Evaluating Training - Beyond Reaction Evaluation

19Evaluating Training - Beyond Reaction Evaluation

IJTD JOURNAL XXXVI : 1, JANUARY - MARCH, (2006)

Evaluating Training - Beyond Reaction EvaluationGulzar Jiwani

In today's milieu of accelerated economic development, there is greater awareness regarding HumanResource Development in all sectors of the Indian economy. With the changing employment scenarioreflecting the needs, wants, and expectations of an ever changing society, lot of focus is given on Trainingand Development which endeavours to equip trainees with required skills to cope with growing businesscomplexities and dynamics of the competitive world. Every year huge investment is done by national,state, private funding agencies, corporate, and practitioners/academicians devotes countless hours to thenuts and bolts of the curriculum designing and training but very little has been done systematically tostudy and evaluate training impact in terms of - to what extent training programme succeeded in theirdifficult task of preparing the trainees with required skills and ensuring transference of learning. Manyprofessional trainers and training departments are found to use only Reaction Evaluation at the end of thetraining programme, whose results initially appear heartening and such evaluation can capture onlyimmediate feelings and perceptions of the participants, which hardly indicate learning in terms of knowledge,skills and attitude and its transfer to the job. The aim of this study is to evaluate whether the trainingprogramme has facilitated the process of acquisition of knowledge, skills, attitude and whether this acquiredknowledge and skills in turn has helped them in actual application of learning and has enhanced theirperformance. This study was also taken up to find out the most effective training methods that help inensuring learning and its transfer to real life situations based on Virmani and Premila's model of TrainingEvaluation.

Gulzar Jiwani - Training Manager, KAB Education consultancy, HyderabadE-mail: [email protected]

Why Evaluation

In today's environment of increased

accountability, the training evaluation process

is a critical component of an organization's

training programme. Trainers and the

organizers conducting the programme are not

only accountable for what employees learn, but

they are also accountable for ensuring that

trainees transfer their knowledge to their work

performance. While traditional training

evaluation methods focus on using the

assessment process to improve training

delivery, it is imperative to collect information

that can determine whether training is assisting

the organization to improve its business

performance.

Many people have an image of evaluation

as a questionnaire to fill out at the end of a

Training programme. An effective evaluation

is much more than that. For the purpose of our

Indian Journal of Training & Development20

study various evaluation models were studied

and it was decided to apply Virmani & Premila's

evaluation model for this study.

"Evaluation of the training programme can

no longer be considered as perfunctory task

with little analysis and usefulness, instead

should be considered as a thoughtful process

forming the base line for further progress and

must help in justifying the investment in terms

of time, money and energy. To be effective,

evaluation should be included as part of the

training programme, and not something to be

thought of at the end of training. Hence, a plan

of evaluation should precede training and not

follow it."1

Carrying out training, without the appropriate

evaluation is akin to releasing a product without

conducting a quality check.

Most of the research in India on evaluation

of training programme focuses only on one tool

of participant's reaction immediately after the

programme. It is very important to assess the

effectivity of the training programme based on

the learning and its subsequent impact on the

organization improvement. Therefore, major

thrust in this model of evaluation is to check

and cross-check the actual learning derived

form training apart from its general feeling and

reaction of the participants and its transfer to

the job. The model also emphasis on the

organizational and other social factors which

help/hinder transfer of learning. It has adopted

the Action research method wherein research

findings are applied to improve subsequent

programmes.

The evaluation model devised by Virmani

and Premila constitutes of three stages:

� Pre-training Evaluation

� Context & input evaluation

� Post-training evaluation

Authors describe that the first stage is the

period before training during which the trainees

have expectation from the course. The second

is the teaching and learning stage and the third

is after training where trainees are supposed to

apply and integrate his learning and apply in

day to day activities.

Before we further discuss the evaluation

model applied, let us first understand the aim

of the evaluation study, the concept of the

training programme selected as a case study to

demonstrate the evaluation technique, its broad

outcome and specific objectives.

Aim of the Evaluation study

Following are the aims of the study taken up:

� Measuring the effectiveness of the


programme for adolescents both in terms

of immediate reaction of the participants

and also the learning factor.

� To explore various factors that would help

or hinder the learning process while dealing

with adolescents, which in turn will help

to figure out training methods and

techniques suitable for this age group.

� To streamline the evaluation system of all

the programmes by formulating a suitable

model of evaluation.

Programme Concept

Compete or die! This is the harsh reality of

today's world. We are living in the midst of a

global competition explosion! In every

profession, in every area of life, competition is

getting stiffer and fiercer. The numbers of

competitors have increased faster than the

number of jobs, resources and opportunities.

The pressure is on! Every individual has to be

multi skilled to survive in today's society. Thus,

the training programme was designed for

students to make them aware of the skills

required to be successful and equip them with

it. This training programme was selected as a

case study to demonstrate the evaluation

technique by applying Virmani and Premila's

evaluation model. The training design of the

programme is developed on the research done

by W.H.O (World Health Organisation) on skill

set required to succeed in this competitive

society.

The broad objective of the programme is to

equip students with the skills required to deal

effectively with the demands and challenges of

Global environment.

Objectives of the programme

� To enable participants to improve their

communication skills.

� To enable participants to develop

assertiveness.

� To enable participants to develop effective

decision making skills & effective problem

solving skills.

� To enable participants to improve their

creativity.

� To enable participants to develop their

Emotional Quotient.

� To sensitize participants towards efficient

Time utilization.

Evaluation Model used for the study: Table

exhibiting Virmani & Premila's evaluation

model

Following chart describes clearly, how stages

of Virmani & Premila's model were

incorporated in our study:


Following chart describes clearly, how stages of Virmani & Premila's model were incorporated in our study:

Stages Process/Method used Objectives

Stage IPre-trainingevaluation

� Pre-training Questionnaire was sent to thetrainees 15 days prior to the programme

� Pre-programme meet was called todiscuss components of the programme.

(Annexure I-Pre training Questionnaire)

� To know the objectives/expectations ofthe trainees

� To ensure goal congruence ofobjectives between the trainer andtrainee.

Stage IIContext & inputevaluation

� Collated data of Pre-training Questionnaire� Documentation of pre-programme meet

� To understand the background,context of each participants

� To get a direction on the kind ofinputs and pedagogical toolsrelevant to achieve the set objevtives

Reaction evaluation:� Evaluation Questionnaire circulated

immediately after the programme� Informal descriptive comments were captured

by the evaluation team� The data was collated and presented in graphical

form

(Annexure II-Programme Evaluation Questionnaire)

Learning evaluation:� Pre and post-test questionnaires were

administered before and after each sessionof the programme.

� Learning of each session was measured byapplying the formula of learning index:

� Learning index of each trainee wascalculated and then average learning indexwas calculated by dividing the sum totalwith number of participants.(Annexure III-Sample Pre & post testQuestionnaire)

� Every trainee was asked to prepare an actionplan based on his or her learning subsequentto the programme.

� Follow-up questionnaire sent to the traineesafter one year to know the usefulness andapplicability of the concepts learned.

(Annexure IV-Follow up Questionnaire)

To capture the immediate feeling of thetrainees with reference to the followingparameters:� Knowledge of the faculty� Aids used� Relevance of the content� Utility and benefit� Time allotted� Objectives achieved

� To know the degree of learning ofeach session at the end of theprogramme.

� To provide an opportunity to thetrainee to evaluate his own learning

� To facilitate and guide the traineein formulating the strategies ofimplementation

� To assess the applicability of theconcepts learned

� To know the problems faced by thetrainees in implentation process.

Post training score - pre training score------------------------------------------------ X 100100 - pre training score

Stage IIIPost trainingevaluation


Pre-training evaluation

In order to make the training programmemore meaningful and relevant, a pre training

Questionnaire was sent to all trainees 15 daysprior to the programme.

Objectives of Pre -Training evaluation

(See Annexure I - Pre training questionnaire)

� To know the objectives/expectations of thetrainees

� To know the profile of the trainees in termsof their academic streams, age, location

� To ensure goal congruence of objectivesbetween the trainer and the trainee.

After analyzing Pre-training questionnaire,one line chart of trainees profile was preparedand their expectations were mapped anddiscussed with the trainers. Understanding ofthe training objectives by the participants, andclarity of their expectations by the trainersbefore the commencement of the programmeis imperative to achieve goal congruence. A preprogramme meet of all trainees was called todiscuss the expectations from the programmeand it helped both the parties to a great extentovercoming the perception gap and becomingmore realistic in their objectives.

The data obtained from the pre-trainingQuestionnaire helped in the following areas:

� Identifying needs/expectations of thetrainees

� Degree of congruence between the goalsof trainees and the organization's goals

� Information on whether the trainees hoping

to get some guidance to solve any specificproblems

It should be noted, that as per the model, anytraining activity will be effective in achievingits objectives if there is congruency betweenthe objectives of three parties involved -trainees, his organization/boss, and the traininginstitution/trainers. In our study, we made aneffort to bring congruency between trainees andthe trainers only, because of the limitation withthe kind of trainees we had, they were studentsuncertain of the kind of job and workenvironment they will be working few yearsdown the line.

Context and input evaluation

Consolidation of pre training questionnaireand Pre-programme meet gave direction to thetrainers in deciding the level of training inputsrequired for this age-group. It helped them todecide the level at which the sessions have tobe pitched.

On getting the clarity about the objectivesand the profile of participants, trainers shiftedthe emphasis of the inputs and changed someof the pedagogical tools to provide moremeaningful experience. Following were theobjectives at this level of evaluation study:

� To understand the background and thecontext of each participants

� To get a direction on the kind of inputs andpedagogical tools relevant to achieve theset objectives.

Post training evaluation

Levels of evaluation after training are as follows:

1. Reaction evaluation


2. Learning evaluation

3. Job improvement plan

4. On the Job Evaluation

5. Follow up stage

Training aims at improving the jobperformance of the trainees. In the modelAuthors have suggested on the job evaluationand JIP - Job Improvement Plan, it is an actionplan prepared by each participant for improvingjob performance on the basis of the learninghappened during the training programme. In ourstudy, we did not include the level 3 & 4because of the limitation with the kind oftrainees we had, they were students, uncertainof the kind of job and work environment theywill be working few years down the line.

Reaction evaluation

Immediately after each module, participantswere given Programme evaluationQuestionnaire which gave information aboutthe module and the immediate reaction/feelingof the participants about the following sixparameters:

The programme evaluation Questionnaireused for the reaction evaluation covered thefollowing broad categories. (See Annexure II)

1) Knowledge of the faculty (K)

2) Aids used (A)

3) Relevance of the content (R)

4) Utility and benefit (U)

5) Time allotted (T)

6) Objectives achieved (O)

The data obtained from the evaluation form wascollated and analyzed in a graphical form.

Some observations and finding, after studying

the graphs of the reaction analyses:

� Under first parameter-knowledge of the

faculty, Emotional intelligence and problem

solving & decision making module scored

highest, 84% and 80% respectively.


� Only 40% of the trainees felt that aids usedin EI module was appropriate and effective,which had affected the objectives achievedparameter wherein only 52% of them feltthat objectives were completely achieved.Hence showing the correlation betweenaids used and achievement of objectives.

� For creativity, only 48% of the traineesrated that knowledge of the faculty washigh, which has clearly impacted its ratingin the parameter of objectives achieved -only 44% felt that objectives are completelyachieved.

� Only 28% felt that creativity module washighly relevant.

� 80% of the participants felt that problemsolving and decision making was highlyrelevant which substantiates the fact thatstudents of this age group are confused.

Reaction evaluation was useful mechanismfor gathering feedback on the programmecontent, design, instructor and trainingmethods. Reaction evaluation seen in isolationto change the training inputs or method maysome times prove dangerous. As in our studywe noticed that only 36% of participants duringreaction felt that module on communicationskills was highly interesting and useful and restfelt that it was not interesting where as thelearning index of this module is 64% which asper our analyses is above average. After oneyear, during follow-up evaluation, 80% of thetrainees responded that they were able to applytechniques from the communication skillsmodule. Notwithstanding its advantages, the

trainer and the organization should be awarethat reaction evaluation has some inherentbiases affected by social and other factorsduring the training programme.

Learning evaluation

We cannot totally rely on the reaction of thetrainees as a method of evaluation, as it isemotionally biased to some extent. Mereexpression from the participants that they havelearnt from the programme may not besufficient indicator of effectivity of theprogramme. Therefore, it was imperative tomeasure actual learning. Thus, it was decidedto measure learning by administering pre andpost test questionnaires covering differentaspects of training before and immediately afterthe training programme.

This phase is very significant part of thewhole evaluation process. It addresses thequestion: Did the participants learn anything?To ascertain this, pre and post questionnaire wasprepared for every module and all theparticipants were asked to fill it up before eachmodule and after completing it. Measuring thelearning that takes place in a trainingprogramme through pre & post questionnaireis important in order to validate the learningobjectives. Pre and post test questionnairebasically focused on

� What knowledge was acquired?

� What skills were developed or enhanced?

� What attitudes were changed?

In the model, authors have followed variousapproaches to substantiate the learning occurredduring the programme. They linked the pre and


post learning to various biographical,psychological and organizational variables toassess the contribution of these variables tolearning which in turn help trainers to reorientthe inputs or selecting the participants ofparticular profile matching with the trainingprogramme. They also measured rigidity/flexibility of participants to discriminatebetween participants who are flexible and opento learn and those who are rigid in theirapproach. In our study we limited the analysesto the pre-post questionnaire only andcalculating learning index of each module.

(See Annexure III for sample pre & postquestionnaire)

Following formula from Virmani & Premila'smodel was applied to measure learning

index of session:

Post training score - Pre training scoreLearning index = ------------------------- X100

100 - Pre training scoreFinding out the true learning index was moot

point for the authors. The most obvious learningindex, i.e. the difference between the post andpre training test scores but it has some apparentdisadvantages. For example, the differencebetween the trainee whose initial score was80% and post training score was 90% with thechange of 10% (90-80) vis a vis the traineewhose pre-score was 20% and post score was30%, again giving a change score of 10%. Thus,an index easy to understand and calculate wasderived where in more importance was givento the unknown or unlearnt score (100 - Pretraining score) than the pre training score itself,since it was a true indicator of the degree towhich the trainee gain through the trainingprogramme.2

High

Medium

Low

Module No. of No. of Sum of Average Level(In order of participants participants learning index learning indexits scores (N=26) not filled up of all trainees% of each module

1. Problem solving 23 3 1800 78.26%decision making

2. Assertiveness 26 0 1795 69.04%

3. Creativity 25 1 1681 67.24

4. Communication 25 1 1600 64.00%skills

5. Time mgt 26 0 1255 48.26%

6. Emotional 22 4 866.55 39.39%intelligence

Average Learning Index of each module in a tabular form

Learning index between 75% - 100% rated as HighLearning index between 50% - 74% rated as MediumLearning index between 0% - 49% rated as Low


intelligence module great insight was

drawn that the faculty just being highly

knowledgeable will not ensure greater

degree of learning but the way the module

is delivered and the discussion is generated

plays very crucial role in achieving higher

learning index. In this module inspite of

84% of the trainees feeling that faculty was

highly knowledgeable; the learning index

is lowest of all the modules. It was also

noted that only 40% trainees felt that aids

used were appropriate and effective. This

is the lowest when compared with all other

modules. Thus, it highlights the significance

of the approach and the methods used

during the course.

� If we compare the ratings of assertiveness

module, it has scored second best in both

the reaction and learning index. 76% of

trainees feel that objectives had achieved

completely, and also the learning index of

this module is second highest. 84% of

trainees feel that time allotted was

adequate.

Follow - up stage

Evaluating participants and the programme

sometime after the training programme is

probably the best measure of a programme's

real impact. Follow-up evaluation is the most

reliable. Follow up studies can take several

Comparison of Reaction and learning

It was really an interesting exercise to

compare some of the parameters of reaction

evaluation with the learning scores.

The Reactionary ratings of each module in

all six parameters were compared with the

learning index of modules and following

important points were inferred which will be

useful to all in the training fraternity.

Inferences and recommendations

� The module on problem solving and

decision making has highest learning index

of 78.26%, it is interesting to know that the

80% of trainees felt that the faculty of this

module was highly knowledgeable and

72% of the trainees' felt that the aids used

were appropriate and effective, and 80%

of the trainees felt that content was highly

relevant. Thus it is evident that

knowledgeable faculty along with the

ability to use various aids and activities has

significant impact on the rate of learning.

� It was surprising to see that only 28% of

the trainees felt that module on creativity

is highly relevant where as 72% felt that it

is adequately relevant. Inspite of this the

learning index of this module was 67.24%.

Thus, a great lesson for trainers and module

developers that reaction evaluation may not

be totally reliable to change the inputs of

the training course.

� While comparing the reactionary feedback

and the learing index of Emotional


forms. We can send questionnaires to the

participants to find out how much they are using

what they learned in the training and how they

would rate it after being away from it for a

while. We can visit participants on the job for

obsevations or interviews either to measure

participants' behaviours or to discuss the

programme's effectiveness.

The purpose of this evaluation stage is to

establish accurately, validly and reliably, that

learning was transferred and to evaluate the

practical usefulness of training. In the model,

authors have suggested to involve boss and

subordinates of the trainee also at the follow-

up stage to ensure more conducive climate for

implementation. But in our study, a follow-up

questionnaire was sent to trainees after a year

and we limited it to trainees only because of

the limitation with the kind of trainees we had,

they were students uncertain of the kind of job

and work environment they will be working few

years down the line.

(See Annexure IV - Follow up Questionnaire)

Out of 26 participants, 20 of them responded

the questionnaire.

Analyses of follow up questionnaire

Some of the question's analyses are as follows:

I. The objectives set by the department at thefirst stage of the programme planning waslisted and all 26 participants were asked to

give their rating after a year, whether theseobjectives were totally achieved, partiallyachieved, or not achieved at all.

Following were the findings after analyzing thequestionnaire:

Out of 20 participants:

60% felt that objectives were totallyachieved.

40% felt that objectives were partiallyachieved.

II. Did you make any attempt towardsapplying some of the ideas, techniques,concepts and skills acquired through theprogrammed, as per action plan prepared?

� 30% of them responded that they madean attempt to bring major changes.

� 60% of them responded that they madean attempts to bring minor changes.

� 10% of them responded that no attemptwas made from their side.

III. Which module's techniques were you ableto apply?

100% of them said that they were ableto apply techniques of Assertivenessmodule.

90% of them said that they were able toapply techniques of Problem solvingDecision making skills.

80% of them said that they were able toapply techniques of Communication skills.

These three modules were rated high duringlearning evaluation, their learning index ismore than 60% and after one year trainees


were able to apply some of the techniquesof these modules only. Thus, it is evidentthat if the faculty is knowledgeable withthe ability to use variety of training methodswill have a great impact on the learningindex and also on the motivation andcommitment of trainees to apply theconcepts and techniques in real lifesituations.

IV. Please specify the factors you will attributeto your learning during the programme andits application in real life situations:

I. Fun filled activities along with effectivedebriefing sessions (90%)

II. Experiential learning techniques (80%)

III. Hard work and self determination (30%)

IV. Exposure and encouragementby peers and family members (50%)

Conclusions and recommendations

Evaluate? What's to be evaluated? Aparticular training course? The trainees? Thetrainers? The training department? The trainingmethod, Training in general? Why evaluate it?Do we wish to gauge its effectiveness, Changebehaviour? Shape attitudes? Improve jobperformance? Reduce defects? Increase sales?Enhance quality? How much does it cost?Whatever it costs, is it worth it? Who says? Onwhat basis? What are we trying to find out? forwhom?

The evaluation of training poses a problemfor many trainers, managers, executives, andother professionals with an interest in training.The preceding question illustrate the

complexity of any effort to evaluate trainingand emphasize the importance of being clearabout the purpose and its process. Effectiveevaluation will not just happen on its own. Itmust be carefully planned. A system forevaluating the training programme must be putin place before it starts. The key to planning auseful evaluation is the same as the key toplanning a successful training programme.

It is to be emphasized once again thatevaluation must be included as part of thetraining programme, and not something to bethought of at the end of training. Hence, a planof evaluation should precede training and notfollow it.

Well-planned and well-conducted evaluationcan provide useful information to fundingagencies, sponsoring institutions, trainers, andparticipants. Evaluation data can serve:

� To show the real worth of a programme,

� To show where to improve futureworkshops and institutes,

� To justify funds expended,

� as a basis for rational decisions about futureplans of the organization,

� To list out most effective method whichfacilitates learning of trainees.3

By applying Virmani and Premila's modelof evaluation to our study, following inferenceswere made which will prove useful to all peoplein training fraternity:� Pre-training questionnaire helps both the

trainers as well as trainees. It helps inbringing the congruence of training


objectives between boss, organization,trainees and the trainers. It not only helpsthe evaluation process but also becomes thetool, which brings the awareness amongtrainees about the various topics to becovered in the training programme and theyget enthused and motivated to learn fromtraining. On the other hand, it also helpstrainers to formulate the training design inview of expectations of the trainees, canfigure out the relevant pedagogical tools,or shift emphasis of the inputs dependingon the profile and expectations of trainees,boss and the organization.

� Under reaction evaluation, it is veryimportant to measure specific aspects of theprogramme which can provide informationon the knowledge of the faculty, methodand aids used, relevance and theachievement of the objectives. Thoughreaction evaluation may not be totallyreliable to change the inputs of the trainingcourse because of its inherent biasesaffected by social and other factors duringthe training programme, yet it is animportant indicator of the frame of mind,with which trainee is leaving. This isimportant because if the trainees are leavingwith positive attitudes, there are greaterchance of higher commitment to apply theknowledge and skills acquired through theprogramme. Thus, in our case we decidedto continue with the programme evaluationquestionnaire for all the programme.

� Experiential learning techniques with lotof activities and role plays facilitates thelearning process of participants especially

adolescents, thus based on the study andits outcome, we decide to review themodules of emotional intelligence and timemanagement whose learning index islowest of all the modules.

� On comparing the action evaluation graphsand the learning index of all the session, itcan be concluded that Its not only theknowledge of the faculty that helps inachieving the set objectives but also themethods and aids used have great impacton the learning. Thus establishing goodcorrelation between learning index and themethodology. Based on this evaluationstudy it can be construed that participativeand experiential learning method facilitatesthe process of learning. Following methodsfound to be more effective which trainerscan always use in their training session:

• Role plays

• Simulations

• Case study followed by syndicatediscussions

• Brainstorming and questioning

• Outdoor and indoor activities apt to thesubject

It is imperative for the trainers to ensure thatthe debriefing session after every activity isvery effective only then the learning can beculled out from each of these methods or elsethe activity in no time will turn into games andparticipants will start having fun.

� Any organization investing time and effortin training of executives is interested in thetransfer of knowledge to the job and itsimpact on the performance. Thus, the


training institution and the trainers have animportant role in ensuring that knowledgeacquired at the training institution findssufficient application. Technical skills canbe measured, increase in the knowledge canbe measured but assessing the degree ofchange in job performance is difficultbecause of various factors involved. Thetool of follow up questionnaire used in themodel helps in assessing the transfer oftraining and improvement in jobperformance. The follow-up questionnairewas also sent to boss and the subordinateto eliminate the inherent bias in the methodof self reporting.

REFERENCES

1. B.R Virmani & Premila Seth, EvaluatingManagement Training and Development,Vision Books Pvt. Ltd, New Delhi, 8-9,1985.

2. B.R Virmani & Premila Seth, EvaluatingManagement Training and Development,Vision Books Pvt. Ltd, New Delhi, 8-9,1985.

3. Ayers, Jerry B. Evaluating workshops andinstitutes. Practical Assessment, Research &Evaluation, 1(8). (1989).


Pre Training Questionnaire

Name of the participants:

Residential address:

Tel:

Email ID:

Presently studying:

Date of birth: Age :

1) Did you personally opt for this course?

Yes ( ) No ( )

2) If no, were you sent by

� Parents

� Friends

� Life skills participants

3) Do the objectives stated in the brochure meet your expectations?

Yes ( ) No ( )

4) If no

Please specify your objectives and expectations from this programme:

5) Through this programme do you aim at solving any specific problem confronted by you in your life

Yes ( ) No ( )

6) If yes please specify (very briefly)

Annxure -1


Programme Evaluation Questionnaire

Dear Participants,

We hope you found our sessions fruitful and effective. In our pursuit to make them better, we request youto give a candid feedback on various parameters listed below. We hope that your opinions and suggestionsshall help us to make this programme more effective next time.

Participants Name (Optional): Date :

Tick the relevant cell

Annxure -II


a) What are the major contributions of this course to your personal learning as student.?

Thank you,


Pre & Post test questionnaire Sample of assertiveness module

Assertiveness test Questionnaire1. Assertiveness Means : ( )

a) Direct, Honest, Respectful.b) Indirect, Disrespectful.c) To dominate other.

2. Assertive behaviour Communicates: ( )a) The message of Superiority.b) The message of Inferiority.c) An Impression of self- respect and respect for others.

3. By being Assertive we work towards: ( )a) Win-Lose Outcomeb) Lose-Win Outcomec) Win-Win Outcome

4. "Only an idiot would think of a solution like that! Don't you ( )ever think before you talk?"Identify the behaviour style:a) Aggressiveb) Non-assertivec) Assertive

5. "No thank you, I appreciate your asking, but I really don't ( )enjoy all those soap operas Identify which behaviour style:a) Aggressiveb) Non-assertivec) Assertive

6. By being assertive we put: ( )a) Our wants, needs, rights above those of others.b) Our wants, needs, rights equal with those of othersc) Wants, needs and rights of others to be more important than our won.

7. Oh, I can't go- I have other plans. ( )Identify which behaviour style:a) Assertive.b) Aggressivec) Non-assertive

8. Along with "selection of words", "How we say them" is also important. ( )TRUE (OR) FALSE

9. Which style would you choose if somebody is interrupting you again and again: ( )a) You always interrupt my storiesb) I would like to tell my stories without interruption.c) You embarrassed me in front of all those people.

Annxure -III


Follow-up QuestionnaireName of the participant:Residential address:Tel:Email ID:1) The organization had set the following objectives for the programme. Kindly indicated the

degree of realization of these through the course

2) Did you make any attempt towards applying some of the ideas, techniques, concept andskills acquired through the programme, as per your action plan prepared:

1. Made an attempt to bring major changes ( )2. Made an attempt to bring in minor changes ( )3. No attempt was made ( )

3) Which module's techniques you applied1. Communication skills2. Assertiveness3. Problem solving and decision making4. Creativity5. Emotional intelligence6. Time management

4. Please specify the factors you will attribute to your learning during the programme and itsapplication in real life situation:

Thank you

Annxure -IV

� To enable the participants to developfeeling of healthy competition.

� To enable participants to developassertiveness.

� To enable participants to improve theircommunication.

� To enable participants to developeffective decision making skills &problem solving skills.

� To enable participants to improve theircreativity.

� To enable participants to develop theirEmotional Quotient.

� To sensitize the participants towards theefficient time management.

Objectives Totalrealizatio n

Partialrealizatio n

Not atall

Comments ifany, about these

objectives

Evaluating Training - Beyond Reaction Evaluation

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