The above Presentation includes the 3 Training stages with the practical application at the end.

1. Vermani & Premila’s Model of
Evaluation
3 STAGES
1. Pre-Training Evaluation (Period before training during which
trainees have expectations from the course)
2. Context & Input Evaluation ( Teaching & Learning stage)
3. Post-Training Evaluation (the stage after training, where
trainee’s are supposed to integrate training with their job
performance)

2. Pre Training Evaluation Process
IDENTIFICATION OF TRAINING NEEDS
EVALUATING PERFORMANCE STANDARDS
EVALUATING TRAINING OBJECTIVES
EVALUATING TRAINEES PROFILE
INPUT EVALUATION
EVALUATION DURING THE TRAINING

3. 1. Observation- trainer’s perceptiveness & observation
skills cannot be discounted
2. Behavior Analysis- relevant for imbibing certain skills &
attitudes such as team orientation & attitudes towards
learners
3. Course Audits- can be conducted at the end of the day
or midway through the course
4. Session Assessment- done by using semantic differential
scale, 3 point or 5 point & trainee is supposed to only tick
mark
Pre Training Evaluation contd.

4. Learning’s divided into 3 sections
1. Knowledge learning
2. Skill learning
3. Attitude learning
Post Training Evaluation

5. David Reay’s Approach to
Evaluation
STAGE 1 – THE TRAIL PHASE
• Early Tentative phase of development.
1. Development Stage – involves an informal trail of a
sample set of materials, exercises or activities
2. Pilot Testing - more refined operation & tells the
evaluation whether the training being evaluated is
suitable for the target population

6. STAGE 2 – THE ONGOING PHASE
1. Validation is used to measure the effectiveness of a
whole training design.
2. Formative evaluation is the monitoring of the
effectiveness of different aspects of training on a
continuous basis with a view to modification
David Reay’s Approach to
Evaluation contd

7. STAGE 3 – THE FINAL PHASE
• Seeks answers to the following questions
1. Were the training needs properly identified
2. Were the learning objectives relevant
3. Were the performance standards identified
4. Were the right priorities established
5. Did the training meet the objectives set for it
6. How did the learners feel about the training
7. Were people prepared for training
8. Was the training pitched at the right level
9. Was the trainee able to transfer the training to do the job
10.Did the training result in some benefit to the organization
David Reay’s Approach to
Evaluation

8. Case study of manufacturing company
focusing mainly on production department
PRE TRAINING STEPS
 Identifying job responsibilities
 Evolve standards for doing the job
 Identify the skill needs(knowledge and skill for each
job)
 Evaluate the skill level(actual performance before
training)
• Preparing and communicating the skill matrix
• Identifying the training needs

9. ACTUAL PERFORMANCE
OUTPUT
Individual lagging in drawing and
denting procedure

10. Cont.…
• Preparing training syllabus
• Evolving departmental and individual training
plan
• Conducting training as per the training plan

13. During Training stage
• Teaching on-the job.
• Keeping close observation during the process.

14. POST TRAINING
• It includes re- evaluating the skill.
By observation
By interaction

16. Conclusion
Training is not a myth but a reality, moreover it
can be measured and is being measured in
various organizations using different
methodologies and even by practical
methodologies.