Measuring reaction: This measures participant's likes and dislikes about the training programme and it should be done during and after a programme. If the training does not meet out the needs and interests of the trainees, then it will not be considered an effective training. One of the ways to know the reaction of participants is through observation and discussing problems with trainees. This allows anonymity and encourages frank expressions of feelings by participants. The measurements can be partially quantified by using a scaling system and the participants can be asked to express their reactions to specific training aspects. For example, the worth of training session can be asked in terms of Yes/No or the quality of training facilities can be asked in terms of inadequate/ average/excellent. Through scaled responses the trainer can obtain information immediately and if necessary can modify or make necessary changes in the training. Apart from this form the open-ended written evaluations, verbal discussions, observations and conference with observer can be done to get necessary feedback about training. The measurement should focus on the aspects like participant's feelings about worth of training, need satisfaction, reactions about trainers and reactions to training methods, duration, arrangement, weightage on theory and practice etc.
Measuring learning: It is important to measure learning outcomes in terms of knowledge, skill and attitude immediately after training. It is most useful to measure learning as quantitatively and objectively as possible for making comparisons. One of the simplest way can be to do pre and post test (i.e. before and after training) to know the amount of knowledge gained and skills acquired. The attitudinal changes can be partially determined through direct observation, discussion and case studies. Skills can be measured through demonstrations and role play. Similarly facts can be gathered by tests and case studies.
Measuring behaviour: Itis important to measure learning and assess positive effects of learning. The conditions that are likely to create sound effect of training on learning includes the opportunity to put the learning into practice, the realization that new learning acquired can make the job easier and more efficient, and motivation on the part of trainee to improve job performance. For measuring behavioural changes enough time should be given after training to put the new learning into practice and for the change in behaviour to be measured. The measurement must be made by objective sources i.e., by involving various people to do the job, including trainee, supervisor, fellow workers, farm women etc. The comparison of effect of training can be made with the staff who has undergone training with untrained staff in case of in-service training.
Measuring results: It is important to know the impact of training programme for expected/anticipated results. For example, the consequences of technologies in saving time and energy for household work, improvement in health status, increased production, improved storage practices, improved environment etc. can be measured after certain time duration.
Participants