2.  Conducted internally and externally
 Needs of personal and demands of situation
 Inefficient training program may create loss to
organization
 Serve the identified purposes

3.  Difficulty in meeting objectives
 Change management is problematic
 Demotivated staff
 Underdeveloped staff

4.  Evaluation involves the assessment
of the effectiveness of the training
programs.
 How well the training inputs are serving
the intended purpose

5. 3 kinds of training outputs

 Relating to course
planning, relevance, comprehension and
whatever goes on in the teaching programme
and the environment.
 The utilisation of what is learnt on the
job, i.e. transferring the classroom learning
to the job in terms of
skills, competencies, decision
making, problem-solving abilities and
relationships and the like.
 The changes in the mind set such as work
related attitudes, values,interpersonal
competencies and personal attributes.

6. Conduct a Needs Analysis
Develop Measurable Learning Outcomes
and Analyze Transfer of Training
Develop Outcome Measures
Choose an Evaluation Strategy
Plan and Execute the Evaluation

8. The five main purposes of training evaluation are:
Feedback: It helps in giving feedback to the candidates by
defining the objectives and linking it to learning outcomes.
Research: It helps in ascertaining the relationship between
acquired knowledge, transfer of knowledge at the work place, and
training.
Control: It helps in controlling the training program because if
the training is not effective, then it can be dealt with
accordingly.
Power games: At times, the top management (higher
authoritative employee) uses the evaluative data to manipulate
it for their own benefits.
Intervention: It helps in determining that whether the actual
outcomes are aligned with the expected outcomes.

9. PURPOSE OF EVALUATION
 Identifying strength and weakness
 Success analysis
 Cost benefit analysis
 Assisting in marketing future programmes
 Clarity, validity of exercises
 Reinforce major points in accordance with
needs
 Database for decisions

10.  Personal expectations and learning
objectives
 Assessing effectiveness
 Value of time spent in developing
knowledge and skills.

11. Cognitive Skill-Based
Outcomes Outcomes
Return on
Affective Results Investment
Outcomes

12.  REACTION
 LEARNING
 PERFORMANCE
 RESULTS

13. Level 1 – Reaction To what extent did the participants find the
training useful, challenging, well-structured, organized, and so on?
Level 2 - Learning
To what extent did participants improve knowledge and skills and
change attitudes as a result of the training?
Level 3 - Behaviour
To what extent did participants change their behavior back in the
workplace as a result of the training?
Level 4 - Results
What measurable organizational benefits resulted from the training in
terms such as productivity, efficiency and sales revenue?