made by badar e alam anwar

2.  What is training evaluation?
 Methods to evaluate training.
 Purpose of evaluation
 Why training evaluation?
 Benefits of evaluation.
 Evaluation process.
 Evaluation Methods
 1.Expert and Peer Review
 2.Quality Review
 3.One-to-one observation test
 4.Pilot Test

3.  Evaluation Conclusion
 Example and final Review.

4. Assessing the effectiveness of the training program in
terms of the benefits to the trainees and the company.
 It is a process of collecting outcomes to determine if
the training program was effective from whom, what,
when, and how information should be collected

5. It is a process of establishing a worth of something.
The ‘worth’, which means the value, merit or excellence of
the thing

6. State of mind, rather than a set of techniques

7. Why evaluate training?

8. Formative eevvaalluuaattiioonn –– evaluation conducted to improve
the training process.
SSuummmmaattiivvee eevvaalluuaattiioonn –– evaluation conducted to
determine the extent to which trainees have changed as
a result of participating in the training program.

9. Feedback - on the effectiveness of the training
activities.
Control - over the provision of training.
Intervention - into the organizational processes
that affect training

10.  Companies are investing millions of dollars in training
programs to help gain a competitive advantage.
 Training investment is increasing because learning
creates knowledge which differentiates between those
companies and employees who are successful and
those who are not.

11. Because companies have made large dollar investments
in training and education and view training as a strategy
to be successful, they expect the outcomes or benefits
related to training to be measurable.

12.  Improved quality of training activities
 Improved ability of the trainers to relate inputs to outputs
 Better discrimination of training activities between those
that are worthy of support and those that should be
dropped
 Better integration of training offered and on-the job
development
 Better co-operation between trainers and line-managers in
the development of staff
 Evidence of the contribution that training and development
are making to the organization

14.  Cognitive Learning
 Skills Learning
 Affect
 ‘Objective’ results

15. quantitative,
experimental
objective
broad
numerical measurements
questionnaires on large
groups
data collection, logging
checklists
qualitative,
rich
subjective
in-depth
qualitative
interviews
personal views
descriptive
naturalistic

16.  Review by peers and experts on content, pedagogy and
interface
 Editorial review of the whole course for inaccuracies,
omissions, inconsistencies
 Provide simple methods for busy experts: give the
background, analysis, and a checklist and leave them to
do it
 Or talk-through with the evaluator using the material as
if he/she were a novice - a cooperative evaluation

17.  systematic exercise on a complete draft before pilot use,
using checklists
 (also for ready made packages, for selection)
 ready made checklists exist
e.g. Alessi & Trollip, MEDA
 modify these to create an appropriate evaluation tool
 score package against list, y/n or numbers
 (see SB’s web site documents for checklists)

18.  developer observes learners using it
 record learner’s activity on paper, user log, video...
 students ‘think aloud’ their activities, which can also be
recorded and then compared to expectation
 evaluator is a learner who has taken a similar course
already
 time-consuming but valuable once substantial material is
available

19.  a small group of experienced students, in the
environment of use
 complete the course to identify omissions, inappropriate
examples, poor questions, weak text comment on
content and usability
 done in student pairs or singly
 collect data by interview, questionnaires, software logs,
learning assessment, manual record sheets, video

20.  use by a representative sample of target group,
including a range of ability, whose role is user rather
than evaluator
 instruments should be non-intrusive
 observations, recording, automatic logs
 diaries, record sheet of progress.
 interviews, questionnaires afterwards for user views and
assess learning achieved.
 similar to pilot tests but with real learners so only a short
explanation of the evaluation being done and less data
collected per user.

21. • Uirle-Patrick Approach.
• Bells Systems Approach.
• CIRO Approach.
• Sorologa Institute Approach.
• IBM Approach.
• Xerox Corporation Approach.
• CIPP Model.

22. • KIRKE PATRICK MODEL FOR
EVALUATION

23. LEVEL QUESTIONS
REACTION Were the participants pleased with the
program?
LEARNING What did the participants learn in the
program?
BEHAVIOR Did the participants change their behavior
based on what was learnt?
RESULTS Did the change in plan positively effect the
organization?

24. REACTION
OUTCOMES:
Contents, materials, method,
activity.
CAPABILITY
OUTCOMES:
Outcomes against participant’s
expectation.
APPLICATION
OUTCOME:
Application of training in work
setting.
WORTH OUTCOME: Organizations’ benefits in terms
of money, efforts, time and
resources.

25. • Developed by Warr, Bird and Rachal.
• It gives Evaluation in terms of
– CONTEXT,
– INPUT,
– REACTION,
– OUTCOME.

26. IMMEDIATE
OBJECTIVE:
New knowledge, skills and attitudes
required to reach intermediate
objective.
INTERMEDIATE
OBJECTIVE:
Change in employees work balance
necessary for ultimate objective.
ULTIMATE
OBJECTIVE:
Particular deficiency in the
organization that will be eliminated.

27. Following relevant questions are considered:
• What are the relative merits of the different
HRD methods?
• Is it feasible for an outside organization to be
more efficient at conducting the programme?
• Should it be developed with the internal
resources?
• Should the line managers be involved?
• How much time is available for HRD?
• What results were achieved when a similar
programme was conducted in the past?

28. • Includes subjective reports of the
participants about the whole pogramme.

29. STEPS:
• Defining trained objectives.
• Selecting and constructing some
measures of those objectives.
• Making the measurements in the
appropriate time.
• Assessing the results and using them to
improve future programme.

30. • This approach highlights that the
evaluation of the programme should
judge:
– The Satisfaction,
– Learning Change,
– Change in behavior,
– organizational change.

31. REACTION: A satisfaction rating that asks the
trainees how valuable they found the
program?
TESTING: Pre- and Post-programme
measurements in terms of knowledge
and skills improvement.
APPLICATION: Extent to which skills applied on the job
and the results achieved.
BUSINESS
RESULTS:
What IBM expected from the
programme in the form of a return that?

32. ENTRY CAPABILITY: Prerequisites for the
program evaluated.
END OF COURSE
PERFORMANCE:
Whether trainees achieved
the desired outcomes?
MASELEY JOB
PERFORMANCE:
Whether trainees exhibit
mastery performance under
normal job condition?
ORGANIZATIONAL
PERFORMANCE:
Which programme
participants meet or exceed
the organizational targets?

33. CONTEXT
EVALUATION:
Needs analysis, this assists in
forming goals.
INPUT EVALUATION: Policies, budgets, schedules,
proposals and procedures aids in
programme planning.
PROCESS
EVALUATION:
Reaction sheets, rating scales and
analysis of existing records- guide’s
implementation.
PRODUCT
EVALUATION:
Measures and interprets the
attainment of objective- helps in
recycling decisions.

34. Brainstorming is a group creativity technique designed to generate a
large number of ideas for the solution to a problem. Although
brainstorming has become a popular group technique, researchers
have generally failed to find evidence of its effectiveness for
enhancing either quantity or quality of ideas generated.
brainstorming groups are little more effective than other types of
groups, and they are actually less effective than individuals working
independently.
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35.  Advantages
➔ Listening exercise that allows creative thinking for new ideas.
➔ Encourages full participation because all ideas are equally
recorded.
➔ Draws on group's knowledge and experience.
➔ Spirit of cooperation is created.
➔ One idea can spark off other ideas.
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36.  Disadvantages
➔ Can be unfocused.
➔ Needs to be limited to 5-7 minutes.
➔ Students may have difficulty getting away from known reality.
➔ If not managed well, criticism and negative evaluation may occur.
➔ Value to students depends in part on their maturity level.
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