Training Evaluation: Maximizing Program Impact

1. TRAINING EVALUATION • WHAT? • WHY? • HOW? • SO WHAT?

2. Definition • Any attempt to obtain information (feedback) on the effects of a training program, and to assess the value of the training in the light of that information • A continuum of methodology • An applied research • Literature suggests the use of formal, systematic, and comprehensive evaluation

3. Evaluation: Part of Planning • Training needs analysis • Setting objectives • Determining subject content • Selecting participants • Determining the best schedule • Selecting appropriate facilities

4. Selecting appropriate instructors • Selecting and preparing audiovisual aids • Coordinating the program • Evaluating the program

5. Purpose of Evaluation • To decide whether to continue or discontinue training programs • To gain information on how to improve future training programs • To provide feedback to training program stakeholders

6. To assess changes in attitude, knowledge, skills, & impact of training program • To justify the existence of HRD section

7. Kirkpatrick: The Four Levels of Training Evaluation Level 1: Reaction Level 2: Learning Level 3: Behavior Level 4: Results

8. Evaluating Reaction • A measure of participant reactions to show their satisfaction levels • Satisfactions toward training variables such as administration, program, facilities, teaching, etc. • Positive or favorable reactions are desirable

9. Guidelines for Evaluating Reaction • Determine what you want to find out • Design a form that will quantify reactions • Encourage written comments/suggestions • Get 100% immediate response • Develop acceptable standards • Communicate findings as appropriate

10. Evaluating Learning • Educational program involves change in attitude, knowledge or skills • The objective of training program must change at least one element

11. Guidelines for Evaluating Learning • Use a control group if practical • Evaluate pre and post • Use appropriate instruments • Get 100% response • Use the findings to take appropriate action

12. Evaluating Behavior • Practice in workplace • Application of learned knowledge, skills & attitude • Transfer of training • Depends on many factors such as time, facilities, organizational climate, etc.

13. Guidelines for Evaluating Behavior • Use a control group if practical • Allow time for behavior change to take place • Evaluate pre and post • Get data from various resources • Get 100% response or a sampling • Repeat the evaluation at appropriate times • Consider cost versus benefits

14. Evaluating Results • Impact of training program • Personal, family, society, organizational, & nation • Increased production, improved quality, increased sales, higher profit, decreased costs, reduced complaints, reduced turnover, etc. • Indirect & long term

15. Guidelines for Evaluating Results • Use a control group if practical • Allow time for results to be achieved • Measure pre and post • Repeat the measurement at appropriate times • Consider cost versus benefits • Be satisfied with evidence if proof is not possible

16. Instruments, Analysis, Reporting, Acting of Evaluation Findings • Observation with check lists, questionnaire, observation, interview, documents, pencil and paper test, performance test • Measurement of Central Tendency – mean mode, median, range, % • Memo, detail report, oral and written • Respond by stakeholders