ABSTRACT

This study investigates why organizations value training transfer evaluations, the role of technology in these evaluations, and the influence of organizational size on implementation. Despite substantial investments in training, organizations often lack evidence of its effectiveness, as measuring training outcomes presents challenges. A sequential explanatory mixed-method approach was used, and the study collected quantitative data from ATD and ISPI members alongside qualitative insights from semi-structured interviews. Analysis through SPSS and thematic analysis revealed that, although organizations value advanced evaluations (Levels 3 and 4 of Kirkpatrick’s Model), they largely implement lower-level evaluations (Levels 1 and 2) due to barriers such as difficulty isolating training impact and limited managerial skills in evaluating job performance. The findings underscore the central role of technology in training transfer evaluations, with Learning Management Systems as the primary tool for data collection and storage, learner surveys for analysis, and business metrics for impact assessment. A notable gap exists between large and small organizations, where larger entities leverage more advanced technologies, while smaller ones rely on manual methods, indicating a technology divide. The study highlights that while organizations understand the importance of measuring behavioral changes and business impact, they encounter limitations due to resource and expertise constraints. This research suggests that higher-level evaluations are critical for capturing training effectiveness and guiding resource allocation. Future research should expand on these findings by addressing compliance issues, exploring diverse contexts, and assessing the role of emerging technologies in improving training evaluation practices across various organizational types.