Scribd
Upload
166 views

Evaluation On Training Effectiveness

This document discusses evaluating the effectiveness of training programs. It outlines Kirkpatrick's four-level model of evaluation which measures reaction, learning, behavior, and results. It also provides suggestions for measuring each level, such as using pre- and post-testing, observations, and collecting statistics. Additional evaluation methods mentioned include classroom observations, standardized tests, and identifying obstacles and ways to support transferring learning to work. The overall message is that effective evaluation is key to continuously improving training programs.

Uploaded by

Gzel Pescasio Anglo - Teaño
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
166 views

Evaluation On Training Effectiveness

This document discusses evaluating the effectiveness of training programs. It outlines Kirkpatrick's four-level model of evaluation which measures reaction, learning, behavior, and results. It also provides suggestions for measuring each level, such as using pre- and post-testing, observations, and collecting statistics. Additional evaluation methods mentioned include classroom observations, standardized tests, and identifying obstacles and ways to support transferring learning to work. The overall message is that effective evaluation is key to continuously improving training programs.

Uploaded by

Gzel Pescasio Anglo - Teaño
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

EVALUATION ON TRAINING EFFECTIVENESS

A Report Presented by:

MERCELITA G. JAVIER
EFFECTIVE TRAINING - is training that fulfils Level 1 and 2 expectations.
Meaning, the participant reaction to the training is favorable, and desired learning has occurred.

TRAINING EFFECTIVENESS
Application of what is learned on the job to yield measurable results that directly contribute to accomplishment of the agency goals and ultimate mission. This contribution can be measured and reported to show the correlation of training to accomplishment of agency mission. Common Measurements of Training Effectiveness Rate of on-the-job application of new skills Progress towards preliminary goals Accomplishment of ultimate goals or mission, as related to performance

ENSURING THAT THE TRAINING IS EFFECTIVE


A successful training program is always a work in progress, and the training cycle isnt complete without an evaluation of trainings effectiveness, which leads to decision-making and planning for future training. Here are several methodologies for evaluation as well as practical ways to retrieve good results. To begin with, what should be looked in evaluations? Was training delivered as planned, on time and to the appointed audience? Which training methods worked with which topics and which audience groups? Which methods did not with which topics or audiences? What specific problems occurred? How effective was the trainer at engaging the audience and conveying information? How did the training affect employee performance? Did the training satisfy regulatory and legal requirements? Were all stated goals reached? If not, why not? This is a lot of information to gather; fortunately there are many methods and tools available to help us.

KIRKPATRICKS FOUR-LEVEL MODEL OF EVALUATION


Level I: Reaction Kirkpatricks first level evaluates how well participants liked the training session. Follow these tips when obtaining feedback on trainees reactions:

Observe trainees during the session for your own perception of their reception. Get trainee feedback in writing immediately following the session. Use measurable and meaningful terms. Use uniform feedback forms so results can be quantified and tabulated for the whole group.

Level II: Learning This level measures how much of the desired principles, techniques, and skills trainees learned in the training session. In order to determine what trainees learn during a session, you need to know what they knew before training. Follow these suggestions for measuring learning: Use pre- and post-knowledge and/or skills testing. Use objective measurements to assess what trainees now know or can do that they didnt know or couldnt do before training. Use a control group of employees who did not attend the training session to compare their performance to employees who received training. Level III: Behavior The third level measures employee behavior changes based on training. Your goal is to see how well trainees incorporate learned principles, skills, and knowledge into their jobs on a permanent basis. Follow these methods for evaluating behavior: Solicit the help of trainers, supervisors, and others who work closely with trainees to observe these employees before and after training, and to give their measurable, objective feedback on performance. Continue observations for 3 to 4 months after the training session, so you can get an accurate assessment. Level IV: Results The last level in Kirkpatricks evaluation model focuses on the results of training on the company in terms of: Reduction of costs Reduction of turnover and absenteeism Reduction of grievances Increase in quality Increase in quantity or production Improved morale Suggestions for measuring the results of training on the companys overall performance: Measure statistics in each of the categories listed above (or whichever categories you included in your goal-setting) before and after training. Use a control group, if possible, for comparison. Measure more than once over several months to allow time for changes

Standardized Tests Tests can be used for collecting information at all five levels of evaluation. They can be given prior to training, during training, and after training. There are several types of tests from which to choose 1. True-False 2. Multiple Choice
3. Matching 4. Fill in the Blank

OTHER EVALUATION METHODS


1. Classroom Observation if they practice new skills after the training

TRANSFERRING LEARNING TO WORK


Obstacles to the Transfer Learners can be set in their ways and reluctant to embrace change. Upper management may not offer enough support either in terms of morale or materials. Learners may lack enough motivation or incentive. Learners may not have enough time to practice new skills and achieve a comfort level. Co-workers may apply peer pressure against changing methods. How to Avoid Obstacles Give your personal support. Make your support ongoing. Establish group support. Compose checklists or cheat sheets. Set up a coaching program.

PUTTING IT ALL TOGETHER


Investing in human capital is a wise decision. Training makes better personnel and better personnel make a school better. Follow the steps outlined in this manual to design and run an effective training program Make training a top priority at all levels of the company. Develop a training program that meets training needs and is customized to your company and its employees. Choose the right training techniques for your training topics. Decide when and how to outsource some of your training needs. Prepare people, places, and things for your training sessions. Conduct effective training sessions with a sound presentation that incorporates engaging activities. Evaluate training at every level. Assist trainees as they transfer learned skills and behavior into their work.

You might also like