Training Evaluation

Pre Post
Training Evaluation
 Training evaluation is a systematic
process to analyze if training
programs and initiatives are
effective and efficient.
 To assess the training programs are
aligned with the company's goals
and objectives.
Why Evaluate?
The training evaluation process is essential to assess training effectiveness, help
improve overall work quality, and boost employee morale and motivation by
engaging them in the development of training programs.
Most training professionals are accustomed to evaluating training programs

for the purpose of improving the program.
•Using formative (during the program) and

•summative (after the program) methods,
they ask questions related to how participants enjoyed the program,

whether they learned key information and how the program might be
improved for future sessions.
This type of information is useful to learning and performance
professionals to gauge the quality of their training programs, materials and
presenters.
If evaluation of the training program shows that the program was well-received and
key information was learned, then the program can be called effective training.
More savvy training professionals realize that even the most well-designed and well
received training programs are of little use unless what is learned in training gets
implemented on the job.
This is often called the transfer of learning to behavior. If what was learned translates
into improved job performance, then it is possible for better organizational results to be
achieved.
If training evaluation shows that on-the-job performance increased and results

improved, then training effectiveness has occurred.
Finally, learning and performance professionals must be able to show the

organizational value of their training. Like any other department in an organization,
training is not exempt from showing how the resources allocated to them have been put
to use. By gathering data related to effective training and training effectiveness,
learning and performance professionals can credibly show the value that training has
brought to the organization.
Rationale of Training evaluation
As per Kirkpatrick
 To improve the program

 To maximize transfer of learning to
behavior and subsequent organizational
results
 To demonstrate the value of training to
the organization
Evaluation Strategy and Design
Purpose of Training Evaluation
 Determine if accomplished objectives

 Identify strengths and weaknesses
 Cost-benefit analysis
 Who should participate and who benefited most
 Determine if program appropriate
 Database for decision making about training
Training Evaluation
 Here, the training program is evaluated to see
whether it has actually helped the organization
achieve its improvement objectives.
Two kinds of evaluation:-
 1. Process Evaluation- evaluation of the training
process itself, i.e. whether the training followed
the curriculum originally set out.
Ex- whether a teacher followed the course
outline throughout the course
Training Evaluation
Pic- 01
Training Evaluation
 2. Outcome Evaluation :-Whether the training resulted in
any real benefits or improvements for the firm. Here, the
results of training are compared with the original
objectives of the training program to see whether there are
any improvements in performance. If yes, the training
program is a success. If no, then it is not worth it.
 Also, organizational constraints affect training. Even if a

training program is successful, it might not be feasible if it
involves a lot of time, is very expensive, or requires
extreme involvement from the employees. All these might
not be possible in a tight, competitive business
environment.
Training Evaluation
Pic- 02
Kirkpatrick’s Levels of Criteria
 Reaction – did trainees like the program

 Learning – demonstration of learning at end of
program RLB
 Behavior – actual transfer to job
R
 Results – impact on bottom line including
efficiency, productivity, cost, etc.
The New world Kirk Patrick Model
1.Reaction 2.Learning
Training Evaluation
3.Transfer 4.Results
Data Collection Methods
 Interview
 Questionnaire
 Direct observation
 Tests and simulations
 Archival performance
 data Types of data – individual, group, system
wide
Potential Questions to Be Addressed in a
Process Analysis (Before Training)
 Were needs diagnosed correctly?
 What data sources were used?
 Was a knowledge/skill deficiency identified?
 Were trainees assessed to determine their prerequisite KSAs?
 Were needs translated into training objectives?
 Were all objectives identified?
 Were the objectives written in a clear, appropriate manner?
 Was an evaluation system designed to measure
objectives?
Cont.
 Was the training program designed to meet all the
training objectives?
 Was previous learning that supports or inhibits training identified?

 Were individual differences assessed/factored into training design?
 Was trainee motivation to learn assessed and addressed?
 Were processes built into training to facilitate recall and transfer?
 Were steps included to call attention to key learning events?
 Were aids for symbolic coding and cognitive organization designed?
 Were opportunities included for symbolic and behavioral practice?
 Were steps included to ensure transfer of learning to the job?
 Are the training methods appropriate for the learning

objectives?
Potential Questions to Be Addressed in a
Process Analysis (During Training)
 Was there a match between trainer, training techniques, and
training/learning objectives?
 Were lecture portions of the training effective?
 Was involvement encouraged/solicited?
 Were questions used effectively?
 Did the trainer appropriately conduct the various training
methodologies (case study, role play, etc.)?
 Were they explained well?
 Did the trainer use the allotted time for activities?
 Was enough time allotted?
 Did trainees follow instructions
 Was there effective debriefing following exercises?
 Did the trainer follow the training design and lesson plans?
 Was enough time given for each of the requirements?
 Was time allowed for questions?
Types of Outcomes and Examples of Factors
Affecting those Outcomes

Training Evaluation

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Pre Post

Most training professionals are accustomed to evaluating training programs

•Using formative (during the program) and

they ask questions related to how participants enjoyed the program,

If training evaluation shows that on-the-job performance increased and results

Finally, learning and performance professionals must be able to show the

 To improve the program

 Determine if accomplished objectives

 Also, organizational constraints affect training. Even if a

 Reaction – did trainees like the program

 Was previous learning that supports or inhibits training identified?

 Are the training methods appropriate for the learning

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