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Chapter

11

Training Evaluation

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Group Members:

Jawad Maaz

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Introduction (1 of 2)
Training effectiveness refers to the benefits that the company and the trainees receive from training
Training outcomes or criteria refer to measures that the trainer and the company use to evaluate training programs

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Introduction (2 of 2)
Training evaluation refers to the process of collecting the outcomes needed to determine if training is effective
Evaluation design refers to from whom, what, when, and how information needed for determining the effectiveness of the training program will be collected

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Reasons for Evaluating Training (1 of 2)

Companies are investing millions of dollars in training programs to help gain a competitive advantage
Training investment is increasing because learning creates knowledge which differentiates between those companies and employees who are successful and those who are not

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Reasons for Evaluating Training (2 of 2)

Because companies have made large dollar investments in training and education and view training as a strategy to be successful, they expect the outcomes or benefits related to training to be measurable.

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Training evaluation provides the

data needed to demonstrate that training does provide benefits to the company.

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Why Should A Training Program Be Evaluated? (1 of 2)

To identify the programs strengths and weaknesses To assess whether content, organization, and administration of the program contribute to learning and the use of training content on the job To identify which trainees benefited most or least from the program

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Why Should A Training Program Be Evaluated? (2 of 2)

To gather data to assist in marketing training programs To determine the financial benefits and costs of the programs To compare the costs and benefits of training versus non-training investments To compare the costs and benefits of different training programs to choose the best program
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The Evaluation Process

Conduct a Needs Analysis

Develop Measurable Learning Outcomes and Analyze Transfer of Training

Develop Outcome Measures

Choose an Evaluation Strategy

Plan and Execute the Evaluation

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Training Outcomes: Kirkpatricks Four-Level Framework of Evaluation Criteria

Level 1 2 3 4 Criteria Reactions Learning Behavior Results Focus Trainee satisfaction Acquisition of knowledge, skills, attitudes, behavior Improvement of behavior on the job Business results achieved by trainees

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Formative Evaluation
Formative evaluation evaluation conducted to improve the training process Helps to ensure that:
the training program is well organized and runs smoothly trainees learn and are satisfied with the program

Provides information about how to make the program better

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Summative Evaluation
Summative evaluation evaluation conducted to determine the extent to which trainees have changed as a result of participating in the training program
May also measure the return on investment (ROI) that the company receives from the training program

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The CIRO Model (1/2)

Content evaluation
It is a process of deciding whether a particular problem has a learning solution; and if so what the learning objectives should be.

Input evaluation
Can occur during training or when there is a review of the resources that were available to meet the learning requirements, the learning structure, and the media and methods used.

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The CIRO Model (2/2)

Reaction evaluation
Includes the reaction to the learning event by the various participants involved in it, especially the employees.

Outcome evaluation
Measures the extent to which the objectives were achieved.

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The Leatherman Model

Within-training evaluation
This means planning sufficient time to be able to discuss with the trainees how they view the learning program.

Terminal evaluation
This can be carried out by a discussion or through a standard evaluation form that the trainees complete.

Post-learning evaluation
This measures the final outcomes of the training.

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Outcomes Used in Evaluating Training Programs: (1 of 4)

Cognitive Outcomes

Skill-Based Outcomes

Affective Outcomes
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Results

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Outcomes Used in Evaluating Training Programs: (2 of 4)

Cognitive Outcomes
Determine the degree to which trainees are familiar with the principles, facts, techniques, procedures, or processes emphasized in the training program Measure what knowledge trainees learned in the program

Skill-Based Outcomes
Assess the level of technical or motor skills Include acquisition or learning of skills and use of skills on the job
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Outcomes Used in Evaluating Training Programs: (3 of 4)

Affective Outcomes
Include attitudes and motivation Trainees perceptions of the program including the facilities, trainers, and content

Results
Determine the training programs payoff for the company

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Outcomes Used in Evaluating Training Programs: (4 of 4)

Return on Investment (ROI)
Comparing the trainings monetary benefits with the cost of the training Direct costs Indirect costs Benefits

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How do you know if your outcomes are good?

Good training outcomes need to be: Relevant Reliable Discriminative Practical

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Good Outcomes: Relevance

Criteria relevance the extent to which training programs are related to learned capabilities emphasized in the training program Criterion contamination extent that training outcomes measure inappropriate capabilities or are affected by extraneous conditions Criterion deficiency failure to measure training outcomes that were emphasized in the training objectives
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Criterion deficiency, relevance, and contamination:

Outcomes Measured in Evaluation

Outcomes Related to Training Objectives

Outcomes Identified by Needs Assessment and Included in Training Objectives

Contamination
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Relevance

Deficiency
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Good Outcomes (continued)

Reliability degree to which outcomes can be measured consistently over time Discrimination degree to which trainees performances on the outcome actually reflect true differences in performance Practicality refers to the ease with which the outcomes measures can be collected

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Evaluation Designs: Threats to Validity

Threats to validity refer to a factor that will lead one to question either:
The believability of the study results (internal validity), or The extent to which the evaluation results are generalizable to other groups of trainees and situations (external validity)

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Threats to Validity
Threats To Internal Validity Company Persons Outcome Measures

Threats To External Validity Reaction to pretest Reaction to evaluation Interaction of selection and training Interaction of methods

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Factors That Influence the Type of Evaluation Design

Factor Change potential Importance Scale How Factor Influences Type of Evaluation Design Can program be modified? Does ineffective training affect customer service, product development, or relationships between employees? How many trainees are involved?

Purpose of training
Expertise Cost Time frame

Is training conducted for learning, results, or both?

Can a complex study be analyzed? Is evaluation too expensive? When do we need the information?

Organization culture Is demonstrating results part of company norms and expectations?

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Conditions for choosing a rigorous evaluation design: (1 of 2)

1. The evaluation results can be used to change

the program 2. The training program is ongoing and has the potential to affect many employees (and customers) 3. The training program involves multiple classes and a large number of trainees 4. Cost justification for training is based on numerical indicators
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Conditions for choosing a rigorous evaluation design: (2 of 2)

5. You or others have the expertise to design and

evaluate the data collected from the evaluation study 6. The cost of training creates a need to show that it works 7. There is sufficient time for conducting an evaluation 8. There is interest in measuring change from pretraining levels or in comparing two or more different programs
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THANK YOU
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