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Raman K. Attri

Evaluation of

Trainingby

Jayadeva de Silva


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Formative Evaluation

Formative evaluation (also known asinternal) is a method of judging the

worth of a program while the program

activities are forming(in progress). Thispart of the evaluation focuses on the

process.


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Summative

The summative evaluation (also know as

external) is a method of judging the worth

of a program at the end of the program

activities (summation). The focus is on theoutcome.


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The Ten Factors of Developing

a Training Program

1. Determine needs

2. Set objectives

3. Determine subject content

4. Select qualified applicants

5. Determine the best schedule


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The Ten Factors of Developing

a Training Program

6. Select appropriate facilities

7. Select qualified instructors8. Select and prepare audiovisual

aids

9. Co-ordinate the program

10. Evaluate the program


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Donald Kirkpatrick


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Kirkpatrick


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Evaluating

The reason for evaluating is todetermine the effectiveness of a

training program. (Kirkpatrick,1994, )


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Reasons for Evaluating

Kirkpatrick gives three reasonswhy there is a need to evaluate

training:


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1.To justify the existence of the

training department by showing

how it contributes to theorganizations objectives and

goals.


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2. To decide whether to continueor discontinue training

programs.


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3. To gain information on how to

improve future training programs.

(Kirkpatrick, 1994, )


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Kirkpatrick: Evaluating

Training Programs

What is quality training?

How do you measure it?

How do you improve it?


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'Training Evaluation

Senior managementThe trainers

Line management

The training manager

The trainee


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4-Tier Practical Training

Value Measurement Model Training Expectation MeasurementTrainee feedback scores on initial impression on to

what extent training met their expectations of

learning, skills and knowledge.

Tool: Survey FormStu

dent

feed

bac

k

Tier-1

Expectations


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Tool: Survey FormStu

dent

feed

bac

k

Tier-1

Expectations

Pre-Training

Vs Post-Training

Assessment

Tier-2Improvement

Training Improvement Measurement

Assessment of trainees training exposure and

expertise gained on same set of tasks before and

after training. Includes comparison of in-training &

Post-training test performance, If applicable.

Tool: Pre-training and Post-training Survey Forms.

Post-training performance tests.


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Tool: Survey Form

Training effectiveness Measurement

Post-training normalized feedback scores and its

quarterly trends. Feedback from trainee Manager

on visible incremental changes in trainee skills,

service parameters and on-job behavior.

Tool: Quarterly Follow-on Survey from Managers

Stu

dent

feed

bac

k

Tier-1

Expectations

Post-Training On-

Job Behavior

Survey

Tier-3

Effectiveness

Pre-Training

Vs Post-Training

Assessment

Tier-2Improvement









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Tool: Survey Form

Training effectiveness Measurement

Post-training normalized feedback scores and its

quarterly trends. Feedback from trainee Manager

on visible incremental changes in trainee skills,

service parameters and on-job behavior.

Tool: Quarterly Follow-on Survey from Managers

Stu

dent

feed

bac

k

Tier-1

Expectations

Post-Training On-

Job Behavior

Survey

Tier-3

Effectiveness

Improvement in business

indicators, revenue figures

or success parameters

Tier-4

Impact

Pre-Training

Vs Post-Training

Assessment

Tier-2Improvement








Training Impact Measurement

Impact of training for improving revenues,

enhancing business or other success factors

driving the training needs.

Tool: Comparison of Baseline data and Quarterlybusiness data, Impact Factor calculation sheets


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Tier-1: how closely does

Training meet the

expectations of trainees?

Feedback score collectedfrom each trainee at end ofthe class

Record general impressionabout the Training on anumerical scale of 1-5 orsimilar

Average score reflects how

closely training metexpectations of field andhow close it is aligned withbusiness needs identifiedearlier which drives thetraining.


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Reactions.

Reaction may best be defined as how well

the trainees liked a particular training

program."

Reactions are typically measured at theend of training.


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FEEDBACK FORM


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FEEDBACK FORMPlease take a few minutes to fill out this feedback form. Your feedback will help us strengthen the course delivery.

Course Title-

Name of the facilitator-You may provide feedback of the program on the following criteria by putting a () mark in the space provided.

4Exceeds Expectation; 3Meets Expectation; 2Needs Improvement; 1Unsatisfactory

4 3 2 1

Subject Knowledge

Presentation Style

Communication

Examples, Cases, Simulation & Exercises

Relevance

Supporting Materials

Overall Evaluation

1. What did you like most in the workshop?

2. What did you dislike in the workshop?

3. What other changes would you suggest in case the same course is conducted in future?

Learning & Development

Human Resources


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Verification of Reactions

Typically 'happy sheets'

Feedback forms based on subjective personal

reaction to the training experience

Verbal reaction which can be noted andanalyzed

Post-training surveys or questionnaires

Subsequent verbal or written reports given bydelegates to managers back at their jobs


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Tier-2: how well Training

improved skills of trainees?

Collect Pre-training and post-training

data on trainees skills before and

after the training. A well drafted skill

based survey can be used.

Compare improvements in exposure

or expertise gained by the trainee as

seen on post-training survey by

comparing it with pre-training survey.

Conduct in-training skill tests as part

of the qualification criteria to measure

the improvement in the learned skills.


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Learning.

What principles, facts, and techniques

were understood and absorbed by the

participants?"

What the trainees know or can do canbe measured during and at the end of

training


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Verification of Learning

WHAT?What knowledge was acquired?

What skills were developed or enhanced?

What attitudes were changed?

HOW?

Tests before and after the training

Interview or observation can be used before and aftertraining.

Measurement and analysis is possible and easy on agroup scaleReliable, clear scoring and measurements need to beestablished

Tier 3: How effective does the training prove


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Tier-3: How effective does the training prove

in changing On-job-behavior and skills of

trainee?

Collect quarterly feedback fromtrainees manager on hisobservations on improvement oftrainees on-job performance/behavior or skills after attending

training.Analyze the trends in key on-job-performance parameters orindicators as seen on surveywith respect to previousquarters.

Convert delta into normalizedscores to indicate the valuecreated by training in the workefficiency of the trainee

Ensure continual measurementof effectiveness after regularintervals to assess long term

value of the training.


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Behavior.

Changes in on-the-job behavior,Behavior

changes are acquired in training and they

then transfer (or don't transfer) to the work

place.What skills did the learner develop, that is,

what new information is the learner using

on the job?

When evaluating change in


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When evaluating change inbehavior, decide:

When to evaluate

How often to evaluate

How to evaluate


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V ifi ti f B h i


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Verification of Behaviour

What?Whether the trainee is able to transfer the learningto the work environment

New learning is demonstrated

Whether the trainee is motivated

How?self-assessment can be useful, usingcarefully designed criteria andmeasurementscooperation and skill of observers, typically line-managers, are important factors, and difficult tocontrol

Use of focus groups


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Tier-4: To what extent training does impact in

improving business / revenue or service

parameters specific to trainees or group oftrainees?

Measure quarterly the businessindicators of the trainees job or serviceparameters based on nature of job.

Business indicators could be collectedbased on individual job or groupresponsible for the said function.

Ideally business indicator data beforethe training should be used as baseline.

Record the business parameters or

governing service parameters onquarterly basis

Calculate qualitative or quantitativeimpact factor based on normalized delta.

R lt


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Results.

Reduction of costs;Reduction of turnover and absenteeism;

Reduction of grievances;

increase in quality and quantity or production;

or Improved morale which, it is hoped, will lead to

some of the previously stated results.

These factors are also measurable in the

workplace


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Th F L l


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The Four Levels

Reaction

Learning

Behavior

Results


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The Four Levels represent a

sequence of ways to evaluate(training) programs.As youmove from one level to the

next, the process becomesmore difficult and time-consuming, but it also provides

more valuable information.(Kirkpatrick, 1994,)

When all conditions are met,


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When all conditions are met,the employee must:

Realize an opportunity to use the

behavioral changes.

Make the decision to use thebehavioral changes.

Decide whether or not to continueusing the behavioral changes.


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Return on Impact (RoI) is a new approach

which measures the difference training has

created on those governing business/ service

or revenue parameters which drives training

needs.

The four conditions Kirkpatrick


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The four conditions Kirkpatrick

identifies for changes to occur:

Desire to change

Knowledge of what to do andhow to do it

Work in the right climate

Reward for (positive) change


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An individual and group


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g pexercise

Group 1- As an HR Manager,how will you

evaluate:-

The output effectivenessof a

supervisory training programme?

Group 2- TheOutputs to be Evaluated

after a Sales Training programme

Group 3- The Outputs to be Evaluated

after a Customer Relations Training

programme

Outputs to be Evaluated after


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p

Supervisory and Management Training

increased output

reduced absenteeism andtardiness

reduced cost of new hiresreduced turnover

increased number of employeesuggestions

climate survey data (morale andattitudes)

Outputs to be Evaluated after


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pSales Training

sales volume

average sale size

add-on sales

close-to-call ratio

ratio of new accounts to

old accounts

number of items per order

Outputs to be Evaluated After
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pCustomer Relations Training

accuracy of orderssize of orders

number of transactions per day

adherence to credit procedures

number of lost customersamount of repeat business

number of referrals

number of complaints

Questions & Concerns


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Questions & Concerns

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