5 Types of Assessments Training Programs

Training programs aim to develop competencies and capabilities, improve performance, teach new information and skills, and rehabilitate the participants to apply what they learned in the workplace, which is called the learning transfer name. The concept of effectiveness of training includes learning quality and learning transfer.

Evaluation goal

Learning should be evaluated when possible.

Learning evaluation

A tool must be designed to assess the trainee's success in achieving the program's goals. This requires looking at the results of all participants to form an idea of ​​the amount of information acquired and to extract directions and patterns of data analysis.

The results of analytical studies help to determine difficult topics for the trainees and make the necessary adjustments to the content or the method of indoctrination.

Learning transfer assessment

A program to assess the ability of the trainees to apply the acquired information must be designed after returning to the workplace. You have to consider the participants' results to verify the success of the learning transfer and determine the topics they face difficulty in implementing and the need to make additional support programs for employees.

The appropriate time to assess the effectiveness of training

The choice of evaluation timing and data collection methods depends on the nature of the questions and information you intend to obtain. The evaluation methodology is determined based on available time, available resources, and the training program range.

Here are 5 types of training program evaluations:

1. Previous and subsequent assessments of training

The best way to estimate the improvement in the participants' skills and information requires using previous and subsequent assessments of the training program. Thus, tests must be done before and after training, and the results must be compared.

You must take into account the following two ideas:

• The test can include a section for evaluating practical skills and theoretical knowledge.
• Sincere tests evaluate the perfection of practical skills and theoretical knowledge, as this method allows the ability to verify the participants' access to the degree of efficiency required at the end of the training program. Still, it does not allow the assessment of the amount of information acquired as a result of the training, meaning that the results of the tests can be caused by the previous knowledge It has nothing to do with training.

2. Previous and subsequent self-assessments of training

Conditions may not allow previous and subsequent training tests; in this case, self-assessments that require participants can be used to evaluate their information before and after the training course. Below are two steps to apply this evaluation:

• Evaluate the extent of your training course experience before it is made.
• Evaluate your experience in the topic of the training course after making it.

3. Conduct evaluations during training

Skills and information evaluations can be added to training programs by using tests, notes, and exams during the sessions. These procedures help obtain useful data to evaluate the experience and consolidate acquired information simultaneously.

You must take into account the following two ideas:

• During e-learning, periodic exams can be done to help the trainees consolidate acquired information. The results of the tests are also used to collect the data needed to assess the participants' progress.
• In the case of training on the ground, you can ask the trainees questions that help assess their absorption or use activities aimed at testing their ability to apply acquired information. This method provides immediate information that helps the trainer improve and modify content as needed.

4. Direct evaluation after the training ends

In many cases, you can collect information from the trainees as soon as the program is over, and then it is recommended to prepare a subsequent evaluation of the training course to estimate the effectiveness of learning and transfer learning as soon as it ends and before the interruption of communication with the trainees.

You must take into account the following two ideas:

• The subsequent assessments of the training course usually focus on the assessment of trainee satisfaction. Still, the results of scientific research have shown that the level of satisfaction does not determine the effectiveness of training.
• Subsequent assessments of the training course do not succeed in estimating the effectiveness of learning or objectively transferring learning, but focus on aspects related to learning and transferring learning in obtaining useful data on the effectiveness of training.

5. Late evaluation

The late evaluation is also called the follow-up evaluation, and it is considered an ideal method for evaluating learning transmission and assisting the training course designers in determining the amount of information gained and established by the participants and verify their ability to implement it in the workplace. You can follow up with the trainees to assess the learning transmission scale after giving them time to return to the workplace and apply the acquired information.

You must take into account the following two ideas:

• Following up with the trainees is preferable in some types of training.
• The date for the evaluation is shall be determined according to the program resources, the subject of training, and the ability of the trainees to implement the information acquired in the workplace.

Questions used in training reviews

Below is a set of questions used in training programs for evaluation of training programs:

1. Subsequent assessments of training

1.1. What is your experience level in the training course topic before it is made?

There is no experience at all.

• Simple experience.
• Medium experience.
• Great experience.
• Very great experience.

1.2. What is your level of experience with the training course topic after it's been conducted?

• There is no experience at all.
• Simple experience.
• Medium experience.
• Great experience.
• Very great experience.

1.3. How do you evaluate the training course's content with the nature of your current business?

• There is no connection at all.
• Simple link.
• Medium link.
• Big link.
• Very large link.

1.4. What is your assessment of the level of balance between theoretical materials and interactive elements?

• There is much theoretical information at the expense of interactive elements.
• There is a balance between the theoretical part and the interactive elements.
• There are many interactive elements at the expense of theoretical information.

1.5. Do you intend to apply the information acquired from the training course in your work?

• Certainly, no.
• Most likely, no.
• maybe.
• Yes, probably.
• certainly.
• Not applicable - I have not acquired new information from this training course.

1.6. What factors prevent you from applying the training course's content at work?

• Additional exercises on the topic are needed.
• The lack of resources I need to apply acquired information.
• Not providing an appropriate opportunity to apply acquired information.
• Not providing time to apply acquired information.
• The supervisor refrains from providing the necessary assistance to apply the acquired information.
• Labor colleagues refrain from providing the necessary assistance to apply the acquired information.
• The content of the training course is not related to my current work.
• Another factor (please determine the worker accurately).

Open questions:

• What information do you intend to use at work?
• What are the procedures that you suggest doing to improve the effectiveness of the training experience?
• What is the part that helped you acquire information the most?

2. Late assessments

2.1. How much do you rely on the information gained from the training course in your work?

• I did not gain new information from the training course.
• I did not provide any information (go to the questions about the obstacles to the application).
• I applied some information (go to the questions about the application obstacles).
• I applied a lot of information.

2.2. What practical benefits did you get from this training course? (Open question)

2.3. What are the factors that helped you apply the content of the training place in the workplace?

• I have been reminded of major skills and concepts.
• I got the sources I needed.
• I had the opportunity to apply the acquired information.
• I have enough time to apply the acquired information.
• The supervisor helped me apply the acquired information.
• My colleagues helped me apply the acquired information.
• Other factors (please clarify them carefully).

2.4. What factors prevented you from applying the training course's content at work?

• I need additional training programs.
• I couldn't consolidate the training course's content enough to apply it on the ground.
• I did not get the sources I needed.
• I didn't get an appropriate opportunity to apply the acquired information.
• I didn't get the time I needed to apply the acquired information.
• The supervisor did not help me apply what I learned.
• My colleagues did not help me apply the acquired information.
• The content of the training course was not related to my work.
• Other than that (please determine the idea accurately).

In conclusion

Evaluating training programs is extremely important to verify their effectiveness, make the necessary adjustments to improve them, and ensure that the desired goals are achieved.

The article presented a group of the most prominent assessments used in the field of training and the common questions in the evaluation questionnaires.