EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Report on
training on Habitech technology
conducted for engineers at 'Creative'
Juliana Shrestha
Kathmandu University School of Management

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Abstract
This report presents the concepts of employee training and development implemented in
conducting a training for civil engineers at Creative, a construction company, to meet their
objectives of growth through factory expansions from Nuwakot to Sindhupalchowk and
Sindhuli.

After conducting needs assessment at Creative, a training was designed and implemented based
on the one previously created at Asian Institute of Technology to equip new civil engineers in the
company's new factories with the skills required to operate Habitech technology. They were later
evaluated on the grounds of reaction and attitude, which concluded in the training being
productive.

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Table of Contents
Abstract................................................................................................................................................... 2
Introduction Chapter of Final Project .................................................................................................. 5
Tasks performed as intern................................................................................................................. 5
Introduction to Training ................................................................................................................... 6
Skills expected to be learnt ................................................................................................................ 6
Reference ........................................................................................................................................... 6
Chapter 1 Training and Development at 'Creative' ............................................................................. 7
About Creative................................................................................................................................... 7
Current status of training and development ..................................................................................... 7
Alignment with organization's objectives ......................................................................................... 8
Present need of training..................................................................................................................... 8
Reflection ........................................................................................................................................... 8
References .......................................................................................................................................... 9
Appendix A ........................................................................................................................................ 9
Chapter 2 Needs Analysis .................................................................................................................... 10
Organization analysis ...................................................................................................................... 10
Task analysis .................................................................................................................................... 10
Individual analysis ........................................................................................................................... 11
Need of employee ............................................................................................................................. 11
Reflections ........................................................................................................................................ 11
Reference ......................................................................................................................................... 11
Appendix B ...................................................................................................................................... 11
Chapter 3 Training Design .................................................................................................................. 13
Training model ................................................................................................................................ 13
Training Budget ............................................................................................................................... 14
Limitations of the organization ....................................................................................................... 14
Reflections ........................................................................................................................................ 14
References ........................................................................................................................................ 14
Appendix C ...................................................................................................................................... 14
References ........................................................................................................................................ 18
Chapter 5 Evaluation .......................................................................................................................... 20
Learning outcomes .......................................................................................................................... 20

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Reaction outcomes ........................................................................................................................... 20

Behavior Outcomes.......................................................................................................................... 21
Organizational results ..................................................................................................................... 21
Reflection ......................................................................................................................................... 21
References ........................................................................................................................................ 22
Chapter 6 Transfer of training ........................................................................................................... 24
References ........................................................................................................................................ 25
Conclusion ........................................................................................................................................... 26

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Introduction Chapter of Final Project

In partial fulfilment of the requirements for completion of Bachelor's in Business
Administration, I completed one month long internship at Avani Advertising Agency.

Avani Advertising is one of the leading ad agencies of Nepal. It is a part of Avani Group
of Companies which also includes BrandWorks, a BTL activation and fabrication company,
Linez, the official agency to publish ads in QFX cinemas, and Marching Ants, a digital
marketing firm. Avani's clientele includes companies like Sarbottam cement, Laxmi Steels,
Mangalam Group, Reliance paints, Sharda group (liquor), Honda, among others.

Avani Group
of Companies

Tasks performed as intern

During the month-long internship at Avani, I was involved in two major departments of
the agency namely client servicing department and creative department. Working in the client
servicing department, I was involved in tasks like communicating with the client, receiving
briefs from them and forwarding it to designers in the creative department, coordinating with
media department and billing of ads published.

In the creative department, I was assigned the job of assisting the copywriter where I was
a part of brainstorming, conceptualizing and strategizing ads along with tasks like translation,
editing and proofreading and writing PR's for various product releases.

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Introduction to Training
According to Goldstein and Ford, training is the systematic acquisition of skills, concepts
or attitudes that result in improved performance in another environment. The basic foundation
for training programs is learning whose outcomes can be organized into cognitive, skills based
and affective outcomes. A training is designed based on the needs assessed. After execution of
the training, its evaluation is done in terms of the performance of people trained.

Organizations conduct various trainings based on their needs. Some types of training
programs are new employee orientation, team training, sexual harrasment awareness,
development of leadership skills, among others.

Skills expected to be learnt

From this project of Employee Training and Development, I expect to learn skills of
training design and evaluation, needs assessment and polish my writing skills.

Reference
Landy, F. J., & Conte, J. M. (2013). Work in the 21st century

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Chapter 1 Training and Development at 'Creative'

About Creative
Creative (previously Creative Services) is a construction company that uses low cost
housing technology that was established after the great earthquake of 2015 with a mission to
assist in reconstruction drive through affordable and quality housing solutions in rural areas of
Nepal. The technology used by the company, which is known as Habitech Building system, is
adapted from Asian Institute of Technology (AIT), Bangkok. The company's product offerings
include interlocking bricks, joists and pan, construction designing and planning, construction
supervision, construction supplies.

Even though the company is a startup, it has become one of the major stakeholders in the
re-construction efforts being made in Nepal. Creative is currently operating in Nuwakot district
of Nepal and has plans to expand its operations in Sindhupalchowk and Sindhuli.

With its expansion plans, it is required that the company equip its employees with the
skills and competencies required to cater to the company's growth. Therefore a need for training
and development for employees on the company's technology, product mechanism, quality
control and operations, has come up, in order to maintain the company's competitive advantage.
A research conducted in Inida by Skillsoft, a global leader in learning and talent management,
concluded that organizations should embrace training programs to keep up with technology and
meet the learning needs of the ever-changing market.

Current status of training and development

Creative provides training to its employees according requirement and to develop their
knowledge and skills. They have made heavy investments in training and development of their
employees to cater to the demands in the market. At present, it is sending its engineers to AIT
Bangkok so that they can be trained on the technology of Habitech Building System.
Additionally, the supervisors in the factory receive training on quality control techniques and
laborers on production methods. These trainings are all outsourced but were initially given by a
founding member of the company who had learned the system from AIT as the company was
established.

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Apart from training its own employees, the company also partners with local NGO's to
provide training on earthquake resilient housing and on Habitech technology in rural areas of
Nepal. It recently conducted such training in Rasuwa district of Nepal.

Alignment with organization's objectives

Training and development efforts of the company are aligned with the company's
objective to become a major stakeholder in the country's reconstruction efforts after the
earthquake. As its product offerings are in high demand in the market currently, the company
requires adequate production to meet those demands. With only one factory in Nuwakot
producing 3000 interlocking bricks, the company needs to expand its capacity for which it is
opening its factories in two other locations. For this expansion, the company needs more human
resource trained in the technology it uses.

As the technology used by the company is new and there aren't many skilled to use it in
Nepal, they are required to be trained. In order to fulfil this objective of the company, training
and development is required. Therefore, training and development is aligned with the company's
objectives.

Present need of training

The organization's engineers need to be equipped with improved technical understanding
of Habitech building system to work in their factory expansions.

Reflection
Despite being only a startup, Creative has put utmost importance in training and
development of its employees in achieving the organization's objectives. Its heavy investment in
training and development aligns with the organization's objective and they have been on the right
path in providing training as per need to cater to their market demands as well.

At present, the company has rightly identified its need for training its employees on the
technology. A study conducted in Strathmore Business School to explore the influence of
Executive Business Training on the growth of SME's concluded that executive education
programs enhance enterprise growth, and found evidence in organization's revenue increase and
better staff retention. (Wanjiru, G. L., 2014)

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

The company has been facing trouble in their technology working with diverse design
needs of different clients, as they do not have adequate knowledge of the technology. In order to
develop its employees' knowledge on the same and to develop their own understanding of the
technology, their initiative to send two of their engineers to AIT, Bangkok for the training is
right. These two engineers who will be trained shall work as site engineers in the factory
expansions.

References
Skillsoft (2015), Research Report 2015

Wanjiru, G. L., (2014), Influence of executive business training on the growth of small and
medium sized enterprises: a case of executive education program of Strathmore business school

Appendix A
Semi-Structure Interview Questions:

What is Creative and what are its services?

What is your organizations vision and objective?

Does your organization provide training and development for its employee?

How training and development helping 'Creative' is achieve its organizations objective?

How are you providing training and development? Is it done within the organization or
outsourced?

Is there any training and development need you are facing currently? How are you planning to
provide it (if you have the need)?

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Chapter 2 Needs Analysis

Need assessment refers to a process of collecting information about an expressed or
implied organizational need that could be met by conducted training (Barbazette, 2006).
According to Hasan Karabakkal, in the achievement of objectives of an organization, well-
organized training programs play an important role and it can be stated that needs assessment
provide a rational framework for the quality of the training.

In order to conduct needs assessment for our project, the tool was interviews. We
interviewed a board member of the company along with a civil engineer from Creative's factory
at Nuwakot and HR manager of the company. See Appendix B for the interview questions.

Each of the interviews began with general greetings and introductions. Then an overview
of the interview was provided, after which the interviews began. Six questions were asked. The
interview questions are enclosed in the appendix.

Organization analysis
To achieve the company's current objective of growth through factory expansions in
Sindhupalchowk and Sindhuli, it needs more human resource trained in the technology it uses.
Two civil engineers need to be stationed in each of the factory expansions with well-equipped
knowledge of the technology being operated. Here, the organizational performance gap (OPG) is
the lack of such knowledge of the Habitech system in civil engineers.

Task analysis
Creative does not have a formal job description of civil engineers available currently. The
basic educational requirement for civil engineers in the company is completion of Bachelor's
degree in Civil Engineering. According to the HR manager, the civil engineer in their currently
operating factory at Nuwakot has the responsibilities of supervising construction, ensuring that
quality standards are met, conduct meetings with clients to explain about Habitech technology,
coordinate with local NGOs, political parties, unions regarding issues that may arise while
introducing new technology, and make site visits to Sindhupalchowk and Sindhuli to conduct
local operations.

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

According to the HR manager, the required KSAs for civil engineers include good
understanding of the technology, high trainability, supervision and management skills, and good
interpersonal and speaking skills. There was no formal job description provided.

Individual analysis
Currently, the company does not have an incumbent for training as it is in the phase of
expansion and is yet to recruit engineers for the factories in Sindhupalchowk and Sindhuli. The
civil engineer who is recruited for the available position will be provided with the training.

Need of employee
The engineers at Creative need technical training and development to gain improved
technical understanding of Habitech building system. This is required so that they can work in
the company's factory expansions to Sindhupalchowk and Sindhuli.

Reflections
Interview was an appropriate tool to use for needs analysis as we were able to gather
information as required with direct contact to the interviewees and clarify any doubts that arose
during the interview itself. The interviews went well and were able to generate relevant answers
from the interviewees.

Reference
Karabakkal, H., Needs Assessment in Training & Development

Appendix B
Interview questions:

1. What is your organization's mission and objective? How are you planning to achieve it?

2. Does your organization have human resources with essential KSAs to carry out job
required to achieve these objectives?

3. What kind of training need exists that is required to fulfil these organizational objectives,
if there is a need?

4. What position is this training requirement for?

5. What day to day job functions does the job incumbent carry out?

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

6. What are the job requirements for this position?

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Chapter 3 Training Design

According to the need analysis conducted, the incumbent (civil engineers) at Creative
require training on technical skills to operate Habitech Building System. Technical skills have
been identified as the most important set of skills to design the training around. The incumbent
need to be trained in these skills to be able to operate the system in their respective factories
where Creative will be making its business expansion.

Training model
The training model for civil engineers at AIT includes lecture and simulation. As this is a
technical training, the highly technical content needs to be categorized so that training courses do
not become cluttered with information overload. (Wakefield). Additionally, in order to ensure
positive effects on transfer of training, active learning approach (Bell & Kozlowski, 2008) has
been included through simulation.

Researchers have noted that the use of simulations with high physical fidelity had little, if
any, impact on the actual operational job tasks (Taylor et al., 1999). Others have shown how
low-fidelity PC-based simulations can be used to train complex skills at the individual and team
levels (Gopher, Weil, & Bareket, 1994; Jentsch & Bowers, 1998; Taylor et al.). Most generally,
fidelity needs to be determined by the behavioral and cognitive requirements of the task (Salas &
Burke, 2002).

The first part of the training includes introduction to the technology, bricks and materials
used. The second part includes more technical knowledge on the formation of bricks. The third
part of the program will equip the incumbents with the knowledge to operate the machines, while
the fourth part will orient them about the construction of bricks at various levels.

On the fifth part of the program, the incumbent will be constructing a house with inter-
locking bricks i.e. simulation of the things learned earlier to ensure active learning as well as
transfer of training.

The sixth part deals with feedback and interaction. Goals, interactivity and feedback are
essential characteristics (Vogel, 2006). This section of the training will help incumbent clarify
any doubts they may have about the training, and also enhance their training experience. The
final part focuses on training incumbent on production of high quality bricks.

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Training Budget
The company shall be providing the training by sending the incumbents to Asian Institute
of Technology. The university is providing the training free of cost. However, there are other
costs involved like travel, food and accommodation throughout the time period of 2 weeks.
Based on the past experiences, the company has estimated the training expenses at Rs. 300,000
per person.

Limitations of the organization

Creative is taking a huge risk while planning the training for new recruits for the factory
expansions, as their retention in the organization is not fixed. The training would also require a
big investment for the company. Being a startup, the company has limited funds for investment
in training thereby adding to the risk.

Reflections
The training model and design has been adapted from that of the Asian Institute of
Technology, which has been proven to be effective in transfer of learning in the past. We were
able to design the training with more ease by basing it on the already available model and design.

References
Kozlowski, S. W. J., Salas, E. (2010). Learning, Training, and Development in Organizations

Wakefield S., Essentials of Technical Training. Retrieved from: td.org

Noe, Raymond A. (2010) Employee training and development (5th Edition) McGraw-Hill Irwin
Appendix C
Outline of training designed:

Program 1 Introduction: Orientation on the Habitech

Technology
About the bricks and material
used
Program 2 Formation of Bricks: Techniques for Material
Preparation
Quality Test

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Interpret basic drawing

Program 3 Machine: Orientation of the machine
How to install the machine
Safety measures to operate the
machine
Program 4 Construction with the bricks at different Starter Bar
levels: First Layer
U Brick Layer
Door/Window Opening
Conduit (Plumbing &
Electrical)
Switch & Sockets
Types of Columns
Overhang Beam
Curve Brick Wall
Touch up
Fixing broken bricks
Finishing
Program 5 Constructing a house with the inter-locking
bricks

Program 6 Interaction and Question/Answer Session

about the building techniques

Program 7 Training on production of high quality bricks

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Chapter 4 Training Implementation

Based on the training design, the training for engineers of Creative's factory expansions
has been planned to be implemented in different steps, as described below:

1. Introduction

Orientation on Habitech Technology will be done through lecturrette, a lecture conducted

within 20 minutes and delivered orally. Researches have shown the attention span decreases after
20 minutes during a lecture when trainees are inactive.

All required materials are given as handout at the beginning of the training so that
trainees can review the information on technology and theoretical aspects before the actual
training starts. Then, they shall attend the lecturette where trainer delivers information about the
same.

After that, a short discussion session for trainees to clarify any doubts will be conducted.
Having a discussion post lecture session has greater power, in terms of achieving more complex
learning objectives than conducting only lecture (Blanchard, Thacker, Ram, 2012).

Lecture with demonstration of sample materials used and final product shall be done in
the part termed as 'About the bricks and material used', so that trainees are introduced to the
bricks and materials used. This technique is found to be most useful when training objective is
related to increasing knowledge and skills (Blanchard, Thacker, Ram, 2012).

2. Formation of bricks

This part of the training shall deal with techniques for material preparation, quality test
and interpret basic drawing. These too shall be delivered using lecture and demonstration
method. This will create a two way flow of communication among trainer and trainees and result
in better understanding of the concepts (Blanchard, Thacker, Ram, 2012). Additionally,
equipment simulator will be used for quality test and computer generated dynamic presentation
to interpret basic drawing.

3. Machine

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

This part of the training deals with orientation of the machine, how to install the machine
and safety measures to operate the machine. Classroom training is used to deliver the training.
Research conducted by the American Management Association found out that 57% of
respondents preferred classroom training for technical trainings.

Expertise in a domain is highly dependent on the knowledge of specific facts and rules
(Glaser & Chi, 1988) and that techniques are needed to make this information more explicit so
that it can be conveyed in training. As our training is more of technical, conveying the mentioned
knowledge of machine and safety measures to operate the machine would help the engineers to
develop from a novice to an expert.

The use of identical elements (Locht, Dam and Chiaburu, 2011) is also considered here.
The machine used in the training would be the same as would be used in the factories of Nepal
so that the engineers are able to use them in the factories back in Nepal just as they learned in the
training.

4. Construction with the bricks at 12 different levels

This program will work as a tutorial for the trainees. They will be shown the installation
and construction right before them and would later have to construct it on their own. The trainees
would learn through observation in this stage.

Observational learning (Bandura, 1977) has demonstrated that learning could occur
through the simple processes of observing someone else's activity. Bandura's work draws from
both behavioral and cognitive views of learning. He believes that mind, behavior and the
environment all play an important role in the learning process.

5. Constructing a house with the inter-locking bricks

In this program, trainees will be constructing a complete house using interlocking bricks
with good quality along with application of theory and basic connection. Simulation and
experiential learning will be used to deliver this training.

Simulation will include constructing a house from interlocking bricks after the observational
learning in the earlier program. Recent advances in technology have positioned simulations as a

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

powerful tool for creating more realistic, experiential learning environments and thereby helping
organizations meet these emerging training challenges (Bell & Kozlowski, 2007).

Experiential learning provides the conditions for optimally supporting student learning.
When students are engaged in learning experiences that they see the relevance of; they have
increased motivation to learn. Students are also motivated when they are provided opportunities
for practice and feedback. Experiential learning meets these criteria (Ambrose, et. al., 2010).

6. Interaction and Question/Answer Session about the building techniques

After the trainees have a hands-on experience in constructing house using interlocking
bricks, a one-to-one interaction session among trainers and trainees will be done. The interaction
will be based on four principles: timeliness, accuracy, completeness and relevance (Burger,
Cardie, 2003)

This interaction will not only help trainees clarify any doubts and share their experiences
but also promote critical thinking, provide opportunity for explanatory responses and help to
create a more effective training program in the future on the part of the trainers.

7. Training on production of high quality bricks

This is the final program of the training which deals with correct production process and
flow. The training program includes training the employees on eliminating buffer time during
production through the implementation of the FIFO method (flow in/flow-out) to achieve the
desired output target. The commissioning program includes training the employees on
determining the design based on the soil. They will be delivered through lectures aided by audio
visuals and demonstrations by the trainer, followed by discussion session.

References

Blanchard, P. Nick and James W. Thaker (2012) Effective Training: Systems, Strategies, and
Practices (4th Edition) Delhi: Pearson Prentice Hall
Noe, Raymond A. (2010) Employee training and development (5th Edition) McGraw-Hill Irwin
Goldstein, Irwin L. and J. Kevin Ford (2007) Training in Organizations: Need Assessment,
Development and Evaluation (4thEdition) New Delhi: Cengage Learning India Pte Ltd.

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Bandura, A., (1971), Social Learning Theory, Stanford University

Burger, J., Cardie, C. (2003) Issues, Tasks and Program Structures to Roadmap Research in
Question & Answering
Feldon, D. F., (2006) The Implications of Research on Expertise for Curriculum and Pedagogy

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Chapter 5 Evaluation
Evaluation of the training is conducted after the training has been implemented as
designed. The evaluation is based on Kirpatrick's four dimensional measurement typology
(reactions, leaning, behavior, results). In this model, learning is measured during the training and
refers to attitudinal, cognitive and behavioral learning. (Alvarez, Salas, Garofano, 2004)
Behavior includes on-the-job performance and thus is measured after the training along with
reactions to training through questionnaires that have been enclosed in the appendix. An
unstructured interview is conducted after the questionnaire was filled to get perspectives on the
organizational results outcome post training and the learning outcomes.
Learning outcomes
Learning outcome has not been evaluated formally, as based on our training design,
learning outcome is obtained during the training itself. Also, as the content is very technical, it is
not in our scope and abilities to evaluate the learning outcome. However, in the unstructured
interview conducted with the engineer, it was mentioned that the training did not include tests
because most of the training involved simulations and demonstrations, wherein the trainers was
constantly providing them with feedbacks and during the discussion sessions, they were able to
actively learn through two way communication. Two way flow of communication among trainer
and trainees result in better understanding of the concepts (Blanchard, Thacker, Ram, 2012).

Furthermore, pertaining to Kirkpatrick's model, the actual evaluation of their learning

would be on the job itself, when they are running the factories in Sindhupalchowk and Sindhuli.
Trained and learned skills will not be demonstrated as job-related behaviors or performance if
incumbents do not have the opportunity to perform them (Arthur et al., 1998; Ford et al., 1992).
Therefore, for studies using behavioral criteria, as in this training evaluation, the social context
and favorability of the post training environment play important role in facilitating the transfer of
trained skills to the job and many attenuate the effectiveness of training (Colquitt et al., 2000;
Facteau, Dobbins, Russell, Ladd, & Kudisch, 1992; Tannenbaum, Mathieu, Salas & Cannon-
Bowers, 1991; Tracey et al., 1995; William Thayer & Pond, 1991).
Reaction outcomes
The first level of evaluation according to the KirkPatricks Model is reactions. The
enclosed questionnaire evaluates trainees' reaction to the training based on factors such as their

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

perception towards the training, trainer, the content, its utility and their experience as a whole.
The trainee strongly agreed to majority of the questions. The favourable reaction suggested that
there was a motivation to learn (Blanchard, Thacker, Ram, 2012).
Relating it to the Social Learning theory, this implies the trainees' attentive participation and
maintenance throughout the training which leads to learning.
Behavior Outcomes
Behavioral outcomes determine if the trainee's learning has been transferred to the
workplace or not. As the engineer is a new recruit who has not worked for a long time in the
factory before taking the training, this aspect is not as significant. However, results present
strong agreement to majority of the statements in the enclosed questionnaire.
Organizational results
The training has had effective results for Creative, as it fulfilled the organization's need of
engineers trained in Habitech System to operate the factories. As an inter-locking brick
construction company, the knowledge of the formation of bricks, operation of machinery and
quality control techniques in building those blocks was a core requirement for the civil
engineers. The company couldn't have begun its operations in the factory expansions without the
engineers being well equipped with the knowledge.
Reflection
The evaluation model was created to the best of our abilities and context. Basing the
evaluation on Kirkpatrick's model was the simplest training evaluation model that we adopted.
Reaction was the major aspect of evaluation which has been identified by other researchers to
not being a measure that affects learners or organisational payoffs (Kraiger, 2002).
The trainees were not formally evaluated on their learning throughout the training. After
the lecturettes, trainees could be given short periodic assessments to evaluate their understanding
of the theories before they apply it in the simulations. With this the trainer also gets a chance to
know if the trainee has learned what was delivered or not, or adjust the training as needed.
(Blanchard, Thacker, Ram, 2012)
Using the IMTEE model (Alvarez, Salas, Garofano, 2004) would provide greater insights
to post training outcomes such as self-efficacy, motivation and commitment, which show
relationship with training effectiveness variables.

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

References
Blanchard, P. Nick and James W. Thaker (2012) Effective Training: Systems, Strategies, and
Practices (4th Edition) Delhi: Pearson Prentice Hall
Alvarez, K.; Salas, E. and Garofano, C.M., (2004) An Integrated Model of Training Evaluation
and Effectiveness, Sage Publications
Appendix

Please encircle a number in each statement to reflect whether you agree or disagree to the
following (Refer index):

Index:
1= Strongly Disagree
2= Disagree
3= Neither Agree or Disagree
4= Agree
5= Strongly Agree

Reaction Questionnaire:

1. The objectives of the training was highlighted 1 2 3 4 5

clearly to you by the company before the
training started.

2. You were provided with necessary materials 1 2 3 4 5

that helped you prepare for the training before it
started.

3. The training involved effective use of visual 1 2 3 4 5

aids (audio/videos, presentations)

4. The training was engaging with the use of 1 2 3 4 5

tools such as demonstrations, simulations,
discussions wherever effective.

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

5. The training encouraged participation of the 1 2 3 4 5

trainees.

6. You were given timely feedbacks for 1 2 3 4 5

improvement during the training.

7. The trainer was aware all the trainees 1 2 3 4 5

understood all the concepts before moving
ahead or helped with necessary aids to trainees
who lagged behind.

8. You recommend the training on this 1 2 3 4 5

technology from AIT to others?

Additional comments on your reaction towards

the training:

Attitudinal Outcome Questionnaire:

1. The training had made you knowledgeable 1 2 3 4 5

and skilled at what you do at work.

2. Gaining the required knowledge has helped 1 2 3 4 5

you gain confidence at your workplace.

3. You are able to make informed decisions and 1 2 3 4 5

analysis of situations regarding your work.

4. You are able to use the knowledge and skills 1 2 3 4 5

acquired from training to innovate further on the
existing use of technology.

5. The training has motivated you more in your 1 2 3 4 5

workplace.

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Chapter 6 Transfer of training

Transfer of training refers to trainees effectively and continually applying what they
learned in training (knowledge, skills, behaviors, cognitive strategies) to their jobs. (Broad and
Newstrom, 1992). Despite the importance of transfer of training and the emphasis that some
companies are placing on it, research suggests that only 62 percent of employees transfer training
immediately after completing training programs. This statistic decreases to 34 percent one year
after training. (A. Saks and M. Belcourt, 2006)

Among the three theories of transfer of training, the most relevant one for this training is
the theory of identical elements. The theory of identical elements proposes that transfer of
training occurs when what is being learned in the training session is identical to what the trainee
has to perform on the job (Pineda, 2010).

Ensuring transfer of training to the civil engineers at Creative can be done through
computerized tests and performance evaluation by the company's HR. The computerized tests
would include questions related to the formation of bricks, the machine used and the process of
building houses using the Habitech technology. As the training is very technical, the engineers
learning and transfer of training on specific facts would have to be evaluated. These tests would
be organized after time lag of around 2 months to ensure maintenance of training transfer. (Noe,
2010) The company's HR would also use performance evaluation on-the-job to ensure transfer of
training.

In order to evaluate if employees have been able to demonstrate transfer of training,

learning progress report can also be used as a tool. The report tool provides learners and their
managers with an authentic performance assessment or summary of progress - like a report card
in electronic format. (Cowan, 2010)

The tool enables gathering, storing, and communicating of instructor ratings of learner
achievement, and individual recommendations for additional learning activities. It also ensures
that the civil engineers are engaged in the learning process and helps with transfer of learning to
the field. Additionally it posts completed reports in a learner's learning management system
(LMS) history with access only available to the learner and immediate manager, who receive an
email with a direct link to the report.

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

References
Noe, Raymond A. (2010) Employee training and development (5th Edition) McGraw-Hill Irwin
M. L. Broad and J. W. Newstrom, Transfer of Training (Reading, MA: Addison-Wesley, 1992).
A. Saks and M. Belcourt, An Investigation of Training Activities and Transfer of Training in
Organizations, Human Resource Management 45 (2006): 629648.
E. L. Thorndike and R. S. Woodworth, The Influence of Improvement of One Mental Function
upon the Efficiency of Other Functions, "Psychological Review 8 (1901): 24761
Cowan, R. (2010) Ways to Measure Learning Impact, Association for Talent Development

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EMPLOYEE TRAINING AND DEVELOPMENT FINAL REPORT

Conclusion
The project has been an incredible experience of learning through doing. This was a very
knowledgeable and productive project. The concepts learnt during lecture sessions and the
discussions during the PBL sessions added value in carrying out the entire project.

The introduction chapter aided in getting used to academic writing and APA format. With
the valuable feedback from the course facilitator, I was able to polish my writing skills
throughout the project, which was one of my goals set at the beginning of the project.

Working on the first chapter helped the team build a system to work with and acquainted
us to conducting research and interviews to extract information required for the completion of
the assigned project.

Conducting needs analysis was simplified for the team as the company of our choice had
already conducted one themselves. Based on the findings retrieved and building on to it was an
easy task.

The training design and implementation was based on an earlier developed design by
Asian Institute of Technology as the technological system, Habitech, being used at Creative was
adapted from the same institution. The challenge lay in placing the design in context of the
concepts studied.

Evaluation of the training was a challenge as the training content was very technical and
beyond our knowledge. So, to the best of our abilities, we created a tool that would evaluate the
trainees' reaction and attitude. The experience of creating it helped develop creative problem
solving skills as well, in a way.

Overall, the project has been very productive in helping me learn the concepts of
employee training and development, and retain my knowledge. I believe to have achieved the
goals set prior to starting the project. The project has helped me develop and realize my
competencies, which would aid me in conducting the whole process of employee training and
development in the future.

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