The author is Doctoral Research Scholar and getting UGC-JRF Fellowship, Dept. of Agricultural Communication, College of Agriculture, G. B. Pant University of Agriculture and Technology, Pantnagar – 263145 (Uttarakhand).

2. Anything, which is not
evaluated, is not
worth doing

3. Arpita Sharma

4. Contents---
• Training
• Evaluation
• Training Evaluation
• Types of Training Evaluation
• Qualitative and Quantitative methods of
Evaluation

5. Training
Training consists largely of well organized opportunities for participants to
acquire necessary understanding and skill.
Lynton and Pareek (1967)
Training as an act of increasing knowledge and skills of an employee.
Flippo (1966)
Training as activities aimed to provide attitude, knowledge and skills
required for employment in a particular occupation for exercising a function
in any field of study.
(ILO 1986)

6. Characteristics of training
• Aims to improve the job
• Better productivity
• Emphasis on application
• Involve learning
• Learners are adults from diverse backgrounds
• Shorter duration
• Improve the performance of people

7. Confidence
Knowledge
Training
Capacities
Skills

8. Evaluation
Evaluation is systematic determination of merit,
worth, and significance of something or
someone using criteria against a set of
standards.
It is a process of establishing a worth of
something.
The ‘worth’, which means the value, merit or
excellence of the thing

9. Contii….
 Evaluation is a continuous effort to judge a
programme, activity or thing.
 Is a systematic instructional process based on
empirical data.
 It measure the extent of achievement of
objectives as well as relevance and quality of
efforts made.

10. Training evaluation
• Training evaluation ensures that whether
candidates are able to implement their
learning in their respective workplaces, or to
the regular work routines.
• Addresses how one determines whether the goals
or objectives were met and what impact the
training had on actual performance on the job or
in the community.

11. Training Evaluation helps ….
• Evaluation helps to measure outcome of training.
• It helps to know both strengths and weaknesses
• It helps in creating a sense of accountability among
staff.
• It creates a culture of continuous improvement.

12. Purposes of Training Evaluation

13. Purposes of Training Evaluation
• Feedback
• Research
• Power games
• Intervention

14. Process of Training Evaluation

15. Process of Training Evaluation
• Before Training
• During Training
• After Training

16. Models of Training Evaluation
• Objective oriented training Evaluation
• Decision oriented training Evaluation
• Transaction training Evaluation
• Adversary training Evaluation
• Illuminative training Evaluation

17. Contii---
1) Objective oriented Training Evaluation
• Tyler
• Bench mark
2) Decision oriented Training Evaluation
• Daniel Stufflebeam
• Context- To help the objectives.
• Input- To help shape the proposals
• Process- To guide implementation
• Product- To guide decision- making

18. 3) Transaction Training Evaluation
• Robert Stake (1967)
• Full description and judgment of
programme
1. Antecedent
2. Transactions
3. Outcome

19. Contii----
4) Adversary Training Evaluation
Information for decision making
5) Illuminative Training Evaluation
• Massachusetts(1969)
• Instructional System- Formalized plan and
standard
• Learning Milieu- Social, Psychological

20. What can be evaluated
Remember 3 Ps
• The Plan
• The Process
• The Product
S.M.Israr

21. Evaluating the Training Programme
• To improve the programme as a whole
• To improve major components of the training
programme
• To increase the effectiveness of specific
modules or sessions

22. Evaluating the Training Process
• To improve the training climate
• To improve the training methodologies
• To improve effectiveness of the trainers team.

23. Evaluating the Training
Outcome/Impact
• To increase learning by individual participants
• To increase use of learning in work
performance
• To contribute data to organizational
effectiveness
• To help the organizational change

24. Evaluating Post Training Factors
• To maximize cost effectiveness of training
• To ensure post training support at work
• To identify helping and hindering factors

25. Typology of Training Evaluation
• According to level of Training Evaluation
• According to stages of Training Process

26. According to level of Training
Evaluation
1) Reaction Level
2) Learning Level
3) Job behavior Level

27. According to stages of training
Process
• Evaluation for planning
• Process Evaluation
• Terminal Evaluation

28. Types of Training evaluation
Formative Evaluation
• Takes place prior to or during instruction.
• It provides ongoing feedback to the
curriculum designers and developers to
ensure that what is being created really meets
the needs of the intended audience.
• Used to improve the performance.

29. Types of Formative Evaluation
• Needs assessment
• Evaluability assessment
• Implementation evaluation
• Process evaluation

30. Process Evaluation
• Is conducted during the implementation phase
of training.
• This includes giving and receiving verbal
feedback.
• It focuses on procedures and actions being used
to produce results.

31. Training Need Assessment
• Training need refer to the gaps between
desired and expected levels of performance.
• Training need refer to those needs that
concern performance of employees.
• Thus an employee needs training if there is gap
in his attitude, knowledge, understanding or
skills related with work.

32. Performance Appraisal
• It can be useful means of establishing effectively and
relatively quickly the training needs of individuals
• It is the process of obtaining, analyzing, and
recording information about the relative worth of an
employee to the organization
Need to Appraise Performance
• To assess the ability of the individual in order to
make the best use of his talent in the present job

33. Task Analysis
• Task comprises of a number of steps or
components.
• Analyses each task
• Breakdown each task into its constituents
elements
• Assessing each task

34. Gap analysis
• Gap between what prospective trainees know
and what they need to know to function
effectively in their job.
• What is and what should be

35. Summative Evaluation
• Summative evaluation is a method of judging
the worth of a program at the end of the
program activities. The focus is on the outcome
(Bhola 1990).
• Effort are use information about students’
feeling after a set of instructional activities has
occurred.

36. Outcome Evaluation
• It determines whether or not the desired results of
applying new skills were achieved in the short-term.
• "What happened to the knowledge, attitudes, and
behaviors of the intended population?"
• Outcomes refer to changes in behavior
• Outcome evaluation data is intended to measure what
training participants were able to do at the end of
training and what they actually did back on the job
or in their community as a result of the training.

37. Impact Evaluation
• Changes brought out due to application of learning at
work can be measured only after lapse of some time
after training.
• Impact Evaluation takes even longer than outcome
evaluation and you may never know for sure that your
project helped bring about the change.
• Impact evaluation is meant to assess the extent to
which what was learned is making a difference at the
community level, or targeted groups, or
beneficiaries of the intervention

38. Evaluation Methods
• Qualitative (e.g., case studies, focus groups)
• Quantitative (e.g., surveys, experiments).

39. Qualitative Methods
• Based on observation
• Descriptive
• Easily done
• interactive
• Generating new product ideas/concepts
• Identifying key product attributes or attitudes using
focus groups

40. Quantitative evaluation
• Based on data
• Precise and unbiased
• Trained staff to collect, analyze and report
• Formal and totally structured
• Comparison of perceptions of usefulness of training

41. Interview Schedule
• Structured interview
• Unstructured interview
• Semi-Structured interview
• Individual or Group interview

42. Observation
• A basic tool of information gathering
• The act of apprehending things and events their
attributes
• Concrete relationship
• Direct awareness of our own mental awareness
• An act of recognizing and noting some fact or
occurrence

43. Case Study
• An intense, qualitative and in-depth study of
a social unit to gain holistic understanding of
the interrelationship of various factor.
• Intensive investigation
• It may analyze a person, family or an
institution, a cultural group or even entire
community.
• Full analysis of a limited member of events or
conditions and their interrelationship.

44. Techniques of Evaluation
Knowledge Test
• Go through the content and objectives of the
course
• Review the course materials
• Identify the area and sub area
• Decide on the weightage
• Formulate different questions

45. Skill Test
• List sequence of the steps to be followed in
performance
• State activities in sequence
• Make sure that all the observable activities
necessary for performing, task is stated.
• Decide on standards of performance-what
would be excellent, good, fair or poor.
• Determine scoring procedure which is quick and
convenient.

46. Evaluation Wheel
• Interactive technique
1) Trainer give an introduction about the training
programme. He invites participants to list
criteria on which training should be evaluated.
2) Each of participant is given a piece of
prepared marker pen. He has to draw a circle.

47. Conti----
3) He has to draw spokes from one side of the
wheel to another crossing the radius.
4) Each participant has to rate each aspect 1-10.
5) Evaluation wheels can be pasted on the wall and
photographed for visual documentation.

48. Guided Discussion/Art from
Reflection
• Context or background narration
• Objective level
• Subjective level
• Interpretative level
• Decision level

49. Training Performance indicators
1) Training Participation Index (TPI)
Ta/Ts x 100
Ta= No. of trainees attending a training course
Ts= No. of trainees slotted for the course
2) Training Utility Index (TUI)
Te/Ta x 100
Te= No. of trainees who found the training
course useful on evaluation

50. Contii--
• Training Effectiveness Index (TPI)
Te/Ts x 100
Te= No. of trainees who found the training
course useful on evaluation
TEI=TPI X TUI

51. Training Cost indicators
1) Expenditure on training per extension
personnel
=Total training expenditure/Total no. of
extension personnel
2) Expenditure on training per Trainees
=Total expenditure on training/Total no. of
extension trainees

52. Other extension cost Indicators
3)Training cost per training day
= Total training cost/Total no. of training day
4)Training cost per extension trainees
=Total training cost/Total no. of extension
trainees
5)Training cost per extension personnel
=Total no. of extension trainees/ total no. of
extension personnel

53. Benefits of Evaluation
• 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
S.M.Israr

54. Limitations of Evaluations
• It requires time resources and continuous
efforts.
• It demands organized commitment.
• It creates threat among workers.

55. A study on effectiveness of trainings
organized by SAMETI- U.K.
• To measure the effectiveness of training
programme.
• Measurement of effectiveness
1- Learning
2-Reaction

56. Contii----
Their pre and post training knowledge score
indicates that during pre training most of the
trainees had low level of knowledge. In post
training session a high majority (70.58%) of the
respondents had medium knowledge level
whereas (8.83%) had gain high level of
knowledge.

57. Review of Literature
Pablico et al. (1984) found that after post
training written tests, in general the critical
knowledge, practical skills and extension
communication techniques of trainees
increased as a result of attending training.

58. Contii---
Anupriya (1987) reported that proper selection
of trainees and trainers with regards to
training course, better use of
communication materials, easy availability
of physical facilities and more application
oriented lecture adhered properly to the
theme of course were lead to more effective
training programmes.

59. Contii---
Choudhary (2000) reported that
knowledge was increased after training
session in all age group, but lower age
group showed higher percentage of
increase knowledge.

60. Contii---
Sharma et al. (2003) found that before
acquiring the training 93.88 % extension
officer had low to medium level of
knowledge about plant protection measure.
Only 6.12% respondents had high level
knowledge. However, after completion of
training programme 57.14 % respondents had
high knowledge and only 12.24% respondents
had low level of knowledge.

61. Contii---
Sharma (2003) reported that all the trainees were
fully satisfied with course contents, message
delivery and human relation aspect of training.
More than 80% trainees were fully satisfied with the
organization of course while 12.5% trainees were
partially satisfied. 80% trainees were fully satisfied
with the physical facilities available, while 50%
trainees were dissatisfied. All the trainees were
dissatisfied with the boarding and lodging facilities
available at training centre

62. “Use evaluation to improve
situations but not simply to
prove performance”