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Chapter 6 Evaluation

Chapter 6 Evaluation. Objectives Explain why evaluation is important. Identify and choose outcomes to evaluate a training program. Discuss the process used to plan and implement a good training evaluation. Discuss the strengths and weaknesses of different evaluation designs.

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Chapter 6 Evaluation

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  1. Chapter 6 Evaluation

  2. Objectives • Explain why evaluation is important. • Identify and choose outcomes to evaluate a training program. • Discuss the process used to plan and implement a good training evaluation. • Discuss the strengths and weaknesses of different evaluation designs. • Choose the appropriate evaluation design based on the characteristics of the company and the importance and purpose of the training. • Conduct a cost-benefit analysis for a training program.

  3. Training Evaluation • Most companies don’t evaluate • “Smile sheets” most frequently used • Companies that make substantial investment in training collect behavior and results data

  4. Why Evaluate Training Programs? • Identify where adjustments are needed • Assess the learning environment • Do Trainees like the program (Reactions)? • Do trainees acquire knowledge, skills, and abilities in the program (Learning)? • Assess transfer of training • Does Behavior change occur (Behavior)? • Do we get a return on investment (Results)?

  5. Approaches to Evaluation • Formative Evaluation • Summative Evaluation

  6. The Evaluation Process • Needs Analysis • Develop Measurable Learning Outcomes • Develop Outcomes Measures • Choose an Evaluation Strategy • Plan and Execute the Evaluation

  7. Level 1 Level 2 Level 3 Level 4 Level 5 Reaction Learning (Cognitive) Behavior, Skills, Attitudes Results Return-on-Investment Outcome used in Training Evaluation

  8. Categories of Outcomes • Cognitive • Kill-based • Affective • Results • Return on Investment • Direct costs • Indirect costs • Benefits

  9. Criteria (Outcomes) used in Training Evaluation • Criteria should be based on training objectives • Good criteria are relevant, reliable, uncontaminated, and complete • Evaluation criteria include reaction, learning, behavior, and results

  10. Relationship of evaluation Outcomes to learning and Transfer Learning Transfer Behavior and Skills Results Return on Investment Reaction Learning Behavior and Skills Outcomes

  11. Threats to Internal Validity • Reactivity to Pre-test • Reaction to Evaluation • Interaction Between Selection and Training • Interaction of Methods

  12. Controlling for Threats to Validity • Use of pre and post-tests • Use of comparison groups • Random assignment

  13. Types of Evaluation Designs • Posttest Only • Pretest / Posttest • Pretest / Posttest with Control Group • Time Series • Solomon Four-Group

  14. Example of a Pre-test Post-testComparison Group Design

  15. Factors that Influence Choice of an Evaluation Strategy • Change potential (Can the program be changed?) • Importance (Implications of a poor program) • Size (# of trainees) • Purpose and Nature of Training (Objectives) • Culture (Do we need to demonstrate results/)

  16. Factors Related to Evaluation Strategy (Con’t) • Expertise (Can we analyze a complex study?) • Cost (Investment in training, budget for evaluation) • Time-frame (When do we need the information?)

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