This paper aims to briefly review the current state of and rationale for workplace training evaluation, explain the barriers that prevent wide scale and effective evaluation and provide practitioners with a novel training evaluation approach.
The article is based on a critical review of current approaches to and literature on training evaluation and the author's own research into the impact of learning on NHS productivity.
Whilst national governments stress the importance of workplace skills development as a central element of economic growth and organizations invest substantial amounts in training, very few private firms or public sector organizations actually review learning's impact on individuals, teams or organizational results.
This paper proposes that a range of factors inhibit effective training evaluation. These include the complexity of workplace learning and, crucially, weaknesses in current evaluation processes and tools. In response, the author sets out a novel systematic evaluation process aimed at assisting practitioners in meeting these challenges.
The approach builds on the economic theory of productivity to create a metric of costs and benefits to allow organizations to assess the impact of learning. It is hoped the approach will firstly, contribute to the debate about how training should be evaluated; secondly, bridge the gap between academic research and practitioner needs and finally, provide a scientifically robust but practitioner friendly means of evaluation.
