Chapter 6 Training Evaluation

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JAAMACADDA BEDER EE CAALAMIGA AH
Chapter 6: Training Evaluation
Chapter 6 focuses on the evaluation of training programs and learner outcomes. It explains the
criticality of evaluating whether the training has accomplished its objectives and, particularly,
whether job performance and organizational results have improved as a result. Formative and
summative evaluation are discussed and compared and reasons for evaluating are identified. The
process of evaluating training is outlined and outcomes used to evaluate training are described in
some detail. Kirkpatrick’s four-level model incorporating four major levels of evaluation is
highlighted; and five major categories of outcomes are presented more extensively. Another
important issue, regarding how good the designated outcomes are, is addressed. Perhaps most
importantly, the calculation of return on investment for the training dollar.
Objectives
As a result of reading and discussing this chapter, students should be able to
1. Explain why evaluation is important.

2. Identify and choose outcomes to evaluate a training program.
3. Apply Kirkpatrick’s four levels of evaluation to your programs
4. Discuss the process used to plan and implement a good training evaluation.
5. Conduct a cost-benefit analysis for a training program.
I. Introduction
A. Training effectiveness refers to the benefits that the company and the trainees experience
as a result of training. Benefits for the trainees include learning new knowledge, skills,
and behaviors. Potential benefits for the company include increased sales, improved
quality and more satisfied customers.
B. Training outcomes or criteria refer to measures that the trainer and the company use to
evaluate training programs.
C. Training evaluation refers to the process of collecting data regarding outcomes needed
to determine if training objectives were met. Training outcomes or criteria refer are
measures that are used to determine the affect training has had.
D. Evaluation design refers to from whom, what, when and how information is collected to
determine the effectiveness of the training program.
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Reasons for Evaluating Training
A. Formative evaluation refers to evaluation conducted to improve the training process,

including ensuring that the training program is well-organized and runs smoothly and that
trainees are learning and are satisfied with the training.
1. Pilot testing is the process of previewing a training program with potential trainees
and their managers, or other customers. The pilot testing group is then asked to
provide feedback about the content of the training as well as the methods of delivery.
This feedback enables the trainer to make needed improvements to the training.
B. Summative evaluation is evaluation conducted to determine the extent to which trainees
have improved or acquired knowledge, skills attitudes, behaviors, or other outcomes
specified in the learning objectives, as a result of the training.
C. Reasons training programs should be evaluated:
1. To identify the program’s strengths and weaknesses, including whether the program is
meeting the learning objectives, the quality of the learning environment, and if
transfer of training back to the job is occurring.
2. To assess whether the various features of the training context and content contribute
to learning and the transfer of learning back to the job.
3. To determine financial benefits and costs of the program.
4. To compare the costs and benefits of various training programs in order to choose the
most effective programs.
III. Outcomes Used in Evaluating Training Programs

A. Kirkpatrick’s four-level model suggests training can be evaluated on the following levels:
1. Reactions level, which focuses on trainee satisfaction.
2. Learning level, which focuses on the acquisition of knowledge, skills, and behaviors
3. Behavior level, which focuses on improvement in job performance or behaviors.
4. Results level, which focuses on whether desired business results were achieved as a
result of the training.
a. Levels 1 and 2 measures are collected before trainees return to their jobs.
b. Levels 3 and 4 criteria measure the extent to which the training transfers back to
the job.
1. Cognitive outcomes demonstrate the extent to which trainees are familiar with
information, including principles, facts, techniques, procedures, and processes,
covered in the training program.
2. Skill-based outcomes assess the level of technical or motor skills and behaviors
acquired or mastered. This incorporates both the learning of skills and the application
of them (i.e., transfer).
a. Skill learning is often assessed by observing performance in work samples such as
simulators.
b. Skill transfer is typically assessed by observing trainees on the job or managerial
and peer ratings.
3. Affective outcomes include attitudes and motivation
a. Reaction outcomes refer to the trainees’ perceptions of the training experience,
including the content, the facilities, the trainer and the methods of delivery. These
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perceptions are typically obtained at the end of the training session via a
questionnaire completed by trainees.
b. An instructor evaluation measures a trainer’s or instructor’s success.
4. Results are those outcomes used to determine the benefits of the training program to
the company. Examples include reduced costs related to employee turnover or
accidents, increased production, and improved quality or customer service.
5. Return on Investment involves comparing the training program’s benefits in
monetary terms to the program’s costs, both direct and indirect.
a. Direct costs include salaries and benefits of trainees, trainers, consultants, and any
others involved in the training; program materials and supplies; equipment and
facilities; and travel costs.
b. Indirect costs include office supplies, facilities, equipment and related expenses
not directly related to the training program; travel and expenses not billed to one
particular program; and training department management and staff salaries not
related to a single program.
c. Benefits are the gains the company receives from the training.
V. How Do You Know If Your Outcomes Are Good?
A. Criteria relevance refers to the extent to which training outcomes appropriately reflect
the content of the training program. The learned capabilities needed to successfully
complete the training program should be the same as those required to successfully
perform one’s job.
1. Criterion deficiency refers to the failure of the training evaluation measures to reflect
all that was covered in the training program
2. Criterion contamination means that the training evaluation measures reflect
capabilities that were not covered in the training and/or the measurement conditions
are different than the training conditions.
B. Reliability is the degree to which training outcomes can be measured consistently, be it
over time, across raters, or across parallel measures. Predominantly, we are concerned
with consistency over time, such that a reliable test contains items that do not change in
meaning or interpretation over time.
C. Discrimination refers to the degree to which trainees’ performance on an outcome
measure actually reflects true differences in performance; that is, we want the test to
discriminate on the basis of performance and not other things.
D. Practicality is the ease with which the outcome measures can be collected. Learning, job
performance, and results level measures can be somewhat difficult to collect.
VI. Determining Return on Investment
A. Cost-benefit analysis of training is the process of determining the net economic benefits
of training using accounting methods. Training cost information is important for several
reasons:
1. To understand total expenditures for training, including direct and indirect costs.
2. To control costs.

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What are Kirkpatrick's four levels of evaluation?

What are the five major categories of outcomes used to evaluate training?

BEDER INTERNATIONAL

JAAMACADDA BEDER EE CAALAMIGA AH

Chapter 6: Training Evaluation

As a result of reading and discussing this chapter, students should be able to

1. Explain why evaluation is important.

JAAMACADDA BEDER EE CAALAMIGA AH

Reasons for Evaluating Training

A. Formative evaluation refers to evaluation conducted to improve the training process,

III. Outcomes Used in Evaluating Training Programs

JAAMACADDA BEDER EE CAALAMIGA AH

V. How Do You Know If Your Outcomes Are Good?

VI. Determining Return on Investment

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