BY

AHMED ABDUL
CMD, KANO AREA OFFICE,KANO.
At the end of the session, participants will be
able to:
develop shared values in human resource
training and development
evaluate training as a key element of
training and development function
identify methods that can be used in
measuring training;
use training to drive organisational process
enhance training programme delivery in their
organisations
 Training is a critical component in any
organization's strategy, but organizations don't
always evaluate the business impact of a training
program.
 Given the large expenditures for training in many
organizations, it is important to develop business
intelligence tools that will help companies
improve the measurement of training
effectiveness.
 These tools need to provide a methodology to
measure, evaluate, and continuously improve
training, as well as the organizational and
technical infrastructure (systems) to implement
the methodology.
The planned process designed to effect
predetermined behavioural changes in
individuals or groups
The process by which behaviour is modified
or new behaviour is introduced in order to
meet the requirements of a particular job,
new positions and responsibilities
 Class or job related activities that are
designed to improve skills, attitudes,
competencies, team effort, work climate and
job performance
 Training is job specific and aims at utilisation
of knowledge and development of skills
Training enhances performance and provides
specific benefits to:
 Individuals
 Organisations
 Community, and
 Nation
 Training is an essential element to business
success, but what’s even more crucial is the
ability to measure the training's effectiveness.
 After your employees or management team

have participated in a training session or

event, it is important to evaluate how
effective the training was.
 The determination of training effectiveness
should address three categories:
 (1) Training activities;
 (2) Evaluation activities; and
 (3) Training effectiveness indicators.
 HOW DOES YOUR ORGANIZATION EVALUATE
THE SUCCESS OF A TRAINING PROGRAM?
 Donald Kirkpatrick's 1994 book Evaluating
Training Programs defined his originally
published ideas of 1959, thereby further
increasing awareness of them, so that his
theory has now become arguably the most
widely used and popular model for the
evaluation of training and learning.
 Kirkpatrick's four-level model is now

considered an industry standard across the

HR and training communities.
 So, how do you conduct an evaluation? The basic steps are:
1. Design the evaluation.
This first step involves designing survey questionnaires,
formulas and spreadsheets for data entry.
2. Collect the data.
Here, you conduct the survey and focus group sessions and
collect operational and business performance data.
3. Analyze the data.
Analysis entails converting the raw data into useful
information on which you can make evaluative judgments.
4. Report the results.
In this final step, write and distribute the report and debrief
client managers and other interested stakeholders.
In designing your evaluation, you will need to think about
your data sources. Where should you get your data? Here
are some ideas on appropriate data sources for each level.
 The four levels of Kirkpatrick's evaluation model
essentially measure:
 reaction of Participant - what they thought and
felt about the training
 learning - the resulting increase in knowledge or
capability
 behaviour - extent of behaviour and capability
improvement and implementation/application
 results - the effects on the business or
environment resulting from the trainee's
performance
 Reaction evaluation is how the delegates felt about
the training or learning experience. for example:
 Did the trainees like and enjoy the training?
 Did they consider the training relevant?
 Was it a good use of their time?
 Did they like the venue, the style, timing, domestics,
etc?
 Level of participation.
 Ease and comfort of experience.
 Level of effort required to make the most of the
learning.
 Perceived practicability and potential for applying the
learning.
The tools mostly used are:
 'Happy sheets', feedback forms.
 Verbal reaction, post-training surveys or

questionnaires.
Its major advantages are;
 Quick and very easy to obtain.
 Not expensive to gather or to analyse.
 Can be done immediately the training ends.
 Very easy to obtain reaction feedback
 Feedback is not expensive to gather or to

analyse for groups.

 Important to know that people were not upset

or disappointed.
 Important that people give a positive

impression when relating their experience to

others who might be deciding whether to
experience same.
 Learning evaluation is the measurement of the
increase in knowledge - before and after.
 Did the trainees learn what was intended to be
taught?
 Did the trainee experience what was intended for
them to experience?
 What is the extent of advancement or change in
the trainees after the training, in the direction or
area that was intended?
Tools and methods used are;
 Typically assessments or tests before and after
the training.
 Interview or observation can also be used.
 Relatively simple to set up, but more investment
and thought required than reaction evaluation.
 Highly relevant and clear-cut for certain training
such as quantifiable or technical skills.
 Less easy for more complex learning such as
attitudinal development, which is famously
difficult to assess.
 Cost escalates if systems are poorly designed,
which increases work required to measure and
analyse.
 Behaviour evaluation is the extent of applied learning
back on the job - implementation.
 Did the trainees put their learning into effect when back
on the job?
 Were the relevant skills and knowledge used
 Was there noticeable and measurable change in the activity
and performance of the trainees when back in their roles?

Some of the tools used are;

 Observation and interview over time are required to assess
change, relevance of change, and sustainability of change.
 Measurement of behaviour change typically requires
cooperation and skill of line-managers.
 Measurement of behaviour change is less easy to
quantify and interpret than reaction and learning
evaluation.
 Simple quick response systems unlikely to be
adequate.
 Cooperation and skill of observers, typically line-
managers, are important factors, and difficult to
control.
 Management and analysis of ongoing subtle
assessments are difficult, and virtually impossible
without a well-designed system from the
beginning.
 Evaluation of implementation and application is
an extremely important assessment - there is
little point in a good reaction and good increase
in capability if nothing changes back in the job,
therefore evaluation in this area is vital, albeit
challenging.
 Behaviour change evaluation is possible given
good support and involvement from line
managers or trainees, so it is helpful to involve
them from the start, and to identify benefits for
them, which links to the level 4 evaluation below.
  Results evaluation is the effect on the business
or environment by the trainee. Measures would
typically be business or organisational key
performance indicators, such as:
 Volumes, values, percentages, timescales, return
on investment, and other quantifiable aspects of
organisational performance e.g. numbers of
complaints, staff turnover, attrition, failures,
wastage, non-compliance, quality ratings etc
Some of methods used are:
 Measures are already in place via normal
management systems and reporting - the
challenge is to relate to the trainee.
 Individually, results evaluation is not particularly
difficult; across an entire organisation it becomes
very much more challenging, not least because of
the reliance on line-management, and the
frequency and scale of changing structures,
responsibilities and roles, which complicates the
process of attributing clear accountability.
 Also, external factors greatly affect
organisational and business performance, which
cloud the true cause of good or poor results.
 Cognitive: mental skills (Knowledge)
 Affective: growth in feelings or emotional

areas (Attitude)
 Psychomotor: manual or physical skills (Skills)
 This taxonomy of learning behaviors can be

thought of as "the goals of the training

process." That is, after the training session,
the learner should have acquired new skills,
knowledge, and/or attitudes.
 Lack of line management ownership
 Strong involvement and participation of

training and line management are vital

components of robust training programmes.
 Direct observation of training activities is a

necessary input to the manager on the health

of the training programme.
 Weak self-assessments
 Most stations perform self-assessments to

identify weaknesses and areas for

improvement in their training programmes.
 Participant dissatisfaction
 Often, participant dissatisfaction with training

results in students not participating in the

training, not asking questions, or not
providing comments.
 Instructors should be aware of this sort of

passive feedback. Managers observing

training can identify these behaviors.
 Isolationism
 Learning from others is a necessary

component of a robust training programme.

Stations without benchmarking or other
methods of learning from other stations often
do not recognize when degradation begins in
training content, methods, or other
programme attributes.
 Weak use of a systematic approach
 In these cases, there is a poor link between

known human performance problems and

training being provided.
 In addition, some organizations created new

positions as a result of organizational

changes. These new positions required new
knowledge or skills, but the analysis was not
considered as part of the change process.
 Insufficient line management training expertise
 A working, practical knowledge of training
processes and content by the responsible
managers is necessary to maintain a robust
training programme.
 When plant line managers donot fully
understand their responsibilities for their
training programmes, they rely on the
 training manager to identify and address
training related weaknesses.
 Distractions from training
 “Distracting activities that focus management

attention away from training.”

 Every organization has many varied concerns

and activities, in addition to training, that

must be managed in accordance with
appropriate priorities.
1. Improves the skills, attitudes and
competencies of the work force.
2. Closes the gap between what is provided in
educational institutions and the demands of
the job and life
3. Helps people adjust and adapt to new
situations and changes in their
organisations and the environment;
4. Provides the individual with values and
develops the human personality
5. Provides shared values, direct effort and
enhances commitment to organisational
goals;
6. Enables managers solve problems, take
quality decisions, use new methods and
processes and technology
7. Improves communication, interpersonal
relations, organisational health and
teamwork
8. Enables organisations cope with challenges
in goal achievement
9.The challenges include high cost, waste,
deficiency in skills, inappropriate
techniques, morale problems, etc
9. Sharpens organisation’s response to
market, competition, technological and
other environmental factors
10. Improves the capability and overall
performance of an organisation
11. Forecast, the importance of continued
learning is an overarching trend of societal
needs, indicating that organizations must
foster learning as a social responsibility to
ensure they are competitive in the global
marketplace.
12. Strategic positioning of training and
development directly promotes
organizational business goals and objectives.
14. The social and moral responsibility of the
organization to develop employees beyond
their current job and offer opportunities to
learn and grow, for career and social mobility.
15. The business advantages of continuous
learning--expansion of human capital
knowledge and business performance--place
HR in the key leadership role to focus on
strategy, design and implementation of
training and development.
16. Organizations that invest in opportunities for
growth and learning generate significant returns
on employee retention, motivation, trust and
initiative.
17. To meet current and future business demands,
training and development encompasses a wide
range of learning actions, from training for tasks
and knowledge sharing to improved customer
service and career development, thus expanding
individual, group and organizational
effectiveness.
1. What factors drive training in your
organisation
2. What factors are expected to drive training?
3. Take any two jobs in your organisation.
Identify the objectives, functions and
relevant knowledge, skills and attitude
required to handle them
4. How does your organization measure
effectiveness of training.
 Traditionally, the purpose of training and
development has been to ensure that
employees can effectively accomplish their
jobs. Today, the business environment has
changed, with intense pressure on
organizations to stay ahead of the
competition through innovation and
reinvention.
 Training addresses specific individual and
organisational needs for the achievement of
goals