ABSTRACT
Performance measurement is paramount to training. Without it, administrators do not know if training is having the intended effect, researchers cannot be certain which instructional strategies are most effective, instructors cannot accurately identify deficiencies in need of remediation, and trainees cannot answer the question “How are we doing?” (Hallman & Campbell, 1997). Performance measures allow training researchers and practitioners to gauge progress, to properly focus follow-on training, to evaluate different training techniques, and to assess how much “bang” they are getting for their training “buck.” In short, performance measurement allows us to make informed decisions concerning the training function (Brannick & Prince, 1997). Despite the critical role that performance measurement should play in training, the development and implementation of valid, reliable, and meaningful performance measures is surprisingly absent (Komaki, 1997). Why?
