Page 174 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Unit 10: Training Evaluation

Notes
Figure 10.4: Stages of Evaluation
Stage/ Hamblin Kirkpatrick Warr Virmani & Bramley Reay
Level I II III Premila V VI
IV
1. Context Pre-Training Before the Trial
Context Event Phase
2. Input Training During the Ongoing
Input Event Phase
3. Reaction Reaction Process Post Training After the Final
Research Event Phase
4. Learning Learning Outcome Learning Learning
5. Job Behaviour Immediate Job Behaviour
Behaviour Outcome Improvement
Plan
6. Results Intermediate On the Job
Functioning Outcome Effectiveness
7. Ultimate Follow up
Outcome and Transfer

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Caution It is complicated for trainer to wrap up the evaluation of training especially when
the results of training do not accrue immediately after training and take longer to manifest
themselves.

10.5.1 Hamblin Model of Evaluation

According to Hamblin, we can evaluate at any of the four levels namely – Reaction, Learning,
Job Behaviour and Functioning but ideally we should do so at every level. If we ignore the level
three (job behaviour) and four (functioning), we may discover only superficial changes. If we
ignore the first and second, the trainer may find it difficult to explain and justify changes because
it has not been followed through every link in the chain.
According to Hamblin, objectives of training should be set at each of the four levels. For instance,
the objectives of a course for salesman might be to achieve a high level of involvement and
interest (Reactions), in order that trainees may effectively learn certain facts, certain skills of
salesmanship and certain attitudes towards the salesman’s job (Learning), in order that they
may use these facts and apply these studies on the job (Job-behavioural), in order that the
quantity of sales may increase over a specified period (Functioning).
According to Hamblin, ideally, evaluation objectives may be set at each level of evaluation. To
be effective, any scheme of evaluation has to be tailor-made to fit the needs of the users of
training.
These approaches are therefore possible for external training as well as in company training as
shown in Figure 10.5.

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