Introduction
The study related to the needs of employees in XYZ Company indicates that employee training as a procedure is highly recommended. As has already been discussed in the previous parts of the paper, there are five important stages that serve as the parts of the employee training process. The discussed parts touch upon the analysis of employee training needs, efforts that need to be made in order to design practices for training, development of such practices, their implementation, and evaluation.
As is clear from the previous parts of the assignment, the designed training is aimed at increasing motivation among employees, encouraging employees to make decisions based on corporate values, and promoting the efficiency of operation. In order to assess the effectiveness of the training program proposed in the previous parts of the assignment, it is necessary to take into consideration the identified goals of training. Based on the previous parts of the project, the designed training program was also aimed at teaching employees to create plans working as a team.
Evaluation Tool I
Taking into consideration the assumption that the effectiveness of the training program has to be evaluated based on the practical outcomes for the participants, the first assessment tool will be presented by a multiple-choice test aimed at assessing knowledge levels (Sackett, Walmsley, Koch, Beatty, & Kuncel, 2016). The latter will contain about sixty questions devoted to different aspects of knowledge presented during the training.
When it comes to the rationale explaining the choice of the evaluation method, it needs to be said that testing can be listed among the most effective measures defining the degree to which the new knowledge has been acquired (Jehanzeb & Bashir, 2013). The test will consist of three parts and each of the latter will include twenty questions. In general, every part of the proposed test will have to be connected with the primary concepts discussed during the training related to one of the following topics: motivation, cooperation, and efficiency.
Employees who are supposed to answer the questions have to demonstrate the knowledge of each topic, having answered sixty questions. According to the idea of this tool, each part of the proposed test will contain questions encouraging employees to remember the specific examples provided by their trainer during the educational process. As is clear from the implementation plan, the discussion of case studies is considered as an important part of the training process.
Therefore, to check the extent to which the knowledge on appropriate decisions made by the participants from case studies has been acquired, it will be necessary to design questions based on fictional cases similar to those included in the teaching plan.
When it comes to the specific challenges and benefits associated with the use of a multiple-choice test to evaluate the learning outcomes, it needs to be said that the expected benefits are numerous. Using cases designed by analogy with the ones discussed with the trainer, it is possible to define the extent to which employees are able to apply the previous knowledge in new situations. Also, testing will help employees to demonstrate their analytical and decision-making skills. Among the challenges the proposed method involves, there is a possible inaccuracy of results. The latter is connected with the fact that the probability of guessing the right answer always exists in tests with possible answers provided.
Evaluation Tool II
The second tool that can be used to evaluate the effectiveness of the training program for employees is the survey encouraging employees to tell about their learning experience and assess the positive or negative changes associated with the training that exists for them. The survey presents a kind of feedback tool helping the HR manager of XYZ Company to evaluate the perceived effectiveness of the training program. When it comes to the first evaluation tool presented by a test that contains questions related to topics covered during the training, it is aimed at assessing the knowledge level and decision-making skills of employees.
As distinct from the first tool, the second one attempts only at analyzing the subjective experience of employees. The survey will include a series of questions touching upon the perceived practical significance of the gained knowledge, the professional behavior of the trainer working with the group, and personal opinions of employees on the choice of teaching methods. In reference to the choice of topics to be included in the survey, it needs to be highlighted that the professional integrity of a trainer and practicality of knowledge can be listed among the most important components influencing the effectiveness of professional training for employees in different fields (Biesta, 2015).
Importantly, it is extremely significant to design the second evaluation tool in a way that will encourage employees to give sincere answers. Considering that many people would not be ready to share their honest opinions on the professional competence of their trainer, it is important to implement two measures helping to make the answers as sincere as possible.
The first measure to be implemented is ensuring the anonymity of the responses given by employees; the latter will have to answer the questions using their computers (Roberts & Allen, 2015). Apart from that, even when people know that their responses are anonymous, they may want to color the truth to avoid damaging the reputation of their trainer. Thus, the aim of questions on the professional integrity of the trainer should not be too obvious.
In addition to these drawbacks associated with the method, there are numerous benefits presented by the opportunity to evaluate the responses using statistical analysis and an increased degree of sincerity associated with the use of anonymous surveys. Apart from that, it is important that the results of tests aimed at assessing the knowledge level and surveys reflecting the perceived effectiveness of training programs can be used together to strengthen each other. Thus, if the knowledge level analyzed with the help of the test turns out to below, it will be possible to use the results of the survey to explain possible reasons explaining its ineffectiveness. Therefore, the combination of the methods is expected to help to improve the training program as well.
Within the frame of the second assessment tool aimed at analyzing the perceived effectiveness of the training program, the following questions can be used (the participants are to indicate the degree to which the statements are true):
- The information presented by the trainer has helped me to complete the test – 1 2 3 4 5.
- The discussed topics reflect my personal needs related to the working process – 1 2 3 4 5.
- The topics discussed during the course are connected with the most urgent problems in the field – 1 2 3 4 5.
- The trainer was using the illustrative materials to explain the topics – 1 2 3 4 5.
- The training program has helped to improve my professional skills – 1 2 3 4 5.
- The objectives of the training were explained prior to the education process – 1 2 3 4 5.
References
Biesta, G. (2015). What is education for? On good education, teacher judgment, and educational professionalism. European Journal of Education, 50(1), 75-87.
Jehanzeb, K., & Bashir, N. A. (2013). Training and development program and its benefits to employee and organization: A conceptual study. European Journal of Business and Management, 5(2), 243-252.
Roberts, L. D., & Allen, P. J. (2015). Exploring ethical issues associated with using online surveys in educational research. Educational Research and Evaluation, 21(2), 95-108.
Sackett, P. R., Walmsley, P. T., Koch, A. J., Beatty, A. S., & Kuncel, N. R. (2016). Predictor content matters for knowledge testing: Evidence supporting content validation. Human Performance, 29(1), 54-71.