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The Language of Training Evaluation
Human Resources » Training & Education


Chrm Message From: jitendramahato Total Posts: 16 Join Date: 07/01/2008
Rank: Executive Post Date: 07/01/2008 08:01:31 Points: 80 Location: United States

The word 'evaluation' and 'validation' are frequently used to describe the processes by which the success of training is measured. It's True to say that there is a lot of confusion out there about the differences between the two. The two terms are often banded together, so we've found sometimes there's no need to make the distinction! However, for those who want to show they know the difference, from our prespective, we look at it in this way:

Evaluation
Evaluation is concerned with the global issues of the over all value of training to the organisation (i.e. the "big picture"). example include: the need for trained personnel, the need to perform a jobto the numbers (standard) required, the training lead time, the
acceotability of methods and the effeciency of the training i.e. does the system make the best use of the resources (time, manpower, equipment and finance).

Validation
Validation is concerned with determining
1. Whether training is achieving specified training objectives (internal Validation) ... and don't forget that the LEARNER may have objectives too!
2. Whether training objectives reflect the requirement of the job (external Validation)

Evaluation Models
As is often the case in training and development there is not one definitive answer or process to the issue of evaluation. It is more an art than a pure science and so half the challenge for the modern trainer is to make sense of it.

The most common evaluation model is the kickpatrick Model. An American academic, D.L.Kirkparick, developed this in the 1960s.

The Model is based on 4 levels:

Level 1 (Reaction) How did the participant react to the program? e.g. Questinnaires - was the Course relevant? Was the Trainer Knowledgeable?

Level 2 (Learning) What did individuals learn? e.g. Teating what they Know before you train them and testing again after the training.

Level 3 (Behaviour) What are the Long term effects of the training on the individual's job performance? e.g. After a writing Skill course, do participants make fewer spelling mistakes, fewer grammatical errors and are their reports easier to understand?

Level 4 (Results) How did the organisation benefit from the exercise? e.g. what was the impact on the bottom line? Are participants more productive?

Whatever model or process you adopt all have similar aims;
- To assess the strengths and weaknesses of a training programmme.
- To identify who should participate in further training. to measure the impact of the training on Participants and / or the organisation.

- To identify the social and financial returns on the investment in training.

Rgds

JM