collected and conclusion are drawn.

Sources of Data:
Methods of Data collection used for the project: You are required to collect different types of data for the project and it should be mentioned specifically. Data can be collected through two sources:

a. Primary Data:The first hand information which has been collected by the researcher or his agent is called Primary Data. The Primary data are those which are collected a fresh and for the first time and thus happens to be original in character. The primary data is collected by following ways:

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1 Questionnaire- Primary data is collected by means of direct one to one task, interviews,
questionnaires and interaction with the employees of the company. Questionnaire was circulated among the employees who have attended the particular training programme. 2. In depth interviews. b. Secondary data- Data collected by someone other than the user. Common sources of secondary data for social science include censuses, surveys, organizational records and data collected through qualitative methodologies or qualitative research. Primary data, by contrast, are collected by the investigator conducting the research. Secondary data analysis saves time that would otherwise be spent collecting data and, particularly in the case of quantitative data, provides larger and higher-quality databases than would be unfeasible for any individual researcher to collect on their own. In addition to that, analysts of social and economic change consider secondary data essential, since it is impossible to conduct a new survey that can adequately capture past change and/or developments. Secondary data will be collected from various books, reports, brochures etc and other texts available in college library. The secondary data has been collected from the following sources: 1. Past records maintained by BHEL 2. Employees of BHEL 3. In-plant training register maintained by HRD

Sample unit
The sample unit consisted of the employees from lower level, administrative departments and managerial level of BHEL.

Sample frame
It consisted of a comprehensive list of all the employees of BHEL.

Sample size
Sample size consists of 100 employees.

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A) RESEARCH TOOLS a. Present study was conducted by using structured questionnaire.

Tools for Data analysis:1.) Diagrammatic representation using Microsoft excel.

LIMITATIONS OF THE RESEARCH

Limited Period: The project duration was very brief.

Limited resources Data recorded can be biased Lack of interest of employees

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CHAPTER II CONCEPTUAL BACKGROUND

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LITERATURE

REVIEW

When the candidates are recruited from outside or selected, promoted from inside, it is expected that they must perform their jobs with maximum efficiency and competence. Therefore after selecting the candidates, the next logical step is to train them for better performance. Era of vocational training started during industrial revolution, which took place in Britain in 18th century. The apprentices working in different factories use to get vocational training in the form of direct instructions in the operation of machines, especially when use of computers, automatic machines increased and because of the changing techniques the need of training is recognized as one of the most important organizational activities. Training is required to be given to employees to keep them updated, effective and efficient. At present, it is observed that all organizations, of whatever types they may be, need to have well trained experienced and skilled people to perform various activities. If current job occupants meet this requirement, in that case, training is not important but if it is not the case, it is very essential to raise the skill levels, increase the versatility and adaptability of the job occupants by giving them necessary and appropriate training.

TRAINING: Training is concerned with imparting and

developing specific skills for a particular purpose.

DEFINITION: FLIPPO has defined training as The act of

increasing the skills of an employee for doing a particular job. Thus training is a process of learning a sequence of programmed behaviour. This behaviour, being performed, is relevant to a specific phenomenon that is a job.

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Training Objectives:
To raise the productivity: Increased human performance often directly leads to increased operational productivity and increased company profit. To improve quality in work: Improvement in quality may be in relation to companys product / service. To improve organization climate: An endless chain of positive reactions results from a wellplanned training programme. Production and product quality may improve, financial incentives may then be increased, and less supervisory pressure may result. Personal growth: Management development programmes seem to give participants a wider awareness, an enlarged skill, and enlightened altruistic philosophy, and make enhanced personal growth. To improve health and safety: Proper training can help prevent industrial accidents. Outdated prevention: Training and development programmes foster the initiative and creativity of employees and help to prevent manpower obsolescence, which may be due to age, temperament or the inability of a person to adapt him to technological changes. BENEFITS OF EMPLOYEE TRAINING - In todays scenario if any organization wants to increase their employee efficiency, their knowledge, skills, positive attitude, and motivation level etc. Then the organization should arrange various training programs. Thus training benefits the organization, individual in various ways such as:
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 Improve the job knowledge and skills at all levels of the organization. Improves the morale of the workforce. Helps create a better corporate image.
Improves relationship between bosses and subordinates.

Aids in organizational development. Helps the individual in making better decisions and effective problem solving.

Aids in encouraging and achieving self- development and self confidence. Increases job satisfaction and recognition. Helps eliminate fear in attempting new tasks. Helps a person handle stress, tension, frustration and conflict.

DEVELOPMENT: Refers to the learning opportunities designed to help employees grow.

Development is not primarily skill-oriented. Instead, it provides general knowledge and attitudes which will be helpful to employees in higher position. NATURE OF TRAINING AND DEVELOPMENT In simple terms, training and development refers to the imparting of specific skills, abilities and knowledge to an employee. A formal definition of training and development is It is any attempt to improve current or future employee performance by increasing an employees ability to perform through learning, usually by changing the employees attitude or increasing his or her skills and knowledge. The need for training and development is determined by the employees performance deficiency, computed as follows: Training and development need = Standard performance Actual performance TRAINING EVALUATION

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Evaluation means the assessment of value or worth. It simply means the act of judging whether or not the activity has achieved the set target. In training field evaluation has been taken not only to assessment of value but also collection and analysis of data. Evaluation of training is the last but very important stage of any training program. Training evaluation is very essential because of the following reasons: The organization giving training to their employee can come to know what returns they are getting for efforts and expenditure it has committed to the training and it can find out from it whether the training efforts are in correct direction or not.

The training evaluation can justify the expenditure incurved in giving training and help the organization to determine to what extent, objectives have been achieved, whether the results are far away from the target or are nearby the target. Evaluation of training helps in assess the quality of training imparted and also suggests what changes in training plan should be made to make it more effective. Weakness within the established training program can be identified and accordingly training programs can be modified and improved properly. Less effective program can be withdrawn in order to save time, money and efforts.

DEFINITION:

The

process

of

examining

training

program

is

called

training

evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines.

NEED FOR EVALUATION OF TRAINING:

The main objectives of evaluating the training programmes is to determine if they are accomplishing specific training objectives, that is, correcting performance deficiencies. A second reason for evaluating is to ensure that any changes in trainee capabilities are due to the training programme and not due to any other conditions. Training programmes should be evaluated to
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determine their cost effectiveness. Evaluation is useful to explain programme failure, should it occur. Finally, credibility of training and development is greatly enhanced when it is proved that the organization has benefited tangibly from it.

IMPORTANCE OF EVALUATION OF TRAINING

Evaluating training effectiveness is important because it sheds light on four aspects. They include:

How well the training program met the learners needs and objectives. What knowledge and skills it has imparted to learners. What desirable change it has brought in the learners performance. What organizational benefits it has yielded.

Kirkpatrick's four levels of evaluation model

The four levels of Kirkpatrick's evaluation model essentially measure:

Reaction of student - what they thought and felt about the training Learning - the resulting increase in knowledge or capability Behaviuor Extent of behaviour and capability improvement and

implementation/application

Results - the effects on the business or environment resulting from the trainee's

performance All these measures are recommended for full and meaningful evaluation of learning in organizations, although their application broadly increases in complexity, and usually cost, through the levels from level 1-4.

evaluation level type

evaluation

description examples

of

evaluation relevance practicability

and

and and characteristics

tools and methods

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1. Reaction

Reaction evaluation is how the Typically 'happy sheets'. delegates training felt, or and learning their personal reactions to the experience, for example: Did the trainees like and enjoy the training? Did they consider the training relevant? Was it a good use of their time? Did they like the venue, the style, timing, domestics, etc? Level of participation. Ease and comfort Feedback forms based on

Can be done immediately the training ends.

subjective personal reaction to the Very easy to obtain reaction training experience. feedback

Verbal reaction which can be Feedback is not expensive to noted and analyzed. Post-training questionnaires. Online evaluation or grading by delegates. Subsequent verbal or written surveys or gather or to analyzed for groups. Important to know that people were not upset or disappointed. Important that people give a positive impression when relating their experience to others who might be deciding

reports given by delegates to managers back at their jobs.

of Reports given by delegates to whether to experience same. managers back at their jobs. Relating their experience to others who might be deciding whether to experience same. and the

experience. Level of effort required to make the most of the learning. Perceived potential etc? Level of participation. Ease and comfort of practicability for applying

learning. Timing, domestics,

experience. Level of effort required to make the most of the learning. Perceived potential learning. practicability for applying and the

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2. Learning

Learning knowledge

evaluation is or

the Typically assessments or tests Relatively simple to set up, but more investment and thought required than reaction evaluation.

measurement of the increase in before and after the training. intellectual capability from before to after the learning experience: Did the trainees learn Interview or observation can be used before and after although

this is time-consuming and can be Highly relevant and clear-cut what inconsistent. Methods of assessment need to be them to learning. Measurement and analysis is for certain training such as quantifiable skills. Less easy for more complex learning such as attitudinal development, which is famously difficult to assess? Cost escalates if systems are poorly designed, which increases work required to measure and analyze. or technical

intended to be taught?

Did the trainee experience what closely related to the aims of the was intended for experience? What is the extent

of possible and easy on a group

advancement or change in the scale. trainees after the training, in the direction intended? or area that was Reliable, clear scoring need to and be

measurements

established, so as to limit the risk of inconsistent assessment. Hard-copy, electronic, online or interview style assessments are all possible.

3. Behaviour

Behaviour extent to

evaluation is the Observation and interview over Measurement of behaviour which the their the time are required to assess change is less easy to quantify and learning evaluation. quick unlikely response to be learning change, relevance of change, and and interpret than reaction behaviour, sustainability of change.

trainees applied and changed

and this can be immediately and several months after the training, depending on the situation:

Arbitrary snapshot assessments Simple are not reliable because people systems change in different ways at adequate.

Did the trainees put their learning different times. into effect when back on the job?

Cooperation

and are

skill

of line-

Assessments need to be subtle observers,

typically

Were the relevant skills and and ongoing, and then transferred managers,

important

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knowledge used Was there noticeable

to a suitable analysis tool. and Assessments need to be designed

factors, control.

and

difficult

to

measurable change in the activity to reduce subjective judgment of Management and analysis of and performance of the trainees the observer or interviewer, which ongoing subtle assessments when back in their roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer their learning to another person? Is the trainee aware of their change in behaviour, knowledge, skill level? is a variable factor that can affect are difficult, and virtually reliability and consistency of impossible without a welldesigned system from the beginning. measurements. The opinion of the trainee, which

is a relevant indicator, is also Evaluation of implementation subjective and unreliable, and so and consistent defined way. 360-degree feedback is useful method and need not be used before training, because respondents can make a judgment as to change after training, and this can be analyzed for groups of respondents and trainees. Assessments can be designed around scenarios, relevant and performance specific key application is an needs to be measured in a extremely important

assessment - there is little point in a good reaction and good increase in capability if nothing changes back in the job, therefore evaluation in this area is vital, albeit challenging. Behaviour change evaluation is possible given good support and involvement from line managers or trainees, so it is helpful to involve them from the start, and to identify

performance indicators or criteria.

Online and electronic assessments benefits for them, which links are more difficult to incorporate - to the level 4 evaluation assessments tend to be more below. successful when integrated within existing management and coaching protocols. Self-assessment can be useful, using carefully designed criteria and measurements.

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4. Results

Results evaluation is the effect It is possible that many of these Individually, on the business environment resulting from the normal management systems and difficult; improved performance of the reporting. trainee - it is the acid test. Measures would typically The challenge is to identify which be and how relate to the trainee's across

results an entire

or measures are already in place via evaluation is not particularly organization it becomes very much more challenging, not least because of the reliance on line-management, and the frequency to changing and scale and of structures, roles, the complicates

business or organizational key input and influence. performance indicators, such as: Volumes, values, Therefore it is important

percentages, identify and agree accountability responsibilities

timescales, return on investment, and relevance with the trainee at which organizational performance, for understand instance; numbers of complaints, measured. staff turnover, attrition, failures, wastage, non-compliance, quality ratings, achievement of standards and accreditations, growth, retention, etc. what is to

and other quantifiable aspects of the start of the training, so they process of attributing clear be accountability. Also, external factors greatly organizational and

This process overlays normal affect simply needs linking

good management practice - it business performance, which to the cloud the true cause of good or poor results. training input. Failure to link to training input type and timing will greatly reduce the ease by which results can be attributed to the training. For senior people particularly, annual appraisals and ongoing agreement of key business

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