EVALUATING TRAING EFFECTIVENESS:

Training effectiveness is the degree to which trainees are also able to learn and apply
the knowledge and skill acquired in the training programme. It is necessary to evaluate
the extent to which training programmes have achieved the aims for which they were
designed. Such an evaluation will provide useful information about the effectiveness the
training as well as about the design of future training programme.

For effective training and learning evaluation, the principal questions should be:
To what extent were the identified training needs objectives achieved by the
programme?
To what extent were the learners' objectives achieved?
What specifically did the learners learn or be usefully reminded of?
What commitment have the learners made about the learning they are going to
implement on their return to work?
How successful were the trainees in implementing their action plans?
To what extent were they supported in this by their line managers?
To what extent has the action listed above achieved a Return on Investment (ROI) for
the organization, either in terms of identified objectives satisfaction or, where possible,
a monetary assessment.
Organizations commonly fail to perform these evaluation processes, especially where:
The HR department and trainers, do not have sufficient time to do so, and/or
The HR department does not have sufficient resources - people and money - to do so.
Obviously the evaluation cloth must be cut according to available resources (and the
culture atmosphere), which tend to vary substantially from one organization to another.
The fact remains that good methodical evaluation produces a good reliable data;
conversely, where little evaluation is performed, little is ever known about the
effectiveness of the training.

Factors for Evaluation of Training

There are the two principal factors which need to be resolved:

Who is responsible for the validation and evaluation processes?
What resources of time, people and money are available for validation/evaluation
purposes? (Within this, consider the effect of variation to these, for instance an
unexpected cut in budget or manpower. In other words anticipate and plan
contingency to deal with variation.)
Responsibility for the Evaluation of Training
Traditionally, in the main, any evaluation or other assessment has been left to the
trainers "because that is their job... Contention is that a 'Training Evaluation Quintet'
should exist, each member of the Quintet having roles and responsibilities in the
process. Considerable lip service appears to be paid to this, but the actual practice tends
to be a lot less.
The 'Training Evaluation Quintet' advocated consists of:
Senior management
The trainer
Line management
The training manager
The trainee
Purposes of Training Evaluation
The five main purposes of training evaluation are:
Feedback: It helps in giving feedback to the candidates by defining the objectives and
linking it to learning outcomes.
Research: It helps in ascertaining the relationship between acquired knowledge,
transfer of knowledge at the work place, and training.
Control: It helps in controlling the training program because if the training is not
effective, then it can be dealt with accordingly.
Power Games: At times, the top management (higher authoritative employee) uses the
evaluative data to manipulate it for their own benefits.
Intervention: It helps in determining that whether the actual outcomes are aligned with
the expected outcomes.
Process of Training Evaluation
Before Training: The learners skills and knowledge are assessed before the training
program. During the start of training, candidates generally perceive it as a waste of
resources because at most of the times candidates are unaware of the objectives and
learning outcomes of the program. Once aware, they are asked to give their opinions
on the methods used and whether those methods confirm to the candidates
preferences and learning resources because at most of the times candidates are
unaware of the objectives and learning outcomes of the program. Once aware, they
are asked to give their opinions on the methods used and whether those methods
confirm to the candidates preferences and learning
 During Training: It is the phase at which instruction is started. This phase usually
consist of short tests at regular intervals
After Training: It is the phase when learners skills and knowledge are assessed again
to measure the effectiveness of the training. This phase is designed to determine
whether training has had the desired effect at individual department and organizational
levels. There are various evaluation techniques for this phase.
Techniques of Evaluation
The various methods of training evaluation are:
1. Observation
2. Questionnaire
3. Interview
4. Self diaries
5. Self recording of specific incidents
Principles of Evaluation
1. Evaluator must be clear about goals and purpose of evaluation.
2. Evaluation must be continuous and specific.
3. Evaluation must be based on objective methods and standards.
4. Evaluation must provide space for trainees to appreciate themselves, their practices
and their products.
5. Targets dates must be fixed or set on each phase of evaluation process.
Methods of evaluating training programmes
1. Post-training performance method.
2. Pre-post training performance method.
3. Pre-post training performance with coni not group method
Essential of a successful evaluation
1. Support throughout the evaluating process.
2. Existence of good communication channels among top management and participants
etc.
3. Existence of sound management process.
Resistance to evaluation
1. On the part of Organisation (If the organisation think that there is no need of training)
2. On the part of supervisor/trainer(If they think it does not make any difference by
doing evaluation).
3. On the part of Employees(If they think, it may hamper their job)
Bases of evaluation
1. Production factors.
2. Human resources factors.
3. Performance tests.
4. Cost value relationship (ROI consideration).
5. General observations like reactions, learning, behaviour etc.

Training Evaluation & Validation Options:

1. Do Nothing
Doing nothing to measure the effectiveness and result of any business activity is
never a good option, but it is perhaps justifiable in the training area under the
following circumstances:
If the organization, even when prompted, displays no interest in the evaluation and
validation of the training and learning - from the line manager up to to the board of
directors.
If you, as the trainer, have a solid process for planning training to meet
organizational and people-development needs.
If you have a reasonable level of assurance or evidence that the training being
delivered is fit for purpose, gets results, and that the organization (notably the line
managers and the board, the potential source of criticism and complaint) is happy
with the training provision.
You have far better things to do than carry out training evaluation, particularly if
evaluation is difficult and cooperation is sparse.
However, even in these circumstances, there may come a time when having kept a
basic system of evaluation will prove to be helpful, for example:
You receive have a sudden unexpected demand for a justification of a part or all of
the training activity. (These demands can spring up, for example with a change in
management, or policy, or a new initiative).
You see the opportunity or need to produce your own justification (for example to
increase training resource, staffing or budgets, new premises or equipment).
You seek to change job and need evidence of the effectiveness of your past
training activities.
Doing nothing is always the least desirable option. At any time somebody more
senior to you might be moved to ask "Can you prove what you are saying about how
successful you are?" Without evaluation records you are likely to be at a loss for
words of proof...
2. Minimal Action
The absolutely basic action for a start of some form of evaluation is as follows:
 At the end of every training programme, give the learners sufficient time and support
in the form of programme information, and have the learners complete an action plan
based on what they have learned on the programme and what they intend to
implement on their return to work. This action plan should not only include a
description of the action intended but comments on how they intend to implement it,
a timescale for starting and completing it, and any resources required, etc. A fully
detailed action plan always helps the learners to consolidate their thoughts. The
action plan will have a secondary use in demonstrating to the trainers, and anyone
else interested, the types and levels of learning that have been achieved. The
learners should also be encouraged to show and discuss their action plans with their
line managers on return to work, whether or not this type of follow-up has been
initiated by the manager.
3. Minimal Desirable Action Leading to Evaluation
When returning to work to implement the action plan the learner should ideally be
supported by their line manager, rather than have the onus for implementation rest
entirely on the learner. The line manager should hold a debriefing meeting with the
learner soon after their return to work, covering a number of questions, basically
discussing and agreeing the action plan and arranging support for the learner in its
implementation. This is a clear responsibility of the line manager, which
demonstrates to senior management, the training department and, certainly not least,
the learner, that a positive attitude is being taken to the training. Contrast this with, as
often happens, a member of staff being sent on a training course, after which all
thoughts of management follow-up are forgotten.
The initial line manager debriefing meeting is not the end of the learning relationship
between the learner and the line manager. At the initial meeting, objectives and
support must be agreed, then arrangements made for interim reviews of
implementation progress. After this when appropriate, a final review meeting needs to
consider future action.
This process requires minimal action by the line manager - it involves no more than
the sort of observations being made as would be normal for a line manager
monitoring the actions of his or her staff. This process of review meetings requires
little extra effort and time from the manager, but does much to demonstrate at the
very least to the staff that their manager takes training seriously.
4. Total Evaluation Process
Few occasions or environments allow this full process to be applied, particularly
when there is no Quintet support, but it is the ultimate aim. The process is
summarized below:
Training needs identification and setting of objectives by the organization
Planning, design and preparation of the training programmes against the
objectives
Pre-course identification of people with needs and completion of the preparation
required by the training programme
Provision of the agreed training programmes
 Pre-course briefing meeting between learner and line manager
Pre-course or start of programme identification of learners' existing knowledge,
skills and attitudes.
Interim validation as programme proceeds
Assessment of terminal knowledge, skills, etc., and completion of
perceptions/change assessment
Completion of end-of-programme reactionnaire
Completion of end-of-programme Learning Questionnaire or Key Objectives
Learning Questionnaire
Completion of Action Plan
Post-course debriefing meeting between learner and line manager
Line manager observation of implementation progress
Review meetings to discuss progress of implementation
Final implementation review meeting
Assessment of ROI

Measuring Impact of Training Page 297

Evaluation Criteria Page No 305 & 309

Evaluation Design 311

Problems & Pitfalls in Training & Development

Training Practices in Organisations Page No Page 31