Training Evaluation.

Understanding the fundamentals of training evaluation is a critical process which needs close monitoring and to a greater extend quick adaptation. At Humba-HR-Consultants we believe its collective effort which yield the best outcome which will be lucrative in the long-run.You will find here information on evaluating training and learning, training effectiveness, costs of training, cost benefit analysis and return on investment.

How good is your training and is it providing an acceptable return on investment (ROI)? Many organisations spend significant sums on training but seldom review its effectiveness because either they lack the expertise or time to evaluate their training.

Training Evaluation Model sets the standards of frameworks for developing these instruments. It accommodates individual training programs based on the type of training, the appropriate evaluation method, and the best way to implement the evaluation.

This model has five stages and is illustrated in the Training Evaluation Model diagram. Each stage corresponds to specific data categories:

Describe the outputs. Outputs are descriptive data about the training programs and participants, including demographic data.

Pre-training assessment - this step uncovers the participants’ past experience as well as current competencies, learning needs, and expected application of learning.

Post-assessment (reactions) -  this addresses participants’ reactions to the training experience— for example, their learning environment, format and instructor methods, general satisfaction.

Post-assessment (learning). This piece is a self-assessment of knowledge or skills gained and the participants’ expected application of learning.

Follow-up - this process may include several methods to assess the outcomes and effect of training programs over time.

Donald Kirkpatrick's four levels of evaluation model:

The four levels of Kirkpatrick's evaluation model essentially measure:

Reaction of student - what they thought and felt about the training

Learning - the resulting increase in knowledge or capability

Behaviour - extent of behaviour and capability improvement and implementation/application

Results - the effects on the business or environment resulting from the trainee's performance

At Explosive Learning Solutions we believe that every penny you spend on training should achieve a positive result. Our training evaluation specialists are unrivalled in their combined experience in evaluating training using both Kirkpatrick’s Model and Phillips’ ROI Methodology™ and have been trained personally by both Don and Jim Kirkpatrick and Jack Phillips.

We can help you with your training evaluation needs by conducting studies on your behalf or by working alongside you to design and implement your own training evaluation system. This includes developing the strategy, procedures and tools. Whichever solution you choose we are confident we can improve the effectiveness and efficiency of your training to get you a better return on your training investment.

Extensive research and consultations were carried out to define training evaluation methods which could both produce powerful results and, crucially, would be practical for organisations to implement. The evaluation model which emerged out of this research was then developed into an online tool, and this was then tested and trialled across a wide variety of organisations and sectors.

Training evaluation focuses on how effective the trainer was in designing and delivering the

training, rather than on content acquisition by the trainee. Here are ten basic principles that can

help you create an evaluation form that gives you useful information, followed by two samples:

•  Keep the evaluation short – no more than one page, no more than five minutes to

complete.

• Tie your questions to the objectives of the training, asking about both whether they

understood the material presented and whether they feel they can apply the material.

•  Ask only about things you could or would change – e.g., different sequencing of material,

different length of session, different venue. For example, if the training will never be in

this location again or if it has to be delivered in this location, then there is no point in

wasting the trainee’s time asking about the location.

•  Use primarily “close ended” questions – i.e., questions where they choose from response

options – as these are the easiest and quickest to complete and also the easiest to score.

•  For “close ended” questions, have a minimum of three and a maximum of five response

options. Giving only two response options (Yes/No) triggers a judgmentally right/wrong

mind set instead of a more open evaluative mind set. Giving more than five response

options is confusing and distracting as most people have trouble making that fine a

differentiation and so the data you get is of poor quality.

• Include a question about the action they are willing to take – e.g., recommending the

training to others – as this is the best single measure of customer satisfaction.

 Ask at least one “open ended” question to allow them to provide specific feedback.

• Make completing the evaluation the last part of the training, leaving sufficient time after

you have “closed,” so that they do not have to take their own time to help you.

• In distributing the evaluation forms, make sure they understand that you want their honest

.feedback as it will help you know what to keep the same and what to modify in order to

provide effective training.

•  Make sure that the evaluation forms are anonymous so that the trainees feel they can be

honest without hurting your feelings. This includes having a way to turn them in (e.g.,

put them in a box, put them face down on a table, submit them online without their return

email address being apparent) that is anonymous.

After having looked closely at the whole process visually and structurally our conclusion is that each and every organisation needs a tailored strategy which best works for them and in retrospect(mainly because you are avoiding negative approaches that was being practised).