Training

1. ‘TRAINING AND DEVELOPMENT’
‘EVALUATION OF TRAINING’

2. Training and development
In the field of human resource management, training and development is the
field concerned with organizational activity aimed at bettering the performance
of individuals and groups in organizational settings.
TRAINING:-
It is a learning process that involves the acquisition of knowledge, sharpening of
skills, concepts, rules, or changing of attitudes and behaviors to enhance the
performance of employees.

3. When to Evaluate?
Before, During, and After
Training

4. Why Evaluate?
Before Training
 Identify needs or problems.
 Identify specific job competencies to close gaps.
 Identify the type of evaluation needed.
During Development of Training
 Determine which staff should be the targets of training.
 Provide feedback to curriculum designers on content, methods, and materials.
 Determine if course delivery is consistent and follows curriculum specifications.

5. Why Evaluate?
After Training
 Note changes in participants’ attitudes and reactions to the course.
 Assess trainees’ mastery of knowledge.
 Assess trainees’ mastery of skills.
 Assess transfer of new knowledge and skills to the job.
 Measure whether or not performance gaps have begun to close.
 Measure relationship of training to agency goals and client outcomes.

6. Factors to Consider
 Purpose of training
 Cost of evaluation
 Centrality of subject matter to competent job performance
 Consequences of poorly developed/delivered training
 Number of staff to be reached
 Length of course
 Legal mandates, public and political pressures
 Agency goals

7. Kirkpatrick (1994) Model of
Evaluation - Overview
4 levels of outcome evaluation –
1. Level 1 – Reaction
2. Level 2 – Learning
3. Level 3 – Behaviour
4. Level 4 – Results

8. Level 1 - Reaction
Measures participant’s reactions to the training program,
including:
 reactions to the overall program (outcomes) e.g.,
* “To what extent did you find the Orientation program
useful?”
 reactions to specific components of the program
(processes) e.g.,
* What aspects of Orientation did you MOST
APPRECIATE and found USEFUL?
* What aspects of Orientation did you LEAST
APPRECIATE and feel is MOST IN NEED OF
IMPROVEMENT?

9. 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.

10. Level 3 - Behaviour
• 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.

11. Level 4 - Results
• 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.

12. Model for Successful Training Course Evaluation
 Step 1: Identify the purposes of the evaluation.
 Step 2: Determine the levels of evaluation needed.
 Step 3: Develop an evaluation design.
 Step 4: Select or develop instruments.
 Step 5: Develop a data collection plan.
 Step 6: Pilot and revise instruments and procedures.
 Step 7: Collect evaluation data.
 Step 8: Analyze evaluation data.
 Step 9: Report results.
 Step 10: Provide feedback/disseminate results.

13. Benefits of Evaluation
 Improved quality of training activities
 Improved ability of the trainers to relate inputs to outputs
 Better discrimination of training activities between those that are worthy of
support and those that should be dropped
 Better integration of training offered and on-the job development
 Better co-operation between trainers and line-managers in the development of
staff
 Evidence of the contribution that training and development are making to the
organization

14. Purpose of Evaluation
 Feedback - on the effectiveness of the training activities
 Control - over the provision of training
 Intervention - into the organizational processes that affect training

15. What can be evaluated?
 The Plan
 The Process

16. How to evaluate the Plan?
• Course Objectives
• Appropriate selection of participants
• Timeframe
• Teaching Methods

17. How to Evaluate the Process?
• Planning Vs. Implementation
• Appropriate participants
• Appropriate time
• Effective use of time
• teaching according to set objectives

18. Methods for Process Evaluation?
 Observation by the teacher him/herself
 Observation by other teachers
 Questionnaire completed by students
 Evaluation discussion by students
 Staff meetings