When you are asked to evaluate training, you are providing critical input that helps determine how well the new Customs training standards were met and whether or not resources were wisely invested. By completing the evaluation form, a trainee is taking an important step in ensuring that the training offered to Customs employees is an effective vehicle for imparting the skills and knowledge needed to get the job done. The new Customs training standards have recently been issued by the Office of Training and Development (OTD). These standards set the norms by which training is measured in three key areas: course material, instructors, and instructional delivery. OTD's role is to advise, educate, prepare national models and templates, and inspect and enforce the standards. The standards provide guidance on how training is to be developed and delivered and apply to all training provided to Customs employees, whether developed and delivered internally or externally.

Designing training solutions
The new standards are designed to ensure that training is consistent, effective, and legally defensible and cost effective. "Use of the standards assists the Agency in meeting its strategic goals by applying appropriate training solutions to competency gaps," says Dr. Marjorie Budd, Assistant Commissioner, OTD. By adhering to the standards, individuals who create or buy training are able to establish and maintain a baseline of quality and ensure effective use of resources. The standards are based on eight principles (see sidebar) that guide efficient and effective course design, development, and implementation. Applying these principles ensures that the training is job relevant and well designed. "The standards are not meant to be used as an instrument for evaluating people or organizations," says Budd, "The focus is the training system; the key is quality assurance." The end-of-course or Level 1 reaction form is being standardized for two reasons.

1. Bring the form in line with the new training standards.

   As the standards provide specifics about course materials, instructions, and the instructional environment, the form asks your input about these areas. By reviewing the responses, adherence to the standards can be checked.

2. Ensure that all training events are evaluated around the same items.

   This allows Customs to compare and contrast data for classes/courses as well as to roll up data to higher level statistics. This provides useful information for training development and delivery. For example, if a class is being taught nationwide and evaluations show that over time it is doing fine in the east, north, and west but is not meeting objectives in the south, the training sponsor is alerted that something needs to be done. If the class is being evaluated using different questions and rating scales in all of these locations, there would be no way to objectively compare the data and make a determination that problems are occurring.

Along with standardizing the form, Customs is standardizing its processing. The sheets will go to a central processing center where they will be scanned and comments transcribed. The evaluator?nonymity is preserved. The compiled data will be provided to the instructor/course developer, the course owner, and OTD. This data will be used to ensure the quality of the training events provided to Customs personnel.

New standardized end-of-course evaluation tool Many training development specialists have adopted a training-industry standard for evaluation. This standard refers to different types of evaluation by level. It includes: Level 1 - Evaluating reaction (trainee's reaction to the training - usually end-of-course survey) Level 2 - Evaluating learning (trainee's learning during training - usually quizzes, tests, practical exercises) Level 3 - Evaluating behavior - transfer of training (trainee?hange in behavior back on the job - usually surveys/interviews of trainee and supervisor) Level 4 - Evaluating results (organizational benefits resulting from a training program - usually done by looking at organizational measures and attempting to quantify what, if any, changes can be attributed to the training program)

The new training standards are based on the following principles: Training will be based on a documented need. The content of training will be linked to job performance. Training will be designed around principles of Instructional System Design and adult learning. Training materials will be developed and produced according to standardized design principles. Training will undergo a multi-level training evaluation process. Qualified instructors will deliver training. Administration activities such as obtaining qualified instructors, materials distribution, and other details will be a planned activity. All training will be delivered in settings that promote participant learning.