Training evaluation refers to the process of collecting the outcomes needed to determine if training is effective. The company constantly evaluates the effectiveness of training programs to find if the money they have invested has been spending properly or not.
There are three types of criteria for evaluating training: internal, external, and participant’s reaction. Most experts argue that it is more effective to use multiple criteria to evaluate training. One view of a multiple-evaluation system was developed by Kirpatrick(1998).
Training programs can be evaluated by asking the following questions.
- Has change occurred after training?
- Is the change due to training?
- Is the change positive or negative?
- Will the change continue with every training program?
4 Steps of Evaluation Process of Training Program
These 4 questions give the 4 steps of evaluating training Program:-
- Reaction
- Learning
- Behavior
- Result
1. Reaction
Reaction refers to the attitude of employees about the training, whether the employee considers training to be a positive or negative one. If the reaction is positive, then people have accepted the program, and changes will be possible.
2. Learning
Another method of judging effectiveness is to identify levels of learning, i.e., how much the people have learned during the training. This can be found out by trainers mark sheet, the report submitted by the employee, and actual performance.
3. Behavior
The HR department needs to understand the behavior of the employees, to understand the effectiveness of training. The behavioral change can be seen in how the person interacts with juniors, peer groups, and seniors. They mark the behavior change and inform the HR department of the success of the training program.
4. Result
Results provided by the employee in monetary terms also determine the effectiveness of the training program, i.e., employee success in handling the project, the group performance before and after training, etc.
Why should training programs be evaluated?
The main reason for evaluating the training program is determining whether they are accomplishing specific training objectives that correct performance deficiencies.
A second reason for evaluation is to ensure that any changes in trainees’ capabilities are due to the training program and not due to any other conditions.
Third reason: Training programs should be evaluated to determine their cost-effectiveness.
Evaluation is useful to explain program failure should occur. The credibility of training and development is greatly enhanced when it is proved that the organization has benefited tangibly from it. If specific performance factor can measure the trainees’ performance after the training can be compared with the objectives for the training program. If the training objectives have been met, then the training has been successful.
For example, a training objective could be to train ten people to type a minimum of fifty words per minute with less than a 1 percent error rate.
In this case, evaluating the training program’s success would involve testing the typing skills of all trainees both before and after the training. If the objective were found to have been met, the program would be evaluated as having been successful.
Presentation on theme: "Chapter 6 Training Evaluation. Chapter 6 Training Evaluation Concepts Training Evaluation: The process of collecting data regarding outcomes needed to."— Presentation transcript:
1 Chapter 6 Training Evaluation
2 Chapter 6 Training Evaluation Concepts Training Evaluation: The process of collecting data regarding outcomes needed to determine if training objectives were met.
3 Chapter 6 Why Evaluate Training? Formative Evaluation: Evaluation conducted to improve the training process. Summative Evaluation: Evaluation conducted to determine the extent to which trainees have acquired the learning objectives, as a result of the training.
4 Chapter 6 Why Evaluate Training? Reasons for Evaluation: 1. To ID program strengths and weaknesses. 2. Does class content & context = learning? 3. ID trainees that learned and why. 4. Gather “testimonials” for marketing. 5. Determine financial benefits/costs. 6. Compare cost/benes to other HR functions. 7. Compare cost/benes
of other training pgms.
5 Chapter 6 The Evaluation Process Overview of the process: 1. Conduct a Needs Assessment 2. Develop measurable learning outcomes. 3. Develop outcome measures. 4. Choose an evaluation strategy. 5. Plan and execute the evaluation.
6 Chapter 6 The Evaluation Process Kirkpatrick’s 4-level model: 1. Reactions Level 2. Learning Level 3. Behavior Level 4. Results Level 1&2 - collected BEFORE employee returns to job 3&4 - measured by what is transferred back to job
7 Chapter 6 The Evaluation Process 5 Categories of Training Outcomes: Cognitive Outcomes - - Demonstrate the extent to which
trainees are familiar with information, including principles, facts, techniques, procedures, and processes covered in the training program.
8 Chapter 6 The Evaluation Process 5 Categories of
Training Outcomes: Skill-based Outcomes - - Assess the level of technical or motor skills and behaviors acquired or mastered. Incorporates BOTH learning of skills and application (transfer).
9 Chapter 6 The Evaluation Process 5
Categories of Training Outcomes: Affective Outcomes - - Includes things like attitudes & motivation. These are the “how satisfied with the program were you?” outcomes.
10 Chapter 6 The Evaluation Process 5 Categories of Training
Outcomes: Results - - Determines the benefits to the company of the program. Costs such as: turnover accidents productivity etc...
11 Chapter 6 The Evaluation Process 5 Categories of Training Outcomes: Return on Investment - - A
comparison of the cost of the program vs. the monetary benefit to the company.
12 Chapter 6 Are Your Outcomes Good? Criteria Relevance - Reliability - Discrimination - Practicality -
13 Chapter 6 Evaluation Designs Threats to Validity: Factors that will lead a person to question - - 1. The believability of the study results 2.How much other trainees match those results Two types: Internal External
14 Chapter 6
Evaluation Designs Methods to Control Threats to Validity: 1. Pre- and Post-tests - determines change from before training to after training. 2. Comparison Group - a control group that rules out factors other than training (not trained). 3. Random Assignment - chance assignment of employees to control & training groups.
15 Chapter 6 Evaluation Designs Types of Evaluation Designs: Post-test Only - - Involves collecting only post-training outcome measures. Would be strengthened by use of a control group which helps to rule out alternative explanations for changes in
performance.
16 Chapter 6 Evaluation Designs Types of Evaluation
Designs: Pre-test/Post-test - - Involves collecting both pre-training and post- training outcome measures to determine whether a change has occurred, but without a control group which helps to rule out alternative explanations for changes in performance
17 Chapter 6 Evaluation Designs Types of Evaluation Designs: Pre-test/Post-test With Comparison Group - - Includes pre-training and post-training
outcome measurements as well as a control group in addition to the group that receives training.
18 Chapter 6 Evaluation Designs Types of Evaluation Designs: Time Series - - Involves collecting outcome measures
at periodic intervals before and after training. Time series allows for analysis of outcomes as they change/fluctuate over time.
19 Chapter 6 Evaluation Designs Types of Evaluation Designs: Solomon Four-Group - - Involves the use of
four groups: a training group and a control group with pre- and post-training outcome measurements and a training group and control group with just post-training outcome measurements.
20 Chapter 6
Evaluation Designs Factors that influence type of design used: Change potential Importance Scale Purpose of training Organizational culture Expertise Cost Time frame
21 Chapter 6 Evaluation Designs Considerations in choosing an evaluation design: Eval designs without pre-testing or control groups are appropriate when you’re only interested in whether a specific level of performance is achieved, not how much change has occurred. To measure change, a pretest is used. Control group ids training as reason for change.