Evaluating Training - Beyond Reaction Evaluation

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Evaluating Training - Beyond Reaction Evaluation

Gulzar Jiwani

In today's milieu of accelerated economic development, there is greater awareness regarding Human Resource Development in all sectors of the Indian economy. With the changing employment scenario reflecting the needs, wants, and expectations of an ever changing society, lot of focus is given on Training and Development which endeavours to equip trainees with required skills to cope with growing business complexities and dynamics of the competitive world. Every year huge investment is done by national, state, private funding agencies, corporate, and practitioners/academicians devotes countless hours to the nuts and bolts of the curriculum designing and training but very little has been done systematically to study and evaluate training impact in terms of - to what extent training programme succeeded in their difficult task of preparing the trainees with required skills and ensuring transference of learning. Many professional trainers and training departments are found to use only Reaction Evaluation at the end of the training programme, whose results initially appear heartening and such evaluation can capture only immediate feelings and perceptions of the participants, which hardly indicate learning in terms of knowledge, skills and attitude and its transfer to the job. The aim of this study is to evaluate whether the training programme has facilitated the process of acquisition of knowledge, skills, attitude and whether this acquired knowledge and skills in turn has helped them in actual application of learning and has enhanced their performance. This study was also taken up to find out the most effective training methods that help in ensuring learning and its transfer to real life situations based on Virmani and Premila's model of Training Evaluation.

Why Evaluation In today's environment of increased accountability, the training evaluation process is a critical component of an organization's training programme. Trainers and the organizers conducting the programme are not only accountable for what employees learn, but they are also accountable for ensuring that trainees transfer their knowledge to their work performance. While traditional training

evaluation methods focus on using the assessment process to improve training delivery, it is imperative to collect information that can determine whether training is assisting the organization to improve its business performance. Many people have an image of evaluation as a questionnaire to fill out at the end of a Training programme. An effective evaluation is much more than that. For the purpose of our

Gulzar Jiwani - Training Manager, KAB Education consultancy, Hyderabad E-mail: gulzarhyd@yahoo.com
IJTD JOURNAL XXXVI : 1, JANUARY - MARCH, (2006)

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study various evaluation models were studied and it was decided to apply Virmani & Premila's evaluation model for this study. "Evaluation of the training programme can no longer be considered as perfunctory task with little analysis and usefulness, instead should be considered as a thoughtful process forming the base line for further progress and must help in justifying the investment in terms of time, money and energy. To be effective, evaluation should be included as part of the training programme, and not something to be thought of at the end of training. Hence, a plan of evaluation should precede training and not follow it."1
Carrying out training, without the appropriate evaluation is akin to releasing a product without

reaction of the participants and its transfer to the job. The model also emphasis on the organizational and other social factors which help/hinder transfer of learning. It has adopted the Action research method wherein research findings are applied to improve subsequent programmes. The evaluation model devised by Virmani and Premila constitutes of three stages: Pre-training Evaluation Context & input evaluation Post-training evaluation Authors describe that the first stage is the period before training during which the trainees have expectation from the course. The second is the teaching and learning stage and the third is after training where trainees are supposed to apply and integrate his learning and apply in day to day activities. Before we further discuss the evaluation model applied, let us first understand the aim of the evaluation study, the concept of the training programme selected as a case study to demonstrate the evaluation technique, its broad outcome and specific objectives. Aim of the Evaluation study Following are the aims of the study taken up: Measuring the effectiveness of the

conducting a quality check. Most of the research in India on evaluation of training programme focuses only on one tool of participant's reaction immediately after the programme. It is very important to assess the effectivity of the training programme based on the learning and its subsequent impact on the organization improvement. Therefore, major thrust in this model of evaluation is to check and cross-check the actual learning derived form training apart from its general feeling and

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programme for adolescents both in terms of immediate reaction of the participants and also the learning factor. To explore various factors that would help or hinder the learning process while dealing with adolescents, which in turn will help to figure out training methods and techniques suitable for this age group. To streamline the evaluation system of all the programmes by formulating a suitable model of evaluation. Programme Concept Compete or die! This is the harsh reality of today's world. We are living in the midst of a global competition explosion! In every profession, in every area of life, competition is getting stiffer and fiercer. The numbers of competitors have increased faster than the number of jobs, resources and opportunities. The pressure is on! Every individual has to be multi skilled to survive in today's society. Thus, the training programme was designed for students to make them aware of the skills required to be successful and equip them with it. This training programme was selected as a case study to demonstrate the evaluation technique by applying Virmani and Premila's evaluation model. The training design of the

programme is developed on the research done by W.H.O (World Health Organisation) on skill set required to succeed in this competitive society. The broad objective of the programme is to equip students with the skills required to deal effectively with the demands and challenges of Global environment. Objectives of the programme To enable participants to improve their communication skills. To enable participants to develop assertiveness. To enable participants to develop effective decision making skills & effective problem solving skills. To enable participants to improve their creativity. To enable participants to develop their Emotional Quotient. To sensitize participants towards efficient Time utilization. Evaluation Model used for the study: Table exhibiting Virmani & Premila's evaluation model Following chart describes clearly, how stages of Virmani & Premila's model were incorporated in our study:

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Following chart describes clearly, how stages of Virmani & Premila's model were incorporated in our study:
Stages Stage I Pre-training evaluation Process/Method used Pre-training Questionnaire was sent to the trainees 15 days prior to the programme Pre-programme meet was called to discuss components of the programme. (Annexure I-Pre training Questionnaire) Collated data of Pre-training Questionnaire Documentation of pre-programme meet Objectives To know the objectives/expectations of the trainees To ensure goal congruence of objectives between the trainer and trainee. To understand the background, context of each participants To get a direction on the kind of inputs and pedagogical tools relevant to achieve the set objevtives

Stage II Context & input evaluation

Reaction evaluation: To capture the immediate feeling of the Evaluation Questionnaire circulated trainees with reference to the following immediately after the programme parameters: Informal descriptive comments were captured Knowledge of the faculty by the evaluation team Aids used The data was collated and presented in graphical Relevance of the content form Utility and benefit (Annexure II-Programme Evaluation Questionnaire) Time allotted Objectives achieved Learning evaluation: Pre and post-test questionnaires were administered before and after each session of the programme. Learning of each session was measured by applying the formula of learning index: Stage III Post training evaluation Post training score - pre training score ------------------------------------------------ X 100 100 - pre training score Learning index of each trainee was calculated and then average learning index was calculated by dividing the sum total with number of participants. (Annexure III-Sample Pre & post test Questionnaire) Every trainee was asked to prepare an action plan based on his or her learning subsequent to the programme. Follow-up questionnaire sent to the trainees after one year to know the usefulness and applicability of the concepts learned. (Annexure IV-Follow up Questionnaire) To know the degree of learning of each session at the end of the programme.

To provide an opportunity to the trainee to evaluate his own learning To facilitate and guide the trainee in formulating the strategies of implementation To assess the applicability of the concepts learned To know the problems faced by the trainees in implentation process.

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Pre-training evaluation In order to make the training programme more meaningful and relevant, a pre training Questionnaire was sent to all trainees 15 days prior to the programme. Objectives of Pre -Training evaluation (See Annexure I - Pre training questionnaire) To know the objectives/expectations of the trainees To know the profile of the trainees in terms of their academic streams, age, location To ensure goal congruence of objectives between the trainer and the trainee. After analyzing Pre-training questionnaire, one line chart of trainees profile was prepared and their expectations were mapped and discussed with the trainers. Understanding of the training objectives by the participants, and clarity of their expectations by the trainers before the commencement of the programme is imperative to achieve goal congruence. A pre programme meet of all trainees was called to discuss the expectations from the programme and it helped both the parties to a great extent overcoming the perception gap and becoming more realistic in their objectives. The data obtained from the pre-training Questionnaire helped in the following areas: Identifying needs/expectations of the trainees Degree of congruence between the goals of trainees and the organization's goals Information on whether the trainees hoping

to get some guidance to solve any specific problems It should be noted, that as per the model, any training activity will be effective in achieving its objectives if there is congruency between the objectives of three parties involved trainees, his organization/boss, and the training institution/trainers. In our study, we made an effort to bring congruency between trainees and the trainers only, because of the limitation with the kind of trainees we had, they were students uncertain of the kind of job and work environment they will be working few years down the line. Context and input evaluation Consolidation of pre training questionnaire and Pre-programme meet gave direction to the trainers in deciding the level of training inputs required for this age-group. It helped them to decide the level at which the sessions have to be pitched. On getting the clarity about the objectives and the profile of participants, trainers shifted the emphasis of the inputs and changed some of the pedagogical tools to provide more meaningful experience. Following were the objectives at this level of evaluation study: To understand the background and the context of each participants To get a direction on the kind of inputs and pedagogical tools relevant to achieve the set objectives. Post training evaluation Levels of evaluation after training are as follows: 1. Reaction evaluation

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2. Learning evaluation 3. Job improvement plan 4. On the Job Evaluation 5. Follow up stage Training aims at improving the job performance of the trainees. In the model Authors have suggested on the job evaluation and JIP - Job Improvement Plan, it is an action plan prepared by each participant for improving job performance on the basis of the learning happened during the training programme. In our study, we did not include the level 3 & 4 because of the limitation with the kind of trainees we had, they were students, uncertain of the kind of job and work environment they will be working few years down the line. Reaction evaluation Immediately after each module, participants were given Programme evaluation Questionnaire which gave information about the module and the immediate reaction/feeling of the participants about the following six parameters: The programme evaluation Questionnaire used for the reaction evaluation covered the following broad categories. (See Annexure II) 1) Knowledge of the faculty 2) Aids used 3) Relevance of the content 4) Utility and benefit 5) Time allotted 6) Objectives achieved (K) (A) (R) (U) (T) (O)

The data obtained from the evaluation form was collated and analyzed in a graphical form.

Some observations and finding, after studying the graphs of the reaction analyses: Under first parameter-knowledge of the faculty, Emotional intelligence and problem solving & decision making module scored highest, 84% and 80% respectively.

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Only 40% of the trainees felt that aids used in EI module was appropriate and effective, which had affected the objectives achieved parameter wherein only 52% of them felt that objectives were completely achieved. Hence showing the correlation between aids used and achievement of objectives. For creativity, only 48% of the trainees rated that knowledge of the faculty was high, which has clearly impacted its rating in the parameter of objectives achieved only 44% felt that objectives are completely achieved. Only 28% felt that creativity module was highly relevant. 80% of the participants felt that problem solving and decision making was highly relevant which substantiates the fact that students of this age group are confused. Reaction evaluation was useful mechanism for gathering feedback on the programme content, design, instructor and training methods. Reaction evaluation seen in isolation to change the training inputs or method may some times prove dangerous. As in our study we noticed that only 36% of participants during reaction felt that module on communication skills was highly interesting and useful and rest felt that it was not interesting where as the learning index of this module is 64% which as per our analyses is above average. After one year, during follow-up evaluation, 80% of the trainees responded that they were able to apply techniques from the communication skills module. Notwithstanding its advantages, the

trainer and the organization should be aware that reaction evaluation has some inherent biases affected by social and other factors during the training programme. Learning evaluation We cannot totally rely on the reaction of the trainees as a method of evaluation, as it is emotionally biased to some extent. Mere expression from the participants that they have learnt from the programme may not be sufficient indicator of effectivity of the programme. Therefore, it was imperative to measure actual learning. Thus, it was decided to measure learning by administering pre and post test questionnaires covering different aspects of training before and immediately after the training programme. This phase is very significant part of the whole evaluation process. It addresses the question: Did the participants learn anything? To ascertain this, pre and post questionnaire was prepared for every module and all the participants were asked to fill it up before each module and after completing it. Measuring the learning that takes place in a training programme through pre & post questionnaire is important in order to validate the learning objectives. Pre and post test questionnaire basically focused on What knowledge was acquired? What skills were developed or enhanced? What attitudes were changed? In the model, authors have followed various approaches to substantiate the learning occurred during the programme. They linked the pre and

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post learning to various biographical, psychological and organizational variables to assess the contribution of these variables to learning which in turn help trainers to reorient the inputs or selecting the participants of particular profile matching with the training programme. They also measured rigidity/ flexibility of participants to discriminate between participants who are flexible and open to learn and those who are rigid in their approach. In our study we limited the analyses to the pre-post questionnaire only and calculating learning index of each module. (See Annexure III for sample pre & post questionnaire) Following formula from Virmani & Premila's model was applied to measure learning index of session:

Post training score - Pre training score Learning index = ------------------------- X100 100 - Pre training score Finding out the true learning index was moot point for the authors. The most obvious learning index, i.e. the difference between the post and pre training test scores but it has some apparent disadvantages. For example, the difference between the trainee whose initial score was 80% and post training score was 90% with the change of 10% (90-80) vis a vis the trainee whose pre-score was 20% and post score was 30%, again giving a change score of 10%. Thus, an index easy to understand and calculate was derived where in more importance was given to the unknown or unlearnt score (100 - Pre training score) than the pre training score itself, since it was a true indicator of the degree to which the trainee gain through the training programme.2
Average Level learning index of each module 78.26% 69.04% 67.24 64.00% 48.26% 39.39% Medium High

Average Learning Index of each module in a tabular form

Module (In order of its scores 1. 2. 3. 4. 5. 6. Problem solving decision making Assertiveness Creativity Communication skills Time mgt Emotional intelligence No. of No. of Sum of participants participants learning index (N=26) not filled up of all trainees% 23 26 25 25 26 22 3 0 1 1 0 4
High Medium Low

1800 1795 1681 1600 1255 866.55

Low

Learning index between 75% - 100% rated as Learning index between 50% - 74% rated as Learning index between 0% - 49% rated as

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Comparison of Reaction and learning It was really an interesting exercise to compare some of the parameters of reaction evaluation with the learning scores. The Reactionary ratings of each module in all six parameters were compared with the learning index of modules and following important points were inferred which will be useful to all in the training fraternity. Inferences and recommendations The module on problem solving and decision making has highest learning index of 78.26%, it is interesting to know that the 80% of trainees felt that the faculty of this module was highly knowledgeable and 72% of the trainees' felt that the aids used were appropriate and effective, and 80% of the trainees felt that content was highly relevant. Thus it is evident that knowledgeable faculty along with the ability to use various aids and activities has significant impact on the rate of learning. It was surprising to see that only 28% of the trainees felt that module on creativity is highly relevant where as 72% felt that it is adequately relevant. Inspite of this the learning index of this module was 67.24%. Thus, a great lesson for trainers and module developers that reaction evaluation may not be totally reliable to change the inputs of the training course. While comparing the reactionary feedback and the learing index of Emotional

intelligence module great insight was drawn that the faculty just being highly knowledgeable will not ensure greater degree of learning but the way the module is delivered and the discussion is generated plays very crucial role in achieving higher learning index. In this module inspite of 84% of the trainees feeling that faculty was highly knowledgeable; the learning index is lowest of all the modules. It was also noted that only 40% trainees felt that aids used were appropriate and effective. This is the lowest when compared with all other modules. Thus, it highlights the significance of the approach and the methods used during the course. If we compare the ratings of assertiveness module, it has scored second best in both the reaction and learning index. 76% of trainees feel that objectives had achieved completely, and also the learning index of this module is second highest. 84% of trainees feel that time allotted was adequate. Follow - up stage Evaluating participants and the programme sometime after the training programme is probably the best measure of a programme's real impact. Follow-up evaluation is the most reliable. Follow up studies can take several

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forms. We can send questionnaires to the participants to find out how much they are using what they learned in the training and how they would rate it after being away from it for a while. We can visit participants on the job for obsevations or interviews either to measure participants' behaviours or to discuss the programme's effectiveness. The purpose of this evaluation stage is to establish accurately, validly and reliably, that learning was transferred and to evaluate the practical usefulness of training. In the model, authors have suggested to involve boss and subordinates of the trainee also at the followup stage to ensure more conducive climate for implementation. But in our study, a follow-up questionnaire was sent to trainees after a year and we limited it to trainees only because of the limitation with the kind of trainees we had, they were students uncertain of the kind of job and work environment they will be working few years down the line. (See Annexure IV - Follow up Questionnaire) Out of 26 participants, 20 of them responded the questionnaire. Analyses of follow up questionnaire Some of the question's analyses are as follows: I. The objectives set by the department at the first stage of the programme planning was listed and all 26 participants were asked to

give their rating after a year, whether these objectives were totally achieved, partially achieved, or not achieved at all. Following were the findings after analyzing the questionnaire: Out of 20 participants: 60% felt that objectives were totally achieved. 40% felt that objectives were partially achieved. II. Did you make any attempt towards applying some of the ideas, techniques, concepts and skills acquired through the programmed, as per action plan prepared? 30% of them responded that they made an attempt to bring major changes. 60% of them responded that they made an attempts to bring minor changes. 10% of them responded that no attempt was made from their side. III. Which module's techniques were you able to apply? 100% of them said that they were able to apply techniques of Assertiveness module. 90% of them said that they were able to apply techniques of Problem solving Decision making skills. 80% of them said that they were able to apply techniques of Communication skills. These three modules were rated high during learning evaluation, their learning index is more than 60% and after one year trainees

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were able to apply some of the techniques of these modules only. Thus, it is evident that if the faculty is knowledgeable with the ability to use variety of training methods will have a great impact on the learning index and also on the motivation and commitment of trainees to apply the concepts and techniques in real life situations. IV. Please specify the factors you will attribute to your learning during the programme and its application in real life situations: I. Fun filled activities along with effective debriefing sessions (90%) II. Experiential learning techniques (80%) III. Hard work and self determination (30%) IV. Exposure and encouragement by peers and family members (50%) Conclusions and recommendations Evaluate? What's to be evaluated? A particular training course? The trainees? The trainers? The training department? The training method, Training in general? Why evaluate it? Do we wish to gauge its effectiveness, Change behaviour? Shape attitudes? Improve job performance? Reduce defects? Increase sales? Enhance quality? How much does it cost? Whatever it costs, is it worth it? Who says? On what basis? What are we trying to find out? for whom? The evaluation of training poses a problem for many trainers, managers, executives, and other professionals with an interest in training. The preceding question illustrate the

complexity of any effort to evaluate training and emphasize the importance of being clear about the purpose and its process. Effective evaluation will not just happen on its own. It must be carefully planned. A system for evaluating the training programme must be put in place before it starts. The key to planning a useful evaluation is the same as the key to planning a successful training programme. It is to be emphasized once again that evaluation must be included as part of the training programme, and not something to be thought of at the end of training. Hence, a plan of evaluation should precede training and not follow it. Well-planned and well-conducted evaluation can provide useful information to funding agencies, sponsoring institutions, trainers, and participants. Evaluation data can serve: To show the real worth of a programme, To show where to improve future workshops and institutes, To justify funds expended, as a basis for rational decisions about future plans of the organization, To list out most effective method which facilitates learning of trainees.3 By applying Virmani and Premila's model of evaluation to our study, following inferences were made which will prove useful to all people in training fraternity: Pre-training questionnaire helps both the trainers as well as trainees. It helps in bringing the congruence of training

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objectives between boss, organization, trainees and the trainers. It not only helps the evaluation process but also becomes the tool, which brings the awareness among trainees about the various topics to be covered in the training programme and they get enthused and motivated to learn from training. On the other hand, it also helps trainers to formulate the training design in view of expectations of the trainees, can figure out the relevant pedagogical tools, or shift emphasis of the inputs depending on the profile and expectations of trainees, boss and the organization. Under reaction evaluation, it is very important to measure specific aspects of the programme which can provide information on the knowledge of the faculty, method and aids used, relevance and the achievement of the objectives. Though reaction evaluation may not be totally reliable to change the inputs of the training course because of its inherent biases affected by social and other factors during the training programme, yet it is an important indicator of the frame of mind, with which trainee is leaving. This is important because if the trainees are leaving with positive attitudes, there are greater chance of higher commitment to apply the knowledge and skills acquired through the programme. Thus, in our case we decided to continue with the programme evaluation questionnaire for all the programme. Experiential learning techniques with lot of activities and role plays facilitates the learning process of participants especially

adolescents, thus based on the study and its outcome, we decide to review the modules of emotional intelligence and time management whose learning index is lowest of all the modules. On comparing the action evaluation graphs and the learning index of all the session, it can be concluded that Its not only the knowledge of the faculty that helps in achieving the set objectives but also the methods and aids used have great impact on the learning. Thus establishing good correlation between learning index and the methodology. Based on this evaluation study it can be construed that participative and experiential learning method facilitates the process of learning. Following methods found to be more effective which trainers can always use in their training session:

Role plays Simulations Case study followed by syndicate discussions Brainstorming and questioning Outdoor and indoor activities apt to the subject

It is imperative for the trainers to ensure that the debriefing session after every activity is very effective only then the learning can be culled out from each of these methods or else the activity in no time will turn into games and participants will start having fun. Any organization investing time and effort in training of executives is interested in the transfer of knowledge to the job and its impact on the performance. Thus, the

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training institution and the trainers have an important role in ensuring that knowledge acquired at the training institution finds sufficient application. Technical skills can be measured, increase in the knowledge can be measured but assessing the degree of change in job performance is difficult because of various factors involved. The tool of follow up questionnaire used in the model helps in assessing the transfer of training and improvement in job performance. The follow-up questionnaire was also sent to boss and the subordinate to eliminate the inherent bias in the method of self reporting.

REFERENCES 1. B.R Virmani & Premila Seth, Evaluating Management Training and Development, Vision Books Pvt. Ltd, New Delhi, 8-9, 1985. 2. B.R Virmani & Premila Seth, Evaluating Management Training and Development, Vision Books Pvt. Ltd, New Delhi, 8-9, 1985. 3. Ayers, Jerry B. Evaluating workshops and institutes. Practical Assessment, Research & Evaluation, 1(8). (1989).

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Annxure -1 Pre Training Questionnaire Name of the participants: Residential address: Tel: Email ID: Presently studying: Date of birth: 1) Did you personally opt for this course? Yes ( Parents Friends Life skills participants 3) Do the objectives stated in the brochure meet your expectations? Yes ( 4) If no Please specify your objectives and expectations from this programme: ) No ( ) ) No ( ) 2) If no, were you sent by Age :

5) Through this programme do you aim at solving any specific problem confronted by you in your life

Yes (

No (

6) If yes please specify (very briefly)

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Annxure -II
Programme Evaluation Questionnaire Dear Participants, We hope you found our sessions fruitful and effective. In our pursuit to make them better, we request you to give a candid feedback on various parameters listed below. We hope that your opinions and suggestions shall help us to make this programme more effective next time. Participants Name (Optional): Tick the relevant cell Date :

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a) What are the major contributions of this course to your personal learning as student.? Thank you,

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Annxure -III Pre & Post test questionnaire Sample of assertiveness module Assertiveness test Questionnaire 1. Assertiveness Means : ( a) Direct, Honest, Respectful. b) Indirect, Disrespectful. c) To dominate other. 2. Assertive behaviour Communicates: ( a) The message of Superiority. b) The message of Inferiority. c) An Impression of self- respect and respect for others. 3. By being Assertive we work towards: ( a) Win-Lose Outcome b) Lose-Win Outcome c) Win-Win Outcome 4. "Only an idiot would think of a solution like that! Don't you ( ever think before you talk?" Identify the behaviour style: a) Aggressive b) Non-assertive c) Assertive 5. "No thank you, I appreciate your asking, but I really don't ( enjoy all those soap operas Identify which behaviour style: a) Aggressive b) Non-assertive c) Assertive 6. By being assertive we put: ( a) Our wants, needs, rights above those of others. b) Our wants, needs, rights equal with those of others c) Wants, needs and rights of others to be more important than our won. 7. Oh, I can't go- I have other plans. ( Identify which behaviour style: a) Assertive. b) Aggressive c) Non-assertive 8. Along with "selection of words", "How we say them" is also important. ( TRUE (OR) FALSE 9. Which style would you choose if somebody is interrupting you again and again: ( a) You always interrupt my stories b) I would like to tell my stories without interruption. c) You embarrassed me in front of all those people. )

) )

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Annxure -IV Follow-up Questionnaire Name of the participant: Residential address: Tel: Email ID: 1) The organization had set the following objectives for the programme. Kindly indicated the degree of realization of these through the course Objectives To enable the participants to develop feeling of healthy competition. To enable participants to develop assertiveness. To enable participants to improve their communication. To enable participants to develop effective decision making skills & problem solving skills. To enable participants to improve their creativity. To enable participants to develop their Emotional Quotient. To sensitize the participants towards the efficient time management. 2) Did you make any attempt towards applying some of the ideas, techniques, concept and skills acquired through the programme, as per your action plan prepared: 1. Made an attempt to bring major changes ( ) 2. Made an attempt to bring in minor changes ( ) 3. No attempt was made ( ) 3) Which module's techniques you applied 1. Communication skills 2. Assertiveness 3. Problem solving and decision making 4. Creativity 5. Emotional intelligence 6. Time management 4. Please specify the factors you will attribute to your learning during the programme and its application in real life situation: Thank you Not at Comments if Total Partial all any, about these realizatio n realizatio n objectives