avelino, frynx dy, cristalle kasala, lea anne pacapac, cassandra padilla, joseph anthony
DESCRIPTION
Avelino, Frynx DY, CRISTALLE KASALA, LEA ANNE PACAPAC, CASSANDRA PADILLA, JOSEPH ANTHONY SALABAO, NORMANDY. RULES. Turn off your cellular phones. Listen to the one who is talking or reciting. No eating while in session. No going to the comfort room unless necessary. TRAINING OBJECTIVES. - PowerPoint PPT PresentationTRANSCRIPT
Avelino, FrynxAvelino, FrynxDY, CRISTALLEDY, CRISTALLEKASALA, LEA ANNEKASALA, LEA ANNEPACAPAC, CASSANDRAPACAPAC, CASSANDRAPADILLA, JOSEPH ANTHONYPADILLA, JOSEPH ANTHONYSALABAO, NORMANDYSALABAO, NORMANDY
RULES
• Turn off your cellular phones.• Listen to the one who is talking or reciting.• No eating while in session.• No going to the comfort room unless
necessary.
TRAINING OBJECTIVES
• To learn the importance of making an evaluation form.
• To understand the purpose of evaluation.• To know the difference and when to use
process and outcome evaluation.
9-4
Evaluation Phase
Input Process Output
Evaluation Objectives
Design Issues
Organizational Constraints
Evaluation Strategy
and Design
ProcessMeasures
OutcomeMeasures- Reaction- Learning- Behavior- Results
• PUTTING IT ALL TOGETHER– More methods = better evaluation
• WHEN TO USE IT– Training department– Training program evaluation
• Trainee’s perceptions, emotions, and subjective evaluations of the training experience
• Important because favorable reactions create motivation to learn
• Social Learning Theory – first part of learning is getting their attention
AFFECTIVE QUESTIONNAIREmeasures general feeling about training
UTILITY QUESTIONNAIREbeliefs about the value of training
• Do not assess learning but rather the trainees’ attitudes about and perceptions of the training
• Considerations:– Training relevance– Training materials and exercises– Reactions to the Trainer– Facilities and procedures– Timing
• How well the learning objectives and the over-all training objective were achieved
• Learning Objectives – specify the types of outcomes that will signify that training has been successful
• Evaluation of learning should use the same measurement techniques as in the TNA
• The person analysis serves as the pre-training measure of the person’s KSAs. These results can be compared with a post-training measure to determine whether learning has occurred
1. Knowledge Outcomesa. Declarative Knowledgeb. Procedural Knowledgec. Strategic Knowledge
2. Skills Outcomesa. Compilationb. Automaticity
3. Attitudes Outcomes
• Degree to which the learned behavior has transferred to the job
• Methods for measuring job behavior in the TNA should be used in measuring job behavior after the completion of training
1. Interviews2. Questionnaires (most preferred)3. Direct Observation4. Archival Records of Performance
1. Cost/benefit evaluation- compares the monetary cost of training with the nonmonetary benefits.
2. Cost-effectiveness evaluation- compares the monetary costs of training with the financial benefits accrued from training.
a. Cost savings analysis (Results Focus)- a calculation of the actual cost savings, based on the change in “results”.
b. Utility analysis- an examination of value of overall improvement in the performance of the trained employees.
- permits us to estimate the overall value to the organization of the supervisors’ changes in behavior.
U = (N)(T)(DT)(SDY) – C where:U = dollar value of improved performanceN = number of traineesT = time the benefits will lastDT = difference in performance in performance
between trained and untrained groups (in standard deviation units)
SDY = dollar value of untrained group’s performance (in standard deviation units)
C = total cost of training the trained group
• Who is interested in the data? - CONSTITUENCES OR CUSTOMERS. -- THE TRAINERS
-- TRAINING MANAGERS -- THE TRAINEES
-- THE TRAINEES’ SUPERVISOR
*a considerable amount of work is
required to evaluate every
program offered