Evaluation of Trainnig Methods

8/12/2019 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


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


Question 3b. If off the job tick method used?

OFF THE JOB

METHODS

# OF


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


Question 5: Were you given sufficient information about the objectives of the training progra

before training began?


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RESPONSE

# OF


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


Question 6: Were the chosen training needs/objectives of the program in meeting with you

individual needs within the organisation.

RESPONSE

# OF



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


Question 7: The training program received was helpful in developing and improving yo

performance in the work place?


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RESPONSE

# OF



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


Question 8: Were you evaluated at the end of the training program?

RESPONSE

# OF


YES 10 83.3333333

NO 2 16.6666667

TOTAL 12 100

TABLE 8 RESPONSES TO TRAINING EVALUATION


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


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


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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Evaluation of Trainnig Methods

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