Training Evaluation

Purpose

There are many reasons to evaluate training, most of which can be classified into three primary categories: (a) to provide feedback to designers, trainers, and trainees; (b) to provide input for decision making about training; and (c) to provide information that can be used to market the training program.

Decisions about outcomes, measures, and strategy should be based on the evaluation purpose. Following from the three purposes, an evaluation model proposed by Kurt Kraiger suggests three primary targets of evaluation: (a) training content and design, which can be assessed to provide feedback to designers and trainers; (b) changes in learners, which can be gauged to provide feedback to learners and to make decisions about training; and (c) organizational payoffs, which can be collected and used for all three purposes. Each evaluation target offers multiple outcomes that can be assessed, and evaluators must decide not only the outcome of interest but also the method by which this outcome will be measured. For example, to provide feedback to training designers that can be used to improve training, an evaluator might question learners and subject matter experts about the on-the-job relevance of training materials. These questions can be asked via survey or interview, or inferred from observation of learners interacting with materials and attempting to apply those materials to their job.

Although most training evaluation occurs after a program is fully designed, evaluating training while it is being designed is often desirable. Such evaluation, called formative or process evaluation, is useful for providing feedback to designers so they can improve the program as it is being developed. As examples of this type of evaluation, an evaluator could assess whether the intended training objectives are consistent with the organization's business strategy by having managers and customers review the objectives and provide feedback.

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