Determining Training Effectiveness The WritePass Journal

Determining Training Effectiveness Abstract Determining Training Effectiveness ) and in order for organizations to effectively design training programs, it is essential to consider the points made in this theory (Munley, 1977). Likewise, another important aspect of measuring training effectiveness is choosing the most appropriate evaluation method as emphasized in the Learning Styles Theory included in Kolb’s model (Sugarman, 1985). These main theories and others such as Maslow’s hierarchy of individual needs (Huitt, 2007) and Herzberg’s two factor theory (Gardener, 2011) will be included in the discussion concerning the measurement of training effectiveness in the dissertation and accordingly give rise to the following research questions. Research Questions What is the importance of evaluating training effectiveness and why is it needed in organizations? What methods can be used to evaluate the effectiveness of training in organizations? How can organizations choose evaluation methods relevant to the type of training they offer? 3.   Methodology Data Collection: The data collected for this study will be qualitative and quantitative in nature and this study will make use of both primary and secondary data for the purpose of research. Secondary data will be collected through the means of journals, online sources, books, company prospectuses, and other academic sources. This study will also use the aid of primary material in the form of questionnaires and interviews in order to gain fresh insight into the topic. As this study is an exploratory study requiring an in-depth analysis of the mentioned topic, the study will aim to incorporate and examine as much relevant literature as possible and also use the aid of primary research   in order to compare the findings of the literature review with fresh data retrieved through questionnaires and interviews.   The proposed methods are most appropriate because a substantial amount of literature is available on the topic and the use of questionnaires and interviews are most convenient for gathering primary data. Data Analysis: The data collected will be analyzed through the means of classic content analysis and through the evaluation and interpretations of the researcher regarding the data in question. The researcher will compare and contrast the data available and find relevance in the material available used for the purpose of research in order to derive conclusions regarding the data (Hsieh Shannon, 2005). The closed-ended data in the questionnaire will be analyzed through the means of statistical measures to numerate the most popular responses. Open-ended questions in the questionnaire will be analyzed through classic content analysis. Access: Access to data is available through online sources, libraries, and the researcher’s own collection of literature regarding the mentioned topic. Access to companies for the sake of primary research will be gained through permission and scheduling a time for the interview and dispersement of questionnaire. Research Limitations: The limitations of this research include that it may be difficult to gain access to company employees for the sake of primary research and honest responses in questionnaires cannot be guaranteed. Moreover, there are often problems in correctly evaluating qualitative data and arriving at valid and reliable conclusions (Hsieh Shannon, 2005). Timescale:    Data Collection†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Organizing Data†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Data Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Writing First Draft†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Proofreading First Draft†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Finishing and Submitting Dissertation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ References Gardner, G. 2011. â€Å"Is there a Valid Test to Herzberg’s Two-Factor Theory?†. Journal of Occupational Psychology. Vol. 50:3 pp 197-204 Hsieh, HF. Shannon, SE. 2005. â€Å"Three Approaches to Qualitative Content  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Analysis†. Quality Health Records.   Vol. 15:9 pp. 1277-1288 Huitt, W. 2007. â€Å"Maslow’s Hierarchy of Needs†. Educational Psychology Interactive. [online] Accessed on: 4th February, 2013 Available at: edpsycinteractive.org/topics/conation/maslow.html Munley, PH. 1977. â€Å"Erikson’s Theory of Psychosocial Development and Career Development†. Journal of Vocational Behavior. Vol. 10:3 pp.261-269 Newstorm, JW. 1995. â€Å"Evaluating Training Programs: The Four Levels by Donald L. Kirkpatrick (1994)† Human Resource Development Quarterly. Vol. 6:3 pp.317-320 Rae, L. 1985. How to Measure Training Effectiveness. Aldershot: England Reeves, MF. 1990. â€Å"An Application of Bloom’s Taxonomy to the Teaching of Business Ethics†. Journal of Business Ethics. Vol. 9:7 pp.609-616 Sugarman, L. 1985. â€Å"Kolb’s Model of Experiental Learning: Touchstone for Trainers, Students, Counsellors, and Clients.† Journal of Counselling and Development. Vol. 64:4 pp. 264-268 Walsh, BM. 2011. â€Å"Workplace Incivility: A Model of Training Effectiveness† Thesis: University of Connecticut Zwik, T. 2012. â€Å"Training effectiveness- differences between older and younger employees†. Working and ageing. Vol. 4