ANURADHA SANGWAN REGISTRATION NO.

61/19534
EVALUATION OF TRAINING
RESPONSE SHEET 1

Question: Define Evaluation and explain the concept in our words.

Answer: Concept OF Evaluation

Evaluation literally means the assessment of value or worth. It would simply

mean the act of judging whether or not the activity to be evaluated is
worthwhile in terms of set criteria.
However in the field of training, evaluation has traditionally been taken
to include not only the assessment of value, but also the collection and
analysis of information on the basis of which the assessment is to be made.
Therefore, the concept of evaluation incorporates investigation before and
after training as well as during training because one concept assess training
efforts unless something about the before and after training situation is
known.

Definition

Dictionary defines evaluation “Getting to know the VALUE of something”

Hambin (1970) defined evaluation of training as:
“Anything to obtain information (feedback) on the efforts of training
programme and to access the value of training of training in the right in the
light of that information for improving further training.”
Bramley (1996) writes, “Evaluation of training is a process of gathering
information with which to make decisions about training activities.”
Validation: validation applies directly to the programme and, its immediate
results. Validation is defined in terms of internal and external validation.
It deals with a series of tests and assessments designed to ascertain
whether:
i) The training programme has achieved the specified objectives.
ii) The learners were selected to match the training objectives,
iii) The learning objectives matched the learning the training methods
used.
Internal validation the focus is on the immediacy of the training and learning
resulting in the improvement of the trainee.

External validation involves a series of tests designed to ascertain whether

the objectives of an internally valid programme are based on an accurate
identification of training needs in relation to the criteria of effectiveness
adopted by the organization.
This is to ensure that
i) Training is carried out in the most efficient and effective manner;
ii) At the lowest cost;
iii) With high implementation value.
Formative evaluation: is the continuous monitoring of the training
effectiveness of facilitate onwards correction and modification.
Summative evaluation: takes place at the end of training. It examines
the outcome from training with an eye on fresh training needs and
initiatives.

Reason for Evaluation

1) Cost benefits returns from training investment:

Even through training budgets have continued to grow, resources for
training are always under scrutiny and the training manager is always
under pressure to demonstrate its benefits. Specially, there are three
major stakeholders who look forward to tangible returns from training
investment.

i) Training department / training institution / training practitioners:

Through training manager is continuously to show training as an
investment for growth rather than cost, still training managers /
head of training institutions / trainers are time and again questioned
 about the outcome of training investment. It becomes imperative
for them to demonstrate the returns on investment (R.O.I.) before
being founded for the next budget. Many examples are available
where trainers managed to get an increase in their training budget
by demonstrating the returns on investment. The process of
calculating costs and returns appears confusing and complex and
they are always seeking a R.O.I formula, which is simple, time
saving and cost efficient.
Even when a trainer is not called to account for the investment, a
responsible trainer is keen to show good use of the training
budget.

ii) Senior Managers / sponsors / clients: Sponsoring companies or top

management who approve training budgets are keen to arrive at
quantifiable outcome of training preferably in percentages similar to
accounting procedures carried out in other areas of investment.
They are not interested in charts and formulas but want a realistic
evaluation which can help them convince their senior / top
management in showing training as an investment for growth rather
than cost.

iii) Trainees: finally the trainee himself is continuously calculating

the time and cost investment vis–a–vis the benefits accuring from
training. They are looking for commonly accepted indices between
his boss and the sponsors. The trainee may be personally convinced
of the tangible and intangible benefits from training but
demonstrating pleasing post – training behavior patterns to the
sponsors is their major concern.

The challenge thus for the effectiveness is to develop acceptable

cost – benefits analysis that will satisfy all the stakeholders.

2) Enable improvements in the assessment of training needs:

 It could be discovered during of after evaluation that the organizational
needs / problems have not been properly linked with training needs
thus reducing the impact of training. While determining the
effectiveness of training in achieving the training objectives the trainer
could inter – alia check the suitability and feasibility of the objectives
set for training.

3) Self – correcting feedback:

Besides being able to answer as to ‘how well have we done’ evaluation

data should help answer the question, ‘how can we do better next
time?’
Training function operates on the basis premises that there is always
room for improvement and evaluation will help decide areas where
improvement can occur.

4) Feedback on the performance of the trainers:

Actual training activity revolves around two major players – the trainer
and the trainees. The training inputs, methods, tools – techniques and
aids could prove effective / ineffective depending on the skill and
ability of the trainer, his / her creativity, the strengths – weakness of
the trainer vis – a – vis the tools and methods of training. Without
evaluation the trainer will not be able to measure his / her own
performance.

5) Feedback on the performance of the trainees:

Training aims at improving knowledge, skills and attitude / behavior of

the trainees. A good evaluation design would highlight the impact of
training on the knowledge, performance and behavior of the trainees,
evaluation provides the added advantage (as per theory of learning) of
 aiding the learning process of the trainees by providing them
knowledge of results.
The reason for evaluation has been listed above. Evaluation design has
to focus on these needs for training, may be, with different priorities.

Question: Enumerate the principles of evaluation.

Answer: Principles
For achieving the desired results evaluation has to be based on sound
principles such as:

1) Clarity
Trainer / evaluator must be clear about the purpose of evaluation in order
to set the standards and criteria of evaluation.

2) Objectivity
To demonstrate objectivity is the hallmark of a good trainer / evaluator.
This requires:
i) Measurable standards of assessment.
ii) Designing of valid and reliable research instruments.
iii) Detached analysis and interpretation of data in order to stand the
test of time.
Research has indicated that the trainer finds it easier to give feedback to
the respective faculty when the evaluation results were clear and based
on objective, measurable standards.

3) Reliability
Subjective analysis of evaluation data cannot reliable results. For
evaluation to be reliable the results should confirm:
i) Irrespective of the method used to gather the data.
ii) When repeated by the same trainer again.
iii) 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.
To check whether your evaluation design and methodology is feasible ask
yourself:
i) Is it cost effective?
Are you spending more on evaluation than the returns on training?
ii) Is your methodology practical?
Do you have the human / other resources and time for executing the
suggested methodology?
iii) Is there utility of the data?
It is possible that lot of time / money is spent on generating evaluation data
without knowing or being unable to put the same to any use whatsoever.
Remember a feasible evaluation approach is YOUR ideal design.

4) Product and Not End Product.

Evaluation has to be accepted as a process rather than an end product of

training. As a process it has to be continuous.
The end – of – the – course reaction evaluation especially when it gives
conclusive and quantitative rating such as “X” good, “Y” average and “Z” not
good, cannot guide trainers for improving subsequent programmes.
Therefore evaluation has to begin before the actual training activity and end
much after the conclusion of visible training activity. It must be
comprehensive enough to provide qualitative data that is directive and
guides the trainers for the current training effectiveness and to improve
subsequent training.

5) Evaluation Design to be Tailor Made

Design and approach to evaluation has to be tailor made to suit specific

training levels and standards. Generalization drawn from one evaluation
design may not identify strengths and weaknesses of training meant for
different set of objectives.