Training Methods and Tools

UNIT 2 TRAINING EVALUATION

Structure
2.1 Introduction
2.2 Training Evaluation: Meaning and Purpose
2.3 Principles of Training Evaluation
2.4 Types of Training Evaluation
2.5 Kirkpatrick’s Evaluation Model
2.6 Process of Training Evaluation
2.7 Statistical Tools for Evaluation of Training
2.8 Let Us Sum Up
2.9 References and Selected Readings
2.10 Check Your Progress – Possible Answers

2.1 INTRODUCTION
You will find a lot of literature on training evaluation in journals and on the
websites of organizations dealing with training and human resources development.
This unit on training evaluation will inform you about the meaning and importance
of evaluation, types of evaluation, various methods of training evaluation, and
statistical tools for evaluation of training.

As far as training evaluation is concerned, it is also necessary for you to remember

the following points.

• Evaluation is not important for just for the trainer or teacher or an organization
or policy-makers. Evaluation is vital for the learner, too. Therefore, it is
important to complete the evaluation process properly, fairly, and with much
encouragement in a positive environment, so that it may have a constructive
effect on trainees.

• As training for different persons/ personnel varies as per their specific

requirement, the training evaluation requirement also varies and needs to be
designed by both the training providing organization and the client
organization.

In this unit, various aspects of training evaluation are analysed, which will help
a trainer to design the training evaluation strategy with appropriate instruments
(methods, questionnaires, surveys, feedback, etc.).

After studying this unit, you should be able to:

• explain the meaning and importance of evaluation

• describe the purpose of evaluation of training

• discuss various types of training evaluation

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Process of Training • explain the Kirkpatrick training evaluation model
• identify the process of evaluation of training
• formulate the evaluation matrix
• explain various statistical tools for training evaluation.

2.2 TRAINING EVALUATION: MEANING AND

PURPOSE
2.2.1 Meaning of Training Evaluation
Evaluation of training refers to the process of examining the effectiveness of the
training program in terms of the benefits to the trainees and to the organization,
or company. Evaluation is a continuous process rather than a one-time activity.
According to Deb, “Training evaluation is the application of systematic methods
to periodically and objectively assess the effectiveness of training and
development programmes in achieving expected results, their impacts, both
intended and unintended, continued relevance and alternative or more cost-
effective ways of achieving expected results.”
i) What to evaluate in a training evaluation?
Customarily, following questions are answered through evaluation i.e. a particular
training course?; the trainees?; the trainers?; the training Organisation or
Department?; a certain set of training materials?; and training in general?.
According to Watson (1979), the following five areas of a training programme
merit evaluation.
• Reactions: trainees’ reactions to all facets of the learning experience itself.
• Learning: changes in attitude, knowledge, and skills of the trainees.
• Job behaviour: how and to what extent trainees behave differently because
of the training; how they have applied what was taught on the job.
• Organizational impact: how changes in trainees affect the functions of their
organizations.
• Additional outcomes: results or by products of the training not identified or
assessed by the other four areas, such as the social value of training, its
effect on trainees’ self concept, its relation to trainees’ personal goals, and
other such issues.

ii) Why to conduct training evaluation?

Evaluation of training would answer the following four questions i.e. what did
participants say about the training in general?; what knowledge, skills, or attitudes
were learned?; did the training create visible behavioural changes?; and did the
training pay off?.
It is also a process of collecting outcomes to determine if the training program
was effective. A proper plan is to be made beforehand: how to collect various
information or data, from whom the information has to be collected, what type
of data has to be collected and when. Training evaluation determines whether
the candidates are able to implement their learning in their respective workplaces,
or in their regular work routines.
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Evaluation of training addresses the methodology, how one determines, whether Training Evaluation
the goals or objectives were met and the impact that the training had on actual
performance on the job or in the community. There is no single blueprint for
training evaluation.

2.2.2 Purpose of Evaluation of Training

After imparting training or conducting a training we would like to know the
following.
• The effectiveness of training, to see if it works. If so, what is it supposed to
do? Change behaviour? Shape attitudes? Improve job performance? Reduce
defects? Achieve targets? Enhance quality?
• How efficient is the training programme? How much time does the training
consume? Can it be shortened? Can we manage with on-the-job training or
can we completely eliminate training by substituting job aids instead?
• How much will it cost? Is it worth? What are we trying to find out? For
whom?

When given a range of options, decisions must be made about the focus of any
particular evaluation. Patton (1997) suggests three distinct categories and
recommends that evaluation should have a primary purpose, based on choosing
just one of the following categories
• to judge merit or worth
• to improve programmes
• to generate knowledge.
This is explained in tabular form below
Three Primary Uses of Evaluation Findings
Uses Examples
Judge merit or worth Summative evaluation
Accountability
Audits
Quality control
Cost-benefit decisions
Decide a programmes’ future
Accreditation/licensing
Improve programmes Formative evaluation
Identify strengths/weaknesses
Continuous improvement
Quality enhancement
Being a learning organisation
Manage more effectively
Adapt a model locally
Generate knowledge Generalisations about effectiveness
Extrapolate principles about what works
Theory building
Synthesize patterns across programmes
Scholarly publishing
Policy making

Source: Patton, 1997, P.76. 31

Process of Training Generally, training courses are evaluated using standard tools that have been
formalized through instruments such as feedback formats, questionnaires, verbal
or presentation, etc., so that one can consistently evaluate courses against the
same standards. The evaluation results are used to make decisions regarding the
course design, development, implementation and impact. Considering the uses
given by Patton (1997), evaluation of training is nothing but assessing indicators
in order to quantify or measure. The results of training evaluation can be used
for the purposes outlined below.
i) Enhanced accountability and cost effectiveness for training initiatives which
might result in an increase in resources.
ii) Improved effectiveness -are the initiatives producing the results for which
they were intended?
iii) Improved efficiency -are the initiatives producing the results for which they
were intended with a minimum waste of resources?
iv) Greater credibility for the training staff to include information to accomplish
the results effectively and efficiently.
v) Stronger commitment by the management for approval of quality of
organizational training.
vi) Formal corrective feedback system for developing strengths and weakness
of the trainees.
vii) Management to decide whether to send prospective recruits to future training
initiatives.
viii) Availability of data for researchers in the field of institutional development
and training designers interested in training research.
ix) Availability of justification or scope for sponsoring future trainings.
x) Increase in knowledge and expertise for the training initiative designer in
the direction of designing result oriented training initiative.
xi) Feedbacks during evaluation make the participants to recapture the defined
objectives and give a thought process for linking it to learning outcomes.
xii) The evaluation results are also used by the organization in personnel
development programme such as promotion, etc.

2.3 PRINCIPLES OF TRAINING EVALUATION

By now, you have learned that evaluation of training is the process of establishing
a worth or value, merit or excellence of the training. Criteria should be based on
training objectives, its relevance, reliability, practicality and classification. Criteria
should include reactions, learning (knowledge, attitudes and skill), results and
return on investment (ROI).

To achieve the desired results, evaluation has to be based on sound principles

that include the following.

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i) Clarity Training Evaluation

The trainer or evaluator must be clear about the purpose of evaluation in order to
set the standards and criteria of evaluation. Moreover, he or she must be clear
about various objectives of training programme both general as well as specific
objectives.

ii) Objectivity
All objectives should be evaluated. The evaluation should be fair, free from any
type of bias or subjectivity. Objectivity is the characteristic of a good trainer.
Objectivity requires
• measurable standards of assessment
• designing valid and reliable research instruments
• detailed analysis and interpretation of data in order to validate necessity of
evaluation.
iii) Reliability
Subjective analysis of evaluation data cannot produce reliable results. The
instruments used in evaluation must be reliable and should not deviate and should
ensure certainty as far as following key points are concerned.
• Irrespective of the method used to gather the data
• When repeated by the same trainer again
• When interpreted by any other person
Normally, a good trainer uses more than one method of data gathering and data
interpretation in order to achieve reliable results. Therefore, the evaluation
instrument must ensure reliability.

iv) Feasible
The evaluation must be feasible. Following should be checked for feasibility
• Is it cost effective? Is it spending more on evaluation than the returns on
training?
• Is your methodology practical? Do you have the human/other resources and
time for executing the suggested methodology?
• Is the data useful? It is possible that a lot of time/money is spent on generating
evaluation data without knowing, or being unable to put the data to any use,
whatsoever. Therefore it is important to collect data which are useful only
for evaluation purpose.

v) Evaluation Design to be custom-made

The design and approach to evaluation has to be custom-made to suit specific
training levels and standards. General inference drawn from one evaluation design
may not identify strengths and weaknesses of training meant for different set of
objectives.
vi) Evaluation must emphasise on process and not end product
Evaluation is a process, but not an end product of training. As a process, it has to
be continuous. The trainees’ reaction at the end of the course evaluation especially
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Process of Training when it gives conclusive and quantitative ratings such as “M” Excellent, “N”
good, “O” average and “P” not good, cannot guide trainers for subsequent
improvements in a programme. Therefore, evaluation has to commence before
the actual training activity, and continue during the process of training.
In these sections, you studied about the meaning and purpose of evaluation and
also principles of evaluation, now answer the questions given in Check Your
Progress 1.

Check Your Progress 1

Note: a) Write your answer in about 50 words.
b) Check your answer with possible answers given at the end of the unit.
1) What do you understand by training evaluation? Enumerate the three primary
uses of evaluation of training.
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2) Highlight the principles necessary for evaluation of training
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2.4 TYPES OF TRAINING EVALUATION

In general, training evaluation is categorized in two types: formative and
summative evaluation. The evaluation is objective oriented. Besides, evaluators
often talk about four different types of evaluations: formative, process, outcome,
and impact. However, formative and process category can be clubbed together
as a formative category, as it is largely monitoring activity. Similarly, outcome
and impact can be put together in the summative category which is referred to as
final assessment. Let us discuss them one by one.

2.4.1 Formative Evaluation

A formative evaluation is usually conducted in the first part or phase of a program
and addresses questions about implementation and ongoing planning. This
includes giving and receiving verbal feedback also. Formative evaluations are
34 useful for various purposes.
It answers questions like, “Are the goals and objectives suitable for the targeted Training Evaluation
audience?” “Are the methods and materials appropriate to the event?” “Can the
event be easily replicated?”

Formative evaluation furnishes information for program developers and

implementers. It helps in programme planning and implementation activities in
terms of: (1) target population, (2) programme organization, and (3) programme
location and timing.

For example:
a) This process may help in identifying problems at the initial stage so that the
programme can be improved or corrected.
b) During process of formative evaluation the trainer can understand the
usefulness of different emerging outcomes based on which programme
management can be improved.
c) Formative evaluation provides an opportunity to collect baseline data or
benchmarks for future summative (or, “impact”) evaluations.

The main objective of formative evaluation is to give importance to available

strengths and try to convert weakness to strength. Some of the steps to conduct
formative evaluation are:
i) review the training material with the help of a few trainees;
ii) hold group discussions with trainees to get feedback;
iii) use the material in a situation similar to that of an actual training programme
and see how it works;
iv) observe the behaviour of the trainees;
v) Conduct a pre-test on trainees.

2.4.2 Summative Evaluation

Summative evaluations assess programme outcomes or impacts, to determine
the relationship of different factors to outcomes: like the formative evaluations,
some information used in summative evaluation is collected during the early
phase of a programme (e.g., baseline data, test scores).

Through outcome evaluation, data is collected to measure the ability of the trained
participants to do a job at the end of training, and what they actually are going to
do back on the job or in their community due to the changes in their behaviour as
a result of the training received by them.

Summative evaluation answers the main question that is “What happened to the
knowledge, attitudes, and behaviours of the intended population?” Summative
evaluation takes place at the end of the training programme.
Some of the methods of conducting summative evaluation are:
i) ask opinion of trainees about the training programme;
ii) conduct a post-test on trainees;

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Process of Training iii) ask the trainees how they will put to use, all that they have learnt, in their
workplace.
iv) measure the changes that has occurred because of training.
Summative evaluation basically asks questions: was the training useful? ; and,
how can it be made useful in the future?

2.5 KIRKPATRICK’S EVALUATION MODEL

Donald Kirkpatrick in 1959 developed four levels of evaluation. The four levels
of training evaluation model was later redefined and updated in Kirkpatrick’s
1998 book, called ‘Evaluating Training Programs: The Four Levels’.

The four levels represent a series of steps to evaluate training programs and are
now considered an industry standard in personnel departments of Human
Resources Development wings, and by training communities. Each level is
important and has an impact on the next level. As one moves from one level to
the next, the process becomes more difficult and time consuming, but it also
provides more valuable information.

The four levels of Kirkpatrick’s (KP) evaluation model essentially measure

• reaction of trainees – what they thought and felt about the training
• learning - the resulting increase in knowledge or capability
• behaviour - extent of behaviour and capability improvement and
implementation/application
• results - the effects on the business or environment resulting from the trainee’s
performance.
All these measures are recommended for full and meaningful evaluation of
learning in organizations, although their application broadly increases in
complexity and cost, through the levels from level 1 to 4. The various levels of
evaluation as envisaged by Kirkpatrick evaluation model follow.

Level 1: evaluation at this stage measures how the participant reacts immediately
after the completion of the training program in which he/she has participated. It
is observed that a positive and favourable reaction from a few key persons in the
group influences the future of a program. In fact a less favourable reaction affects
the motivation to learn among the participants. A negative reaction could greatly
reduce the scope for conducting further training programs. This evaluation is
made to know attitude and opinion of the trainees about various aspects of the
training, viz., boarding, lodging, timetable, trainees’ behaviour, classroom, course
content, etc.

Level 2: At this level, a simple standardized questionnaire on the subject of

training is administered before and after the program as a part of the evaluation
process. This helps in assessing the degree of improvement/ change in knowledge,
skills and attitude of trainees as a result of training.

Level 3: In this phase, the evaluation is done to know the extent to which the
trainees applied the learning and changed their behaviour. Generally, this type of
evaluation is done after 3 to 4 months, to assess the performance of the trainees.
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Level 4: at this level, the final impact results are taken into consideration. The Training Evaluation
final results can be in the form of increased production, improved quality,
decreased costs, increased sales, reduced turnover, and higher profits. It is the
acid test.

The Kirkpatrick model is given in a tabular form below.

Kirkpatrick’s four levels of training evaluation

level Evaluation Evaluation description examples of evaluation relevance and

type (what and characteristics tools and methods practicability
is measured)
1 Reaction Quick and very easy to
Reaction evaluation is ‘Happy sheets’, feedback
obtain.
how the delegates felt forms.
about the training or Not expensive to gather or
Verbal reaction, post-
learning experience. to analyze.
training surveys or
questionnaires.

2 Learning Learning evaluation is Typically assessments or Relatively simple to set up;

the measurement of the tests before and after the clear-cut for quantifiable
increase in knowledge - training. skills.
before and after.
Interview or observation Less easy for complex
can also be used. learning.
3 Behaviour Behaviour evaluation is Observation and interview Measurement of behaviour
the extent of applied over time are required to change typically requires
learning back on the job assess change, relevance cooperation and skill of
- implementation. of change, and line-managers.
sustainability of change.
4 Results Measures are already in Individually not difficult;
Results evaluation is the
place via normal unlike whole organization.
effect on the business or
management systems and
environment by the Process must attribute clear
reporting - the challenge is
trainee. accountabilities.
to relate to the trainee.

Source: http://www.businessballs.com/kirckpatricklearningevaluationmodel.htm

2.6 PROCESS OF TRAINING EVALUATION

An evaluation basically asks the questions: was the training worthwhile? And
how can it be made meaningful in the future? In this section, we will examine
the following processes/ methods of evaluation.
i) Evaluation at the beginning of the training.
ii) Evaluation during the training.
iii) Evaluation at the end of the training.
iv) Use of evaluation findings.
The indicators that are included in the evaluation by participants, staff, or outside
evaluators are the performance of the trainers, the effectiveness of the training
programme content, the perceptions of participants on benefits, and the attainment
of the performance objectives.
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Process of Training
2.6.1 Evaluation at the Beginning
The learner’s skills and knowledge are assessed at the beginning of the training
program and termed, entry test. During the start of training, candidates generally
perceive it as a waste of resources because most of the time candidates are unaware
of the objectives and learning outcomes of the program. Once aware, they are
asked to give their opinion on the methods used and whether those methods
conform to the candidates’ preferences and learning style.

The purpose of this evaluation is to determine the level of knowledge and skills
of the trainees before the training. This will help in making the trainees aware of
their state of knowledge and areas where they are lacking, guide the trainers in
planning the training program and evaluating the gain made, and sensitize
participants to key concepts. It also helps the trainer to focus on objectives. And
finally, it serves as a benchmark for the final test.

It is particularly important to reassure the trainees that this test is in no way

meant to reflect on their capability or to categorize them according to some
competence level. It may be advisable to give an objective type test, correct and
return the test scripts, but not to do grading or marking on the scripts. Oral tests
may also be given in instruments identification and use.

2.6.2 Evaluation During the Training

This evaluation is conducted when the instruction starts. It usually consists of
short tests at regular intervals. The evaluation during the training is for both the
trainer and the participant to know how well they are doing. This helps to improve
the learning process and learning principles (e.g., adult learning). Some of the
key principles of this type of evaluation are given below.
• The evaluation should be specific rather than abstract.
• Evaluation feedback is the trainer’s best control over the learning process.
• Adult professionals want to know how well they are doing.
• Adults like to be evaluated if they take part and see the importance of the
evaluation.
• When adults take part in the measurements, it adds to the learning process.
• Adults benefit from such evaluations if they can relate it to the specific
objectives of the course.

This evaluation takes place during classroom lectures, discussions, tests, class
problems and demonstrations. Brief examples of these types of evaluation are
questions and answers.

The purpose of this evaluation is to obtain responses to specific questions. For

example, in a course of micro-level planning for rural development, the trainer
may ask the following questions in the class.
• What kind of tools are used for Participatory Rural Appraisal survey?
• True/false questions on procedures for conducting a Participatory Rural
Appraisal survey.
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Again, evaluation at this stage is to provide the participant the feedback about Training Evaluation
his progress as well as information to the trainer for improving the training activity.
The evaluation during the training will make the teaching-learning process
participatory and learner friendly.

2.6.3 Evaluation at the End of the Training

The evaluation at the end of the training can help to identify:
i) The trainees’ reactions to the course and the learning experience.
ii) The learning or changes in attitudes, knowledge and skills of the participants.
iii) The participants’ evaluation of the performance of the staff.
This evaluation cannot ascertain the impact on job behaviour. It can only evaluate
what was learned. The evaluation forms need not be excessively long. Short
forms with specific questions often provide more usable information. This
evaluation will broadly cover the aspects, below.

a) Participants’ Reactions
Participants’ reactions to the training programme are included in an evaluation
form developed for the purpose. Sample form, given in Annexure-I may be used
by the participants for evaluation of programme objectives and subject matter.

The results of these evaluations can be biased by the trainer. Therefore, it is

recommended that someone else who is not involved in the course needs to
administer this evaluation.

b) Exit Test
Where an entry test was given, an exit test can be used to ascertain what learning
actually took place. Some training institutions are using the exit test very
effectively. These tests are developed around the objectives of the training
programme. For example, a sample of test question can be used related to
• facts participants need to know
• key concepts and principles
• techniques, i.e., skills, methods, and procedures
• processes and where, when, and how to use them
• professional attitudes or values needed by participants.
The exit test need not be too long. The purpose is to assess behaviour and
knowledge.

This test could also include practical exercises where actual field skills are
demonstrated. Often, a practical exercise precedes the final written test.

c) Sample Interview
In addition to the final test, some trainers select a 10 per cent random sample of
participants for an intensive face-to-face personal interview. This is time
consuming but can yield some useful information. Again, this should cover
• the reactions of the participants to the total training programme
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Process of Training • the learning that took place
• the relevance of the learning to the participant’s job
• the performance of the trainers.
d) Evaluation of the Trainers by the Participants
Trainers also need to know how well they have performed. Various evaluation
forms can be developed. Without this evaluation, a trainer may not know the
areas in which improvement is required. An alternative method is to have one’s
peers evaluate his training approach. One trainer evaluation form is given in
Annexure – II.

e) Staff evaluation of the training programme

The evaluation of a training programme by the staff of a training organization is
followed by some training organizations. A practice followed by one training
institute is to schedule a one to two day staff evaluation upon the completion of
a given training programme. This is useful in that it identifies weaknesses and
recommends solutions. The results from the other evaluations can be used for
this staff evaluation. Focus is given on the planning, the objectives of the training
programme, the content, training methods, and results.

2.6.4 Use of Evaluation Findings

Sometimes evaluations done but the results are not adequately utilized. Evaluation
should never be done as a formal procedure. The purpose of evaluating a training
programme is to determine its value or to identify ways for its improvements.

The three major uses of the findings of evaluations are for improving the training
programme, improving the institute’s training programme and promoting the
value of the training.

a) Improving the quality of the training programme

The results of the evaluation should help the training organizers make decision
regarding several key questions.
• Was adequate time spent in planning the training?
• Did it meet its objectives?
• Were the training methods and aids adequate?
• Were the needs and interests of participants met?
• Was there adequate balance between field exercises and class room
presentations?
• Was the duration of the course adequate?
• How can the course be improved?
b) Training Institute’s Capability Strengthening

The training institute is interested in improving its programme. Training

programme evaluations can provide useful information about how to do this.
Some questions which evaluations can help to answer are given below.
• Were the facilities for this training programme adequate?
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• Is there a growing demand for the programme? Training Evaluation

• Should the training programme be continued? Revised? Cancelled?

• What was the performance level of various trainers?
• Was the budget for the training programme adequate?
• If needed, when should the training programme be scheduled?
• Was there adequate support staff for the training programme?
c) Promotion of Training
Evaluation reports are useful for promoting and sharing information about training
programme. Reports can be sent to the following.
• Organizations that send trainees
• Sponsors of the training
Evaluation by participants, staff or outside evaluators includes the performance
of the trainers, the effectiveness of the training program content, the perceptions
of participants, of benefits, and the attainment of the performance objectives.
The participant’s evaluation of different aspects of training is given in Annexure
– III. Besides a course evaluation form is also given in Annexure – IV.

In these sections you read about the types and processes of training evaluation.
Now answer the questions given in Check Your Progress-2.

Check Your Progress-2

Note: a) Write your answer in about 50 words.
b) Check your answer with possible answers given at the end of the unit.
1) Why is benchmark evaluation important?
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2.7 STATISTICAL TOOLS FOR EVALUATION OF

TRAINING
The training coordinator may take the help of a statistician for the evaluation of
a training programme. For example, it may be used to see the difference between
pre and post test result of the trainees. The statistical analysis may be conducted
internally or contracted out to external consultants if the trainees are large in
number. Depending upon how complex the design is, how much data collection
is required, or what the organizational requirements are, the statistical analysis
may be made and stored on a standard spreadsheet application or relational
database.

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Process of Training Participants’ responses on any of the tools can be coded and entered into a
spreadsheet or a standard statistical package for analysis. The way, in which, the
participants’ responses are entered depends on the response alternatives and format
of the software to be used.

Before any calculation is performed, it is imperative to check the data for errors.
It should be ensured that all numbers are in the correct column after coding. This
can be done simply by printing the spreadsheet of data, highlighting every other
column with a marker and systematically examining the columns.

Simple calculations that are most useful and can be easily computed by
spreadsheet application include: Frequency, Percentage, Mean, Mode, Median,
Range, Variance, and Standard Deviation

Sometimes, advanced spread sheets to calculate t-tests, correlations, regressions,

etc. can also be used. These analyses sometimes require a minimum number of
participants or certain assumption levels which must be met by the data. If it is
not met, the results may be inaccurate.

In these sessions, you read about the evaluation matrix and statistical tools to be
used in the evaluation of training, now answer the question given in Check Your
Progress-3.

Check Your Progress-3

Note: a) Write your answer in about 50 words.
b) Check your answer with possible answers given at the end of the unit.
1) What are the statistical tools to be used in the evaluation of training?
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2.8 LET US SUM UP

To sum up, the training evaluation process has the potential to provide useful
information to multiple stakeholder groups. By designing an effective training
evaluation process, an organization can obtain the information needed to improve
both training program delivery as well as business performance, creating
opportunities for continuous organizational improvement.

2.9 REFERENCES AND SELECTED READINGS

CIDA (1997), Guide to Gender Sensitive Indicators, Canada.
Kirkpatrick, L. D. and Kirkpatrick, D. J. (2005), Evaluating Training Programs
– The Four Levels, Benett Koehler Publishers Inc.

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Laird, D. (1978), Approaches to Training and Development / Reading, Mass, Training Evaluation
Addison-Wesley Publishing Company.

Marcotte, P. L., Bakker D. R. and Bell, M. (2002), Assessing Training Impact:

IRRI’s New Evaluation Approach, Paper No.10, Occasional Papers: Issues in
Training, Training Center, IRRI, International Rice Research Institute.

Phillips, J. and Stone, R. D. (2002), How to measure training results: A practical

guide to tracking the six key indicators, McGraw-Hill, New York.

Patton, M.Q. (1997), Utilization-focused Evaluation: The New Century Text,

Thousand Oaks, CA: Sage Publishers.

Reay, D.G. (1994), Evaluating Training, Kogan Page, London.

Saxena, R.N. (2006), “Impact Evaluation of Personal Growth Training: A Quasi-

experimental Design”, ASCI Journal of Management, Vol. 35(1&2), March 2006.

Tracey, William R (1968), Evaluating Training and Development Systems,

American Management Association, New York.

2.10 CHECK YOUR PROGRESS – POSSIBLE

ANSWERS
Check Your Progress 1
1) Evaluation of training refers to the process of examining the effectiveness
of the training program in terms of the benefits to the trainees and the
organization or company. Evaluation is a continuous process rather than a
one-time activity.
The three primary uses of evaluation of training are: a) to judge merit or
worth, b) improve programmes, and c) generate knowledge
2) The criteria necessary for evaluation of training are: a) Clarity, b) Objectivity,
c) Reliability, c) Evaluation design and methodology d) Evaluation design
to be custom-made e) Process and not end Product.
Check Your Progress 2
1) The learner’s skills and knowledge are assessed at the beginning of the training
program and termed as entry test. The purpose of this evaluation is to
determine the level of knowledge and skills of the trainees before the training.
This will help in making the trainees aware of their state of knowledge and
areas where they are lacking, guide the trainers in planning the training
program and evaluating the gain made and sensitizes participants to key
concepts. It also helps the trainer to focus on objectives. And finally, it serves
as a benchmark for the final test.
Check Your Progress 3
1) Simple calculations that are most useful and can be easily computed by
spreadsheet application include: Frequency, Percentage, Mean, Mode,
Median, Range, Variance, Standard deviation. Sometimes, advanced spread
sheets to calculate t-tests, correlations, regressions, etc can also be used.
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