Determinants of Good Training Outcome - Iloka Benneth Chiemelie

DETERMINANTS OF GOOD TRAINING OUTCOME

RELEVANCE

This can be referred as how significant the training program is in relation to the department where it will be applied. Thus, in order for a training outcome to be good enough, it must be related to the purpose it is being conducted for. This relevance can be measured by:

Criteria relevance: this related to the extent to which training outcomes are related to the objectives emphasized to be learned from the training program. This means that the learned capabilities required to succeed in the training program must be the same as the learned capabilities required to succeed in the job. Ways to determine this is based on the:

1. Expected action: what should trainees be able to do once they finish the training program?
2. Conditions under which the trainee is to perform: the setting must be the same as the setting in the workforce and tools used must be the same used in performing the job at the workforce.
3. Level of standard of performance: the level of standard of performance should be the same. This implies, that accounts should undertake accounting related practices (e.g. spread-sheet) and no other fields which are either below or above the accountants performing standard.

Criteria contamination: this refers to the extent training outcomes measure inappropriate capabilities or is being affected by external condition. For instance, if the manager uses work performance to rate training outcome, he might just mark people good because they came to training. This may influence his judgment to think that the training produce an outcome when in essence it is only his judgmental aspect that is influencing his conclusion.

Criteria deficiency: this refers to failure to measure training outcomes that were highlighted (emphasised) in the training objectives. For instance, if a training program to develop team building among workers emphasises on knowledge sharing and coordination, an evaluation that measures only knowledge sharing is lacking in efficiency because it is supposed to measure both knowledge sharing and coordination.

RELIABILITY

This implies that a good training outcome must be able to measure consistently overtime. For instance, if restaurant staffs are to undertake training on customer safety, the evaluation before training (pre-test) should be the same as the evaluation after the training (post-test).

DISCRIMINATION

This implies that a trainee's performance on the training outcome must reflect true difference in performance. For instance, if HRM managers are tested by pen and paper on how to recruit, the best performers (highest graders) should reflect that they are the best in real performance at the workplace.

PRACTICALITY

This implies that the outcome measures should be easily collected. For instance, it is not possible to ask a customer to rate employee's behaviour during training as this will put much time commitment on the consumer and possibly damage future sales relationship between the employee and customer.