Avelino, Frynx DY, CRISTALLE KASALA, LEA ANNE PACAPAC, CASSANDRA PADILLA, JOSEPH ANTHONY

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

INTRODUCTIONINTRODUCTION

…and how it is used for evaluation.

..what is process data?

..what is outcome data?

• Compares the developed training to what actually takes place in the training program

• Needs analysis• Training objectives• Training design

• Training implementation– Trainer– Training techniques– Learning objectives

• PUTTING IT ALL TOGETHER– More methods = better evaluation

• WHEN TO USE IT– Training department– Training program evaluation

• Removes the connotation of pass or fail

• Puts the focus on improvement

• 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

• Highest level in the hierarchy• Effect on the company/organization

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

- to those customers who requested to do so

-- depends on the organization

and attitudes and beliefs of upper management

OUTCOME DATA

REACTION LEARNING BEHAVIOR RESULTS

TRAINING DEPARTMENT

TRAINER Yes yes yes noOTHER TRAINERS perhaps perhaps perhaps noTRAINING MANAGER yes yes yes yesCUSTOMERS

TRAINEES yes yes yes perhapsTRAINEES’ SUPERVISOR not really only if no

transferyes yes

UPPER MANAGEMENT no no perhaps yes