Enterprise training refers to the purposeful, planned and systematic educational activities organized by enterprises in order to improve the knowledge, skills, attitudes and behaviors of employees. The purpose of enterprise training is to improve the ability and performance of employees, so as to achieve the strategic objectives and competitive advantage of enterprises. However, corporate training is not once and for all, it needs to be constantly evaluated and improved to ensure the effectiveness and efficiency of training. Training effectiveness evaluation refers to the systematic collection, analysis and evaluation of the input, process, output and impact of training activities to determine whether the training has achieved the expected goals, whether it has a positive impact, and whether it is worth investing in. Training effectiveness evaluation is an important part of training management, which can help enterprises and training institutions:

Understand the actual effect of training, test the effectiveness and rationality of training;

Find out the advantages and disadvantages of training, and put forward suggestions and measures for improvement of training;

adjust the objectives, contents, methods and forms of training and optimize the design and implementation of training;

Evaluate the input-output ratio of training and calculate the rate of return and contribution of training;

Improve the quality and effectiveness of training and enhance the value and impact of training.

Training effectiveness evaluation is a complex and professional work, which requires clear evaluation purposes, standards, methods and indicators, as well as appropriate evaluation tools and techniques. As a professional training service provider, consulting companies have rich experience and ability in training effect evaluation, and can provide effective training effect evaluation programs and support for enterprises and training institutions. This article will propose a standard for evaluating the effectiveness of training from the perspective of a consulting company, namely, response, learning, behavior and results, referred to as the RLBR model, and introduce the meaning of these four standards, evaluation methods and indicators, and how to select appropriate evaluation standards and tools according to different training objectives and content.

Response (Reaction) refers to the satisfaction, feelings and attitudes of training participants towards training activities. Response is the first level of training effect evaluation, and it is also the most basic and direct level. It can reflect the attractiveness and acceptability of training, as well as the learning motivation and interest of training participants. The evaluation method of response is mainly through questionnaires, interviews, observation and other ways to collect the overall evaluation of the training participants, as well as the specific evaluation of the training objectives, content, methods, forms, teachers, facilities, atmosphere and so on. The evaluation indicators of the response are mainly the satisfaction, participation, confidence and expectation of the training participants. The evaluation of the response is usually carried out immediately after the training to ensure the authenticity and validity of the data.

Learning (Learning) refers to the change of knowledge, skills, attitudes and behaviors acquired by training participants in training activities. Learning is the second level of training effect evaluation, and it is also the core and most important level. It can reflect the effectiveness and quality of training, as well as the learning results and ability improvement of training participants. The assessment method of learning is mainly through tests, tests, assignments, cases, simulations, demonstrations, etc., to compare the differences in knowledge, skills, attitudes and behaviors of the training participants before and after the training, as well as the degree of compliance with the training objectives. The evaluation indicators of learning are mainly the knowledge mastery, skill proficiency, attitude change and behavior change progress of the training participants. Assessment of learning is usually done after or during training to ensure the timeliness and relevance of the data.

Behavior (Behavior) refers to the degree to which the training participants apply the knowledge, skills, attitudes and behaviors they have learned to practical work in the workplace. Behavior is the third level of training effect evaluation, and it is also the most difficult and critical level. It can reflect the transformation and practicality of training, as well as the work performance and performance improvement of training participants. The evaluation method of behavior is mainly through observation, interview, questionnaire, log, report, assessment and other ways to collect the behavior of the training participants in the work, as well as the consistency with the training objectives. The evaluation indicators of behavior are mainly the frequency of behavior, the quality of behavior, the continuity of behavior, and the impact of behavior. The evaluation of behavior is usually carried out within a period of time after the end of the training to ensure the stability and comparability of the data.

Result refers to the impact of training activities on the strategic objectives, business results, customer satisfaction, employee satisfaction, market share, profit margin and so on. The result is the fourth level of training effect evaluation, which is also the highest and final level. It can reflect the value and contribution of training, as well as the rate of return and benefit of training. The evaluation method of the results is mainly through data analysis, reports, surveys, comparisons, etc., to collect business data before and after the training, as well as the relevance of the training objectives. The evaluation indicators of the results are mainly the income, cost, profit, market share, customer satisfaction, employee satisfaction, employee turnover rate, employee productivity and so on. The evaluation of the results is usually carried out over a long period of time after the training to ensure the integrity and credibility of the data.

The RLBR model is a hierarchical model of training effect evaluation from low to high, from easy to difficult, from direct to indirect, from internal to external, which can comprehensively, systematically and scientifically evaluate the effect of all aspects and levels of training, and provide valuable feedback and suggestions for enterprises and training institutions. However, the RLBR model is not a fixed and unique evaluation model, it needs to be based on different training objectives and content, flexible selection of appropriate evaluation criteria and tools to avoid excessive or insufficient evaluation, as well as the cost and benefit of evaluation imbalance. The following are some principles and recommendations for selecting evaluation criteria and tools:

According to the objectives and contents of the training, determine the key points and difficulties of the training, as well as the expected effect of the training, so as to determine the key points and difficulties of the evaluation, as well as the expected results of the evaluation. For example, if the goal of training is to improve the knowledge level of employees, the focus of evaluation should be on learning level, and the expected result of evaluation should be knowledge mastery;

According to the level and scope of the training, determine the impact and breadth of the training, as well as the risks and opportunities of the training, so as to determine the level and scope of the assessment, as well as the risks and opportunities of the assessment. For example, if the level of training is the strategic level and the scope of training is all employees, then the level of evaluation should be the result level and the scope of evaluation should be comprehensive;

According to the time and cycle of training, determine the continuity and variability of training, as well as the stability and comparability of training, so as to determine the time and cycle of evaluation, as well as the stability and comparability of evaluation. For example, if the training time is short-term and the training cycle is one-time, then the evaluation time should be timely, and the evaluation cycle should be single;

Based on the costs and benefits of the training, determine the input-output ratio of the training, as well as the rate of return and contribution of the training, thereby determining the costs and benefits of the assessment, as well as the rate of return and contribution of the assessment. For example, if the cost of training is high and the benefits of training are significant, then the cost of evaluation should be reasonable and the benefits of evaluation should be significant.

In short, the evaluation of the effectiveness of corporate training is an important and complex task that requires clear evaluation purposes, standards, methods and indicators, as well as appropriate evaluation tools and techniques. As a professional training service provider, consulting companies can provide effective training effectiveness evaluation programs and support for enterprises and training institutions, help them optimize training plans and improve training quality and efficiency. The RLBR model is a standard for evaluating the effectiveness of training, which can comprehensively, systematically and scientifically evaluate the effectiveness of all aspects and levels of training, but it also needs to flexibly select appropriate evaluation standards and tools according to different training objectives and contents in order to achieve the best evaluation effect.