Evaluating Training

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MTL: The Professional Development Programme
The Resourceful Trainer
EVALUATING TRAINING
How to know when training succeeds

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Attribution: All images are from sources where a Creative Commons license exists for commercial use. All icons are on subscription
from thenounproject. All clipart is from free sources. The MTL Professional Development Programme is copyright of Manage Train
Learn.
Evaluating
Training
Introduction: It is often easy to forget that the main purpose of training is to change
behaviour and performance. We tend to judge a training event on its own merits: did
the trainees enjoy the course; did they mix well as a team; and so on. While these
contribute to the learning process, they are not enough by themselves. They are the
means to an end. And that end needs to be scrutinised by evaluation. In this topic, we’ll
show you 7 key features of the evaluation stage of training.

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Assess people’s performance before and after training
1.
ASSESSMENT
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It is important at the end of a training event to
carry out some kind of assessment. If you want to
assess how much someone has learnt, compare
what they know or can do after the event against
what they knew or could do before it. If you want
to assess what people thought of their training,
ask them their views in a questionnaire. If you
want to assess the value of your training to the
organisation, use a measured efficiency or
effectiveness ratio, for example: return on
investment = payback/costs x 100%.

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2. EVALUATING
PERFORMANCE
https://www.flickr.com/photos/worldskillsteamuk/20395695839/
Observe how the trainee now does the job
There are three ways to evaluate a course. To
evaluate knowledge, test people. Testing
knowledge results in a simple "know or doesn't
know", pass or fail mark. To evaluate skills,
observe people doing the skill, if necessary by
breaking it down into sub-skills. This may have to
wait until people are back at work. To evaluate
attitudes, ask people their views. This can result
in a picture of motivation and interest,
enthusiasm and self-esteem.

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Evaluation Techniques
The ultimate measure of success in training is the extent to which people's behaviour changes and with it their
performance. In learning organisations, where change is continuous, it may be difficult to measure one change before a
new one begins. This is why learning and its evaluation are not just the responsibility of managers and trainers but also of
learners themselves. There are seven common evaluation techniques:
1. Questionnaires to trainees and/or their managers
2. Attitude surveys
for changes in
motivation and
commitment
3. Written tests for
acquisition of
information and
knowledge
5. Interviews with individuals
and focus groups
4. Performance tests to
assess new skills
6. Observation of
critical incidents
related to new
learning
7. Records showing
changes in group
performance.

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Make transfer of learning as easy as possible
3. FUTURE
PACING
The transfer of learning to the workplace is often
the most difficult step for trainees to accomplish.
They need the backing of their management and
the opportunity to practise. One of the ways to
prepare trainees for transferring skills is future
pacing. Future pacing means making the link
between skills in the training room and skills in
the workplace. Up to 10% of a training course
should consist of future pacing.

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4. FUTURE
PACING
TECHNIQUES
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Identify the triggers for applying your skills
Here are 5 future pacing techniques. First,
subconscious links. Make a mental link between a
skill and the job. Second, embedding. Assume
one action takes place, while talking about
another, eg "When you are actively listening to
the customer, lean slightly forward." Third,
success stories. Instil the certainty of success
when a skill is practised. Fourth, associate the skill
with a habit. And fifth, owned action plans. Get
trainees to plan their own ways to implement the
skills.

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A consciously-competent person knows the job
5.
CONSCIOUS-
COMPETENCE
In psychology, the four stages of competence, or
the "conscious competence" learning model,
relate to the states involved in the process of
progressing from incompetence to competence in
a skill. Management trainer Martin M. Broadwell
described the model as "the four levels of
teaching" in February 1969. The four stages
suggest that individuals are initially unaware of
how little they know, or unconscious of their
incompetence. As they recognize their
incompetence, they consciously acquire a skill,
then consciously use it. Eventually, the skill can be
utilized without it being consciously thought
through: the individual is said to have then
acquired unconscious competence.

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Towards Conscious Competence
Learning new skills takes time. Even
with management support, a skill
learner needs lots of practice,
motivation, a determination to get
over obstacles, help with insight,
moral support, and the ability to get
past frustration and impatience. In
other words, the skills of learning. One
way we can measure the skill learning
process is with the "conscious-
competence model“.
Step 01: Before training, trainees are
blissfully ignorant of their lack of skills:
they are "unconsciously incompetent"
Step 02: As they learn, they become
aware of their incompetence: they
become "consciously incompetent"
Step 03: With training, they learn the skills but carry them out consciously: they
are "consciously competent"
Step 04: Only when they can perform the skills without thinking does the skill
become part of them: they have reached "unconscious competence".

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6. PRACTICE
Practising a skill is essential in making learning
stick. The first time we learn a new piece of
information, our brains set up a new connection
called a "dendrite" and release a fatty acid called
myelin along the connection. Each time the same
connection is made after this, more myelin is
released until the dendrite is thickly coated. With
repeated practice, the connection becomes easier
and easier. This process is known as "myelination"
and is the basis for the saying that "practice
makes perfect".
Every time we practice a skill, it becomes stronger
https://pixabay.com/en/rope-twist-blue-yarn-white-strong-1031045/

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Practice
Practising a skill is essential in making
learning stick.
When we learn new information, our
brains set up new connections called
"dendrites". On the first occasion that
a new piece of information is learnt,
the brain releases a fatty acid called
myelin along the connection. Each time
the same connection is made after
this, more myelin is released until the
learning branch is thickly coated. With
repeated practice of the learning, the
connection becomes easier and easier.
This process is known as "myelination"
and is the physiological basis for the
saying that "practice makes perfect".
"THE BEGINNING OF A HABIT IS LIKE AN INVISIBLE THREAD, BUT EVERY TIME WE REPEAT
THE ACT, WE STRENGTHEN THE STRAND, ADD TO IT ANOTHER FILAMENT, UNTIL IT
BECOMES A GREAT CABLE AND BINDS US IRREVOCABLY THOUGHT AND ACT." (ORISON
SWETT MARDEN)
Complete neuron cell diagram. (Wikipedia, Public Domain)

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Share your delight when your team does well
7.
MANAGEMENT
BACKING
No matter how good your course, the chances of
using new skills in the workplace are low without
management support. Studies at the Xerox
Corporation show that 87% of any skill change
can be lost within two months of a course
without any active coaching and motivational
support from management. That’s why you must
involve managers throughout the course by
getting them involved in the training programme
and making them responsible for follow up after
the course is over.

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This has been a Slide Topic from Manage Train Learn
AFinal
Word
The ultimate measure of success in training is the extent to which people's behaviour changes and
with it their performance and that of the team and organisation. By using the key indicators of
performance, such as achieving sales, targets, and standards, training can become one of the most
important routes to business success.

Evaluating Training

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