Training Evaluation

This chapter reviews the training research literature reported over the past decade. We describe the progress in five areas of research including training theory, training needs analysis, antecedent training conditions, training methods and strategies, and posttraining conditions. Our review suggests that advancements have been made that help us understand better the design and delivery of training in organizations, with respect to theory development as well as the quality and quantity of empirical research. We have new tools for analyzing requisite knowledge and skills, and for evaluating training. We know more about factors that influence training effectiveness and transfer of training. Finally, we challenge researchers to find better ways to translate the results of training research into practice.

In an era of economic and technological change, organizations are increasing their efforts to develop their employees by providing them several training opportunities. Due to the need for making employees get the most out of these trainings and using budgets more efficiently, training evaluations have become extremely important. Training evaluation is a systematic process of comparing the level of performance of attendants before and after the training activity and assessing the results of the program by linking the outputs obtained to the targets of the organization. This study discusses the use of 360-degree feedback method for evaluating training performance and suggests that this method may yield more objective and participative results by taking not only the supervisor's but also the other parts' (customers, colleagues, and subordinates) views into consideration. The study was carried out with the cooperation of a private bank during one of their training organizations in which 50 employees from different branches participated. As the 360-degree feedback method requires direct feedback from an employee's subordinates, peers, supervisors, and customers as well as a self-evaluation, participants' supervisors were contacted before the training and requested to state who would take place in this process. For each employee, the contact lists included the first-line manager, the second-line manager, one of the peers, and five direct customers. The review of these parts were received before the training and one month after the training by survey method. A total of 900 surveys were obtained at the end of these two steps. The obtained data were subjected to one-sample t-test and Kolmogorov-Smirnov test using SPSS software. According to the analyses, it was found out that the results of the 360-degree feedback method was positive and, in turn, significant. As a result, the method has been found suitable for evaluating training performance. Although, receiving feedback from many different parts requires relatively more time and effort than conventional ways of training evaluation, the method can be used as a valuable tool in organizations and help employee development.

This article provides a review of the training and development literature since the year 2000. We review the literature focusing on the benefits of training and development for individuals and teams, organizations, and society. We adopt a multidisciplinary, multilevel, and global perspective to demonstrate that training and development activities in work organizations can produce important benefits for each of these stakeholders. We also review the literature on needs assessment and pretraining states, training design and delivery, training evaluation, and transfer of training to identify the conditions under which the benefits of training and development are maximized. Finally, we identify research gaps and offer directions for future research. 451 Annu. Rev. Psychol. 2009.60:451-474. Downloaded from www.annualreviews.org by Rice University on 12/20/11. For personal use only.

The report presents a concrete analysis of the overall training effectiveness of Al-Arafah Islami Bank Limited (AIBL) while focusing on the Sonargaon Janapath Branch as the key investigation area. The objective of this report is to indicate whether the training program is effective and provide future research direction. For the collection of primary data, branch staff were interviewed using an open-ended questionnaire. For the analyses, Kirkpatrick’s four levels of training evaluation have been considered as variables.  The findings section presents the data after a thematic analysis. All four variables have shown a majority percentage of positive response, indicating the training program as effective. Since this is a branch centered investigation, the findings of this report do not conclude the training program of AIBL as effective but indicate its effectiveness. The report provides future research direction on the topic using a larger sample size, single program-specific investigation, or inquiring into employee training knowledge at AIBL.

A. Pendahuluan Evaluasi program pendidikan dan pelatihan dibutuhkan untuk menindaklanjuti program yang telah dilaksanakan sebelumnya. Dalam evaluasi ditujukan untuk mengetahui kekurangan-kekurangan dalam program pendidikan dan pelatihan, sehingga ke depannya diperbaiki. Makalah ini dibuat untuk memberi wawasan kepada pembaca berkaitan tentang konsep, ragam, dan rancangan evaluasi. Sehingga, pembaca mampu mengetahui apa itu evaluasi program diklat, macam-macam evaluasi, serta mampu menerapkan rancangan evaluasi tersebut. Metode penyusunan makalah yang kami lakukan menggunakan metode diskusi. Yaitu dalam penyusunan makalah ini kami mendapatkan data dari berbagai sumber yang kemudian kami diskusikan bersama kelompok, sehingga kami dapat menyimpulkannya dalam bentuk makalah. B. Pembahasan 1. Konsep Evaluasi Evaluasi adalah suatu proses mencari data atau informasi tentang objek atau subjek yang dilaksanakan untuk tujuan pengambilan keputusan terhadap objek atau subjek (Sudjana, 2006:40). Kegiatan evaluasi merupakan salah satu tahapan dalam proses manajemen diklat. Purwanto dan Suparman (1999), evaluasi merupakan salah satu mata rantai dalam sistem diklat yang bisa dilaksanakan dari awal proses perencanaan, proses pelaksanaan, pada akhir penyelenggaraan diklat sampai dengan setelah peserta diklat itu berada di tempat kerja. Sebagai suatu tahapan dalam pengelolaan program diklat, peran evaluasi amat menetukan karena evaluasi menjadi alat bagi pemimpin organisasi untuk mengetahui apakah diklat itu sudah mencapai tujuan atau belum. Dalam konteks evaluasi program diklat, fokus evaluasi dapat diarahkan untuk menilai dua hal yaitu: 1) evaluasi penyelenggaraan diklat, dan 2) evaluasi dampak atau manfaat diklat. Jenis evaluasi dampak diklat ini dikenal dengan evaluasi pasca diklat (Holton & Baldwin, 2000). Fase evaluasi dilakukan untuk perbaikan sistem yang lebih baik lagi dengan cara mengolah data yang sudah didapat dari tahapan yang dilakukan. Evaluasi pelatihan dilakukan dengan tujuan : A. Sikap peserta pelatihan terhadap kegiatan pelatihan keseluruhan B. Peningkatan kompetensi dalam diri peserta pelatihan C. Keuntungan yang dirasakan oleh tempat pelatihan Keberhasilan suatu program diklat tidak hanya berdasarkan dan berhenti pada aktivitas perencanaan yang telah menetapkan target dan capaian serta tujuan tertentu, 1

This paper looks at corporate entrepreneurship (CE) training
and proposes some insights for its evaluation. The literature review begins
by outlining what corporate entrepreneurship entails and the rationale
for a firm adopting a more entrepreneurial posture. Subsequently,
organizational devices for encouraging corporate entrepreneurship are
explored, with a particular focus on the practice of training. Assessing
the effect of training programmes leads to the question of how the
programmes, especially CE programmes, can be effectively evaluated. An
evaluative framework for CE training initiatives is proposed. The paper
draws on evaluation principles from three fields of literature – training,
adult education and entrepreneurship education. This study focuses on
the ‘changes in learners’ that occur as a result of training. The evaluation
insights gained from these three fields are coupled with an individualized
measure of entrepreneurial orientation to present a schematic of effective
CE training evaluation.

This article provides a review of the training and development literature since the year 2000. We review the literature focusing on the benefits of training and development for individuals and teams, organizations, and society. We adopt a multidisciplinary, multilevel, and global perspective to demonstrate that training and development activities in work organizations can produce important benefits for each of these stakeholders. We also review the literature on needs assessment and pretraining states, training design and delivery, training evaluation, and transfer of training to identify the conditions under which the benefits of training and development are maximized. Finally, we identify research gaps and offer directions for future research.

In the last five decades, Kirkpatrick evaluation model has turned into the invincible dominant trend in training profession due to its simplicity and intelligibility. Drawing on this four level model, you can measure and report quantitatively how satisfied learners are with a training program (reaction); how much their knowledge, attitude, and skills have changed (learning); how much of their learning have transferred into performance (behavior); and how much the company has benefited from the training in monetary values (results). Although Kirkpatrick model has been proved practically to be a suitable means to report on training effectiveness quantitatively in terms of reaction, learning, behavior, and results; but it fails to explain quantitatively why a program does not meet effectiveness criteria. Hence, we decided to adopt a concurrent mixed-methods design to measure the HOWs and explore the WHYs of an Oil mini-MBA program effectiveness. To gather quantitative data, we used an attitude scale for level one (reaction), an achievement test for level two (learning), and a performance checklist for level three (behavior). Additionally, in-depth interviews and nonparticipant observations were conducted continuously to gather qualitative data. A nested strategy
was also used for sampling purpose, so 40 participants were selected randomly for the quantitative part and 17 participants purposively for the qualitative part. Finally, the quantitative data were analyzed by descriptive statistic measures (namely mean, standard deviation, and correlation coefficient) to report the percentage of effectiveness at 3 levels, while qualitative data were analyzed thematically to report WHYs of effectiveness and ineffectiveness at the levels. Based on the results,
the program was effective at Reaction Level by 93% (WHY: because participants felt the company had selected them by competency measures and not by implicit nepotistic justifications as usual), at
learning level by 86% (WHY: because those who failed had to face salary cut), and at behavior level by 23% (WHY: because after return to work, colleagues teased mercilessly those who tried to transfer their new learning into performance). Additionally, the qualitative data denote that no training program works in practice while the cultural climate of the company perceives it as an unfair learning opportunity. All in all, the study suggests that when Kirkpatrick model is used with a rigorous
mixed-methods design, evaluators are enabled to explore the typical quantitative data more deeply and provide decision-makers with more informed judgments.

Purpose -The purpose of the current study is to examine the utility of Six Sigma interventions as a performance measure and explore its applicability for making the training design and delivery operationally efficient and strategically effective. Design/methodology/approach -This is a single revelatory case study. Data were collected from multiple sources. In depth interviews of Six Sigma champion, black belt and green belt executives were conducted for understanding the Six Sigma interventions in HR function in general and in training functions in particular. Findings -Application of Six Sigma approach was found to be helpful for better alignment of training function in MNC bank with the organizational requirements. Six Sigma changed the role of the function towards proaction. Research limitations/implications -This study has usual limitation of single case study research. Moreover, the impact of Six Sigma and its dependence on organizational structure, organizational culture, leadership role, social embeddedness, role stress etc. are identified as areas for future research. Practical implications -The study brings out the applicability of Six Sigma approach for HR department and training function. Originality/value -The paper delineates the application of Six Sigma approach in training function. It explores the applicability of this approach to ensure the training effectiveness by pulling the training function closer to internal and external customers' requirements and by its strategic alignment with organizational goals.

Evaluation of training programmes is not always as easy as many organisations approach it. A great deal of training evaluation that is done in many organizations entails evaluating reactions of trainees to the training program. Training programmes are expensive and training employees entail significant expenditure by the organization. Like any other investment venture, training should be evaluated by its returns on investment. This measure is however not easy to conduct and therefore many organizations get content with just a measure of the participants reactions to the training. This paper explores the training evaluation approaches that organizations can employ to evaluate return on investments for their training expenses.

Orientation: By reporting on an evaluation of a wellness initiative, this article brings together an element of organisational development (employee wellness) with an approach to programme evaluation (programme theory-driven evaluation). Research purpose: Two questions were addressed: ‘What is the causal logic of the wellness initiative?’ and ‘Is this a plausible programme theory according to social science research and literature?’Motivation for the study: A study that could demonstrate the usefulness of the theory-driven evaluation approach, especially in the local human resource (HR) domain, was considered to be valuable. In addition, this evaluation provided a careful consideration of how plausible it is for such interventions to achieve what they set out to do.Research design, approach and method: The evaluation relied mainly on qualitative methods (the examination of secondary data and interviewing) to extract programme theory, and on literature to assess plausibility.Main fin...

The current study is developed to identify factors that affect trainees’ acquiescent tendency in organizational trainer evaluations. We posit that conflict-handling style affects ones tendency to acquiesce in trainer evaluations, and this relationship is regulated by cultural influence. Surveys were sent to employees with training experience in Taiwan and North America, 395 valid responses were collected. Results showed that the two individual conflict-handling styles: non-confrontation style and dominating style, are positively related to acquiescent tendency; and their relationship  is found moderated by the influence of Confucian work dynamism, thus confirming the influence of cultural norms. Our findings contribute to HRD practitioners by highlighting the different conflict-handling style and culture influence will result in different level of acquiescent propensity, trainer evaluations results should be interpreted more carefully and cautiously.

In order to improve the effectiveness of the training provided by the agency in charge of training of public servants in the region of Andalusia (Spain), trainers were surveyed about what is the utilization of design-related transfer factors they do when they design training courses. Thus, the extent to which training is designed to be transferred can be analyzed. The results suggested that trainers focused their interventions more on the trainees’ satisfaction with the level and usefulness of the learning acquired than on the learning transfer to workplace. In addition, this study allowed us to gain better understanding of the perspective of trainers on how training design elements are associated. Four transfer-focused training approaches were detected, whose concomitant use varies depending on training objectives. It is concluded that the study of the transferability of training is useful to detect weaknesses and strengths in training and proposals for improvements and lines of inquiry are suggested.

The body of research relating to assessment in education suggests that professional developers and seminar administrators have generally paid little attention to evaluation procedures. Scholars have also been critical of evaluations which use a single data source and have favoured the use of a multiple method design to generate a complete picture of the effectiveness of procedures under evaluation.
The purpose of the current study was to evaluate two training seminars using a mixed method design. The evaluation procedure was specifically designed to utilise triangulation of sources and to follow Killion’s eight-step process. The seminars were part of the ‘Early Steps’ project, a European Union (EU) Comenius Program, concerning the development and implementation of an alternative physical education curriculum for preschool pupils.
Results of the study support the assertion that a mixed method design increases the validity of the evaluation procedure. It is suggested here that educational evaluation procedures, inherently difficult to measure directly, may successfully utilize multiple measures. Such measures should be various in nature, and combine qualitative and quantitative approaches and- when used appropriately- can also help to predict the likely impact of training on teachers’ behaviors and professional practice.

Human performance on unfamiliar face matching is known to be highly error prone. However, in organisations where staff are required to perform this task as part of their daily work, attempts are often made to mitigate risk by providing training. Importantly, the methods used in these training courses have not been subjected to empirical validation. In this study we evaluate a common component of many training programmes which encourages viewers to classify face shape. Our results show very low agreement in face shape classification, both within and between participants, and across repeated presentations of a single image to a single participant. Furthermore, face shape classification training did not improve face matching accuracy, suggesting that the face shape strategy does not facilitate identification.

This research focused on the Post Evaluation of Leadership Education and Training IV Year 2018 at the Human Resources Development Agency of West Kalimantan Province. The variable of the study is the Impact of Leadership Education and Training IV Year 2018 organized by the Human Resources Development Agency of West Kalimantan Province. This study conducted descriptive research methods with quantitative approaches and evaluative designs. The research population is all alumni of the program organized by BPSDM West Kalimantan Province from the Government of West Kalimantan Province as many as 40 participants. Sample of the population derived with total sampling techniques. As the results, the study found that the participants’ projects in the program are considered very good to their agencies as beneficiaries. Most of the projects implemented in the short stage continued in the medium and long stage with the mentors/leaders and team members as the main supporting factor. The main constraints to the achievement of the project's goals are the job rotation of the project leader during implementation and the lack of financial support and other resources. This study also found an increase in the performance of alumni and agencies as the result of the program

El presente artículo expone los hallazgos globales del estudio MEEL (Modelo de Evaluación del eLearning), realizado en 2015 para el Instituto Nacional de Administración Pública (INAP) en España. El objetivo del estudio es desarrollar un modelo integral de evaluación de la formación online en el contexto de la administración pública. Dicho modelo se implementó en siete acciones formativas online, con el ánimo de contribuir a la mejora en el uso de los recursos públicos.
El modelo MEEL contempla diferentes niveles de evaluación: satisfacción, aprendizaje, diseño pedagógico, implementación y transferencia. Se usaron diferentes cuestionarios y listados de verificación, dirigidos a los participantes de las acciones formativas (n=323), a los formadores y a los responsables de las acciones formativas evaluadas. Los resultados de la evaluación muestran niveles de satisfacción y de aprendizajes medio-altos. Asimismo, el aprendizaje, a diferencia de la satisfacción, aparece relacionado con la transferencia; por lo que cuanto más aprendizaje se dé en una formación online, más transferencia se producirá en el lugar de trabajo. También se evidencian algunas barreras para transferir, ya observadas en otras administraciones públicas: el desajuste a las necesidades formativas, la poca coherencia con la estrategia organizativa y la falta de apoyo en el entorno laboral.

This paper presents the overall findings of MEEL (eLearning Evaluation Model) study, conducted in 2015 for the National Institute of Public Administration (INAP) in Spain. The aim of the study is to develop an integrated evaluation model of online training in the context of public administration. This model was implemented on seven online training activities, in order to improve the use of public resources.
The MEEL model includes different levels of evaluation: satisfaction, learning, instructional design, implementation and transfer. Different questionnaires and check-lists were used; these were addressed to the trainees (n=323), trainers and training managers. The evaluation results show medium-high levels of satisfaction and learning. Furthermore, learning, unlike satisfaction, is related to transfer; thus, the more learning occurs in an online training activity, more transfer will be produced in the workplace. Findings also highlight some barriers to transfer already observed in previous research on training at public administrations: lack of adjustment to the training needs, inconsistency with the organizational strategy and lack of support in the workplace.

This book addresses the challenges typical technical training managers, and other technical managers face in justifying the return on investment of their programs, particularly for large-scale, investment-intensive programs. This book describes a very intuitive and practical model for the measurement of the effectiveness of technical training programs. The book is based on a 4-tier Return on Effectiveness (ROE) model developed through years of research, observation, and experience. The ROE model uses four simple indices: training reaction index, improvement index, effectiveness index, and impact trends to convey a full picture of the effectiveness of a training program. This feedback-based and data-based approach enables training managers with a step-by-step approach to collect data, measure important indicators and compute the indices to present evidence of the effectiveness of their training programs to the executives.

This survey-based study addressed a perceived gap between training performance evaluation practice and decision-making criteria required in business. Training professionals and non-training managers in North Carolina were surveyed. The study found that the groups differ in the performance measures that motivate them to act on training issues. Non-training managers preferred measurements of productivity, organizational climate, product quality, cost, and customer service reports. Training professionals preferred measures of opinions of the trainee's supervisor, end-of-training exam scores, progress/work performance reports, and opinions of the trainee. The study concluded that (1) training professionals and non-training managers react to different training performance measures; (2) training professionals are more likely to react to job/individual-level performance measures; (3) non-training managers are more likely to rely on organizational-level measures; (4) non-training managers are not primarily concerned with converting training benefits to dollar figures; (5) on-the-job tests and customer service reports are valued by both the training profession and business and industry; and (6) the low response suggests a potential lack of interest for the strategic position of the training function.

El presente artículo expone los hallazgos globales del estudio MEEL (Modelo de Evaluación del eLearning), realizado en 2015 para el Instituto Nacional de Administración Pública (INAP) en España. El objetivo del estudio es desarrollar un modelo integral de evaluación de la formación online en el contexto de la administración pública. Dicho modelo se implementó en siete acciones formativas online, con el ánimo de contribuir a la mejora en el uso de los recursos públicos. El modelo MEEL contempla diferentes niveles de evaluación: satisfacción, aprendizaje, diseño pedagógico, implementación y transferencia. Se usaron diferentes cuestionarios y listados de verificación, dirigidos a los participantes de las acciones formativas (n=323), a los formadores y a los responsables de las acciones formativas evaluadas. Los resultados de la evaluación muestran niveles de satisfacción y de aprendizajes medio-altos. Asimismo, el aprendizaje, a diferencia de la satisfacción, aparece relacionado con la...

Sumatera Tiger Project (STP) UNDP dan PILI bekerjasama dengan Ditjen KSDAE KLHK selama 2018-2019, menyelenggarakan Program Pelatihan Softskill Kelola Sosial Bagi Petugas Taman Nasional di TN Gunung Leuser, TN Berbak Sembilang, TN Kerinci Seblat dan TN Bukit Barisan Selatan. Laporan ini menyajikan hasil penelitian Monitoring dan Evaluasi (eksternal) program pelatihan yang dilakukan secara komperehensif, menggunakan konsep DAC OECD (1991) yang dikembangkan lebih detil dengan metode evaluasi Kirkpatrick (1998) serta beberapa model analisis statistik.

The case study is about the experience of the TESP M&E Unit of the evaluation of the trainings of HEIs staff in Pakistan. The case study explains how the M&E Unit developed the Learning Based Assessment of Training (LBAT) Model to analyze the pre-existing learning, the net learning and the learning lag. The Model produced surprisingly interesting results for improved accountability and planning for future trainings.

This study is one of the first to explore the impact of child sexual exploitation (CSE) training on an entire police force which had not undertaken any CSE training before. There is a large industry which sells CSE training to police forces and other statutory services all over the UK and British Isles-but it is rare to find studies that evaluate how the training changes attitudes and knowledge of professionals. It is also rare to find evaluations of training where professionals were tested before any training took place to give an accurate baseline.

Key findings include: • Officers self-reported significant improvements in their knowledge of CSE and related topics after one day of training. • When officers were asked to describe a 'typical CSE case', the most common themes were exchange, alcohol, drugs, female victims and care homes. A lot of the descriptions contained victim blaming and 'choice-making' by the children. Even after training, this did not significantly change. • Officers performed significantly better on the items and knowledge tests after CSE training but some items based in attitudes and biases were not easily changeable. • One day of CSE training is unlikely to change beliefs and cultures which frame sexual abuse victims negatively. • Long term or pre-and post-training evaluation such as this one should be encouraged to explore whether CSE training can change practice or improve responses to children-and whether investment is being effectively utilised. • Training in complex topics such as child sexual exploitation and abuse is important, but short, one-off input is unlikely to significantly change beliefs or practice. • Self-report measures in which professionals are asked whether their knowledge has improved may not always be accurate when contrasted against free-text answers to questions about topics and materials

Penelitian ini difokuskan pada Post Evaluasi Pendidikan dan Pelatihan Kepemimpinan IV Tahun 2018 di Badan Pengembangan Sumber Daya Manusia Provinsi Kalimantan Barat. Variabel penelitian ini adalah Dampak Pendidikan dan Pelatihan Kepemimpinan IV Tahun 2018 yang diselenggarakan oleh Badan Pengembangan Sumber Daya Manusia Provinsi Kalimantan Barat. Penelitian ini melakukan metode penelitian deskriptif dengan pendekatan kuantitatif dan desain evaluatif. Populasi penelitian adalah seluruh alumni program yang diselenggarakan oleh BPSDM Provinsi Kalimantan Barat dari Pemerintah Provinsi Kalimantan Barat sebanyak 40 peserta. Sampel populasi diperoleh dengan teknik total sampling. Sebagai hasilnya, studi ini menemukan bahwa proyek peserta dalam program dianggap sangat baik bagi lembaga mereka sebagai penerima manfaat. Sebagian besar proyek yang dilaksanakan dalam tahap pendek berlanjut dalam tahap menengah dan panjang dengan mentor / pemimpin dan anggota tim sebagai faktor pendukung utama. K...

The purpose of this chapter is to describe a successful case study of evaluation and learning transfer in a Global CRO (ICON) located in Dublin, Ireland. The case study focuses on a management development program entitled Management Essentials Two. The evaluation element of the exercise engaged the theories of Kirkpatrick and Phillips as a fundamental approach. The outcomes of the program that were measured included Levels one, two and three of both models. Post program behavior change was selected as a measure of transfer. In a departure from standard evaluation practice the case study employed an original inventory, “System of Training Transfer Assessment Report” (STAR), to measure the factors leading to transfer (Donovan & Darcy, 2011). Regression analysis was used to identify four factors that were critical to transfer of learning at ICON. Lessons for ICON, practitioners, and researchers are drawn.

Purpose – The purpose of this paper was to test the mediating role of training duration in relationship between firm characteristics and training evaluation practices. In this paper, the authors also investigated if this mediating effect differs with respect to the size of the firm. Design/methodology/approach – The authors collected data from 260 professionals of 90 call centers. Findings – The authors found that training duration mediates the relationship between firm size and training evaluation. The authors also found that indirect effect of firm size on training evaluation through training duration differs across different levels of firm size but not across different levels of ownership. Research limitations/implications – This is a cross-sectional study that emphasized on training evaluation practices only. Practical implications – The study has implication for both evaluation researchers and practitioners in terms of designing training evaluation policies and practices. Originality/value – This is ...

modelo se implementó en siete acciones formativas online, con el ánimo de contribuir a la mejora en el uso de los recursos públicos. El modelo MEEL contempla diferentes niveles de evaluación: satisfacción, aprendizaje, diseño pedagógico, implementación y transferencia. Se usaron diferentes cuestionarios y listados de verificación, dirigidos a los participantes de las acciones formativas (n=323), a los formadores y a los responsables de las acciones formativas evaluadas. Los resultados de la evaluación muestran niveles de satisfacción y de aprendizajes medio-altos. Asimismo, el aprendizaje, a diferencia de la satisfacción, aparece relacionado con la transferencia; por lo que cuanto más aprendizaje se dé en una formación online, más transferencia se producirá en el lugar de trabajo. También se evidencian algunas barreras para transferir, ya observadas en otras administraciones públicas: el desajuste a las necesidades formativas, la poca coherencia con la estrategia organizativa y la falta de apoyo en el entorno laboral.

This research focused on the Post Evaluation of Leadership Education and Training IV Year 2018 at the Human Resources Development Agency of West Kalimantan Province. The variable of the study is the Impact of Leadership Education and Training IV Year 2018 organized by the Human Resources Development Agency of West Kalimantan Province. This study conducted descriptive research methods with quantitative approaches and evaluative designs. The research population is all alumni of the program organized by BPSDM West Kalimantan Province from the Government of West Kalimantan Province as many as 40 participants. Sample of the population derived with total sampling techniques. As the results, the study found that the participants’ projects in the program are considered very good to their agencies as beneficiaries. Most of the projects implemented in the short stage continued in the medium and long stage with the mentors/leaders and team members as the main supporting factor. The main constraints to the achievement of the project's goals are the job rotation of the project leader during implementation and the lack of financial support and other resources. This study also found an increase in the performance of alumni and agencies as a result of the program.

Análisis de caso sobre la Fauna en vías de extinción en el corregimiento El Naranjo.
Institución Educativa El Naranjo
Elaborado por:
Emilio José Moreno Murillo
Roberto Carlos Povea Hoyos
Daniel David Martínez Estrada
Rosiris Rodríguez Muñoz
Arnol Rafael Goez Álvarez
Piedad Stella Aguas García

This research investigates the relationship of variables of Organizational Support, Support Transfer of Training, and Trainees' Characteristics with criterion variables of Reaction, Learning and Training Impact at Work. The research included 2907 participants from 226 courses offered by a public organization. The 12-item impact scale was administered in two occasions: two weeks and three mounts after training. Stepwise multiple regression analysis indicated that the trainees' scores in the pretest, the quality of the instructional material, job, motivation for training and the nature of the course objectives account for 5% of the variability of the trainees' grade in the learning posttest (R = 0.24). The instructor performance, motivation, scores of the pretest, field of the course and managerial support account for 60% of the Reaction variability (R = 0.76). Psychosocial support for transfer, reaction and motivation account for 47% of the Impact variability (R = 0.69). Learning is neither directly associated with Reaction nor with Impact. Training characteristics influence on Learning and Reaction, but not on Impact. Training itself is not able to produce effects on trainee's behavior for a long time. This is because transfer of learning to the work depends on the posttraining context

The aim of the current study was to evaluate the training provided by the project “Early Change: Promoting the professional development of early educators.”* The training was conducted in six European countries between October 2012 and January 2013, and the participants were 122 early educators from six different countries. The aim of the training was to help the participants develop basic research skills by teaching them how to implement an Environment Rating Scale, the ECERS-R. The evaluation design was based on the use of mixed methods as both qualitative and quantitative data were collected. The results supported the successful provision of the training towards the improvement of the participants’ research skills and the enrichment of their knowledge. Implications for the educational field practice are also discussed.