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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.

The authors collected data from 260 professionals of 90 call centers.

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.

This is a cross-sectional study that emphasized on training evaluation practices only.

The study has implication for both evaluation researchers and practitioners in terms of designing training evaluation policies and practices.

This is the first study in its nature that explains the intervening role of training duration in relationship of firm characteristics and training evaluation practices.

This study aims to examine the features of training evaluation process in Russian manufacturing companies. On the basis of three assumptions regarding the differences in group of employees involved in training, duration and costs of a training program, the authors tried to find out the peculiarities of training evaluation tools and levels in Russian manufacturing companies.

The HR professionals from 24 Russian manufacturing companies completed the author’s online questionnaire.

The results revealed that the respondents perceived training evaluation as highly important, but their satisfaction level toward existing evaluation was low. The most significant training evaluation goal was recognized as raising the efficiency of training process and the most widely used training evaluation model was Kirkpatrick’s, with focus on the reaction level. It was confirmed that training evaluation tools used in Russian manufacturing enterprises differed among the employee groups and different levels of training evaluation depended on duration and cost of the training program.

This is the first study which focuses on current training evaluation processes and gaps in Russian manufacturing companies. The recommendations proposed by the authors could be used by an HR team to improve training evaluation depending on employee group involved in training, duration and costs of the training program.

Changes in the format of library materials, increased amounts of information, and the speed at which information is being produced have created an unrelenting need for training for library staff members. Additionally, library employees are retiring in greater numbers and their accompanying expertise is being lost. The purpose of this study was to document evaluation practices currently used in library training and continuing education programs for library employees, including metrics used in calculating return-on-investment (ROI). This research project asked 272 library training professionals to identify how they evaluate training, what kind of training evaluation practices are in place, how they select programs to evaluate for ROI, and what criteria are important in determining an effective method for calculating ROI.

The purpose of this paper is to explore the underlying asymmetries in training evaluation practices of call centre (CC) firms based on their “in-house” and “subcontractor” ownership heterogeneity.

The data for this qualitative inquiry were collected from key informants of 13 different CCs in Pakistan through semi-structured interviews.

The findings revealed various asymmetries in training evaluation practices among in-house and subcontractor CCs based on five different dimensions of two renowned training evaluation frameworks.

Training evaluation professionals can benefit from training evaluation methods identified in this study for measuring training evaluation practice and advancing future research.

This study has theoretically contributed to the existing research on firm heterogeneity and human resource management by focussing on training evaluation practices in CCs.

The purpose of this paper is to propose an evaluation of training for shop assistants, specifically in retail chains.

The proposed evaluation is based on Kirkpatrick’s model and Phillips’ modification. The representative case study includes the application of the training evaluation at the fourth and fifth levels of evaluation in a particular chain of retail stores. The data were collected from the retail chain’s financial reports, internal documents related to training of employees and interviews with managers in the retail chain.

The results contribute to the training evaluation literature by presenting a training evaluation for shop assistant using evidence from a retail chain. The training focussed on selling skills and product knowledge; the details of evaluating the training are presented, encompassing mainly the benefits and costs of the training and return on investment calculation.

The training evaluation was tested only in selected types of training courses for shop assistants. To generalise the results, its adoption in different types of training and retail companies is required in future research.

The application of this training evaluation should help to achieve training objectives and enhance the quality of training in the retail chain. The results of the paper can be used as practical inspiration for managers of retail stores.

This paper proposes and applies a specific evaluation of training courses in retail.

This paper aims to advance the debate regarding the use of training evaluation tools, chiefly the Kirkpatrick model, in reaction to minimal use of the tools reported in the literature and the economic changes that have characterised the industrialised world in the past 20 years.

The main argument – the need to design new evaluation tools – emerges from an extensive literature review of criticism of the Kirkpatrick model. The approach is deductive; the argument emerges from extant literature.

The main findings of the literature review show that the major criticisms of the Kirkpatrick model, though rigorous, are not relevant in today's post‐industrial economy. Issues of complexity, accuracy and refinement, which are relevant in stable industrial organisations, must be revised in the new economic world.

This paper is based on a literature review and presents a call for new research. As such, it is not grounded in original empirical evidence, beyond that presented in the cited articles.

The paper calls for training evaluation tools that align better with modern organisational reality. If the research community responds to this call, the results will benefit practitioners directly. This paper also presents practical advice about the use of existing evaluation techniques.

A new angle on criticisms of existing training evaluation systems does not reiterate classic criticisms based on logic and mathematics but rather takes a pragmatic and economic approach. Thus, this paper offers evidence of theoretically grounded paradoxes of the consequences of existing criticisms of training evaluation.

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.

In recent years, the literature on program evaluation has examined multi‐stakeholder evaluation, but training evaluation models and practices have not generally taken this problem into account. The aim of this paper is to fill this gap.

This study identifies intersections between methodologies and approaches of participatory evaluation, and techniques and evaluation tools typically used for training. The study focuses on understanding the evaluation needs of the stakeholder groups typically involved in training programs. A training program financed by the European Social Fund in Italy is studied, using both qualitative and quantitative methodologies (in‐depth interviews and survey research).

The findings are as follows: first, identification of evaluation dimensions not taken into account in the return on investment training evaluation model of training evaluation, but which are important for satisfying stakeholders' evaluation needs; second, identification of convergences/divergences between stakeholder groups' evaluation needs; and third, identification of latent variables and convergences/divergences in the attribution of importance to them among stakeholders groups.

The main limitations of the research are the following: first, the analysis was based on a single training program; second, the study focused only on the pre‐conditions for designing a stakeholder‐based evaluation plan; and third, the analysis considered the attribution of importance by the stakeholders without considering the development of consistent and reliable indicators.

These results suggest that different stakeholder groups have different evaluation needs and, in operational terms are aware of the convergence and divergence between those needs.

The results of the research are useful in identifying: first, the evaluation elements that all stakeholder groups consider important; second, evaluation elements considered important by one or more stakeholder groups, but not by all of them; and third, latent variables which orient stakeholders groups in training evaluation.

This paper aims to apply training evaluation to employability development, providing a systematic process to assess employability development programs' effectiveness under the framework of employability capital resources (Peeters et al., 2019).

The authors demonstrate the training evaluation process within an employability development program for US secondary school students. This process included providing validation evidence for measures of evaluation criteria across multiple samples of secondary school students and testing the effectiveness of the program utilizing a quasi-experimental design.

The authors systematically found support for the intervention's effects on training criteria (i.e. reactions, learning, behavior, results) and demonstrated the utility for training evaluation's application to employability development. The findings illustrate how a training evaluation approach can provide holistic evidence that an employability development program achieved its intended outcomes.

Employability is a new and burgeoning topic – however, employability development varies in how it is conceptualized, evaluated and assessed. By applying training evaluation approaches, employability development can be assessed within a unifying framework and better integrated within the Human Resource Management literature.

Due to technology advancement or transparency in system, there is a constant inflow and outflow of technology in the business for transparency and efficiency. To seize a competitive advantage, companies have emerged new technological solutions to respond to the change in the organization environment. There is a surge in the requirement of learning opportunities and effective training programs in the organization. The current study has been an effort to understand the potential of blockchain technology that can create better training evaluation.

The electronic-Delphi (e-Delphi) method has been conducted by recording the final consensus and to find a balance for implementation of blockchain technology and measuring training effectiveness. The current research is one of its new types where blockchain-enabled training effectiveness measurement (BETEM) model has been formulated using a qualitative approach.

The study has considered human resource (HR) professionals as the experts and based on their responses, the formulation of theoretical network model has been structured using e-Delphi–BETEM (e-DLH–BETEM) approach. By critically examining the experts’ responses and comments, the study formulated the four major themes and 11 subthemes for the smooth functioning of the BETEM for an organization.

The research aims to aid innovations in BETEMs model for training evaluation. The model will contribute incrementally toward the complete transformation of the training development programs of employees. The goal of BETEMs is to ensure that organizations, specifically HR personals can prepare themselves to have competitive advantage by using blockchain technology.

The application of blockchain technology in measuring the training effectiveness is an addition to existing literature as majority of existing studies have studied the use of technology for measuring training effectiveness.