We start by examining (and establishing if necessary) the theory of change underlying the delivery of training. Through using an adapted form of Soft Systems Methodology we query this theory of change and compare it with reality. By doing this we can draw out the various practical issues which can affect the effectiveness of the training and also identify other factors which may be contributing to changes in performance.
From this we can then make some observations as to what contribution training may be making to a change in performance and impact on the organisation, as well as being able to identify factors which are inhibiting this.
The big advantage of this is that we are working forwards all the time in an informed way, rather than looking backwards and having to make some guesses as to causality. We can then make observations about the following questions:
- Is what the training covers being learnt?
- Is what the training covers the right content for the training?
- Is the overall concept for the training the right concept?
Systemic approaches to training evaluation have considerable advantages over traditional methods. They do not make any assumptions about causality (as in positive reaction leads to learning which leads to improve performance which leads to organisational impact). They recognise that workplace performance is affected by a multitude of factors, and that changes in performance have unintended consequences, which can also be evaluated. These unintended consequences can be much more significant than changes in knowledge, skills or attitudes which come as a result of the training. Systemic approaches also allow for a more dynamic perspective on change: there will have been a time delay between delivery of the training and evaluation, and maybe the training is no longer relevant for the current operational context.