Training Evaluation

Evaluation of learning, reaction and impact of corporate training at work

“…The IMPACT model is made up by eight main components: (1) external environment, which assesses challenges, changes, opportunities and constraints; (2) psychosocial support that assesses the support offered by managers, coworkers and the organization so that the participant can attend the training and then apply at work the skills learned; material support, which assesses the quality, quantity, availability of resources and the adequacy of the physical workplace required to transfer to work the new skills learned in training; (3) needs, which assesses the nature and importance of learning demands and the magnitude of skill gaps; (4) clientele characteristics (sociodemographic, psychosocial, motivational and cognitive behavioral); ( 5) training characteristics (type of training knowledge, duration, nature of main objective, institutional background, educational level and instructor performance, characteristics of teaching material); (6) reactions, which is the measure of participants' perceptions about the programming, applicability, usefulness and outcomes of the training, in addition to the instructor's performance; (7) learning, which measures the degree of attainment of instructional objectives by participants at the end of a TD&E action, (8) impact of training on the work (in depth: successful application at work of the CHAs acquired during instructional actions; in breadth: indirect influence of the training on the overall performance, attitudes and motivation of the graduate). This model was built based on the literature and assessment models such as those described by Passmore and Velez (2015). This survey analyzed the components 2) support, 4) clientele characteristics (sociodemographic), 6) reactions, 7) learning and 8) impact of training on work.…”

Aligning Professional Development With Service Coordinator Knowledge and Skills

“…Program evaluation is an essential part of facilitating high-quality professional development; without it, it is impossible to know if training efforts result in meaningful changes in participants ' knowledge, skills, and practices (National Professional Development Center on Inclusion, 2008;Passmore & Velez, 2014). This is the first published use of the KSSC for program evaluation purposes and, as such, warrants additional discussion.…”

Trainees’ aversions of employee training programs

“…Evaluating training programs is also important considering the investments organizations make towards training (Giangreco et al, 2009). Even though organizations are now demanding training cost justification as well as rationalization given the increased investment in employee training (Ludwikowska, 2021;Mansour et al, 2017), training evaluation is most times ignored or executed as an afterthought (Passmore and Velez, 2015;Wang and Wilcox, 2006;Wisshak and Hochholdinger, 2018). Dessler (2013) maintains that whenever a training program is organized, the training effort must be evaluated.…”

“…Training is a human resource management function that is used to equip employees with the needed competencies (knowledge, skills and abilities) to meet the performance expectations associated with the roles they occupy in today’s competitive business environment, as well as work challenges (de Araujo et al , 2019; Koirala et al , 2016; Owusu and Andoh, 2021; Passmore and Velez, 2015). According to Burke and Hutchins (2008), it is a formal learning intervention delivered in the work environment to improve employee performance and ultimately, organizational performance.…”