Explores training transfer issues through the following questions: Why should transfer be measured? When? Who should measure it? How? and Which instructional and performance technology techniques can enhance transfer? (SK)

Provides a basic formula for calculating the return-on-investment of training: (1) collect evaluation data; (2) isolate effects of training from other factors; (3) convert results to monetary benefits; (4) total costs of training; and (5) compare the benefits with the cost. (JOW)

A study of five companies with the best training evaluation practices identified the following success factors: measuring customer requirements, translating them into meaningful standards, testing performance, measuring what clients need and will pay for, and not evaluating merely to justify training. (SK)

Kirkpatrick reviews his 1959 article presenting his four-level model of evaluation. He suggests that training professionals should evaluate their programs and understanding those four levels is a good start. The text of the original article is included. (JOW)

Offers benchmarks for training including collection of data and clarification of its uses, explanation of the reasons for benchmarking, and use of a reliable data-collection tool. Demonstrates how benchmarking training increases understanding of how training is practiced. (JOW)

Offers five performance measurement lessons: (1) focus on the business; (2) build a bridge between line and training; (3) track progress, not proof; (4) know that you are already doing it; and (5) track cause and effect. (JOW)

Ways to isolate the effect of training on job performance include control groups; trend-line analysis; forecasting; and the input of participants, supervisors, management, customers, and experts. In choosing the appropriate method, consider feasibility, accuracy, credibility, costs, and time. (SK)

Looks at the pros and cons of measuring return on investment in training and describes four methods: (1) existing hard data; (2) estimates by trainees and managers; (3) action plans; and (4) cost-benefit analysis. Provides a cost-benefit analysis worksheet. (SK)

The key to measuring training results is to target them during front-end analysis. Training for results means knowing which performances have to be changed before choosing an intervention. (SK)

Discusses Donald J. Kirkpatrick's Level 4 evaluation model and how and whether to measure the value of training today. Suggests that a balanced view is needed to measure hard- and soft-skill performance gauges, tangible and intangible benefits, and long- and short-term results. (JOW)

Discusses a four-level model of criteria for evaluating training: learner reactions, learning, job application, and observable business results. Looks at reasons why organizations avoid evaluating business results--they can be difficult, time consuming, intimidating, and used inappropriately. Offers guidelines for effective use of the model. (JOW)

Describes questioning methods trainers can use to uncover training needs (interviews, surveys, test questions, program evaluations). Illustrates the use of questions at the beginning, middle, and end of training sessions. (SK)