08/09/2021 Training and Development/ DR Shweta Chandra/ Mba/Mhm Vii

MBA/
MBA/MHM
MHMHR
HR01
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Training
Trainingand
andDevelopment
Development
training and development/ Dr Shweta Chandra/

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MBA/MHM VII
Training Evaluation
• Training Evaluation is necessary to determine if the
time, money, and effort devoted to training actually
made a difference.
• It is like in assessing the effectiveness of the training
program.
training and development/ Dr Shweta

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Chandra/ MBA/MHM VII
Training effectiveness
• Training effectiveness refers to the benefits that the company
and the trainees receive from training.
• Training outcomes or criteria refer to measures that the trainer
and the company use to evaluate training programs.
• Training evaluation refers to the process of collecting the
outcomes needed to determine if training is effective.
• Evaluation design refers to from whom, what, when, and how
information needed for determining the effectiveness of the
training program will be collected.
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Why Should A Training Program Be Evaluated?
• To identify the program’s strengths and weaknesses.
• To assess whether content, organization, and
administration of the program contribute to learning
and the use of training content on the job.
• To identify which trainees benefited most or least
from the program.

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Why Should A Training Program Be Evaluated?
• To gather data to assist in marketing training programs.
• To determine the financial benefits and costs of the
programs.
• To compare the costs and benefits of training versus
non-training investments.
• To compare the costs and benefits of different training
programs to choose the best program.
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Reasons for Evaluating Training
• 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
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• Because companies have made larger 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

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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
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Training evaluation involves:
• Formative evaluation – evaluation conducted to
improve the training process.
• Summative evaluation – evaluation conducted to
determine the extent to which trainees have changed
as a result of participating in the training program.

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Kirkpatrick Levels of Training Evaluation
• Donald Kirkpatrick Kirkpatrick developed a model of
training evaluation in 1959.
• Arguably the most widely used approach.
• Simple, Flexible and Complete 4-level model.

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• The Four Levels of Evaluation
• Level I: Evaluate Reaction
• Level II: Evaluate Learning
• Level III: Evaluate Behavior
• Level IV: Evaluate Results
• Fifth level was recently “added” for return on investment
(“ROI”) but this was not in Kirkpatrick’s original model
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Determining Whether Outcomes Are Good
• Criteria relevance refers to the extent to which

training outcomes appropriately reflect the content
of the training program. The learned capabilities
needed to successfully complete the training
program should be the same as those required to
successfully perform one’s job.

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• Criterion contamination means that the training
evaluation measures reflect capabilities that were
not covered in the training and/or the measurement
conditions are different than the training conditions.
• Criterion deficiency refers to the failure of the
training evaluation measures to reflect all that was
covered in the training program
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• Reliability is the degree to which training outcomes
can be measured consistently, be it over time, across
raters, or across parallel measures. Predominantly,
we are concerned with consistency over time, such
that a reliable test contains items that do not change
in meaning or interpretation over time.

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• Discrimination refers to the degree to which
trainees’ performance on an outcome measure
actually reflects true differences in performance; that
is, we want the test to discriminate on the basis of
performance and not other things

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• Practicality is the ease with which the outcome
measures can be collected. Learning, job
performance, and results level measures can be
somewhat difficult to collect.

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Evaluation Practices
• reactions and cognitive level outcomes are the most frequently used
outcomes in training evaluation, with results level evaluations conducted in
only 7% of firms.
• An evaluation limited to reaction and cognitive level outcome measurements
does not assess whether transfer of training has occurred.
• Outcome measures are largely independent of each other; you cannot
assume that positive reactions to the training program mean that trainees
learned more and will apply what they learned back on the job.
• To the extent possible, evaluations should include measuring job behavior
and results level outcomes to determine whether transfer of the training has
occurred.
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• There are three types of transfer:
• Positive transfer is demonstrated when learning occurs and job
performance and positive changes in skill-based, affective, or results
outcomes are also observed. This is the desirable type of transfer.
• No transfer of training is demonstrated if learning occurs, but no changes
are observed in skill-based, affective, or learning outcomes .
• Negative transfer is evident when learning occurs, but skills, affective
outcomes, or results are less than at pretraining levels.

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Evaluation Designs
• The design of the training evaluation determines the confidence that can be placed
in the results. No training evaluation can be absolutely certain that the results of
the evaluation are completely true.
• Threats to validity: Alternative explanations for evaluation results.
• Internal validity is the believability of the study.
• It is the extent to which we can isolate training as the cause of a change in
performance.
Threats to internal validity include characteristics of the company (e.g., history);
the outcome measures (e.g., instrumentation, testing); and the individuals involved
in the evaluation (e.g., maturation, regression toward the mean, mortality, and
initial group difference).

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• External validity refers to the generalizability of the
evaluation results to other groups and other
situations. Threats to external validity include how
participants react to the pretest, how they react to
evaluation, an the interaction of selection and
training, and the interaction of methods.

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Methods to control for threats to validity
• Use pre- and post-tests to determine the extent to
which trainees’ knowledge, skills or behaviors have
changed from pre-training to post-training
measures. The pretraining measure essentially
establishes a baseline.

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• Use a comparison (or control) group (i.e., a group that participates in the
evaluation study, but does not receive the training) to rule out factors
other than training as the cause of changes in the trainees.
• The group that does receive the training is referred to as the training
group or treatment group. Often employees in an evaluation will perform
higher just because of the attention they are receiving. This is known as
the Hawthorne effect.

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• Random assignment refers to assigning employees to
the control and training groups on the basis of
chance. Randomization helps to ensure that
members of the control group and training group are
of similar makeup prior to the training.
Randomization can be impractical and/or even
impossible to employ in company settings.

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Evaluation Designs
• Types of evaluation designs vary as to whether they
include a pretest and posttest, a control or
comparison group and randomization

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• The posttest only design involves collecting only posttraining
outcome measures. It would be strengthened by the use of a
control group, which would help to rule out alternative
explanations for changes in performance.
• The pretest/posttest design involves collecting both
pretraining and posttraining outcome measures to determine
whether a change has occurred, but without a control group
which helps to rule out alternative explanations for any
change that does occur.
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• The pretest/posttest with comparison group design
includes pretraining and posttraining outcome
measurements as well as a comparison group in
addition to the group that receives training. If the
posttraining improvement is greater for the group
that receives training, as we would expect, this
provides evidence that training was responsible for
the change.
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• The time series design involves collecting outcome
measurements at periodic intervals pre- and posttraining. A
comparison group may also be used. Time series allows for an
analysis of outcomes, e.g., accident rates, productivity, etc.,
over time to observe any changes that occur (see Table 6.9, p.
215). The strength of this design can be improved by using
reversal, which refers to a time period in which participants
no longer receive the training intervention.

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• The Solomon Four-Group design combines the pretest/posttest
comparison group design and the posttest-only control group design. It
involves the use of four groups: a training group and comparison group
for which outcomes are measured both pre- and posttraining and a
training group and comparison group for which outcomes are measured
only after training. This design provides the most controls for internal and
external validity, but is also the most difficult to employ.

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Choice of evaluation Design
• Considerations in choosing an evaluation design
• Factors that influence the type of evaluation design used
• Change potential: Can the program be modified if needed?
• Importance: Does ineffective training affect major variables, such as customer
service or product development?
• Scale: How many trainees are involved?
• Purpose of the training: Is training conducted for learning, results or both?
• Organization culture: Is accountability, or showing results, part of the company’s
norms and expectations?
• Expertise: Do parties involved have the skills to conduct a rigorous analysis?
• Cost: What design can the company afford?
• Time frame: When do we need the information
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• Evaluation designs without pretesting or comparison groups
are most appropriate when you are interested only in whether
a specific level of performance has been achieved, and not
how much change has occurred.
• The pretest allows for the examination of how much change
has occurred. The comparison group allows for the isolation
of training as the likely cause of the change.
•
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• F‍ or sales training:
• Average sales cycle length
• Percentage of successful closes
• Percentage of sales reps meeting their quotas
• Time to competency
• Total revenue generated
• For marketing training:
• Number of qualified leads generated
• Cost per qualified lead
• For customer service training:
• Time per interaction
• Average customer satisfaction rating
• Increase in revenue
• Increase in overall company knowledge
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• Example 1: The Beta company has invested $65,000 in employee training. As a
result, they managed to increase sales and earned $175,000.
• ROI = (175,000 – 65,000)/65,000*100 = 169%
• So, for every dollar invested in the program, the company got $2.69.
• Example 2: The Gamma company spent $25,000 on training. Trained employees
brought the company an additional $7,500.
• ROI = (7,500 – 25,000)/25,000*100 = -70%
• In this example, the ROI is negative, which means that obtaining an additional
$7,500 wasn’t worth the efforts and resources put into the training.

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THANK YOU
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08/09/2021 Training and Development/ DR Shweta Chandra/ Mba/Mhm Vii

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• Criteria relevance refers to the extent to which

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