Training Evaluation

1. Training Evaluation By Dr Syed Israr Aga Khan university Karachi, Pakistan

2. Session Objectives:a.To define training evaluationb. To discuss the purpose of training evaluationc. To Identify different types of training evaluationd. To review and critique training evaluation tools

3. Training • Involves learning • implies learning to do something • it results in things being done differently

4. A Model Of training Based Upon Improving Effectiveness 1. What aspects of organizational 2. How are the levels effectiveness or performance of effectiveness or are to be changed performance to be measured 6. Training/Learning activities 3. What behaviors are necessary to achieve these levels 5. Is there a need for learning 4a. What knowledge, skills and attitudes are needed to support these behaviors 4b. What aspects of supervision, job design or structure need to be changed

5. Evaluation • It is a process of establishing a worth of something. • The ‘worth’, which means thevalue, merit or excellence of the thing

6. Evaluation is a ……….. • State of mind, rather than a set of techniques

7. 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

8. 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

9. What can be evaluated Remember 3 Ps • The Plan • The Process • The Product

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

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

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

13. How to Evaluate the Product • Is only evaluation of the product sufficient? • Time • Ultimately all stages require evaluation in any case • Triangulation technique • Changes in effectiveness • Impact Analysis • Achieving Targets • Attracting Resources • Satisfying Interested Parties

14. Productivity Processing Time Profit Operating Cost Rates of meeting deadlines Cost/Income ratio % of tasks incorrectly done Level of variation in product Ability to cope with circumstances Time to reach job competency levels of supervision required Frequency and costs of accidents Achieving Targets

15. Increase in number of clients New markets entered New branches opened Ability to cope with external changes Increase in the pool of trained staff skills for future job requirement developed Flexibility in meeting changing customer’s requirements improvements in the competencies Attracting Resources

16. Clients complaints Product or service quality Awareness of clients problems Program image surveys Clients relations surveys Surveys within the organization On-time deliveries Satisfying Interested Parties

17. Training and the workplaceFramework of Kirkpatrick 1 2 3 4 Reactions Results Learning Behavior TRAINING WORK PLACE

18. The question that we should be asking is not ‘Why Evaluate Training? But Can we afford not to evaluate training activities