Briefly enumerate any five methods available to you for measuring the outcome of

training.

The process of examining a training program is called training evaluation. Training

evaluation checks whether training has met its objectives or not. Training evaluation
ensures that whether candidates are able to implement their learning in their respective
workplaces or not. Training evaluation starts during training program only. Training is not
useful unless it has justified the return on investment. Evaluation of training is done with
the perspective of obtaining information on the effect of training program. Evaluation
process also helps the training managers in developing future training strategy.
Evaluation methods can be either qualitative or quantitative and thus over the years
many models of evaluation have evolved which conduct the evaluation at following
levels.
Formative
Process
Outcome
Impact.

Broadly I have explained five methods which are used for for measuring the outcome of
training:

1. Kirkpatrick - Four-Level Training Evaluation Model:

The Kirkpatrick Model helps trainers to measure the effectiveness of their training in
an objective way. The four levels are:
Level 1: Reaction: This level measures how training participant (the people being
trained), reacted to the training. Obviously, we want them to feel that the training was
a valuable experience, and we want them to feel good about the instructor, the topic,
the material, its presentation, and the venue. Thus It's important to measure
reaction; because it helps us understand how well the training was received by my
audience. It also helps us improve the training for future training participants,
including identifying important areas or topics that are missing from the training.

Level 2: Learning: This level measures what our training participants have learned.
How much has their knowledge increased as a result of the training? We always
start plan and start training with a list of specific learning objectives: these should be
the starting point for our measurement. Keep in mind that we can measure learning
in different ways depending on these set objectives, and depending on whether we
are interested in changes to knowledge, skills, or attitude. It's important to measure
this, because knowing what our training participants are learning and what they
aren't will help us improve for future training programs.
Level 3: Behavior: At this level, we evaluate how far our training participants have
changed their behavior, based on the training received by them. Also, at this point
we specifically look at the participants and how they apply the information /
 knowledge learned during the session. It is very important to realize that behavior
can only change if conditions are favorable.

Level 4: Results: At this level, we analyze the final results of our training. This
includes outcomes that my organization has determined to be good for our
employees and business.

2. CIPP Evaluation Model: CIPP is an evaluation model that requires the evaluation of
context, input, process and product in judging a programmes value. CIPP is a
decision-focused approach to evaluation and emphasises the systematic provision
of information for programme management and operation. It aims to provide an
analytic and rational basis for programme decision-making, based on a cycle of
planning, structuring, implementing and reviewing and revising decisions, each
examined through a different aspect of evaluation context, input, process and
product evaluation.

C Context: It involves evaluation of training and development needs analysis and

formulating objectives in the light of these needs. It is aimed at determining the
extent to which the goals and objectives of the program me matched the assessed
need of the organization, whether needs assessment is accurately identified an
actual and legitimate need of organization and relevant work culture. Context
evaluation is part and parcel of the work undertaken by employees of an
organization.

I Input: Input evaluation involves an examination of the intended content of the

programme. It is designed to assess the extent to which programme strategies,
procedures, and activities support the goals and objectives identified in the needs
assessment and context evaluation. An input evaluation is therefore an
assessment of the programmes action plan. Such an evaluation helps in
prescribing the specific activities and strategies and procedures and to ensure
that it has been chosen the best approach in terms of the assessed needs and
goals and objectives that has been identified. It involves evaluation of
determining policies, budgets, schedules and procedures for organizing
programme.

P Process: A process evaluation is the critical aspect of programme

implementation. It involves evaluation of preparation of reaction sheets, rating
scales and analysis of relevant records. Process evaluation is a continual
assessment of the implementation of the action plan that has been developed by
organisation. It is an ongoing and systematic monitoring of the programme. A
process evaluation provides information that can be used to guide the
implementation of program strategies, procedures and activities as well as a
means to identify successes and failures.
 P Product: It involves measuring and interpreting the attainment of training
and development objectives. In other words it can be said that the purpose of
product evaluation is to measure, interpret and judge the extent to which an
organisations improvement efforts have achieved their short term and long term
goals. It also examines both intended and unintended consequences of
improvement efforts.

3. CIRO Model: CIRO model for the evaluation of managerial training was proposed
by Warr, Bird & Rackson, 1970. This model was based on the evaluation of four
aspects of training: context, input, reaction and outcomes.
CIRO model focuses on measurement of both before and after the training has
been carried out. The main strength of the CIRO model is that the objectives
(context) and the training equipment (input) are considered.

Context Evaluation focuses on factors such as the correct identification of

training needs and the setting of objectives in relation to the organisations
culture and climate.
Input evaluation is concerned with the design and delivery of the training activity.
Reaction evaluation looks at gaining and using information about the quality of
training experience.
Outcome evaluation focuses on the achievement gained from the activity and is
assessed at three levels: immediate, intermediate and ultimate evaluation.
Immediate evaluation attempts to measure changes in knowledge, skills or
attitude before a trainee returns to the job. Intermediate evaluation refers to the
impact of training on the job performance and how learning is transferred back
into the workplace. Finally, ultimate evaluation attempts to assess the impact of
training on departmental or organisational performance in terms of overall
results.

4. Phillips Evaluation Model: Phillips under this model suggested adding another
level to Kirk Patricks four level evaluation approach to calculate the return on
investment (ROI) generated by training.
Phillipss five level evaluation approaches translate the worth of training
intomonetary value which, in effect addresses ROI. Philips framework provides
trainers a logical framework to view ROI both from human performance and
business outcomes perspectives. However, the measurement goes further,
comparing the monetary benefit from the programme with its costs. Although the
ROI can be expressed in several ways, it is usually presented as a percent or
cost/benefit ratio.
5. Kaufmans five level evaluation model extends the scope of training impact
evaluation beyond the organisation; it includes how training benefits the society
and the surrounding environment in the organisation.

Kaufmans five-level Evaluation

Level Evaluation Area

Quality input availability like; human, financial and physical
Enabling
resources
Reaction Methods, means and process acceptability and efficiency
Acquisition Individual and small group mastery and competency
Application Individual and small group utilization within the organization
Organizational Output Payoff to the organization
Societal Outcomes Payoff to the society

Conclusion: Apart from the above model for measuring training outcomes there are
certain common methods like direct observations , Interviews , Questionnaires.
Feedback & Incident analysis etc. which are used to measure the effectiveness of
training outcomes.