ABSTRACT
CONTENTS 26.1 Introduction ........................................................................................................ 434 26.2 Th e Th eory .......................................................................................................... 434 26.3 Hong Kong Civil Service: A Profi le ......................................................................435 26.4 Th e Challenge ..................................................................................................... 436 26.5 Th e Research ....................................................................................................... 437 26.6 Constrain: Diversifi cations in the Training Needs of Diff erent Departments ..... 438 26.7 Eff ectiveness of Training ..................................................................................... 439 26.7.1 Respondents’ Evaluation of the Current Training .................................. 439 26.8 Discussion ........................................................................................................... 443 26.8.1 Evaluation of Training ........................................................................... 444 26.8.2 Training and Transfer of Learning ........................................................ 444 26.8.3 Adequate Matching of Training Package to Trainees’ Requirements ..... 445 26.8.4 Ability of Trainer to Provide and Trainees to Grasp .............................. 445 26.8.5 Conducting Pre-and Posttraining Tests and Change
in Performance of Trainees after Training ............................................. 446
26.8.6 Amendment of Training Package Based on Evaluation Results ............. 446 26.9 Conclusion .......................................................................................................... 447
References ...................................................................................................................... 447
26.1 Introduction Evaluation appears to be the unsurpassed method to use if one desires to enhance the training eff ectiveness in a relatively short period of time. Th is is because evaluation helps in getting feedback from the very customers. Customer here refers to the participants themselves and the organization they serve. Frequently, it is interpreted that training is eff ective if the participants are contented and have enjoyed it. However, in reality, the more challenging issue is whether the training achieved the organization’s objectives. Lack of training program evaluation is greater noticed in the public sector, and is perhaps the least developed aspect of the training practice in government training institutes. Budgetary limitations and concentration on outcome are progressively forcing establishments to validate the eff ectiveness of their investments. Futuristic government departments regard training as a valued investment to be monitored.
