For training professionals

1. SAT is an approach that provides a logical progression from the identification of the tasks required to
perform a job to the implementation and evaluation of training.
Systematic Approach to Training (SAT), which can be depicted as follows:-
Organizations' Aim
Understanding the organization's aims and needs and how the aims are met by range of jobs that exist
in the organization.
Analyzing Training Needs:
Finding out what people need to learn. This is done by:
✦ Analyzing the knowledge, skills and attitudes/behaviors that each job requires; and
✦ Assessing the degree of competence of job-holders to meet those requirements.
Setting aims and learning objectives
Specifying what trainees should be able to do as a result of training.
Designing training strategy
Deciding on a strategy to meet training needs, e.g., by designing courses / modules, suggesting
various methodologies, deciding key learning points trainees must grasp and also sending some
learning material (preview) to trainees.
Implementing training strategy
Putting the training into practice.
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Systematic Approach to Training (SAT)
Training Needs Analysis (TNA)
Set Training Aim and Objectives
Design/Develop/Plan Training
Implement Training
Evaluate Training
Feedback or Review and Analyze

2. Evaluation or Validation: Internal/external
Establishing and assessing the quality and effectiveness of training.
It is apparent that the term 'training' is not simply organizing classroom sessions. There is more to
it. This process can help us to identify the role of the personnel responsible for organizing training
and implementing the training policy. It would be worthwhile to discuss each of these segments in
some detail.
What is a Training needs Analysis?
A training needs analysis is a systematic approach for determining what training needs to take place.
A training needs analysis considers:
• Business needs
• Current competencies
• Training methods
• Cost
• Effectiveness
Why Conduct a Training Needs Analysis?
1. Effective training programs correctly identify and address the training needs.
2. Need to determine what or who needs to be trained.
3. Training needs analysis works to clarify training needs
4. A training needs analysis ensures training is targeting the correct competencies, the correct
Employees and is addressing a business need.
5. A poorly designed training needs analyses can lead to training that:
Addresses the wrong competencies
Trains the wrong people
The three level of training needs : (Pg 15)
1. Organizational needs
2. Occupational needs
3. Individual needs
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Training Need Analysis (TNA)
Overview:
1. What is a Training Needs Analysis
2. Why Conduct a Training Needs Analysis
3. How to Conduct a Training Needs Analysis
TNA is the
process of identifying
training needs in an
organization for the
purpose of improving
employee job
performance

3. Now, How to conduct a Training Need Analysis (TNA)
STEP 1 - Determine Desire Outcomes
1. Clarify goal of the training and expected business outcomes
2. Training goal should correspond to a business objective.
Example of training Goal
Step 2: Link Desired Outcomes With Employee Behavior
The competencies (behaviors, skills, qualities and knowledge) that are linked to desired outcome.
Step 1: Determine Desired Outcomes
Step 2: Link Desired Outcomes With Employee Behavior
Step 3: Identify Trainable Competencies
Step 4: Evaluate Competencies and Determine Performance Gaps
Step 5: Prioritize Training Needs
Step 6: Determine How to Conduct Training
Step 7: Conduct a Cost Benefit Analysis
Step 8: Planning for Training Evaluation
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TNA Address
the following
questions
1. What Training is need and why?
2. Where is training needed?
3. Who needs training ?
4. How will training be provided?
5. How much will be the training cost
6. What will be the impact on business
1. Improve customer service satisfaction ratings
2. Decrease the time it takes to complete service delivery
3. Improve employee morale through better supervision by management
4. Improve the speed at which orders are filled

4. Collect information and data from subject matter experts to determine which competencies are
critical to achieving the outcomes.
Step 3: Identify Trainable Competencies
Evaluate the critical competencies and determine if they are:
1. Abilities one should possess prior to job entry
2. Abilities that can be leaned on the job
List of critical competencies that are either elements that should be considered in hiring practices or
competencies that are amenable to training.
Step 4: Evaluate Competencies and Determine Performance Gaps
Evaluate current competencies and identify where there are gaps between current ability and desired
ability . To evaluate current competency level use:
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1. What skills does one need to achieve this goal?
2. What information is necessary to meet this objective?
3. Which behavior is critical to completing this task?
I. Competencies Dealing with People
II. Competencies Dealing with Business
Performance evaluations
Tests
Surveys
Self assessments
Interviews
Customer feedback

5. Step 5: Prioritize Training Needs
Step 6: Determine How to Conduct Training
Consider adult learning theory and best practices in training on the particular competencies.
Step 7: Conduct a Cost Benefit Analysis
Consider the costs associated with the training methods, the extent to which the training will address
the performance gap, and the impact on business
Step 8: Planning for Training Evaluation
Training is only effective if the information is retained and applied on the job. Evaluation of training
is critical
Questions to consider in evaluation include:
1. How much did the training improve the competencies?
2. How did the training improve employees’ job performance?
3. How did the training support meeting of business objectives?
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Identify the percentage of employees who need training on the
competencies.
Consider the importance of the competencies to the business
objectives .
Together, the need and the importance will allow you to identify
training priorities.
Training methods can range from:
On the job training (OJT)
Mentoring and coaching;
Classroom / lecture
Web-based / e-learning
Reading / books
Cost factors include:
Training time
Content development time (if designed in-house)
Training provider evaluation (if purchased from vendor)
Training content delivery method
Lost productivity from time spent in training
Travel and logistical expenses

6. Tips on Setting Realistic Training Objectives:
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Make the purpose of the training clear
You need to make sure that the purpose of training is
clear
Define expected outcomes
Training outcomes are the measurable goals learners must achieve
at the end of a session or program.
Put conditions into great consideration
When formulating training objectives you must also take into
consideration the circumstances in which the training will be executed.
Parameters, resources, materials, and pre-requirements are some of
these conditions
Align training objectives with business goals
At the end of the day, results will always be the measure of any
program’s success. Training objectives need to be grounded on
observable outcomes
Write down your objectives using the SMART format
The SMART format has been the go-to standard when it comes to
formulating any type of objective
Set Training Aim & Objective
The main purpose of training objectives is to tie the training program with actual business results.

7. 7
S M A R T
Specific Measurable Attainable Relevant Time bound
S
Specific
Desired training goals, first, need to be
specific. And that meaning each expected
output can be defined by the ‘who,’ ‘what,’
and ‘where (optional).’ Who will demonstrate
what skill, and where? And don’t forget to
only focus on one specific skill/
knowledge for each objective.
M
Measurable
Secondly, learning outcomes also
need to be measurable. This means that
a person must be able to quantify and/or
qualify the expected output from a learner.
This second characteristic answers the
question ‘How?” How was the skill
demonstrated? Can the
demonstrated skill be
observed?
A
Attainable
Being attainable means that the
training objectives are realistic given the
set amount of time and resources. Is it
actually be possible to attain the goals given
the situation? Of course, you cannot expect
learners to capably demonstrate a
complex skill given just thirty minutes
or an hour of training.

8. But how do you create measurable objectives? Here are examples of vague learning
objectives converted into SMART format:
Vague: “Learners will understand the SMART format.”
SMART: “At the end of the session (Time-bound, Attainable), supervisors will be able to create
(Measurable), SMART goals (Specific) for their respective teams (Relevant).”
Vague: “Participants will learn how to operate the new system.”
SMART: “At the end of the session (Time-bound, Attainable), the participants will be able to process
sales orders (Specific, Measurable) on the new CRM system (Relevant).”
Conclusion:
The main purpose of training objectives is to tie the training program with actual
business results. Establishing clear, realistic, and measurable training goals at the
onset of the training process will play a big part in ensuring the success of a training
program.
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R – Relevant
Always remember WIIFM (“What’s in it for
me?”). Learners need to know why they are
in training and what they can get out of it. Can
the skills or knowledge that they’re going to
learn to help them perform better at work.
T
Time-bound
The time-bound element answers
the question, ‘When?’ There is a saying
that a goal without a deadline is just a
dream, and the same also applies to creating
training objectives. For most training
sessions, the deadline is usually at the
end of the session.

9. Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives
into levels of complexity and specificity.
Benjamin Bloom (1956), identified three domains of educational activities:
1. Cognitive: mental skills (Knowledge)
2. Affective: growth in feelings or emotional areas (Attitude)
3. Psychomotor: manual or physical skills (Skills)
Cognitive Domain:
The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills.
This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in
the development of intellectual abilities and skills.
There are six major categories, which are listed in order below, starting from the simplest behavior to
the most complex.
Knowledge Recall data or information Key Words: defines, describes, identifies,
knows, labels, lists, matches, names,
outlines, recalls, recognizes, reproduces,
selects, states.
Comprehension Understand the meaning, translation,
interpolation, and interpretation of
instructions and problems. State a
problem in one's own words.
Key Words: Comprehends, converts,
defends, distinguishes, estimates, explains,
extends, generalizes, gives Examples,
infers, interprets, paraphrases, predicts,
rewrites, summarizes, translates.
Application Use a concept in a new situation or
unprompted use of an abstraction.
Applies what was learned in the
classroom into novel situations in the
work place.
Key Words: applies, changes, computes,
constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,
uses.
Analysis Separates material or concepts into
component parts so that its organizational
s t r u c t u r e m a y b e u n d e r s t o o d .
Distinguishes between facts and
inferences.
Key Words: analyzes, breaks down,
c o m p a r e s , c o n t r a s t s , d i a g r a m s ,
deconstructs, differentiates, discriminates,
distinguishes, identifies, illustrates, infers,
outlines, relates, selects, separates.
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Bloom’s Taxonomy
For Better Training Objectives

10. Affective Domain:
The affective domain includes the manner in which we deal with things emotionally, such as feelings,
values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed
from the simplest behavior to the most complex.
Psychomotor Domain:
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the
motor-skill areas. Development of these skills requires practice and is measured in terms of speed,
precision, distance, procedures, or techniques in execution. The seven major categories are listed
from the simplest behavior to the most complex:
Synthesis Builds a structure or pattern from diverse
elements. Put parts together to form a
whole, with emphasis on creating a new
meaning or structure.
Key Words: categorizes, combines,
compiles, composes, creates, devises,
designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs,
relates, reorganizes, revises, rewrites,
summarizes, tells, writes
Evaluation Make judgments about the value of ideas
or materials.
Key Words: appraises, compares,
concludes, contrasts, criticizes, critiques,
defends, describes, discriminates,
evaluates, explains, interprets, justifies,
relates, summarizes, supports.
R e c e i v i n g
Phenomena
Awareness, willingness to hear, selected
attention.
Key Words: asks, chooses, describes, follows,
gives, holds, identifies, locates, names, points
to, selects, sits, erects, replies, uses.
R e s p o n d i n g t o
Phenomena
Active participation on the part of the
learners. Attends and reacts to a particular
phenomenon. Learning outcomes may
emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).
Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels,
performs, practices, presents, reads, recites,
reports, selects, tells, writes.
Valuing: The worth or value a person attaches to a
particular object, phenomenon, or behavior.
Key Words: completes, demonstrates,
differentiates, explains, follows, forms, initiates,
invites, joins, justifies, proposes, reads, reports,
selects, shares, studies, works.
Organization Organizes values into priorities by contrasting
different values, resolving conflicts between
them, and creating an unique value system.
The emphasis is on comparing, relating, and
synthesizing values.
Key Words: adheres, alters, arranges, combines,
compares, completes, defends, explains,
formulates, generalizes, identifies, integrates,
modifies, orders, organizes, prepares, relates,
synthesizes
I n t e r n a l i z i n g
v a l u e s
(characterization)
Has a value system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most importantly,
characteristic of the learner. Instructional
objectives are concerned with the student's
general patterns of adjustment (personal,
social, emotional).
Key Words: acts, discriminates, displays,
influences, listens, modifies, performs,
practices, proposes, qualifies, questions,
revises, serves, solves, verifies.
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11. Bloom's Revised Taxonomy
Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy
in the mid-nineties and made some changes, with perhaps the two most prominent ones being.
Perception The ability to use sensory cues to guide motor
activity. This ranges from sensory stimulation,
through cue selection, to translation.
Key Words: chooses, describes, detects,
differentiates, distinguishes, identifies, isolates,
relates, selects.
Set Readiness to act. It includes mental, physical,
and emotional sets. These three sets are
dispositions that predetermine a person's
response to different situations (sometimes
called mindsets).
Key Words: begins, displays, explains, moves,
proceeds, reacts, shows, states, volunteers.
Guided Response The early stages in learning a complex skill
that includes imitation and trial and error.
Adequacy of performance is achieved by
practicing.
Key Words: copies, traces, follows, react,
reproduce, responds
Mechanism This is the intermediate stage in learning a
complex skill. Learned responses have
become habitual and the movements can be
performed with some confidence and
proficiency.
Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds,
heats, manipulates, measures, mends, mixes,
organizes, sketches.
Complex Overt
Response
This category includes performing without
hesitation, and automatic performance. For
example, players are often utter sounds of
satisfaction or expletives as soon as they hit a
tennis ball or throw a football, because they
can tell by the feel of the act what the result
will produce.
Key Words: assembles, builds, calibrates,
constructs, dismantles, displays, fastens, fixes,
grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches.
Adaptation Skills are well developed and the individual
can modify movement patterns to fit special
requirements.
Key Words: adapts, alters, changes, rearranges,
reorganizes, revises, varies.
Origination Creating new movement patterns to fit a
particular situation or specific problem.
Learning outcomes emphasize creativity
based upon highly developed skills.
Key Words: arranges, builds, combines,
composes, constructs, creates, designs, initiate,
makes, originates.
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1. Changing the names in the six
categories from noun to verb forms
2. Slightly re-arranging them

12. The next step in the training process is to create a training framework that will help guide you as you
set up a training program. Information on how to use the framework is included in this section.
When developing your training plan, there are a number of considerations. Training is something that
should be planned and developed in advance.
Remember Describe, name, find, list, relate, write
Understand Explain, compare, discuss, predict, outline, restate
Apply Complete, use, examine, illustrate, classify, solve
Analyze Compare, explain, identify, categorize, investigate
Evaluate Justify, assess, prioritize, recommend, rate, decide
Create Create, adapt, design, originate, solve, test
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Training Design
Training Design Framework
Learning
Style
Delivery
mode
Learning
Objective
Need
Assessment
Budget
Delivery Style
Audience
Consideratio
n
Content
Development
Timeline
Communicati
on of training
Assessment

13. 13
Needs assessment and learning objectives - This
part of the framework development asks you to
consider what kind of training is needed in your
organization. Once you have determined the
training needed, you can set learning objectives to
measure at the end of the training
Consideration of learning styles - Making sure to
teach to a variety of learning styles is important to
development of training programs.
Delivery mode - What is the best way to get your
message across? Is web-based training more
appropriate, or should mentoring be used? Can
vestibule training be used for a portion of the
training while job shadowing be used for some of
the training, too?
Budget - How much money do you have to spend
on this training?
Delivery style - Will the training be self-paced or
instructor led? What kinds of discussions and
interactivity can be developed in conjunction with
this training?

14. 14
Audience - Who will be part of this training? Do you
have a mix of roles, such as accounting people and
marketing people? What are the job responsibilities
of these individuals, and how can you make the
training relevant to their individual jobs?
Content - What needs to be taught? How will you
sequence the information?
Timelines - How long will it take to develop the
training? Is there a deadline for training to be
completed?
Communication - How will employees know the
training is available to them?
Measuring effectiveness of training - How will you
know if your training worked? What ways will you
use to measure this?

15. Need Assessment
The first step in developing a training program is to determine what the organization needs in terms
of training. There are three levels of training needs assessment: organizational assessment,
occupational (task) assessment, and individual assessment:
Methods of Identification
1. Appraisals, records, statistics
2. Interviews/ Direct observations
3. Questionnaires
4. Analysis of problems/Task Force Approach
5. Role set based techniques
6. Critical incident technique
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For more information - Check with AIDDE/SAM/AGILE method for instructional design
Organization Needs
General deficiencies in the
organization
Shortfalls in performance
to be linked to the
organizational objectives
Objectives & shortfalls to
be quantified - Absolute /
Relative
Symptoms – Causes -
Needs
Occupational (task)
assessment.
This type of assessment
looks at the specific tasks,
skills knowledge, and
abilities required to do jobs
within the organization.
Individual Assesment.
An individual assessment
looks at the performance
of an individual employee
and determines what
training should be
accomplished for that
individual.
The following areas will
assist in your analysis:
Profit and Loss statements
by department
Employee turnover
Downtime
Organizations Business
Plan (Objectives and
Goals)
The following areas will
assist in your analysis
Quality Assurance
Procedures
Interviewing Heads of
Departments
Obtaining Job Descriptions
The following areas will
assist in your analysis
Interviewing staff (about
the job)
Observation 'On-the-job'
Job Profile

16. Learning Objectives
After you have determined what type of training should occur, learning objectives for the training
should be set. A learning objective is what you want the learner to be able to do, explain, or
demonstrate at the end of the training period. Good learning objectives are performance based and
clear, and the end result of the learning objective can be observable or measured in some way.
Examples of learning objectives might include the following: you may check Bloom’s Taxonomy
Once we have set our learning objectives, we can utilize information on learning styles to then
determine the best delivery mode for our training.
Learning Style:
An effective trainer tries to develop training to meet the three different learning styles1:
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Be able to explain the company policy on sexual harassment and give examples of sexual harassment
Be able to show the proper way to take a customer’s order.
Perform a variety of customer needs analyses using company software.
Understand and utilize the new expense-tracking software.
Explain the safety procedure in handling chemicals.
Be able to explain the types of communication styles and strategies to effectively deal with each style.
Demonstrate ethics when handling customer complaints.
Be able to effectively delegate to employees.
A visual learner often says
things such as “I can see
what you are saying” or
“This looks good.” A visual
learner is best reached
using graphics, pictures,
and figures.
An auditory learner learns
by sound. An auditory
learner might say, “If I hear
you right” or “What do you
hear about this situation?”
The auditory learner will
learn by listening to a
lecture or to someone
explaining how to do
something.
A kinesthetic learner learns
by developing feelings
toward an experience.
These types of learners tend
to learn by doing rather than
listening or seeing someone
else do it. This type of
learner will often say things
such as “This feels right.”

17. Delivery Mode
Depending on the type of training that needs to be delivered, you will likely choose a different mode to
deliver the training. An orientation might lend itself best to vestibule training, while sexual
harassment training may be better for web-based training. When choosing a delivery mode, it is
important to consider the audience and budget constrictions.
Budget
How much money do you think the training will cost? The type of training performed will depend
greatly on the budget. If you decide that web-based training is the right delivery mode, but you don’t
have the budget to pay the user fee for the platform, this wouldn’t be the best option. Besides the
actual cost of training, another cost consideration is people’s time. If employees are in training for two
hours, what is the cost to the organization while they are not able to perform their job? A spreadsheet
should be developed that lists the actual cost for materials, snacks, and other direct costs, but also the
indirect costs, such as people’s time.
Delivery Style
Taking into consideration the delivery method, what is the best style to deliver this training? It’s also
important to keep in mind that most people don’t learn through “death by PowerPoint”; they learn in
a variety of ways, such as auditory, kinesthetic, or visual. Considering this, what kinds of ice breakers,
breakout discussions, and activities can you incorporate to make the training as interactive as
possible? Role plays and other games can make the training fun for employees. Many trainers
implement online videos, podcasts, and other interactive media in their training sessions. This
ensures different learning styles are met and also makes the training more interesting.
Audience
Considering your audience is an important aspect to training. How long have they been with the
organization, or are they new employees? What departments do they work in? Knowing the answers
to these questions can help you develop a relevant delivery style that makes for better training. For
example, if you know that all the people attending the training are from the accounting department,
examples you provide in the training can be focused on this type of job. If you have a mixed group,
examples and discussions can touch on a variety of disciplines.
Content Development
The content you want to deliver is perhaps one of the most important parts in training and one of the
most time-consuming to develop. Development of learning objectives or those things you want your
learners to know after the training makes for a more focused training. Think of learning objectives as
goals—what should someone know after completing this training? Here are some sample learning
objectives:
Be able to define and explain the handling of hazardous materials in the workplace.
Be able to utilize the team decision process model.
Understand and be able to explain the company policies and structure.
Be able to solve problem
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18. Timelines
For some types of training, time lines may be required to ensure the training has been done. This is
often the case for safety training; usually the training should be done before the employee starts. In
other words, in what time frame should an employee complete the training?
Communication
Once you have developed your training, your next consideration is how you will communicate the
available training to employees. In a situation such as an orientation, you will need to communicate to
managers, staff, and anyone involved in the training the timing and confirm that it fits within their
schedule.
Measuring Effectiveness
After we have completed the training, we want to make sure our training objectives were met. One
model to measure effectiveness of training is the Kirkpatrick model (Kirkpatrick, 2006), developed in
the 1950s. His model has four levels:
Reaction: How did the participants react to the training program?
Learning: To what extent did participants improve knowledge and skills?
Behavior: Did behavior changes as a result of the training?
Results: What benefits to the organization resulted from the training?
Training Design Framework & Plan
Training Framework Plan
Need Assessment Formalize new. Employee orientation
Delivery Mode Vestibule
Budget (per person) Lunch : Rs. 200 , Note book : Rs. 20
Delivery Style Discussion, powerpoint, icebreaker
Goal & Learning Objective Be able to explain company history and structure
Timeline 4 hrs
Communication E-mail to all hiring Managers and to new employees
Measurement Method Interactive team quiz
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Once the training framework has been developed, the training content can be developed. The
training plan serves as a starting point for training development.

19. The implementation phase includes selection of contents and methods to be used and the actual
training and / or development method.
It also covers the logistical aspects like venue, food, budget, equipment, resource persons,
transportation, and participants. These should be properly attended to during the actual conduct of
training.
Training programs are done within the company or outside depending on the nature of program and
the financial capability of the organization.
These programs may be classified as technical which focuses on facilitating learning of competencies
of employees’ knowledge and skills or behavioral which pertains to ensuring learning of competencies
to workforce attitudes and habits.
Training implementation Approach
A training program can be implemented in three major ways namely
Again, to choose any of them requires analyzing a set of factors which are as under
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IMPLEMENTING THE TRAINING PROCESS
1. By outsourcing the program
2. In house training
3. Blended approach ( mix of exert or internal activities)
Making or buying
decision
Selecting an
outsourcing agency

20. Making or buying decision
1. Number of people to be trained :
- If the number of people to be trained is more, then the program should be in house.
- If the number is few, then it can be outsourced
2. Expertise available and required:
- If in-house expertise is available, then the training manager should not consider outsourcing.
- If the expertise is not available internally, then the training should be outsourced.
3. Infrastructure available and required:
If the required infrastructure is already available in the company, then it should consider
developing the training in-house.
4. Time deadlines:
If the learning is time sensitive and sufficient time is not available for training the entire group of
identified people within the available time, then outsourcing should be considered
Selecting an outsourcing agency
Outsourcing could be total or in part. In total outsourcing, the company has to do just two things
namely
– nominating the trainers and
– Paying the training fees.
Partial outsourcing becomes inevitable when the organization has some training resources but does
not have all the required resources.
Following is the major factors to be taken into account for choosing an outsourcing organization for
training:
– Who are their present clients?
– What is the core competency of this training organization?
– What are the advantages in cost savings, meeting deadlines, & suitability to our business needs?
– Post—training support if any.
– Any other reasons to be recorded in writing.
Process of implementing In-House Training
Training implementation is the hardest part of the system because one wrong step can lead to the
failure of whole training program.
Even the best training program will fail due to one wrong action.
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21. "Training Evaluation is a systematic process of collecting information for and about training
activity which can then be used for guiding decision making and for assessing the relevance and
effectiveness of various training components."
TYPES OF EVALUATION
On the basis of the time dimension, evaluation may be classified as (1) formative evaluation and (2)
summative evaluation.
Raab et al. (1987), however, classified evaluation into four major types: (1) evaluation of planning,
(2) process evaluation, (3) terminal evaluation, and (4) impact evaluation.
Stakeholders of training evaluation involve participants, curriculum developers, trainers and
training organizer as depicted below:
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Training Evaluation

22. Difference between Assessment & Evaluation
Training Evaluation - Meaning and its Benefits
Evaluation involves the assessment of the effectiveness of the training programs. This assessment is
done by collecting data on whether the participants were satisfied with the deliverables of the training
program, whether they learned something from the training and are able to apply those skills at their
workplace. There are different tools for assessment of a training program depending upon the kind of
training conducted.
Since organizations spend a large amount of money, it is therefore important for them to understand
the usefulness of the same. For example, if a certain technical training was conducted, the
organization would be interested in knowing whether the new skills are being put to use at the
workplace or in other words whether the effectiveness of the worker is enhanced. Similarly in case of
behavioral training, the same would be evaluated on whether there is change in the behaviour,
attitude and learning ability of the participants.
Why Should A Training Program Be Evaluated?
To identify the program’s strengths and weaknesses
To assess whether content, organization, and administration of the program contribute to learning
and the use of training content on the job
To identify which trainees benefited most or least from the program
To gather data to assist in marketing training programs
To determine the financial benefits and costs of the programs
To compare the costs and benefits of training versus non-training investments
To compare the costs and benefits of different training programs to choose the best program
Objectives of Evaluating Training and Development Programs
The major objectives are:
• To validate training and development as a business tool
• To justify the costs incurred in training and development
• To help improve the design of training and development program
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Here’s the short version:
1. Assessment refers to a rating of anything. For example, in school, a test is an
assessment. Assessment ratings can be either quantitative (90%) or qualitative (Very
Good).
2. Evaluation refers to the use of assessment data to make some sort of decision
about the entity being assessed. For example, if your school assessment showed a
55%, your work might be evaluated as “not satisfactory.”

23. • To help in selecting training and development methods
Purposes of Evaluating Training and Development Program
At Macro Level
To assess training and development program's business impact as a whole.
To facilitate selection of training and development program’s performance metrics related to
organization's goals and objectives.
To get at the business impact measure through direct correlation to organization’s goals and
objectives.
At Micro Level
To measure a specific training and development program's business impact
Perhaps looking at the benefit of specific elements of the program, or of the training model for a
specific issuer
The specific training and development program's business impact measure has a visible link to the
organization's goals and objectives.
To combine a number of these to project overall program business impact.
Kirkpatrick's Four-Level Training Evaluation Model
1. Reaction of the Trainee - thoughts and feelings of the participants about the training
2. Learning - the increase in knowledge or understanding as a result of the training
3. Behavior - extent of change in behavior, attitude or capability
4. Results - the effect on the bottom line of the company as a result of the training.
The fifth level which is the ROI has been recently added which is not but a part of the original model.
The graphic description is as follows:
How to Apply the Model
Next, identify how you want to measure these reactions. To do this you'll typically use employee
satisfaction surveys or questionnaires; however you can also watch trainees' body language during
the training, and get verbal feedback by asking trainees directly about their experience.
Once you've gathered this information, look at it carefully. Then, think about what changes you could
make, based on your trainees' feedback and suggestions.
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Level 1: Reaction
Start by identifying how you'll measure reaction. Consider addressing these
questions:
Did the trainees feel that the training was worth their time?
Did they think that it was successful?
What were the biggest strengths of the training, and the biggest weaknesses?
Did they like the venue and presentation style?
Did the training session accommodate their personal learning styles ?

24. There are many other models that are unique in their own ways, nut as mentioned earlier
Kirkpatrick’s Model is the one that is accepted and used widely across all industries and with wider
applications. By going through and analyzing each of these four levels, you can gain a thorough
understanding of how effective your training was, and how you can improve in the future.
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Level 2: Learning
To measure learning, start by identifying what you want to evaluate.
(These things could be changes in knowledge, skills, or attitudes.)
It's often helpful to measure these areas both before and after
training. So, before training commences, test your trainees to
determine their knowledge, skill levels, and attitudes.
Once training is finished, test your trainees a second time to
measure what they have learned, or measure learning with
interviews or verbal assessments.
Level 3: Behavior
It can be challenging to measure behavior
effectively. This is a longer-term activity that
should take place weeks or months after the
initial training.
Consider these questions:
Did the trainees put any of their learning to
use?
Are trainees able to teach their new
knowledge, skills, or attitudes to other people?
Are trainees aware that they've changed their
behavior?
One of the best ways to measure behavior is to
conduct observations and interviews over time.
Also, keep in mind that behavior will only
change if conditions are favorable. For
instance, effective learning could have taken
place in the training session. But, if the overall
organizational culture isn't set up for any
behavior changes, the trainees might not be
able to apply what they've learned.
Level 4: Results
Of all the levels, measuring the final results of
the training is likely to be the most costly and
time consuming. The biggest challenges are
identifying which outcomes, benefits, or final
results are most closely linked to the training,
and coming up with an effective way to
measure these outcomes over the long term.
Here are some outcomes to consider,
depending on the objectives of your training:
Increased employee retention.
Increased production.
Higher morale.
Reduced waste.
Increased sales.
Higher quality ratings.
Increased customer satisfaction.
Fewer staff complaints.

25. Feedback
Requirements of Effective Feedback:
Effective feedback needs to be:
1. Clear,
2. Well-timed,
3. Specific,
4. Bearing Right Attitude,
5. Truly Representative,
6. Impersonal, and
7. Informative.
These points are discussed in brief in the following paragraphs:
1. Clear:
Effective feedback is possible if the recipient understands the message communicated to him/her
properly.
It should be clear in two respects:
(i) The sender of the message can understand that the feedback is related to the message sent; and
(ii) The meaning of the feedback should be clear.
The sender of the feedback should take care about it and ensure proper understanding of the
feedback by the receiver. Use of simple language for communication is highly necessary.
2. Well-timed:
Feedback may not be instant. It may require some time to get feedback. But much delayed feedback
may not be worthwhile or even may not serve any purpose at all. It should be made within a
reasonable time.
3. Specific:
In general, feedback, to be effective, should be particular or specific. A generalized response or an
ambiguous reply is of little value. To a specific question, specific answer should be given. Sometimes
general impression of a large section of people is necessary as feedback. In that case, the
communication should be designed in such a way that the people are encouraged to give their
general impression.
4. Bearing Right Attitude:
‘I’ attitude should be replaced by ‘We’ or ‘You’ attitude to get the co-operation of the person with
whom communication is being made. If the sender thinks that he/she is superior to the recipient in
every respect, it will be reflected in the message and the recipient will feel embarrassed in giving a
feedback. Therefore, such attitude should be avoided.
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26. 5. Truly Representative:
Feedback may be positive or negative. One should not hesitate to convey negative feedback. Actual,
true and honest reaction should be communicated. We should not hesitate to convey our
disagreement. We should also clearly state if we fail to understand the message.
6. Impersonal:
Feedback, to be effective, should be free from personal reactions. Let us suppose, Mr. X is depressed
due to some personal problems in his life. This state of mind should not be reflected in the feedback
process of the official work or business communication. Similarly, any personal rivalry or conflict
should not have any influence on official feedback.
7. Informative:
The sender of a message expects from the receiver some information in the form of feedback which
the sender does not already know. Therefore, feedback, to be effective, should be informative.
The conclusion of Systematic Approach to training (SAT)
Training is most effective when it is planned implemented and evaluated in a systemic way
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