1. TRAINING EVALUATION WHAT? WHAT? WHY? WHY? HOW? HOW? SO WHAT? SO WHAT?

2. Definition Any attempt to obtain information (feedback) on the effects of a training program, and to assess the value of the training in the light of that information Any attempt to obtain information (feedback) on the effects of a training program, and to assess the value of the training in the light of that information A continuum of methodology A continuum of methodology An applied research An applied research Literature suggests the use of formal, systematic, and comprehensive evaluation Literature suggests the use of formal, systematic, and comprehensive evaluation

3. Evaluation: Part of Planning Training needs analysis Training needs analysis Setting objectives Setting objectives Determining subject content Determining subject content Selecting participants Selecting participants Determining the best schedule Determining the best schedule Selecting appropriate facilities Selecting appropriate facilities

4. Selecting appropriate instructors Selecting appropriate instructors Selecting and preparing audiovisual aids Selecting and preparing audiovisual aids Coordinating the program Coordinating the program Evaluating the program Evaluating the program

5. Purpose of Evaluation To decide whether to continue or discontinue training programs To decide whether to continue or discontinue training programs To gain information on how to improve future training programs To gain information on how to improve future training programs To provide feedback to training program stakeholders To provide feedback to training program stakeholders

6. To assess changes in attitude, knowledge, skills, & impact of training program To assess changes in attitude, knowledge, skills, & impact of training program To justify the existence of HRD section To justify the existence of HRD section

7. Kirkpatrick: The Four Levels of Training Evaluation Level 1: Reaction Level 2: Learning Level 3: Behavior Level 4: Results

8. Evaluating Reaction A measure of participant reactions to show their satisfaction levels A measure of participant reactions to show their satisfaction levels Satisfactions toward training variables such as administration, program, facilities, teaching, etc. Satisfactions toward training variables such as administration, program, facilities, teaching, etc. Positive or favorable reactions are desirable Positive or favorable reactions are desirable

9. Guidelines for Evaluating Reaction Determine what you want to find out Determine what you want to find out Design a form that will quantify reactions Design a form that will quantify reactions Encourage written comments/suggestions Encourage written comments/suggestions Get 100% immediate response Get 100% immediate response Develop acceptable standards Develop acceptable standards Communicate findings as appropriate Communicate findings as appropriate

10. Evaluating Learning Educational program involves change in attitude, knowledge or skills Educational program involves change in attitude, knowledge or skills The objective of training program must change at least one element The objective of training program must change at least one element

11. Guidelines for Evaluating Learning Use a control group if practical Use a control group if practical Evaluate pre and post Evaluate pre and post Use appropriate instruments Use appropriate instruments Get 100% response Get 100% response Use the findings to take appropriate action Use the findings to take appropriate action

12. Evaluating Behavior Practice in workplace Practice in workplace Application of learned knowledge, skills & attitude Application of learned knowledge, skills & attitude Transfer of training Transfer of training Depends on many factors such as time, facilities, organizational climate, etc. Depends on many factors such as time, facilities, organizational climate, etc.

13. Guidelines for Evaluating Behavior Use a control group if practical Use a control group if practical Allow time for behavior change to take place Allow time for behavior change to take place Evaluate pre and post Evaluate pre and post Get data from various resources Get data from various resources Get 100% response or a sampling Get 100% response or a sampling Repeat the evaluation at appropriate times Repeat the evaluation at appropriate times Consider cost versus benefits Consider cost versus benefits

14. Evaluating Results Impact of training program Impact of training program Personal, family, society, organizational, & nation Personal, family, society, organizational, & nation Increased production, improved quality, increased sales, higher profit, decreased costs, reduced complaints, reduced turnover, etc. Increased production, improved quality, increased sales, higher profit, decreased costs, reduced complaints, reduced turnover, etc. Indirect & long term Indirect & long term

15. Guidelines for Evaluating Results Use a control group if practical Use a control group if practical Allow time for results to be achieved Allow time for results to be achieved Measure pre and post Measure pre and post Repeat the measurement at appropriate times Repeat the measurement at appropriate times Consider cost versus benefits Consider cost versus benefits Be satisfied with evidence if proof is not possible Be satisfied with evidence if proof is not possible

16. Instruments, Analysis, Reporting, Acting of Evaluation Findings Observation with check lists, questionnaire, observation, interview, documents, pencil and paper test, performance test Observation with check lists, questionnaire, observation, interview, documents, pencil and paper test, performance test Measurement of Central Tendency – mean mode, median, range, % Measurement of Central Tendency – mean mode, median, range, % Memo, detail report, oral and written Memo, detail report, oral and written Respond by stakeholders Respond by stakeholders