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This study’s purpose is to contribute to literature on training evaluation following Kirkpatrick’s four-levels model and estimating each training program’s return on investment (ROI) using evidence from a small firm.

This case study uses data collected at a logistics company based upon training output indicators like training program evaluation data; individual performance evaluation reports; information on attained objectives; service and productivity levels; quality audit reports; and accounting data.

Results show that all the training programs addressed report evaluation procedures at the four different levels (reactions, learning, behavior and results). ROI for each training program was estimated based upon costs and benefits associated to each program. The two training programs presenting above-average returns address work quality and conditions. The program addressing corporate social responsibility issues produced below-average results.

Limitations to this study may result from collecting data in a single moment in time and using data from a single organization, excluding generalization and extrapolation of results.

This case study should inspire managers in small and medium enterprises (SME) to implement training evaluation practices and ROI estimation. Having the ROI estimation available allows better management of the training budget, as ROI’s presentation is an argument to assign value and progress.

The originality of this study regards the way it reports training evaluation practices at the four levels established by Kirkpatrick’s framework (2005) and complements it with ROI estimation regarding five training courses run at a Portuguese SME logistics firm.

The purpose of this article is to improve the sales training process by gaining a deeper understanding of the first two levels – reaction and learning.

A total of 79 sales supervisors of a US firm operating in Egypt participated in the study. They evaluated level 1 (reaction) by rating the design and operation of their sales training programs. Level 2 measured the value of information gained from training topics.

Trainees stated that the training either helped or solved sales and non‐sales problems. Data from both training levels were factored analyzed and each resulted in a two‐factor solution.

This research offers advice for setting standards for evaluating sales training programs. Knowledge gained is more important to determining if sales training has been effective. Learning evaluation showed that trainees believed the value of selling skills, company information, and behavioral training topics were valuable and the role of the instructor was important.

This research offers advice for setting standards for evaluating sales training programs. Knowledge gained is more important to determining if sales training has been effective. Learning evaluation showed that trainees believed the value of selling skills company information and behavioral training topics were valuable and the role of the instructor was important.

Since global firms devote significant sums of time and money training their sales forces, the greater understanding of the process results in improved effectiveness of sales training programs.

The evaluation of training results in large groups with limited resources is one of the challenges of organisations. This paper aims to provide a methodological approach to facilitate evaluation of training among large groups. The paper presents the tools and the results of an evaluation of a whole training plan on the rational use of medicines addressed to 1,550 health professionals in Spain.

Two questionnaires were administered to the trainees in order to evaluate transfer of training: one questionnaire upon finishing the training session and another one two months later. A total sample of 351 subjects was obtained from 53 different training programs linked with the rational use of medicines.

Results show that most of the trainees had improved their professional performance, especially the duties related to the selection and use of medicines. Key factors for transfer, such as motivation and support from the organisation, which are present when the transfer is higher, were also detected.

The research offers an easily applicable tool that can be used by organisations with few resources available for evaluation. The tool allows evaluation of the maintenance of the acquired learning, the particular changes in professional performance that prevail in time, and the factors that contribute to such changes.

This study provides a model to evaluate transfer of training that can be useful for practitioners and researchers who want to evaluate training effectiveness among large groups. It also contributes relevant information about the health sector and about large organisations with a lot of working offices, which could help advancing towards improving the effectiveness of training.

Training is a key strategy for human resources development and in achieving organisational objectives. Organisations and public authorities invest large amounts of resources in training, but rarely have the data to show the results of that investment. Only a few organisations evaluate training in depth due to the difficulty involved and the lack of valid instruments and viable models. The purpose of this paper is to present an evaluation model that has been successfully applied in the Spanish context that integrates all training dimensions and effects, to act as a global tool for organisations. The model analyses satisfaction, learning, pedagogical aspects, transfer, impact and profitability of training, and is therefore a global model.

The paper's approach is theoretical, and the methodology used involves a review of previous evaluation models and their improvement by comparing their application in practice.

An analysis of pedagogical aspects enables training professionals to improve training quality, as they are able to identify any weaknesses in elements, such as training design, needs analysis and training implementation, and improve on them. In fact, the quality of these elements depends entirely on the training professional. The improvement of pedagogical aspects, as a result of their evaluation, increases training quality and the results of training in organisations that can be identified by evaluating the other levels of the model, particularly the aspects of learning, transfer and impact.

The author has applied the model successfully in several public and private organisations, in industry and in the services sector, which demonstrates its usefulness and viability in evaluating the results of training. Therefore, this evaluation model has interesting and practical implications, as a useful tool for training managers for evaluating training results, as well as providing a global simplified approach to the complex evaluation function.

The originality of this evaluation model lies in its focus on a key and novel aspect – i.e. the pedagogical dimension, providing an integrated tool that can be easily adapted to any organisation.

The aim of this paper is to determine whether the effort invested by service companies in employee training has an impact on their economic performance.

The study centres on an intensive labor sector, where the perception of service quality depends on who renders this service. To overcome the habitual problems of transversal studies, the time effect has been considered by measuring data over a period of nine years, to give panel data treatment with fixed effects.

The prepared models give clear empirical support to the hypothesis that training activities are a positive influence on company performance.

The results obtained contribute empirical evidence about a relationship that, hitherto, has not been satisfactorily demonstrated. However, there may be some limitations related to the use of a training indicator based on effort and not on results obtained, with low representation of what happens in the smaller companies that lack structured training policies, or with no differentiation between generic or more specific training.

The results obtained can contribute towards increased manager awareness that training should be treated as an investment and not considered as an expense.

The main contributions can be resumed in three points: a training measurement has been used, based on three dimensions, which presumes to be an improvement on the more frequent method of measuring this variable. A consistent methodology was used that previously was not applied in the analysis of this relationship, and clear empirical evidence has been obtained concerning a relationship that, frequently, is mentioned with theoretical arguments, but which needs more empirical evidence.

An innovative training initiative to raise the awareness of personality disorder and enable more effective working with people with personality disorder who come into contact with the wider multi-agency system has been developed. For the purpose of the training initiative the nationally recognised Knowledge and Understanding Framework (KUF, awareness-level programme) has been employed. An overview of the comprehensive multi-agency training initiative will be outlined with reporting and discussion of the outcome data provided within this paper. The paper aims to discuss these issues.

This paper outlines the development and outcomes of a service evaluation study. The utilised outcome measures were carried out at pre-, post- and three-month follow-up measures. The Personality Disorder-Knowledge Attitude and Skills Questionnaire was utilised on the recommendation of the central team. Additionally a Visual Analogue Scale was developed for the purpose of this study was also employed.

Data findings are positive particularly when comparing pre- and post-results and the pre- and follow-up results. There appears to be an apparent peak in results post-training which could be attributed to the fact that knowledge and understanding is recent and fresh in the delegates mind, however positive results are still reported at follow-up there does appear to be decline in results and durability of the effect when three-month follow-up is compared against the post-training results.

Follow-up was at three months, which is a relatively short-time span post-training it would be of great interest to see in the future if the decline in the three areas continues. If this was followed up and if this pattern continued this could provide us with evidence to support the development of refresher courses. In the future, due to the multi-agency design of this service evaluation, comparisons of the different sectors, agencies and occupations involved, could also be explored further to establish what multi-agency areas the training has had the most effect and impact.

High levels of demand from multi-agencies to receive training in personality disorder is reported. Our findings and experience provide evidence that multi-agencies partners from a variety of professional backgrounds can effectively work in partnership with people with lived experience to effectively deliver the KUF training.

This innovative roll-out of KUF training provides evidence that with a little investment, a comprehensive multi-agency roll-out of KUF is achievable and can provide statistically significant positive results displaying the effectiveness and change brought about via the KUF training.

The originality of this sustainable and low-cost approach to educating the wider system is reported in this paper. This has lead to the strategy receiving national recognition winning a nursing times award in 2011 and a model of innovative practice nationally.

In this contribution, a model of evaluation of customer satisfaction about training programs is described. The model is developed and implemented for an association of training companies. The evaluation has been conducted by an independent organisation to enhance the thrustworthiness of the evaluation results. The model is aimed at determining the quality of training programs as perceived by project managers from the organisations that purchased in company training programs from the training companies. Reliability research showed satisfying results. The model is based on the methodology in effectiveness research, and the data was used to test a model of training effectiveness. The results show that this model is confirmed for two categories of projects: projects that were aimed at achieving learning results and changed job performance respectively. The model does not fit for projects aimed at supporting organisational change. Various questions as to the development of the evaluation model are discussed.

The purpose of this paper is to add to the significant contributions of past research by assessing what the overall effectiveness of managerial training has been over a period of 50 years and by identifying changes in overall effectiveness during this time period. Additionally, this study aims to evaluate what the overall findings on the effectiveness of training has been based on study design and subgroups focusing on the equivalent of Kirkpatrick's famous learning, behavior, and results outcomes.

This study quantitatively integrates and extends the literature on management training through a meta‐analytic procedure. The resulting sample of past research includes studies from the time period between 1952 and 2002, representing 85 interventions and 4,779 subjects.

The results do not suggest a great deal of improvement in the effectiveness of managerial training from 1952 through 2002 and effect sizes have remained moderate. Additionally, outcome subgroup appears to moderate results. Specifically, programs implemented to achieve learning outcomes tended to have the largest effect sizes and were consistently significant relative to programs targeted at behavior and results outcomes.

The implications are directly related to the selection of evaluation methods for future studies assessing the effectiveness of managerial training programs. This implication is important to both the academic community and practitioners. The limitations of this study include the possible exclusion of past research and the heterogeneity of assessment methods used in past research, beyond the broad categories of objective and subjective assessment.

In addition to identifying the moderating effect of outcomes being measured, the main contribution of this study is that it covers a large time period. As a result, the analysis offers a more expanded view of managerial training over time.

This paper aims to examine the impact of predictive gamification, through a sales simulator game, as a strategy to minimize sales problems in organizations.

This empirical study was executed in a large global company that produces and markets footwear for B2B and B2C markets. The company operates in more than 18 countries and adopts the gamification to train 7,600 sellers and 10,052 professionals directly linked to the sales area. The methodology adopted followed a qualitative and exploratory approach based on an in-depth case study analysis.

Results indicated that the use of predictive gamification allowed mitigating future problems, in average, four months in advance of the arrival of the new products at the points of sale. The main findings included improvement in sales arguments, product knowledge and sales closure. The company assigns the results to the implementation of the gamification and the possibility to simulate the evaluation of the level of readiness of the sales force resources. For this, the following three primary variables emerged: adequate definition of training content, analysis of the learning process and simulation of store reality.

The authors introduced to the sales training literature the concept of predictive gamification. The predictive gamification allows anticipating and reducing future problems before the arrival of the new products in the market, improving the argument of sales, the knowledge about the products and the ratio of sales conversion of stores.

First, the content design of gamification needs to be carefully projected before the simulator development, considering the target audience and its particularities. Second, the construction of evaluation activities needs to consider contexts, actions and results. Third, monitoring the paths taken by the seller in the simulator environment is requisite. Fourth, the analysis of the results of vendor responses in the simulator environment can be obtained through learning management system reports. Fifth, the development of game simulators with advanced technologies may be done with low investment.

The findings have implications for the field vis-à-vis three main research gaps identified in the literature discussing gamification in sales training. First, the authors identified best practices from the application of gamification in sales training. Second, they showed the sales qualification processes, which can be improved by applying gamification. Third, they presented strategies of use of gamification as an approach allied to the training of sales professionals to generate enhanced sales results.