methodology in training plan

Training methods, methodologies, and tools

There are plenty of training methods to consider—here’s how to pick the right one for your team.

When it comes to choosing the right training methods for your organization or team, there’s absolutely no shortage of options to choose from. But how do you choose the training method that’s right for your employees? We’ll break down the various training methods that are available to you and share some questions to consider to select the best training method for your team’s wants and needs.

It takes serious effort to create a training program that actually sticks after your employees have gone through it and started their jobs. The thing is, if you’re using boring old lectures to convey important information, you may be putting your organization at risk. Whether your company operates heavy machinery, works with others’ money, sells products for babies or children, or otherwise has an easily identifiable risk associated with the work – which most companies do – you want to make sure your rules and procedures stay with your workers over the long term.

How, you’re wondering? Use the right training methods. Stuffy training methodologies that rely on rote learning often won’t do the trick. Many workers aren’t scholars, and traditional classroom learning needs a serious tune-up in order to reach them. That’s why you need to adopt training methodologies and tools that reach your learners where they’re at, taking into account their specific needs, their learning styles, and the goals of the training. This often involves software coupled with a more hands-on, on-the-job approach. Read on to learn more about how you can train your employees, deliver material, use classroom-style training effectively, and more.

Employee training methods

There are several employee training methods in the workplace today. Which employee training methods end up working for you will depend on your own personal style, the structure of your workplace, how many employees you need to onboard, what you’re teaching, what your employees need to learn, their individual learning styles, whether you’re teaching brand-new employees or helping older ones brush up on material or add to their preexisting knowledge base, and more. Although it can sound confusing to take all these factors into account, all you really need to do is consider the current types of training methods in human resource management available to you and choose the one that seems to fit your needs the best. Although there are many types of training available, let’s go over a few of the most common.

Classroom-style training is still one of the most effective training methods for new employees. However, you have to be careful to approach it correctly, as many employees won’t respond well to being handed a book and expected to learn. You have to interact and engage learners and make the knowledge stick by using real-world examples and drawing clear applications to your organization. If you can do all this, your training program will likely be very successful. Often it helps to use software, which responds readily to the needs of various learners, can go at different paces, and adapts to a variety of training situations.

Other effective business training methods include 1:1 training, which matches one learner with one instructor to show them the ropes. If you can spare the resources, this can be an excellent way to quickly familiarize a new employee with their job-to-be. Methods for employee training in the workplace also include job shadowing, which is similar to 1:1 training in that the trainee will follow an experienced worker around to learn their job. However, they are supposed to play the role of a “shadow,” meaning that there is less interaction between the experienced worker and the new employee, as the latter just watches and learns and sometimes asks questions. This is a better way to get a feel for what an actual day, or week, or more, will look like for that new employee.

Self-training, which relies on the new employee conducting research to learn what they need to know for the job, is also an employee training method learning style. Other types of training methods in training and development include bulk training, where you train large numbers of employees at once, and automated training, such as we offer here at Lessonly.

Automated training can help you reach large numbers of employees all at once, or it can allow you to train individual employees as they come on board quickly and easily, so that you don’t have to waste time waiting for a large enough batch of employees to justify a classroom series or other group training approach. By using tailored software, you reach employees immediately, giving them the skills they need to become valuable employees right away.

The Value of Enablement Report

Training delivery methods

Once you know what you want to teach the employees you’re onboarding and have decided on a training method, you’ve still got to figure out how to get it to them. This can be a tough prospect, especially since many companies aren’t even working with a solid training delivery methods definition. In essence, a training delivery method is the way you get information to your employees. There are lots of ways to do this.

Oftentimes, organizations decide to mesh a little job shadowing with a little 1:1 training with a bit of book learning and maybe a training program on the side, but this might not be the best approach. Especially not if you’re looking to streamline your training delivery methods in order to routinize your onboarding process and keep costs down in the long run.

Instead, choose one or a few complementary types of training and stick to those, using them each time. For everything your trainees must learn outside the classroom (such as on the floor or in the field), build a routine training program around that. For everything inside the classroom, choose a training delivery method that keeps all the information together where it is easily accessible to learners day after day. At Lessonly, we believe firmly in the power of software to build solid training programs that meet learners where they’re at, stay organized, remain customizable and flexible, and work for you year after year.

Lots of companies are still stuck in the past, handing out disorganized Word documents to their employees and hoping the learning sticks. Often, however, it won’t, especially when that employee has a hard time finding the loose sheet of paper or sorting through the messy binder to locate it. Such mysteries don’t encourage learning, so avoid them with a highly streamlined, effective software training program dedicated to encouraging employee growth and building the work environment you dream of.

Traditional training methods

Traditional training methods for employees are still wildly popular for many organizations. While this is a great way to bring new hires up to speed, this method, and many other traditional training methods, are rapidly changing. Here’s a look at just a few traditional training methods:

Instructor-led classroom training

Classroom-style training is still the most traditional training method and most used. In fact, nearly half of a company’s training hours are used for classroom training. This method features a subject matter expert or training manager and a lecture-style presentation. It allows for a lot of personal interaction and ensures that everyone attends the training session. However, it’s also easy for this type of training to take a long time and become less engaging for learners.

Interactive training methods

Interactive training puts a spin on classroom-style training. This training method combines instructor-led training and lectures with group activities, workshops, and role play scenarios. While interactive training is great for outgoing teammates, it can intimidate some of your quieter employees.

Hands-on training

This type of training method usually jumps right into practical training. Sometimes, this means that new hires are paired with a trainer or buddy to learn and complete tasks. This approach is preferred by adult learners and gives new hires the chance to dive in and help their team from day one.

When considering the traditional training methods advantages and disadvantages, you must also take into account the fact that newer employees may prefer digital training methods. Let’s learn more.

Online training and development methods

Online training software, also known as computer-based training software , delivers training through computers or mobile devices. This type of digital training can mimic classroom-style training, support different training formats like video and quizzes, and empower learners to complete training at their own pace.

Here are just a few of our other favorite advantage over traditional classroom-style training:

• It is more efficient, requiring fewer resources in the form of training personnel.
• It is more effective, teaching in a way that allows learners to retain information for longer.
• It is often easier to use, because employees can use the software in the way that suits them best, rather than making do with the trainer’s teaching style.
• It has increased tracking capabilities, allowing managers or trainers to see where each student is at and provide additional help where needed.
• It is more cost-effective because training programs can be reused for years on many different employees.

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Effective training methods.

When you’re in charge of training employees, whether one at a time or dozens or even hundreds, you want to make sure you use the right methods. Training is a tried-and-true process that dates back to the invention of apprenticeship, but these days it’s become much more high-tech. Although many training methods work, when you are training employees for a team environment, software is often one of the most effective training methods. There are many reasons for this, including:

• Software keeps all employees on the same page at all times, on all sorts of topics.
• You can train a full team of employees while still respecting their different learning styles and allowing them to go at their own paces, within reason.
• Management has unprecedented tracking abilities, allowing them to stay up-to-date on their employee’s progress, offer help when necessary, make plans for improvement or enrichment, and more.
• Real-time tracking of a student’s learning is easier and more cost-effective than ever before.
• You can combine software training with other types of training, such as 1:1 training, job shadowing or more traditional classroom methods.
• Software is highly customizable, both for management before they distribute materials, and for learners as they use it.

Other effective training methods work well when they’re paired with software training, to ensure that learners receive the full breadth of necessary knowledge. You may even be wondering what training methods are effective in training executives, but good news: even with top-level employees, software training is highly effective.

Selecting the right training methods

When selecting training methods, there are lots of factors to consider. If you’re in between a few different choices, we suggest using a training delivery methods comparison or training delivery methods matrix to compare the different types of training and see which will best meet your needs.

At the end of the day, it doesn’t matter how much time, effort, or money you spend on training if it’s the wrong training delivery method. That’s why we suggest considering the answers to a few important questions to find the best training methods for your employees. Here a few questions we suggest walking through:

What’s the purpose of the training program : The first step is always to identify the objectives of your training program. Depending on your training goals, certain training methods will deliver better results.. For example, more traditional training methods, like classroom-based training, may be more effective for hands-on learning or training that involves team-building or open discussion. But, online training methods are better if you’re looking to regularly train employees over time.

Who’s the audience : Training is most effective when your learners understand the purpose of training and see how it can help them in their roles. So, it’s important to not only consider how many people you’ll be training but also where they’re located. If you have a large team that’s located across multiple locations or working remotely, you’ll need to find a training method that supports a dispersed team.

What are their learning needs and backgrounds : One-size training doesn’t work in today’s modern workplace. For example, you need to train and onboard new hires differently than you continuously develop and enable seasoned teammates.

What do they need to learn: It’s also important to consider the topic or information that will be covered during training. Not everyone learns at the same pace, so if you’re looking to train on something complex or in-depth, it may be better to provide training through online software as it gives employees the chance to revisit and review training as often as they need it.

What are your options for training: Of course, it’s also important to take inventory of your available training resources. If you’re looking to deliver in-person training, do you have a conference room or space that’s big enough for everyone? Additionally, do your subject-matter experts or trainers have the availability to train multiple sessions?

Do you have time restrictions : For some companies, training may need to be rolled out sooner rather than later. This means your training method needs to support fast and effective training delivery.

Of course, it’s good to use different cost-effective training methods to fulfill different training needs. For example, if you need your training to be basic, repeatable, and testable, software is probably a good way to go. If you are training on complex topics that require strategic planning and lots of discussions, an in-person environment is probably better. These training methodologies examples are just a few of the many out there, but use these models as ways to think about how to choose your ideal training methods, and you will do fine.

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7 Types of Training Methods (and How to Choose)

By Emily Gore

February 9, 2023

Traditional types of training methods are exactly what they say they are—traditional. Instead of engaging learners by being innovative, creative, fresh, lightweight, and sometimes funny, they often feel like a burden and unwelcome obligation.

Old days’ training methods fall short of everything they can do to maximize learners’ attention and information recall . Additionally, and in corporate settings, they ignore the collateral effects of effective training methods. As a result, companies miss a terrific opportunity to make their employees happier and more productive.

It’s not just the training materials—it’s the training method.

Many organizations focus on creating good-looking training materials. However, design is not all about aesthetics—it’s primarily about function. And if an employee training course doesn’t meet its functional goals, it fails—no matter how pretty the materials are. 

Nowadays, the variety of training methods can seem overwhelming. Therefore, we compiled a list of the best types of training methods for employees. We’ll also give you some advice on how to select the method that best suits your employees.

How Important Is It To Choose the Right Training Method?

Choosing the best option from a long list of training methods for employees can seem daunting. But corporate training is essential for employee onboarding and employee retention. Figuring out what works best for your employees doesn’t have to be difficult. 

Onboarding is a perfect moment to deliver training. A new staff member is bursting with excitement about joining your company. They’re like sponges ready to soak up all the information they possibly can—about the company, the business, or their function.

Existing employees are also eager to extend and develop their skills. In any case, for the sake of learning effectiveness, the training method is as important as the content and activities.

On top of the different levels of employees that need training, we have an indisputable truth: everyone learns differently. Some prefer to learn by watching, others by listening or reading and writing, and others by doing. Some learners change their preference depending on certain conditions. The topic might also influence the appropriateness of one method over the other.

Powered by technology, the types of training methods are numerous. And we didn’t discard any of the traditional training methods yet, because they do have their perks. Let’s explore the features of each training method for employees.

Types of Training Methods

Most training methods target more than one learning style, whereas some focus on one particular style. And that’s okay! Because if you offer training using different types of methods, you’ll satisfy the styles of different employees. And unless the topic calls for a particular training method, you might even offer a variety of methods for a single topic. You can also give your staff options to learn in different ways depending on the circumstances. For instance, they might wish to learn by listening on one day and by watching on another.

Below are seven of the best types of employee training methods:

• Case Studies
• Instructor-Led Training
• Interactive Training
• On-the-Job Training
• Video-Based Training

Check out the details and benefits of each type!

1. Case Studies

This type of training is great for developing critical thinking, problem-solving, and analytical skills. The scenarios can be real or imaginary, but in the context of employee training, they all illustrate situations at work.

Learners read the case studies and then analyze and solve them individually or in a group. Some solutions might be better than others, depend on assumptions, and be either optimal or the best possible given the circumstances.

Although case studies allow your staff to learn at their own pace, they’re most useful for less complex topics.

2. Coaching

Mentorship—another name for coaching—should be an impactful and memorable learning experience. At least, that’s the expectation of mentors and mentorees.

When your experienced staff dedicates time and effort to coaching new employees, those new employees will feel valued and supported. Put some emphasis on the time and effort required by mentors, and remember that it pays off.

Although coaching and on-the-job training might seem similar, coaching:

• Focuses on the mentor-mentoree relationship
• Is more inspiring
• Is most likely to make the employee comfortable asking questions

You can also deliver coaching sessions online—making them even more accessible.

3. eLearning

You might know this one by online training. It’s computer-based training that’s delivered from a distance, online. The advantages?

• Learners can go through the content and activities at their own pace.
• There’s no need to hire an instructor.
• It scales beautifully, so the number of simultaneous learners can increase tremendously.

Oftentimes, this type of training:

• Resembles classroom training
• Uses visuals with a voiceover
• Complements lessons with videos and reading materials

As you don’t have an instructor monitoring engagement levels, you must use other means to do it. Quizzes and other types of interactive activities are wonderful for that purpose. They also allow you to appraise the progress of each employee and the effectiveness of the training.

4. Instructor-Led Training

Whether it’s in-person or online, an instructor-led training session is very much based on the dynamics of a classroom.

• Led by an instructor
• With a presentation—just like a lecture

Although an academic-like classroom experience may not seem thrilling to some learners, the method has some significant pros.

• Learners can ask the instructor questions that the materials don’t cover in real-time.
• Instructors can monitor learners’ progress and engagement.
• Learners and instructors can build a relationship with each other.
• Complex topics are sometimes easier to teach in a classroom.

On the other hand, whether they’re online or physical, classrooms—or instructor-led training sessions—have some cons.

• A high number of learners prevents the instructor from interacting one-on-one with all of them.
• Learners can’t learn at their own pace since there are multiple learners in the (in-person or virtual) room.

5. Interactive Training

Anything interactive has the potential to grab our attention. And training is no different! That’s why interactive training is highly engaging and effective. Learners absorb more information, retain it faster, and recall it for longer periods of time.

The success of interactive training comes from being practical rather than theoretical. So, employees learn by applying knowledge in a realistic setting.

Here are three examples of interactive training:

• Game-based training. Using rewards like points increases motivation levels, and this type of training can make learning fun.
• Roleplaying. A facilitator manages the process of acting out different work scenarios with the learners. It’s especially effective for client or customer interaction training as it explores difficult situations in a controlled environment.
• Simulations. These can be appropriate for learning specialized, complex skills, like for medicine or aviation training. Simulations set up real work scenarios for the learners, so augmented or virtual reality can be great simulation tools.

6. On-the-Job Training

Also known as hands-on training, on-the-job training is all about the practical skills that a job requires. Therefore, the employee learns by going through the experience of executing real activities at work.

On-the-job training reduces the time before the employee starts performing their job function. It can take different forms, such as:

• Internships. Interns obtain guidance, support, and training from the company that hired them. And the more prior knowledge they have of what the job entails, the better for their future success.
• Rotations. Job rotations boost employee motivation, satisfaction, cooperation, and commitment to the company. By exposing the employee to different business areas of your company, they develop skills they might not otherwise have and a deeper understanding of and commitment to the company as a whole. This increases retention levels and your employees’ chances of moving up in their own department or in another.
• Shadowing. New hires observe existing employees while they work, ask questions, and sometimes help with tasks. By doing that, new hires understand how they’ll have to do their work before they actually have to do it.

Employee engagement—or interest and involvement—is vital for the success of on-the-job training. Engagement is typically heightened with on-the-job training since it’s individual and the learning activities intimately relate to the employee’s job.

On-the-job training produces results quickly and is also appropriate for teaching and developing leadership skills.

7. Video-Based Training

Speed and efficiency—these are the keywords that propelled video as an employee training vehicle. Additionally, it became popular because it can be way more interesting than traditional training methods. It’s highly engaging and can be entertaining as well!

Animations raise information recall to impressive levels. Live-action videos are great for demonstrations. Webinars and screen recordings of step-by-step procedures can take a simple list and turn it into an entertaining, story-based how-to.

Video-based training is easily accessible and repeatable—the employee can watch the video as many times as they need. Also, it doesn’t require an instructor.

Now that you know each one of the types of training methods for employees, are you ready to choose? Here are some tips on making the right choice for your organization!

How To Choose the Right Employee Training Method

To choose a training method, you should analyze your training needs from two perspectives.

• Coaching is perfect for teaching leadership, emotional intelligence, or change-management skills.
• eLearning is especially useful for teaching company policies.
• Roleplaying works well for teaching how to deal with employees who don’t follow company policies.
• Video-based training is great for teaching new knowledge, such as industry or technological trends.
• Older employees might feel more comfortable with instructor-led training.
• Millennials often prefer training methods compatible with mobile devices, such as games and video.
• Any online training is most effective when employees are remotely located, are senior-level staff with limited availability, or travel a lot.

Training Methods for All Tastes and Needs

Long story short, employee training is continuous, and companies need it to thrive and prosper. Without developing their employees’ skills, companies can’t face the competition.

Choosing the right training method for your employees is integral to effective training. And you might find value from using varied training methods. It all depends on why you’re delivering the training program and to whom.

The suitability of your training methods to your goals and audience is indispensable to the success of your training program. Finding the right training method makes your employees more skilled and aligned with their job and your company.

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8.4 Designing a Training Program

Learning objectives.

• Be able to design a training program framework.
• Understand the uses and applications of a career development program.

The next step in the training process is to create a training framework that will help guide you as you set up a training program. Information on how to use the framework is included in this section.

Training Program Framework Development

When developing your training plan, there are a number of considerations. Training is something that should be planned and developed in advance.

Figure 8.6 Training Program Development Model

The considerations for developing a training program are as follows:

• Needs assessment and learning objectives. This part of the framework development asks you to consider what kind of training is needed in your organization. Once you have determined the training needed, you can set learning objectives to measure at the end of the training.
• Consideration of learning styles. Making sure to teach to a variety of learning styles is important to development of training programs.
• Delivery mode. What is the best way to get your message across? Is web-based training more appropriate, or should mentoring be used? Can vestibule training be used for a portion of the training while job shadowing be used for some of the training, too? Most training programs will include a variety of delivery methods.
• Budget. How much money do you have to spend on this training?
• Delivery style. Will the training be self-paced or instructor led? What kinds of discussions and interactivity can be developed in conjunction with this training?
• Audience. Who will be part of this training? Do you have a mix of roles, such as accounting people and marketing people? What are the job responsibilities of these individuals, and how can you make the training relevant to their individual jobs?
• Content. What needs to be taught? How will you sequence the information?
• Timelines. How long will it take to develop the training? Is there a deadline for training to be completed?
• Communication. How will employees know the training is available to them?
• Measuring effectiveness of training. How will you know if your training worked? What ways will you use to measure this?

Human Resource Recall

Can you think of a time where you received training, but the facilitator did not connect with the audience? Does that ever happen in any of your classes (of course not this one, though)?

Needs Assessment

The first step in developing a training program is to determine what the organization needs in terms of training. There are three levels of training needs assessment: organizational assessment , occupational (task) assessment , and individual assessment :

• Organizational assessment. In this type of needs assessment, we can determine the skills, knowledge, and abilities a company needs to meet its strategic objectives. This type of assessment considers things such as changing demographics and technological trends. Overall, this type of assessment looks at how the organization as a whole can handle its weaknesses while promoting strengths.
• Occupational (task) assessment. This type of assessment looks at the specific tasks, skills knowledge, and abilities required to do jobs within the organization.
• Individual assessment. An individual assessment looks at the performance of an individual employee and determines what training should be accomplished for that individual.

We can apply each of these to our training plan. First, to perform an organizational assessment, we can look at future trends and our overall company’s strategic plan to determine training needs. We can also see how jobs and industries are changing, and knowing this, we can better determine the occupational and individual assessments.

Researching training needs can be done through a variety of ways. One option is to use an online tool such as SurveyMonkey to poll employees on what types of training they would like to see offered.

As you review performance evaluations turned in by your managers, you may see a pattern developing showing that employees are not meeting expectations. As a result, this may provide data as to where your training is lacking.

There are also types of training that will likely be required for a job, such as technical training, safety training, quality training, and professional training. Each of these should be viewed as separate training programs, requiring an individual framework for each type of training. For example, an employee orientation framework will look entirely different from an in-house technical training framework.

Training must be tied to job expectations. Any and all training developed should transfer directly to the skills of that particular employee. Reviewing the HR strategic plan and various job analyses may help you see what kind of training should be developed for specific job titles in your organization.

After you have determined what type of training should occur, learning objectives for the training should be set. A learning objective is what you want the learner to be able to do, explain, or demonstrate at the end of the training period. Good learning objectives are performance based and clear, and the end result of the learning objective can be observable or measured in some way. Examples of learning objectives might include the following:

• Be able to explain the company policy on sexual harassment and give examples of sexual harassment.
• Be able to show the proper way to take a customer’s order.
• Perform a variety of customer needs analyses using company software.
• Understand and utilize the new expense-tracking software.
• Explain the safety procedure in handling chemicals.
• Be able to explain the types of communication styles and strategies to effectively deal with each style.
• Demonstrate ethics when handling customer complaints.
• Be able to effectively delegate to employees.

Once we have set our learning objectives, we can utilize information on learning styles to then determine the best delivery mode for our training.

Learning Styles

Understanding learning styles is an important component to any training program. For our purposes, we will utilize a widely accepted learning style model. Recent research has shown that classifying people into learning styles may not be the best way to determine a style, and most people have a different style depending on the information being taught. In a study by Pashler et al., the authors look at aptitude and personality as key traits when learning, as opposed to classifying people into categories of learning styles. Bearing this in mind, we will address a common approach to learning styles next.

An effective trainer tries to develop training to meet the three different learning styles 1 :

• Visual learner. A visual learner usually has a clear “picture” of an experience. A visual learner often says things such as “I can see what you are saying” or “This looks good.” A visual learner is best reached using graphics, pictures, and figures.
• Auditory learner. An auditory learner learns by sound. An auditory learner might say, “If I hear you right” or “What do you hear about this situation?” The auditory learner will learn by listening to a lecture or to someone explaining how to do something.
• Kinesthetic learner. A kinesthetic learner learns by developing feelings toward an experience. These types of learners tend to learn by doing rather than listening or seeing someone else do it. This type of learner will often say things such as “This feels right.”

Most individuals use more than one type of learning style, depending on what kinds of information they are processing. For example, in class you might be a visual learner, but when learning how to change a tire, you might be a kinesthetic learner.

Delivery Mode

Depending on the type of training that needs to be delivered, you will likely choose a different mode to deliver the training. An orientation might lend itself best to vestibule training, while sexual harassment training may be better for web-based training. When choosing a delivery mode, it is important to consider the audience and budget constrictions. For example, Oakwood Worldwide, a provider of temporary housing, recently won the Top 125 Training Award for its training and development programs 2 . It offers in-class and online classes for all associates and constantly add to its course catalog. This is a major recruitment as well as retention tool for its employees. In fact, the company credits this program for retaining 25 percent of its workforce for ten years or more. Table 8.1 “Types of Training and Delivery” looks at each of the types of training and suggests appropriate options for delivery modes.

Table 8.1 Types of Training and Delivery

How much money do you think the training will cost? The type of training performed will depend greatly on the budget. If you decide that web-based training is the right delivery mode, but you don’t have the budget to pay the user fee for the platform, this wouldn’t be the best option. Besides the actual cost of training, another cost consideration is people’s time. If employees are in training for two hours, what is the cost to the organization while they are not able to perform their job? A spreadsheet should be developed that lists the actual cost for materials, snacks, and other direct costs, but also the indirect costs, such as people’s time.

Delivery Style

Taking into consideration the delivery method, what is the best style to deliver this training? It’s also important to keep in mind that most people don’t learn through “death by PowerPoint”; they learn in a variety of ways, such as auditory, kinesthetic, or visual. Considering this, what kinds of ice breakers, breakout discussions, and activities can you incorporate to make the training as interactive as possible? Role plays and other games can make the training fun for employees. Many trainers implement online videos, podcasts, and other interactive media in their training sessions. This ensures different learning styles are met and also makes the training more interesting.

Considering your audience is an important aspect to training. How long have they been with the organization, or are they new employees? What departments do they work in? Knowing the answers to these questions can help you develop a relevant delivery style that makes for better training. For example, if you know that all the people attending the training are from the accounting department, examples you provide in the training can be focused on this type of job. If you have a mixed group, examples and discussions can touch on a variety of disciplines.

Content Development

The content you want to deliver is perhaps one of the most important parts in training and one of the most time-consuming to develop. Development of learning objectives or those things you want your learners to know after the training makes for a more focused training. Think of learning objectives as goals—what should someone know after completing this training? Here are some sample learning objectives:

• Be able to define and explain the handling of hazardous materials in the workplace.
• Be able to utilize the team decision process model.
• Understand the definition of sexual harassment and be able to recognize sexual harassment in the workplace.
• Understand and be able to explain the company policies and structure.

After you have developed the objectives and goals, you can begin to develop the content of the training. Consideration of the learning methods you will use, such as discussion and role playing, will be outlined in your content area.

Development of content usually requires a development of learning objectives and then a brief outline of the major topics you wish to cover. With that outline, you can “fill in” the major topics with information. Based on this information, you can develop modules or PowerPoint slides, activities, discussion questions, and other learning techniques.

For some types of training, time lines may be required to ensure the training has been done. This is often the case for safety training; usually the training should be done before the employee starts. In other words, in what time frame should an employee complete the training?

Another consideration regarding time lines is how much time you think you need to give the training. Perhaps one hour will be enough, but sometimes, training may take a day or even a week. After you have developed your training content, you will likely have a good idea as to how long it will take to deliver it. Consider the fact that most people do not have a lot of time for training and keep the training time realistic and concise.

From a long-term approach, it may not be cost effective to offer an orientation each time someone new is hired. One consideration might be to offer orientation training once per month so that all employees hired within that month are trained at the same time.

Development of a dependable schedule for training might be ideal, as in the following example:

• Orientation is offered on the first Thursday of every month.
• The second and third Tuesday will consist of vestibule training on management skills and communication.
• Twice yearly, in August and March, safety and sexual harassment training will be given to meet the legal company requirements.

Developing a dependable training schedule allows for better communication to your staff, results in fewer communication issues surrounding training, and allows all employees to plan ahead to attend training.

Communication

Once you have developed your training, your next consideration is how you will communicate the available training to employees. In a situation such as an orientation, you will need to communicate to managers, staff, and anyone involved in the training the timing and confirm that it fits within their schedule. If it is an informal training, such as a brown bag lunch on 401(k) plans, this might involve determining the days and times that most people are in the office and might be able to participate. Because employees use Mondays and Fridays, respectively, to catch up and finish up work for the week, these days tend to be the worst for training.

Consider utilizing your company’s intranet, e-mail, and even old-fashioned posters to communicate the training. Many companies have Listservs that can relay the message to only certain groups, if need be.

What can happen if training is not communicated to employees appropriately?

Measuring Effectiveness

After we have completed the training, we want to make sure our training objectives were met. One model to measure effectiveness of training is the Kirkpatrick model (Kirkpatrick, 2006), developed in the 1950s. His model has four levels:

• Reaction: How did the participants react to the training program?
• Learning: To what extent did participants improve knowledge and skills?
• Behavior: Did behavior change as a result of the training?
• Results: What benefits to the organization resulted from the training?

Each of Kirkpatrick’s levels can be assessed using a variety of methods. We will discuss those next.

Figure 8.7 Kirkpatrick’s Four Levels of Training Evaluation

Review the performance of the employees who received the training, and if possible review the performance of those who did not receive the training. For example, in your orientation training, if one of the learning objectives was to be able to request time off using the company intranet, and several employees who attended the training come back and ask for clarification on how to perform this task, it may mean the training didn’t work as well as you might have thought. In this case, it is important to go back and review the learning objectives and content of your training to ensure it can be more effective in the future.

Many trainers also ask people to take informal, anonymous surveys after the training to gauge the training. These types of surveys can be developed quickly and easily through websites such as SurveyMonkey. Another option is to require a quiz at the end of the training to see how well the employees understand what you were trying to teach them. The quiz should be developed based on the learning objective you set for the training. For example, if a learning objective was to be able to follow OSHA standards, then a quiz might be developed specifically related to those standards. There are a number of online tools, some free, to develop quizzes and send them to people attending your training. For example, Wondershare QuizCreator offers a free trial and enables the manager to track who took the quiz and how well they did. Once developed by the trainer, the quiz can be e-mailed to each participant and the manager can see how each trainee did on the final quiz. After you see how participants do on the quiz, you can modify the training for next time to highlight areas where participants needed improvement.

It can be easy to forget about this step in the training process because usually we are so involved with the next task: we forget to ask questions about how something went and then take steps to improve it.

One way to improve effectiveness of a training program is to offer rewards when employees meet training goals. For example, if budget allows, a person might receive a pay increase or other reward for each level of training completed.

Once the training framework has been developed, the training content can be developed. The training plan serves as a starting point for training development.

Career Development Programs and Succession Planning

Another important aspect to training is career development programs. A career development program is a process developed to help people manage their career, learn new things, and take steps to improve personally and professionally. Think of it as a training program of sorts, but for individuals. Sometimes career development programs are called professional development plans.

Figure 8.9 Sample Career Development Plan Developed by an Employee and Commented on by Her Manager

As you can see, the employee developed goals and made suggestions on the types of training that could help her meet her goals. Based on this data, the manager suggested in-house training and external training for her to reach her goals within the organization.

Career development programs are necessary in today’s organizations for a variety of reasons. First, with a maturing baby-boom population, newer employees must be trained to take those jobs once baby boomers retire. Second, if an employee knows a particular path to career development is in place, this can increase motivation. A career development plan usually includes a list of short- and long-term goals that employees have pertaining to their current and future jobs and a planned sequence of formal and informal training and experiences needed to help them reach the goals. As this chapter has discussed, the organization can and should be instrumental in defining what types of training, both in-house and external, can be used to help develop employees.

To help develop this type of program, managers can consider a few components (Heller, 2005):

• Talk to employees. Although this may seem obvious, it doesn’t always happen. Talking with employees about their goals and what they hope to achieve can be a good first step in developing a formal career development program.
• Create specific requirements for career development. Allow employees to see that if they do A, B, and C, they will be eligible for promotion. For example, to become a supervisor, maybe three years of experience, management training, and communication training are required. Perhaps an employee might be required to prove themselves in certain areas, such as “maintain and exceed sales quota for eight quarters” to be a sales manager. In other words, in career development there should be a clear process for the employees to develop themselves within the organization.
• Use cross-training and job rotation. Cross-training is a method by which employees can gain management experience, even if for short periods of time. For example, when a manager is out of the office, putting an employee “in charge” can help the employee learn skills and abilities needed to perform that function appropriately. Through the use of job rotation , which involves a systematic movement of employees from job to job within an organization, employees can gain a variety of experiences to prepare them for upward movement in the organization.
• Utilize mentors. Mentorship can be a great way for employees to understand what it takes to develop one’s career to the next level. A formal mentorship program in place with willing mentees can add value to your career development program.

Figure 8.10 Career Development Sample Process to Become an Accounts Payable Manager

There are many tools on the web, including templates to help employees develop their own career development plans. Many organizations, in fact, ask employees to develop their own plans and use those as a starting point for understanding long-term career goals. Then hopefully the organization can provide them with the opportunities to meet these career goals. In the late 1980s, many employees felt that career opportunities at their current organizations dwindled after seeing the downsizing that occurred. It gave employees the feeling that companies were not going to help develop them, unless they took the initiative to do so themselves. Unfortunately, this attitude means that workers will not wait for career opportunities within the company, unless a clear plan and guide is put into place by the company (Capelli, 2010). Here is an example of a process that can be used to put a career development program in place (Adolfo, 2010):

• Meet individually with employees to identify their long-term career interests (this may be done by human resources or the direct manager).
• Identify resources within the organization that can help employees achieve their goals. Create new opportunities for training if you see a gap in needs versus what is currently offered.
• Prepare a plan for each employee, or ask them to prepare the plan.
• Meet with the employee to discuss the plan.
• During performance evaluations, revisit the plan and make changes as necessary.

Identifying and developing a planning process not only helps the employee but also can assist the managers in supporting employees in gaining new skills, adding value, and motivating employees.

Figure 8.11 Career Development Planning Process

Key Takeaways

• There are a number of key considerations in developing a training program. Training should not be handled casually but instead developed specifically to meet the needs of the organization. This can be done by a needs assessment consisting of three levels: organizational , occupational , and individual assessments .
• The first consideration is the delivery mode; depending on the type of training and other factors, some modes might be better than others.
• Budget is a consideration in developing training. The cost of materials, but also the cost of time, should be considered.
• The delivery style must take into account people’s individual learning styles. The amount of lecture, discussion, role plays, and activities are considered part of delivery style.
• The audience for the training is an important aspect when developing training. This can allow the training to be better developed to meet the needs and the skills of a particular group of people.
• The content obviously is an important consideration. Learning objectives and goals for the training should be developed before content is developed.
• After content is developed, understanding the time constraints is an important aspect. Will the training take one hour or a day to deliver? What is the time line consideration in terms of when people should take the training?
• Letting people know when and where the training will take place is part of communication.
• The final aspect of developing a training framework is to consider how it will be measured. At the end, how will you know if the trainees learned what they needed to learn?
• A career development process can help retain good employees. It involves creating a specific program in which employee goals are identified and new training and opportunities are identified and created to help the employee in the career development process.
• Develop a rough draft of a training framework using Figure 8.8 for a job you find on Monster.com.
• Write three learning objectives you think would be necessary when developing orientation training for a receptionist in an advertising firm.
• Why is a career development plan important to develop personally, even if your company doesn’t have a formal plan in place? List at least three reasons and describe.

1 “What’s YOUR Learning Style?” adapted from Instructor Magazine , University of South Dakota, August 1989, accessed July 28, 2010, http://people.usd.edu/~bwjames/tut/learning-style/ .

2 “Oakwood Worldwide Honored by Training Magazine for Fifth Consecutive Year Training also Presents Oakwood with Best Practice Award,” press release, February 25, 2011, Marketwire , accessed February 26, 2011, http://www.live-pr.com/en/oakwood-worldwide-honored-by-training-magazine-r1048761409.htm .

Adolfo, J. T., “The Career Development Plan: A Quick Guide for Managers and Supervisors,” n.d., National Career Development Association, accessed July 29, 2010, http://associationdatabase.com/aws/NCDA/pt/sd/news_article/6420/_PARENT/layout_details/false .

Capelli, P., “A Balanced Plan for Career Development,” n.d., Microsoft, accessed July 29, 2010, http://office.microsoft.com/en-us/word-help/a-balanced-plan-for-career-development-HA001126815.aspx .

Heller, M., “Six Tips for Effective Employee Development Programs,” CIO Magazine , June 15, 2005, accessed July 28, 2010, http://www.cio.com/article/29169/Six_Tips_for_Effective_Career_Development_Programs .

Kirkpatrick, D., Evaluating Training Programs , 3rd ed. (San Francisco: Berrett-Koehler, 2006).

Pashler, H., Mark McDaniel, Doug Rohrer, and Robert Bjork, “Learning Styles: Concepts and Evidence,” Psychological Science in the Public Interest 9, no. 3 (2008): 109–19, accessed February 26, 2011, http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf .

WonderShare QuizCreator, accessed July 29, 2010, http://www.sameshow.com/quiz-creator.html#172 .

Human Resource Management Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Effective Training Delivery: Detailed Guide to Modern Learning Methods that Will Maximize the Impact of L&D

Effective training delivery is the cornerstone of an organization’s success, fostering employee growth, productivity, and overall performance. In this rapidly evolving digital era, organizations must adopt modern learning approaches that cater to the diverse needs of their workforce.

This article looks at various cutting-edge training methods that can create a positive and engaging learning environment. From eLearning content to gamification, and from mobile learning to accessible programs, we explore how organizations can deliver training that ensures lasting impact and aligns with strategic objectives .

IN THIS ARTICLE...

Clear Communication in Training Delivery

Communicating training goals and objectives effectively is vital for creating a roadmap for learners. Effective training delivery goes beyond providing information; it requires fostering a learning-centric culture within an organization. One of the foundational pillars of such a culture is clear and effective communication of the purpose of training.

When employees understand the purpose and significance of their training, they are more likely to approach it with enthusiasm and commitment. In this section, we explore the pivotal role of clear communication in cultivating a learning-centric environment and maximizing the impact of training initiatives.

Clear communication empowers learners by providing a sense of direction, making them more invested in the training process. Clear and effective communication of training goals and objectives lays the foundation for a learning-centric culture within an organization.

By setting transparent learning outcomes, communicating training expectations, establishing a safe learning environment, providing timely feedback, and aligning training with organizational values, organizations can create an environment where employees are empowered to embrace learning as a continuous and fulfilling process . This fosters a motivated and skilled workforce that is ready to adapt to challenges and drive the organization’s success forward.

Setting Transparent Learning Outcomes

At the outset of any training program, it is crucial to communicate clear and transparent learning outcomes to the participants. These outcomes outline what employees can expect to achieve by the end of the training and how the newly acquired knowledge and skills will contribute to their personal and professional growth.

Transparent learning outcomes set the stage for a purposeful learning experience, as employees understand the relevance of the training to their roles and career progression.

Communicating Training Expectations

Alongside learning outcomes, communicating training expectations is equally important. This involves setting clear expectations regarding attendance, participation, and any prerequisites for the training. When employees are aware of what is expected of them, they can prepare adequately and make the most of the learning opportunity.

Additionally, conveying the format of the training (e.g. in-person workshops, online courses, or blended learning ) helps participants mentally prepare for the learning experience ahead.

Establish a Safe Learning Environment

Clear communication plays a vital role in creating a safe and supportive learning environment. Employees should feel comfortable asking questions, seeking clarification, and sharing their thoughts during the training.

A culture that encourages open dialogue and fosters a growth mindset allows learners to embrace challenges and learn from their mistakes without fear of judgment. Trainers and instructors play a critical role in facilitating this environment by actively encouraging interaction and demonstrating approachability.

Provide Timely and Relevant Feedback

Feedback is a crucial aspect of the learning process. Regular and constructive feedback helps learners understand their progress, identify areas for improvement, and build on their strengths.

Both trainers and learners should be encouraged to provide feedback on the training content, delivery, and overall experience. Organizations can also leverage technology to implement feedback mechanisms, such as surveys and evaluations, to gather valuable insights for continuous improvement.

Align Training with Organizational Values

For training to have a lasting impact, it must align with the organization’s core values and strategic goals. When employees see a direct connection between their training and the overall vision of the organization, they are more likely to be motivated and committed to their learning journey.

Effective communication should emphasize how the skills gained through training contribute to the success of the company and align with the broader mission.

Embrace Diverse Training Delivery Methods

Every individual learns differently, and organizations must embrace various delivery methods to cater to diverse learning styles. The significance of embracing in-person instruction, online courses, and self-paced learning materials should not be underestimated, this allows organizations to create a versatile training system.

In-person instruction allows for face-to-face interaction, immediate feedback, and collaborative learning, while online courses offer convenience and accessibility, enabling learners to access content at their own pace. Self-paced learning materials provide flexibility and personalized learning experiences.

By employing a blended learning approach, organizations can create a comprehensive training ecosystem that empowers employees to take charge of their learning journey, leading to higher engagement and a skilled workforce.

20 Modern Delivery Methods for Training

There are many ways to deliver training these days. Using in-person instructor-led training, right through to virtual simulations. Take a look at the following list to see some of the options for delivering training:

• Blended learning – Combining multiple training delivery methods, often online self-paced learning combined with live instructor-led training.
• Mentoring and coaching – One-on-one training and support from an experienced mentor/coach to a less experienced learner. Focuses on skills growth.
• Job shadowing – A training method where a trainee observes and works alongside someone experienced at a job to learn skills through observation and imitation in a work environment.
• Instructor Led Training (ILT) – Any training that has an instructor directly teaching learners the skills/knowledge needed. Could be in-person or virtual.
• ILT – Virtual classrooms – Instructor-led training conducted live in an online virtual classroom setting. Learners can remote in through video conferencing software.
• ILT – Classroom training – In-person instruction with a live instructor and learners physically present in the same location.
• Brown bag lunch – Informal training sessions held during lunch breaks. Learners bring their own lunch and participation is voluntary.
• Virtual training – Training conducted in an online setting with remote instructors and learners. Includes methods like virtual classrooms.
• Augmented Reality (AR) Training – Overlays computer-generated graphics and information onto the real-world environment in real-time to enhance learning with interactive digital elements. Allows simulated practice of skills. Often uses AR headsets or devices.
• Virtual Reality (VR) Training – Immerses learners into simulated 3D environments completely through VR headsets. Used for experiential learning of new skills through practice in realistic simulated settings. Blocks outside distractions during training.
• Asynchronous learning – Self-paced online training where learners complete courses on their own schedule. Does not require real-time interaction.
• eLearning – Training delivered through digital mediums, often self-paced courses taken online. Covers methods like asynchronous learning.
• Simulation training – Training in an artificial simulation of a work environment used to mimic real situations and develop skills through practice and feedback. Could use specialized equipment.
• Microlearning – Training content/courses broken down into short burst lessons as short as 1-5 minutes long. Focused on very specific skills.
• Podcasts – Audio training series delivered via digital audio files where learners listen and learn passively from a recording.
• Video training – Delivery of training materials through instructional videos that demonstrate processes and skills visually. Learners watch on their own schedule.
• Mobile learning – Training delivered to learners on mobile devices like smartphones and tablets, enabling learning on the go.
• Email courses – Training sent directly to learners’ email inboxes broken into lessons or units over time. Self-directed and on learner’s schedule.
• Learning portals – Websites or apps that curate multiple training resources, courses, tools, and materials into a central training platform or portal for ease of learner access.
• Adaptive learning – Computer-based training that adapts and personalizes content/activities based on an individual learner’s needs and responses in real time.

Facilitator’s Role in Engaging Learners

The role of trainers or instructors goes beyond dispensing information; they are catalysts for engagement and empowerment. Trainers and instructors play a pivotal role in shaping the learning experience for participants. Beyond being mere knowledge transmitters, they act as facilitators who guide learners on their educational journey.

By employing various techniques and strategies, they can enhance engagement, promote active participation, and foster a positive and supportive learning environment. In this section, we explore the multifaceted role of trainers and instructors in effective training delivery.

The trainer’s role in delivering effective training extends far beyond relaying information. By employing hands-on activities, providing ongoing support, and tailoring training to individual needs, trainers can create a stimulating and engaging learning environment.

Through these efforts, organizations can maximize the impact of their training initiatives, nurturing a skilled and motivated workforce that is ready to embrace new challenges and drive the company’s success.

Hands-On Activities for Enhanced Retention

Passive learning can limit knowledge retention , while interactive and hands-on activities can boost engagement and knowledge transfer .

One of the key responsibilities of trainers is to create interactive and hands-on activities that stimulate participants’ minds. By incorporating practical exercises, simulations, and real-world projects into the training curriculum, trainers can reinforce learning and enhance retention.

Hands-on activities solidify theoretical concepts and provide a safe space for learners to apply their knowledge, experiment, and learn from their mistakes.

Incorporating group activities, role-plays, and case studies can encourage collaboration and teamwork, fostering a sense of camaraderie among learners. Furthermore, by tailoring these activities to address specific challenges that employees may encounter, trainers can ensure that the training is relevant and directly applicable to their day-to-day responsibilities.

Continuous Support and Follow-Up

Training delivery doesn’t end with a single session; continuous support and follow-up are critical for ensuring knowledge application in the workplace.

Training is not a one-and-done event; it is a continuous process that requires ongoing support and follow-up. Trainers must provide post-training reinforcement to help participants retain and apply what they have learned in their daily tasks. This can be achieved through follow-up sessions, one-on-one coaching, or mentoring programs.

By offering continuous support, trainers can address any questions, concerns, or roadblocks that learners may face as they implement their newfound knowledge in the workplace. This personalized attention demonstrates the organization’s commitment to employee growth and development, ultimately fostering a sense of loyalty and investment in the company’s success.

Tailor Training to Individual Needs

Generic training programs seldom yield optimal results. Recognizing that every learner is unique, trainers must adapt their approaches to cater to different learning styles and preferences. Using various instructional methods, such as visual , auditory , and kinesthetic techniques, ensures that the training resonates with all participants.

Before the training commences, trainers should assess the participants’ skill levels, knowledge gaps, and learning objectives. This information enables them to design customized learning paths that address specific needs and promote a sense of ownership over the learning process.

Moreover, embracing adaptive learning technology can further personalize the training experience. By leveraging AI-driven platforms, for example, trainers can dynamically adjust the content based on participants’ progress and performance, optimizing knowledge retention and skill development.

Leverage Technology and Multimedia Tools

Technology has revolutionized the training landscape, and incorporating multimedia tools can significantly enhance the learning experience. Technology plays a transformative role in the training landscape, enabling organizations to create dynamic and interactive learning experiences.

By harnessing the power of learning technology and multimedia tools, training can be made more engaging, personalized, and effective. Let’s explore the various ways in which technology can revolutionize training, with a specific focus on integrating training into the workflow for maximum impact.

Leveraging technology and multimedia tools in training is pivotal for organizations looking to optimize their learning initiatives. By incorporating multimedia learning, VR and AR applications, and AI-powered adaptive learning, companies can create immersive and personalized experiences that enhance knowledge retention and skill development.

Moreover, by embracing Just-In-Time training strategies and integrating training into the workflow, organizations can ensure that learning is continuous, contextualized, and directly applicable to employees’ daily tasks. Embracing these modern training methods empowers organizations to unlock the full potential of their workforce and drive sustainable growth and success in today’s dynamic business landscape.

Training in the Workflow

Training in the Workflow, a strategy built on micro-learning, delivers bite-sized, task-specific content to employees when they need it most. This is often facilitated by using a Digital Adoption Platform , teamed with a Learning Management System alongside internal and external training material.

Just-in-time learning ensures quick access to relevant knowledge, enhancing productivity and skill development. Personalized and seamlessly integrated with existing workflows, this approach fosters a continuous learning culture and drives organizational success through efficient and effective training.

Meet the Demand for Accessible Learning Programs

As workplaces become more diverse, accessibility becomes a crucial consideration. In today’s diverse and inclusive workplaces, accessibility is no longer an option; it’s a fundamental necessity. Ensuring that training programs are accessible to all employees, regardless of their abilities or backgrounds, is paramount to creating a positive and equitable learning environment.

Meeting Section 508 compliance standards is not only a legal requirement for many organizations but also a moral imperative to foster an inclusive workplace.

Addressing accessibility concerns in training programs goes beyond just fulfilling regulatory requirements. It shows a commitment to equal opportunities for professional development and growth. When employees feel that their unique needs are recognized and accommodated, they are more likely to be engaged and motivated in their learning journey.

Investing in accessible technology and authoring tools that comply with accessibility standards is essential. These tools allow content creators and trainers to design materials and deliver training with accessibility in mind from the outset, reducing the need for retrofitting after content has been created.

Navigating the Mobile Workforce Challenge

With the rise of remote work and the increasing mobility of employees, traditional training approaches may no longer suffice. To meet the demands of a mobile workforce, organizations should implement mobile learning strategies that support effective training delivery by enabling employees to access training materials and resources conveniently, regardless of their location or time zone.

• Responsive Design: Developing training materials with a responsive design ensures that they adapt seamlessly to various devices, such as smartphones, tablets, and laptops. This approach enables employees to access training content on their preferred devices, promoting a sense of autonomy in their learning journey.
• Micro-Learning Modules: Short, bite-sized training modules are ideal for employees on the go. Micro-learning allows individuals to engage with the training material during short breaks, commutes, or other pockets of free time, maximizing their learning opportunities without disrupting their work schedules.
• Mobile Apps and Platforms: Investing in mobile learning apps or platforms can be transformative for a mobile workforce. These applications offer a user-friendly interface, intuitive navigation, and offline access to content, ensuring uninterrupted learning, even in areas with limited internet connectivity.
• Virtual Collaboration Tools: Facilitating virtual collaboration and communication among employees fosters a sense of belonging and community within the mobile workforce. Integrating video conferencing, instant messaging, and discussion forums can provide a platform for shared learning experiences and peer support.
• Gamified Mobile Learning: Leveraging gamification in mobile learning can boost engagement and motivation. By incorporating elements such as badges, leaderboards, and rewards, organizations can inspire healthy competition and drive learning uptake among remote or mobile employees.

By implementing mobile learning strategies and ensuring accessibility, organizations can empower their mobile workforce with continuous learning opportunities, aligning training delivery efforts with the evolving needs of a dynamic and geographically dispersed workforce.

This adaptability not only enhances individual employee growth but also contributes to the organization’s overall success in an ever-changing business landscape.

The Power of Ongoing Evaluation and Feedback

Regular assessment and feedback are essential to measure the effectiveness of training initiatives and identify areas for improvement. Continuous assessment of key performance indicators and collection of comprehensive feedback allows organizations to gauge the impact of training initiatives objectively.

By identifying strengths and areas for improvement, organizations can adapt their training content to meet the changing needs of the workforce. This commitment to continuous improvement fosters a culture of learning and enhances employee engagement .

Linking training outcomes to organizational goals provides tangible evidence of the value of training investments and informs strategic decision-making.

Embracing ongoing evaluation and feedback nurtures a thriving learning culture, positioning organizations as leaders in their industries, ready to meet the challenges of an evolving workforce and marketplace.

Aligning Training with Organizational Goals

For training to be truly impactful, it must align with the broader strategic objectives of the organization and cater to the needs of key stakeholders. Training initiatives are most effective when they are thoughtfully aligned with the overarching strategic objectives of the organization.

By tailoring training programs to support these goals, organizations can ensure that their learning efforts contribute directly to the success of the business. Here, we explore the key steps of aligning training with organizational goals and how it can foster a culture of learning and growth within the workforce.

• Understanding Organizational Goals : Before embarking on any training endeavor, it is crucial to have a comprehensive understanding of the organization’s goals. This involves engaging with key stakeholders, such as senior management and department heads, to gain insights into the company’s long-term vision, mission, and specific targets.
• Identifying Skill and Knowledge Gaps : Once organizational goals are clear, the next step is identifying the skill and knowledge gaps that may hinder progress. Conducting a thorough training needs analysis enables HR and L&D teams to pinpoint areas where employee development is required to support the strategic vision.
• Defining Learning Objectives Aligned with Goals : To ensure alignment, learning objectives must be explicitly tied to the organizational goals. Each training program should have clearly defined outcomes that link the skills and knowledge acquired during training to specific business outcomes.
• Integration of Real-World Scenarios : To reinforce the alignment between training and organizational goals, incorporating real-world scenarios into the learning experience is essential. By using case studies and simulations that mirror actual workplace challenges, learners can grasp the practical applications of their training.
• Communication of Training Relevance : Transparent communication is key to helping employees understand the importance of their training in relation to organizational goals. Before training sessions, communicate the relevance and significance of the training program, highlighting how it contributes to the overall success of the organization.
• Creating a Culture of Learning and Growth : Aligning training with organizational goals goes beyond individual programs; it fosters a culture of continuous learning and growth within the organization. By consistently demonstrating the connection between training initiatives and business outcomes, employees are more likely to view learning as an integral part of their career development.
• Monitoring Progress and Evaluation : To ensure ongoing alignment, organizations must continuously monitor the progress of their training initiatives and evaluate their impact on achieving organizational goals. Regular assessment of training effectiveness allows for timely adjustments and improvements, ensuring that the learning experiences remain relevant and impactful.

Unleash Effective Training Delivery Today

Modern training methods are essential for fostering a motivated, skilled, and agile workforce. By combining learner-centric eLearning, gamification, diverse training delivery methods, and ongoing evaluation, organizations can create a culture of continuous learning and drive unprecedented success.

By prioritizing accessibility and adapting to the demands of a mobile workforce, companies can ensure that their training initiatives resonate with employees across the board. Embracing the power of technology and tailoring training experiences to individual needs will undoubtedly propel organizations toward sustainable growth and success.

Intellek (formerly TutorPro) is a founding member of the learning technology industry. With a presence in the USA, UK, Canada, and the EU – for over 30 years we have pioneered the development of cutting-edge eLearning software and online training solutions, with a large and diverse portfolio of international clientele.

Disclaimer: We use all the tools available including generative AI to create relevant and engaging content.

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Intellek (formerly TutorPro) is a founding member of the learning technology industry. With a presence in the USA, UK, Canada, and the EU - for over 30 years we have pioneered the development of cutting-edge eLearning software and online training solutions, with a large and diverse portfolio of international clientele.Disclaimer: We use all the tools available including generative AI to create relevant and engaging content.

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Article • 11 min read

Planning a Training Session

Organizing key concepts for learning.

By the Mind Tools Content Team

Imagine that you've just led a training session. Unfortunately, it didn't go as well as you'd hoped.

First, you forgot to cover some important points in your presentation. Then, you ran out of time to answer questions, because you had to change your session "on the fly" to cover the points you'd missed.

All in all, you're not sure that people learned what they needed to know, and you wish you'd had a clearer plan for the session.

In this article, we'll look at how to plan a training session effectively.

What Is a Training Session Plan?

A training session plan – also called a learning plan – is an organized description of the activities and resources you'll use to guide a group toward a specific learning objective.

It details the subject matter that you'll teach, how long each section should take, the methods of instruction for each topic covered, and the measures you'll use to check that people have learned what you needed them to learn.

It can be as simple as a brief outline, or more complex, with scripts, prompts, and lists of questions that you plan to ask.

Why Use a Training Session Plan?

It takes time to plan a good training session. However, you and your trainees will benefit from this preparation.

As you plan, you visualize each step of the class. This helps you ensure that you've thought about everything that you need to say, and that you present information in a logical order. You'll also be able to prepare for points that people might find difficult to understand.

After your session, you can use your plan to work out what went well – and what didn't – so that you can adapt it for future lessons.

Last, a training session plan will be invaluable for a substitute instructor, if you can't make it to class.

How to Develop a Session Plan

To develop a session plan, it's useful to use a standard training plan template. This helps you organize material consistently over sessions, and avoid duplicating topics.

You can download a lesson plan template here . Then, to plan your session, follow the steps below.

Step 1: Define Learning Objectives

Your first step is to specify what you want your trainees to learn, and determine how you will measure this.

Think about these questions:

• What are the most important concepts or skills that trainees need to understand by the end of the class?
• Why are these concepts and skills important?
• How will you know that they have understood these correctly?

You can use the ABCD Learning Objectives Model to set a training objective that comprehensively addresses your learners' needs.

This helps you understand your A udience, define the B ehavior needed at the end of the session, specify the C onditions under which knowledge will be used, and determine the D egree of knowledge needed.

You should only have one or two learning objectives for each class. If you have more, you are likely to have too much information to cover, and trainees may feel overwhelmed with information.

Step 2: Clarify Key Topics and Related Concepts

Your class will focus on a few central ideas or skills, but you'll need to explain related concepts to reach your learning objectives.

List your key topics and their related concepts, and then group them together – for example, using an Affinity Diagram – to show how they're connected.

Step 3: Organize Material

Once you have a general idea of what you need to cover, draft a lesson outline. List all of the points that you need to cover, in the order in which you'll cover them.

Use the 5 E Learning Cycle to link information to trainees' existing skills and knowledge. This will help them put it into a personal context, which, in turn, will help them retain it better.

Now, insert the information from your outline into your training plan template. Check back against your initial brainstorming document to make sure that you've covered everything that you need to say. Also, compare your template with your objectives for the session, to make sure that you'll achieve them.

Step 4: Plan Presentation Techniques

Now think about how you will teach this material to your students. It's best to use several different presentation approaches to keep students engaged, and to appeal to people with different learning styles . (This is very important, because learning styles vary widely.)

Consider using these activities in your training session:

• Lectures are ideal for introducing a topic. Keep lectures to 30 minutes or less, and summarize the important points at the beginning and end. You may want to use a guest speaker if the topic is highly specialized.
• Demonstrations work best when you need to show the steps in a process or task. Learners can try the task out for themselves, or you can demonstrate it in front of the group.
• Discussions and debates are useful after a lecture, because they allow trainees to ask questions about the concepts that they have just learned. Consider handing out a list of questions or topics to prompt a discussion.
• Online learning is helpful when trainees need to gain practical experience of IT skills, if they need to access video or audio material, or if quizzes and self-test activities will be useful.
• Role play involves trainees acting out a new skill in a simulated environment, and learning from feedback from other participants.
• Small group teaching helps learners clarify their understanding of the new information. They can explain it to one another in their own words, and answer questions.
• Case studies can help learners put new information into context. As they process the information and relate it to a situation that's relevant to them, they create mental connections that will help them recall the information later.

Once you've decided which training methods to use, note them in your template.

Step 5: Include Evaluation

Now, think about when you'll check that students have understood key points. Build in learning checks and question-and-answer sessions, and include these in your template.

Also, consider how you will evaluate the session. You may want to use a formal measurement approach aligned with Kirkpatrick's Four-Level Training Evaluation Model , or you may want to create a simple on- or off-line questionnaire that will help you tell if the session has been successful.

Step 6: Focus on Timing

Finally, think about the timing of your session. Some concepts or skills will take more time to master than others, so identify these up front, and allow students extra time to absorb or practice the material.

Record the time that you will allocate for each concept or section on your training plan, and make sure that you've allowed plenty of time to focus on the core concepts – if you don't have enough time, you'll need to run additional sessions, or narrow your learning objectives and reduce the number of topics that you plan to cover.

You can use the same steps to create a plan for an online training session.

However, you'll want to allow extra time for learners to log in to the training platform, ask questions about it, and resolve any technical problems.

You’ll also need to include extra opportunities to check for comprehension, because it can be harder to see if students have fully understood the lesson when you're not in the same room as them. Ask frequent open-ended questions to confirm understanding.

Example Training Session Plan

The example below shows a completed training session plan.

Learning Objective: To teach new team members in a call center how to handle challenging customer calls more effectively.

A training session plan provides a useful format for thinking about the activities and resources you'll use to guide a group toward a learning objective.

To create an effective training session plan, take the following steps:

Step 1: Define your objectives. Step 2: Clarify key topics and related concepts. Step 3: Organize material. Step 4: Plan presentation techniques. Step 5: Include evaluation. Step 6: Focus on timing.

Training session plans take time to create, but they ensure that the information you need to teach follows a logical sequence. This will help your students engage with it, and, ultimately, understand and retain it.

You can also use training session plans for online training sessions, although you'll need to allow extra time, and include extra learning checks, as it may be harder to gauge whether students have understood all of your points.

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How to Create an Effective Training Plan

• Last Updated: 22 September, 2023

A Training Plan sets the expectations for participants and keeps workplace skills and training providers accountable.

In this article, we will discuss the features of a Training Plan and how to create an effective plan that improves the learner experience.

Here’s what we’ll cover:

What is a Training Plan?

• Why is a Training Plan important? 

What should be included in a Training Plan?

What is the structure of a standard training plan, how to create an effective training plan.

• Training Plan example

Why is a Training Plan important?

Creating your own training plan, wrapping up.

A Training Plan is a working document that communicates everything you need to know about training.

This means it contains information regarding how, when and where training is conducted. It also spells out the core details of a training program including its goals and objectives, duration, and assessment methods for certification.

A Training Plan is usually learner-specific which means it is tailored to the unique needs, experiences and expectations of the training. So, the employee, learner, apprentice or trainee must actively participate in the plan’s development phase.

Having a Training Plan is important for an efficient training process. A Training Plan acts as a roadmap for instruction, sets realistic expectations for participants and keeps the instructor accountable.

Other benefits of a Training Plan include:

• It increases training productivity for instructors and participants.
• It enables you to track the impact of your training, that is, how well it worked.
• Working with a Training Plan saves time because everyone already has a clear idea of how things should go.

According to Business Queensland, a Training Plan should have the following information:

• Specific units of competency needed to complete a chosen qualification
• Responsibilities for each unit of competency
• Recognition of prior learning (RPL)
• Delivery mode
• Support services for trainees with special needs
• Assessment methods and outcomes
• Dates for off-the-job learning

Training Plans consist of six (6) parts namely: :

• Title of the training , e.g., Effective Communication in the Workplace
• Purpose : The purpose communicates the primary reason for the training program.
• Learning objectives are statements that communicate specific training outcomes. They tell participants what they should expect to know at the end of the training. They also serve as a roadmap for the instructor(s).
• Duration of the training
• Training delivery method , that is, whether in-person, online or hybrid
• Evaluation procedures : Portfolio assessment, product-based assessment, third-party evidence, etc.

1. Determine your audience before beginning the Training Plan

You need to know your target audience to determine the appropriate training methods required and to tailor the training content to their needs. Without this, you’d waste time developing a lop-sided plan that doesn’t add any value for participants.

The most important question to ask here is, “ how much knowledge do participants already have about this subject matter? ” If they’re newbies, you’d know that you should take a foundational approach to the training. For more advanced learners, you can adopt complex learning methods.

2. List your training needs

Think about what you require to pull off a successful training and write them out. This ranges from learning materials and resources required to securing a conducive location for the training.

You need to list these things out so you can plan for them effectively. If you like, you can create a mini checklist to help you organise important training requirements.

3. Set your learning objectives

Learning objectives guide you on what to focus on during the training. At the same time, they set participants’ expectations and keep the instructor accountable.

Your learning objectives should be achievable, specific and easy to understand. More importantly, they should match the context of the training as well as the learning styles of your students.

For instance, if you’re holding foundational training, you shouldn’t expect learners to demonstrate advanced knowledge at the end of the course.

Limit your objectives to one or two per session so you do not overwhelm yourself or your trainees.

Choose your preferred training delivery method

Identify a delivery method that will help you meet your learning objectives. To make the right choice, you should consider the type of training, learner-peculiarities, and the training content.

For example, some training content is best delivered in person while others do not require any physical lectures.

Other delivery methods you can adopt for your training include:

• One-on-one coaching
• Recorded videos
• Self-paced training
• Instructor-led training
• Online learning
• Blended delivery method

A learning management system like Cloud Assess can help you organise training materials, and deliver them to trainees seamlessly. You can easily track learner progress and performance, and make necessary iterations along the way.

Choose your assessment method

At the end of the training, you should have a means to certify participants’ competencies in the subject matter. Depending on the type of training, you can opt for a summative or formative assessment method.

Here’s a sample Training Plan that you can modify for your workplace or training organisation.

Training Plan Example

Title: Basic Communication Skills Training

Purpose : To help learners improve their core communication skills for better workplace interactions

Learning Objectives: At the end of this training, participants should:

• Know the basic skills needed for workplace communication
• Understand how to use these skills in the workplace

Delivery Mode : Instructor-led training

Duration : Three weeks

Assessment Method : Formative

The purpose of a Training Plan is to map out strategies for achieving specific learning outcomes. Once you have a plan that clearly communicates the goals and objectives of the training, it becomes easy to execute a successful training and assess participants accordingly.

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What Are the 8 Most Popular Employee Training Methodologies?

You can never compare an effective training program to a potato. Huh… what? Well, we do know that potatoes gel in with all kinds of edible dishes. Like one-veggie-fits-all! However, a one-size-fits-all concept never works for corporate learning. With so many alternatives available in the market, choosing the right employee training methodologies can become overwhelming. Therefore, to help you out, we have compiled this guide to pick the best training method for your needs to suit your requirements.

Table of Contents

The Right Employee Training Methods

The contemporary era continues to witness frequent changes in talent gaps and technologies. Hence, there is an inherent need for training and development in every organization. Since acquired skills come with short spans, even companies realize the importance of agile learning. In fact, “Average training expenditures for large companies increased from $17 million in 2017 to $19.7 million in 2018. The the number for midsize companies rose from $600,000 to $2.1 million in 2018″ – [ source ].

The above numbers reflect the growing importance of training in organizations. Now, considering this evolution, L&D professionals must understand how to make their learning programs effective. And the first step is arriving at the right employee training methodologies for their workforce.

The 8 Most Popular Employee Training Methodologies

You can segment learning for your workforce into two major categories – traditional and modern employee training methods. Let’s get into the details of which employee training methodologies fall under each category.

Traditional Training Methodologies

1. Classroom-Based Training Programs

Instructors usually conduct corporate training in the classroom, which happens to be a brick-and-mortar venue. The sessions go on for one or more days, where learners sit through a series of presentation slides and group/individual activities.

Activities may include debates, case studies, or questionnaires. The best part about classroom training is that it is interactive, and learners can absorb vast chunks of information in one sitting. However, offline sessions include multiple additional expenses, such as instructor fees, venue rentals, travel costs, and catering prices.

Read More: eLearning Can Reduce Your Customer Training Costs

2. Interactive Training

Interactive training is one of the most efficient employee training methodologies. It attempts to engage employees in their learning journey. Certain elements incorporated in this training model are simulations, scenarios, role plays, quizzes, and games.

It is instrumental since trainees can apply their acquired knowledge in realistic, practical methods. Learners are more likely to retain what they have learned. However, interactive training consumes a lot of time since the instructor needs to give each trainee personal attention.

3. On-The-Job Training

On-the-job training is among those employee training methodologies that demand employees to be actively involved throughout the learning process. Additionally, they partake in activities that connect directly to their job.

This method is a practical training model and works exceptionally well for succession planning. On-the-job training results in a rapid learning curve since employees absorb knowledge and apply it simultaneously. Of course, the sessions consume time and sometimes make the learners stressed.

4. Mentoring and Coaching

Mentoring and coaching are yet another effective employee training methodologies to consider. With this approach, employees are paired with a mentor or coach who guides them through the learning process, providing feedback and support as they develop new skills.

Research has shown that mentoring and coaching can significantly improve employee performance. According to a study by the International Coach Federation, organizations that invest in coaching can see a return on investment of up to seven times the initial cost of the coaching program.

Mentoring and coaching can be particularly effective for developing specific skills or helping employees adjust to a new role. In fact, 71% of Fortune 500 companies use mentoring as a tool for employee development.

Incorporating coaching into your training program can help employees develop new skills and improve their performance while increasing job satisfaction and employee retention . To ensure success, it’s important to provide the necessary resources and support to both mentors and mentees and to set clear goals and expectations for the program.

Modern Training Methodologies

Modern learning incorporates recent trends such as diverse workplaces and remotely located employees. Hence, new training needs to be online, entwined with social aspects.

5. Social Learning

“According to a report from Bersin by Deloitte, enterprises with at least 10,000 employees spent three times more on social tools than they had in the previous two years. And according to a report from the Brandon Hall Group, 73% of surveyed organizations expect to increase their focus on social learning over the next year” — [ source ]

The same source defines social learning as follows: “In a business learning context, social learning is defined by the informal ways that we learn from our colleagues, particularly through social technologies like blogs, wikis, discussion forums, subject-matter directories, and videos. Businesses that support social learning have environments that foster conversation and collaboration between learners across the organization.”

Social learning is difficult to structure, measure, and control. However, suppose you use PlayAblo’s social elements. In that case, it proves to be highly effective among these employee training methodologies since employees have the scope to grasp new perspectives and problem-solving skills.

6. Online Training

eLearning, aka online training, is currently one of the most common modern employee training methodologies. Such learning models incorporate eLearning courses, webinars, gamified elements, and videos — enabling knowledge to be presented and tested in multiple formats.

This employee training methodology additionally permits content to be chunked into bites ( micro-learning ) — which fosters increased knowledge retention. Online training via PlayAblo is flexible, allowing learners to opt for a session as per their requirements and preferences.

They can learn at their own pace and place. However, there is an investment need — the cost and effort to implement a full-fledged learning management system software.

7. Cross Training

Cross-training is a valuable employee training methodology to consider. This approach involves training employees in multiple areas or departments within the company, helping them become more versatile and capable of taking on different roles as needed.

Research has shown that cross-training can benefit both employees and the organization as a whole. A Society for Human Resource Management study found that cross-training can lead to increased employee engagement , higher job satisfaction, and improved retention rates. In addition, cross-trained employees can help organizations be more agile and responsive to changing business needs.

This employee training methodology can be particularly effective for organizations that are looking to develop a more flexible and versatile workforce. By training employees in multiple areas, you can help them develop new skills and better understand the business as a whole. This can also help to break down silos between departments and encourage collaboration and teamwork.

To implement a successful cross-training program, it’s important to provide employees with the necessary resources and support. This might include training materials, job aids, and access to mentors or subject matter experts.

It’s also important to set clear goals and expectations for the program and communicate these effectively to employees and managers. By doing so, you can help employees develop new skills and improve their performance while also creating a more flexible and adaptable workforce.

8. Job Shadowing

Finally, job shadowing is an invaluable modern employee training methodology to keep in mind. With job shadowing, an employee observes and learns from a more experienced coworker or manager. The employee shadows the mentor and learns the skills and knowledge necessary to perform their job effectively.

Research has shown that job shadowing can effectively transfer knowledge and skills from experienced employees to newer ones. A National Bureau of Economic Research study found that apprenticeships, which often involve job shadowing, can lead to significant increases in employee productivity and wages.

Such employee training methodologies can be particularly effective for helping employees learn the practical skills necessary to perform their jobs effectively. By observing an experienced coworker or manager in action, employees can learn about the day-to-day tasks involved in their jobs and the best practices and strategies for completing them.

To implement a successful job shadowing program, pairing employees with experienced mentors who can provide guidance and support is important. It’s also critical to set clear goals and expectations for the program and to provide employees with opportunities to practice and apply what they’ve learned.

By doing so, you can help employees develop new skills and improve their job performance while also promoting knowledge transfer and collaboration within the organization.

Read More: How Much Does a Free LMS Really Cost?

How To Choose The Right Employee Training Methodologies?

Before settling on the right training methodology, you must ask yourself the following questions:

What is the End Goal of Your Training Curriculum?

Whenever you decide to introduce a new training model, you must work on defining the objectives first. For instance, if you wish to disseminate information about employee relations policies, you might want to go for offline training.

Again, if you’re going to enrich your staff about compliance, you can go for eLearning via an enterprise LMS . You may think of interactive training for developing new skills and refining existing knowledge. For soft skills upgrades, social learning techniques can also be helpful. Again, for succession planning, on-the-job training methods are perfect.

Ad: PlayAblo’s Enterprise-Grade Micro-Learning platform is for the modern corporate learner. Micro-Learning, along with assessments and gamification features, ensures learning outcome measurement along with sustained engagement. F ind out more and request a custom demo!

Who is Your End Audience?

Training is always more effective when your end audience understands the value of the imparted knowledge. Some of the factors involved here are demographics, the nature of the job, level of seniority, and whether learning will be delivered in groups or to individuals.

Now, generations like Baby Boomers or Gen X will be more comfortable with traditional learning models. However, Millennials will most likely be more invested in modern learning programs.

Read More: 7 Millenials Learning Habits in Our Workforce

Additionally, if your employees need to travel frequently on the job, they would opt for online training. If the tasks demand quick knowledge retention, you can think about bite-sized and accessible chunks of knowledge on LMS solutions .

Employees with deployment in complex tech departments may require interactive training methods. Coming to the level of seniority, people in leadership roles have to work on soft skills. Hence, they might need a combination of training methods to meet their learning objectives.

Read More: Integrating LIVE Classes in your LMS

Finally, training methods like assignments or coaching are beneficial when a group of learners shares the same learning objectives. If several learners need to be educated about specific skills, classroom-based training sessions, social learning techniques, and eLearning can be highly effective.

What Are the Challenges?

Training is not free, period! You have to invest resources in terms of money and time. If time is a constraint, we advise you to use quick learning methodologies. For instance, a one-day classroom-based workshop might do the job. But if all of the employees do not belong to the same workspace, you can think of an online LMS for corporate learning .

Companies on a tight budget can leverage the existing skills and knowledge of the current staff. It is not required to hire an external instructor. Other techniques include coaching, assignments, job rotation, and internally hosted webinars. You may also develop eLearning courses on PlayAblo ‘s platform from existing content such as online videos, infographics, and articles.

Read More: Your Go-to Guide to Convert PPT to Mobile Learning

Training is never a one-off event or a one-size-fits-all solution. Organizations must continually work toward refining their employees’ skills and encourage workplace learning. Hence, a blend of different employee training methodologies does the job.

One can access both offline and online employee training methodologies in a blended delivery approach. And you can quickly achieve this with the help of a reliable Learning Management System such as PlayAblo. PlayAblo’s LMS can combine all of your training requirements in a single platform. All this while offering you tracking, micro-learning, and gamification features.

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• December 20, 2022

How to Measure and Evaluate Training Effectiveness 

To be successful, every organization must train its staff. Training can be a minimal program focused on onboarding workers and imparting the basic knowledge required to work. Or training can be a more in-depth program to add new enriching workforce skills or develop specific employees for future roles.

Regardless of focus or scale, it is critical to evaluate training effectiveness and ensure it delivers on its intended goals. In this blog, we will cover the following:

• What is training evaluation?
• What is training effectiveness?
• The importance of measuring training effectiveness
• Models to evaluate training effectiveness
• 5 steps how to measure training effectiveness

What is Training Evaluation?

Appropriate training evaluation processes help organizations spot gaps in their L&D efforts and identify new learning opportunities that could produce higher-impact outcomes.

What Is Training Effectiveness?

Training evaluation is a very similar concept, sometimes used interchangeably with training effectiveness. Although there is a significant crossover between the two, there is a distinction to be made between training effectiveness focusing on enhancing employee processes, and training evaluation that is focused on improving training processes .

• Learning – What knowledge or skills did employees acquire during training?
• Learning Transfer – How do employees apply training material in their day-to-day work?

While you can incorporate employee assessments into training courses and ask for feedback post-session to help you understand what each employee learned; it is typically more work to determine how this knowledge is utilized in the workplace.

Measuring “ learning transfer ” often requires using advanced learning metrics or key performance indicators (KPIs) to track how effective an employee is at their role pre-and post-training.

The Importance of Measuring Training Effectiveness

Every part of a business needs to justify its inclusion and show a return on investment. Training is no exception.

Therefore, evaluating training effectiveness with relevant learning metrics is critical to maintaining successful employee development.

Accurately understanding the outcomes of an organization’s training efforts produces many benefits :

1. Data-driven decision making

Metrics that effectively assess training programs provide the data needed to improve decision-making. Backed up by numbers, learning metrics help organizations make smart decisions and determine the impact each choice could have .

In addition, they remove personal bias, prevent decisions made on small-sample sizes or anecdotal evidence, and validate L&D investments.

With metrics providing the data to improve decision-making, organizations can:

• Link training programs to financial performance metrics
• Assess training effectiveness over time and implement changes
• Compare L&D performance to competitors

Reports show that effective training and high-impact learning cultures produce a greater likelihood (up to 10x ) of sustainable growth and profitability.

2. Productivity

Training looks to improve employees, make them better at their job, and ultimately improve motivation and productivity. A better workforce generates more value, achieving more with less.

Organizations can develop more efficient programs with better results by measuring training effectiveness and improving L&D processes.

Findings from Bersin by Deloitte show high-performance learning organizations have 37% greater employee productivity.

3. Employee satisfaction

Training also increases employee satisfaction which links back to productivity and can also:

• Increase an employee’s understanding and appreciation for their work
• Provide more autonomy and opportunities for self-leadership
• Or help staff learn to deal with workplace stress

High-impact employee development generally leads to staff members who are satisfied with their results and are able to handle more significant workloads while still delivering great work.

Research has helped demonstrate the link between successful training programs and greater employee satisfaction and engagement. Surveys show 92% of US employees believe effective training positively impacts their engagement in the workplace.

LinkedIn’s 2022 workplace learning report also found that learning opportunities were the number one driver for increasing employee engagement and creating outstanding workplace cultures.

4. Employee retention

L&D is also critical for boosting employee retention.

For example, a LinkedIn report found that 94% of employees would remain at a company longer if they invested in their development.

Retaining staff reduces the cost of recruitment and allows for the invaluable build-up of institutional knowledge , which can help operations run more smoothly.

5. Convincing Leadership

Leadership sometimes incorrectly sees L&D as a cost center, only necessary to onboard staff and set compliance or safety procedures. They believe it is there to facilitate, not to enhance.

In reality, L&D can become a competitive advantage generating value across the entire organization. Convincing leadership of this fact is often the primary barrier to implementing successful training programs. 49% of L&D professionals stated that “getting managers to make learning a priority for their teams” was one of their top three challenges.

Measuring training effectiveness allows L&D staff to demonstrate their worth and point to measurable outcomes backed up by hard numbers in the form of learning metrics.

6. Growing Skills Gap

There has never been a better time for organizations to improve their training programs. With the shift to the digital economy, accelerated by the pandemic, a growing skills gap dramatically affects many businesses.

Research by McKinsey shows 87% of organizations expect to experience skills gaps in the coming years, with 43% saying they already have one. In addition, organizations are struggling to cover the lack of relevant digital skills through hiring. The US Chamber of Commerce Foundation found that 74% of hiring managers have a shortage of skilled candidates.

Organizations with effective training programs powered by learning metrics can navigate the looming skills gaps by developing the capabilities they need in-house.

Models to Evaluate Training Effectiveness

Organizations looking to evaluate training effectiveness have multiple models to choose from.

Below is a list of well-known models and short descriptions highlighting key takeaways. In practice, businesses can often utilize more than one model or modify their chosen model to reflect their specific needs better.

1. Kirkpatrick Model

The Kirkpatrick model is the most widely used tool for evaluating training effectiveness and often the first tool organizations investigate. Developed in the 1950s, the Kirkpatrick model consists of four levels:

• Reaction – Gauge employees’ reactions or responses to the training. This feedback is generally captured through surveys, questionnaires, or interviews.
• Learning – Measure the knowledge or skills acquired by employees during the training, which could include test scores or changes to employee performance metrics.
• Behavior – How the training affects employees’ working methods (are they applying their newly gained knowledge?), behaviors, and attitudes? This could be discovered through self-assessed feedback, supervisor reports, or employee performance metrics.
• Results – Tracking the tangible outcomes of the training. This could be reduced costs, improved quality of work, greater productivity, or employee retention.

2. The Phillips ROI Methodology

Established in 1980, the Phillips ROI methodology looks to expand on the Kirkpatrick model. It loosely follows the four stages of the Kirkpatrick model with some essential alterations and an additional fifth step.

• Reaction – Same as Kirkpatrick.
• Learning – Same as Kirkpatrick.
• Application and implementation – Rather than focusing on behavior, Phillips expands to cover application and implementation to understand how training translates to the workplace. If issues occur, are they the fault of incorrect applications (initial training) or implementations (on-the-job training)?
• Impact – Phillips looks better to isolate the effect of training from other factors.
• ROI – While Kirkpatrick measures training results against Return on Expectations (ROE), Phillips applies cost-benefit analysis to determine if L&D investments generate value.

3. Learning-transfer Evaluation Model (LTEM)

A multi-tiered method for evaluating training effectiveness, LTEM combines learning with the transfer of new skills into workplace processes. It consists of eight levels:

• Attendance – Signing up for the course
• Activity – Participant’s interest and attention
• Learner Perceptions – their motivation to apply the knowledge
• Knowledge – the expertise imparted
• Decision-making Competence – utilizing knowledge within realistic scenarios
• Task Competence – remembering relevant knowledge or skills for a given situation
• Transfer – applying knowledge either with assistance or independently
• Effects of Transfer – evaluating the impact of knowledge transfer

LTEM examines multiple factors that make up the whole learning experience.

4. Success Case Method (SCM)

SCM utilizes surveys to assess the successes and shortcomings of a training program. What factors allowed participants to succeed, and where did employees fall through the cracks, failing to acquire or apply new information? SCM can be applied to individual training modules or the program as a whole.

It consists of five steps :

• Outline a successful study
• Define the criteria required and the desired impact
• Develop surveys to characterize best and worst-case scenarios for employees taking the training
• Interview people to understand what successful and non-successful cases look like
• Conclude as to what the organization can do to increase the frequency of successful cases

The method aims to understand why a training program works or doesn’t based on feedback from a variety of people. It can help identify existing barriers to success and methods to improve moving forward.

5. Context, Input, Process and Product Evaluation Model (CIPP)

Developed in the 1960s, CIPP contains four iterative areas and can be applied both before and after training. CIPP aims to link evaluation with decision-making and provide a basis for analysis while managing L&D processes.

Before training , it takes the form of:

• Context – What is the goal of the training, and how does it fit into the broader operations?
• Input – What approach should you take to deliver this training?
• Process – Does the process meet the requirements?
• Product – Does this type of program have a successful record?

Post-training takes the form of:

• Context – Did the training address the needs of the organization?
• Input – Was it well designed?
• Process – Was the process successful?
• Product – Did it achieve the original goals?

How to Measure Training Effectiveness

Measuring training effectiveness is a vital function of every L&D team.

It ensures training programs deliver valuable skills that enhance business operations and improve employee and management’s workplace experience. It also helps identify training gaps that could be improved moving forward.

Below are five steps to help you accurately assess the effectiveness of your training programs.

1. Clearly identify training goals

Training goals create purpose and targets for L&D initiatives as well as define the criteria by which to measure training effectiveness.

Examples could include:

• Efficiently onboarding staff
• Ensuring safe operations
• Identifying and nurturing internal candidates with leadership potential
• Increasing productivity and effectively utilizing existing resources
• Closing any digital skills gaps and prepping staff for new technology integrations
• Increasing revenue and expanding operations

Whatever your specific goal is, defining it early helps develop the specific learning metrics required to assess how effective a particular training program is. Training goals should be linked to broader business values and objectives.

2. Select an appropriate model

As described above, there are multiple models to help evaluate training effectiveness, each with a different approach.

Utilizing one of these models offers a framework and methodology by which to assess training effectiveness.

Organizations should research the various models available and select the most appropriate for their operations.

3. Identify meaningful learning metrics

Learning metrics can take several forms in order to measure both “learning” (what was learned) and “learning transfer” (how it was applied). Regardless of which model you utilize, you will need to develop meaningful learning metrics that reflect training effectiveness.

Some learning metrics are relatively easy to define ( e.g., course completion rate, pass rate, training cost per employee, revenue increase, etc. ), while others are more nuanced. These tend to be related to behavioral changes or linking improvements (which could result from many factors) directly to training programs.

To assess behavioral changes post-training, you need a baseline for comparison. This requires tracking KPIs throughout the employee lifecycle and measuring the impact of specific training programs.

Learn more about learning metrics in our blog “10 Valuable Training Metrics to Know”

4. Collecting data

The accuracy of your learning metrics and how well they reflect the actual effectiveness of a training program are determined by the quality of the data you collect. There are many methods you can utilize to collect training effectiveness data, including:

• Training evaluation forms completed by learners after a particular session or at the end of an entire course.
• Employee interviews to get a better understanding of the learning experience.
• Focus groups made up of a small number of participants to generate more detailed information about a training program without having to interview employees individually.
• Observing employees post-training to determine any behavioral changes.
• Digital tools integrated into your learning management system ( LMS ) or learning experience system ( LXP ) to track training feedback throughout the process, giving employees more opportunities to quickly offer their opinion.

Example of Valamis learning platform and how the data is collected. With the analytics feature, you can get insights into how learning activities affect employees’ performance and as a result your business outcomes.

To build a clear picture of your training programs and their effectiveness, you will likely need to combine multiple sources of data at various stages.

Keep in mind that collecting participant feedback takes additional time out of each employee’s day, and there may be diminishing returns if you try collecting extensive amounts of data.

5. Data analysis

The final step is to analyze all the data collected and draw conclusions about its impact on the participants. This record lets you know what employees learned and how they apply this new information in their work. It also acts as a benchmark to compare to future training programs, develop new ideas, and improve existing skill gaps.

A common issue when analyzing data and deriving information on training effectiveness is finding a way to prove that performance increases are the result of the training.

Take, for example, an increase in revenue occurring after a new training program is completed. To assign credit to the training course and the new skills it generated, you need to determine a direct link between the two – causation, not just correlation.

However, with many factors combined to produce an organization’s overall performance, this is not always a simple task.

You need to track employee feedback post-training, through to the resulting behavioral changes, and how that relates to a surge in revenue. For example, did the training directly improve the product, how it was marketed, or the employees’ sales skills?

Measure the Impact of Your Learning with Valamis

Training effectiveness and how L&D translates to employee performance can be complex concepts to nail down.  However, Valamis is here to help.

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10 valuable training metrics to know.

Training Methods in HRM: On-The-Job & Off-The-Job Techniques

Training method refers to a way or technique for improving the knowledge and skills of an employee for doing assigned jobs perfectively.

The organization has to consider the nature of the job, size of the organization & workers, types of workers, and cost of selecting a training method.

26 Methods of Training In Human Resource Management

All 26 methods of training are divided into two categories;

There are 8 internal training methods, also called on-the-job training methods , and 18 external or off-the-job training methods .

8 On-The-Job Training Methods For The Employees (Internal Training Methods)

These methods are generally applied in the workplace while employees are working.

This form helps develop the occupational skills necessary to manage an organization and fully understand its products and services and how they are designed and carried out.

Apprenticeship programs

People seeking to enter the skilled trades to become, for example, plumbers, electricians, and Ironworkers are often required to undergo apprenticeship training before they are accepted to journeyman status.

Typically this apprenticeship period is from two to five years. During this period, the trainee is paid less than a qualified worker.

These programs put the trainee under the guidance of a master worker.

Job instruction training (JIT)

JIT consists of four basic steps;

• preparing the trainees by telling them about the job and overcoming their uncertainties;
• presenting the instruction, clearly giving essential information;
• having the trainees try out the job to demonstrate their understanding; and
• On their own, placing the workers into the job with a designated resource person is ready to provide the required assistance.

Planned Progression

It is a technique that gives employees a clear idea of their path of development. They know where they stand and where they are going.

They must know the requirements for advancement and the means of achieving it.

Job Rotation

It involves periodically moving people from one job to another.

The purpose of job rotation is to broaden the knowledge of managers or potential managers. It also increases their experiences. Trainees learn about the different enterprise functions by rotating into different positions.

They may rotate through;

(1) non-supervisory work, (2) observation assignments, (3) various managerial training positions, and (4) middle-level assistant positions

Such movement prevents stagnation.

Other reasons for rotating people include compensating for a labor shortage, safety, and preventing fatigue.

Creation of Assistant – Positions

Assistant-to positions are frequently created to broaden the viewpoints of trainees by allowing them to work closely with experienced managers who can give special attention to the development needs of trainees.

Managers can provide selected assignments to test the judgment of trainees.

This approach can be efficient when superiors are also qualified trainers who can guide and develop trainees until they are ready to assume full responsibilities as managers.

Temporary Promotions

Individuals are frequently appointed acting managers when, for example, the permanent manager is on vacation, is ill, is making an extended business trip, or even when a vacant position is available.

When the acting manager makes decisions and assumes full responsibility, the experience can be valuable. In this way, managerial people can be trained well.

Committees and Junior Boards

These give trainees opportunities to interact with experienced managers.

The trainees become acquainted with various issues that concern the whole organization. They learn about the relationships among different departments and the problems created by the interaction of these organizational units.

Trainees may submit reports and proposals to the committee or the board and demonstrate their analytical and conceptual abilities .

On-the-job training is a never-ending process.

An excellent example of on-the-job training is athletic coaching. To be effective, which is the responsibility of every line manager, must be done in a climate of confidence and trust between the superior and the trainees.

Patience and wisdom are required of superiors who must delegate authority and recognize and praise for jobs well done.

Effective coaching will develop the strengths and potentials of subordinates and help them overcome their weakness.

Coaching requires time, but if done well, it will save time and money and will prevent costly mistakes by subordinates; thus, in the long run, it will benefit all – the superior, the subordinates, and the enterprise.

18 Off-The-Job Training (External Training Methods)

Off-the-job training is sometimes necessary to get people away from the work environment to where the frustrations and buzz of work are eliminated.

Training is generally given through lectures, discussions, case studies, and demonstrations. This enables the trainee to study theoretical information or be exposed to new and innovative ideas.

Advantages of Off-the-Job Training

Off-the-job training has the following advantages :

• It does not disrupt normal operations.
• Trainers are usually experienced enough to train,
• It is systematically organized,
• Efficiently created programs may add a lot of value.

Disadvantages of Off-the-Job Training

It is claimed that off-the-job training faces the following limitations:

• It is not directly in the context of the job,
• It is often formal,
• It may not be based on experience,
• It is expensive,
• Trainees may not be much motivated,
• It is artificial.

Methods of Off-the-Job Training are;

However, there are also many off-the-job techniques for training and developing employees and managers, such as:

The lecture is one of the oldest forms of training, second to the demonstration. In the early days, knowledge was transferred through demonstrations.

The lecture may be printed or oral. It is best used to understand a topic or influence attitudes through education or training about a topic.

The lecture is merely telling someone about something. There are variations in the lecture format.

Straight lecture

It is an extensive presentation of information that the trainee attempts to absorb. The lecture is typically thought of as a person (trainer) speaking to a group about a topic.

It is a short version of a lecture. It has the same features as the lecture but usually lasts less than twenty minutes if done orally.

During a straight lecture, the trainee does little except listen, observe and perhaps take notes. It is useful when many people must be given a specified information set.

Trainees will forget information provided orally. The oral lecture should not contain too many learning points unless the printed text accompanies the lecture. Short lectures are usually better.

Longer lectures can be effective if the length is due to examples and clarifying explanations. A major concern about the straight lecture method is the inability to identify and correct misunderstandings.

Discussion method

The discussion method uses a lecture to provide trainees with information supported, reinforced, and expanded through interactions between the trainees and trainers.

Knowledge is communicated from the trainer to the trainees. It provides a two-way flow of communication. Quick feedback is ensured.

A better understanding is possible. Questioning can be done by both the trainer and the trainees.

Demonstrations

A demonstration is a visual display of how to do something or how something works. To be effective, a demonstration should, at a minimum, be accompanied by a lecture and preferably by a discussion.

Demonstrations;

• Break the tasks to be performed into smaller and easily learned parts;
• Sequentially organize the parts of the tasks;
• Complete each of the following steps for each part of the task;
• Tell the trainees what the trainer will be doing so they understand what he will be showing them;
• It serves to focus the trainee’s attention on the critical aspects of the task;
• Demonstrate the task, and describe what trainees are doing while the trainer is doing it;
• After demonstrating each part of the task, the trainer explains why it should be performed.

The following steps will increase the value of the demonstration:

• Ask the trainee to talk through the task before actually doing it;
• Give the trainee opportunity to do the task and describe what he or she is doing;
• Provide feedback, both positive and negative;
• Let the learner practice.

Lectures, Discussions, and Demonstrations: An Analysis

Lectures, discussions, and demonstrations provide a high degree of trainer control over the training process and content.

However, as the training becomes more interactive, control shifts more to the trainees.

Trainee questions or answers to questions shape the content of what is covered. The group dynamics help to shape the process used by the trainer in presenting the information.

As the objectives for knowledge acquisition increase, the amount of two-way interaction required for learning must also increase.

A disadvantage is that it decreases the trainer’s control over what is learned and increases the time required for learning.

The lecture is the most useful when trainees lack declarative knowledge or show attitudes that conflict with the training objectives.

The printed or video lecture is more effective because they can be studied in more depth and retained to refresh learning over time.

The discussion method is more effective than the straight lecture for learning higher-order knowledge, such as concepts, principles, and altitude changes.

If the training objective is skill improvement, the demonstration may be appropriate.

However, training objectives often include knowledge and skill development ; knowledge is a prerequisite for the skill. The demonstration is also effective for complex tasks.

The discussion method is more effective than the straight lecture at producing attitude changes. Because attitudes consist of a person’s beliefs and feelings about an object or event, they can be modified by new learning.

The discussion can change employee attitudes by providing new insights, facts, and understanding.

Lectures, discussions, and demonstrations are good at capturing the trainee’s attention, at least in the short run. They show some strength in retention, especially in discussion and demonstrations.

Seminars and conferences

Conference programs may be used in internal or external training.

During conference programs, managers or potential managers are exposed to the ideas of speakers who are experts in their fields.

A careful selection of topics and speakers will increase the effectiveness of this training device.

Conferences can be made more successful by including discussions. Two-way communications allow participants to ask for clarification of topics that are particularly relevant to them.

Reading, television, and video instructions

Another approach to training and development is the planned reading of relevant and current management literature. This is essentially self-development.

A manager may be aided by the training department, which offers a reading list of valuable books. This learning experience can be enhanced by discussing articles and books with other managers and superiors.

Management and other topics are featured in television programs. Moreover, videotapes on various subjects are available in university or company classrooms.

Business simulation

Any training activity that explicitly places the trainee in an artificial environment that closely mirrors actual working conditions can be considered a simulation.

Training games and simulations are designed to reproduce or simulate processes, events, and circumstances in the trainee’s job.

Trainees can experience these events in a controlled setting to develop their skills or discover concepts that will improve their performance. Simulation activities include case exercises,

equipment simulators, experiential exercises, complex computer modeling, role play, and vestibule training.

Cases presentation

Case studies attempt to simulate decision-making situations that trainees might find on the job. The trainee presents a written history, key elements, and a real or imaginary organization or subunit problem. A series of questions usually appears at the end of the case.

Typically, trainees are given time to digest the information individually. If time permits, they can also collect relevant information and integrate it into their solutions.

Once individuals arrive at their solutions, they may meet in small groups to discuss the different diagnoses, alternatives, and solutions.

Then the trainees meet with the trainer, who facilitates and directs further discussions. The trainer should convey that no single solution is right or wrong, but many solutions are possible.

The learning objective is to get trainees to apply known concepts and principles and discover new ones.

Equipment simulators

Equipment simulators are mechanical devices that require the trainee to use the same procedures, movements, or decision processes they would use with equipment back on the job.

Simulators train airline pilots, air traffic controllers, taxi drivers, etc.

Simulators must be designed to replicate, as closely as possible, the physical aspects of the equipment operating environment trainees will find on their job site.

Business games

Business Games are simulations that attempt to represent the way industry , company, and a subunit of a company function. They are based on relationships, rules, and principles derived from theory or research.

However, they can also reflect the operations of a given department in a specific company.

Trainees are provided with information describing a situation and are asked to decide what to do. The system then provides feedback about the impact of their decisions, and they are asked to make other decisions.

This process continues until some predetermined set of the organization exists or a specified number of trials are completed.,

For example, suppose the focus is on the financial state of a company. In that case, the game might end when the company reaches a specified profitability level or when the company must declare bankruptcy.

Business games involve an element of competition, either against other players or against the game itself.

Some of the purposes for which businesses games have been developed and used are listed below;

• Strengthen executive and upper management skills ,
• Improve decision-making skills at all levels,
• Demonstrate principles and concepts,
• Integrate separate components of training into an integrated whole,
• Develop leadership skills,
• Explore and solve complex problems in a safe, simulated setting.
• Improve the application of total quality principles and develop skills in using quality tools.

Experimental exercise

Experimental exercises are usually short, structured learning experiences where individuals learn by doing.

For example, an experimental exercise could create a conflict situation where employees have to experience a conflict personally and work out its resolution.

After completing the exercise, the trainer typically discusses what happened and introduces the theoretical concepts to help explain the members’ behavior during the exercise.

Role-playing

Role-playing is a training technique in which trainees act out roles or parts in a realistic management situation.

The aim is to develop trainees’ skills in leadership and delegating. It is an enactment or simulation of a scenario in which each participant is given a part to act out.

Trainees are provided with a description of the context-usually a topic area, a general description of the situation, their roles, and the problem they face. Role plays may be structured and spontaneous.

(i) Structured role

Structured role-plays give trainees more detail about the situation and more detailed descriptions of each character’s attitudes, needs, opinions, etc.

This type of role-playing is used primarily to develop interpersonal skills such as communication, conflict resolution, and group decision-making.

(II) Spontaneous role

Spontaneous role plays are loosely constructed interactions in which one participant plays himself while the others play people with whom the first trainee interacted in the past.

This type of role-playing focuses on attitudes, develops insight into one’s behavior, and impacts others rather than developing specific skills.

Behavior modeling

Behavior modeling uses the tendency for people to observe others learn how to do something new. This technique is most frequently used in combination with some other techniques.

The modeled behavior is typically videotaped and then watched by the trainees.

The behavior modeling process can be summarized as follows:

• Define the key skill deficiencies;
• Provide a brief overview of relevant theories;
• Specify key learning points or critical behaviors to watch for;
• Use an expert to model the appropriate behaviors;
• Encourage trainees to practice the appropriate behaviors in structured role-playing;
• Provide opportunities for the trainer and Other trainees to give reinforcement of appropriate imitation of the model’s behavior;
• Ensure the trainee’s supervisor reinforces appropriate demonstration of behavior on the job.’

Computer modeling

Complex computer modeling simulates the work environment by programming a computer to imitate some of the realities of the job. It is widely used by airlines in the training of pilots.

The computer simulates the number of critical job dimensions. It allows learning to occur without the risk or high costs incurred if mistakes were made in a real-life-flying situation.

An error during a simulation allows one to learn through one’s mistakes. A similar error under real-life conditions might cost several lives and the loss of a multimillion-dollar aircraft.

Vestibule training

In vestibule training, employees learn their jobs with the requirement they will be using, but the training is conducted away from the workplace.

While expensive, vestibule training allows employees to get a full feel for tasks without real-world pressures. It minimized transferring learning to the job since vestibule training uses the same equipment the trainee will use on the job.

Sensitivity Training (T-groups)

Sensitivity training, also called T-group, is a technique for management development .

It is concerned with the real problems existing within the group itself. It is not an imagined problem living outside the organization. It is not a program of teaching skills or improving participants’ understanding.

In this program, an attempt is made to change the attitude and behavior of people in the group. It is used in building team efforts.

This is done by introspection, self-criticism, and genuine arguments, and through free and frank discussion, one knows how others feel about him and his behavior.

It provides a mirror in which one can see his mental makeup, attitude , and behavior towards others. This will give the best method of motivation for self-development. The objective of this training includes:

• Better insight into one’s behavior and the way one appears to others;
• A better understanding of group processes;
• Members learn more about themselves, especially their weakness and emotional stability;
• Development of skills in diagnosing and intervening in group processes;
• Find a better method and means of behavior for effective interpersonal relationships without power over others.

A T-group is a small discussion group without any leader. The focus is on feeling and mutual respect. The trainer raises a question and encourages open discussion, which is unstructured.

Here group members interact and then receive feedback on their behaviors from the trainer and the group members, who express their opinions freely and openly. The feedback may be positive andorgative.

An example may make it clear.

“Mr. Rahim, I do not get a good feeling when you approach the topic the way you just did. Could we talk about it”?

Rahim may accept this comment and resolve to change his behavior. But he may also feel hurt and withdraw from the group.

The T-group process may;

• Leading to personal anxieties and frustrations.
• Leading to a mental breakdown.
• It may make managers hypersensitive, making them unable to make a hard decision for fear of hurting another.

But if properly managed, it can result in collaborative and supportive behavior. The following guidelines can help reduce potential harm and increase effectiveness:

• Participants in the T-group should be voluntary;
• They should be screened, and those who could be harmful should be expelled from this experience.;
• Trainers should be carefully evaluated and their competence established;
• Before committing to sensitivity training, potential participants should be informed about the goals and the process.

Computer-based training

Many companies are implementing computer-based training as an alternative to classroom training to accomplish the goal. Some of the reasons for this shift are demonstrated in the following beliefs many companies hold about CBT:

• Reduces trainee learning time,
• Reduces the cost of training,
• Provides instructional consistency,
• Affords privacy of learning,
• Allows the trainee to master learning,
• In a safe method for learning hazardous tasks,
• Increases access to training.

Having touched upon training methods in HRM, take next steps with our comprehensive resources on human resource management .

• 26 Essential Qualities of a Good Interviewer
• Green HRM: Definition, Advantages, Green HRM Practices, Policies
• Succession Planning: Definition, Objectives, Steps
• Human Resource Accounting(HRA): Benefits, Methods, Models
• 8 Components of Human Resource Management
• Job Description: Definition, Importance, Job Description Writing Guide
• Job Design: Definition, Approaches, Techniques, Strategies
• 11 Reasons Why Human Resource Management is Important For Businesses
• Recruitment: Meaning, Factors, Objectives, Challenges
• Interview: Meaning, Objectives, 21 Types of Interview
• Labor-Management Cooperation
• 10 C’s of Human Resource Management
• Job Specification
• Resume: Meaning, Types of Resume
• Employee Retention: Definition, Techniques of Employee Retention

Training Evaluation Methods: A comprehensive guide to techniques & tools

Updated on: 30 Oct 2023 by Elena Koumparaki , 23 mins to read

Imagine a bustling, sun-drenched coffee shop. Lisa, a dedicated HR manager, anxiously flips through a stack of training program reports. She’s sipping her coffee not for pleasure, but to calm her racing thoughts. How can she effectively prove the investment of time and resources in employee training and development was worthwhile?

If you can’t measure it, you can’t improve it. Lisa knows this, and that’s why she’s on a mission. She’s like a detective searching for clues. Determined to unlock the mysteries of a training program assessment. And just like Lisa, all HR managers are on a relentless quest for answers.

This is why we’ve put together this guide to employee training evaluation methods. It’s a go-to resource for evaluating training programs. Plus, a way to understand what’s making training efforts shine and what’s holding them back and improve it.

Let’s uncover the secrets of what’s making training programs successful, what’s not, and why. Get ready to explore the practical topics ahead and transform your organization by measuring training effectiveness, like:

• Select the appropriate training evaluation technique
• Determine what you’ll measure

How to choose the right training evaluation tools

Select the right training evaluation techniques.

When it comes to the evaluation of training programs, it’s best to start at the beginning. So before you decide what to measure, or how to measure it, choose the evaluation technique that’s most helpful for your needs.

Not sure which training evaluation techniques are on the menu? Here are some of the most popular methods used today.

What are the training evaluation methods?

There’s a long (and we mean long!) list of training evaluation techniques to choose from, and this can be overwhelming. But there are five techniques that are most often trusted by companies today. Some of these techniques are referred to as models, or training evaluation methods, and we’ll use these terms interchangeably.

• Kirkpatrick’s four-level training evaluation model
• The Phillips ROI model

Kaufman’s five levels of evaluation

• Anderson’s model of learning evaluation
• Summative vs Formative evaluation
• CIPP Model (Context, Input, Process, Product)
• Qualitative Data Analysis

#1 Kirkpatrick’s four-level training evaluation model

This method of evaluating training programs might be one of the oldest, but it’s still one of the most well-loved. Why? Because it breaks the training evaluation process down into 4 simple levels —or rather, steps. Here’s how it works:

• Step 1: Evaluate learners’ reactions to training. This is commonly measured after training. Ask learners to complete a survey about their overall satisfaction with the learning experience.
• Step 2: Measure what was learned during training. Use assessments to measure how much knowledge and skills have changed from before to after training.
• Step 3: Assess whether or not (and how much) behavior has changed as a result of training. The best way to measure behavior change is through workplace observations and comparing 360-degree reviews from pre- and post-training.
• Step 4: The final and most important step is to evaluate the impact of your employee training program on business results. Here, it’s common to measure results like productivity, quality, efficiency, and customer satisfaction ratings.

In modern times, professionals have suggested that this process should actually be reversed. After all, step 4 is the most important one. If you agree with this approach, start by identifying the results you want to achieve, and work backward from there.

Whichever direction you choose to apply the steps toward, the eLearning industry has come to rely on Kirkpatrick’s model for good reason. Its logical, staged approach is easy to apply for measuring training effectiveness, and once the evaluation is complete, you’ll have a deep and wide understanding of employee learning during training.

#2 The Phillips ROI model

This model is the same as Kirkpatrick’s (see technique above), but with an extra step. The fifth step of the Phillips ROI model is to evaluate the program’s Return On Investment (ROI). To do this, you need to measure the difference between your training cost and training results.

When the results of training are so great that they exceed the cost, then you’ve achieved a positive training ROI. You can pat yourself on the back and continue the great work.

When the cost of training is larger than the results, something needs to change. But what?

The amazing thing about using methods like the Phillips ROI model is that it’s easy to spot the areas that need improvement. Let’s look at an example:

Imagine that you measure positive results at steps 1 and 2 of the evaluation process, but not at steps 3 and up. This tells you that learners enjoyed the training experience (step 1), and that they demonstrated new knowledge and skills when they were tested after training (step 2). However, when it came to changing their behavior in the workplace (step 3), something went wrong.

You might do some investigation and discover after your training evaluation that managers aren’t encouraging employees to practice their new skills on the job. Maybe they’re even discouraging it. Once you fix that broken link in the chain by getting managers to support training, your ROI improves.

Kaufman’s model is another one of the training evaluation methods that takes Kirkpatrick’s approach a step further. You can think of this model as Kirkpatrick’s, but with a twist. This is what it looks like in practice:

• Step 1a: Measure the resources that were invested into your training program, like time and costs in developing materials.
• Step 1b: Evaluate learners’ reaction to the training process. (This step is similar to the first step in Kirkpatrick’s model.)
• Step 2: Assess whether or not the training objectives for individual learners or small teams were met. For example, did they learn new skills? The focus here is on individual (or micro) benefits of training.
• Step 3: Measure the practical impact of the benefits in Step 2. For example, are employees applying their new skills on their job? This is similar to Kirkpatrick’s third step.
• Step 4: Measure the greater (or macro) benefits for the business, like increased profitability or reduced costs. Think of this as step 4 of Kirkpatrick’s model.
• Step 5: Evaluate the effectiveness of your employee training program in relation to societal benefits. For example, how did training improve your company’s ability to add value to its clients or society as a whole?

The main advantage of using Kaufman’s Five Levels, rather than Kirkpatrick’s Four Levels, is Step 1a. Evaluating the benefits of training against the resources invested in training gives you ROI. And the great thing about ROI is that it can be a very persuasive tool when requesting more training resources from company leaders.

This model could be difficult to apply in reality, particularly when it comes to step 5. If you’re wondering how to evaluate a training program in a way that’s more focused on your business strategy than society as a whole, this next one’s for you.

#3 Anderson’s model of learning evaluation

This is one of the training managers’ favorite training evaluation methods for training, because it helps them keep their business strategy a priority. And what happens when your training directly supports your strategic priorities? Success!

The easiest way to explain this technique is with an example.

Imagine that a private healthcare facility only has enough staff and equipment to treat 100 patients with the level of care they promise. Now, suppose that their training manager develops a program to help the marketing team win new patients.

If the training is effective, and many new patients are admitted to the facility, the business is at risk of taking on too many patients. The increased volume might have a negative impact on the level of care patients receive, which could damage the facility’s reputation.

On the other hand, a training program that gives nurses the knowledge and skills to avoid waste, and thus reduce costs, would benefit the business. So, quite simply, this model ensures that training is delivered (and evaluated) where it’s needed the most.

If you’re interested in this technique, then follow the three stages of Anderson’s Model:

• Stage 1: Evaluate your current training programs against the business’ strategic priorities. If we return to the healthcare facility example above, we’d realize that there is a misalignment between the training program that aims to increase patients, and the strategic priority to deliver high-quality care for patients.
• Stage 2: Measure the contribution of training to strategic results. For example, a training program that helps nurses reduce waste could be measured by the percentage of decrease in material costs at the healthcare facility.
• Stage 3: Find the most relevant approaches for your company. Here’s where you decide whether the ROI is worthwhile. This final step will depend on your company’s approach. For example, you might compare the contribution you measured in stage 2 to the resources that were invested in training. Or, you might ask whether the percentage of decrease in costs was big enough: did it meet your expectations?

If you’re not satisfied with the ROI measured in stage 3, then it’s time to make some improvements to your training programs.

#4 Summative vs Formative evaluation

A thorough evaluation will give you the best insight into the drawbacks of your training. So, it’s important to know how to assess a training program both while it’s being developed (formative evaluation), and after it’s been delivered (summative evaluation).

Let’s dive a little deeper.

Formative techniques of training evaluation aim to catch problems (and fix them) early on, before they negatively impact learning. For example, before a new course is delivered, you might run a user-acceptance test to ensure that the platform is user-friendly. Or, you could ask a Subject Matter Expert to evaluate the course content against the difficulty level of training assessments.

Summative techniques are also known as post-training evaluation techniques, because they happen after training is completed. Typical examples include Kirkpatrick’s four levels of training evaluation and Anderson’s model of learning evaluation.

#5 CIPP Model

This model consists of four steps: context, input, process, and product. It’s an evaluation method to assess and improve programs, including training programs. Daniel Stufflebeam developed this cyclical and iterative process to focus on evaluating programs while considering many aspects.

When the training evaluation at each stage is complete, the findings are used to make adjustments and improvements if necessary. This method allows managers and HR experts to ensure the training program remains responsive to changing needs. Or it is being continuously improved over time to achieve better outcomes and enhance the training effectiveness.

Here’s how it works:

• Context evaluation: This stage explores the broader environment in which the training program operates. It helps understand the needs, goals, and constraints. Collect information about the organization’s mission, goals, culture, and external factors. For instance, regulatory requirements or industry trends. Then, assess the target audience’s characteristics and needs.
• Input evaluation: During this stage, organizations focus on the training resources and materials. Are they available or appropriate for achieving training goals? Examine the curriculum, training materials, instructional methods, staff qualifications, and funding. Assess whether these inputs are aligned with the program’s objectives, if they are sufficient, or high-quality.
• Process evaluation: How is the training program being implemented? This stage assesses if the training program is being executed effectively and efficiently. Get data on the delivery of training. For example, instructional methods, participant engagement, and training experience. Then, look for areas of improvement and opportunities to boost the program’s delivery.
• Product evaluation: The last stage focuses on the outcomes and impact of the training program. Does it achieve its intended results? Has it made a positive impact? Gather information on participants’ knowledge, skills, and behaviors after training. Assess the overall effectiveness of the program and its alignment with the goals established in the context evaluation.

#6 Qualitative data analysis

This evaluation method focuses on understanding and interpreting non-numerical data. For example, interviews, focus group discussions, open-ended survey responses, written reflections, and other narrative data. The effectiveness of training programs is being evaluated by exploring participants’ experiences, perceptions, and qualitative changes in behavior or attitudes.

Qualitative data analysis offers a deep and rich understanding of participants’ experiences. It offers insights that quantitative methods may miss. Managers uncover the “why” and “how” behind changes in participants’ attitudes and behaviors. This contributes to a more comprehensive assessment of the training program’s effectiveness.

Let’s explore how qualitative data analysis works:

• Data collection: Conduct interviews, focus group discussions, open-ended surveys, or gather written reflections from training participants. Then, collect his data and discover if this information is relevant to the training program’s goals and objectives.
• Data organization: The next step is to organize and document the qualitative data. Transcribe interviews or discussions, group similar responses, and ensure the data is manageable for analysis.
• Data coding: Identify themes, patterns, and key concepts within the data. Assign codes to segments of data to categorize and label common ideas, opinions, or experiences.
• Data analysis: Explore the coded data and identify recurring themes and trends. Look for connections between responses and assess how the training influenced participants’ knowledge, behaviors, or attitudes.
• Interpretation: Interpret the findings. Draw conclusions about the training program by providing explanations for the observed patterns and making sense of the data in the context of the program’s goals.
• Reporting and presentation: Report the results of the qualitative data analysis through descriptions, thematic summaries, and participants’ quotations. Use charts, graphs, or visual representations to present findings clearly.
• Action and improvement: The insights gained help in improving training programs. Use this information to refine training materials, teaching methods, or the overall training approach. The goal is to better meet the needs and expectations of training participants.

Determine what you’ll measure when evaluating your employee training program

Before you evaluate the effectiveness of your employee training program, you need to decide what the indicators of “effectiveness” are. Is training a success when employees become better at their jobs? Or is a happier, healthier company culture a sign that training is working? Is it, maybe, both?

The point is, you’ll probably want to include more than one measure of training effectiveness. The more measures you include, the more information you’ll have to help you improve your program.

Let’s explore which are the training effectiveness measures you should focus on.

New skills and knowledge

When it comes to learning, training is the pillar. For example, if you were training sales staff in persuasion techniques, you’d want them to be more persuasive when the training is over. This makes the acquisition of new skills and knowledge one of the top measures of training effectiveness.

The measure of knowledge and skills development is sometimes referred to as “learning performance” because it relates to an employee’s performance as a learner rather than their performance on the job. There are lots of easy ways to evaluate learner performance using a learning management system (LMS), but we’ll discuss those in the next section of this article.

Learning experience

One measure of training effectiveness that’s often overlooked, even when using the best types of training evaluation methods, is the learning experience. Why does this matter? Because when the learning experience is poor, employees are less likely to engage with training content, which means that they’re less likely to learn the skills that will make them better at their jobs.

This, of course, is a big problem. In fact, it could result in loads of time and resources being wasted on a training program that never achieved its objectives. So, be sure to measure employees’ perceptions of training delivery and content. Their post-training feedback could be one of the best ways to measure training effectiveness, offering the best tips for improving your training.

Employee happiness

Did you know that for many employees, learning is the number one reason they feel happy at work? This is because learning helps employees to grow and develop, and often opens up new career opportunities, too. Wouldn’t that make you happy?

And the great thing about happy employees is that they tend to work harder, stay committed for longer, and produce better results. So, while employee happiness might sound like a strange indicator at first, it’s actually one of the best results you can hope to see for your business.

Cultural impact

If you’ve never considered measuring the impact of training on your company’s culture, it’s time to start. Culture is the special ingredient that makes your business unique in a highly competitive world. So, you need to protect it with training that fosters workplace norms and values that are good for business.

When you deliver employee onboarding training, sensitivity training, or anything else that might impact culture, make sure to evaluate success based on culture. You can do this by looking for changes in the number of HR complaints (for example, harassment) after training, or assessing peer review scores for teamwork and positive attitudes.

Efficiency impact

So far we’ve mentioned four measures to use when you evaluate the impact of your employee training program, but none of them are business results. So, for this next measure we’ll look at the impact of training on the efficiency of employees or teams.

Efficiency can be measured in different ways depending on your industry and the specific department you’re training. For example, a manufacturing company might train their assembly line staff on new equipment, and then measure how many more units can be completed per day. On the other hand, an online tech business could measure how many tickets their customer support team closes after completing a training program.

Financial impact

Finally, it’s crucial to evaluate the real impact of a company’s employee training program on its financial position. The real economic impact of your training can be measured by changes in revenue and profit .

When training is successful, and all the measures of training effectiveness you use show positive results, then you should see an increase in sales and income, or a reduction in costs – or both. When it’s both, you’ll certainly also benefit from a rise in profits.

You wouldn’t measure length with a thermometer, right?

So, before you start collecting information about the results of your training, make sure that you have the right tools for the job. Here are some of the most common training evaluation tools to choose from. Feel free to use more than just one to measure training effectiveness and track employee training.

Observations

This is the process of observing employees as they complete a task or process, or engage in a team activity. Often, the observer will use a journal to record what they see (it’s true, even the best evaluators can’t remember everything!).

There are many advantages to using observation as a training evaluation tool. You get to observe learning and behavior changes in a real workplace setting, and it costs nothing more than the observer’s time. It also tends to be more accurate than self-report questionnaires which can be biased, or influenced by poor memory.

Still, this tool has some downsides. First, you need to find someone objective and knowledgeable with enough time on their hands to watch each employee for an hour or more. Then, even if you find an observer, there’s the risk that employee behavior will change simply because they know they’re being watched. This can skew the results.

Sometimes, though, observation is the best tool. This is especially true when behavior changes aren’t easy to measure quantitatively. For example, sales skills are easy to measure by the number of sales an employee makes. Creativity, on the other hand, is tough to measure on the job. So, observing an employee’s creative ideas and input during meetings is a good solution.

Tests are a great way to measure changes in knowledge and skills, and they come in all shapes and sizes. Written assignments can be time-consuming to grade, but luckily the right LMS will give you the tools to create automatically-graded quizzes that are fun and interactive, too.

Perhaps the best part about tests is that you can measure a specific skill or knowledge area without the distraction of being observed. For example, you could measure a medical sales rep’s understanding of a new product with a few multiple-choice questions completed in a private and quiet environment. Plus, once you’ve set up a quiz on your LMS, you don’t have to invest any more time into this tool.

But there’s a catch. Tests usually don’t measure knowledge and skills in the same environment in which they’ll be used—the workplace, that is. So you won’t know whether an employee is able to apply what they’ve learned when there are other distractions and pressures at play.

It’s also worth mentioning that tests aren’t the best measure for skills like persuasion, which are better assessed in practice (think role-plays). And when it comes to skills for high-risk jobs, like pilots and surgeons, tests aren’t enough on their own. More realistic training assessments, like simulations, are necessary, too.

Perhaps one of the most common training evaluation tools and techniques used today is the survey. A survey, or training evaluation questionnaire, collects data through a series of questions, usually in the form of multiple choice.

Why are surveys so popular? Probably because they’re highly efficient to measure training effectiveness. You can design one survey, and send it out to millions of employees at the click of a button. If your survey is delivered via your employee training software, it gets even better, because you can access the results as an easy-to-interpret and downloadable report.

There’s just one important limitation that you should know about: not many people like questionnaires. 45% of people are not willing to spend more than 5 minutes filling out a feedback survey. So it’s important to explain to employees that surveys help you improve training, and that you really do want to hear their feedback.

Because surveys ask for people’s perceptions and opinions, rather than hard data, this tool is best suited to measuring how successful the learning experience was. You can ask employees what they liked about training, whether the platform was easy to use, and if the content was useful to improving their work.

Interviews can be conducted face-to-face or online for training evaluation. But either way, they’re as effective as questionnaires—and even more so. Why? Because not only can you ask employees a set of questions, but you can answer their questions and delve deeper into their responses, too. This flexibility often means that you get more valuable and detailed information from employees about their training.

Unfortunately, the same flexibility can result in a few problems for this evaluation tool. Each interview has to be conducted separately, which means that you lose valuable time that both the employee and the interviewer could be using to get work done. Plus, if each interview includes slightly different questions, it can become tricky to compare or summarize results.

Still, if you’re exploring the reasons behind other results, this is the tool to do it. For example, if most employees rate the learning experience poorly on a questionnaire, then interviews could help you find out why. Or, if they rate the learning experience favorably, but don’t improve on-the-job performance, you could use interviews to identify the reason for this gap.

Focus groups

Focus groups are carefully facilitated discussions among a small group of employees who all completed the same training. These are great tools for exploring what employees think and feel about training, and to get suggestions for future improvements.

Of course, focus groups are a little less time-consuming than interviews, because you can question a number of people at the same time. A group dialogue can also lead to deeper conversations about topics that might not have been explored in a one-to-one setting.

This makes interviews a particularly effective way to unpack obstacles to training success, and to explore ideas for improvement. Just watch out for group conflict or any other dynamics that could damage your ability to gather constructive information about training.

Performance records

If training doesn’t improve job performance, it isn’t working. So, performance records are surely an important measure to include in any training evaluation. The performance records you choose to use will depend on your training. But some common examples are deals closed, support tickets solved, units made and customer satisfaction ratings.

The biggest advantage of performance records is that they’re based on numbers, not opinions. This makes them free from bias, and a trusted source of information to judge your training success by. Plus, if your LMS software integrates with your HR tool, you can compare training and performance records more easily.

The only downside when it comes to performance records is that they sometimes create more questions than they answer. Yup, performance data shows you where a problem exists, but not why it exists. So to get to the bottom of “why”, you’ll need to leverage more qualitative tools, like interviews or focus groups.

Unlocking success: Next steps

If excellent training results are a top priority for you, then you need to find ways to continuously improve your training program. Just follow the three steps in this article.

Start by deciding on a training evaluation method, then select your measurements, and choose the right training evaluation tools. Once you’ve set up the right method for you, it will be much easier to evaluate and improve your employee training program. And your colleagues will be celebrating your training success in no time!

Save time, frustration and money with TalentLMS, the most-affordable and user-friendly learning management system on the market. Try it for free for as long as you want and discover why our customers consistently give us 4.5 stars (out of 5!)

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Originally published on: 13 Nov 2019 | Tags: Corporate Training , Employee Training

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Guide on training methodology for ebmos - part1, https://teaching.berkeley.edu/resources/learn/what-learning, tokuhama-espinosa, tracey (2011). mind, brain, and education science: a comprehensive guide to the new brain-based teaching. new york: w. w. norton., university of california irvine’s center for the neurobiology of learning and memory, martinos center for biomedical imaging, department of radiology, massachusetts general hospital and harvard medical school the university of michigan’s biopsychology program.

Learning is a process that:

• is active —it engages and manipulates concepts, experiences, and conversations in order to build mental models of the world. Learners build knowledge as they explore their world, engage with others, and connect new ideas with old understanding.
• builds on prior knowledge —and enriches, builds on, and changes existing understanding.
• occurs in a complex social environment —learning is a social activity involving people, their practices and experiences, their social context, and the actions they take (and that knowledge is built by members in the activity).
• is situated in an authentic context —learning takes place when learners have the opportunity to engage with specific ideas and concepts on a need-to-know or how-to basis.
• requires learners’ motivation and cognitive engagement to be sustained when learning complex ideas, because considerable mental effort and persistence are necessary.

Food for thought!

- how is learning defined in your organization, - how does such understanding translate into your practice.

When we think of learning we focus only on what happens in classrooms, but learning is pervasive. It takes place in our life every day. We engage in the social and active process of learning and that results in a change—whether in knowledge, attitude, or behavior—that affects our way of seeing, understanding, and relating to the world. And this influences how we learn in educational settings.

We are indeed naturally good at learning. In the past two decades, neuroscience research has shown that learning is not just something our brain is capable of doing and doing well, but that learning is actually, and precisely, what the brain does. 

For many years, scientists believed the brain was a rigidly wired machine meant to process, store, and retrieve information. They believed the brain would not change after childhood and that it would slowly decay with aging. 

We could not have been more mistaken. Our brain physically changes its own structure and function through life-long learning and new experiences. This ability is called neuroplasticity.

Learning is a physically dynamic process in which new knowledge is represented by new brain cell connections and the reinforcement of neuronal paths and networks. Learning occurs because neuronal pathways get created, reinforced, or discarded according to our experiences. The architecture of a brain not only differs from one person to another, but also changes throughout the course of an individual’s life: the brain literally reorganizes how it is wired in response to learning. 

Because we know more about the brain and about learning than ever before, it is vital that training and development professionals harness and apply the new insights and knowledge for successful learning experiences. To do so, they must plan, create, and implement learning methods based on how the brain naturally learns.

• The most effective learning takes place when multiple regions of the brain—particularly those associated with memory, senses, emotions, and executive functioning—are recruited for the learning tasks.
• A genuine and social space must be provided for learners so they may repeatedly practice an activity or access a memory. The neural networks will shape themselves accordingly.
• Providers must ensure that learning engages all the senses and taps the emotional side of the brain. Emphasis on rational and logical cognition alone does not produce powerful memories.
• Humans are naturally curious and our brains are programmed to pay special attention to any experience that is novel or unusual.
• Past memories can be an impediment to future learning if they contradict previous understandings.

- How can you translate these implications in practice?

- are you learning experiences brain-friendly, - what could be 3 improvements you could integrate in your, training offers to support your participants' learning process, malcolm knowles in 1968, adult learning theory.

In the 1970s, Malcolm Knowles developed the Andragogy theory to describe the characteristic differences of adult learners from child learners. Today, to differentiate adult learning from pedagogy (how children learn) seems somehow artificial. It is more relevant to think of learning as a continuum in which the principles of andragogy can be applied equally throughout life, but with different emphases and strategies at different times .

Nevertheless, what are these principles and how can they guide our work to provide meaningful learning experiences to adult learners?

1.Adult Learners and Sense of Self 

2.The role of past experiences in Adult Learning

3.Readiness to Learn

4. Orientation of Learning

5.Motivation to Learn

Giannoukos G, Besas G, Galiropoulos Ch, Hioctour V. (2015). The Role of the Educator in Adult Education. Journal of Education and Learning. Vol. 9(3) pp. 237- 240. The Role of the Educator in Adult Education

Knowles, holton and swanson , jack mezirow.

In the past decade, we have gained insight into what learning is, and when and how it occurs, but to apply those insights into trainings will first require that educators and learners change their perceptions of their roles.

The learner's role is not only to receive knowledge, but also to search, challenge, and construct knowledge. The goal of teachers and trainers in adult education is not only to present knowledge, but also to facilitate, to interpret, and to design learning experiences.

To provide meaningful and successful learning experiences we must stop looking exclusively at the quality of knowledge presented and start including the quality of the learning process designed. We must concern ourselves not only with our expertise in a specific subject, but also with our competency in planning, designing, and delivering learning processes.

Trainers must consider their own values as well as those of their students and of other stakeholders. Only then can they assess how to best support learners in the learning process. Trainers must be able to make informed decisions about best practices so as to achieve the outcomes that were set with and for learners.

By designing and coordinating the learning environment and process, the trainer creates proper learning conditions, he/she/they recognizes the individual’s abilities and leverages on the adult learners’ experiences, reinforcing a self-directed learning approach.

The role of the trainer is to create a space where learners can engage and interact with updated, contextualized and relevant information, with their peers, and with educational materials. Through this guided active engagement, the learners construct knowledge and meaning.

Trainers must set appropriate learning outcomes for each learning experience. They are in charge of monitoring the impact of their practices over time, evaluating the results, and responding flexibly when necessary.

- Which of these 3 roles is predominant or prioritized in your organization?

- which role is underestimated and how could this be improved, - as a trainer, which role do you feel most comfortable in, - what is the role you could develop further and how what benefits would that bring, 12 strategies for high-impact corporate training  by dan rust,  published may 20, 2013,  http://www.frontlinelearning.com/2013/05/20/12-strategies-for-high-impact-corporate-training/.

For training providers, it is key to continually refine and improve content and methods, looking for opportunities to improve learner fulfilment and, consequentially, the courses’ impact. 

We need to brand the quality learning we offer. We need to highlight to organizations and trainees the importance of investing in learning as the most effective way to enhance performance and to contribute to organizational success. And finally, we must achieve what we promised.

- What is the additional value of your learning offers?

- what does quality in learning mean for your organization, - how can we make sure our participants will want to come back to our trainings.

We must make sure that the learning takes place in the most supportive environment, that new competences and knowledge are acquired, and that learners are actually able to apply them in their daily work.

We already know that adult learners are more inclined to learn when they perceive new concepts, skills, and competences as relevant and applicable in real-world situations. We also know adults are the most interested and engaged when tasks require problem-solving.

For training providers, this implies the need for strategic reflection over the content presented and the learning process designed. To have meaningful and impactful learning, we need to incorporate a participatory approach, provide exercises and practical simulations of skills and concepts, as well as detailed examples of specific application in the learner’s work environment.

-  How solid are your learning offers, content-wise and methodology-wise? 

- what is the impact achieved through your courses in your participants’ performance in the work-place and professional development.

If we wish to create significant change in skills, attitudes, and competences, then we need to: assess the learning needs of our trainees; adapt and tailor the content; provide relevant sources and materials; and allow the learners to explore firsthand.  

Furthermore, new skills and knowledge will erode if not applied. It is crucial to design a learning process that fosters the maintenance of the newly acquired competences after training completion. Blended learning and follow-up tasks ensure that what has been learned is transferred into the learners’ lives.

Quality learning and happy trainees are the product of dedicated trainers that keep up with the rapidly changing and developing learning sector. We know more today than we did yesterday, and we will know even more tomorrow. This knowledge is a door to incredible opportunities to refine and to create better learning experiences capable of greater impact.

- What are you already doing and could do more of?

- what are you not doing, and think it would be useful to incorporate in your practice as a training provider in the private sector.

As discussed in the previous chapter, learning is an active process that occurs in a complex, social environment and is situated in an authentic context, builds on our prior knowledge and requires our motivation and engagement. It is linked to and influenced by many factors and processes, some of which are discussed further on along with their implications for trainings and trainers. 

• Our senses  
• Exploration
• The process of constructing knowledge
• Variation in learning  
• The social aspect of learning
• The emotional component of learning

PRIA International Academy, Initiative in Education and Life-long Learning, https://pria-academy.org/

A manual for participatory training methodology in development, published by the society for participatory research in asia (pria), new delhi, august 1998.

Corporate and professional environments, and indeed, the entire world around us, are dynamic, engaging, and full of information. People do not need to come to trainings in order to receive information. They can find it online, through their peers, or through research, information is everywhere. The trainer as a source of information is an obsolete perception. People come to trainings to understand what to do with the information and how to apply it, and to increase effectiveness, performance, and motivation. And this is also why labor organizations pay for their employee’s training. To a certain extent, trainings then are not about knowing more, but about applying knowledge, developing skills, and behaving differently (we will elaborate more on this idea in the section on learning objectives and training design).

In this context, the participatory approach in training refers to a view of training processes as active and engaging learning processes, in which participants are partners of the trainer in the journey to build a meaningful learning experience. It was born as an alternative approach to the conventional perspective on training which is the “classic” frontal approach in which the trainer is a source of information and the learner is a passive receptor of that information. 

The table below compares the main differences between the conventional and alternative approaches to training (detailed in the “Key elements of the participatory approach” section”):

Lammerink & Bolt, 2002, via A Manual for Participatory Training Methodology in Development, Published by the Society for Participatory Research in Asia (PRIA), New Delhi, August 1998 https://pria-academy.org/pdf/ptm/PTM_Unit-1_Course%20Content.pdf

Firstly, the participatory approach in training works because it has a scientific background. Neuro-psychological studies and the contemporary learning theories sustain the idea that people pay more attention to and retain more of the information that is introduced in engaging ways, that learning is a process that happens when individuals are involved in constructing meaning and when they are individually and socially engaged in the learning process.

Secondly, the participatory approach in training works because the trainings in question are part of life-long learning processes that involve adults, where learning processes are allowed and valued. As you can see in the section on “Adult Learning”, adults continue to learn outside of the formal education system and learning in the workplace is a crucial element in their professional path. They need to constantly learn in order to keep up with the professional requirements and changes in the workplace. Thus, they will actually learn only what is relevant to them and when it is relevant to them, in an autonomous and self-directed manner, and based on their previous knowledge and experience.

Thirdly, it works because it is focused on aspects that are relevant in the private sector: initiative, responsibility and autonomy of the employee, enhancement of performance by changing behavior, and skill building. Companies need to make sure that their employees come out of the training ready to face “real world” situations, to apply knowledge and skills, and to have the right attitude to implement the changes needed. The participatory approach to training creates the premises for participants to reach these learning outcomes. 

Last but not least, the participatory approach to training works because it is not just a set of participative methods and techniques that trainers use, it is a way of looking at, planning implementing, and evaluating training programs. It works when training stakeholders fully embrace its main principles and look at the trainings they design and implement as a learner-centered process facilitated by the trainer. 

• Learning as a process
• Learner-centered
• Not transfer of knowledge, but discovery of principles
• The trainer as a resource person and facilitator
• The learner already knows a lot
• The learner as an active and responsible actor in the learning process

Learning is not something we need to achieve, it is something that happens all the time, everywhere and in everyone’s life. As explained in the previous sections (in which we have explored definitions of learning, adult learning and elements that influence it) learning is viewed in the contemporary scientific community as a process in which the quality of the learning experience, the context in which it happens, and the biological and psychological characteristics of the individual are key factors to be considered. This implies that we, as trainers, cannot design learning processes without taking into consideration all these elements.

In the past (and, unfortunately, present as well), many trainings were “teacher/trainer” centered. This implies that the trainer is the expert who needs to transfer knowledge in the brains of learners who are there to absorb as much as possible. As argued in the previous sections, this is not an effective approach. A learner-centered training puts the participant at the core of the educational process. Their background, interests, questions, learning, and meaning creation should become central to our trainings. This also means that the learners decide, to a certain extent, what and how they want to learn. We ensure this by a thorough needs analysis phase, by ensuring relevance of content for learners, validation and use of their previous experience and knowledge, by allowing space for a self-directed learning process, and by a continuous monitoring of learner engagement in the training activity and process.

People do not need trainers to convey information. Even when our trainings are focused on knowledge development, it is not about telling people things that they can read in an article, book, or professional document. It is about supporting them to understand how to use knowledge, to discover principles of functioning and how they can apply this in their professional context. We can do this by supporting a critical analysis of new information, by allowing learners to explore the implications for practice to develop skills and values related to that knowledge. 

Of course, trainers need to be experts in their field and topic of training. But this expertise should merely support facilitation of the learning process, and not become the central aspect of the training. 

Trainers do not need to show how much they know by providing long and technical inputs, rather they should use their expertise to help participants understand how to access and use the knowledge and how to transfer it into practice.

People come to trainings with all their baggage: a full range of information, experience, professional expertise, personal values and interests, and all types of learning acquired in every context (cultural knowledge, personal knowledge, metacognitive knowledge, or tacit knowledge). They are not empty vessels for trainers to fill with information. They are complex human beings that we are responsible for valuing in the training process by building on their previous experience and knowledge, by creating a space where they can share it and learn from each other. 

Trainers are not the ones who need to put learning in the brains of their learners. Adult learners are responsible and autonomous individuals who are equal partners in the learning process, and who learn better when they are actively engaged in it. So share the learning responsibility with them and provide them with opportunities to take the main role in the learning process by using engaging methods, fostering critical thinking, sharing opinions and personal exploration, offering alternatives that people can choose from, and creating a process in which learners influence (at least to a certain extent) the training activities, structure, and outcomes. 

- Why do people come to your trainings? What do they need? What is relevant to them?

- how are people participating in your trainings are they mere receptors of information or are they responsible partners in the learning process, -how can you create a context in which they participate more, active and participatory teaching methods, nicoleta ramona ciobanu, european journal of education, issn 2601-8624 (online), may-august 2018 volume 1, issue 2.

By active-participatory methods, we understand all the situations in which learners and their experiences are active subjects placed at the center of the learning process. Modern participatory training methods are a system of procedures, actions and operations, structured in a flow of correlated activities, which allow us to achieve the set learning objectives through an efficient and meaningful learning process. 

These methods concern not only the trainer but also the learner, who becomes the main beneficiary of his/her/their own discovery activity, acquired knowledge and skills, and ability to make transfers between different categories of knowledge or from theory to practice and vice versa. 

Participatory methods are indeed more challenging for the trainer than a classical frontal lesson. They require preparation, design effort, tailored material, different alternatives to approach the content, flexibility in response to the learners’ needs and the facilitation of individual and group dynamics.

When speaking about participatory methods and experiential learning, we often hear a skeptical comment which sounds more or less like this: “these methods can be used only with specific content, or soft skills. They cannot be used for more technical content such as…”. 

Suddenly, we all feel the temptation to make the ellipsis be followed by our specific expertise or subject. It is indeed hard for us to rethink how to train people in a different way from how we were trained. It is very challenging to reimagine how a knowledge or competence could be learned and developed apart from how we learned and acquired it. And oftentimes, we did not have the opportunity to do so in a participatory or experiential way.

Nevertheless, it is time to bust this myth. A participatory approach and participatory methods can be used with any content, in different ways. It is possible and we should focus on how to do so.

Translating content into participatory methods and interactive approaches is something we need to practice. Integrating such methods can be a gradual path, taken one step at a time. Starting from the integration of questions and discussions, through case studies and group work, simulation and roleplay, we will look in detail on possible ways and methods to do so.

- What participatory methods are you already using?

- what would be a method you would like to experiment in your next training.

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Training Program Evaluation: How To Achieve Perfection

Table of Contents

According to this model, training programs should be evaluated on 4 levels: Reaction, Learning, Impact, and Results. Let’s take a closer look at each level.

Level 1: Reaction

When learners complete your course, assess their reactions. Ask them to complete a survey with questions like:

• How satisfied are you with the learning experience?
• Did the training content meet your expectations?
• Did you learn anything new? 
• How would you rate the quality of the training?
• Do you find this training useful?

If you want to get more detailed results, use a Likert scale survey . Unlike binary questions, a Likert scale survey shows semitones between good and bad, which can be helpful in training evaluation.

Level 2: Learning

Measure how much was learned in the course. For example, create online quizzes to see what knowledge and skills they have and haven’t acquired during the training. In order to gain the most precise results, some companies also choose to create pre-quizzes. In this way, you will know for sure what your learners knew before the course, and what they learned from taking it.

Level 3: Behavior

See if an employee’s behavior has changed after taking the training program. And if it has, how much? The most effective way to do this is to compare 360-degree reviews (feedback from the employee’s colleagues, supervisors, subordinates, and others) on the employee both before and after they took the course.

Level 4: Results

This is the most important level of training evaluation. After all, better results are the primary goal of corporate training. Evaluate what impact your course has had on business by analyzing quality, efficiency, productivity, and customer satisfaction ratings.

We need to mention that Kirkpatrick’s model has some limitations:

• Limited use. It can tell you only whether your training works or not. That means if you use this model, you won’t get data that actually helps improve the course. 
• Arguable structure. The idea of linear causality suggested by Don Kirkpatrick is supported by fairly little evidence. This means you can’t be sure that positive results at level 1 will give positive results at level 2, and so on.

Don Kirkpatrick admitted these limitations and suggested a better way of using his method: try working backward through his four levels during the design phase of program development. In this way, you’ll be able to determine what outcome you’d like to get, and then develop your training program accordingly.

The Phillips ROI Model

The Phillips ROI model can be thought of as an extended version of Kirkpatrick’s taxonomy. They both have the same levels, except for an extra one in the end – Return on investment ( ROI ). While Kirkpatrick’s model evaluates only a return on expectations (ROE), the ROI model can actually tell you if it was the right decision to invest in a training program.

How to measure ROI with the Phillips model:

Gather business data from before, during, and after the course, and measure the impact that a training had on your company’s profit, productivity, performance, etc. – depending on what the program was aiming for. Then, compare the training cost to the value it provided. If the value exceeds the training cost, you’re doing great. If not, you need to find which level or levels turned out to be ineffective and improve your training.

Kaufman’s Five Levels of Evaluation

Another method building off of Kirkpatrick’s model is Kaufman’s five levels of evaluation. He  divided the first level into two, grouped Kirkpatrick’s levels 2 and 3 as ‘micro’ levels, and added a fifth level to evaluate results for both customers and society.

How to use Kaufman’s five levels of evaluation:

Level 1a: Input

Measure the amount of resources, such as time and money, that were invested in your training program.

Level 1b: Process

Assess learners’ reactions to the course.

Level 2: Acquisition

Evaluate individual or micro benefits of your training by stating whether training objectives for individual learners or small groups were met. This means you should find out if your students acquired new knowledge and skills and applied them in their work tasks.

Level 3: Application

Gauge how well learners utilize new knowledge and skills in their on-the-job performance.  

Level 4: Organizational payoffs

Measure payoffs for your company as a whole. A payoff can be an improvement in performance, a reduction of costs, or increased profitability.

Level 5: Societal Outcomes

At the final level, you are to evaluate the impact that your course had on what Kaufman termed ‘mega-level clients.’ By these, he means business clients or society as a whole.

Kaufman’s model isn’t entirely applicable to real life. Measuring how much impact your training had on society is far too expensive, complicated, and impractical. Still, Kaufman offered some useful ideas, such as splitting the first level into two and evaluating the content you provide and the resources you invest separately. You can use some of his levels as an addition to your basic model.

The CIRO Model

CIRO stands for Context, Input, Reaction, and Output. Unlike other models, it is designed specifically for management training evaluation. So, if you need to assess management courses, this model might be your best option.

Stage 1: Context

Evaluate your company’s current situation. Try to list all the factors that may affect the results of a training. Meanwhile, during this stage, find out what your organization is lacking in terms of performance. As a result, you’ll have a list of needs that should be sorted according to the following three levels:

The ultimate objective The ultimate objective is the elimination of organizational deficiency, which could be poor customer service, low productivity, or low profit.

Intermediate objectives Intermediate objectives are those that help achieve the ultimate objective. They may require a change in an employee’s work behavior. Let’s say your ultimate objective is to enhance productivity. To determine intermediate objectives, you need to understand the reason behind the current low productivity. After investigating, you might discover that your employees lack motivation, they can’t manage their time, or there are some communication problems between different departments that result in prolonging the time needed to complete tasks. So, your intermediate objectives will solve these issues.

Immediate objectives As immediate objectives can help with changing employees’ behavior, they usually involve the acquisition of new skills and knowledge as a result of training, or changing employees’ attitudes.

Stage 2: Input

Your goal at this stage is to identify the best training intervention option. Gather information about all potential methods and training techniques. Also, think about how you will design, manage, and deliver your course to your learners. Analyze your company’s resources and determine the best way to use them to achieve your objectives.

Stage 3: Reaction

At this stage, ask your learners’ opinions of the course. Focus on three aspects:

• Program content
• Value addition

What you’re interested in at this point is not only whether learners liked or disliked the course, but also what changes they would like to see in this training program. Collect their suggestions and consider them when improving your program.

Stage 4: Output

At this stage, you present the results of the training. There are four levels of measurement:

• Team or department 

Choose one of them in accordance with the purpose of the evaluation and available resources.

Anderson’s Model of Learning Evaluation

Imagine there’s a company that produces wooden furniture. In order to increase sales, they invested in salesperson training programs. The training turned out to be highly effective – sales increased. But here’s the problem: the factory workers didn’t receive the training, so they couldn’t build furniture fast enough to finish new orders. As a result, clients’ waiting time increased, and it affected the company’s business negatively. Anderson’s model helps to prevent such situations.

Unlike other models, Anderson’s model of learning evaluation, also known as Anderson’s Value of Learning Model, focuses on a company’s entire learning strategy, rather than a particular training program. It consists of three stages that help to determine the best learning strategy for an organization’s needs.

Determine whether the current training programs target the strategic priorities of your company. Let’s return to our example. Let’s say the company’s strategic priority is to increase the number of sales and expand its position on the market. Does salesperson training aim for these goals? Yes.

Measure the contribution of learning to strategic results. At this point, our company uses different measures to assess how much effect the training has had on accomplishing the primary goals. Collecting the research results, we can see that the program helped increase the number of sales, but it didn’t lead to an increase in the company’s market share. Moreover, over time, the number of customers started decreasing because the waiting time was too long.

Set the most relevant approaches for your company.

The choice of an approach depends on stakeholders’ goals and values. Anderson offered 4 categories of measure:

• Emphasis on short-term benefits 
• Emphasis on long-term benefits
• Senior management trust in learning contribution 
• The organization requires learning value metrics

Here’s a table that might help you find the best approach for your organization.

You should choose a category that’s relevant to your situation and establish an approach that will help fulfil your organizational needs.

In our example, the furniture producer decided the organization required learning value metrics, and it expected short-term benefits. Using the table above, the company determined that it should use Return on Investment Measures to find the most relevant training approach. They calculated the cost of training programs for factory workers, compared it to the possible sales profit, and concluded that it was worth investing in.

Training Evaluation Tools

Training evaluation tools are the means you use to evaluate training programs. They are usually divided into 4 categories: questionnaires, interviews, focus groups, and observations. We’ll add one more – LMS Reporting. To obtain the deepest and most accurate assessment, these methods are often used collectively. Now let’s look at the specifics of each of them.

Questionnaires

Questionnaires are the training evaluation method most often used. They consist of a set of questions that aim to obtain useful information from the participants. This tool is great for assessing the reaction of learners after a program.

• Allows accumulation of a large amount of information
• Cost-efficient
• Time-efficient
• Covers a large group of participants
• Low response rate
• Some unreliable responses
• Cannot clarify vague answers
• Subjective interpretation of questions by employees

There is a wide choice of software for creating quizzes and surveys. If you want your questionnaires to be interactive, customizable, and engaging, try iSpring Suite . With this software, you’ll be able to create 14 question types, add images to both questions and answers, and use many other features that will help you put together questionnaires that really work.

By the way, with this tool, you can not only evaluate your training programs but also create them. The toolkit allows you to create online courses right in PowerPoint and enhance them with quizzes, dialogue simulations, screen recordings, and interactions. Check out this course to see what training programs and questionnaires you can create with iSpring Suite.

The aim of interviews is to gather both opinions and facts. Unlike questionnaires, interviews can reveal some insights into employees’ attitudes, behaviors, and mindsets. Apart from a classical face-to-face session, you can also conduct an interview by telephone or via the internet.

• A better understanding of employees’ perspectives
• Allows asking clarifying questions
• Time-consuming
• Doesn’t cover a lot of learners – one at a time

Focus groups

One can think of this method as a mixture of a questionnaire and an interview, because it enables you to both cover a large group of people and get insights. If you’re looking for qualitative data, in an endeavor to get a clear picture of employees’ perspectives, but don’t have enough resources to conduct interviews with all workers, focus groups may be what you need. Simply unite people according to a certain characteristic of your target audience, such as a common working area, common mistakes in job performance, and age, and then conduct an interview to collect their reactions, insights, reviews, and suggestions.

• Receive detailed feedback from many people at the same time
• Ability to ask determining questions
• Several people are required to manage (moderator and assistant)
• Comfortable environment required for people to speak freely and honestly

Observations

An observation is perhaps the best way to see changes in behavior and attitude after training. Unlike all other methods, observation doesn’t rely on what employees say about themselves or each other. By just watching a person working, you can see with your own eyes whether they apply new skills and knowledge in their job. Nevertheless, it has its limitations.

• Cost-saving
• Gives a more realistic view, not being based on opinions
• Gathers valuable non-verbal information
• Can be conducted while a person is completing the course
• Time-consuming (one person at a time)
• May provide unreliable information, as people tend to behave better when someone’s watching
• An observer may misinterpret what they see
• Doesn’t lead to better understanding reasons for an employee’s attitude or behavior

LMS reporting

A learning management system (LMS) is software for delivering online programs to your learners. Within this system, there is another system, LMS Reporting , that collects and analyzes data from your online programs. With its help, you can reveal the weak points of your courses. For example, you’ve designed a training program and assigned it to your employees. Time goes by, but you can’t see any results. This is when you might want to take a look at LMS reports.

There, you may see that the majority of your employees dropped the course at the same point. You find this place in the program and analyze a possible loophole or an issue and then you fix it. In time you see results – employees continue the course and manage to complete it.

• Time-saving
• Automatic process
• Objective feedback provided by the system
• Helps to find weaknesses in training programs easily
• Can only be applied to online programs
• Doesn’t lead to better understanding reasons behind an employee’s attitude or behavior

You can check out the benefits of an LMS and its reporting system yourself by getting an iSpring Learn 30-day free trial . Besides providing reports, iSpring Learn enables you to create courses, implement gamification in your eLearning, automate repetitive tasks, and much more.

When Is the Best Time to Evaluate Training?

Training programs can be evaluated either while they are being developed or after they’ve been delivered. These two types of evaluation are called formative and summative. Let’s take a closer look at them.

Before training is launched (Formative)

Formative evaluation aims to discover issues and loopholes in your course and fix them before it’s too late, meaning while the course hasn’t been delivered to learners. You can run a user acceptance test to check whether the eLearning platform works as intended, or you can have a focus group or a subject matter expert go through the training to reveal potential weaknesses or errors in your course.

After training is completed (Summative)

Summative evaluation takes place after learners have completed the course. It includes surveys, interviews, tests, etc. – any technique that will provide you with feedback from course participants. This type of evaluation allows you to make improvements in the program for future learners.

Both types of evaluation are important for improving training programs. The best approach for any company would be to evaluate their training programs both before and after those were delivered. But a company doesn’t always have enough resources to do this. But even if you choose only one of the types, it may still enhance your training program system.

As you can see, there are many evaluation methods and tools that help to assess training programs. Each of them has its own benefits and limitations, and that’s why it’s unnecessary to select a single best approach. But we can say with certainty that the most effective method of evaluation would be using several models and tools, depending on your company’s goals and objectives.

We hope you found this article helpful. Now that you know how to evaluate training programs, be sure to read up on how to develop training programs . Good luck!

We know this is a long article, and you may have forgotten half of it by now. So, we’ve collected the key points here for you to refresh your knowledge .

How can you evaluate training programs?

To evaluate training programs, you need to choose and use an evaluation method that will help you find out whether a training meets the company’s goals and objectives.

Why is training evaluation important?

Training evaluation is extremely important because it helps companies understand what programs they should invest in, why some programs are unsuccessful, what they should do to fix them, etc.

What are training evaluation models?

Training evaluation models are methods used to evaluate training programs. The 5 most popular are Kirkpatrick’s four-level training evaluation model, The Phillips ROI model, Kaufman’s five levels of evaluation, The CIRCO model, and Anderson’s model of learning evaluation.

What are training evaluation tools?

Training evaluation tools are the means you use to evaluate training programs. They are usually divided into 4 categories: questionnaires, interviews, focus groups, and observations.

What are the quantitative tools of evaluation?

The quantitative tools of evaluation are the ones that give you quantitative data, which you later analyze. The tools that refer to this category are various types of questionnaires and LMS Reporting.

How can you analyze training evaluation data?

In short, to analyze training evaluation data, you need to ask yourself three questions:

• Does it meet my expectations?
• If it doesn’t, why not?
• If it does, why?

Who benefits from training evaluation?

Everyone connected to the training. A company doesn’t waste money on ineffective training, instructional designers learn to improve their courses, and employees study engaging content that helps them acquire new skills and knowledge that make their work more productive.

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Content creator:

Helen Colman

She enjoys combining in-depth research with expert knowledge of the industry. If you have eLearning insights that you’d like to share, please get in touch .

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Training Methodology

Digital government revolution introductory notes.

Today there is an increasing demand of information in digital form.

Today’s digital revolution had its initial spark in the form of a government-sponsored initiative that created the Internet. A steady flow of private- and public-sector innovations and broad market adoption of standards-based technologies in both the government and the private sector have strengthened its foundations.

The training is carried out with the support of innovative technologies in pedagogical and didactic models.

Learning environments, languages, tools, and content are innovative thanks to the use of the latest technology. Innovative agile, open and interoperable platforms are available in the cloud environment, so therefore to be included in educational training collaborative tools such as: social spaces, eBooks and digital libraries and virtual places that exceed the physical barriers of the classroom by encouraging the sharing of experiences and methodologies .

New forms of knowledge are used by exploiting the potential that new technologies provide.

Training Methodologies Evolution

The training methodology deals with the methods aimed to design and implement training. It must be separated from the “method” because it can be defined as a body of practices, procedures and rules used by those who work following a “discipline”. The method can be define as a means or a way of proceeding, regularly and systematically to achieve something; “Feeling the road traced”.

In the 70’s, training took place in the classroom.

Towards the 80’s the dynamics of learning were not only based on the passage of the contents but above all on emotional and relational processes. Training is presented as an integrative function and a help in the management career path.

In the 90’s the formation moved out of the classroom: the Outdoor Training methods and exercises spread out solving difficulties not only intellectual but also experiential.

Since the early 2000s the formation went beyond the classroom by combining experiences of “classroom” with active and outdoor teaching methods with experiential learning and communication processes.

Today there is  no more competition between classroom methods and outdoor methods and the methods are not replaced but integrated: “re-mediation.” The firm uses teams of specialists, Project Leader with a plurality of roles and expertise in back-office (content providers, educators) and front office (teachers, coaches, tutors, operators desk). The needs are:  developing human capital with business counseling, tutoring, experiential learning, E-learning, assistance and personalized support.

The Distance Learning is defined as “the set of teaching methods in which, due to the physical separation between teachers and learners, teaching interactive phase (stimulus, explanation, questions, guide), also like the pre-active (choice of targets, completing the curriculum and teaching strategies), is conducted through paper, mechanical, electronic.

The advent of computer networks leads to the introduction of the new concept of Distance Learning Online, i.e. the distance education based on the principle of computer-mediated communication, and therefore the possibility of an exchange of ideas and information among people, regardless of place and time of interaction, leading to the transformation of information into new knowledge .

The network acquires a new perspective: not only taken as a transmission tool for teaching materials, but above all as a place where learning processes, characterized by a high degree of interactivity between all the actors involved, are created. Distance Education has begun to represent a mode of communicate through which it is possible to satisfy a demand for more and more generalized training in the specialization and retraining programs.

Front-end teaching

Classrooms are used when large groups must be taught the same thing at the same time or the task difficulty requires formal training. Before selecting this type of instruction, ensure that it cannot be taught effectively in another manner as classroom learning environments are normally costlier than other forms of learning. If possible, the instructors that will be teaching the program should help with the development process. This tends to lower the development cost and the initial implementation cost. All lessons should be fully outlined.

Classrooms may actually enhance learning in a blended solution composed of classrooms and e-learning. Sitzmann and Ely found some evidence the this type of blended solution increased learning by an average of 11% for both procedural and declarative knowledge. There seems to be something almost magical about blending the interactive and social nature of classrooms with the self-paced environment of e-learning.

Conventional classes can run from a couple of hours to a couple of weeks. Many tend to be large, with 20 to 40 learners, who have varying levels of knowledge and skills; note that the class size is not a particularly important factor when the goal of instruction is the acquisition of subject matter knowledge and academic skills. This type of training provides human interaction. If the class is not too large, then the trainer may determine the learners’ needs so the instruction can be adapted and adjusted accordingly.

Classroom settings permit the use of a wide variety of training methods, e.g. video, lecture, simulation, and discussion. Also, the environment, such as seating arrangements, can be controlled to create a climate conducive to learning and classrooms can accommodate a large number of learners. The main limitations may involve increased costs, e.g. space rental and travel. In addition, the classroom may be quite dissimilar to the job setting.

Distance learning

Distance education or distance learning is the education of students who are not physically present at a classroom together with the teacher.

Technologies

Although the expansion of the Internet blurs the boundaries, distance education technologies are divided into two modes of delivery: synchronous learning and asynchronous learning.

In synchronous learning, all participants are “present” at the same time. In this regard, it resembles traditional classroom teaching methods despite the participants being located remotely. It requires a timetable to be organized. Web conferencing, videoconferencing, educational television, instructional television are examples of synchronous technology, as are direct-broadcast satellite (DBS), internet radio, live streaming, telephone, and web-based VoIP.

In asynchronous learning, participants access course materials flexibly on their own schedules. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology, as are message board forums, e-mail, video and audio recordings, print materials, voicemail, and fax.

Distance learning can expand access to education and training for both general populace and businesses since its flexible scheduling structure lessens the effects of the many time-constraints imposed by personal responsibilities and commitments. Devolving some activities off-site alleviates institutional capacity constraints arising from the traditional demand on institutional buildings and infrastructure. Furthermore, there is the potential for increased access to more experts in the field and to other students from diverse geographical, social, cultural, economic, and experiential backgrounds.

Barriers to effective distance education include obstacles such as domestic distractions and unreliable technology, as well as students’ program costs, adequate contact with teachers and support services, and a need for more experience.

Some students attempt to participate in distance education without proper training with the tools needed to be successful in the program. Students must be provided with training opportunities (if needed) on each tool that is used throughout the program. The lack of advanced technology skills can lead to an unsuccessful experience. Schools have a responsibility to adopt a proactive policy for managing technology barriers.

Virtual training

Virtual training is a training method in which a simulated virtual environment is used. In this environment an instructor is able to explain, show or test certain abilities that can contribute to the learning process.

There are different types of virtual training methods, divided in the instructor supported (virtual instructor led training) and the non-instructor supported.

In the instructor led training there are two screens; one for the instructor and one for the student. The instructors screen holds a number of tools to change and influence the environment. The students screen holds the controls over the decision / steering unit in this area. Where the instructor is free to create challenging scenarios in which all of the former know attributes can suddenly change.

Flight simulators are one of the first examples of virtual training.

The AIDA interactive educational freeware diabetes simulator is another type of virtual training environment, for learning about balancing insulin and diet in diabetes mellitus.

Blended training

Blended learning is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. While students still attend “brick-and-mortar” schools, face-to-face classroom methods are combined with computer-mediated activities. Blended learning is also used in professional development and training settings.

The terms “blended learning,” “hybrid learning,” “technology-mediated instruction,” “web-enhanced instruction,” and “mixed-mode instruction” are often used interchangeably in research literature.

Blended instruction is reportedly more effective than purely face-to-face or purely online classes. Blended learning methods can also result in high levels of student achievement more effective than face-to-face learning. By using a combination of digital instruction and one-on-one face time, students can work on their own with new concepts which frees teachers up to circulate and support individual students who may need individualized attention.

Blended learning also have the potential to reduce educational expenses, although some dispute that blended learning is inherently less expensive than traditional classroom learning. Blended learning has can lower costs by putting classrooms in the online space and it essentially replaces pricey textbooks with electronic devices that students often bring themselves to class. E-textbooks, which can be accessed digitally, may also help to drive down textbook budgets. Proponents of blended learning cite the opportunity for data collection and customization of instruction and assessment as two major benefits of this approach. Blended learning often includes software that automatically collects student data and measures academic progress, providing teachers, students and parents detailed students data. Often, tests are automatically scored, providing instantaneous feedback. Student logins and work times are also measured to ensure accountability.

Blended learning has a strong dependence on the technical resources or tools with which the blended learning experience is delivered. These tools need to be reliable, easy to use, and up to date, for them to have a meaningful impact on the learning experience. IT literacy can serve as a significant barrier for students attempting to get access to the course materials, making the availability of high-quality technical support paramount. Other aspects of blended learning that can be challenging is group work because of difficulties with management in an online setting. Reportedly the use of lecture recording technologies can result in students falling behind on the materials. In a study performed across four different universities, it was found that only half of the students watched the lecture videos on a regular basis, and nearly 40% of students watched several weeks’ worth of videos in one sitting.

From an educator’s perspective, most recently, it has been noted that providing effective feedback is more time-consuming (and therefore more expensive) when electronic media are used, in comparison to traditional (e.g. paper-based) assessments. Using e-learning platforms can be more time consuming that traditional methods and can also come with new costs as e-learning platforms and service providers may charge user fees to educators.

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Creating a Corporate Social Responsibility Program with Real Impact

• Emilio Marti,
• David Risi,
• Eva Schlindwein,
• Andromachi Athanasopoulou

Lessons from multinational companies that adapted their CSR practices based on local feedback and knowledge.

Exploring the critical role of experimentation in Corporate Social Responsibility (CSR), research on four multinational companies reveals a stark difference in CSR effectiveness. Successful companies integrate an experimental approach, constantly adapting their CSR practices based on local feedback and knowledge. This strategy fosters genuine community engagement and responsive initiatives, as seen in a mining company’s impactful HIV/AIDS program. Conversely, companies that rely on standardized, inflexible CSR methods often fail to achieve their goals, demonstrated by a failed partnership due to local corruption in another mining company. The study recommends encouraging broad employee participation in CSR and fostering a culture that values CSR’s long-term business benefits. It also suggests that sustainable investors and ESG rating agencies should focus on assessing companies’ experimental approaches to CSR, going beyond current practices to examine the involvement of diverse employees in both developing and adapting CSR initiatives. Overall, embracing a dynamic, data-driven approach to CSR is essential for meaningful social and environmental impact.

By now, almost all large companies are engaged in corporate social responsibility (CSR): they have CSR policies, employ CSR staff, engage in activities that aim to have a positive impact on the environment and society, and write CSR reports. However, the evolution of CSR has brought forth new challenges. A stark contrast to two decades ago, when the primary concern was the sheer neglect of CSR, the current issue lies in the ineffective execution of these practices. Why do some companies implement CSR in ways that create a positive impact on the environment and society, while others fail to do so? Our research reveals that experimentation is critical for impactful CSR, which has implications for both companies that implement CSR and companies that externally monitor these CSR activities, such as sustainable investors and ESG rating agencies.

• EM Emilio Marti is an assistant professor at the Rotterdam School of Management (RSM) at Erasmus University Rotterdam.
• DR David Risi is a professor at the Bern University of Applied Sciences and a habilitated lecturer at the University of St. Gallen. His research focuses on how companies organize CSR and sustainability.
• ES Eva Schlindwein is a professor at the Bern University of Applied Sciences and a postdoctoral fellow at the University of Oxford. Her research focuses on how organizations navigate tensions between business and society.
• AA Andromachi Athanasopoulou is an associate professor at Queen Mary University of London and an associate fellow at the University of Oxford. Her research focuses on how individuals manage their leadership careers and make ethically charged decisions.

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West African dance and hip-hop play a key role in a revamped Juilliard track

Michel Martin

Olivia Hampton

Alicia Graf Mack, dean and director of The Juilliard School's Dance Division (center), speaks with fourth-year dance students Kailei Sin (left) and Nyoka Wotorson (right) in between classes. Tsering Bista/NPR hide caption

Alicia Graf Mack, dean and director of The Juilliard School's Dance Division (center), speaks with fourth-year dance students Kailei Sin (left) and Nyoka Wotorson (right) in between classes.

Nyoka Wotorson has been dancing as far back as she can remember. But it wasn't until she got accepted into The Juilliard School's small but mighty Dance Division, and training in its revamped program, that she realized her passion could be a career.

"It took me a second to realize that this is something that I can do and make money and travel the world doing," the 22-year-old told NPR's Michel Martin during a break between classes. "I just woke up from this dream reality that you have to be more than just an artist, when really to be an artist you have to be such a multifaceted human being that even if I stopped dancing today, I know because of dance, I would have the wherewithal and the drive to do whatever else I want."

Students dance in an advanced Allegro class taught by instructor Jeff Edwards. Tsering Bista/NPR hide caption

Behind the transformative aspect of her four years at one of the world's most elite conservatories, lies the relentless drive of another dancer, Alicia Graf Mack.

In 2018, she became the prestigious New York conservatory's first woman of color to head the dance program — and the youngest person to do so. Graf Mack, 45, is shaking up what is taught and how to make art dance more relevant than ever.

"Being a tall Black woman in ballet, I have always been sort of the unicorn or the standout person. And so it felt right," said Graf Mack, who at 17 became a breakout star with the Dance Theatre of Harlem.

Mack's illustrious career also saw her perform with Alvin Ailey American Dance Theater, Complexions Contemporary Ballet, Beyoncé and John Legend. But injuries caused by a rheumatic disease ultimately forced her to leave the stage, and she then turned her focus on arts education.

After suffering from injuries early on in her dance career, Graf Mack pivoted to arts education. "It really was education that saved me," she told NPR. "It was the idea that I could be more than one thing." Tsering Bista/NPR hide caption

After suffering from injuries early on in her dance career, Graf Mack pivoted to arts education. "It really was education that saved me," she told NPR. "It was the idea that I could be more than one thing."

Innovation at heart

Juilliard's dance program has been innovative from its start in 1951. Founding director Martha Hill trained students in both ballet and modern dance, an unusual approach at a time when the two were considered practically opposite disciplines. She set new standards that made Juilliard a beacon of the world's finest dance training. She also had dancers collaborate with their music program peers and attracted luminaries as teachers, from Martha Graham to José Limón and Antony Tudor.

Graf Mack now requires students to take hip-hop and West African dance. The young apprentices have more freedom to choose the techniques that interest them, regardless of gender or body type.

Students practice the Cunningham technique, developed by 20th century dancer and choreographer Merce Cunningham. Jean Freebury, who teaches the course at Juilliard, danced with the Merce Cunningham Company for nearly a decade. Tsering Bista/NPR hide caption

Students practice the Cunningham technique, developed by 20th century dancer and choreographer Merce Cunningham. Jean Freebury, who teaches the course at Juilliard, danced with the Merce Cunningham Company for nearly a decade.

Men can take pointe classes, be they aspiring Ballets Trockadero de Monte Carlo drag troupe members or simply exploring how to use their bodies in different ways. Women can learn the kinds of jumps and turns once reserved for men. Dancers are even encouraged to take a vocal arts class.

"I want them to be as versatile as they can so that they have longevity in their careers. And you can start with a ballet company or on Broadway," said Graf Mack. "They can be well versed in many different languages of dance, but if they don't understand how they can all be integrated and work together, then we have, you know, an issue."

Students are encouraged to come as they are, and that even extends to what they wear to class. Out with the tights and tutus, in with polo shirts, leggings, baggy pants and the universal attire of college students everywhere — school sweatshirts.

Graf Mack, a former dancer, watches a class from the sidelines. Tsering Bista/NPR hide caption

Graf Mack, a former dancer, watches a class from the sidelines.

"Your unique qualities are they want to see those sides of you when it comes to attire. Specifically, everyone here dresses like themselves 100% of the time," Wotorson said.

'Sense of urgency'

Graf Mack highlighted the "sense of urgency" in working with college students who are about to launch their careers.

"We can also look toward the field and say, 'What is currently the state of the field and how can we shift and change that field?'" she said.

Juilliard students have long joined the ranks of top dance companies around the world. The school says that all students from the class of 2023 graduated with jobs at companies from the Mark Morris Group to the Met Opera Ballet and Ballet Zurich. Graf Mack said she hopes that more Juilliard dancers will become company directors.

The exterior of the Juilliard School in Midtown Manhattan. Tsering Bista/NPR hide caption

The exterior of the Juilliard School in Midtown Manhattan.

Only up to 24 dance students get accepted into Juilliard each year, for a dance division that totals around 80 students across the four-year program. An elite education like this one in the fine and performing arts can be prohibitively expensive in the United States, which provides little government support to the sector compared to European countries.

The estimated budget for a first-time, first-year Juilliard student next school year is $86,582 , of which $54,400 alone accounts for tuition. That amount includes living expenses, but doesn't account for any scholarships or financial aid. The school says more than 90% of its students have received some form of aid in recent years, with the average student paying less than half the cost of tuition.

Juilliard has set a goal to prioritize affordability and to become more tuition-free. Starting in the 2024-2025 academic year, enrolled students can attend for free a graduate acting program. Juilliard Drama alumni include Jessica Chastain, Viola Davis, Adam Driver, Samira Wiley and Robin Williams. And the school recently raised $10 million for student scholarships through a partnership with the Jerome L. Greene Foundation.

Graf Mack poses for a portrait in a Juilliard dance studio. Tsering Bista/NPR hide caption

Graf Mack poses for a portrait in a Juilliard dance studio.

"It's so important so that the dancers, the musicians and drama students can concentrate on their art form and not on how am I going to eat and I have to land a job coming out of school immediately so I can just survive in my craft," Graf Mack said. "It took a village to get me to become a professional dancer. For most dancers, it takes at least ten years of training before they can get into a college for four more years of training and school in higher education."

Being part of history

Wotorson, the fourth-year student, is a Greene fellow. She's headed to the Netherlands this summer after landing a contract with Scapino Ballet Rotterdam. Before all that, she's performing March 27-30 in Juilliard's spring showcase .

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The Spring Dances will feature repertory work by Kyle Abraham and another from a collaboration between Bobbi Jene Smith and Or Schraiber. The final piece is Map by Chinese-American painter and choreographer Shen Wei, set to composer alum Steve Reich's The Desert Music , a sprawling, pulsating chorale performed by the Juilliard Orchestra and guest vocalists. Although Juilliard has had Asian choreographers create new work in recent years, this is the first time an Asian choreographer's existing repertoire work has been performed at the school in more than 20 years.

"It's really cool to be a part of that kind of history here," said Kailei Sin, who will join Wotorson and fellow students on stage. "Something that I've learned here and I think is super valuable for dancers anywhere is to have somebody that looks like you leading a space, being at the front of the room."

The broadcast version of this story was produced by Ana Perez. The digital version was edited by Treye Green.

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