On this page
The book discusses various aspects of effective training and evaluation. It highlights the four levels of training evaluation: Reaction, Learning, Behavior, and Results. It emphasizes the importance of leadership involvement and understanding in training, and the need for actionable intelligence in training evaluation. The concept of scrap evaluation is introduced as a wasteful practice to be avoided. It underscores the need for post-training support and the critical role of the learning team. The value of feedback, both from instructors and long-term from students, is highlighted, alongside the role of a dedicated observer. It further explains level two learning and methods for its evaluation. The content also touches on the importance of informal learning, reasons for conducting training, and the need for leveraging additional resources for effective learning.
How does it apply to you?
By understanding the various aspects of training evaluation, educators and trainers can improve their programs, ensuring that participants not only acquire new knowledge and skills, but also apply them effectively in their jobs. This information is also valuable for leadership and stakeholders who need to understand the value of investing in quality training programs.
Applied Learning to Developer Enablement
In software development, the four levels of training evaluation can be applied to assess the effectiveness of educational programs for developers. For instance,
Level 1 - Reaction, can measure how developers find the training in terms of its relevance to their work.
Level 2 - Learning, can gauge the degree to which developers acquire the intended programming skills or knowledge about new software tools.
Level 3 - Behavior, can examine the degree to which developers apply what they learned during training in their coding practices.
Level 4 - Results, can assess the degree to which targeted outcomes occur as a result of the training, such as improved code quality or reduced bug frequency.
Developer Checklist
Training Evaluation
Training Methods
Communication and Perception
FAQs
What are the four levels of training evaluation? The four levels of training evaluation are: Level 1 - Reaction, which measures how participants find the training in terms of favorability, engagement, and relevance to their jobs. Level 2 - Learning, which gauges the degree to which participants acquire the intended knowledge, skills, attitude, confidence, and commitment based on their participation in the training. Level 3 - Behavior, which examines the degree to which participants apply what they learned during training when they are back on the job. Level 4 - Results, which assesses the degree to which targeted outcomes occur as a result of the training.
Why is leadership involvement important in training on a new process? Training on a new process will not be successful if leadership still accepts the existing processes. There has to be an incentive for change. Learning professionals should address these issues with stakeholders and line managers, and make it clear that these issues must be resolved before moving forward, or they will jeopardize the desired outcomes.
What is actionable intelligence in training evaluation? Actionable intelligence refers to being deliberate and purposeful about the evaluation data you collect, rather than just following tradition or doing what has always been done. It emphasizes the importance of meaningful data in making informed decisions about training programs.
What is a scrap evaluation in training? Scrap evaluation is defined as investing resources and evaluating data that is not useful to the training function or meaningful to the stakeholders who want to see program results. It represents a wasteful use of resources that could be better utilized elsewhere.
Why is post-training support important? Currently, the time and effort spent on training programs, design, and development significantly outweighs that spent on post-training support. This imbalance is a dangerous pattern that could lead to training jobs being lost and training development departments being closed or outsourced.
How can the value of the learning team be communicated to stakeholders? The value of the learning team can be communicated to stakeholders through personal interaction, verbal presentations with dashboards, and a compelling narrative that brings out emotion and vivid illustrations. The opportunity to tell this story, even if it's just for a few minutes, can be incredibly impactful.
Why is the instructor's feedback important? Gathering feedback from the instructor is vital. This can include the instructor's observations about the students' reactions to the content and the questions they posed. Such feedback can provide valuable insights into the effectiveness of the teaching methods used and the comprehensibility of the content.
What is a pulse check? A pulse check is a method of gauging the students' understanding and engagement levels during the course. The instructor observes and assesses how well the students are doing, and adjusts the pace or method of teaching accordingly to ensure maximum comprehension and participation.
What is the role of a dedicated observer? A dedicated observer can provide a third-person perspective on the class dynamics. By observing both the instructor and the students, they can identify areas of improvement in teaching methods, student engagement, and overall class atmosphere.
Why is long-term feedback beneficial? After several months, it is beneficial to ask the students what they wish they had known upfront that would have made their learning experience easier. This kind of feedback can lead to the refinement of the course structure or content, making it more tailored to the students' needs and thus more effective.
What is level two learning? Level two learning refers to the extent to which participants in a training program acquire the intended knowledge, skills, attitudes, confidence, and commitment. This level of learning is evaluated based on the participants' involvement during the training.
What are some methods for evaluating level two learning? There are several formative and summative methods for evaluating level two learning. Formative methods include knowledge tests, discussions, individual or group activities, role-playing, and simulations. Summative methods, on the other hand, include post-tests, quizzes, presentations, or having participants teach back the learned content.
Why is it important to evaluate participant attitude in the context of level two learning? In the context of level two learning, it's essential to evaluate participants' attitudes towards the skills being taught. This involves determining whether the participant sees the benefit of applying the skills they're learning in their job.
What is informal learning? Informal learning refers to learning scenarios where the process, location, purpose, and content of instruction are determined by the learners themselves. Examples include reading books, watching online videos, or casual conversations with colleagues. Although it can't be tracked directly, the different ways people within an organization obtain informal learning can be monitored.
What are some reasons for conducting training? Training is conducted for various reasons, including promoting career advancement and fulfillment, avoiding legal exposure, meeting regulatory requirements, providing certain training, or as a perceived staff benefit which may aid in recruitment and personnel retention.
Why is it crucial to leverage additional resources for effective learning? Training should not be seen as an isolated activity. Successful learners often utilize additional resources that help them practice new skills on the job. Recognizing this, it's crucial to leverage these resources to enhance the effectiveness of training programs.
What are some non-traditional factors that influence training success? Non-traditional factors that influence training success include supervisor support, incentives, opportunities to apply the learning, and the timing of the training.
What are the evaluation criteria for business managers? Business managers evaluate initiatives based on four criteria: relevance, credibility, compellingness, and efficiency.
What is the high-level logic map for company facilitated learning? The high-level logic map for company facilitated learning starts with resources, such as time and money, that are invested into activities like training, coaching, and performance support. These activities generate outputs such as the number of people trained, coaching sessions held, and e-learning modules completed. These are expected to lead to outcomes of interest such as increased sales, faster cycle times, and enhanced employee engagement.
How should resource allocation decisions regarding a training initiative be made? When making resource allocation decisions regarding a training initiative, business managers want to know if it was worth it. 'Worth' is subjective and can vary between organizations. It is critical to discuss the business sponsor's definition of success at the beginning of a training initiative.
When should evaluation requirements be addressed in a program? Evaluation requirements should not be addressed only after a program has launched. Instead, they should be considered and incorporated during the planning and development stage of the program, before it is launched.
What types of training programs should have a comprehensive four-level evaluation plan? Only those programs that are mission-critical should have a comprehensive four-level evaluation plan. These programs have the highest potential impact on the organization and thus warrant the most detailed evaluations.
Why is it a pitfall to spend the majority of resources on level one and two evaluations? It's a pitfall because level three, which focuses on on-the-job application, is crucial. Without application in the work environment, training cannot contribute to organizational results, and thus holds little value to the organization. Therefore, more resources should be allocated to level three evaluations.
Why is relying solely on standardized surveys for evaluation a pitfall? Relying solely on standardized surveys for evaluation is a pitfall because it limits the depth and specificity of feedback. While standardized surveys can provide general insights, they may not capture the unique aspects and impacts of a specific training program.
What is a common pitfall when generating data for evaluations? A common pitfall is asking questions that do not generate useful data. Questions should be designed to elicit insights that can directly inform improvements to the training program.
Why should evaluations be straightforward and practical? Making evaluations too complicated or academic can hinder their effectiveness. Evaluations should be designed to be as straightforward and practical as possible to ensure that they are accessible and understandable for all participants.
Why is it important to utilize the collected data from evaluations? The purpose of evaluations is to gather data that can be used to improve future training programs. Therefore, it is crucial to analyze the collected data and apply the insights gained to enhance the effectiveness of training programs.
Glossary
Actionable Intelligence in Training Evaluation: Being deliberate and purposeful about the evaluation data you collect, rather than just following tradition or doing what has always been done. It emphasizes the importance of meaningful data in making informed decisions about training programs.
Communicating the Value of the Learning Team: The process of demonstrating the significance of the learning team to stakeholders through personal interaction, verbal presentations with dashboards, and a compelling narrative that brings out emotion and vivid illustrations.
Evaluating Participant Attitude: In the context of level two learning, it involves determining whether the participant sees the benefit of applying the skills they're learning in their job.
Four Levels of Training Evaluation: These are: Level 1 - Reaction, which measures how the participants find the training in terms of favorability, engagement, and relevance to their jobs. Level 2 - Learning, gauges the degree to which participants acquire the intended knowledge, skills, attitude, confidence, and commitment based on their participation in the training. Level 3 - Behavior, examines the degree to which participants apply what they learned during training when they are back on the job. Level 4 - Results, assesses the degree to which targeted outcomes occur as a result of the training.
Importance of Instructor's Feedback: The process of collecting observations about the students' reactions to the content and the questions they posed from the instructor. Such feedback can provide valuable insights into the effectiveness of the teaching methods used and the comprehensibility of the content.
Importance of Leadership Involvement and Understanding: The principle that training on a new process will not be successful if leadership still accepts the existing processes. Learning professionals should address these issues with stakeholders and line managers, and make it clear that these issues must be resolved before moving forward, or they will jeopardize the desired outcomes.
Informal Learning: Learning scenarios where the process, location, purpose, and content of instruction are determined by the learners themselves. Examples include reading books, watching online videos, or casual conversations with colleagues.
Investment in Post Training Support: The principle that the time and effort spent on training programs, design, and development should be balanced with that spent on post-training support to avoid training jobs being lost and training development departments being closed or outsourced.
Leveraging Additional Resources for Effective Learning: The principle that training should not be seen as an isolated activity and that successful learners often utilize additional resources that help them practice new skills on the job.
Long-Term Feedback: The process of asking the students after several months what they wish they had known upfront that would have made their learning experience easier. This kind of feedback can lead to the refinement of the course structure or content, making it more tailored to the students' needs and thus more effective.
Methods for Evaluating Level Two Learning: These include several formative and summative methods such as knowledge tests, discussions, individual or group activities, role-playing, simulations, post-tests, quizzes, presentations, or having participants teach back the learned content.
Pulse Check: A method of gauging the students' understanding and engagement levels during the course where the instructor observes and assesses how well the students are doing, and adjusts the pace or method of teaching accordingly to ensure maximum comprehension and participation.
Reasons for Conducting Training: Training is conducted for various reasons, including promoting career advancement and fulfillment, avoiding legal exposure, meeting regulatory requirements, providing certain training, or as a perceived staff benefit which may aid in recruitment and personnel retention.
Role of a Dedicated Observer: A dedicated observer can provide a third-person perspective on the class dynamics. By observing both the instructor and the students, they can identify areas of improvement in teaching methods, student engagement, and overall class atmosphere.
Scrap Evaluation in Training: Defined as investing resources and evaluating data that is not useful to the training function or meaningful to the stakeholders who want to see program results. It represents a wasteful use of resources that could be better utilized elsewhere.
Understanding Level Two Learning: Level two learning refers to the extent to which participants in a training program acquire the intended knowledge, skills, attitudes, confidence, and commitment. This level of learning is evaluated based on the participants' involvement during the training.
Addressing Evaluation Requirements: Evaluation requirements should not be addressed only after a program has launched. Instead, they should be considered and incorporated during the planning and development stage of the program, before it is launched. This proactive approach allows for more accurate and effective evaluations.
Avoiding Overcomplicated Evaluations: Making evaluations too complicated or academic can hinder their effectiveness. Evaluations should be designed to be as straightforward and practical as possible to ensure that they are accessible and understandable for all participants. This also increases the likelihood that the findings will be implemented.
Evaluation Criteria for Business Managers: Business managers evaluate initiatives based on four criteria: relevance, credibility, compellingness, and efficiency. An evaluation is deemed successful if it meets all these criteria. This is a crucial concept in process improvement, encapsulated in the Plan-Do-Check-Act (PDCA) cycle.
Generating Useful Data: Asking questions that do not generate useful data is another common pitfall. Questions should be designed to elicit insights that can directly inform improvements to the training program. This often involves asking open-ended questions that allow for detailed responses, as well as questions targeted at specific aspects of the training.
Non-Traditional Factors in Training Success: Training success is often influenced by non-traditional factors such as supervisor support, incentives, opportunities to apply the learning, and the timing of the training. These factors, which exist outside the training or performance system, play a crucial role in determining how effective training is in improving performance.
Reliance on Standardized Surveys: Relying solely on standardized surveys for evaluation is a pitfall because it limits the depth and specificity of feedback. While standardized surveys can provide general insights, they may not capture the unique aspects and impacts of a specific training program. Therefore, a mix of evaluation methods is recommended.
Resource Allocation Decisions and Training Worth: When making resource allocation decisions regarding a training initiative, business managers want to know if it was worth it. In other words, did the results justify the time, money, and effort invested? 'Worth' is subjective and can vary between organizations. It is critical to discuss the business sponsor's definition of success at the beginning of a training initiative.
Resource Allocation in Training Evaluation: It is a common pitfall to spend the majority of resources on level one and two evaluations. However, level three, which focuses on on-the-job application, is crucial. Without application in the work environment, training cannot contribute to organizational results, and thus holds little value to the organization. Therefore, more resources should be allocated to level three evaluations.
Theory of Change for Company-Facilitatedcompany-facilitated Learning: The high-level logic map for company facilitated learning starts with resources, such as time and money, that are invested into activities like training, coaching, and performance support. These activities generate outputs such as the number of people trained, coaching sessions held, and e-learning modules completed. These are expected to lead to outcomes of interest such as increased sales, faster cycle times, and enhanced employee engagement.
Utilizing Collected Data: Not using the collected data is a significant pitfall. The purpose of evaluations is to gather data that can be used to improve future training programs. Therefore, it is crucial to analyze the collected data and apply the insights gained to enhance the effectiveness of training programs.
Variability in Training Programs: Not all training programs are created equal; they differ in their relevance and importance to organizational goals. Only those programs that are mission-critical should have a comprehensive four-level evaluation plan. These programs have the highest potential impact on the organization and thus warrant the most detailed evaluations.
