Discusses methods of evaluating training programs. Includes five ways to evaluate supervisory training, how to collect data, ways to administer questionnaires, responsibilities of those who supply training programs, and criteria for good evaluations. (CT)

This last article in a series on a process for the evaluation of training programs covers the "implementation" phase. The article presents a dramatization of the decisions and actions involved in evaluating a supervisory training program, with a flow chart for the entire evaluation process and several rating figures. (MF)

Presents a model for developing a strategy for training evaluation, according to the purpose of the evaluation or who is being evaluated. (MF)

Describes six practical ways of answering critical questions about the effectiveness of training. These evaluation methods are: (1) delayed treatment, (2) modified critical incident, (3) followup, (4) performance analysis, (5) time-series evaluation, and (6) cost-benefit analysis. (JOW)

The contingency approach applied to the selection of training methods (based upon five independent variables: cost, training objectives, time, class size, and learning principles) holds considerable promise for adding objectivity to training decisions and assuring the choice of appropriate training techniques. (Author/BP)

Describes a method to elicit data about the results of a personnel training program so that quality improvements can be made by having trainees' supervisors evaluate the training impact on the job. Also describes cases in different organizations where this approach was used to determine program weaknesses and strengths. (MF)

The author discusses various causes behind conflicting data collected from students in the evaluation of training programs. He covers such potential problems as statement misinterpretation, sample size, timing, and placement. (CH)

Evidence shows that evaluation practice is limited to direct support within training: little action takes place with other organizational units. Evaluation must have a significant role in the overall human resource function of an organization and must be a part of the planning function. (JOW)

A new evaluation technique developed by the Life Office Management Association (LOMA) has developed an evaluation form for measuring and improving training effectiveness. (BP)

IBM has found that an input-process-output (IPO) approach to training evaluation enables decision makers to select the package that will ensure the effectiveness of a training program. Those who use the IPO model can determine whether programs are achieving their purposes and can detect the changes needed to improve course design, content, and…

Describes a training-evaluation method that assesses whether participants remember what they were supposed to have learned and know how to apply it on the job. (Author)

Summarizes major concepts and approaches of the Evaluation Training Consortium project, showing how they relate to evaluation in the human resources development context. (CT)

Suggests using Kirkpatrick's four-point framework to design evaluation of training programs. The points are (1) trainee reaction to the course, (2) trainee learning, (3) trainee behavior on the job, and (4) organizational results. (CH)

To improve an ongoing training session, the author suggests holding 20- to 30-minute evaluation meetings at the end of each day. Trainers and representative trainees identify learning problems, air issues, and propose modifications for the next class or session. (SK)

Seven steps describe the process of building and using a survey: (1) establishing the target group, (2) building survey questions, (3) using the card method, (4) conducting the survey interview, (5) analyzing survey results, (6) involving line management, and (7) appraising the approach. A sample survey form is included. (Author/MW)