TOURISMOS is an international, multi-disciplinary, refereed (peer ...
TOURISMOS is an international, multi-disciplinary, refereed (peer ... TOURISMOS is an international, multi-disciplinary, refereed (peer ...
TOURISMOS: AN INTERNATIONAL MULTIDISCIPLINARY JOURNAL OF TOURISM Volume 6, Number 1, Spring 2011, pp. 193-212 UDC: 338.48+640(050) Drawing a comparison, before and after training, can be a positive solution (Yalçın, 1991). METHODS FOR MEASURING TRAINING RESULTS There are two popular methods identified in the literature for measuring training results, namely, Kirkpatrick technique and ROI model. In addition to these two models, there are other less popular methods. For continous and future success of training, the results of training must be measured. According to typical measurement methods, knowing knowledge /skills levels of individuals before, during and after training periods are important (Ricky, 2000). Methods used for establishing training results are discussed next. Measuring Costs of No Training This method is comparatively easy to measure. It is mainly based on measuring the loss of revenue due to lack of training. In other words, this method shows the importance of training in terms of increased revenue. Generally, being unsuccessful shows the need for training. The results of unsuccessful / wrong behaviour can be thought of in terms of revenue loss for establishments. When an establishment experiences an unsuccessful event, the possible revenue loss can be calculated. Subsequently, this loss can be regarded as a possible opportunity-cost when justifying training. The underlying principle of this method is that, a decreasing training budget can be too costly for an establishment. This method shows the benefits of training as ‘probability’. The main advantages of this method are: easy to understand and, generally, line-management give their support for using this method. In measuring the costs of not giving training, consideration should be made of: output, time, quality loss or cost increases (Yüksel, 2000). Measuring Costs of Learning Curve This method uses learning a curve for individuals, and is based on comparison of different training methods. Changes in individuals (starting from zero to 100) in terms of knowledge and experience, can be observed with this method. It is principally used as a strategic management approach. Especially after continuous repetition, the level of learning increases for individuals. This positive situation also affects productivity 195
A. Akın Aksu & Sevcan Yildiz levels. This kind of improvement can increase competition of an establishment without investing in the whole organization (Aykaç, 1999; Rocha & Victor, 2010). Benefit – Cost Analysis Benefit-cost analysis measures training costs, performance results and profit. This method can be considered as one of the methods that brings improved results (i.e., Rowden, 2001: 6). Generally, purchasing of a program / program development, training materials for the trained individuals and instructors, equipment for training, travel and accomodation expenses, instructor’s fee, salaries of personel responsible for the training and productivity loss of trained individuals during training, can all be regarded as training cost components. On the other hand, production and quality increases, cost decreases / savings, repairment decreases, customer satisfaction increases, overload decreases at work, less work accidents, absenteeism, and labor turnover decreases, can be thought of as benefit components. Having a benefit-cost ratio can be helpful to establishments in understanding the results of training (Shin, 2009; Sabuncuoğlu, 2000). Benefit-cost analysis can be seen in both govermental and private institutions/firms. The main disadvantage of this method is (sometimes) it is unadequate in showing intangible measures which are not easily defined in terms of monetary values. This disadvantage can be regarded as a significant barrier in the use of this method (i.e., Phillips and Steers, 1989: 54). Balanced Scorecard Method Balanced scorecard (BSC) helps establishments to orient their strategy and operations to meet customers’ needs. It consists of financial and non-financial measures related to critical success factors (i.e., Kaygusuz, 2005: 81). This method considers factors that affect current and future conditions of establishments (i.e., Choe and et al., 1997: 76). Balanced scorecard combines operational measures, such as customer satisfaction, internal process of establishments, innovation, and development activities with financial measures. Operational measures are the indicators of future financial performance of establishments (i.e., Kaplan and Norton, 1992: 71). 196
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A. Akın Aksu & Sevc<strong>an</strong> Yildiz<br />
levels. Th<strong>is</strong> kind of improvement c<strong>an</strong> increase competition of <strong>an</strong><br />
establ<strong>is</strong>hment without investing in the whole org<strong>an</strong>ization (Aykaç, 1999;<br />
Rocha & Victor, 2010).<br />
Benefit – Cost Analys<strong>is</strong><br />
Benefit-cost <strong>an</strong>alys<strong>is</strong> measures training costs, perform<strong>an</strong>ce results<br />
<strong>an</strong>d profit. Th<strong>is</strong> method c<strong>an</strong> be considered as one of the methods that<br />
brings improved results (i.e., Rowden, 2001: 6). Generally, purchasing of<br />
a program / program development, training materials for the trained<br />
individuals <strong>an</strong>d instructors, equipment for training, travel <strong>an</strong>d<br />
accomodation expenses, instructor’s fee, salaries of personel responsible<br />
for the training <strong>an</strong>d productivity loss of trained individuals during<br />
training, c<strong>an</strong> all be regarded as training cost components. On the other<br />
h<strong>an</strong>d, production <strong>an</strong>d quality increases, cost decreases / savings,<br />
repairment decreases, customer sat<strong>is</strong>faction increases, overload decreases<br />
at work, less work accidents, absentee<strong>is</strong>m, <strong>an</strong>d labor turnover decreases,<br />
c<strong>an</strong> be thought of as benefit components. Having a benefit-cost ratio c<strong>an</strong><br />
be helpful to establ<strong>is</strong>hments in underst<strong>an</strong>ding the results of training (Shin,<br />
2009; Sabuncuoğlu, 2000).<br />
Benefit-cost <strong>an</strong>alys<strong>is</strong> c<strong>an</strong> be seen in both govermental <strong>an</strong>d private<br />
institutions/firms. The main d<strong>is</strong>adv<strong>an</strong>tage of th<strong>is</strong> method <strong>is</strong> (sometimes) it<br />
<strong>is</strong> unadequate in showing int<strong>an</strong>gible measures which are not easily<br />
defined in terms of monetary values. Th<strong>is</strong> d<strong>is</strong>adv<strong>an</strong>tage c<strong>an</strong> be regarded<br />
as a signific<strong>an</strong>t barrier in the use of th<strong>is</strong> method (i.e., Phillips <strong>an</strong>d Steers,<br />
1989: 54).<br />
Bal<strong>an</strong>ced Scorecard Method<br />
Bal<strong>an</strong>ced scorecard (BSC) helps establ<strong>is</strong>hments to orient their<br />
strategy <strong>an</strong>d operations to meet customers’ needs. It cons<strong>is</strong>ts of fin<strong>an</strong>cial<br />
<strong>an</strong>d non-fin<strong>an</strong>cial measures related to critical success factors (i.e.,<br />
Kaygusuz, 2005: 81). Th<strong>is</strong> method considers factors that affect current<br />
<strong>an</strong>d future conditions of establ<strong>is</strong>hments (i.e., Choe <strong>an</strong>d et al., 1997: 76).<br />
Bal<strong>an</strong>ced scorecard combines operational measures, such as customer<br />
sat<strong>is</strong>faction, internal process of establ<strong>is</strong>hments, innovation, <strong>an</strong>d<br />
development activities with fin<strong>an</strong>cial measures. Operational measures are<br />
the indicators of future fin<strong>an</strong>cial perform<strong>an</strong>ce of establ<strong>is</strong>hments (i.e.,<br />
Kapl<strong>an</strong> <strong>an</strong>d Norton, 1992: 71).<br />
196