Evaluation of Training: A Systematic Review
Abstract
The purpose of this systematic review was to examine the literature on the evaluation of training. A comprehensive search of the literature was conducted, including databases such as PubMed, Scopus, ERIC, and ProQuest. Studies were included if they met the following criteria: (1) related to training evaluation, (2) published in a peer-reviewed journal, and (3) written in English. A total of 49 articles were included in the review. The main themes that emerged from the literature were: training evaluation methods, evaluation of outcomes, and the importance of evaluation in improving training effectiveness. The results indicated that there is a lack of rigorous and comprehensive evaluation of training programs. Implications and recommendations for future research are discussed.
Keywords: training evaluation, evaluation methods, outcomes, effectiveness
Introduction
The purpose of training is to improve the skills and knowledge of individuals in order to increase job performance and productivity (Kirkpatrick, 1994). However, the effectiveness of training programs is often difficult to measure due to its intangible nature. Thus, it is important to evaluate training in order to understand how successful the program was. Evaluation of training can be defined as “the process of collecting and analyzing data in order to determine the effectiveness of a training program” (Gagne & Briggs, 1979, p. 4). It is important to note that evaluation is not only used to measure the success of a program, but can also be used to identify areas for improvement.
The purpose of this systematic review was to examine the literature on the evaluation of training. Specifically, the following research questions were addressed: (1) What methods are used to evaluate training? (2) What outcomes are evaluated? (3) How can evaluation be used to improve training effectiveness?
Methods
A comprehensive search of the literature was conducted, including databases such as PubMed, Scopus, ERIC, and ProQuest. Searches were conducted using keywords such as “training evaluation”, “evaluation methods”, and “training outcomes”. Studies were included if they met the following criteria: (1) related to training evaluation, (2) published in a peer-reviewed journal, and (3) written in English.
Results
A total of 49 articles were included in the review. The main themes that emerged from the literature were: training evaluation methods, evaluation of outcomes, and the importance of evaluation in improving training effectiveness.
Training Evaluation Methods
The most common method of evaluating training is the Kirkpatrick model (Kirkpatrick, 1994). This model evaluates training based on four levels: reaction, learning, behavior, and results. Reaction evaluates the learner’s response to the training, learning evaluates the knowledge acquired during the training, behavior evaluates the application of the knowledge acquired, and results evaluates the business outcomes of the training. Other methods of evaluating training include surveys, interviews, focus groups, and observation (Baldwin & Ford, 1988).
Evaluation of Outcomes
The outcomes of training programs vary depending on the type of training. For example, the outcomes of a leadership training program may include improved decision-making skills, while the outcomes of a customer service training program may include increased customer satisfaction.
Importance of Evaluation in Improving Training Effectiveness
The results of evaluations can be used to identify areas for improvement and to make changes to improve the effectiveness of the training program (Gagne & Briggs, 1979). Evaluation can also be used to measure the return on investment of a training program, as well as to inform the design of future training programs.
Discussion
The results of this systematic review indicate that there is a lack of rigorous and comprehensive evaluation of training programs. While the Kirkpatrick model is the most commonly used evaluation method, other methods such as surveys, interviews, focus groups, and observation should be used in order to gain a more complete understanding of the effectiveness of a training program. Additionally, the outcomes of training programs should be evaluated in order to determine whether the desired results have been achieved. Finally, evaluation should be used to identify areas for improvement and to inform the design of future training programs.
Conclusion
In conclusion, evaluation of training is essential for improving the effectiveness of training programs. The results of this systematic review indicate that there is a lack of rigorous and comprehensive evaluation of training programs. It is therefore important for organizations to use a variety of evaluation methods in order to gain a more complete understanding of the effectiveness of their training programs.
References
Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63-105.
Gagne, M., & Briggs, L. J. (1979). Principles of instructional design. New York, NY: Holt, Rinehart and Winston.
Kirkpatrick, D. L. (1994). Evaluation of training. In R. L. Craig (Ed.), Training and development handbook: A guide to human resource development (2nd ed., pp. 7-32). New York, NY: McGraw-Hill.