At the quarterly management meeting heads of department were presenting progress reports. Head of distribution had just finished sharing his news on the goods lost in transit and damaged goods issues. He was applauded for the significant impact of these initiatives in the reduction in customer complaints and the decrease in goods being written off, demonstrating some very impressive financial gains.
The next presentation was from Training and Development, known for their slick and impressive presentations this was no exception, graphs and charts displayed data related to numbers of people attending training courses, there was a wonderful selection of positive scores taken from end of course evaluations, (Training Twaddle About Evaluation) and evidence of the increase in knowledge and skills taken from a variety of assessments. The final slide summarised the learning initiatives for the quarter.
“What is the impact of that time management training on the business? “When you designed/commissioned the training how did you research the impact of lost time on the business”? You are aware that lost time is running at X% representing £X.00!”
“What evidence do you have to demonstrate how that presentation skills training for sales representatives, delivered 5 months ago has improved our conversion rates”?
Could you be that person from training and development talking training twaddle?
And so, with lots of evidence to support evaluation at levels 1 and 2 but with little evidence of contribution to a better business, it came as no surprise to colleagues when the training budget was chopped and managers became reluctant to support training initiatives that they perceived made little difference to key strategic issues.
STOP Talking >>>> Training Twaddle About Evaluation
Where does evaluation start? Definitely not at the end!
Evaluation is traditionally represented as the final stage in a systematic approach with the purpose being to improve interventions (formative evaluation) or make a judgement about worth and effectiveness (summative evaluation)
Why evaluate when the game is over? Evaluation is an integral part of instructional design and it starts BEFORE the training at the beginning of the design stage.
Brinkerhoff’s Six Stage Model
Using the Brinkerhoff model training must meet two criteria.