8/18/2021 Competitive Exams: Personal Training- Examrace

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Competitive Exams: Personal Training
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What is the process of training? Identify various sources of training need analysis.

Training is the teaching of vocational or practical and relates to specific useful skills. It
forms the core of apprenticeships and provides the backbone of content at technical
colleges or polytechnics. Today it is often referred to as professional development.
Training is the means the planned and organized activity of a consultant to impart skills,
techniques and methodologies to employers and their employees to assist them in
establishing and maintaining employment and a place of employment which is safe and
healthful. Training is the systematic process of developing knowledge, skills, and attitudes
for current or future jobs. Training refers to seminars or workshops conducted for a
private client, usually a corporation, specifically for a group of its employees. Most
corporate training seminars are one or two days. Training is the systematic development
of attitudes, knowledge and skills, behavioral pattern required by an individual in order to
perform adequately a given task or job between actual and required human performance
at work forms the basic of the need.

Process of Training
Training needs identification and setting of objectives by the organization

Planning, design and preparation of the training programmes against the objectives

Pre-course identification of people with needs and completion of the preparation

required by the training program

Provision of the agreed training programmes

Pre-course briefing meeting between learner and line manager

Pre-course or start of program identification of learners ′ existing knowledge, skills and

attitudes Interim validation as programme proceeds

Assessment of terminal knowledge, skills, etc. and completion of perceptions/change

assessment Completion of end-of-programme reactionnaire

Completion of end-of-programme Learning Questionnaire or Key Objectives Learning

Questionnaire

Completion of Action Plan

Post-course debriefing meeting between learner and line manager

Line manager observation of implementation progress

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Review meetings to discuss progress of implementation

Final implementation review meeting

what is training evaluation? enumerate the process of evaluation of training

effectiveness using kirk Patrick model.

Most training takes place in an organizational setting, typically in support of skill and
knowledge requirements originating in the workplace. This relationship between
training and the workplace.

The Structure of the Training Evaluation Problem

We can identify five basic points at which we might take measurements, conduct
assessments, or reach judgments. These five points are indicated in the diagram by the
numerals 1 through 5:

Before Training

During Training

After Training or Before Entry (Reentry)

In The Workplace

Upon Exiting The Workplace

The four elements of Kirkpatrick՚s framework, are defined below using Kirkpatrick՚s
original definitions

The Kirkpatrick Model for Summative Evaluation

In 1975, Donald Kirkpatrick first presented a four-level model of evaluation that has
become a classic in the industry:

Level One: Reaction

Level Two: Learning

Level Three: Behavior

Level Four: Results

These levels can be applied to technology-based training as well as to more traditional

forms of delivery. Modified labels and descriptions of these steps of summative evaluation
follow.

Level One: Students՚reaction

In this first level or step, students are asked to evaluate the training after completing the
program. These are sometimes called smile sheets or happy sheets because in their
simplest form they measure how well students liked the training. However, this type of
evaluation can reveal valuable data if the questions asked are more complex. For example,
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a survey similar to the one used in the formative evaluation also could be used with the
full student population. This questionnaire moves beyond how well the students liked the
training to questions about:

The relevance of the objectives.

The ability of the course to maintain interest.

The amount and appropriateness of interactive exercises.

The ease of navigation.

The perceived value and transferability to the workplace. With technology-based

training, the survey can be delivered and completed online, and then printed or e-
mailed to a training manager. Because this type of evaluation is so easy and cheap to
administer, it usually is conducted in most organizations.

Level Two: Learning Results

Level Two in the Kirkpatrick model measures learning results. In other words, did the
students actually learn the knowledge, skills, and attitudes the program was supposed to
teach? To show achievement, have students complete a pre-test and post-test, making
sure that test items or questions are truly written to the learning objectives. By
summarizing the scores of all students, trainers can accurately see the impact that the
training intervention had. This type of evaluation is not as widely conducted as Level One,
but is still very common.

Level Three: Behavior in the Workplace

Students typically score well on post-tests, but the real question is whether or not any of
the new knowledge and skills are retained and transferred back on the job. Level Three
evaluations attempt to answer whether or not students ′ behaviors actually change as a
result of new learning. Ideally, this measurement is conducted three to six months after
the training program. By allowing some time to pass, students have the opportunity to
implement new skills and retention rates can be checked. Observation surveys are used,
sometimes called behavioral scorecards. Surveys can be completed by the student, the
student ′ s supervisor, individuals who report directly to the student, and even the student
′ s customers. For example, survey questions evaluating a sales training program might
include:

Did the representative open each customer dialogue with a product benefit statement,
followed by a request to proceed?

Was the representative able to analyze and describe to you the category of customers ′
objections as either valid, misinformation, or smokescreen?

Did the representative use the appropriate model answer in response to each objection?

Did the representative close each sales call with a request for purchase?

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If the prospect did not buy anything, did the representative end the call with specific
future action steps?

Did the representative complete call history records that include summaries of who,
what, where, when, and why?

Level Four: Business Results

The fourth level in this model is to evaluate the business impact of the training program.
The only scientific way to isolate training as a variable would be to isolate a representative
control group within the larger student population, and then rollout the training program,
complete the evaluation, and compare against a business evaluation of the non-trained
group. Unfortunately, this is rarely done because of the difficulty of gathering the business
data and the complexity of isolating the training intervention as a unique variable.
However, even anecdotal data is worth capturing. Below are sample training programs
and the type of business impact data that can be measured.

Sales training. Measure change in sales volume, customer retention, length of sales
cycle, profitability on each sale after the training program has been implemented.

Technical training. Measure reduction in calls to the help desk; reduced time to
complete reports, forms, or tasks; or improved use of software or systems.

Quality training. Measure a reduction in number of defects.

Safety training. Measure red uction in number or severity of accidents.

Management training. Measure increase in engagement levels of direct-reports

Developed by: Mindsprite Solutions

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