EVALUATION OF TRAINING

Evaluation Of Training in an Organization



Chapter 1: Introduction

The role of the head massage and emotions in the workplace has become a fruitful area for sociological and, increasingly, geographical research over the past decade, promoting more spatially nuanced approaches at a range of scales (Dyer et al., 2008). This has gained particular impetus and credence given the growth of the service sector and its perceived 'feminisation', and the proliferation of work focussing on the 'improvement' of bodies, most especially female bodies (Gimlin, 2007). Moreover, the 'rediscovery of the senses' in consumer culture has, according to Jutte (2005, 238, in Paterson, 2007), validated 'new pleasure in head massage, bringing together the embodied and affective realms. In spite of a few exceptions (sociological writings by Skeggs (1997) on caring courses; Hochschild (1983) on training for flight attendants, and Gale (2007) on student practitioner experiences in osteopathy and homeopathy), the literature on head massage and emotional labour has focused on the processes of working and the geographies of the workplace, with processes and places of training for work overlooked.

More particularly, very little has been written on the recursive relationship between training spaces and experiences of learning the necessary bodily and emotional skills for these types of work and transfer to the workplace, and how training and training choice are linked to wider geographies and identities of care. Yet a focus on training spaces enables much insight to be yielded into this area of research; on how the bodily and emotional dimensions of work are learned, not just their practice in the final workplace destination. Moreover, this is politically current given neoliberal welfare-to-work programmes in the UK and beyond that are actively encouraging training for work for those currently unemployed or working at home as fulltime carers, and the economically infused rhetoric of lifelong learning and up-skilling.

This section begins with an introduction to training and learning evaluation, for which the author will be using some useful learning reference models, such as training evaluation to be truly efficient, the training and evaluation must be appropriate for the person and the situation. Excellent personal development and evaluation goes beyond the common skills and knowledge required for the job or organisation or qualification. Such as, individual potential, the natural abilities of a person that are often hidden should be considered when developing a person as a whole. The individuals learning styles and their life skills are important because, training seeks to develop people, rather than concentrating more on a specific qualification. There are many reasons companies should carry out a comprehensive form of evaluation. A full evaluation may not always be possible as one has to consider finance, skills, time and resources, but there's always something that can be done. Making the management aware that using an effective evaluation system, we will be able to prove whether the training objectives have being met, the students' performances have been changed and the learner's objectives have been met. Based on the feedback from the students, management will ...