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Training Programme Evaluation: Training and Learning Evaluation, Feedback Forms, Action Plans and Follow-Up
Training Programme Evaluation: Training and Learning Evaluation, Feedback Forms, Action Plans and Follow-Up
It is recommended that you read this article before using the free evaluation and training
follow -up tools.
See also the section on Donald Kirkpatrick's training evaluation model, which represents
fundamantal theory and principles for evaluating learning and training. Also see Bloom's
Taxonomy of learning domains, which also establishes fundamental principles for training
design and evalution of learning, and thereby, training effectiveness.
There have been many 'surveys' on the use of evaluation in training and development. Results
initially appear heartening; many trainers/organizations responding about the extensive
approaches they use. However when more specific and penetrating questions are asked, many
professional trainers and training departments are found to use only 'reactionnaires' (general
vague feedback forms), including the invidious 'Happy Sheet' where, for example, questions
such as 'How good did you feel the trainer was?', and 'How enjoyable was the training
course?' are used. Even well-produced reactionnaires do not constitute validation or
evaluation.
For effective training and learning evaluation, the principal significant 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?
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monetary assessment.
? 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.
evaluation of training
There are the two principal factors which need to be resolved:
Traditionally, in the main, any evaluation or other assessment has been left to the trainers
"because that is their job..." My (Rae's) contention is that a 'Training Evaluation Quintet'
should exist, each member of the Quintet having roles and responsibilities in the process (see
'Assessing the Value of Your Training', Leslie Rae, Gower, 2002). Considerable lip service
appears to be paid to this, but the actual practice tends to be a lot less.
? senior management
? the trainer
? line management
? the training manager
? the trainee
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programme application
? Maintenance of interest and support in the planning and implementation of the
programmes, including a practical involvement where required
? The introduction and maintenance of evaluation systems, and production of regular
reports for senior management
? Frequent, relevant contact with senior management
? Liaison with the learners' line managers and arrangement of learning implementation
responsibility learning programmes for the managers
? Liaison with line managers, where necessary, in the assessment of the training ROI.
N.B. Although the principal role of the trainee in the programme is to learn, the learner must
be involved in the evaluation process. This is essential, since without their comments much of
the evaluation could not occur. Neither would the new knowledge and skills be implemented.
For trainees to neglect either responsibility the business wastes its investment in training.
Trainees will assist more readily if the process avoids the look and feel of a paper-chase or
number-crunching exercise. Instead, make sure trainees understand the importance of their
input - exactly what and why they are being asked to do.
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:
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? 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 co-operation 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.
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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. As described earlier, 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.
This sort of reactionnaire is described in the book ('Assessing the Value of Your Training',
Leslie Rae, Gower, 2002). This evaluation seeks a score for each question against a 6-point
range of Good to Bad, and also the learners' own reasons for the scores, which is especially
important if the score is low.
Reactionnaires should not be automatic events on every course or programme. This sort of
evaluation can be reserved for new programmes (for example, the first three events) or when
there are indications that something is going wrong with the programme.
Sample reactionnaires are available in the set of free training evaluation tools.
The next evaluation instrument, like the action plan, should be used at the end of every
course if possible. This is the Learning Questionnaire (LQ), which can be a relatively simple
instrument asking the learners what they have learned on the programme, what they have
been usefully reminded of, and what was not included that they expected to be included, or
would have liked to have been included. Scoring ranges can be included, but these are
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minimal and are subordinate to the text comments made by the learners. There is an
alternative to the LQ called the Key Objectives LQ (KOLQ) which seeks the amount of learning
achieved by posing the relevant questions against the list of Key Objectives produced for the
programme. When a reactionnaire and LQ/KOLQ are used, they must not be filed away and
forgotten at the end of the programme, as is the common tendency, but used to produce a
training evaluation and validation summary. A factually-based evaluation summary is
necessary to support claims that a programme is good/effective/satisfies the objectives set'.
Evaluation summaries can also be helpful for publicity for the training programme, etc.
Example Learning Questionnaires and Key Objectives Learning Questionnaires are included in
the set of free evaluation tools.
conclusion
Do something. The processes described above allow considerable latitude depending on
resources and culture environment, so there is always the opportunity to do something -
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obviously the more tools used and the wider the approach, the more valuable and effective
the evaluation will be. However be pragmatic. Large expensive critical programmes will always
justify more evaluation and scrutiny than small, one -off, non-critical training activities. Where
there's a heavy investment and expectation, so the evaluation should be sufficiently detailed
and complete. Training managers particularly should clarify measurement and evaluation
expectations with senior management prior to embarking on substantial new training activities,
so that appropriate evaluation processes can be established when the programme itself is
designed.
Where large and potentially critical programmes are planned, training managers should err on
the side of caution - ensure adequate evaluation processes are in place. As with any
investment, a senior executive is always likely to ask, "What did we get for our investment?",
and when he asks, the training manager needs to be able to provide a fully detailed response.
1. The basic role of a trainer (or however they may be designated) is to offer and provide
efficient and effective training programmes aimed at enabling the participants to learn the
knowledge, skills and attitudes required of them.
2. A trainer plans and designs the training programmes, or otherwise obtains them (for
example, distance learning or e-technology programmes on the Internet or on CD/DVD), in
accordance with the requirements identified from the results of a TNIA (Training Needs
Identification and Analysis) for the relevant staff of an organizations or organizations.
3. The training programmes cited at (1) and (2) must be completely based on the TNIA which
has been: (a) completed by the trainer on behalf of and at the request of the relevant
organization (b) determined in some other way by the organization.
4. Following discussion with or direction by the organization management who will have taken
into account costs and values (eg ROI - Return on Investment in the training), the trainer will
agree with the organization management the most appropriate form and methods for the
training.
5 . If the appropriate form for satisfying the training need is a direct training course or
workshop, or an Intranet provided programme, the trainer will design this programme using
the most effective approaches, techniques and methods, integrating face-to-face practices
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6. If the appropriate form for satisfying the training need is some form of open learning
programme or e-technology programme, the trainer, with the support of the organization
management obtain, plan the utilization and be prepared to support the learner in the use of
the relevant materials.
7. The trainer, following contact with the potential learners, preferably through their line
managers, to seek some pre-programme activity and/or initial evaluation activities, should
provide the appropriate training programme(s) to the learners provided by their organization
(s). During and at the end of the programme, the trainer should ensure that: (a) an effective
form of training/learning validation is followed (b) the learners complete an action plan for
implementation of their learning when they return to work.
8. Provide, as necessary, having reviewed the validation results, an analysis of the changes in
the knowledge, skills and attitudes of the learners to the organization management with any
recommendations deemed necessary. The review would include consideration of the
effectiveness of the content of the programme and the effectiveness of the methods used to
enable learning, that is whether the programme satisfied the objectives of the programme and
those of the learners.
10. Enable their own CPD (Continuing Professional Development) by all possible
developmental means - training programmes and self -development methods.
11. Arrange and run educative workshops for line managers on the subject of their fulfillment
of their training and evaluation responsibilities.
Dependant on the circumstances and the decisions of the organization management, trainers
do not, under normal circumstances:
1. Make organizational training decisions without the full agreement of the organizational
management.
2. Take part in the post-programme learning implementation or evaluation unless the learners'
line managers cannot or will not fulfil their training and evaluation responsibilities.
As a final reminder, unless circumstances force them to behave otherwise, the trainer's role is
to provide effective training programmes and the role of the learners' line managers is to
continue the evaluation process after the training programme, counsel and support the learner
in the implementation of their learning, and assess the cost-value effectiveness or (where
feasible) the ROI of the training. Naturally, if action will help the trainers to become more
effective in their training, they can take part in but not run any pre- and post-programme
actions as described, always remembering that these are the responsibilities of the line
manager.
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If ROI-type measures are required in areas where reliable financial assessment is not possible,
it's advisable to agree a 'best possible' approach, or a 'notional indicator' and then ensure
this is used consistently from occasion to occasion, year on year, course to course,
allowing at least a comparison of like with like to be made, and trends to be spotted, even if
financial data is not absolutely accurate.
In the absence of absolutely quantifiable data, find something that will provide a useful if
notional indication. For example, after training sales people, the increased number and
value of new sales made is an indicator of sorts. After motivational or team-building
training, reduced absentee rates would be an expected output. After an extensive
management development programme, the increase in internal management
promotions would be a measurable return. Find something to measure, rather than say it
can't be done at all, but be pragmatic and limit the time and resource spent according to the
accuracy and reliability of the input and output data. Also, refer to the very original Training
Needs Analysis that prompted the training itself - what were the business performance factors
that the training sought to improve? Use these original drivers to measure and relate to
organizational return achieved.
The problems in assessing ROI are more challenging in public and non-profit-making
organizations - government departments, charities, voluntary bodies, etc. ROI assessment in
these environments can be so difficult as to be insurmountable, so that the organization
remains satisfied with general approximations or vague comparisons, or accepts wider forms
of justification for the training without invoking detailed costing.
None of this is to say that cost- and value-effectiveness assessment should not be attempted.
At the very least, direct costs must be controlled within agreed budgets, and if it is possible,
attempts at more detailed returns should be made.
It may be of some consolation to know that Jack Philips, an American ROI 'guru', recently
commented about training ROI: "Organisations should be considering implementing ROI
impact studies very selectively on only 5 to 10 per cent of their training programme, otherwise
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This article is contributed by Leslie Rae, MPhil, Chartered FCIPD, FITOL, which is gratefully
acknowledged. Leslie Rae welcomes comments about this article and enquiries about the
subject of training and its evaluation, and can be contacted via businessballs or direct:
Wrae804418 at aol dot com
See also:
and the main businessballs website, if you are not already there
Bartram, S. and Gibson, B., Training Needs Analysis, 2nd edition, Gower, 1997.
Bee, Frances and Roland, Training Needs Analysis and Evaluation, Institute of Personnel and
Development, 1994.
Boydell, T. H., A Guide to Job Analysis, BACIE, 1970. A companion booklet to A Guide to the
Identification of Training Needs.
Buckley, Roger and Caple, Jim, The Theory and Practice of Training, Kogan Page, 1990.
(Chapters 8 and 9)
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Davies, I. K., The Management of Learning, McGraw-Hill, 1971. (Chapters 14 and 15.)
Easterby -Smith, M., Braiden, E. M. and Ashton, D., Auditing Management Development,
Gower, 1980.
Easterby -Smith, M., 'How to Use Repertory Grids in HRD', Journal of European Industrial
Training, Vol 4, No 2, 1980.
Easterby -Smith, M., Evaluating Management Development, Training and Education, 2nd
edition, Gower, 1994.
Fletcher, Shirley, NVQs Standards and Competence, 2nd edition, Kogan Page, 1994.
Honey, P., 'The Repertory Grid in Action', Industrial and Commercial Training, Vol II, Nos 9, 10
and 11, 1979.
ITOL, A Glossary of UK Training and Occupational Learning Terms, ed. J. Brooks, ITOL, 2000.
Kirkpatrick, D.L., Evaluating Training Programs: The four levels, Berrett-Koehler, 1996.
Laird, D., Approaches to Training and Development, Addison-Wesley, 1978. (Chapters 15 and
16.)
Mager, R. F., Preparing Objectives for Programmed Instruction, Fearon, 1962. (Later re-titled:
Preparing Instructional Objectives, Fearon, 1975.)
Newby, Tony, Validating Your Training, Kogan Page Practical Trainer Series, 1992.
Parker, T. C., 'Statistical Methods for Measuring Training Results', in Training and Development
Handbook, edited by R. L. Craig, McGraw -Hill, 1976.
Peterson, Robyn, Training Needs Analysis in the Workplace, Kogan Page Practical Trainer
Series, 1992.
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Prior, John (ed.), Handbook of Training and Development, 2nd edition, Gower, 1994.
Rae, L., 'Towards a More Valid End-of-Course Validation', The Training Officer, October 1983.
Rae, L., 'How Valid is Validation?', Industrial and Commercial Training, Jan.-Feb., 1985.
Rae, L., Using Evaluation in Training and Development, Kogan Page, 1999.
Rae, L., Effective Planning in Training and Development, Kogan Page, 2000.
Rae, L., Techniques of Training, 3rd edition, Gower, 1995. (Chapter 10.)
Robinson, K. R., A Handbook of Training Management, Kogan Page, 1981. (Chapter 7.)
Schmalenbach, Martin, 'The Death of ROI and the Rise of a New Management Paradigm',
Journal of the Institute of Training and Occupational Learning, Vol. 3, No.1, 2002.
Sheal, P. R., How to Develop and Present Staff Training Courses, Kogan Page, 1989.
Smith, M. and Ashton, D., 'Using Repertory Grid Techniques to Evaluate Management
Training', Personnel Review, Vol 4, No 4, 1975.
Stewart, V. and Stewart A., Managing the Manager's Growth, Gower, 1978. (Chapter 13.)
Warr, P. B., Bird, M. and Rackham, N., The Evaluation of Management Training, Gower, 1970.
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