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g in this way. However, happiness does not necessarily imply learning. Often, people learn the hard way through difficult and painful experiences. When trainers are aware that they are being assessed at the end of the training, they can use applied psychology to make the trainees “in a state of pleasure before completing the evaluation forms” (Hale 2003a, p.30). Bedingham (1997) supported Hale (2003a) by arguing that the apparently ‘best' courses could simply be those where the trainer has been able to develop a good rapport with the trainees.

In his second article, Hale (2003b) presented a fourth myth:

Myth 4: Real learning takes place in the classroom

Kirkpatrick level 2 assesses the extent to which the trainee recalls the learning after the training. In a survey carried out by Hale (2003b) among 3,000 managers about the most significant learning experiences in their lives, none of them quoted training courses or classroom based training but job experiences.

In fact, since the publication of Kirkpatrick model, there have been dramatic changes in organisational structures, cultures, technologies and training methods. “Yet the HR, training and development community continues to rely predominantly on the old Kirkpatrick model in discussing the evaluation of training” (Hale, 2003a).

Many companies do not go beyond measuring the first two Kirkpatrick levels. As per CIPD Survey (2006 cited Beardwell & Calydon 2007, p.326), 98% of those surveyed measure Kirkpatrick's level 1 outcomes, 75% measure level 2, 62% level 3 and only 36% go as far as level 4; which is the most important.

Missing from Kirkpatrick's model is the ‘ultimate level', which has been added by Hamblin (1974 cited Beardwell and Claydon 2007,p.326) that is the extent to which the training has affected the ultimate profitability and survival of the organisation.

4.0 Research Methodology

4.1 Research Process

4.1.1 Problem definition and research objectives

It is widely acknowledged that a well-defined problem may be considered to be half-solved.

4.1.1.1 Research Problem

In many organisations, training is considered to be a low status activity and not an integral part of the business plan. Research states that many HRD never really examine how training can effectively promote organizational objectives, or how training activities should be altered in the light of business plans. It is also often believed that the responsibility of the HRD is to organise training courses, trainers have to train, managers manage work place performance and thus trainees alone are responsible for applying into their workplace what they have learnt in training courses.

Through an extensive literature search, it was noted that training should be viewed as a continuous process. Prior to training, a TNA must first be carried out and after training; evaluation and follow-ups must be conducted. But to what extent are these being applied in companies remain a big question. Therefore, HSBC, one of the leading banks in Mauritius has been chosen as the company in which the 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。