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Question
differentiate training effectiveness from training evaluation.what are the essential ingredients of a successful evaluation of a training programme?explain with suitable example

Answer
differentiate training effectiveness from training evaluation.what are the essential ingredients of a successful evaluation of a training programme?explain with suitable example
Options:
IT IS  NECESSARY /  ESSENTIAL   TO  MEASURE  
THE  TRAINING  EFFECTIVENESS   AT  FIRST.

THE  FOLLOWING  ARE  THE  MOST  POPULAR  AREAS
FOR MEASUREMENT.

1.Efficiency
Efficiency is a measure of the amount of learning achieved relative to the amount of effort put in. In practical terms this means the amount of time it takes to complete a piece of training. Efficiency has a direct relation to cost – the more efficient a training method is, the less it will cost.
2.Reactions
Reactions are what you measure with the ‘happy sheet’. Reactions are important because, if employees react negatively to your courses, they are less likely to transfer what they learned to their work and more likely to give bad reports to their peers, leading in turn to lower employees numbers.
3.Learning
Learning, in terms of new or improved skills, knowledge and attitudes, is the primary aim of a training event. Learning can be measured objectively using a test or exam or some form of assessed exercise. If an employee has to achieve a certain level of learning to obtain a ‘pass mark’, then the number of passes may be used as an evaluation measure. Another important aspect of learning is the degree of retention – how much of the learning has stuck after the course is over.
4.Behaviour change
If an employee  has learned something from a course, you hope that this will be reflected in their behaviour on the job. If an employee  employs what they have learned appropriately, then their work behaviour will meet desired criteria. Behaviour can be measured through observation or, in some cases, through some automated means. To assess behaviour change requires that the measurements are taken before and after the training.
5.Performance change
If, as a result of training, employees  are using appropriate behaviours on the job, then you would expect that to have a positive impact on performance. A wide variety of indicators can be employed to measure the impact of training on performance – numbers of complaints, sales made, output per hour and so on. It is hard to be sure that it is training that has made the difference without making comparisons to a control group – a group of employees who have not been through the training.
====================
THE  ABOVE  LISTED   EVALUATION/  MEASUREMENT  CAN
BE  APPLIED  TO ANY  OF   THE  FUNCTIONS   WHICH HAS  AN  
IMPACT  ON THE   BUSINESS   RESULTS.

1.PROCUREMENT  training
-reduction  in  cost  of  purchase.
-reduction  in  raw material  inventory.
-----------------------------------------------------
2.PRODUCTION  training
-reduction  in  the  unit  cost  of  production
------------------------------------------------------
3.QUALITY   training
-improvement  in the  qua lity/  reduction  in  rejection
-------------------------------------------------------------------------
4.DISTRIBUTION  training
-reduction  in  distribution  cost.
-improve  the  distribution effectiveness/coverage
---------------------------------------------------------------------
5.SALES  training
-improved  sales coverage
-improved  customer  coverage
-improved  sales results
-----------------------------------------------------------
6.FINANCE  training
-better cost  control
-----------------------------------------------------------
7.CUSTOMER  SERVICE   training
-improved  customer  service  satisfaction   level
-------------------------------------------------------------------
etc etc

ALL   THE  ABOVE  TRAINING   IMPACT  CREATE

-SIGNIFICANT   EFFICIENCY  IN  OPERATION.

-SIGNIFICANT   EFFECTIVENESS  IN  OPERATION

-WHICH  IMPROVES  THE  PRODUCTIVITY  LEVELS

-WHICH  IMPROVES  THE   RESULTS

-WHICH  MEANS  MORE   REVENUE/  PROFIT/ PROFITABILITY.
================================================

THE  DATA  PROVIDED  BY  THE  PRE  AND  POST  TRAINING  ANALYSIS  HELPS
THE  TRAINING  MANAGER  IN  A  NUMBER  OF  WAYS.

1.To validate training as a business tool
Training is one of many actions that an organisation can take to improve its performance and profitability. Only if training is properly evaluated can it be compared against these other methods and expect, therefore, to be selected either in preference to or in combination with other methods.

2.To justify the costs incurred in training
We all know that when money is tight, training budgets are amongst the first to be sacrificed. Only by thorough, quantitative analysis can training departments make the case necessary to resist these cuts.

3.To help improve the design of training
Training programmes should be continuously improved to provide better value and increased benefits for an organisation. Without formal evaluation, the basis for changes can only be subjective.

4.To help in selecting training methods
These days there are many alternative approaches available to training departments, including a variety of classroom, on-job and self-study methods. Using comparative evaluation techniques, organisations can make rational decisions about the methods to employ.

5.Efficiency
Efficiency is a measure of the amount of learning achieved relative to the amount of effort put in. In practical terms this means the amount of time it takes to complete a piece of training. Efficiency has a direct relation to cost – the more efficient a training method is, the less it will cost.

6.Performance to schedule
Sometimes with a training programme, ‘time is of the essence’ – the training needs to be completed by a given date if a particular business objective is to be achieved. In these situations, the extent to which a training programme performs to schedule is a critical measure of success.

7.The extent to which trainees mix
A justification often made for training, particularly group events, is that it provides an opportunity for students who work in different departments or regions to meet with each other, share experiences and make contacts. Because this is a valued outcome of training, it needs to be considered when comparing training methods. Similarly, some training may be regarded as a perk, a benefit of some value, even if this is not directly related to learning.

8.Reactions
Reactions are what you measure with the ‘happy sheet’. Reactions are important because, if students react negatively to your courses, they are less likely to transfer what they learned to their work and more likely to give bad reports to their peers, leading in turn to lower student numbers.

9.Learning
Learning, in terms of new or improved skills, knowledge and attitudes, is the primary aim of a training event. Learning can be measured objectively using a test or exam or some form of assessed exercise. If a student has to achieve a certain level of learning to obtain a ‘pass mark’, then the number of passes may be used as an evaluation measure. Another important aspect of learning is the degree of retention – how much of the learning has stuck after the course is over.

10.Behaviour change
If a student has learned something from a course, you hope that this will be reflected in their behaviour on the job. If a student employs what they have learned appropriately, then their work behaviour will meet desired criteria. Behaviour can be measured through observation or, in some cases, through some automated means. To assess behaviour change requires that the measurements are taken before and after the training.

11.Performance change
If, as a result of training, students are using appropriate behaviours on the job, then you would expect that to have a positive impact on performance. A wide variety of indicators can be employed to measure the impact of training on performance – numbers of complaints, sales made, output per hour and so on. It is hard to be sure that it is training that has made the difference without making comparisons to a control group – a group of employees who have not been through the training.

12.Return on investment as a measure
Return on investment (ROI) is a measure of the monetary benefits obtained by an organisation over a specified time period in return for a given investment in a training programme. Looking at it another way, ROI is the extent to which the benefits (outputs) of training exceed the costs (inputs).
ROI can be used both to justify a planned investment and to evaluate the extent to which the desired return was achieved. However, it can not measure all aspects of training success:
•   whether students liked the training or not
•   the numbers of students participating in the training
•   the extent to which students' personal objectives were achieved
=================================================================
THERE  ARE  VARIOUS  FORMS  USED  IN  THE  EVALUATION
OF  THE  TRAINING.



FORMAT  1.--TRAINING  PLAN  CHECKLIST


1. An  assessment  of the  current situation.

2. A  statement  of  purpose, outlining  what is to be  accomplished.

3.Identification  of  the  training  needs.

4. A  statement of planning  premises -significant asssumptions,
    constraints, and parameters.

5. A  forecast statement  of   factors  that  might  help or hinder
   the  end  results.

6. Desired  behaviors  are  specified.

7.Desired   competences are identified and   specified.

8.Knowledge,  skills,  and  characteristics  desired  are specified.

9. Constraints like  time, budget and  participants  attitude are identified.

10.Participants' characteristics   are  identified / listed.

11. Training  objectives  are defined / listed.

12.Training  program  contents  are outlined.
    -identifying  topic  areas to  be  covered.
   -specific  concepts  are listed
   -key points  are  specified
   -determining  the  emphasis  required on  each topic.
   -sequencing  the  topics  into  a  logical  progression.
   -establishing  a  learning  pace.

13. Selection  of  instructor(s)
      -in terms  of  scholastic  records
      -in  terms of  delivery  skills
     -in terms  of  personality
        etc etc

14. Physical  facilities
     -location
     -settings
     -conference  room  [ size / layout /light/acoustics/ etc]
     -seating  arrangements
     -case study  rooms
     etc


15. Conference  room  facilities
     -equipments  required
     -stationery required
     -dining /  coffee  room  facilities
     -writing  materials
   etc  etc



16. Training   Teaching  materials
     -training agenda
     -trainer's  manual
     -participants' manual
     -case  studies
     -role  plays
      etc etc


17. Training  Methods
      -lecture
      -conference  method
      -management  games
      -case  study
      -senstivity  training
      -programed  instructions.

18.  Evaluations.

19. Training   schedule.

20. Training  Budget
**************************************************************************************
FORMAT  2 --TRAINER'S   EVALUATION


1.TOTAL  EDUCATIONAL  QUALIFICATIONS.

2. TRAINING   QUALIFICATIONS.

3.TOTAL  WORK  EXPERIENCE.

4. TRAINING  EXPERIENCE.

5. ANY  SPECIAL  TRAINING  WORK EXPERIENCE.

6. ANY  SPECIAL  TRAINING COURSE ATTENDED

7.TRAINING  JOB  KNOWLEDGE
-demonstrable  knowledge  of  training / development

8.WORK  ACCOMPLISHMENT
-shown  ability  to  accomplish

9. INITATIVES
-took  initiatives  to  be  effective

10.ORGANIZATION  SKILLS
-organize  training / development  programs

11.WORK  QUALITY
-demonstrated ability  to  achieve standards

12.WORK ATTUDE
-demonstrate  through  personal characteristics

13.SELF APPRAISAL/DEVELOPMENTS
-attended course  to  improve  oneself

14.COMPETENCES
-training  skills, knowledge, attitude  etc

15.CULTURE COMPTENCES
-ability  to  understand/  appreciate.
=========================================

YOU  CAN  EVALUATE  THESE  ELEMENTS  

-BY  rating   5=exception
         4=very good
         3=good/ acceptable
         2=satisfactory
         1= unsatisfactory
*************************************************************************************
FORMAT  3 --TRAINER'S  EVALUATION   BY  EMPLOYEE  PARTICIPANTS

This should be completed by participants  right after the TRAINER   finishes her or his session. .

TRAINER  evaluation form.

Name   Subject
Date   Course

Check the appropriate rating for each item listed

Excellent.  Very good.  Adequate. Needs  improvement. Poor.

1.   How well did the individual "break the ice" get the group warmed up to him or her?

2.   How well did the individual introduce her or his topic and generate interest and enthusiasm?

3.   How well did the individual outline goals and purposes?

4.   How well did he or she keep the session alive and interesting?

5.   How well did the individual encourage group participation?

6.   How well did she or he clarify key points?

7. How well did he or she  welcome and answer ques¬tions?

8. How well did he or she come across personally?

9. How well did the individual summarize and wrap up at the end of his or her
session?

10. To what extent was her or his presentation clear and logical?

11.   What is your overall rating of this teacher?

Excellent.   Very good.  Average. Below Average. Poor.
         


12.   Was there a good balance between instructor inputs (lecture) and participant inputs (involvement via discussion and case study reports)?

  Yes -------------- No -------------------- Undecided---------------------

13.   Explain the ways in which this instructor could have been more effective in

a) public speaking:

b) organization:

c) responses to questions:

d) attitude toward participants:

14.   What other suggestions do you have to help this instructor improve?

********************************************************
==================================================

FORMAT   4--PARTICIPANTS'  FEEDBACK

1.How  did  you find  the   quality  of  the  program
  poor/below  average/average/good/excellent .
---------------------------------------------------------------------------------------------
2.Briefly  give  your  reasons  for  the  above  ratings.
----------------------------------------------------------------------------------------
3.To  what extent  did this  program measure up to  your expectation
  far least/somewhat less/met expectations/somewhat more/far exceed

4.Do  you feel that  this  program was worthwhile in terms of its cost
  and  your time  away from normal  job duties.

5.Would  you recommend  this  program to  other  peers.

6.Rate this  program using the  following  ratings
  5-outstanding,4-good, 3-average, 2-below average,1-poor.

  a.Practical  value-----------------------
  b.Thoroughness-----------------------
  c.New  ideas  gained----------------
  d.Helpfulness to  self  development -------------------
  e.Relevance  to  the  job-----------------------------------

7.Which  topics  did  you  find  most  helpful.

8.Which  topics did  you  find  lease  helpful.

9.Which  topics  would  you  recommend  eliminating

10.Which  topics  would  you  recommend  enlarging

11.What  other  topics would  you  recommend  adding

12.Rate  the  content  of each session , in terms of  value  using
  5=very valuable,4=valuable,3=undecided,2=little value,1=no value

a.session 1 ---------------------------------------
b.session 2-----------------------------------------
c.session 3---------------------------------------
d.session 4-------------------------------
e.session 5-----------------------------------------

13. Rate  the  trainer for each  session , in terms of  their
      teaching  [ getting  ideas  across]
  5=very effective,4=effective,3=neutral,2=little effective,1=not  effective

a.session 1 ---------------------------------------
b.session 2-----------------------------------------
c.session 3---------------------------------------
d.session 4-------------------------------
e.session 5-----------------------------------------

14. What  are  the  strengths /  weaknesses  of each  trainers

15.Which  of the  teaching / training  methods  very effective

16.Which  of the  teaching / training  methods   ineffective

17.How  satisfied  were  you  with

a. quality/quantity  of  case  studies

b. quality/ quantity  of  reading  materials

c. quality/ quantity of  assignments

18.How  satisfied  were  you  with the  following  services/facilities
    5=very satisfied,4=satisfied,3=neutral,2=dissatisfied,1=very poor.

a.conference  room
b.case study  rooms
c.bed rooms
d.quality  of  food
e.quantity  of  food
f.recreation  facilities
g.transportation
h. others

19. Overall  organization  and  coordination of  the  programs.

20. From  each session , list  one  or  two  key  ideas  you
      gained  from  each  session.


YOU  CAN  EVALUATE  THESE  ELEMENTS  

-BY  rating   5=exception
         4=very good
         3=good/ acceptable
         2=satisfactory
         1= unsatisfactory
*******************************************************
FORMAT   5 ---EVALUATION  OF  TRAINING  ELEMENTS

In  addition  to  the evaluation  of

-training program
-training instructors

Other  factors  that  should  be  considered  are

-program  content.
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-teaching  materials  used.
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-sequencing of topics.
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-topic  emphasis
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-learning  pace
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-selection of  training methods
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-location   of  training
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-physical  facilities  for  learning
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-physical  settings  for  learning
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-physical  layout   for  learning
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-the meeting  room  [ size / layout ]
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-seating arrangements  for  learning
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-syndicate  rooms  for  workshop
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?




-lightings  for  learning  situations
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-noise level  for  learning
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-acoustics  for  learning
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-ventilation  for  learning
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-room temperature  for  learning
Q 1. HOW SATISFACTORY  WERE....................?
Q 2. HOW  WOULD YOU  RATE...........................?
Q 3.  WHAT  IMPROVEMENTS  WOULD YOU SUGGEST......?

-LEARNING   IMPACT  ON   THE  PARTICIPANTS  [ INDIVIDUAL  BENEFITS]  

-LEARNING  IMPACT  ON THE  ORGANIZATION [ ORGANIZATION  BENEFITS]

-LEARNING  IMPACT  ON  THE  BUSINESS  RESULTS.

==============


FORMAT   6--- FACULTY   QUESTIONNAIRE

STATUS  OF  THIS  COURSE IN YOUR  FACULTY
-Major  or  one of the star  or  general
COMMENT


WHAT IS  YOUR  LEVEL OF INVOLVEMENT IN THIS COURSE
-Very involved  or  somewhat involved  or  minimal.
COMMENT


LOCATION AND QUALITY  OF  TRAINING  FACILITIES
-Very satisfied/satisfied/neutral/ dissatisfied/very dissatisfied
COMMENT




COURSE  CONTENT
-were you aware of  the prerequisites  of  this course
-did the faculty had the prerequisite  knowledge/skills  of  this course
-was the faculty well  informed about the objectives of  this  course
-did the  course live upto the  expectations
-was the  content relevent to  the  job  position



COURSE  DESIGN
-were the  course objectives clear
-did the  course activities stimulate learning
-was interactive  media  essential in the course
-did  the activities in the  course  offer sufficient  practice/feedback
-were the tests in the  course accurate / fair
-was  the  difficulty level of this  course appropriate
-was the pace of this  course appropriate


COURSE  CONTENT  QUALIFICATION
-was the  content well presented
-was  the  explanations  clear
-was it  useful  with hands  on exercises
-was content covered adequately in alloted time

COURSE INSTRUCTOR/FACILITATOR
-were the instructors well prepared
-were the  instructors  helpful  to  the  participants

COURSE  ENVIRONMENT
-were  the  training  facility   at   the  site comfortable
-did  the  facility  at  the  site  offer  everything  required  for  training.

COURSE  RESULTS
-were  the  objectives of  this  course  accomplished
-will  the  participants  be able to  use everything  learned in this  course.

COURSE  DELIVERY
-is the  most appropriate  way to learn the content
-is  VIDEO  an  important  medium for this course

How would you improve this course?   (Check all that apply.)

___Provide better information before course.   
___Clarify the course objectives.
___Reduce content covered in course.   
___Increase content covered in course.
___Update content covered in course.   
___Improve the instructional methods.
___Make course activities more stimulating.   
___Improve course organization.
___Make the course less difficult.   
___Make the course more difficult.
___Slow down the pace of the course.   
___Speed up the pace of the course.
___Allot more time for the course.   
___Shorten the time for the course.
___Improve the tests used in the course.   
___Add more video to the course.


What other improvements would you recommend in this course?


 What is least valuable about this course?


What is most valuable about this course?

WHAT IS  THE  OVERALL  RATING WOULD YOU GIVE THIS COURSE
-Excellent / good / average/ fair/ poor

What  evaluation  methodology   was   employed


Will  this  program results  create  a  sustainable partnership
between  the  faculty  / company

Will  the  participants  expand their professional  capabilities
and  capacity

Will  the  participants  be  able  to  apply  gained  knowledge
and  skills  in the  workplace.
==============================================================

Post Evaluation can be  done  through  some  of these  types  of  evaluation

I - Delayed impact (non-job)
• Customer satisfaction at X weeks after the end of training.
• Customer satisfaction at X weeks after the training when customers know the actual costs of the training.
• Retention of Knowledge at X weeks after the end of training.
• Ability to solve a "mock" problem at X weeks after end of training.
• Willingness to try (or intent to use) the skill/ knowledge at X weeks after the end of the training.

II - On the job behavior change
• Trained individuals that self-report that they changed their behavior / used the skill or knowledge on the job after the training (within X months).
• Trained individuals who's managers report that they changed their behavior / used the skill or knowledge on the job after the training (within X months).
• Trained individuals that actually are observed to change their behavior / use the skill or knowledge on the job after the training (within X months).

III - On the job performance change
• Trained individuals that self-report that their actual job performance changed as a result of their changed behavior / skill (within X months).
• Trained individuals who's manager's report that their actual job performance changed as a result of their changed behavior / skill (within X months).
• Trained individuals who's manager's report that their job performance changed (as a result of their changed behavior / skill) either through improved performance appraisal scores or specific notations about the training on the performance appraisal form (within X months).
• Trained individuals that have observable / measurable (improved sales, quality, speed etc.) improvement in their actual job performance as a result of their changed behavior / skill (within X months).
• The performance of employees that are managed by (or are part of the same team with) individuals that went through the training.
• Departmental performance in departments with X % of employees that went through training ROI (Cost/Benefit ratio) of return on training dollar spent (compared to our competition, last year, other offered training, preset goals etc.).
Other measures
• CEO / Top management knowledge of / approval of / or satisfaction with the training program.
• Rank of training seminar in forced ranking by managers of what factors (among miscellaneous staff functions) contributed most to productivity/ profitability improvement.
• Number (or %) of referrals to the training by those who have previously attended the training.
• Additional number of people who were trained (cross-trained) by those who have previously attended the training. And their change in skill/ behavior/ performance.
• Popularity (attendance or ranking) of the program compared to others (for voluntary training programs).

=========================================================
4. ANOTHER  APPROACH  TO  ''BEHAVIOR''  EVALUATION ---COMPETENCES.

The COMPETENCES  STANDARDS  forms a basis for evaluation .The basis of evaluation and the METHOD  of collection of information necessary for evaluation should be determined at the planning stage.
=========================================
BEHAVIOR  ON  THE  JOB--USING  COMPETENCE STANDARDS
LEVEL   THREE.

-take  the  competence standards   developed  prior to  training  program

and  conduct  a  fresh  evaluation / do  comparison  between

pre/post  training  programs.

1. 4 weeks  after  the  program.
2. 8 weeks  after  the  program
3. 12  weeks  after  the program.

-IF  competence standards   was developed  prior to  training  program

and  then conduct  a  fresh  evaluation / use it for   comparison  

for  the  future.

BY   THE  DIRECT  BOSS  OF  THE  PARTICIPANTS  
[SUPERVISORS  / MANAGERS ]
----------------------------------------------------------------------

IMPACT   ON  THE  BUSINESS  OVER THE  NEXT  6  MONTHS.
LEVEL  FOUR.

This evaluation measures the use of training, learning and change in the job behavior
of the department/organization in the form of

SALES
-increased sales turnover
-increased sales  of  some productlines
-increased  gross  margins
-more customers  gained
etc

PRODUCTION
-increased  production
-improved  productivity
-improved  quality
-decreased  cost  per  unit
etc
====================================
Selection of the methods of evaluation depends on the criteria of evaluation. Elaborate with the help of an example.

1.LEARNING --KNOWLEDGE  OF THE  SUBJECT

-this  could  be  evaluated  using  a  questionnaire on the  subject  matter
1. 4/5  weeks   after  the  program
2.12/13  weeks  after the  program.

BY  HR / THE DEPARTMENT  MANAGER
------------------------------------------------------------------

2. BEHAVIOR  ON  THE  JOB--USING  COMPETENCE STANDARDS

-take  the  competence standards   developed  prior to  training  program

and  conduct  a  fresh  evaluation / do  comparison  between

pre/post  training  programs.

1. 4 weeks  after  the  program.
2. 8 weeks  after  the  program
3. 12  weeks  after  the program.

-IF  competence standards   was developed  prior to  training  program

and  then conduct  a  fresh  evaluation / use it for   comparison  

for  the  future.

BY   THE  DIRECT  BOSS  OF  THE  PARTICIPANTS  
[SUPERVISORS  / MANAGERS ]
----------------------------------------------------------------------

3.IMPACT   ON  THE  BUSINESS  OVER THE  NEXT  6  MONTHS.

This evaluation measures the use of training, learning and change in the job behavior
of the department/organization in the form of

SALES
-increased sales turnover
-increased sales  of  some productlines
-increased  gross  margins
-more customers  gained
etc

PRODUCTION
-increased  production
-improved  productivity
-improved  quality
-decreased  cost  per  unit
etc

BY  HR  /  DEPARTMENTAL  MANAGERS
----------------------------------------------------------------------------------------------
4. GENERAL /  HR  FACTORS
-IMPACT  ON  THE  MORALE  OF  THE  PARTICIPANTS
-IMPACT  ON  THE  TEAMWORK  OF  THE  PARTICIPANTS
-IMPACT  ON  THE  COORDINATION  AMONG  THE  PARTICIPANTS.
-ALIGNMENT  WITH  COMPANY  OBJECTIVES / STRATEGY

This  should  be  conducted  by  HR,
-discussion  with  participants , randomly selected, individually or group,
5/6 weeks  after  the  program.

THE  HR  SHOULD  ALSO  CONDUCT   --ROI
COST / BENEFIT   ANALYSIS.
========================================================
##########################################################




THE   SHORTCOMINGS  CAN  COME  FROM  MANY   ANGLES.

1.LEARNER [ TRAINEE]
-select  a  coaching  approach  to  reinforce  learning.
2.TRAINER
-select  the  most  appropriate  trainer  for  each  subject  module.
3.TRAINING  METHODS
-select  the  most  appropriate  method  based  on  the  trainees  and  the  learning  required.
##################################################  

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