1. Evaluation of Training Chapter- Nine(9)
Effective Training: Strategies, Systems and Practices, 3rd Edition P. Nick Blanchard and James W. Thacker
Evaluation of Training
Chapter- Nine(9)

2. Purpose of Training Evaluation
Determine if accomplished objectives
Identify strengths and weaknesses
Cost-benefit analysis
Who should participate and who benefited most
Determine if program appropriate
Database for decision making
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3. Evaluation Strategy and Design
Evaluation Phase
Input
Process
Output
Process
Measures
Outcome
- Reaction
- Learning
- Behavior
- Results
Evaluation Strategy and Design
Evaluation Objectives
Design Issues
Organizational Constraints
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4. Kirkpatrick’s Levels of Criteria
Reaction – did trainees like the program
Learning – demonstration of learning at end of program
Behavior – actual transfer to job
Results – impact on bottom line including efficiency, productivity, cost, etc.
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5. Data Collection Methods
Interview
Questionnaire
Direct observation
Tests and simulations
Archival performance data
Types of data – individual, group, system wide
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6. Potential Questions to Be Addressed in a Process Analysis    (Before Training) – Part 1 of 2
Were needs diagnosed correctly?
  • What data sources were used?
  • Was a knowledge/skill deficiency identified?
  • Were trainees assessed to determine their prerequisite KSAs?
Were needs translated into training objectives?
  • Were all objectives identified?
  • Were the objectives written in a clear, appropriate manner?
Was an evaluation system designed to measure objectives?
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7. Potential Questions to Be Addressed in a Process Analysis  (Before Training) – Part 2 of 2
Was the training program designed to meet all the training objectives?
  • Was previous learning that supports or inhibits training identified?
  • Were individual differences assessed/factored into training design?
  • Was trainee motivation to learn assessed and addressed?
  • Were processes built into training to facilitate recall and transfer?
  • Were steps included to call attention to key learning events?
  • Were aids for symbolic coding and cognitive organization designed?
• Were opportunities included for symbolic and behavioral practice?
  • Were steps included to ensure transfer of learning to the job?
Are the training methods appropriate for the learning objectives?
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8. Potential Questions to Be Addressed in a Process Analysis (During Training)
Was there a match between trainer, training techniques, and training/learning objectives?
  • Were lecture portions of the training effective?
Was involvement encouraged/solicited?
  Were questions used effectively?
 • Did the trainer appropriately conduct the various training methodologies (case study, role play, etc.)?
Were they explained well?
       Did the trainer use the allotted time for activities?       
Was enough time allotted?
       Did trainees follow instructions
Was there effective debriefing following exercises?
  • Did the trainer follow the training design and lesson plans?
Was enough time given for each of the requirements?
Was time allowed for questions?
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9. Who Is Interested in the Process Data
Training Department
  Trainer: Yes, to determine what does and does not work well.
 Other trainers: To the extent that process generalizes to other training.
  Training manager: Only if training is not successful, or if there is a problem with a particular trainer.
Customers
Trainees: No
Trainees’ supervisor: No
Upper management: No
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10. Reaction Questionnaire for the Trainer – Part 1 of 2
Please circle the number that reflects the degree to which you agree or disagree with the following statements.
1= Strongly disagree, 2= Disagree, 3= Neither agree nor disagree 4= Agree 5 =Strongly agree
1. The trainer did a good job of stating the objectives
at the beginning of training ……….………..…………………
2. The trainer made good use of visual aids (easel, white
board) when making the presentations ……………....………
3. The trainer was good at keeping everyone interested
in the topics ……………………………………………..……
4. The trainer encouraged questions and participation
from trainees …………………………….………………
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11. Reaction Questionnaire for the Trainer – Part 2 of 2
5. The trainer made sure everyone understood the concepts
before moving on to the next topic…………………………
6. The trainer summarized important concepts before
moving to the next module……………………………………
7. Overall, how would you rate this trainer (check one)
____1. Poor; I would not recommend this trainer to others.
____2. Adequate; I would recommend this trainer only if no others were available.
____3. Average
____4. Good; I would recommend this trainer above most others.
____5. Excellent; this trainer is among the very best I’ve ever worked with.
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12. Steps to Consider in Developing a Reaction Questionnaire – Part 1 of 2
1.  Determine what you want to find out (consider training objectives).
2.  Develop a written set of questions to obtain the information.
3.  Develop a scale to quantify respondents’ data.
4.  Make forms anonymous so participants will feel free to respond honestly.
5.  Ask for information useful in determining differences in reactions by subgroups (e.g., young vs. old; minority vs. non-minority). This could be valuable in determining effectiveness of training for different cultures, for example, which may be lost in an overall assessment.
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13. Steps to Consider in Developing a Reaction Questionnaire – Part 2 of 2
Allow space for “Additional Comments” in order to allow participants the
opportunity to mention things you might not have considered.
a. If right after training, have someone other than the instructor administer and pick up the information.
b. If some time later, develop a mechanism for obtaining a high response rate (e.g., encourage the supervisor to allow trainees to complete the questionnaire on company time).
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14. Course Reaction Questionnaire
Develop a questionnaire to measure student reactions to COBA courses
About 10 questions
What would you want to know to help you decide what courses and instructors you would want to take?
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15. Procedures for Developing a Multiple Choice Test
Examine objectives to determine the content area you wish to test.
Write the questions in a clear manner. Shorter is better.
Choose alternatives to the correct response from typical errors made during training. Make alternatives realistic.
Avoid making the correct response always longer than incorrect responses.
Four alternatives are usually enough.
Pretest items. Ask for feedback on clarity. Note questions that most get wrong.
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16. Example of an Attitudinal Measure
Attitudes Toward Empowerment
Please indicate the degree to which you agree or disagree with the following statements.
1 = Strongly disagree 2 = Disagree 3 = Neither agree nor disagree
4 = Agree 5 = Strongly agree
1. Empowering employees is just another way to get more
work done with fewer people. (reverse scored)…………
2. Empowering of employees allows everyone to
contribute their ideas to the betterment of the company…
3. The empowerment program has improved relationship
with my supervisor………………………………………………
4. Empowerment has brought more meaning to my life at
this company……………………………………………………
5. Empowerment interventions should be introduced in other
plants in this company…………………………………………
6. The empowerment process has been a positive influence in
labor-management relations……………………………………
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17. Guidelines for Writing Effective Questionnaires – Part 1 of 4
1.  Write simply and clearly, and make the meaning obvious.
Bad:  To what extent do supervisors provide information regarding the quality of performance of people at your level?
Good: How often does your boss give you feedback on your job?
2.  Ask one question at a time.
Bad:  Both the organization’s goals and my role within the organization are clear.
Good: The organization’s goals are clear. My role within the organization is clear.
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18. Guidelines for Writing Effective Questionnaires – Part 2 of 4
3.  Provide discrete response options.
Bad:  During the past three months how often did you receive feedback on your work?
rarely occasionally frequently
Good:  During the past three months how often did you receive feedback on your work?
not once –3 times about once times once a a month a week a week day or more
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19. Guidelines for Writing Effective Questionnaires – Part 3 of 4
4.  Limit the number of response options.
Bad:  What percent of the time are you sure of what your compensation will be?
0–10% 11–20% 21–30% 31–40% 41–50% 51–60% 61–70% 71–80% 81–90% 91–100%
Good:  What percent of the time are you sure of what your compensation will be?
0–20% –40% –60% –80% –100%
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20. Guidelines for Writing Effective Questionnaires – Part 4 of 4
5.  Match the response mode to the question.
Bad:  To what extent are you satisfied with your job?
strongly disagree agree strongly
disagree agree
Good:  To what extent are you satisfied with your job?
not at all a little bit some quite a lot very much
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21. Example of 360-Degree Feedback Results
Skills being Assessed
Very Low
Low
Average
High
Very High
Listening Skills S
P, B E
Managing Conflict
Organizing
S, P
B, E
Written Communication B
S = Subordinates
P = Peers
B = Supervisor (Boss)
E = Employee being assessed
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22. Scripted Situation Item for Evaluation of a School Superintendent
The following is a scenario about a school superintendent. Read the scenario
and place an X next to the behavior you believe your superintendent would
follow.
The administrator receives a letter from a parent objecting to the content of
the science section on reproduction. The parent strongly objects to his
daughter having exposure to such materials and demands something be
done. The effective administrator would most likely: (check one)
____  Ask the teacher to provide handouts, materials, and curriculum content for review.
____  Check the science curriculum for the board-approved approach to reproduction, and compare board guidelines to course content.
____  Ask the head of the science department for his or her opinion about the teacher’s lesson plan.
____  Check to see if the parent has made similar complaints in the past.
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23. Types of Outcomes and Examples of Factors Affecting those Outcomes
Perceived match between trainee Exceptions and what training provided
Reactions
Trainee readiness for the course Trainee motivation to learn Design, materials, and content Trainer(s) behaviors
Learning
Transfer of training Motivational forces in the job setting Opportunity to applying training on the job KSAs
Job Behavior
External environment of the organization: Economy, regulations, suppliers, etc Internal environment of the organization: Policies, procedures, systems Employee performance, KSAs, and needs
Organizational
Results
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24. Cost Savings for Grievance Reduction Training
Pretraining
Post training
Management time (for those going to 3rd step) 10 hours per grievance
10 hrs. X 63 grievances = 630 hrs.
10 hrs. X 8 grievances = 80 hrs.
Union Reps time
(paid by management) 7.5 hrs per grievance
7.5 X 63 grievances = 472 ½ hrs
7.5 X 8 grievances = 60 hrs.
Total Cost
Management time
Union reps time
Total
630 hrs X $50 per hr. = $31,500.00
472 ½ hrs X $25 per hr.= $11, $43,312.50
80 hrs. X $50 per hr. = $4,000.00
60 hrs. X $25 per hr. = $1, $5,500.00
Reduction in cost of grievances going to the third step 43, – 5, = $37, Cost of training $32,310.00
Cost saving for the first year $ 5,502.50
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25. Calculation of the Utility of the Grievance Training – Part 1 of 2
Formula: U = (N)(T)(DT)(SDY) - C
N =
T = year (This is probably an overly conservative estimate)
DT = .2 DT = Xt – Xu
SD (r yy)
Xt = average job performance of the trained supervisors
Xu = average job performance of the untrained supervisors
SD =standard deviation of job performance for the untrained supervisors
r yy = reliability of job performance measure
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26. Who Is Interested in the Outcome Data
Reaction
Learning
Behavior
Results
Training Department
Trainer
Yes No
Other Trainers
Perhaps
Training Manager
Customers
Trainees
Trainees’ Supervisor
Not really
Only if no transfer
Upper Management
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27. Reaction to Training – Part 1 of 2
Answer the following questions about the training in Active Listening skills using the scale below:
1= Strongly disagree 2= Disagree 3= Neither agree nor disagree 4= Agree 5=Strongly agree   
1. The training met the stated objectives
2. The information provided was enough so I
understood the concepts being taught
3. The practice sessions provided were sufficient
to give me an idea of how to perform the skill
4. The feedback provided was useful in helping
me understand how to improve. 
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28. Reaction to Training – Part 2 of 2
5. The training session kept my interest throughout
6. The pace of the Active Listening session was
1. Way too fast
2.   A bit fast
3.   Just right
4.   A bit slow
5. Way too slow
7. What did you like best about this part of the training   
8. What would you have changed
Additional Comments:
Note: A similar scale would be used for each of the other components of training that were taught.
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29. Calculation of the Utility of the Grievance Training – Part 2 of 2
DT is a measure of the improvement (in standard deviation units) in performance that trained supervisors will exhibit.
SDY = $14, This is based on: X $35,000 = $14,000
The above assumes average salary of 35,000 dollars. The .40 comes from the 40% rule, which is a calculation based on 40% of the average salary of trainees.
So based on the above information, the utility of the training based on this formula is:
30 X 1 X .2 X 14, ,020 = $51,980
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30. Paper & Pencil Test for Evaluation of Learning
There is no specific time limit on this test, but most should be able to finish in about one hour. Answers to the questions should be written in the booklet provided.
Please read each question carefully as some of the questions have more than one part to them.
1. List four types of active listening and provide an example for each.
2. List the steps in the Conflict resolution model. After each step, provide a relevant example of a phrase that would represent that step.
3. And so forth…..
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31. Training Evaluation Documents for Active Listening – Part 1 of 8
Scenarios for evaluating learning of Active Listening Skills
Part 1 Initiators Role
Role Scenarios to Test Trainees (The initiator to be played by the same actor for all trainees)
Test Scenario 1
You have just been asked by your supervisor
(the trainee) to serve on the same committee
again. You are angry that they always ask you.
You Start. Say Angrily:
"OH NO, YOU DON'T. I'VE BEEN ON THAT
COMMITTEE THREE YEARS IN A ROW AND IT TAKES UP TOO MUCH TIME".
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32. Training Evaluation Documents for Active Listening – Part 2 of 8
Part 1 Initiators Role
Test Scenario 2
Your supervisor has just talked to you about
why you don’t follow procedures.
You say angrily: "WHY ARE YOU PICKING ON ME ALL THE TIME. I'M NOT THE ONLY ONE WHO DOESN'T FOLLOW THESE STUPID PROCEDURES".   
You have just been asked by a your supervisor
second time today whether you will be attending
the weekly meeting.
You say Angrily: "I ALREADY TOLD YOU, I CAN'T ATTEND THE WEEKLY MEETING BECAUSE I HAVE TO COMPLETE THE STAFF REPORTS FOR And so forth (for a total of 5) TOMORROW".
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33. Training Evaluation Documents for Active Listening – Part 3 of 8
Scenarios for evaluating learning of Active Listening Skills
Part 2
Trainees instructions
This test will require you to respond to 5 different short scenarios where you are a supervisor, and you say something to a subordinate that elicits an angry response. You will be expected to respond using the skills of active listening. Below is a description of each of the scenarios and what you have initially said to the subordinate. When you are ready for each of the scenarios to begin nod your head to the initiator. At that time the initiator will say something. You need to respond to the comment, and when complete, explain to the evaluator the rationale for your response.
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34. Training Evaluation Documents for Active Listening – Part 4 of 8
Scenario 1
You have asked a subordinate to continue working on a particular committee for another year.
Listen then respond using active listening. Nod your head when ready….
Scenario 2
You have just talked to a subordinate regarding the importance of following procedures.
Scenario 3
Today is the day of your weekly meeting. You asked your subordinate if he/she would be attending the meeting, they said no. It is now time for the meeting and you call once more to check if they can make the meeting.
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35. Training Evaluation Documents for Active Listening – Part 5 of 8
Part 3: General guidelines for evaluating active listening scenarios
Trainee fails the scenario if his/her response is focused on the issue instead of reflecting back what the initiator says.
Passing responses reflect back what the person is saying without being a mimic of what was said.
Examples of  acceptable and poor responses are given in the following slides.
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36. Training Evaluation Documents for Active Listening – Part 6 of 8
Scenario 1
The supervisor (trainee being tested) asked the subordinate to continue working on a particular committee for another year. Listen to response and grade according to guidelines
Unacceptable response: “I am willing to talk about reducing the work you have to do if you will be on it”
Acceptable response "YOU DON'T WANT TO BE ON THAT COMMITTEE AGAIN BECAUSE IT INTERFERES WITH YOUR WORK AND YOU HAVE DONE YOUR SHARE."
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37. Training Evaluation Documents for Active Listening – Part 7 of 8
Scenario 2
The supervisor (trainee being tested) has just talked to a subordinate regarding the importance of following procedures. Listen to response and grade according to guidelines.
Unacceptable response: “You are not the only one I have talked to about this”
Acceptable response "YOU BELIEVE THAT YOU'RE THE ONLY ONE THAT I AM SINGLING OUT FOR NOT FOLLOWING PROCEDURES".  
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38. Training Evaluation Documents for Active Listening – Part 8 of 8
Scenario 3
The supervisor (trainee being tested) called first thing in the AM, and asks the subordinate if he/she would be attending the weekly meeting and the subordinate said no they were busy. The supervisor has just called again at meeting time to check if they could make the meeting. Listen and grade.
Unacceptable response: “The meeting will only be an hour”.
Acceptable response: "YOU'RE NOT ABLE TO ATTEND THE MEETING BECAUSE YOU ARE FINISHING STAFF REPORTS THAT ARE DUE TOMORROW".
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39. Sources of Invalidity – Part 1 of 2
Internal
External
History
Maturation
Testing
Instrumentation
Regression
Selection
Mortality
Interaction of Selection and Maturation, etc.
Reactive to Evaluation
Multiple Techniques
Posttest Only (no control group) -
Pretest/posttest (no control group) ? +
Posttest Only (with control group)
Pretest/Posttest (with control group)
Time Series Design
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40. Sources of Invalidity – Part 2 of 2
Note: In the tables, a minus indicates a definite weakness, a plus indicates that the factor is controlled, a question mark indicates a possible source of concern, and a blank indicates that the factor is not relevant.
It is with extreme reluctance that these summary tables are presented because they are apt to be “too helpful” and to be depended upon in place of the more complex analysis. No + or - indicator should be respected unless the reader comprehends why it is placed there. In particular, it is against the spirit of this presentation to create fears of, or confidence in, specific designs without an clear understanding of its strengths and weaknesses for a particular purpose.
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41. Research Design Internal Validity External Validity
Did a change occur?
Was the change a result of the training?
External Validity
Will the change occur in other situations with different trainees?
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42. Threats to Internal Validity
History – events occurring during training
Maturation – natural improvements with development
Testing – effects on pre-tests on changes
Instrumentation – different measures at different point in time
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43. Threats to Internal Validity (continued)
Statistical regression – select trainees measured at extremes in abilities/KSAs and regress to mean
Reactive effects of research situation – motivation (Hawthorne effect)
Multiple treatment effects – previous training
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44. Experimental Designs
Control group – random assignment to treatment and control groups so trainees have similar characteristics
Two-group posttest only (used most often)
Two-group pretest/posttest
Four group design – control for effects of pretest and prior knowledge
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45. Non-experimental Designs
Case study – intensive, descriptive study with after only measures
One group pretest/posttest design
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46. Quasi-experimental Designs
Nonequivalent control group design – analyze for equivalence or use multiple regression to control for demographic factors
Time series – establish base line, then training, then series of measures to determine if change has occurred
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47. Ethical Issues Concerning Evaluation Research
Confidentiality
Informed consent
Withholding training – can provide later
Use of deception
Pressure to produce positive results
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48. Assessing the Impact of HRD Programs
Cost-benefit – monetary costs in relation to nonmonetary benefits
Cost-effectiveness – monetary costs in relation to monetary benefits
Return on investment = results/costs
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