This article examines the issue of training evaluation in Can‐ada; the difference between what academics have suggested should be done, and what practitioners are actually doing. This article first presents the academic perspective of training evaluation. Then, through a survey, determines how Canadian organisations are evaluating their training programmes, at both the management and non‐management level. The practitioner perspective is presented as a supporting rationale for the survey results. The article provides insight as to how a dialogue between practitioners and academics could lead to more effective and meaningful research and practice.