1. EVALUATION
OF
TRAINING PROGRAMME
Dr. Mohamed Kutty Kakkakunnan
Associate Professor
P G Dept. of Commerce
N A M College Kallikkandy
Kannur – Kerala – India

2. Effectiveness of Training Programme
 What is the purpose of training?
 What are the benefits of training to the employer?
Training effectiveness is the degree to which
trainees are able to learn and apply the
knowledge, skills and attitude acquired during
the training programme
i.e. transfer of training / learning
Training effectiveness is influenced by attitude,
interest, values and expectations of the trainees
and the training environment

3. Training effectiveness will be more when the
trainees want to learn and are involved in jobs
and have career plans
Contents of training programme and the
ability of trainers also determine the
effectiveness of training
Training effectiveness can be evaluated
through the reactions of trainees, their extent
of leaning, attitudinal and behavioral changes
and the results in job environment

4. Evaluation of Training Programme
• Organization spends a large amount and employees spend
their precious time and effort on training programme
• Need to assess/ judge / determine the effectiveness of the
programme
• For judgment there need a base – for evaluation and
determination there must be a measuring rode – a criterion
• What is the base for judgment? Measuring rode for
evaluation and determination of the effectiveness of training
programme?
• What is training? What are the inputs?
• Inputs are fed for the purpose of getting output
• The outputs of training are the outcomes
• The outcomes of training programmes are the behavioral
changes or attitudinal changes additional KSA emerged due
to training-

5. Outcomes of Training Programme
Can be classified into six
1. Reactions
2. Cognitive outcomes
3. Skill-based outcomes
4. Affective outcomes
5. Results, and
6. Return on investment
-

6. Reaction is concerned with how the trainee reacts to the
training programme, contents, trainers etc.
- Cognitive outcome is related with verbal comprehension
(ability to understand, use written and spoken
languages), quantitative ability and reasoning
(differentiate) ability. All these affect performance
- Both reactions and cognitive ability can be evaluated at
the end, before leaving the training place through
conducting a test or work samples.
- However, it is not sure that employees make use of the
KSA acquired through training programme in their
actual work / job situation (transfer training)
(effective)

7. Outcomes What is measured? How is measured?
Cognitive Knowledge acquired Test / work samples
Skill based Skill / behavior Observation / work
samples
Affective (emotional
/sentimental)
Motivation / reaction /
attitude
Interview / observation
/ attitudinal survey
Result (on the
company)
Productivity / absenteeism
/accidents / labor turnover
Observation / data
collection
ROI Economic impact Comparing cost and
revenue
Which outcomes to be based? Which method to use?
Which is the best base?
Depends upon the objective of training
Evaluation should be based on objective
Whether the objective is achieved or not?

8. Need or Purpose of Evaluation
1. Spends a large amount, time and effort – ascertain whether
these scarce resources have been fruitfully used
2. To identify the strengths and weaknesses of the programme:-
a. In meeting the objectives of the programme
b. Whether transfer learning has taken place or not
3. To assess whether the training content, organization, and
administration of the programme contribute to learning
and the use of the training content on the job
4. To identify which trainees benefit the most and the least
5. To gather marketing data by asking the participants whether
they would recommend the programme to others, why did
they attend? and their level of satisfaction
6. To justify the through cost and benefit analysis and ROI

9. Need or Purpose of Evaluation (contd.)
7. To justify the role of training considering the budget
constraints
8. To improve the quality of the training programme, from the
view point of the trainees, the trainers and the organization
Principles of Evaluation
 Evaluator must have clear idea about the purpose and goals
of evaluation
 Must be continuous
 Must be specific
 Must provide the means and focus for trainers to enable to
appraise themselves, their practices and their products
 Must be based on objective methods and standards
 Must be conducted within a reasonable time

10. Process of Training Evaluation
• Evaluation is a process involving different stages
• Training evaluation process involves
– collection of data regarding the training needs
identification
– selection of training methodology
– adoption of training aids
– modification of workplace learning activities
– ascertaining the impact of training programme
upon the individual worker, group of workers and
organization as a whole

11. Process contd.
• Training evaluation begins with determining the criterion
for evaluation which depends upon the training objectives
• These criteria can be the reaction of trainees, their
learning, behavioral changes, and impacts on
organizational changes.
• Training and development programmes are conducted
with the objective of improving the quality of
performance, attitudinal changes among the employees
• In evaluation process, the evaluator, based on the criteria
assesses whether, the objectives of training have been
achieved or not
• Feed back of evaluation process is very important. It
enables the concerned to make good of any shortcomings

12. Evaluation Design
1. Pre-test/post-test with comparison or control groups –
compares a group of employees who received training
with a group of employees who have not received
training before and after undergoing the training
programme
2. Pre-test/post-test – no control groups
3. Post-test only with control group
4. Longitudinal or time series – data regarding the
outcomes are collected at periodic intervals before and
after the training programme. If necessary control group
can also be created. Can be effectively used for
evaluating training programs meant for improving
readily observable outcome (accidents / production /
turn over etc)

13. EVALUATION DESIGNS
Design 1 Design 2
Post -test /pre-test with
control groups
Post -test / pre-test
without control groups
Trained
personnel
Before training
Trained
personnel
after training Personnel
before
training
Personnel
after
training
Personnel
without
training
Personnel
without
training
Considers the impact of factors
other than training
Do not consider the impact
factors other than training
Design 3
Trained personnel Untrained personnel

14. Evaluation Methods and Techniques
Tools and techniques like
 Observation
 Interview
 Questionnaire
 Survey etc
 Detailed studies based on the opinion of trainers, trainees,
superiors, peers and subordinates
 Human /resources factors like, employee satisfaction,
attitudes, reduction in labor turnover, accidents,
grievances, disciplinary actions etc.
 Cost benefit analysis
 Feed back

15. Which is the Appropriate or Best one?
Answer depends upon several factors like
 Size of the training programme
 Objectives of training
 Evaluation policy followed by the management
 Cost and benefit of conducting evaluation
programme

16. Cost Benefit Analysis Or Determining the Impact on ROI
 Is the process of determining the economic benefits of
training through accounting methods by determining the cost
and benefits
 Training involves different costs
 These costs are compared with the benefits accrued from
training
Eg. Training to reduce accidents. Total cost Rs. 10,00,000
Training reduces the incidence of accidents to 10 from 50
before training, which results in the reduction of
compensation to 15,00,000. Then the cost is Rs. 10,00,000<
benefits Rs. 15,00,000. It can be rightly said that the training
program is economical and enhance ROI
Cost benefit analysis helps to-
a). Determine the total costs, (b) compare training costs with
alternative training methods and (c). Control costs

17. Training Evaluation Models
Different approaches to evaluate the
effectiveness of training programme
1. Kirkpatrick's Framework of Four
Levels
2. Jack Philips ROI Method
3. CIPP by Stufflebeam
4. CIRRO Model by Warr. Et.al
5. Virmani and Premila Model

18. How to Make Training Effective?
 Training is effective, when?
 When there is transfer training – the more
transfer, the more effective
The following factors can be considered to make
the training and development programmes
effective
1. Learning principles
2. Pedagogy and andragogy
3. Characteristics of trainees
4. Characteristics of trainers

19. Pedagogy and Andragogy
 These are the two groups of theories of learning based
on two models of man
 Pedagogy is based on mechanistic model of man in
which man is considered as passive and reactive
organism.
 Activity in him is viewed as the result of external forces
 According to this model, the basic purpose of education
and training is the transmission of knowledge and skills
and shaping the individual to a pre-determined mould.
 Thus, pedagogy emphasizes on designing the training
content in advance