A comprehensive model for child welfare training evaluation ☆ Becky F. Antle ⁎ , Anita P. Barbee, Michiel A. van Zyl University of Louisville, Kent School of Social Work, United States Received 13 November 2007; received in revised form 30 January 2008; accepted 1 February 2008 Available online 15 February 2008 Abstract The purpose of this research was to develop and test a comprehensive theoretical model for child welfare training evaluation. Drawing upon the theoretical work in training evaluation as well as empirical research in child welfare, this study proposed a model of training evaluation that included individual and organizational predictors of outcomes; training satisfaction, learning and transfer; as well as federally mandated organizational outcomes of safety, permanency, and well-being. The model was tested through an experimental–control group pre- and multiple-post test design with 72 supervisors and 331 case workers in public child welfare. Supervisors and workers in the experimental group participated in a five-day training on skills for effective casework practice and federally mandated outcomes for child welfare. Subjects completed a number of standardized scales to measure the constructs in the model pre-training, immediately post-training, and two months post-training. The data were analyzed using structural equation modeling. Results indicate that individual learning readiness, supervisor support of learning, and knowledge gain are predictive of training transfer. Recommendations are provided to enhance the effectiveness of child welfare training delivery systems. © 2008 Elsevier Ltd. All rights reserved. Keywords: Child welfare; Training evaluation; Learning readiness; Supervision 1. Introduction A review of the child welfare training evaluation literature reveals that the majority of evaluation studies have focused on intermediate outcomes such as the reactions of trainees and increases in knowledge (for example, see Cauble & Thurston, 2000). There have not been a substantial number of research studies on the transfer of training to the workplace or organizational outcomes for training. Yet, the corporate literature clearly indicates that the transfer of skills from training and return of investment for the organization are the most important indicators of training success (Burke, 1997; Shelton & Alliger, 1993). Child welfare training evaluation has historically been guided by the Kirkpatrick taxonomy of training evaluation. Kirkpatrick (1959) identified four levels at which training should be evaluated: reactions, learning, transfer, and Available online at www.sciencedirect.com Children and Youth Services Review 30 (2008) 1063 – 1080 www.elsevier.com/locate/childyouth ☆ This study was funded by a Federal 426 training grant to the second author from the U.S. DHHS, Administration for Children, Youth and Families, Children’s Bureau #90CT0079. ⁎ Corresponding author. E-mail address: becky.antle@louisville.edu (B.F. Antle). 0190-7409/$ - see front matter © 2008 Elsevier Ltd. All rights reserved. doi:10.1016/j.childyouth.2008.02.002