Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

Recommended 

Training Effectiveness Questions 

For Postcourse Evaluations 

User Guide
2

Acknowledgements

Dr. Lori Wingate, Director of Research, The Evaluation Center at Western Michigan University, 

contributed to the development of this material thanks to the CDC Program Performance and 

Evaluation Office Subject Matter Expert mechanism. 

Dr. Will Thalheimer, President, Work-Learning Research and Dr. Jonathan (Brent) Vickers, Associate 

Service Fellow, CDC National Center for Health Statistics also contributed subject matter expertise.

Suggested Citation

Centers for Disease Control and Prevention. 

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

Atlanta, GA: CDC, 2019. 
3

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

Contents

SECTION 1 Executive Summary ..................................................................... 4

SECTION 2 Rationale for Development ............................................................... 6

SECTION 3 Recommended Questions with Rationale ................................................... 7

Recommended Questions for Use Immediately after Training Ends................................... 7

Recommended Questions for Delayed Evaluation ................................................. 10

SECTION 4 Methods .............................................................................. 12

SECTION 5 Additional Training Evaluation Resources .................................................. 13

SECTION 6 References ............................................................................ 14
4

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

SECTION 

1Executive 

Summary

Target Audience: This document is intended for anyone interested in designing training 

course evaluations that can give better predictions about learning outcomes.

What Are the Questions? The table below lists the questions recommended for use immediately after 

the course ends, and the related construct being measured. Section 3 includes additional questions.

Why Use the Questions? The recommended questions focus on constructs that exhibit strong, consistent 

relationships with learning and the transfer of learning, are not difficult to measure and can be measured in 

a variety of training settings (i.e., in-person and web-based settings) with adult professional learners.

Background: For further information on why each question was selected and recommendations 

for how or when to use each question, see Section 3 of this document.

Recommended Training Effectiveness Questions for Postcourse Evaluations 

Construct Question

Learning Rate your knowledge of (or skill in) the course topic before the course.

❑ Not at all knowledgeable 

❑ Slightly knowledgeable

❑ Moderately knowledgeable 

❑ Very knowledgeable

❑ Extremely knowledgeable

Learning Rate your knowledge of (or skill in) the course topic now after the course.

❑ Not at all knowledgeable 

❑ Slightly knowledgeable

❑ Moderately knowledgeable 

❑ Very knowledgeable

❑ Extremely knowledgeable

Relevance How relevant is this course to your current work?

❑ Not at all relevant

❑ Slightly relevant

❑ Moderately relevant

❑ Very relevant

❑ Extremely relevant

Characteristics of training What is your opinion of the balance of lecture and interactivity in this course?

❑ Too much lecture and not enough interactive learning

❑ Right amount of both lecture and interactive learning

❑ Too much interactive learning and not enough lecture

Intent to use or apply Will you use what you learned in this course in your work?

❑ Definitely not

❑ Probably not

❑ Possibly

❑ Probably yes

❑ Definitely yes

❑ Not applicable—I did not learn anything new from this course

Continued
5

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

Construct Question

Suspected Barriers to Use or 

Application

What factors will keep you from using the content of this course in your work? (Select all that apply)

❑ I need additional training in the subject matter

❑ I will not have the resources I need 

❑ I will not be provided opportunities to use what I learned

❑ I will not have the time to use what I learned 

❑ My supervisor will not support me in using what I learned

❑ My colleagues will not support me in using what I learned

❑ The course content is not relevant to my current work

❑ Other (please specify):

Intent to Use or Apply What, if anything, do you plan to use from this course? (open-ended)

Training Weaknesses How could this course be improved to make it a more effective learning experience? (open-ended)

Training Strengths What part of this course was most helpful to your learning? (open-ended)
6

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

SECTION 

2Rationale

for Development

Guided by the learning research, the goal of these recommended questions is to help you develop training 

evaluations that reveal insights on training effectiveness. There are many constructs you could target in questions 

you ask learners. The constructs you choose will determine the information you capture and the conclusions you 

might draw from the data. Traditionally, training evaluations have focused on the reputation of the training and 

the satisfaction of the learners. Unfortunately, as research has shown, this focus creates data that is inadequate 

in determining the effectiveness of training.1 Therefore, to help guide the design of training evaluations, focus on 

constructs with the strongest, most consistent relationships with learning and the application of knowledge and 

skills in the workplace (a concept known as transfer of learning). The recommended questions presented in this 

document are evidence-based and are meant to help you ask about the elements of training that matter the most.
7

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

SECTION 

3Recommended

Questions

with Rationale

Recommended Questions for Use Immediately after Training Ends

The recommended questions highlighted below are applicable in most training evaluations. These constructs exhibit 

strong, consistent relationships with learning and the transfer of learning, are not difficult to measure, and can be 

measured in different training settings (in-person and web-based settings) with adult professional learners.

Although the recommended questions are better predictors of training effectiveness than many traditional questions 

found on training evaluations, they should still be coupled with objective measures of learner knowledge, recall, and 

application when possible. 

Construct: Learning

Question Response Options Rationale Caveats and Context

Rate your knowledge of 

(or skill in) the course 

topic before the course.

❑ Not at all knowledgeable 

❑ Slightly knowledgeable

❑ Moderately 

knowledgeable 

❑ Very knowledgeable

❑ Extremely knowledgeable

If you are limited to selfassessments of learning 

after a training, respondents 

can rate their knowledge 

of (or skill in) the topics 

before and after the training 

in a retrospective pre- or 

postformat (where pre- or 

postratings are provided 

at the same time).2,3 It is 

valuable to have items 

that give respondents the 

opportunity to express how 

much they believe they 

learned as a result of training.

Measuring a learner’s perceived understanding or 

perceived learning is generally not a strong predictor 

of training effectiveness. The best way to measure 

understanding or comprehension is with tests of learning, 

not with self-assessments by learners.1,12 Nonetheless, 

it is still important to measure perceived understanding 

or learning on posttraining evaluations for two primary 

reasons:

1. As a proxy if you are not adequately measuring 

understanding or comprehension in objective ways; 

and

2. For comparability. 

It is important to understand if our learners’ perceived 

understanding or learning matches objective measures 

of understanding or learning. Having both self-report and 

objective measures will allow us to assess the validity of 

self-report data.

To assess learning, this question must be asked together 

with the next question. This question can be used to 

assess either general knowledge or skill, depending on 

what is covered in the training. It can also be adapted to 

assess accomplishment of specific learning objectives.

Continued
8

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

Construct: Learning

Question Response Options Rationale Caveats and Context

Rate your knowledge 

of (or skill in) the 

course topic now 

after the course.

❑ Not at all knowledgeable 

❑ Slightly knowledgeable

❑ Moderately 

knowledgeable 

❑ Very knowledgeable

❑ Extremely knowledgeable

If you are limited to selfassessments of learning 

after a training, respondents 

can rate their knowledge 

of (or skill in) the topics 

before and after the training 

in a retrospective pre- or 

postformat (where pre- or 

postratings are provided at 

the same time). It is valuable 

to have items that give 

respondents the opportunity 

to express how much they 

believe they learned as a 

result of training.

Measuring a learner’s perceived understanding or 

perceived learning is generally not a strong predictor 

of training effectiveness. The best way to measure 

understanding or comprehension is with tests of learning, 

not with self-assessments by learners. Nonetheless, it 

is still important to measure perceived understanding 

or learning on posttraining evaluations for two primary 

reasons:

1. As a proxy if you are not adequately measuring 

understanding or comprehension in objective ways; 

and

2. For comparability. 

It is important to understand if our learners’ perceived 

understanding or learning matches objective measures 

of understanding or learning. Having both self-report and 

objective measures will allow us to assess the validity of 

self-report data.

To assess learning, this question must be asked together 

with the previous question. This question can be used to 

assess either general knowledge or skill, depending on 

what is covered in the training. It can also be adapted to 

assess accomplishment of specific learning objectives.

Construct: Relevance

Question Response Options Rationale Caveats and Context

How relevant is this 

course to your current 

work?

❑ Not at all relevant

❑ Slightly relevant

❑ Moderately relevant

❑ Very relevant

❑ Extremely relevant

Learner perceptions of utility 

and relevance are highly 

linked with learning.5,6,7,8,9,10

This question would only be appropriate for learners who 

have already encountered their worksites (e.g., not for 

individuals going through orientation for a 

new position). For use with learners who have not yet 

encountered their worksites, the question can be reworded to: How relevant do 

you think this session will be to your position?

Construct: Characteristics of training

Question Response Options Rationale Caveats and Context

What is your opinion of 

the balance of lecture 

and interactivity in this 

course?

❑ Too much lecture and 

not enough interactive 

learning

❑ Right amount of both 

lecture and interactive 

learning

❑ Too much interactive 

learning and not enough 

lecture

When learning is structured 

so 

that learners have an 

opportunity to engage, 

learners understand 

and remember 

training content more 

effectively.9,10,11,12 Training 

should expose the learner 

to content followed by an 

opportunity for the learner 

to practice new skills, and 

reflect on or discuss subject 

matter.

You might want to ask additional questions about the 

specific types of practice and engagement offered 

during your training (e.g. behavioral modeling, error 

management, or realistic practice). However, because 

types of practice and engagement may be very specific to 

the training experience, you may want to create trainingspecific questions that capture this detail.

Section 3: Recommended Questions With Rationale

Continued
9

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

Construct: Intent to Use or Apply

Question Response Options Rationale Caveats and Context

Will you use what you 

learned in this course in 

your work?

❑ Definitely not [if selected, 

go to question on 

barriers]

❑ Probably not [if selected, 

go to question on 

barriers]

❑ Possibly [if selected, go to 

question on barriers]

❑ Probably will

❑ Definitely will

❑ Not applicable—I did not 

learn anything new from 

this course

Use of training content is an 

important outcome, but for 

surveys conducted at the end 

of a training, you are limited 

to asking about a learner’s 

intent to use the content. 

Research suggests that 

measuring a learner’s intent 

to use or apply what they 

have learned is an important 

gauge of whether the training 

has been effective.9,10

If a respondent answers this question negatively, they 

could be asked the following question about barriers 

they expect to experience on-the-job.

Construct: Suspected Barriers to Use or Application

Question Response Options Rationale Caveats and Context

What factors will keep 

you from using the 

content of this course 

in your work? (Select all 

that apply)

❑ I need additional training 

in the subject matter

❑ I will not have the 

resources I need 

❑ I will not be provided 

opportunities to use what 

I learned

❑ I will not have the time to 

use what I learned 

❑ My supervisor will not 

support me in using what 

I learned

❑ My colleagues will not 

support me in using what 

I learned

❑ The course content is not 

relevant to my current 

work

❑ Other (please specify):

Research suggests that 

after-training supports are 

important for ensuring that 

learners can successfully 

apply what they have 

learned.9,10 This question can 

be used to obtain additional 

detail from learners about the 

barriers they suspect they 

will encounter when back 

on-the-job.

If a respondent answers the intent to use or apply 

question negatively, they could be asked this question. 

This question helps with understanding where 

breakdown is occurring (e.g., with the training or training 

delivery or with the learner’s work environment.) While 

you may not always have the ability to influence the 

learner’s work environment, this question can help 

you understand whether the training should include 

additional follow-up support, or if the problem is external 

to the training. Consider if you will be able to use the 

information provided by this question, when determining 

whether to include it on your evaluation.

This question would only be appropriate for learners who 

have already encountered their worksites (e.g., not for 

individuals going through orientation for a new position.)

If you have the opportunity to conduct follow-up surveys, 

you can ask about actual use of training content. (See: 

Delayed Evaluation.)

Construct: Intent to Use or Apply

Question Response Options Rationale Caveats and Context

What, if anything, do you 

plan to use from this 

course?

Open-ended Research suggests that 

prompting a learner to 

identify how they will use 

training helps solidify 

concepts.1

Open-ended questions often provide the most useful and 

specific information for improvements that can be made 

to a training. However, if there is no capacity to read or 

analyze the information obtained in these questions, do 

not include them in your evaluations.

Construct: Training Weaknesses 

Question Response Options Rationale Caveats and Context

How could this course 

be improved to make 

it a more effective 

learning experience?

Open-ended It is best practice to ask 

open-ended questions about 

strengths or weaknesses of 

training.9,10

If there is no capacity to read or analyze the information 

obtained in these questions, do not include them in your 

evaluations.

Section 3: Recommended Questions With Rationale

Continued
10

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

Construct: Training Strengths

Question Response Options Rationale Caveats and Context

What part of this course 

was most helpful to your 

learning?

Open-ended It is best practice to ask 

open-ended questions about 

strengths or weaknesses of 

training.9,10

If there is no capacity to read or analyze the information 

obtained in these questions, do not include them in your 

evaluations.

Recommended Questions for Delayed Evaluation

If you only measure immediately at the end of a training, you will not get good information about retention 

and application. If you only measure after a delay, you will not get good information about immediate learner 

comprehension. The goal then is to strike a balance by measuring immediately after training and after a delay, 

whenever possible.

A delayed evaluation should include questions that will gauge facilitators and barriers for the learner using training in 

the workplace. First, you want to understand whether learners are using training content once back on-the-job. If they 

are not, you can assess barriers they may be experiencing. If they are, you can ask them what factors enabled them to 

be successful.

Construct: Use or Application

Question Response Options Rationale Caveats and Context

To what extent have you 

used what you learned 

in this course in your 

work?

❑ Not applicable—I did not learn 

anything new from this course

❑ Not at all [if selected, go to 

question on barriers] 

❑ Some [if selected, go to 

question on barriers] 

❑ A lot [if selected go to question 

on facilitators]

In delayed assessments, you can 

ask the learner about actual use of 

training content.

N/A

Construct: Use or Application

Question Response Options Rationale Caveats and Context

What did you use from 

this course?

Open-ended In delayed assessments, you can 

ask the learner about actual use of 

training content.

Open-ended questions often provide the 

most useful and specific information for 

improvements that can be made to a training. 

However, if there is no capacity to read or 

analyze the information obtained in these 

questions, do not include them in your 

evaluations.

Construct: Facilitators

Question Response Options Rationale Caveats and Context

What factors helped you 

use the content of this 

course in your work? 

(Select all that apply)

❑ I had reminders of key learning concepts 

or skills

❑ I had the resources I needed 

❑ I had opportunities to use what I learned

❑ I had time to apply what I learned 

❑ My supervisor supported me in using 

what I learned

❑ My colleagues supported me in using 

what I learned

❑ Other (please specify):

Research suggests that aftertraining supports are important 

for ensuring that learners can 

successfully apply what they have 

learned.9,10 This question helps you 

understand what helped the learner 

successfully use what they learned.

N/A

Section 3: Recommended Questions With Rationale

Continued
11

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

Construct: Barriers

Question Response Options Rationale Caveats and Context

What factors kept you 

from using the content 

of this course in your 

work? (Select all that 

apply)

❑ I need additional training in the subject 

matter

❑ I did not remember the course content 

well enough to use it

❑ I did not have the resources I needed 

❑ I did not have opportunities to use what I 

learned

❑ I did not have the time to use what I 

learned 

❑ My supervisor did not support me in using 

what I learned

❑ My colleagues did not support me in using 

what I learned

❑ The course content was not relevant to 

my work

❑ Other (please specify):

Research suggests that aftertraining supports are important 

for ensuring that learners can 

successfully apply what they have 

learned.9,10 This question helps with 

understanding where breakdown 

is occurring (e.g., with the training 

and training delivery or with the 

learner’s work environment). 

Although you may not always 

have the ability to influence the 

learner’s work environment, this 

question can help you understand 

whether the training should include 

additional follow-up support or 

if the problem is external to the 

training.

N/A

Section 3: Recommended Questions With Rationale
12

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

SECTION 

4Methods

Several methods were used to develop the recommended training effectiveness questions for postcourse evaluations, 

including the following steps.

■ A comprehensive search of peer-reviewed journals based on a range of key terms to locate articles that discuss 

predictors of training effectiveness. This search process uncovered nearly 150 articles.

■ Review of article abstracts to identify a subset of primary sources.

■ A search of reference lists from the subset of primary sources to locate additional articles of relevance.

■ Cognitive interviews with eight individuals to understand how participants interpreted the questions and to resolve 

differences in opinion on question design.

■ Subject matter expert review and feedback on optimal question design. The following subject matter experts 

contributed to the design.

□ Dr. Will Thalheimer, President, Work-Learning Research

□ Dr. Lori Wingate, Director of Research, The Evaluation Center at Western Michigan University

□ Dr. Jonathan (Brent) Vickers, the National Center for Health Statistics
13

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

SECTION 

5Additional Training 

Evaluation 

Resources

Consider these additional resources in developing meaningful and evidence-based training evaluations.

■ For a summary of predictors of training effectiveness, read the Training Predictors Factsheet.

■ For more information on how to measure learner knowledge, skills, and retention objectively, check out the 

Learning-Transfer Evaluation Model (LTEM).

■ For more information on the pitfalls of trainer-centric questions, read this post entitled “Zero Correlation Between 

Student Evaluations and Learning” which covers a new study adding to the evidence that student reviews of 

instructors have limited validity.

■ For more information on the pitfalls of self-efficacy (confidence) questions, check out this video entitled “Why 

Incompetent People Often Think They’re Actually the Best” that covers content from this more in-depth paper 

“Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated SelfAssessments.” 

■ For a catalog of work-learning research-to-practice resources, visit Dr. Thalheimer’s Work-Learning Research website.
14

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

SECTION 

6References

1. Thalheimer, W. (2016). Performance focused smile sheets: A radical rethinking of a dangerous art form. WorkLearning Press.

2. AEA 365 (2017, July 31). Retrospective pretest. Starting at the end: Measuring learning using retrospective 

pre-post evaluations by Debi Lang and Judy Savageau [blog post]. Retrieved from https://aea365.org/blog/tag/

retrospective-pretest/.

3. Pratt, C.C., McGuigan, W.M., & Katzev, A.R. (2000). Measuring program outcomes: Using retrospective pretest 

methodology. Retrieved from http://journals.sagepub.com/doi/10.1177/109821400002100305.

4. Thalheimer, W. (2018). The learning-transfer evaluation model (LTEM): Sending messages to enable learning 

effectiveness. Retrieved from https://www.worklearning.com/2018/02/14/the-learning-transfer-evaluation-modelltem/. 

5. Alliger, G. M., Tannenbaum, S. I., Bennett, W., Traver, H., & Shotland, A. (1997). A meta-analysis of the relations 

among training criteria. Personnel Psychology, 5, 341-358.

6. Baldwin, T.T., Ford, K. F., & Blume, B.D. (2017). The state of transfer of training research: Moving toward more 

consumer-centric inquiry. Human Resource Development Quarterly, 28(1), 17-27.

7. Blume, B., Ford, J., Baldwin, T., Huang, J (2010). Transfer of training: A meta-analytic view. Journal of Management, 

36(4), 1065-1105.

8. Tracey, J. B., Tannenbaum, S. I., & Kavanagh, M. J. (1995). Applying trained skills on the job: The importance of the 

work environment [Electronic version]. Retrieved [Word document created 12/12/2018], from Cornell University, 

SHA School site: http://scholarship.sha.cornell.edu/articles/883.

9. Grossman, R. & Salas, E. (2011). The transfer of training: what really matters? International Journal of Training and 

Development, 15(2), 103-119.

10. Tonhauser, C. & Buker, L. (2016). Determinants of transfer of training: A comprehensive literature review. 

International Journal for Research in Vocational Education and Training, 3(2), 127-165. 

a. Burke & Hutchins, 2007; Chiaburu & Lindsay, 2008; Gilpin-Jackson & Bushe, 2007; Velada et al., 2007; Axtell 

et al., 1997; Bates et al., 2000; Lim & Morris, 2006; Renta-Davids et al., 2014; Velada & Cactano, 2007.

b. Taylor et al., 2005 (meta-analysis).

c. Burke & Hutchins, 2007; Heimbeck et al., 2003; Gully et al., 2002; Keith & Frese, 2008 (meta-analysis).

d. Burke & Hutchins, 2007; Kraiger, 2003; Salas et al., 2006; Seidel, 2012; Bates et al., 2000; Hinrichs, 2014; Van 

der Locht et al., 2013.

e. Noe, 2008; Beal et al., 2005; Kanfer & Ackerman, 1989; Colquitt, Conlon, Wesson, Porter & Ng, 2001; Blume 

et al., 2010; Baldwin et al., 2009; Burke & Hutchins, 2007; Chiaburu & Lindsay, 2008; Chiaburu & Marinova, 
15

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

2005; Facteau et al., 1995; Lim & Johnson, 2002; Naquin & Holton, 2002; Tziner et al., 2007; Axtell et al., 

1997; Bhatti et al., 2013; Facteau et al., 1995; Chiaburu et al., 2010; Grohmann et al., 2014; Hinrichs, 2014; 

Kontoghiorghes, 2004; Lee et al., 2014; Liebermann & Hoffmann, 2008; Renta-Davids et al., 2014; Scaduto et 

al., 2008; Tziner et al., 2007; Quifiones, 1995; Van den Bossche et al., 2010; Van der Locht et al., 2013.

f. Blume et al., 2010; Burke et al., 2008; Colquitt et al., 2000; Gilpin-Jackson & Bushe, 2007; Kontoghiorghes, 

2001; Rouiller & Goldstein, 1993; Salas et al., 2006; Lim & Morris, 2006; Kontoghiorghes, 2004; Egan et al., 

2004; Simosi, 2012.

g. Bates et al., 2000; Blume et al., 2010 (meta-analysis); Facteau et al., 1995; Festner, 2012; Homklin et al., 

2014; Martin, 2010; Ng, 2013; Ng & Ahm, 2011 (support by colleagues).

h. Blume et al., 2010 (meta-analysis); Cromwell & Kolb, 2004; Festner, 2012; Lee et al., 2014; Ng & Ahm, 2011; 

Scaduto et al., 2008; Hinrichs, 2014 (support from superiors).

i. Burke & Hutchins, 2007; Clarke, 2002; Gilpin-Jackson & Bushe, 2007; Lim & Johnson, 2002; Salas et al., 

2006; Cromwell & Kolb, 2004; Ford et al., 1992; Holton et al., 2000; Seidel, 2012.

j. Baldwin et al., 2009; Salas & Stagl, 2009; Salas et al., 2006; Velada et al., 2007.

11. Clemenz, C. E., &. Weaver, P. A. (2003). Dimensions of perceived training quality. Journal of Quality Assurance in 

Hospitality & Tourism, 4(1-2), 47-70.

12. Thalheimer, W. (2018). Performance-focused learner feedback questions.
16

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

Further 

Reading

Sitzmann, T. & Weinhardt, J.M. (2017). Approaching evaluation from a multilevel perspective: A comprehensive analysis 

of the indicators of training effectiveness. Human Resource Management Review, https://www.sciencedirect.com/

science/article/abs/pii/S1053482217300268?via%3Dihub.

Alvarez, K., Salas, E., & Garofano, C.M. (2004). An integrated model of training evaluation and effectiveness. Human 

Resource Development Review, 3(4), 385-416.

Bell, B.S., Tannenbaum, S.I., Ford, K.J., Noe, R.A. & Kraiger, K. (2017). 100 years of training and development research: 

What we know and where we should go. Journal of Applied Psychology, 102(3), 305-323.

Holton, E.F. III (1996). The flawed four-level evaluation model. Human Resource Development Quarterly, 7(1), 5-21. 

Holton, E.F., Bates, R.A., Seyler, D.L., & Carvahlo, M.B. (1997). Toward construct validation of a transfer climate 

instrument. Human Resource Development Quarterly, 8(2), 95-113.

Messenberg, A.C., Schulte, E.M., & Kauffeld, S. (2017). Never too early: Learning transfer system factors affecting 

motivation to transfer before and after training programs. Human Resource Development Review, 28(1), 55-85.

Sitzmann, T., Casper, W.J., Zimmerman, R.D., Brown, K.G. & Ely, K. (2008). A review and meta-analysis of the 

nomological network of learner reactions. Journal of Applied Psychology, 93(2), 280-295.

Sitzmann, T., & Johnson, S.K. (2014). The paradox of seduction by irrelevant details: How irrelevant information helps 

and hinders self-regulated learning. Learning and Individual Differences, 34, 1-11.

Sitzmann, T., Song, Y., & Wang, M. (2017). The folly of hoping for achievement while rewarding customer satisfaction: 

Reevaluating the relationship between course satisfaction and learning. Unpublished manuscript, Business School, 

University of Colorado Denver.

Sitzmann, T. & Weinhardt, J.M. (2018). Training engagement theory: A multilevel perspective on the effectiveness of 

work-related training. Journal of Management, 44(2), 732-756.

Sitzmann, T. & Yeo, G. (2013). A meta-analytic investigation of the within-person self-efficacy domain: Is self-efficacy a 

product of past performance or a driver of future performance? Personnel Psychology, 66, 531-568.
17

Recommended Training Effectiveness Questions For Postcourse Evaluations User Guide

For more information please contact 

Centers for Disease Control and Prevention

1600 Clifton Road NE, Atlanta, GA 33029-4027

Telephone: 1-800-CDC-INFO (232-4636)

TTY: 1-888-232-6348

E-mail: cdcinfo@cdc.gov

Web: www.cdc.gov

Public Health Education and Training Development Website

Publication date: June 2019

NOTES:

304120-A