Evaluation After Training
After - training evaluation can help assess whether training achieved its planned results. It may also identify how training sessions might be improved and assess the trainees ’ success. Numerous evaluation methods can be used. Experienced trainers often employ more than one method and analyze the combined results to yield a comprehensive assessment of training results.
Training Evaluation 253
are objective tests . There is only one correct answer, little or no interpretation is needed, and minimal time is required for trainees to complete the exam and for trainers to score it. (Lengthy exams can be computer - scored using optical scan [op - scan] sheets completed by the trainees.) Objective measurements should be written after training objectives and instructional materials are developed, and a separate assessment should be used for each performance objective in the train- ing lesson.
Observation of performance after training . Managers, supervisors, and trainers can manage by walking around and, in the process, note whether knowledge and skills taught during training are being applied. Storeroom personnel can be observed as they receive incoming products, and procedures used can be compared to those presented during training. Note : When proper procedures are used, a “ Great job! ” compliment is always in order. By contrast, a coaching activity to remind staff members about incorrectly performed procedures may also be needed.
Records of events (critical incidents) . Assume there has been a theft of food products from a storage area after training in appropriate accounting and control procedures has been presented. Subsequent investigation determines that the recommended procedures were not used. The training program would not be considered effective, and staff with responsibilities to double - check as part of the inventory control process must, at the least, be retrained.
Alternatively, procedures may need to be revised and followed with updated training in revised procedures.
Self - reports . Figures 7.10 to 7.12 illustrate formats for a questioning process that could provide partial input for training evaluation.
Figure 7.10 illustrates a simple rating scale containing evaluation factors that trainees can rate (from very unacceptable to very acceptable). Figure 7.11 lists open - ended questions to which trainees can respond. Finally, Figure 7.12 illus- trates the format for and questions that might be applicable to a group training session that involves numerous training lessons.
Interviews with trainees and/or trainers . The use of open - ended questions by trainers, managers, mentors, and/or human resources personnel may provide useful input about the training. As well, trainers can be questioned by their supervisor and/or human resources staff for the same purpose.
Trainee surveys. Trainees can be questioned immediately after training, months after training, and/or during performance evaluation sessions about their training perspectives. As well, general staff opinion surveys can, in part, address training issues.
Third - party opinions . Feedback from guests can help assess training that addressed aspects of products and service that affect them. The use of mystery shoppers in applicable types of hospitality operations is another example.
Feedback can also be generated by comment cards, interviews, and/or follow - up surveys with guests.
Analysis of operating data . Training that addresses guest service and food costs should result in, respectively, increased guest service scores and lowered food 䡲
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Mystery shopper: A person posing as a guest who observes and experiences an organization ’ s products and services during a visit and who then reports findings to managers.
Mystery shopper: A person posing as a guest who observes and experiences an organization ’ s products and services during a visit and who then reports findings to managers.
Objective tests:
Assessment tools such as multiple- choice and true/false instruments that have only one correct answer and, therefore, a reduced need for trainers to interpret the trainees’
responses.
Manage by walking around: A manage- ment and supervision technique that involves a manager’s presence in the workplace to determine if there are challenges that require corrective action, to praise staff for a job well-done, and to learn how and where one’s management expertise, knowledge, and skills can best be utilized.
Critical incident: Any situation that identifies behaviors that contribute to success or failure on the job.
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TRAINING TOPIC:
EVALUATION FACTOR RATING FACTOR
TIME SPENT ON TOPIC
VERY UNACCEPTABLE
NEUTRAL (NO COMMENT)
VERY ACCEPTABLE
Applicable to job ⵧ ⵧ ⵧ
My interest in topic ⵧ ⵧ ⵧ
Organization of training ⵧ ⵧ ⵧ
Effectiveness of training ⵧ ⵧ ⵧ
Usefulness of training
methods ⵧ ⵧ ⵧ
Comfort of training room ⵧ ⵧ ⵧ
My interest in future training
sessions: ____________________________________________________________________________
COMMENTS:
FIGURE 7.10: Trainee Evaluation Rating Scale
These hotel sales personnel are evaluating a training program at its conclusion.
Trainee input is often an impor- tant part of an educational program’s overall assessment.
Courtesy PhotoDisc, Inc.
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Training Evaluation 255
Training Topic: ____________________
1. The three most useful aspects of the training were:
________________________________________________________
________________________________________________________
________________________________________________________
2. The three least useful aspects of the training were:
________________________________________________________
________________________________________________________
________________________________________________________
3. I will apply the following information learned during the training on the job:
________________________________________________________
________________________________________________________
________________________________________________________
4. The best way(s) to improve the training is by:
________________________________________________________
________________________________________________________
________________________________________________________
5. What I liked about the program:
________________________________________________________
________________________________________________________
________________________________________________________
6. What I disliked about the program:
________________________________________________________
________________________________________________________
________________________________________________________
FIGURE 7.11: Open-Ended Training Evaluation Form
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Summary Training Evaluation
Your response to this evaluation will assist us in evaluating different aspects of the program.
Please indicate the extent to which you agree or disagree with the following statements.
5 STRONGLY AGREE 1 STRONGLY DISAGREE (MARK ONE ANSWER ONLY)
The training met my expectations. 5 4 3 2 1
The training challenged my thinking. 5 4 3 2 1
The training held my attention. 5 4 3 2 1
The training appropriately involved the participants. 5 4 3 2 1 The subject matter presented was useful and worthwhile to
my career.
5 4 3 2 1
The training was well organized. 5 4 3 2 1
The training matched the description as it was announced. 5 4 3 2 1 The training presented information that was new to me. 5 4 3 2 1 As a result of the training, I am more confident of my
knowledge and ability.
5 4 3 2 1
The training environment met my expectations. 5 4 3 2 1 COMMENTS:
FIGURE 7.12: Training Summary Evaluation Form
costs if components of these data can be separated to determine how they were influenced by training.
Exit interviews . Formal and informal conversations with employees who are leaving the organization can provide input that is helpful for training evalua- tion. Unlike their peers, most departing staff will likely have fewer concerns about providing candid and frank responses to queries about training, among other issues. Managers may learn, for example, that inadequate orientation and initial on - job training contributed to frustrations that resulted in turnover.