A.

Evaluation of Training (Nguyễn Thị Thùy Dương)

1. Introduction

a. Definition

The process of Training Evaluation can be defined as “ any attempt to obtain information on
the effects of training performance and to assess the value of training in the light of that
information”

b. 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

c. 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

2. Levels of Evaluation

a. Reaction

• Participant Reactions

 This level measures how the participants reacted to the training event.

 The simplest and most common approach to training evaluation is assessing trainees.
  This level is important because it helps to understand how well the training was
received by the participants. At this level, we not only want to know if the participants
felt that the overall training program was a valuable experience, but we also want to
know their reactions regarding specific components of the program, such as the
instructor, the topics, the presentation style, the pace, and reference materials. Ideally,
their reactions should be measured immediately after the program.

 Getting measurements on their reaction to specific aspects or components of the

training program can provide information on what improvements can be implemented
for future training events. It can help to gain insight into whether to change the
presentation formant, add or remove content, extend the session, or modify another
component of the training.

 Potential questions might include the following:

What were your learning goals for this program?

Did you achieve them?

Did you like this program?

Would you recommend it to others who have similar learning goals?

What suggestions do you have for improving the program?

Should the organization continue to offer it?

b. Learning

• Checking to see whether they actually learned anything.

 Similar to level one evaluation, level two evaluation should be done immediately
following the training event to determine if participants gained the expected
knowledge, skills, or attitudes.

 Testing knowledge and skills before beginning a training program gives a baseline
standard on trainees that can be measured again after training to determine
improvement.
  Achievement tests or practice activities are often used to assess the amount of learning
that has occurred and the extent to which the participant has advanced in skills,
knowledge, or attitude. Since training sessions are usually designed with specific
learning objectives, these objectives can be the basis for the measurement of the new
knowledge, skills, or attitudes. The test or assessment should focus on measuring what
was covered during the training event.

 However, in addition to testing trainees, test employees who did not attend the training
to estimate the differential effect of the training.

c. Behavior

• Transfer of Training

 Effective application of principles learned to what is required on the job.

 Level three measures how much participants have changed their behavior as a result of
the training they received.

 Basically, this level is designed to determine if the newly acquired skills, knowledge, or
attitude are being used in the everyday environment of the learner. At this level, we not
only want to find out if the desired behavior change occurred, but if it did not occur, we
also want to find out why the change did not occur.

 This is why it is important to complete the first two levels of Kirkpatrick’s model and to
complete them immediately after the training event. If only the behavior is evaluated,
and it is determined that no behavior change has taken place, it may be incorrectly
assumed that participants have not learned anything from the training. But, by
completing the first two levels, it may show that there was a positive reaction to the
training and that the participants learned from the training event.

• Maximizing the Transfer of Training

1. Feature identical elements

2. Focus on general principles

3. Establish a climate for transfer

 4. Give employees transfer strategies

d. Results or Return on Investment (ROI)

• Utility of Training Programs.

 Calculating the benefits derived from training:

How much did quality improve because of the training program?

How much has it contributed to profits?

What reduction in turnover and wasted materials did the company get after
training?

How much has productivity increased and by how much have costs been
reduced?

 Frequently referred to as the “bottom line” results, level four often measures tangible
results such as increased production, decreased cost, improved quality, increased sales,
higher efficiency, and higher profits. Most organizations utilize bottom-line results in
their decisions to either continue, modify, or discontinue an approach or strategy.

 Level four evaluation also includes outcomes that an organization has determined to be
good for business or good for the employees. This may include such things as increased
employee retention, greater job satisfaction, higher morale, fewer grievances, higher
quality of work life, and increased customer satisfaction.

 Level four evaluation is the most challenging of the evaluations. Level four evaluation is
difficult to establish conclusive evidence that a training program was an essential piece
in producing the desired outcomes. Most times, the desired measurements are already
in place via normal management systems and statistical reporting methods, but the
challenge is to directly link those results to the training.

EVALUATION TECHNIQUES
3. Benchmarking Training

• Benchmarking

 The process of measuring one’s own services and practices against the recognized
leaders in order to identify areas for improvement.

Training activity: How much training is occurring?

Training results: Do training and development achieve their goals?

Training efficiency: Are resources utilized in the pursuit of this mission?

• Deming’s Benchmarking Model

 Plan: conduct a self-audit to identify areas for benchmarking.

 Do: collect data about activities.

 Check: Analyze data.

 Act: Establish goals, implement changes, monitor progress, and redefine benchmarks.

4. Evaluation Design

- Collection of information, including whom, what, when, and how, for determining the
effectiveness of the training program

- Types of Evaluation Designs

 + Post-test: Appropriate when trainees can be expected to have similar levels of knowledge,
behavior, or results outcomes prior to training

+ Pretest/post-test: Used by companies that want to evaluate a training program but are
uncomfortable with excluding certain employees

+ Pre-test/Post-test With Comparison Group: Differences between each of the training

conditions and the comparison group are analyzed determining whether differences between the
groups were caused by training