I want to clarify that talking about "Evaluation of Training", or even more so, "Evaluation of Impact of Training", is not something simple, that can be treated lightly and that can emerge as a requirement at any time, since it is a process that involves the entire training management system, with its policies, objectives, strategies, plans, programs, results, etc.
To introduce ourselves to the subject, I consider it pertinent to indicate that this evaluation process can be differentiated, in general, according to its purposes: 1) determine the effectiveness of the training actions, to determine if they have been beneficial to the organization, and 2) determine the efficiency of training actions, to establish if the investment made is socially and financially profitable.
In my professional practice and academic development, I have been able to verify that the phrase “from saying to doing there is a long way to go” is fully applicable in this matter. This, which could be shocking for some, I think it is not so much for those of us who are inserted in the world of training. On many occasions it is possible to observe that when trying to evaluate the result of the training, we find that, either elements or relevant information are missing, or the training action does not respond to specific needs and objectives, or simply you want to know if what has been done it has some degree of quality and / or effectiveness (ex post facto).
In others, we simply evaluate through the quantification of courses taken and trained people, perhaps associated with the percentage of use of the tax exemption or assigned budget.
Next, and as a way of guiding those who are in some way motivated to participate in this adventure (evaluating training), I will explain, or rather describe, some fundamental aspects for the success of these interventions.
First, we can differentiate between two main types or methodological guidelines applicable to training evaluation (there are others): experimental and operational.
The experimental orientation seeks to establish the cause-effect relationship (training-results), considering an experimental group (to which training is applied), and a control group (to which said variable is not applied). This orientation allows determining to what extent the training improved (or worsened) the performance, financial results, management or other previously defined indicator, and in this way the effect of other variables on the results is largely isolated, and which are outside the training.
To carry out an evaluation with this orientation, a series of aspects must be considered in its implementation:
- Select outcome or impact indicators. Incorporate the time dimension. Select control and experimental groups. Collect information prior to training, associated with the indicators.
After training, the following aspects should be considered:
- Collect information on results after training. Perform statistical analysis, according to types of indicators and associated variables. Determine results.
Perhaps the main drawback of this methodological orientation is due to the need to separate people into two groups, which can delay the application of a global training strategy; Another drawback derives from the lack of knowledge or low acceptance of research models within companies. All in all, it is an applicable methodology and the results of which have a high degree of validity and reliability.
The operational orientation considers aspects of organizational management, in relation to a system, in which achievement levels are determined according to the different aspects considered in it. A model that is quite widespread and that is associated with this orientation is that of Kirkpatrick, in which four levels of evaluation are considered, each one related to certain elements of the comprehensive training process, namely:
- LEVEL I, Reaction or satisfaction, which answers the question: "Did the participants like the activity?", And which seeks to determine to what extent the participants valued the training action. LEVEL II, Learning, which responds to the question: “Did the participants develop the training action objectives?”, its purpose being to determine the degree to which the participants have achieved the learning objectives established for the training action. LEVEL III, Application or transfer, which answers the question: "Are the participants using the skills developed in their work?", the purpose of which is to determine if the participants have transferred to their work the skills and knowledge acquired in a training activity, also identifying,those variables that could have affected the result. LEVEL IV, Results, which answers the question: "What is the operational impact?", whose purpose is to determine the operational impact that a training action has produced; If the impact can be expressed in pesos, the return on investment (ROI) can be identified.
Finally and by way of conclusion, if your organization wants to determine if it is necessary to carry out the training impact evaluation and effectively guide its application, it would be important to resolve the following questions:
Strategic Questions:
What need (s) of the company or performance is (are) linked to the training?
Who is the client of this training? (who has the need)
Is there an operational definition of management and / or results indicators associated with the needs?
What conditions in the work environment will hinder the transfer of skills, from training to work?
What are the costs and benefits of evaluating the training?
Methodological questions:
What are the objectives of the evaluation?
What are the expected results of the training?
What sources of information are preferred and / or available?
What data collection methods should be used?
How long to wait before measuring the results?
Which design would be the most effective?
Bibliographic references:
Bravo, Contreras and Crespi; Impact Assessment in Business Training: the FUNDES case; McGraw-Hill Interamericana, Chile, 2000; 1 - 2 pp.
Ibid, 4-14 pp.; Neilson V., Jaime; Design of a Training Model with Evaluation of the Impact on Productivity, in the Framework of Continuing Education; UMCE, Chile, 2001; 106 - 127 pp.
Kirkpatrick, Donald; Evaluation of Formative Actions, the four levels; Management 2000 Editions; Spain, 2,000.
Neilson V., Jaime; Training Impact Evaluation, in Diploma "Tools for effective training management"; Santo Tomás University, Chile, 2001. 4 - 7 pp.
