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Today most experts agree that in a highly competitive world, product lines or technology are not considered as competitive advantages for organizations,  whereas, HR and manager’s ability to manage people in an organization brings about superiority for an organization among competitors. Therefore, the development of this valuable resource is considered to be vital for organization’s success. Staff training and Development constitutes a strategic and important issue for an organization and through it organizations’ human capital is transformed into permanent capital. While the importance and necessity of designing and implementing training in organizations has become popular and well accepted, what has become extremely important is the effective evaluation of training programs.  In the present study we used the return on investment model to assess training courses at Saipa Company’s Maintenance unit. Results showed that the rate of return on investment for these courses was 35.6%. In addition, reduction in employee transfers, increased employee job satisfaction, increased customer satisfaction, reduction in employee absenteeism, increased employee progress, reduction in employee turnover, increased employee engagement and decreased rate of occupational accidents has brought about intangible benefits for the organization. rn  

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To launch an evidence source for successive judgment and decision making, program evaluation of any educational institute is an indispensable process, and language institutes are not the exceptions. In an attempt to propose a solution for a fundamental problem as the lack of a standard evaluation program for English language institutes, this study used a new method to be implemented in the context of ‘English language institutes (ELIs)’ of Iran. In this country, evaluation of nongovernmental centers, including ELIs, is carried out by the Ministry of Education (ME) using a performance evaluation framework which mainly collects the required data through a survey form (locally known as ‘Form 322’).  We adopted and applied the survey form 322 into developing a specific questionnaire. Ninety ELIs administrators of Mazandaran were surveyed through an instrument that was piloted and validated through the obtained data. The extracted results from the questionnaire were sorted into the categories of “validation”, “improvement”, “redesigning”, and “researchers’ opinion”. The results showed that the original form, long used in the country, needs to be redesigned. To cross-validate the obtained data and the emerging results, fifteen volunteers from the participating institutes were interviewed for their ideas through Skype and direct interview. Consistent with the results, not only for Iran are an online platform and a standard evaluation and monitoring process recommended, but also an international integrated performance evaluation standard is strongly suggested for English language institutes.