Chapter

6
Training Evaluation
Training doesn’t cost; it pays. Training process

HRD is an investment, not an

expense. Training is one of the Step 1
Identify the Needs
most important necessities in
any business for which the
companies are willing to invest
Step 4
their resources. Naturally the Evaluate the Step 2
Training Design the
Training
outcomes are to be measured.
Organizations can’t manage
what they don’t measure. Thus
Step 3
it is important to establish the Implement the
Training
right performance measures
for all key investments.
Meaning
Training evaluation refers to activities aimed at finding out the effectiveness of
training programmes after they are conducted, against the objectives for which
such programmes were organized. Training evaluation techniques give us
solutions to answer questions like, where was the capability level of learners
before the programme and where is it now, what was intended to be achieved by
a particular programme and what is really achieved now; and what is the
monetary value of training outcome against the cost incurred for conducting the
said training programme. Training evaluation brings rationality, objectivity,
accountability and credibility to HRD by insisting on tangible and verifiable
outcomes.
It enables HRD functionaries to prove why they should not be retrenched from
service even during a market downturn. Cont….
Sl. No. Author and year
1 Kirkpatrick (1967, 1987,
1994)
2 CIPP (Galvin, 1983)
3 CIRO (Warr, 1970)
4 Brinkerhoff (1987)
5 Systems approach (Bushnell,
1990)
6 Kraiger, Ford, and Salas
(1993)
7 Kaufman and Keller (1994)
8 Holton (1996)
9 Phillips (1996)
Different Evaluation Models
Evaluation criteria
Four levels: reaction, learning, job behaviour and results
Four levels: context, input, process and product
Context, input, reaction and outcomes
Six stages: goal setting, program design, program
implementation, immediate outcomes, intermediate or usage
outcomes and impacts and worth.
Four sets of activities: Inputs, Process, Out puts and Outcomes.
A classification scheme that specifies three categories of
learning outcomes (cognitive, skill based, affective) suggested by
the literature and proposes evaluation measures appropriate for
each category of outcomes.
Five levels: Enabling and reaction, acquisition, application,
organizational outputs and societal outcomes.
Identifies five categories of variables and the relationships among
them: secondary i nfluences, motivation elements, environmental
elements, outcomes, ability/enabling elements.
Five levels: Reaction and Planned Action, Learning, Applied
learning on the job, Business results, Return on investment.
Donald Kirkpatrick’s Evaluation Model
The four level training evaluation model advocated about half
a century ago by Donald Kirkpatrick (1967), has helped HRD
professionals worldwide to a great extent in solving the myths
and mysteries of understanding training outcome.

The four levels of Kirkpatrick’s (1967), model are: Donald Kirkpatrick

 Level I - Reaction

 Level II - Learning

 Level III - Behaviour

 Level IV - Results
Cont….
Level - 1
Reaction: At reaction level, evaluation is focused on how the trainees felt, and
their personal reactions to the training or learning experience. For example: did
the trainees like and enjoy the training? Did they consider the training relevant?
Was it a good use of their time? Did they like the venue, the style, timing, etc?
Level of participation, ease and comfort of experience, level of effort required to
make the most of the learning perceived practicability and potential for applying
the learning. This is useful information.
Evaluation at this level will convey to us only the satisfaction level of the trainees
and not what they have learnt. Examples of reaction level: typically ‘happy
sheets’ feedback forms based on subjective personal reaction to the training
experience, verbal reaction which can be noted and analyzed, post-training
surveys or questionnaires, grading by delegates, subsequent verbal or written
Cont….
reports given by delegates to managers back at their jobs.
 Level 5
What to look for in
training evaluation?
Level 4
Return on
Investment
Results
Level 3

Behaviour
Level 2

Learning
Level 1

Reaction

Cont….
Indicators of training success
Level - 2
Learning: At the learning level, evaluation is aimed at the measurement of
increase in knowledge or intellectual capability after the training. Evaluation at
this level is based on, whether the trainees learn what is expected of a particular
programme? This is an important criterion, which many people in the
organization would expect an effective training programme to satisfy. Measuring
the learning may involve a quiz or a test.
Typically, assessments or tests before and after the training, interview or
observation can be used before and after although this is time-consuming and
can be inconsistent. Methods of assessment need to be closely related to the
aims of the learning. Reliable, clear scoring and measurements need to be
established, so as to limit the risk of inconsistent assessment. Hard copy,
electronic, online tests or interview style assessments are all possible.
Cont….
Level – 3
Behaviour: Behaviour evaluation is the extent to which the trainees applied the
learning and changed their work place behaviour. This can be seen immediately
or several months after the training, depending upon the situation. Did the
trainees put their learning into effect when they returned on the job? Were the
relevant skills and knowledge used? Was there a noticeable and measurable
change in the activity and performance of the trainees? Was the change in
behaviour and new level of knowledge sustained? Would the trainee be able to
transfer his learning to another person? Is the trainee aware of changes in his
behaviour, knowledge, and skill? This is also a critical measure of training
success. We have all come across many employees who know how to do a job
well, but chose not to do. If learning does not result in positive workplace
behaviour of the trainees then the training efforts would be a waste. Measuring at
this level may involve observing employees’ behaviour at work or the feedback
Cont….
from customers, suppliers, bosses, peers, etc.
Level – 4
Results: At this level, the evaluation focuses on the business or environment
resulting from the improved performance of the trainee — it is the acid test.
Evaluation at this level aims at finding out whether the training initiative has
improved the organization’s performance effectiveness. Is the organization more
efficient, more profitable, and better able to serve its clients or customers as a
result of the training programme? Meeting this norm is considered as the bottom
line. It is also the most challenging level to assess, given that many things
beyond employee performance can affect organizational performance. At this
level, the business data and financial data are analyzed to evaluate the training.
Measures would typically be business or organizational. Key performance
indicators are volumes, values, percentages, timescales, return on investment,
and other quantifiable aspects of organizational performance. For instance, the
number of complaints, staff turnover, attrition, failures, wastage, non-compliance,
quality ratings, achievement of standards, accreditations, growth, retention etc.
Cont….
Level – 5
Organizations expect much more than results from training.
Thus, Jack Phillips (1996) has suggested that evaluation must
go beyond Level IV and focus on real measurement of return
on investment. Robinson (1989), whose writing redirected the
attention of trainers to business impact, exhorts trainers to
become “performance consultants” and de-emphasizes
training as an intervention. Robert Brinkerhoff (1987) uses
Jack Phillips
data gathering and evaluation to make the training function
more customer-focused and practice of continuous
improvement.
Many trainers are of the view that ROI can easily be included
in Kirkpatrick’s original fourth level ‘Results’. The inclusion and
relevance of a fifth level is therefore arguably only relevant if
the assessment of Return On Investment might otherwise be
ignored or forgotten when referring simply to the ‘Results’ Cont….

level.
Table gives a quick idea about how to find outcome of training at the five levels
discussed above.
Techniques for finding training outcomes
Level of Evaluation How to find the Outcome?
Level 1-Reaction of the trainees Enquire from trainees orally, or use a feedback form at the end of the
programme or at the end of each day/ session
Level 2-Learning occurred or not Ask questions to trainees orally, give a written test at the end of the
programme or at the end of each session.
Level 3-Behaviour changed or Observe on the job or seek report from the supervisor, peers, customers,
not or subordinates, who are familiar with the post -training performance of
the trainee.
Level 4- Results produced or not Look for the outcomes like increase in sales/productivity, or improvement
in product quality/customer service or profitability.
Level 5- Return on investment Calculate what was the cost of training and what is the monetary value of
got or not performance outcome resulted on account of the said training.

Cont….
Phillips (2005) suggests in this regard the following dimensions to assess
ROI. The words in italics indicate the name of the training programme.
 Absenteeism control/reduction: Absenteeism, customer satisfaction, job
satisfaction
 Business coaching: Productivity/output, quality, time savings, efficiency,
costs, employee satisfaction, customer satisfaction
 Career development/career management: Turnover, promotions,
recruiting expense, employee satisfaction
 Communications: Errors, stress, conflicts, productivity, employee
satisfaction
 Compensation plans: Costs, productivity, quality, employee satisfaction
 Compliance programmes: Penalties/fines, charges, settlements, losses
 Diversity: Turnover, absenteeism, complaints, charges, settlements, losses
Cont….
 E-learning: Cost savings, productivity improvement, quality improvement,
cycle times, error reductions, employee satisfaction
 Employee benefits plans: Costs, time savings, employee satisfaction
 Employee relations programme: Turnover, absenteeism, employee
satisfaction, engagement
 Gain sharing plans: Production costs, productivity, turnover
 Labour-management cooperation programmes: Work stoppage,
grievances, absenteeism, employee satisfaction
 Leadership development: Productivity/output, quality, efficiency, cost/time
savings, employee satisfaction, engagement
 Marketing and advertising: Sales, market share, customer loyalty, cost of
sales, wallet share, customer satisfaction
 Meeting planning: Sales, productivity/output, quality, time savings,
employee satisfaction, and customer satisfaction Cont….

 Orientation: Early turnover, training time, productivity

 Personal productivity/Time management: Time savings, productivity,
stress reduction, employee satisfaction
 Project management: Time savings, quality improvement, budgets
 Recruiting source (new): Costs, yield, early turnover
 Retention management: Turnover, engagement, employee satisfaction
 Safety incentive plan: Accident frequency rates, accident severity rates,
first-aid treatments
 Selection tool (new): Early turnover, training time, productivity
 Self-directed teams: Productivity/output, quality, customer satisfaction,
turnover, absenteeism, employee satisfaction
 Sexual harassment prevention: Complaints, turnover, employee
satisfaction
 Six Sigma: Defects, rework, response time, cycle time, costs
Cont….
 Skill-based pay: Labour costs, turnover, absenteeism
 Strategy/policy: Productivity/output, sales, market share, customer service,
quality/service levels, cycle times, cost savings, employee satisfaction

 Stress management: Medical costs, turnover, absenteeism, job

satisfaction

 Technical training (job-related): Productivity, sales, quality, time, costs,

customer service, turnover, absenteeism, employee satisfaction

 Technology implementation: Cycle times, error rates, productivity,

efficiency, customer satisfaction

 Wellness/fitness: Turnover, medical costs, accidents, absenteeism

Cont….
Davidson (1998) also suggests a similar approach to measure ROI as per
Table. The table indicates some of the areas to look when trying to demonstrate
results.
Measuring ROI in HR

HRD Programmes Possible Measurements

Training Programmes
Compensation Programmes
Modified Work Structures
Recruiting Programmes
Total Quality Management
Employee Support Programmes
Productivity, sales, quality, time, costs, customer satisfaction, turnover
absenteeism, employee satisfaction
Labour costs, turnover, absenteeism (pay for performance)
Productivity, quality, customer (teams, project committees, etc.)
satisfaction, turnover, absenteeism, employee satisfaction, time to deliver
Cost per hire, yield (percentage of candidates recruited), time-to-fill ratios
Defects, rework, response time
Absenteeism, employee satisfaction, employee referrals, productivity
Cont….
Phillips and Whalen (2000), have suggested certain criteria for effective
ROI process as under:
1. The ROI process must be simple, without complex formulas, lengthy
equations and complicated methodologies.
2. The ROI process must be economical with the capacity to be implemented
easily.
3. The assumptions, methodology, and outcomes must be credible.
4. From a research perspective, the ROI process must be theoretically sound.
5. The ROI process must account for other factors that have influenced output
variables.
6. The ROI process must be appropriate to a variety of programmes.
7. The ROI process must have a flexibility to be applied on a pre-programme
basis as well as a post-programme basis.
8. The ROI process must be applicable to all types of data including hard data
and soft data.
9. The ROI process must include the costs of the programme.
10. The ROI process must have a successful tract record in a variety of
applications.
Data collection for Training Evaluation
Good evaluation depends upon good data. Thus, collecting appropriate and valid
data using scientific methods will help in doing acceptable evaluation. Table 4
shows the major source and techniques of data collection. There are different
types of data available for training evaluation like individual performance details,
performance details of an entire department or group and the increase in the
economic value of the organization. It is not necessary that evaluation has to be
done at all the four or five levels from reaction to return on investment.
Depending upon the convenience and purpose; evaluation at any one or two
levels would be sufficient. At reaction level, the data can be collected by oral
reaction of the respondents, or it can be collected through a questionnaire during
the last session of the training programme. Such questionnaire should ask
questions on the subject expertise as well as methodology of teaching expertise
of the trainers, sessionwise. The other questions will include the adequacy and
quality of seating, lunch, tea, study material, stationary, audio-visual equipments
Cont….
and the relevance of the training.
 Methods of data collection for training evaluation
Method Advantages
Interview Flexible, opportunity for clarification,
depth possible, personal interaction
Questionnaire Low cost, honest y increased if it is
anonymous, respondent sets pace,
variety of options
Direct Non -threatening, excellent way to
observati on measure behaviour change
Written test Low purchase cost, readily scored,
quickly processed, easily
administered, wide sampling possible
Performance test Reliable, objective, close relation to
the job performance
Performance Reliable, objective, job based, easy
data to review, minimal reactive effects
Limitations
High reactive effects, high cost, face to face
threat potential, labour -intensive, and time
consuming.
Possible inaccurate data, on the job responding
conditions are not controlled, respondents set
varying paces, return rate of questionnaire is
difficult to control.
Possibly disruptive, reactive effect possible,
may be unreliable, trained observers needed.
May be threatening, possible low relation to job
performance, reliance on norms may distort
individual performance, possible cultural bias.
Time -consuming, simulation often difficult, high
development cost.
Lack of knowledge of criteria for keeping or
discarding records, information system
discrepancies.
Designs of Training Evaluation
One shot case study: This method involves evaluating the trainees only once at
the end of the programme.
One group pre-test/post-test design: In this method, a test is conducted prior
to the training to assess the existing level of knowledge, skill or attitude of the
trainees. Another test is conducted after the training and the actual effectiveness
of training is found.
One group time series: In this method, the trainees are tested for more than
once before and after the training using different types of tests like paper-pencil,
oral test, performance tests etc.
Randomized non-equivalent control group design: It involves testing and
comparing the scores of two groups once before the training and again after the
training.
Randomized equivalent control group design: In this method, participants are
selected from identical groups and allotted randomly to control and experiment
groups.
Post-test only control group design: This method helps in preventing the
contamination effects of pre-test sensitivities.