Examples of the type of questions that should be asked in evaluating training programs. (SP)

Describes an outplacement training program conducted in a small group format with the option of individual follow-up counseling sessions. Program elements discussed include lecture topics, inventory of skills, job search activities, individual counseling, participant attitudes, and recommendations. (CT)

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)

Anticipatory evaluation emphasizes the role of evaluation objectives in planning human resource development programs. In this integrated approach, evaluation begins before the program is designed and continues throughout development and implementation. (SK)

It should be the supervisor, rather than the staff development expert (training expert), who evaluates the results of a company's training program. All too often, changes reported by the staff development officer are not observed by the trainee's supervisor. (AN)

Critical incident analysis provides support for the continuation of classroom training of supervisors, primarily assuring that those trained will be better learners in subsequent job positions." (Author/AN)

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)

Analysing Training Evaluation of the Worth of Training (TEOT) data collected in Successive Intervals Scaling procedures makes possible a more realistic assessment of input TEOT data, and enables training executives to improve their decision making at very low cost. (SA)

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

Key elements to ensure the effectiveness of training include (1) systematic development of instructional materials; (2) a means of preparing trainers; (3) techniques to transfer training to job performance; (4) materials to support administration and management of trainees; and (5) systematic measurement of program effectiveness. (SK)

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)

The author describes his experience in designing and conducting a follow-up study for determining whether a series of career development workshops achieved immediate postworkshop objectives and whether they had longer-term effects as well. Process is emphasized over findings. (CH)

Sales training programs require continual evaluation. The authors present a conceptual model of the interrelationships of planning, training, evaluation, and modification (IPTEM) in corporate sales training programs. (CT)

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

Evaluating training programs through the use of checklists is explained. One sample checklist is presented for use by managers, supervisors, and/or evaluators for the program design and developmental process evaluation. Another checklist is presented concerning learning conditions. (CT)