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Indeed it is much easy to assess the effectiveness of operational activities through the use of management accounting systems but it is less easy to establish the contribution of training. But how can top management decide on the amount to be invested in training if there is no measurement?

As Prahalad (1972, p.169) rightly said: “ Measurement provides a framework for developing a pattern of resource allocation for the organisation”. Beardwell and Claydon (2007) commented that measurements have to go beyond post-course evaluation to measuring wastage, error rates, customer satisfaction, motivation and link specific outcomes to the training delivered.

According to HRfocus (2005a, p.5), effectiveness of training can be measured by:

How many training participants successfully apply what they have learnt during training programs in their job.

How long they continue to apply that learning.

How quickly the company will realise the benefits of training for the entire target audience.

The main challenge for any training program is to ensure that the learning is transferred back to the workplace. Real-world experience must follow the training course because without application, skills can be easily forgotten. As a Chinese Proverb rightly said: “I hear and I forget. I see and I remember. I do and I understand.” Similarly, Armstrong (2003,p.563) rightly stated: “Transfer of learning is what counts; behaviour on the job is what matters.” While some researchers estimate that approximately 25% of skills taught are in use six months after training courses and about 15% after one year, others put the figures as low as 10% (Allan 2008).

Unfortunately, training is seen as a collective shrug when it comes to evaluate its impact because it is difficult to evaluate where the learning has been put into action. Evaluation of training is rarely carried out in a useful way either because companies are unsure how to do it or they do not know what to do with the results. It is also viewed as time-consuming.

Swanson (2001 cited Beardwell & Claydon 2007, p.323) observed:

Six out of ten HR and financial directors have little or no idea what return they get on their company's investment in training and many in the HRD profession do not have a predisposition toward measurement and evaluation.

But evaluation is important because if the contribution of training cannot be demonstrated, it is likely to be a target for cost-reduction. Often, trainees are asked to fill a feedback form after training sessions. But nothing seems to be done with these responses. As Clegg (2000, p.139) rightly said, ‘ it's as if the action of taking feedback was a talisman that achieved success in its own right.” Similarly, Allan (2008) commented that many trainers measure trainees' reactions to a program but stop short there.

Feedback is essential for people to know how they are progressing. To learn, employees must feel comfortable to express their thoughts. They should no本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。