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RHD Operational Procedure Management Services Wing
Training and HRD - Training Division
OP/HRD/2.7 - Monitoring and Evaluation of Training
Purpose and Scope :

The purpose of the procedure is to demonstrate whether training needs have been fulfilled and how effective training provided has been. This procedure covers training by RHDTC and training procured externally.
Definitions :

Course Monitoring Checklist - A questionnaire to be prepared by RHDTC particularly for external courses (see attached example).

Course Evaluation Form - A questionnaire to be completed by Trainees (see attached example) upon completion of the course.

Training Impact Evaluation - A test, exercise or questionnaire for the Trainees designed to assess the impact of the course either completed towards the end of the course or some time after the training.
Responsibility :

Superintendent Engineer (SE) - Training & HRD Circle - should decide whether Impact Evaluation of a course is appropriate.

Executive Engineer (EE) - Training Division - should:
1 Liase with trainer-in-charge at relevant external training centre,
2 review and update approved list of external training centres,
3 design with facilitators, the Training Impact Evaluation,
4 conduct with facilitators, Training Impact Evaluation for RHD officer training.

Sub-divisional Engineer (SDE) - Training Division - should:

Observe and monitor training of RHD officers,
1 complete Monitoring Checklist for RHD officers run externally,
2 review ongoing training with facilitators,
3 analyse Trainee Evaluation forms of RHD officers,
4 conduct with facilitators, Impact Evaluation for RHD staff training.

Assistant Engineer - Training & HRD Circle - should:
1 Observe and monitor training of RHD staff,
2 complete Monitoring Checklist for RHD staff training run externally,
3 analyse Trainee Evaluation forms of RHD staff.
Method :


The purpose of the course monitoring is to ensure high standards of training are maintained by external training centres. It is recommended that a representative of RHDTC works closely with the external training centre in development of the course curriculum, programme, manual etc and discusses how subjects should be delivered. If a member of RHDTC is not a participant on the course, an RHDTC representative, should also visit the training on a daily basis to undertake monitoring. Any serious concerns with training should be discussed with the RHDTC SE and appropriate action taken. Any minor concerns should be discussed with the course facilitators during the intervals.

A suggested format for the external monitoring report is included with this procedure. This monitoring form can be used for internal courses if desired; however a more informal approach may be considered more appropriate.


The purpose of the Course Evaluation Form is to identify whether trainees think they have benefited from the course and specifically whether the subjects that they have/have not developed in. This form can also allow trainees to comment on course facilities, presentation, accommodation and refreshments.

Negative course feedback is just as valuable as positive course feedback therefore it is suggested that the Evaluation Forms are designed, distributed and collected by a representative of RHDTC and someone other than a course facilitator. Trainees should also be given the opportunity to submit their comments anonymously.


The purpose of the impact evaluation is to independently check whether trainees have benefited from the training. Ideally trainees should be evaluated before and after training to evaluate any improvement. This is rarely possible however due to time constraints. It is therefore recommended that all training courses contain some form of impact evaluation on either the final day, some time after the course has finished or both. The benefit of evaluation on the last day is that it can help emphasise key result areas from the training, particularly if there is time to evaluate and discuss the answers given by trainees. Post course evaluation can however be even more beneficial because it helps to reinforce the key result areas of the course in the trainees work place when the training may be already forgotten.

The subjects for the questions or exercises should be the key result areas identified during design of the course and development of the course objectives. They might also include subject areas that the trainees found difficult during the training or where there is documentary evidence of a lack of skill or knowledge. [For example, there was documentary evidence that SAEs were not completing the road and link numbers correctly on the Road and Bridge Condition Surveys. During training it was found that trainees did not fully understand the numbering system. An explanation was therefore given and maps distributed of the road and link numbers. An appropriate Training Impact Evaluation question would relate to the road numbering system.]

It should be noted that conducting Training Impact Evaluation by tests, questionnaires etc should only be considered when there is no other suitable method available. It is preferable to conduct impact evaluation using direct work based evidence. In the example described above, it is better to establish whether the road and link numbering recorded on Road & Bridge Condition forms improved after trainees completed the course. To conduct this evaluation may be more time consuming and more difficult to arrange but will ultimately give a better indication of the success of the course.
References :

Procedure Flowchart :





For duties associated with each grade of personnel see


Updated on : 1/1/2004