For every workplace, all training programs are conducted to (directly or indirectly) produce positive financial results, like positive return on training investment or increased profits. With our evaluation design, a number of outcomes are anticipated to be achieved that would…
ded outcomes are higher productivity, improved quality of work, improved communication across horizontal and vertical lines, higher worker morale, greater job satisfaction, increased output and sales, reduced turnover, reduced scrap rate, and lower absenteeism etc.
In order to determine these outcomes in our evaluation, we intend to measure the effectiveness of the program both before and after the training. We will allow a certain time elapse after the training program in order for the results to be achieved. Also, our evaluation design does not only cater to over optimistic results, because one of the most important factors of our evaluation is to find out how, if at all, the training program could be improved.
In the first level of our evaluation design, we will record the participants’ reaction to the overall program immediately after the training program, by using instruments such as a questionnaire with both open-ended and closed-ended items (including rating scales etc.) in order to determine whether or not participants have a positive attitude towards all components and sub-components of the program. From this we would be able to evaluate the most important strengths and weaknesses of the program. We will respect the confidentiality of participants’ responses by keeping our instruments anonymous; this would produce more honest answers.
Level two of our design is more imperative to our evaluation design. In this, we will gauge the learning of participants. We will match their learning outcomes with the trainer’s learning objectives mentioned in the beginning of the program. The assessment will be done across three areas, namely: knowledge, skills, and attitudes. For example, if the training program is on computer systems, we will evaluate after the training program whether the participants know the difference between Windows 95 and Windows ME (knowledge); whether they can upload a new operating system to a computer (skill); and whether their ...
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Our changing lifestyles have added to this pressure of maintaining good health. On one hand we have people obsessed with their health care whereas, on the other hand we have people who are totally ignorant about their health. However we need to achieve a trade-off between these two extremes.
It accounts for one of the largest retailers in the world having store locations in 14 countries across the world. The present aim of the business to increase expansion in many more regions such as Central Europe, Poland, Slovakia, Czech Republic and Hungary requires an overall development in the present skills and performance levels of employees.
A lot of investment goes in to employee training in terms of both time and money. During the training period, the employees under the program will need to be away most of the time and may not contribute to the production process. The training process is also very expensive in the short term (Montana, and Bruce, 2000).
While Kirkpatrick's work is now normally referred to as "levels", he never used that term, preferring to name them as "steps". Additionally, he never referred to it as a model but used terms such as techniques for conducting the evaluation (Craig, 1996). The four steps of the evaluation according to Kirkpatrick include: 1.
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The second one is the one most often used and the one which students often worry about. However, the other two are equally important to the educational process. Moreover, assessment is not something that should be developed after the instruction is
Outcome evaluations, on the other hand, are part of summative evaluations that seek to identify whether the program or technology resulted in significant effects on defined target outcomes (Fasten, 2009).
Process evaluation is meant to provide the evaluator
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