Training

Definitions
●​ “Training is the act of increasing the knowledge and skill of an employee for doing a
particular job.”- Edwin B. Flippo
●​ “programs that are more present day oriented, focuses on individual’s current jobs,
enhancing specific skills and abilities to immediately perform their job called
training”- Decenzo & Robbins
●​ Training - learn something in order to make a change. All positions and at all levels in
an organization.

Development
Definitions
●​ Development can be defined as a continuous process of improving an individual's
skills, knowledge, and abilities to prepare them for future roles and responsibilities.
●​ According to Werner and DeSimone (2012), "Development refers to activities leading
to the acquisition of new knowledge or skills for purposes of growth."

Difference between training and development

Aspect Training Development

Definition A structured program designed to A continuous process aimed at

enhance specific skills and improving an individual’s overall
knowledge required for a capabilities, career growth, and
particular job. leadership potential.

Focus Short-term, job-specific skill Long-term, overall professional and

enhancement. personal growth.
 Objective To improve an individual’s ability To prepare individuals for future
to perform their current job responsibilities and career
effectively. advancement.

Timeframe Typically short-term (days to Long-term (months to years).

weeks).

Nature Reactive – addresses immediate Proactive – focuses on future

skill gaps and performance issues. growth and potential.

Target Employees at all levels, especially Employees seeking career

Audience new hires or those requiring progression, leadership roles, or
specific skill upgrades. personal growth.

Methods Used Workshops, seminars, Mentoring, coaching, self-learning,

simulations, on-the-job training, leadership programs, job rotations,
hands-on exercises, e-learning. higher education opportunities.

Content Focuses on technical skills, Focuses on soft skills, leadership,

job-specific knowledge, decision-making, strategic thinking,
compliance, and standard and adaptability.
procedures.

Approach Structured and formal, often with More flexible and informal, often
predefined objectives and customized based on individual
measurable outcomes. needs and career goals.

Measurement Assessed through performance Evaluated based on career growth,

of Success evaluations, assessments, skill leadership effectiveness, and
tests, and productivity long-term contributions to the
improvement. organization.
 Examples A customer service training on A leadership development program
handling difficult clients, for mid-level managers, executive
software training for employees, coaching for top-level employees,
safety training for factory career mentoring programs.
workers.

Benefit to Helps employees perform their Equips employees with skills to take
Employee current roles efficiently and with on higher responsibilities and
improved accuracy. advance in their careers.

Benefit to Enhances workforce productivity, Builds a strong talent pipeline,

Organization ensures consistency in prepares future leaders, and
performance, and improves improves employee retention.
operational efficiency.

Reasons for Training

1.​ Skill Enhancement – Improves employees’ technical and soft skills required for their
job roles.
2.​ Increased Productivity – Enhances efficiency and performance, leading to better
output.
3.​ Adapting to Technological Changes – Helps employees stay updated with the latest
tools and technology.
4.​ Workplace Safety – Ensures employees follow safety protocols, reducing workplace
accidents.
5.​ Compliance and Legal Requirements – Educates employees on company policies,
labor laws, and industry regulations.
6.​ Employee Motivation and Engagement – Boosts morale by making employees feel
valued and competent.
7.​ Reducing Errors and Improving Quality – Helps employees avoid mistakes and
maintain high standards.
8.​ Succession Planning – Prepares employees for promotions and leadership roles.
 9.​ Customer Satisfaction – Enhances service quality, leading to better customer
experiences.
10.​Competitive Advantage – Equips employees with the latest skills, making the
company more competitive.

Reasons for Development

1.​ Career Growth – Helps employees prepare for future roles and leadership positions.
2.​ Long-Term Employee Retention – Encourages loyalty by investing in employees'
futures.
3.​ Building Leadership Skills – Develops decision-making, communication, and
strategic thinking abilities.
4.​ Enhancing Innovation and Creativity – Encourages employees to think critically
and find innovative solutions.
5.​ Adaptability to Industry Changes – Prepares employees for evolving market trends
and business challenges.
6.​ Improving Problem-Solving Abilities – Equips employees with skills to handle
complex workplace situations.
7.​ Boosting Confidence and Self-Efficacy – Helps employees become more self-reliant
and proactive.
8.​ Encouraging Continuous Learning – Fosters a culture of self-improvement and
professional growth.
9.​ Developing a High-Performing Workforce – Shapes employees into valuable assets
for long-term success.
10.​Strengthening Organizational Culture – Aligns employees with company values,
vision, and goals.

Qualities of an Effective Trainer

1.​ Strong Communication Skills – Clearly conveys information in an engaging

manner.
2.​ Subject Matter Expertise – Possesses deep knowledge of the topic being taught.
3.​ Adaptability – Adjusts training methods based on audience needs.
4.​ Patience and Empathy – Understands trainees’ learning pace and challenges.
5.​ Interpersonal Skills – Builds rapport and encourages active participation.
 6.​ Engaging Presentation Style – Uses interactive techniques to maintain interest.
7.​ Problem-Solving Ability – Addresses questions and challenges effectively.
8.​ Use of Real-Life Examples – Relates content to practical applications.
9.​ Encourages Feedback and Interaction – Promotes discussions and continuous
improvement.
10.​Commitment to Continuous Learning – Keeps up with new trends and updates in
the field.

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Designing Training and Development Programmes

Steps in Designing & Implementing a T&D Programme:

A well-structured Training & Development Programme consists of seven key steps:

Step 1: Identification of Training Needs & Analysis

●​ Training needs arise due to gaps between actual and expected performance, behavior,
and attitude.
●​ Factors leading to training needs:
○​ Poor performance affecting organizational success.
○​ Technological changes requiring skill upgrades.
○​ Employees' requests for training.
○​ Changes in market trends, policies, or organizational strategy.
●​ Training needs can be determined through surveys, feedback, performance
appraisals, and role analysis techniques.

Step 2: Setting Training & Development Objectives

●​ Objectives guide the program and ensure alignment with organizational goals.
●​ According to O. Jeff Harris Jr., training should focus on:
○​ Improving operative skills (job-specific tasks).
○​ Enhancing interpersonal skills (team collaboration).
○​ Strengthening decision-making skills (problem-solving).
Step 3: Selection & Designing of the T&D Programme

●​ Considerations in designing a program:

○​ Level of participants (skills, knowledge, pre-assessment).
○​ Training duration (should be engaging, not too long).
○​ Content (knowledge, skills, attitude, decision-making).
○​ Training methodology (interactive, practical, customized).
○​ Responsibility for training (top management, HR, supervisors, employees).

Step 4: Selection & Development of Training Methods & Techniques

Training methods are classified into:

1.​ On-the-Job Training (OJT) – Practical, hands-on learning at the workplace.

○​ Examples: Coaching, job rotation, task forces, committee assignments.
2.​ Off-the-Job Training – Conducted outside daily work activities.
○​ Examples: Lectures, role-playing, case studies, management games,
brainstorming, transactional analysis.

Training aids and equipment (videos, presentations, simulations) enhance learning.

Step 5: Implementation of the Training Programme

●​ Key factors for successful implementation:

1.​ Choosing the right location and facilities.
2.​ Scheduling the right timing and trainer selection.
3.​ Engaging participants through interactive sessions.
4.​ Monitoring progress to ensure learning retention.

Barriers to effective implementation:

●​ Wrong selection of participants.

●​ Poor course content or objectives.
●​ Lack of relevance to organizational needs.
Step 6: Evaluation of Training & Development Programmes

Kirkpatrick’s Four Levels of Training Evaluation

1.​ Reaction – Measures participants' immediate feedback on the training's relevance,

engagement, and effectiveness using surveys, interviews, or feedback forms.​

2.​ Learning – Assesses knowledge and skill acquisition through pre- and post-tests,
practical exercises, or demonstrations to ensure training objectives are met.​

3.​ Behavior – Evaluates whether employees are applying learned skills in their
workplace, using performance reviews, supervisor feedback, or observations.​

4.​ Results – Analyzes the overall impact of training on business outcomes, such as
productivity, quality, revenue, or employee retention, using KPIs and financial
metrics.

Step 7: Feedback & Follow-up

●​ Feedback should be collected from trainees, trainers, and managers to refine future
training programs.
●​ Helps assess if the training objectives were met and what improvements are needed.

___________________________________________________________________________

Methods and techniques for training

Employee Training Methods

Training is not a one-size-fits-all process, and organizations must choose the most effective
training method for their employees. This might include On-the-Job Training (OJT), Job
Rotation, Apprenticeships, Internships, Classroom Lectures, E-Learning, Simulations,
and Vestibule Training.

1. On-the-Job Training (OJT)

· This is the most traditional and widely used method of training.

· It involves a trainee working alongside a more experienced employee in a real-world

environment.
 · The process is informal and allows employees to learn skills in a practical setting.

· Small organizations often rely on OJT as their primary training method due to cost
constraints.

· While OJT is suitable for entry-level jobs, it may not always be the most efficient
way of training.

2. Job Rotation

· Job rotation involves moving employees laterally across different job roles to expand
their skill set and knowledge.

· This method is used to increase motivation and provide employees with exposure to
various tasks.

· Employers often rotate new hires through different departments (e.g., marketing,
finance, operations) before they settle into a permanent role.

· It helps employees understand how different functions in an organization

interconnect and contribute to overall performance.

3. Apprenticeships

· Apprenticeships combine classroom instruction with hands-on work experience.

· Employees train under a seasoned mentor, gaining both theoretical knowledge and
practical skills.

· This method is commonly used in skilled trade or craft jobs such as construction,
carpentry, plumbing, and electrical work.

· Experienced workers provide continuous support, guidance, and motivation to

apprentices.
4. Internships

· Internships are structured programs that allow students or fresh graduates to gain
work experience in their chosen field.

· They can vary from unstructured to highly structured programs.

· Many organizations offer internships as a cost-effective way to recruit talent without

an obligation for full-time employment.

· Interns gain real-world experience, enhance their skills, and increase their
employability in competitive job markets.

· HR departments frequently provide internships for students interested in HR careers.

5. Classroom Lectures

· Classroom lectures involve traditional, instructor-led training sessions.

· Many organizations use this method along with other techniques to deliver a large
amount of information in a short time.

· This method is particularly useful for technical, interpersonal, and

problem-solving skills.

· Examples include training for financial advisors and insurance agents, where
classroom instruction is essential.

6. E-Learning

· E-learning is computer-based training that provides flexibility for employees to

learn at their own pace.

· Organizations use Learning Management Systems (LMS) or HR Information

Systems (HRIS) to personalize training content.

· E-learning can include videos, quizzes, games, simulations, and animations.

· For example, UPS used simulation games to train truck drivers, reducing training
failure rates from 30% to 10%.
 · Research indicates that a combination of online and face-to-face training is often
more effective than purely online training.

7. Simulations

· Simulation-based training allows employees to practice real job tasks in an

artificial but realistic environment.

· This method is particularly useful for industries where hands-on practice is

necessary but the real-world environment is either expensive or dangerous.

· Simulation methods include:

o Case studies

o Role-playing

o Computer-based simulations

o Group interaction exercises

· For example, pilots and military personnel use simulations to train in controlled
environments before handling real-world situations.

8. Vestibule Training

· Vestibule training involves learning with actual work tools and equipment in a
training environment rather than on the job.

· It closely mirrors real workplace conditions but allows employees to practice safely
without affecting actual business operations.

· This method is ideal for manufacturing, aviation, and technical industries where
employees must master using machinery or equipment before handling them in
real settings.
Summary

Each training method has its advantages and is used based on organizational needs, job roles,
and employee skill levels. Some key takeaways include:

· OJT and Apprenticeships provide hands-on experience but may lack structured
learning.

· Job Rotation improves versatility and employee motivation.

· Internships help students gain real-world exposure without immediate employment

obligations.

· Classroom Lectures remain effective for theoretical and technical knowledge.

· E-Learning is flexible and can be tailored for individual learning.

· Simulations and Vestibule Training are essential for high-risk jobs where errors in
real work conditions can be costly.

Each organization must evaluate these methods to choose the most effective training
approach for their employees.

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Evaluation of training program

1. Training evaluation

Training evaluation is the process of assessing the effectiveness of a training program in

terms of benefits to both trainees and the organization. It is a continuous process rather than a
one-time activity. According to Deb, training evaluation involves systematic methods to
periodically and objectively measure the impact, relevance, and cost-effectiveness of training
programs in achieving expected results.

​
2. Purpose of training evaluation

Training evaluation is conducted to assess:

· Effectiveness – Determines if training achieves its goals, such as behavior change,

attitude shaping, job performance improvement, defect reduction, target achievement, and
quality enhancement.

· Efficiency – Evaluates time consumption, possibilities for shortening the training, and
alternatives like on-the-job training or job aids.

· Cost-effectiveness – Assesses whether the training is worth the investment and identifies
the primary beneficiaries.

Categories of Training Evaluation (Patton, 1997)

Evaluation should focus on one primary purpose:

· Judging Merit or Worth – Measures the value and success of the training.

· Improving Programs – Helps enhance course design, development, and implementation.

· Generating Knowledge – Provides data for future training research and development.

Key Benefits of Training Evaluation

1. Enhanced Accountability & Cost-effectiveness – Ensures justification of training

investments, leading to better resource allocation.

2. Improved Effectiveness – Confirms if training achieves intended objectives.

3. Improved Efficiency – Ensures optimal use of resources with minimal waste.

4. Greater Credibility for Training Staff – Validates their contribution to training success.

5. Stronger Management Commitment – Encourages leadership support for training

initiatives.

6. Corrective Feedback System – Identifies strengths and weaknesses of trainees for

improvement.
7. Management Decision-Making – Helps determine future training requirements for
recruits.

8. Availability of Research Data – Supports institutional development and training

research.

9. Justification for Future Training Sponsorship – Provides evidence for funding further
training programs.

10. Improved Expertise for Training Designers – Helps design more effective, result-oriented
training initiatives.

11. Participant Feedback for Learning Outcomes – Encourages trainees to align their
learning with defined objectives.

12. Personnel Development Support – Provides evaluation data for promotions and career
growth decisions.

Training evaluation plays a crucial role in measuring the success of training programs,
improving their quality, and aligning them with organizational goals.

3. Principles of Training Evaluation

The evaluation of training is the process of determining the effectiveness and impact of a
training program. It should be based on sound principles to ensure its relevance, reliability,
and practicality.

1. Clarity

●​ The evaluator must be clear about the purpose of evaluation to set appropriate
standards and criteria.
●​ The training objectives, both general and specific, should be well-defined.
●​ For example, if a leadership training program aims to enhance decision-making skills,
the evaluation must be structured to measure improvements in that specific skill.
2. Objectivity

●​ The evaluation process should be free from biases and conducted in a fair manner.
●​ Objectivity ensures that the assessment is based on measurable standards rather than
subjective opinions.
●​ This requires:
○​ Designing valid and reliable research instruments.
○​ Using quantitative and qualitative data to support findings.
○​ For example, instead of relying only on feedback forms, a leadership program
could use pre- and post-training decision-making tasks to objectively
measure improvement.

3. Reliability

●​ The instruments used for evaluation must yield consistent results across different
situations and evaluators.
●​ The evaluation should be repeatable with similar findings, ensuring accuracy.
●​ Example: A pre-test and post-test administered to different groups of trainees should
yield similar learning outcomes when using the same curriculum.

4. Feasibility

●​ The evaluation should be cost-effective and practical.

●​ It should consider:
○​ Resource availability (time, budget, personnel).
○​ Usefulness of data collected.
●​ Example: If a company spends more on evaluating a training program than the
benefits it provides, the evaluation is not feasible.

5. Customization

●​ The evaluation design and approach should be tailored to specific training levels and
objectives.
●​ One evaluation method may not be suitable for all types of training.
 ●​ Example: A soft skills training program may need a different evaluation approach
compared to technical skills training, which can be measured through practical
application.

6. Focus on Process, Not Just End Results

●​ Evaluation should be continuous and not limited to the final outcome.

●​ The training process should be assessed at multiple stages (before, during, and after).
●​ Example: In a customer service training program, assessing real-time application of
learned skills during the training rather than waiting for final feedback can lead to
better learning outcomes.

4. Types of Training Evaluation

Training evaluation is broadly classified into Formative and Summative Evaluation, with
further subcategories.

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.

●​ It answers questions like, “Are the goals and objectives suitable for the targeted
audience?” “Are the methods and materials appropriate to the event?” “Can the event
be easily replicated?”
●​ Helps refine the training program while it is still ongoing.

Key Features:

●​ Focuses on implementation and ongoing planning.

●​ Helps trainers make real-time adjustments.
●​ Allows for early identification of challenges and weaknesses.
●​ Example: A software training program may conduct mid-session quizzes to check
participants’ understanding and adjust the pace accordingly.
Methods of Formative Evaluation:

1.​ Review of Training Materials

○​ Ensuring training materials align with learning objectives.
○​ Example: Checking if case studies in leadership training reflect real
workplace challenges.
2.​ Group Discussions & Feedback
○​ Engaging trainees to get insights on the training’s effectiveness.
○​ Example: After a session on conflict resolution, trainees discuss which
techniques seem most useful.
3.​ Pilot Testing the Training Program​

○​ Conducting a trial run before full-scale implementation.

○​ Example: Testing a new employee onboarding module with a small group
before rolling it out company-wide.
4.​ Observation of Trainees
○​ Assessing real-time engagement and interaction.
○​ Example: Watching how participants perform a mock sales pitch during sales
training.
5.​ Pre-Test Assessments
○​ Measuring existing knowledge before training starts.
○​ Example: A technical skills training may start with a coding test to gauge
trainees’ proficiency.

2. Summative Evaluation

●​ Conducted at the end of the training to assess its overall effectiveness.

●​ Measures whether learning objectives were achieved.

Key Features:

●​ Focuses on outcomes and impact.

●​ Determines knowledge retention and behavioral change.
●​ Example: In a communication skills workshop, trainees give final presentations,
which are evaluated for improvements in articulation and clarity.
Methods of Summative Evaluation:

1.​ Trainee Feedback & Surveys

○​ Collects opinions on the usefulness of the training.
○​ Example: Asking IT employees if a cybersecurity training helped them
recognize threats.
2.​ Post-Test Assessments
○​ Evaluates knowledge retention after the training.
○​ Example: An accounting training may use practical case studies to test
trainees' ability to apply new principles.
3.​ Behavioral Application
○​ Observes how trainees implement what they learned.
○​ Example: A customer service training evaluates whether employees handle
complaints more effectively post-training.
4.​ Measuring Change in Performance
○​ Compares pre- and post-training performance.
○​ Example: Tracking the sales performance of employees before and after sales
training.

Comparison: Formative vs. Summative Evaluation

Feature Formative Evaluation Summative Evaluation

Timing During the training process After the training is completed

Purpose Improves training while Assesses final effectiveness

ongoing

Focus Identifies strengths & Measures overall impact

weaknesses
Example Gathering feedback on training Testing trainees' knowledge through a final
materials assessment

5. Training Evaluation Models

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.
➔​ The four levels are:
★​ REACTION - 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 the attitude and opinion of the trainees about various
aspects of the training.
★​ LEARNING - 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.
★​ BEHAVIOUR - 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.
★​ REACTION - 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.

PHILLIPS ROI MODEL:

Phillips built upon Kirkpatrick's model by adding a fifth level focused exclusively
on Return on Investment (ROI) measurement. The model quantifies the financial costs
and benefits associated with a training program to determine its monetary value. While
the first four levels remain unchanged from Kirkpatrick’s model, the fifth level
introduces ROI analysis through:
 ●​ Cost vs. benefit comparison
●​ ROI percentage calculation
●​ Intangible benefits realization
●​ Expectancy table analysis

Adding an ROI dimension enables data-driven decision making regarding investments

in training programs.

The five levels of the Phillips ROI Methodology are as follows:

Level 1: Reaction​
In common with the Kirkpatrick Model, the Phillips ROI Model begins by evaluating the
participants’ reaction to the training they received.

Level 2: Learning​
The second level of the Philips ROI Model evaluates what, if any, learning took place during
the training.

Level 3: Application and Implementation​

Like the Kirkpatrick Model, the Phillips ROI Model looks at whether the participants used
what they learned during the training when they returned to the workplace. However, Phillips
approach helps an organization determine whether an issue (if there is one) lies with the
application of the learning or its implementation. This represents a subtle but crucial
improvement over the Kirkpatrick Model.

Level 4: Impact​
While the fourth level of the Kirkpatrick taxonomy focuses purely on results, the Phillips
ROI model is much broader and looks at the impact of the training. This helps identify
whether factors other than training were responsible for delivering the outcomes.

Level 5: Return on investment (ROI)​

Unlike the Kirkpatrick Model that simply measures training results again stakeholder
expectations (ROE), the Phillips ROI model contains a fifth level. This is designed to
measure ‘return on investment’, or ROI. This level uses cost-benefit analysis to determine the
value of training programs.

The Phillips ROI Model found favor with organizations who wanted to assign a monetary
value to the results of the training. Given the cost and complexity of applying an ROI
analysis, however, only around five to ten percent of training courses actually require a full,
five-level evaluation.

THE CIRO MODEL:

In 1970, Peter Warr, Michael Bird, and Neil Rackham published their book, Evaluation of
management training. Their framework for evaluating training became known as the ‘CIRO
model’ and offers businesses a way of evaluating training needs and results.

Unlike other models such as Kirkpatrick’s Model that can be applied to a broad range of
training and evaluation programs, the CIRO model is specifically aimed at evaluating
management training.

CIRO is an acronym that stands for the four levels which make up this approach to learning
evaluation. They are:

●​ Context
●​ Input
●​ Reaction
●​ Output

The CIRO model is hierarchical, meaning that practitioners must start by studying ‘Context’,
before moving through ‘Input’, ‘Reaction’ and ‘Output’.

Stage 1: Context Evaluation​

In the CIRO Model, first collects performance-deficiency information, ie. what is the
organization lacking. This stage assesses the operational situation that an organization finds
itself in.

Stage 2: Input Evaluation​

During the second stage of the CIRO Model, practitioners must gather information about
possible training techniques and methods.

Stage 3: Reaction Evaluation​

The third stage of the CIRO Model involves gathering participant views and recording any
suggestions they make about the training they received.

Stage 4: Outcome​
This stage of the CIRO Model involves presenting information about the results of the
training.

The CIRO Model is a practical way of evaluating management training and has found favor
with many organizations the world over.

KAUFMAN’S FIVE LEVEL OF EVALUATION:

Roger Kaufman and John M. Keller published Levels of evaluation: Beyond Kirkpatrick in
the winter 1994 edition of Human Resource Development Quarterly. This work became
known as Kaufman’s Five Levels of Evaluation and is commonly referred to as Kaufman’s
Model of Learning Evaluation.

Like the Phillips ROI Model, Kaufman’s model was closely based on the Kirkpatrick Model
and made a few changes and modifications.

These are:

●​ Kaufman divided Kirkpatrick’s Level 1 (Reaction) into two parts: 1a, “Input”, and 1b,
“Process.”
●​ Kaufman introduced a fifth level that evaluates the impact of the training on both the
organization’s customers and on society.
Kaufman’s Model takes the following approach:

1a. Input: At this stage, the evaluator looks at the resources that are used to conduct
instruction. Are the resources what is needed for the instruction?

1b. Process: At this stage, the evaluator looks at how the instruction is delivered. Is the
delivery method efficient and acceptable?

Micro-level: This level focuses on the learner.

2.​ Acquisition: At this stage, the evaluator determines if the learners acquired the
knowledge they were taught and if they applied it in their work.

3.​ Application: At this stage, the evaluator determines how well the learners used the
knowledge they were taught.

Macro-level: This level focuses on the organization.

4.​ Organizational payoffs: At this stage, the evaluator determines how the learning
impacted the organization.

Mega-level: This level focuses on society.

5.​ Societal outcomes: At this stage, the evaluator determines how the learning impacted
the company’s clients or the larger society.

6. Process of Training Evaluation

Training evaluation is conducted at different stages to assess effectiveness, ensure learning,

and improve future programs.

1. Evaluation at the Beginning (Entry Test)

An entry test is conducted before training to assess trainees' existing knowledge and skills. It
helps identify strengths, weaknesses, and tailor the training content. To ensure effectiveness:

●​ Explain its purpose clearly (not for grading).

●​ Use simple formats like multiple-choice or oral tests.
 ●​ Provide constructive feedback instead of scores.

2. Evaluation During Training

Ongoing evaluation ensures learning progress and allows trainers to adjust their methods. It
includes:

●​ Quizzes, discussions, and activities for interactive learning.

●​ Feedback loops to track improvement and engagement.
●​ Examples: Short tests, case-based questions, and real-world applications.

3. Evaluation at the End (Final Evaluation)

Conducted after training to measure effectiveness, covering:

●​ Participants’ Reactions – Feedback forms for course and trainer assessment.

●​ Exit Test – Measures knowledge gained compared to the entry test.
●​ Sample Interviews – Assess training usefulness and relevance.
●​ Trainer & Staff Evaluation – Reviews teaching methods, content quality, and
improvements.

4. Using Evaluation Findings

Findings are used to:

●​ Improve the training program (content, structure, delivery).

●​ Strengthen the institute (resources, budget, demand).
●​ Promote the program (success stories, funding, sponsorship).

Effective evaluation ensures continuous enhancement and long-term impact of training

programs.